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Abstract
The higher education sector faces many daunting challenges. It is clear that the ability and capacity of institutions to deal successfully with current policy goals and initiatives and changing conditions is uneven, and is partly shaped by historical conditions. Higher education also faces the excitement of mapping the direction to social redress and transformation while at the same time attempting to meet the skills requirement of the country. The entry of Recognition of Prior Learning (RPL) into higher education at this particular juncture in our transition cannot underscore its significance to the adult learner, the workplace and the country. If South Africa is to play and occupy a leading role in Africa and the globe, the higher education sector has that challenge by adopting a vigorous RPL policy. The real challenge is to provide access for people whose academic or career paths have been needlessly blocked, as their prior learning was previously not recognised, assessed, accredited nor certified.
... At the time it was the only way in which learners could be allowed into formal further learning programmes, but such policies and regulations (for example the matriculation with endorsement policy -refer to chapter 2 of this report), are now in direct contradiction with the principle that people may gain access to further education on the basis of their ability to prove equivalent levels, depth and breadth of learning. This may mean that using matriculation with endorsement/exemption as an entry requirement into higher education programmes may become only a guideline and not the definitive reason for refusal or admittance to a programme (Kistan, 2002). RPL suggests, therefore, that pre-existing qualifications are not necessarily the only form of preparation for successful completion of further formal learning. ...
... The approach also pre-supposes that learners with a school-leaving certificate do have the requisite preparatory knowledge for successful higher education studies. In an article in the South African Journal for Higher Education, Kistan (2002) The qualifying learner must demonstrate the use and implementation of a quality management system, the actual learning content could be a 'Total Quality Management' approach, or a 'Conformance to Specifications' approach as the preferred learning content, both of which will ensure that the requirements of the outcome is achieved. Institutions have interpreted 'quality management' to mean two different models or approaches, but the 'use of' a quality management system, could be demonstrated and therefore facilitates articulation of credits between institutions. ...
... It is also worth noting that 'mainstream' learners are not required to go through such extensive screening as seems to be the approach to RPL candidates. Kistan, (2002) pointed out that increasingly it is becoming clear that "matriculation with exemption/endorsement" (p. 171) is a poor determinant of success in higher education. ...
... The assessment and recognition of prior learning (ARP�) has gained much prominence at national and institutional levels in South Africa during the past decade (Kistan 2002;Van Rooy 2002;Castle and Atwood 2001;Cretchley and Castle 2001). ARP� can be defined as the comparison of previous learning and experience of a learner obtained in whichever way, against the required learning outcomes specified for a specific qualification, and the acceptance of that which meets the requirements for the purposes of qualification (Kistan 2002;SAQA 1997). ...
... The assessment and recognition of prior learning (ARP�) has gained much prominence at national and institutional levels in South Africa during the past decade (Kistan 2002;Van Rooy 2002;Castle and Atwood 2001;Cretchley and Castle 2001). ARP� can be defined as the comparison of previous learning and experience of a learner obtained in whichever way, against the required learning outcomes specified for a specific qualification, and the acceptance of that which meets the requirements for the purposes of qualification (Kistan 2002;SAQA 1997). The aspects of equity and redress differentiate ARP� in South Africa from similar initiatives in other countries (SAQA 2004) and it can therefore not be considered a politically neutral process within this context (Castle and Atwood 2001;Cretchley and Castle 2001;Osman and Castle 2004;Van Rooy, 2002). ...
... SAQA (2004), however, warns that fees charged for the delivery and administration of assessment and ARP� services should not create barriers to ARP� candidates. Kistan (2002) maintains that ARPL is both an official policy imperative and the imposition of an administrative dilemma. ARP� can be seen as a catalyst for change, but it also poses challenges at management level as it has implications for the mission, admission policy, programmes, curriculum, and mode of delivery, time-table, assessment procedures, staffing and the learning environment at any higher education institution (Osman and Castle 2004). ...
