Engagement through Research and Scholarship

RESEARCH 

Dr. Rekha Rambharose has contributed directly to the growth and development of scholarship and research activities within the field of access to education, and alternate access pathways such as Recognition of Prior Learning and articulation pathways both nationally and internationally. She is the principal investigator on various research projects within the RPL unit. These research include 

1. Socially responsive curriculum renewal of the RPL portfolio development programme: A South African Higher education perspective 1,2* Dr. Rekha Rambharose, 1Recognition of Prior Learning Unit, University of the Western Cape, Cape Town, South Africa, 2.Institute for Post-school studies, Faculty of Education, University of the Western Cape*Corresponding author Email: rrambharose@uwc.ac.za, PLAIO submission

2. Foregrounding the significance of RPL within South African higher education. 1,2* Dr. Rekha Rambharose, 1Recognition of Prior Learning Unit, University of the Western Cape, Cape Town, South Africa, 2.Institute for Post-school studies, Faculty of Education, University of the Western Cape*Corresponding author Email: rrambharose@uwc.ac.za, JOVACET submission 31 March 2024

3. Integrating the factors that facilitate effective RPL: a model for achieving social justice and democracy via alternative access to higher education. Theme: Validation and inclusion: democracy in action, Validation of Prior Learning Biennale 2024. Project investigator/ corresponding author: 1,2* Dr. Rekha Rambharose, 1Recognition of Prior Learning Unit, University of the Western Cape, Cape Town, South Africa, 2.Institute for Post-school studies, Faculty of Education, University of the Western Cape*Corresponding author Email: rrambharose@uwc.ac.za, VPL submission 6-8 May 2024

The Recognition of Prior Learning (RPL) within the South African context has impacted various sectors that align to the upliftment of civil society, previously oppressed and under-resourced individuals who have not had the opportunity to enter university. National RPL policy and institutional processes have been constantly refined and amended over the past 30 years to ensure that access, equity, educational transformation and navigation within the post-school education and training sector is ongoing. This appears like a working model on paper, however, in practice there are far too many challenges and the burden on RPL policy is far greater. This study identifies the core elements that either facilitate or limit RPL from achieving social justice and a democratic system that ensures the validation of knowledge, access, and transition for mature individuals. These elements include a misalignment within the entire educational system, lack of awareness, contextual understanding of the RPL student, funding limitations, policy misinterpretation, capacity, career development tools, and student enrolment statistics from 2019-2023 at the University of Western Cape.

4. RPL implementation through the socio-economic lens: a cost-benefit analysis tool for sustainable development and democracy in RPL. Theme: Validation and inclusion: democracy in action, Validation of Prior Learning Biennale 2024. Project investigator/ corresponding author: 1,2* Dr. Rekha Rambharose, 1Recognition of Prior Learning Unit, University of the Western Cape, Cape Town, South Africa, 2.Institute for Post-school studies, Faculty of Education, University of the Western Cape*Corresponding author Email: rrambharose@uwc.ac.za, VPL submission 6-8 May 2024. Co-author/ project investigator: Prof Irrshad Kaseeram, Faculty of Commerce, Administration and Law, University of Zululand. Concurrent session (we can facilitate this online- as it is interactive and other stakeholders will get the opportunity to apply this model to their institutions and feedback into the main session)

The Recognition of Prior Learning (RPL) can be viewed from a myriad of perspectives depending on the goals that this democratic system aims to achieve. RPL practice is aligned globally with at least seven of the United Nations sustainable development goals (SDGs). This study presents a theoretical cost-benefit analysis model that positions RPL at the core of these seven SGDs. The model lays out standard variables that need consideration during the RPL process, access to university, transition and return to the working world. This model is multidisciplinary and overlaps expert analysis and interpretation from a policy, economics, macroeconomic, teaching and learning within higher education and social justice perspectives. Effective RPL practice goes beyond policy development and implementation. A key factor in propelling RPL practice for the future is understanding the sectors and people it will impact, its feasibility and socio-economic considerations that will impact society, reduce poverty, reduce inequalities, provide access to quality education that is accessible to any gender and contribute to decent work and economic growth within South Africa and in other parts of the world where RPL is practiced.  We believe that this model can be used to generate empirical data globally to understand and compare RPL democracy in action on a macro-scale.

