Sibiya, Nokuthula M.Nkosi, B. P.Shelembe, Thobile Namsile Vina2022-06-102022-06-102021-12-01https://hdl.handle.net/10321/4057Thesis submitted in fulfilment of the requirements for the Philosophiae Doctor in Health Sciences in the Faculty of Health Sciences at the Durban University of Technology, 2021.Background The South African Department of Education promulgated the Recognition of Prior Learning (RPL) as a transformation strategy. However, a gap has been identified between the promise, the rhetoric of RPL and reality. An inconsistency in RPL assessments is also a problem as programmes are assessed differently. Aim The aim of this study was to explore and review the extent of RPL in the Faculty of Health Sciences and ultimately, develop a practice framework to enhance the RPL implementation. Methodology This study employed a multistage mixed method approach, using a case study framework. The first stage utilized the collection of qualitative data through semistructured interviews. The second stage utilized quantitative data collection through candidate’s portfolios of evidence, checking availability of documents required as evidence of prior experiential learning and competencies. The third stage also utilized the collection of quantitative data through reviewing the selection criteria, learner profiling and approval process, using the flow chart for RPL application and approval process. At each stage, the researcher drew upon strengths in the data collected which provided innovative approaches for addressing contemporary issues and ultimately achieving the goal of developing a theoretical model to enhance RPL implementation in the Faculty of Health Sciences at the Durban University of Technology. Findings The findings in this study revealed that RPL selection criteria in the Faculty of Health Sciences were in place. However, the findings further revealed that only one department had adequate profiling, support and mentor of candidates before development of portfolios of evidence. In all other departments, there was no evidence of learner profiling. Conclusion The Faculty of Health Sciences needs to put strategies in place to enhance the implementation of RPL. Several factors that influenced the implementation of RPL were identified, thus highlighting the need to develop a tailored practice framework for the Faculty of Health Sciences at DUT. The findings of the study, in relation to its objectives, highlight the focus areas for developing a tailored practice framework.266 p.enCentre for Excellence in Teaching and LearningDurban University of TechnologyLifelong learningFaculty of Health SciencesRecognition of Prior Learning and ProfilingMedical sciences--Study and teaching (Continuing education)Recognition of prior learningMedical personnel--Study and teaching (Continuing education)Durban University of Technology--FacultyThesishttps://doi.org/10.51415/10321/4057