1st Edition
The Recognition of Prior Learning in Post-Apartheid South Africa An Alternative Pedagogy for Transformation of the Built Environment Professions
This book addresses a critical gap in the effective implementation of Recognition of Prior Learning (RPL) in post-apartheid South Africa.
This book responds to a critical problem whereby a critical mass of historically disadvantaged persons continues to face exclusion by entrenched systems of professional education and training. Focusing on case studies from higher education and build environment studies, it defines the rationale and fundamental principles of an innovative model for the evaluation of RPL which can be adapted and applied across disciplines and professions while promoting high quality standards. RPL is considered as a transformative strategy to oppose the injustices of pedagogic exclusion and upskill a historically disadvantaged population. The book makes a strong case for an alternate system based on the potentiality of transformed legislation and frameworks in post-apartheid South Africa.
The book will be of interest to researchers in alternative pedagogies, scholars engaged with epistemologies of the South and alternative knowledge systems, legislative bodies, policy makers and facilitators of professional education.
Dedication. List of Figures. List of Tables. List of Annexures. Foreword. Preface. Acknowledgements. List of Abbreviations. Introduction. Chapter One: Historic Injustice, Redress and Transformation. Chapter Two: An overview of Transformation of Higher Education and Training in South Africa. Chapter Three: The National Qualifications Framework (NFQ) as a Transformative System. Chapter Four: Responses to Higher Education Reform. Chapter Five: Perceptions, Experiences & Attitudes of Key Stakeholders. Chapter Six: A Progressive Built Environment Curriculum. Chapter Seven: Recognition of Prior Learning (RPL) as a Transformative Strategy for Redress and Spatial Transformation. Chapter Eight: An RPL Evaluation Model for Built Environment Professions. Chapter Nine: A brief overview of challenges and potential opportunities for RPL implementation. Chapter Ten: Conclusions and Recommendations. Glossary.
Biography
Dr Yashaen Luckan is an academic, researcher and practising architect, engaged with knowledge and skills development of historically marginalised communities. A proponent of interdisciplinary praxis, he includes in his research alternate methodologies of thinking and practice for socio-economic redress and spatial transformation in the Global South.
"This book brings Yashaen Luckan’s authority to the topical debate of recognizing the prior learning of previously marginalized professional practitioners. While South Africa’s circumstances may be unique, the creative response proposed here, has lessons for a wider diversity of nations and peoples wrestling with problems of socially imposed injustices in furthering the career paths of their citizenry."
Roger C. Fisher, University of Pretoria, South Africa
"To create a different future, you need to challenge the past and the present. Yashaen Luckan does just that in his book, The Recognition of Prior Learning in Post-Apartheid South Africa. But challenging past injustices of exclusion is not enough. Luckan also offers alternatives, an alternative learning pathway. As the world moves away from the industrial model of education, Luckan offers an alternative paradigm that values the lived experiences of social activism. This book is a valuable resource for educationalists and policymakers in creating alternative futures."
Sohail Inayatullah, Inaugural UNESCO Chair in Futures Studies, Australia
"Dr Yashaen Luckan constructs a convincing argument on reform and transformation of Higher Education and Training, debates missing conceptions and misconceptions of RPL, and then offers an operationalisation through a validated RPL evaluation model for progressive built environment professions. A must read by policy makers, critical pedagogues, and the professional community, this is a serious and committed contribution to the wider scheme of decolonised pedagogies, a glimpse of hope for a more just future of built environment education and practice."
Ashraf M. Salama, University of Strathclyde, UK