5. Pillars that inform institutional autonomy and public accountability in RPL practices within higher education: An assessor’s perspective. Theme: Validation and inclusion: democracy in action, Validation of Prior Learning Biennale 2024. Project investigator/ corresponding author: 1,2* Dr. Rekha Rambharose, 1Recognition of Prior Learning Unit, University of the Western Cape, Cape Town, South Africa, 2.Institute for Post-school studies, Faculty of Education, University of the Western Cape*Corresponding author Email: rrambharose@uwc.ac.za, VPL submission 6-8 May 2024.Co-author: Mr. Robin Parenzee

The recognition of prior learning policy, practice and assessments are foregrounded to address issues related to redress, equity, access, transition, social justice and lifelong learning within the post-school education and training sector. It is argued that even though national and institutional policies govern the institutional autonomy of RPL practice, scope and implementation at the University of the Western Cape there are several other key elements that enable this practice to achieve transformation, empower the public and facilitate social justice from an RPL perspective. Too often higher education institutions and RPL practitioners utilize a bureaucratic, or ‘tick-box’ approach to assess and evaluate the merits of RPL candidature. This is due largely because RPL assessors or practitioners within the university are often employed in administrative roles, leading to a loss in the human element behind the assessment of RPL candidature. Individuals tasked with the duty of representing an institution as RPL practitioners, are not invested in the reality of the cause behind the actual purpose of RPL, not effectively trained or guided on autonomy, contextual positioning of the RPL discourse or public accountability and issues related to professional development and lifelong learning. This model is challenging and often leads to access without long term support for already marginalized individuals, student success, throughput and social justice objectives. This paper explores the autonomy and public accountability of RPL practitioners within higher education, using the principles of adult learning theory to carefully map out the pillars that govern engagement with RPL advisors or assessors and RPL applicants. Four key pillars are identified to position autonomy discourse of RPL practice into a domain that is human-centred, sustainable, promotes articulation, lifelong learning and thereby achieves social justice and transformation within higher education. Barriers and enablers from an assessor’s perspective are also briefly highlighted as significant key areas for future work in the field of institutional autonomy and public accountability within the area of RPL in higher education.

6. Facilitating access to higher education and promoting academic readiness through digital pedagogical development for Recognition of Prior Learning. Book chapter Submission to: Personalization in Pedagogical Landscapes in the Digital Age - A Global Perspective,” an Open Access book edited by Dr. Orit Avidov-Ungar. This book is part of the "Education and Human Development" Book Series edited by Series Editor Dr. Katherine K.M. Stavropoulos. InTech Open Books. 1,2* Dr. Rekha Rambharose, 1Recognition of Prior Learning Unit, University of the Western Cape, Cape Town, South Africa, 2.Institute for Post-school studies, Faculty of Education, University of the Western Cape*Corresponding author Email: rrambharose@uwc.ac.za, PLAIO submission

Keywords: Higher Education, RPL, Online learning, technology-based pedagogy, access

The rapid onset of the coronavirus disease 2019 (COVID-19) pandemic and the subsequent re-adjusting to the post-pandemic times have been identified as two key factors that have significantly propelled the use of technology and online learning into greater depths within the higher education landscape. Despite the myriad research underpinning the integration of technology-based and online learning systems within universities, minimal information is known on how this technology and online learning can be integrated and applied to mature adult learners who enter university via the recognition of prior learning (RPL) access pathways. Research and knowledge on the pedagogical, andragogical, phenomenological, and theoretical aspects of integrating the use of technology and online learning within the RPL context is still in its infancy. Globally there have been a few studies that have highlighted the benefits of e-portfolios or the use of online assessment platforms for RPL. I argue that this presents a gap in the current knowledge and research. This chapter will provide an overview of the enablers and barriers within the higher education system that can both facilitate and hinder digital pedagogy within online settings. The University of the Western Cape’s RPL for access online portfolio development programme will be referenced as a case study in this chapter. Key areas of development and support will be identified as recommendations for enabling future endeavors of digital pedagogies and online technology and learning within the higher education sector.