The Assessment and Recognition of Prior Learning (ARPL) has received much attention lately in South African higher education. It has been argued that many institutions have been slow to adapt to ARPL philosophies, policies and practices. This article reports on an institutional case study of ARPL policy at one South African university. An analysis of ARPL policy at both the institutional and faculty levels points to variance in terms of agreed-upon criteria. The nature of and implications this variance holds for ARPL practice are explored in the second part of the article. Specific issues of variance related to the conceptualisation and purpose of ARPL and shared ARPL processes are discussed in greater depth. An analysis of policies at the institution can be used as a starting point to devise an educational support system for ARPL at institutions wishing to implement ARPL.
... The history of RPL in South Africa has been well documented (see Bolton et al., 2016;Breier, 2005;Cooper, 1998;Cooper & Ralphs, 2016;Kistan, 2002;Michelson, 2004;Ralphs, 2012). Whilst it has been influenced by global economistic discourses, local RPL policies were conceptualised and implemented in the early post-apartheid democratic era and took on particular salience as an effort to redress severe historical injustices. ...
... RPL's explicit social justice intent has been long enshrined in policy, for example SAQA says that RPL in South Africa has, unlike similar initiatives in other countries, a very specific agenda … to support transformation of the education and training system of the country [through] an approach … that explicitly addresses the visible and invisible barriers to learning and assessment. (2002, p. 11; emphasis in original) However, despite concerted efforts to create useful and coherent RPL policy over more than two decades, and despite extensive research, there have been a range of ongoing challenges in conceptualising and implementing RPL in PSET institutions, including academic challenges, institutional constraints and learner needs (Kizito, 2006), among others (see Botha, 2009;DHET, 2013;Kistan, 2002). Realising that not enough was being done to support the development, coordination, implementation, funding, monitoring and evaluation of RPL across the PSET system, DHET's 2016 RPL Coordination Policy sought to provide "a strong enabling policy environment" (p. 7). ...
This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials.
This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive.
This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.
... While the international approach to PLAR is framed largely within a discourse of individual empowerment, growth and self-esteem, RPL in South Africa at a policy level, is framed philosophically within a discourse of access, equity, and redressing of past injustices and inequalities (Castle & Attwood, 2001;Cretchley & Castle, 2001;de Graaff, 2014;Kistan, 2002;Motaung, Fraser & Howie, 2008). ...
... Research shows that PLAR policy and practice has been successful where there is a high level of institutional commitment and support (Kistan, 2002;Van Rooy, 2002). Staff development and a strong institutional support system therefore become imperative in the PLAR process (Frick et al., 2007b). ...
... There are number of researchers who claim that HEIs are pressured to meet the social transformation and skills needs (Kistan, 2002); improve on its policy and delivery performance and reducing the demographic difference between student intake and graduate throughput (Jaffer, Ng'ambi & Czerniewicz, 2007). This study extends their arguments further and interrogates them whether the curricula in the merged institutions does respond to societal, national, business and economic needs. ...
... Ngara (2003) contends that the curriculum is a key element because it determines whether students acquire competencies and capabilities that turn them into thinkers, leaders and responsible citizens with a capacity to make a real contribution to societal development. Currently, higher education in South Africa is under increasing pressure to meet the social transformation and skills needs of the new South Africa (Kistan, 2002). At the same time, it is under immense external and internal pressure to improve on its policy and delivery performance (De Clercq, 2002). ...
An emphasis by a number of researchers on the narrow perception of transformation has confused stakeholders regarding the extent of changes and other features that define transformation. This study sought to investigate the leadership influence on transformation at the Durban University Technology. This study is informed by the institutional theory as it studies individuals (leaders) as social processes in influencing the transformation agenda of a higher education institution. A mixed-methods approach was employed along with a structured questionnaire that reached a large number of employees (191) at leadership positions (junior to middle) which made possible the quantification of the findings. The study employed a stratified random sampling of 191 respondents, ideal to test for the findings’ reliability and validity, distributed equitably between academic and non-academic leaders with university leadership between Peromnes Grades 8 and 6 (junior and middle management) as the total population. This study used both quantitative and qualitative approaches guided by a structured survey questionnaire and in-depth interviews with the university leaders. The qualitative aspect of this study employed a non-probability purposive sampling to survey 28 university leaders in middle and senior management positions.
