Browsing by Author "Groome, Debbie Jane"

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    An action research approach to developing a recognition of prior learning framework for postgraduate studies in emergency medicine
    (2026) Groome, Debbie Jane; Cunningham, Charmaine
    Vocational learning has been key to developing South Africa's emergency medical services workforce. However, the National Qualifications Framework introduced in 1995 replaced vocational learning systems with standardised qualifications. While the framework supports recognition of prior learning (RPL) as a pathway to access higher education, its primary focus remains on undergraduate programmes. This creates potential challenges for vocational paramedics transitioning to postgraduate studies. Addressing systemic barriers and fostering equitable access for these learners is critical to promoting diversity and inclusion within academic and professional domains. This research adopted a social constructivist approach embedded in Vygotsky's Sociocultural Theory, with an indirect participatory action research methodology. The study examined the support needs of vocational paramedics, admitted to postgraduate study at the University of Cape Town (UCT) through the RPL process, during their year of study. Methods: The research aim was addressed via four studies, each building on the other. Study one was a descriptive literature review, and study two entailed sequential mixed methodology research that included the quantitative analysis of learning styles and academic performance. Semi-structured interviews were conducted to capture the lived experiences of RPL candidates. The results were used to design study three, which included three participatory action cycles, culminating in study four, the development of a contextual support framework. The research was conducted between 2021 and 2023, with ethical approval from the Human Research Ethics Committee and the Department of Student Affairs at the UCT. Results: The RPL process validated the knowledge and skills vocational paramedics had gained through work and life experiences. The results indicated that RPL candidates demonstrated academic performance comparable to those admitted through traditional pathways. However, the findings suggested that their vocational learning background did not adequately prepare them for the institutional and technological aspects of postgraduate study. Personal motivation and peer and familial support emerged as enablers, while institutional culture and technological challenges were identified as barriers during the thematic analysis. The first action cycle introduced a tutor support programme available to all learners, providing additional support. This informed the second action cycle, which implemented a Tutor Student Charter to establish clear expectations and boundaries. The final action cycle focused on examining learners' engagement with university resources. The findings of the three studies contributed to the development of a support framework designed to bridge the gap between vocational learning and academic expectations. Conclusion: The aim of this research was achieved. Four interconnected studies demonstrated that while RPL candidates exhibited strong academic potential, they faced challenges navigating academic and institutional environments. By exploring vocational paramedics' experiences transitioning into postgraduate programmes, the research highlights RPL's transformative role in promoting equitable and inclusive access to higher education. Through the development of the Bridge-Scaffold Support Framework, the study offers a conceptual model designed to bridge the gap between vocational learning and academic demands. Contributing to the broader discourse on vocational learning and adult education, this research positions RPL as a mechanism for advancing educational equity. However, the findings emphasise that successful transitions require more than institutional access; they demand systemic strategies that integrate learner-centred support and foster collaborative practice.