Bricolage of Recognition on Prior Learning Evaluation of Lifelong Skills of Emerging Farmers’ Farm Practices towards Agricultural Qualifications
Part of the colonial mandate of the education of the apartheid system in the thoughts and minds of an authentic African scholar was to discourage learning. In the South African context, emerging farmers fall within the group of previously disadvantaged groups with low literacy levels. The government...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
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Noyam Journals
2025-06-01
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| Series: | Journal of Education and Learning Technology |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/06/JELT20256111.pdf |
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| Summary: | Part of the colonial mandate of the education of the apartheid system in the thoughts and minds of an authentic African scholar was to discourage learning. In the South African context, emerging farmers fall within the group of previously disadvantaged groups with low literacy levels. The government addresses the disconnect between knowledge or skills and appropriate qualifications by recognising prior learning programs. Recognition of Prior Learning (RPL) supports the principle of lifelong learning by encouraging individuals to improve their skills continuously. This intellectual piece aims to critically evaluate the perspectives of emerging farmers on the facilitation methods employed during RPL assessments. Two hundred (200) emerging farmers in the Free State province of South Africa participated in an RPL assessment session to be recognised for two agricultural courses. The data was generated following assessment sessions conducted in a classroom setting for three months. The text and talks were processed and analysed using critical discourse analysis to expose hidden meanings and discursive practices. Emerging farmers prefer a learning environment where they are viewed as active participants in the teaching and learning process during assessments and can demonstrate their power. The findings of this study support the evaluation process that observes the adult learning principles to create an environment where emerging farmers realise their power during assessment sessions. |
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| ISSN: | 2720-7730 |