Compliance to quality assurance principles of recognition of prior learning (RPL) by library and information science schools in South Africa

Establishing an enabling environment by committing to legislative and regulatory framework in the implementation of recognition of prior learning (RPL) is a potentially valuable prerequisite for an effective and credible RPL system in higher education in South Africa. RPL is broadly defined as the principles and processes through which prior experiences, knowledge, skills and attitudes acquired outside the formal learning programme are recognised and assessed for purposes of certification, alternative access and admission, and further learning and development (SAQA 2013). This paper seeks to highlight the importance of an enabling environment in the development and implementation of RPL in library and information science (LIS) in South Africa. The South African Qualifications Authority (SAQA) RPL policy (2002:18) makes it explicitly clear that ‘an enabling environment’ demonstrating commitment to RPL is essential. It is evident from the document that unless proper policies, structures and resources were allocated to a credible assessment process, it can easily become an area of contestation and conflict. The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. The study found that the LIS schools have aligned most of their institutional RPL policies and procedures with SAQA’s national RPL policy (2013). However, in terms of the institutional RPL policy environment, the study found that there was a low level of compliance regarding certain aspects of the policy environment among LIS schools despite their express explicit commitment to the principles of equity of access and redress. The study recommends that universities and LIS schools need to establish resonance between the policy framework and RPL implementation and practice in order to enhance good RPL practices

Recognition of Prior Learning (RPL) implementation in library and information science (LIS) schools in South Africa

Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training. RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools. The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data. The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems. Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL.Information ScienceD. Litt. et Phil. (Information Science