Recognition of prior learning (RPL) and support: Are the learning needs of RPL first-year students different?

Abstract

The SA White Paper on Education and Training (1995) denotes learner support as both a principle of open learning and part of the quality assurance assessment. This article seeks to explore the experiences and learning needs of Social Work students in both access groups: RPL and traditional access students. The outcome determines whether any fundamental differences exist and whether these indicate an imperative on the part of the academic institution to provide particular learning support. Themes emerged related to their learning needs and expectations as well as the kinds of support that would assist in making their first year a success.