Conference presentations

1. 5th MUT Teaching and Learning Colloquium “Re-imagining the 21st century curriculum and learning environments: the quest for student success.” Subtheme: Integrated interventions for student academic support Presenter: Dr Rekha Dunpall. Institution: Academic Centre for Teaching and Learning, University of Zululand. Title of presentation: Initiating new benchmarks in higher education: Academic support and student advancement.

2. Regional Extended curriculum (ECP) Symposium, CPUT Granger Bay Campus, 30 August 2019. Reconfiguring ECP pedagogies through theoretical frameworks: Invited to Stakeholders discussion access to education

3. Apprenticeship Game Changer, COS - A21 - Assessment – RPL – Mentor Development Symposium. 16th August 2018, Venue: Cape Town International Convention Centre: Invited to Stakeholders discussion access for TVET and RPL 

4. 2020 HELTASA Conference, Hosted by Central University of Technology, Free State, Bloemfontein Campus. 30 November – 03 December 2020- “Creating enabling learning spaces for all”- attended

5. SAQA UNESCO Flexible Learning Pathways online webinar, invited to Stakeholders discussion 8 December 2020

6. International Policy Forum on flexible learning pathways in higher education. 6-8 July 2021. Invited to stakeholders discussion

7. HELTASA (UN)CONFERENCE 2021 PROGRAMME Sivela phi? Siphi? Siya phi? – Being resilient, responsive and relevant in a shifting Higher Education context, HELTASA oral presentation. Title: Implementing effective digital and online learning transitions for Masters in Nanoscience students during COVID-19

8. CHE conference 2023, Promoting access and success in post-graduate studies. Developing RPL practice through collaborative assessments for post-graduate access: Identifying barriers and enablers.  Project investigator/ corresponding author: 1,2* Dr. Rekha Rambharose, 1Recognition of Prior Learning Unit, University of the Western Cape, Cape Town, South Africa, 2.Institute for Post-school studies, Faculty of Education, University of the Western Cape*Corresponding author Email: rrambharose@uwc.ac.za,

9. CHE conference 2024, Deepening the Discourse on Academic Freedom, Institutional Autonomy and Public Accountability in South African Higher Education. Pillars that inform institutional autonomy and public accountability in RPL practices within higher education: An assessor’s perspective. Project investigator/ corresponding author: 1,2* Dr. Rekha Rambharose, 1Recognition of Prior Learning Unit, University of the Western Cape, Cape Town, South Africa, 2.Institute for Post-school studies, Faculty of Education, University of the Western Cape*Corresponding author Email: rrambharose@uwc.ac.za, CHE conference 2024 28 February-1 March 2024, Co-author: Mr. Robin Parenzee (abstract accepted, could not present due to funding limitations)

10. RPL implementation through the socio-economic lens: a cost-benefit analysis tool for sustainable development and democracy in RPL. Theme: Validation and inclusion: democracy in action, Validation of Prior Learning Biennale 2024. Project investigator/ corresponding author: 1,2* Dr. Rekha Rambharose, 1Recognition of Prior Learning Unit, University of the Western Cape, Cape Town, South Africa, 2.Institute for Post-school studies, Faculty of Education, University of the Western Cape*Corresponding author Email: rrambharose@uwc.ac.za, VPL submission 6-8 May 2024. Co-author/ project investigator: Prof Irrshad Kaseeram, Faculty of Commerce, Administration and Law, University of Zululand.