The study findings reveal the highest percentage of 70% regarding the belief that transformation refers to restructuring the institution more than commonly anticipated variables such as race (56%) and redressing past injustices (59%). This study demonstrates a high percentage of the university leaders as having limited understanding of the transformation agenda of the university and its responses to transformation challenges. The study findings revealed that nearly 40% of the research participants do not feel that the university creates platform for open debates. Similarly, 30% of them do not feel that independent thinking and freedom of speech are promoted, a finding which was partly corroborated by the qualitative findings. Another major highlight of the study was the highest percentage of the respondents who had a view that leaders work well with other leaders beyond the university (55%) as compared to internal stakeholders (49%). The research participants also claimed that there was no evidence of leadership development and succession planning, and no leadership opportunities in this university, as positions were occupied by Indians. The research study revealed the nature of transformation challenges as including a shortage of funding to drive the transformation agenda, a lack of political will, an unresponsive curriculum and institutional culture clashes. This study is expected to contribute to the body of knowledge in the realisation of both the institutional and national transformation agenda. This study suggests that transformation in higher education institutions is defined through internal (operational and core) and external factors through direct influence.
... The social influence pillar is closely intertwined with the facilitating-conditions pillar, which is the extent to which an individual believes that an organizational and technical infrastructure exists to support the use of a particular system (Kistan, 2002). It is important to consider that the cultural reception of a new medium is always positioned in relation to existing media (Marvin, 1998). ...
The use of e-gadgets for instructional practices, learning processes, and bridging transactional distance between higher-educational institutions and students remain complex and contested phenomena in educational research. However, studies that were grounded on the mixture of the Replace-Amplify-Transform (RAT) model and Acceptance and Use of Technology2 (UTAUT2) to study the impact of e-gadgets in an Open Distance e-Learning-landscape (ODeL) are still scant. This inquiry sought to find answers to the question: How does using e-gadgets impact a students’ learning experience? The purpose of this study is to enhance an understanding of students’ experience with e-gadgets for learning. Data were generated using in-depth interviews with students, employing thematic analysis as a methodological orientation. Findings unveiled that many rural-based students have no access to e-gadgets, which has an influence on performance, success, and retention rates. Findings further demonstrate that effective e-gadgets are significant in ODeL students’ learning trajectory. Reliance on e-gadgets leads to dependency and deters innovation, as learners tend to over rely on readily available resources. Institutions must expand access to e-gadgets to help students complete their studies within the prescribed duration. For ODeL institutions to bridge transactional distance, access to e-gadgets must be expanded.
... Therefore, it is essential to consider simultaneously the knowledge students have, and the knowledge they may lack. Recognitions of prior learning are becoming increasingly common and influential, especially in developing countries [35]. ...
... The context of HE in African countries varies significantly making it difficult to reach generalisations (Teferra and Altbach, 2004). It is generally agreed that the quality of HE teaching in many African countries is sub-standard due to inappropriate government agendas (De Clercq, 2002;Kistan, 2002). Many African countries have a shortage of qualified academics due to the low salaries offered by universities. ...
