How implementable is e-RPL in the public TVET sector after COVID-19? Learnings from the Western Cape

Abstract

 ‘e-RPL’ is referred to as the unique practice of using electronic, digital and mobile web technology to collect and record evidence of prior learning acquired formally, non-formally or informally, or as a combination of these (Cameron & Miller, 2014). This article reports on a small-scale study of artisan recognition of prior learning (ARPL) implemented at public technical and vocational education and training (TVET) institutions in the Western Cape province, South Africa. Current practice is reviewed and opportunities for, and barriers to, implementing e-RPL are explained. The author attempts to investigate whether it has been possible to apply e-RPL and e-Portfolios effectively in ARPL at public TVET colleges in the TVET environment since the COVID-19 pandemic. It was found that, although ARPL is gaining traction at selected public colleges, funding and resource constraints remain a significant impediment to expanding it. The form of e-RPL evident at the institutions of higher education studied was limited to the administration of ARPL. Although pilot projects have used mobile technology, they have been limited in their extent and effectiveness. The author concludes that e-RPL holds promise as a means of expanding RPL access and provision during times when physical contact is curtailed. However, the potential of e-RPL tends to be tempered by the socio-economic realities affecting potential candidates.