E-ISSN 2039-2117 ISSN 2039-9340 Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 5 No 1 January 2014 249 Recognition of Prior Learning: Are We Bridging the Gap between Policy and Practice in the Workplace? Mary-Jane Makeketa 1096 Rhifumo Street, Block DD, Soshanguve, 0152 Mary-Jane.Makeketa@eskom.co.za Mncedisi C. Maphalala University of South Africa, College of Education: Department of Curriculum & Instructional Studies, 0003, Pretoria, South Africa E-mail: mphalmc@unisa.ac.za Doi:10.5901/mjss.2014.v5n1p249 Abstract The study examines the implementation of recognition of prior learning (RPL) in the workplace, its effectiveness and impact on improving the lives of the previously disadvantaged groups and its contribution towards enhancing a culture of lifelong learning in South Africa. The Northern Region of the Eskom Distribution was used as a case for the purposes of this study. The study adopted a mixed method research approach in which a questionnaire was administered to a randomly selected sample of 242 employees. In addition, interviews were conducted with three purposively selected (information rich) participants. The findings reveal that Eskom has policies and guidelines on RPL and a clearly stipulated purpose which is in line with the National Qualifications Framework (NQF), however, the current RPL policies and procedures have not been piloted within the Northern Region, the information has not yet reached everyone in the business, and employees’ level of awareness is still low. Findings also reveal that RPL does exist in Distribution and efforts to implement it are traceable. A number of milestones and achievements are noted in the business as a whole as well as in the region, although a lot still needs to be done to ensure full and effective implementation. The last finding shows that there are a number of gaps and challenges impeding the success of RPL. These range from capacity building to quality assurance. On the basis of the findings, a number of recommendations to strengthen the RPL practice in the workplace are proposed and suggested. Keywords: Lifelong learning, informal learning, non-formal learning, assessment 1. Introduction Recognition of prior learning has been used in vocational and non-formal education for a long time and is common practice in higher education in many countries. The shift in this research is from a ‘higher education mentality’ to the workplace, where most adult learning takes place. Learner-centred practices are grounded in a humanistic approach to adult education that sees adults as “autonomous, holistic beings, whose accumulated life experience provides a foundation for their learning” (Cretchley & Castle, 2001:487). Adult learning covers all types of learning by adults who have left initial education and training, however far that process went and for whatever reasons; and includes learning for personal, civic and social purposes, as well as for employment-related purposes. Breier and Ralphs (2009) refer to ‘practical sense’, ‘practical wisdom’, ‘moral knowledge’ and ‘practical knowledge’, which are dependent on experience. Hence, one cannot divorce adult learning and experience from RPL. Chappell (cited by Keating, 2006) comments that working knowledge is “rarely codified in text books, formal training programs, competency standards or procedures manuals” and is more likely to be developed within the context and environment of the immediate workplace. It is this ‘working knowledge’ that academic institutions are seeking through programmes such as Learning in the Workplace (LiW), work-based/work-integrate learning (WiL), internships, work experience, in-service training , learnerships, apprenticeship, and other forms of learning in which learners or students are given time in their study programmes to engage in the workplace. Groenewald and Thulukanam (2005) acknowledge that certain learning outcomes or competencies are best (or could ‘only’ be) acquired through real-life workplace experiences, and that this learning requires facilitation, direction and guidance through mentoring. The workplace is increasingly seen as a legitimate site for learning in formal education programmes, with changes