Learning technologies are increasingly common in higher education institutions, but academics are frequently unsure how best to use these. Staff development activities focussed on technology skills are not sufficient for academics to design sound technology-based educational experiences. This research study explores this problem, seeking to increase understanding on how academic developers can support academics to make pedagogically-informed uses of learning technologies. An exploratory case study methodology was used for this 44-month research study. The data collection included class teaching observations, document analysis, semi-structured interviews and forum postings during a professional development (PD) course. The first phase of research involved the development and testing of a class teaching observation schedule, to understand current practice. The second phase of research included class teaching observations and interviews with participating academics to identify their learning needs. These research activities informed the design, development and delivery of the first part of a PD course. The final phase of research involved (a) interviews to understand the participants’ experience of the first part of the course and to identify their expectations for the remaining part of the course and (b) the delivery of the remaining part of the PD course. A thematic analysis of the participants’ forum posts and mid-course interviews led to the identification of five themes. The main contributions of this research study are related to (a) the process of academic development for learning technology use, and (b) the process of studying academic development. This study shows how the teaching development of academics can be addressed through flexible and just-in time academic development, and engaging academics in activities related to their teaching context. The student experience of technology-based teaching, the course learning resources and activities, the facilitator’s guidance, the diversity of participants’ experiences and peer discussions support academics to develop pedagogically-informed positions on teaching and learning technologies. Methodologically, the thesis suggests that researchers should use a diversity of data collection tools to gather and analyse evidence about academic development.
... The Department of Education White Paper (1997) was promulgated with the aim of transforming the education landscape in South Africa. It was hoped that by eliminating social imbalances through higher education, South Africans would be empowered to engage effectively in globalisation (Kistan, 2002). The Council on Higher Education (CHE) report (2001) emphasised the importance of this White Paper by stating that it created a system in which "higher education could provide greater access to learning opportunities at various levels, across a range of programmes and entry points" (p. ...
RPL is defined broadly 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 (South African Qualifications Authority (SAQA) 2013). In this paper, I highlight the importance of an enabling environment in the development and implementation of RPL in library and information science (LIS) in South Africa. The SAQA RPL policy (2002) makes it explicit that "an enabling environment" (p. 18) demonstrating commitment to RPL is essential. It is evident from the document that unless proper policies, structures, and resources are allocated to a credible assessment process, it can easily become an area of contestation and conflict. In my study, I adopted a combination of quantitative and qualitative methods which involved the use of questionnaires and document analysis to collect data. I found that there are islands of good practice in terms of compliance with the legislative framework in implementing RPL in South African LIS schools. I recommend, among other things, that the Department of Higher Education (DHE) together with the Council on Higher Education (CHE) and SAQA conduct regular monitoring and evaluation processes of RPL implementation in LIS schools to encourage compliance with prevailing legislative frameworks. Further, periodic RPL accreditation processes could also be used to great effect to ensure that LIS schools comply, failing which, their accreditation to offer RPL services could be reviewed. This will help create an enabling environment, which is a prerequisite for an effective and credible recognition of the RPL process.
... There are number of researchers who claim that HEIs are pressured to meet the social transformation and skills needs (Kistan 2002); improve on its policy and delivery performance and reducing the demographic difference between student intake and graduate throughput (Jafferet al. 2007). This study extends their arguments further and interrogates them whether the curricula in the merged institutions do respond to societal, national, business and economic needs. ...
... The available literature on the implementation of RPL, or PLAR, in Canada, for example, reveals that RPL is seen as a journey in the sense of being part of life-long learning through educational opportunities that meet individual needs, as is also the case in the United States of America (Kistan, 2002). ...
Recognition of Prior Learning (RPL) is a process commonly used to determine what credits may be granted to individuals to recognize their previous learning, experiences and/or skills acquired through various training and study programs. The RPL system allows teachers to get credits for the skills and knowledge they have developed as a result of formal and informal learning and/or training. It is a process of identifying, assessing and recognizing what a person knows and can do. It assesses the skills and knowledge that a person has developed as a result of formal and informal learning.
