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dc.contributor.advisorMphaisha, C
dc.contributor.authorHendricks, Mohammed Natheem
dc.contributor.otherSchool of Government
dc.contributor.otherFaculty of Economics and Management Sciences
dc.date.accessioned2013-06-20T13:09:20Z
dc.date.available2007/03/29 08:15
dc.date.available2007/03/29
dc.date.available2013-06-20T13:09:20Z
dc.date.issued2001
dc.identifier.urihttp://hdl.handle.net/11394/1524
dc.descriptionMasters in Public Administration - MPAen_US
dc.description.abstractThis research is an attempt to determine the extent to which the Recognition of Prior Learning (RPL) in higher education promotes social transformation. Through analysing the case study of the University of the Western Cape (UWC) RPL programme, some conclusions on this matter were drawn. This research, a qualitative study, analyses key official documents, institutional reports, learning portfolios - produced by RPL candidates wherin they narrated their autobiographical learning histories - extensively. In addition, qualitative data were incorporated into this study to assist in the construction of the context within which RPL is being offered.en_US
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.subjectAccreditation (Education)en_US
dc.subjectSouth Africaen_US
dc.subjectUniversities and collegesen_US
dc.subjectExperiential changeen_US
dc.subjectCurriculum changeen_US
dc.subjectAdult educationen_US
dc.subjectContinuing educationen_US
dc.subjectEducationen_US
dc.titleThe recognition of prior learning in higher education: the case of the University of the Western Capeen_US
dc.typeThesisen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.description.countrySouth Africa


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