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

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dc.contributor.advisor Dube, Luyanda Dr.
dc.contributor.advisor Ngulube, Patrick Prof.
dc.contributor.author Hlongwane, Ike Khazamula
dc.date.accessioned 2015-02-27T13:07:22Z
dc.date.available 2015-02-27T13:07:22Z
dc.date.issued 2014-12
dc.identifier.citation Hlongwane, Ike Khazamula (2014) Recognition of Prior Learning (RPL) implementation in library and information science (LIS) schools in South Africa, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18312> en
dc.identifier.uri http://hdl.handle.net/10500/18312
dc.description.abstract 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. en
dc.format.extent 1 online resource (xix, 218 leaves)
dc.language.iso en en
dc.subject Recognition of prior learning (RPL) en
dc.subject RPL policy environment en
dc.subject Quality management system (QMS) en
dc.subject RPL assessment process en
dc.subject Library and information Science (LIS) schools en
dc.subject South African Qualifications Authority (SAQA) en
dc.subject RPL personnel training en
dc.subject RPL admission procedures en
dc.subject Assessment methods en
dc.subject Non-matriculation learners en
dc.subject.ddc 020.71168
dc.subject.lcsh Library schools --- Accreditation --- South Africa
dc.subject.lcsh Library education --- South Africa
dc.subject.lcsh Librarians certification --- South Africa
dc.subject.lcsh Employees --- Training of --- South Africa
dc.subject.lcsh Skills development --- South Africa
dc.subject.lcsh National Qualifications Framework (South Africa)
dc.title Recognition of Prior Learning (RPL) implementation in library and information science (LIS) schools in South Africa en
dc.type Dissertation en
dc.description.department Information Science en
dc.description.degree D. Litt et. Phil. (Information Science)


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