This study is an exploratory review of RPL literature aimed to gain a deeper understanding of the nature of RPL provisioning in some selected countries. The study intended to inform recommend policies, processes and a plan for RPL development and implementation in Bangladesh. The countries selected for the study included the U.S.A., the United Kingdom, Canada, Australia, France and South Africa. The review and comparison mainly focused on RPL aspects e.g. definition, policy context, legislative or regulatory context, delivery mechanisms, funding process, issues and outcomes.
A careful selection of published research works and articles related to the RPL observed and adhered in the selected countries was carried out and the salient features of development and implementation of RPL for each of the countries were examined, analyzed and summarized for gaining an insight into the process.
The study proposes policy guidelines for RPL development and implementation in Bangladesh teacher education sector and states a set of criteria against which a more detailed strategy may be formulated. The strategy will be required to be elaborated and implemented by all key stakeholders in the system, i.e. NTEC, DSHE, NTRCA, accredited providers (such as TTCs), education and training practitioners, assessors, moderators, administrators and managers.
The study ends stressing on some related aspects assumed to be in place and specific questions / issues to be settled during implementation of RPL.
... In conclusion, Africa represents a unique context to frame effective and consistent national standards of higher education teaching and the professional development of students, faculty and staff members. It is generally agreed that in Africa the quest for excellent higher education teaching is often hindered by misplaced governmental agendas (De Clercq, 2002;Kistan, 2002) and the severely under-preparedness of prospective college students (Paras, 2001). Faced with an academic staffing crisis, African HEIs must make professional development a priority among strategic planning and capacity development initiatives. ...
Higher education professional development trends increasingly focus on areas of quality improvement, quality assurance and optimal technology delivery models to achieve academic excellence. World-class universities rely on their faculty professional development centres for an array of professional development programmes to support teaching, research and student learning. This article examines faculty development centres at eight world-class universities in Australia, China, the United Kingdom and the United States: Australian National University, London School of Economics and Political Science, Carnegie Mellon University, University of Hong Kong, University of Melbourne, University of Oxford, University of Pennsylvania and University of Pittsburgh. Findings from this study include the structural characteristics of each centre as well as a summary of best practices in terms of programme development and resource management. We provide suggestions and recommendations to assist higher education administrators interested in establishing or strengthening professional development programmes at their own institutions.
... There are number of researchers who claim that HEIs are pressured to meet the social transformation and skills needs (Kistan 2002); improve on its policy and delivery performance and reducing the demographic difference between student intake and graduate throughput (Jafferet al. 2007). This study extends their arguments further and interrogates them whether the curricula in the merged institutions do respond to societal, national, business and economic needs. ...
Higher education institutions in South Africa have been merged with high expectations and lofty goals which have spawned a plethora of challenges including tensions and clashes amongst the key stakeholders in their understanding of transformation. This study aims to provide a perspective on the course of the transformation process post-merger and incorporation of the Durban University of Technology (DUT). The study is grounded in both quantitative and qualitative involving a structured questionnaire and in-depth interviews with the university leaders. The questionnaires generated the reliability coefficient Alpha of 0.947.The non-probability purposive sampling was used for the qualitative approach. This study demonstrates a disproportionately high percentage of the university leaders as having limited understanding of the transformation agenda of the university and its responses to transformation challenges.
... Hence, people are needed who are familiar with analysing complex situations. Not surprisingly, today's labour markets tend to show a considerable need for graduates (Kistan, 2002). While graduates apparently face relatively good opportunities on today's labour markets, studying itself seems to entail a lot of challenges for students. ...
Studies show that many students struggle with properly organizing their academic activities; what makes things even worse is that up to 90% of students are at least part-time procrastinators. In order to clarify how these students could be supported, the article at hand deals with the influences and possible benefits of implementation intentions in an academic learning context and substantiates the literature discussion with data collected among students. Aiming at studying the antecedents of academic performance from a cognitive perspective, the research complements an extended form of the Theory of Planned Behaviour by integrating procrastination and experience. Unlike many other studies, this paper does not focus on reasons for nor different forms of procrastination, but rather develops a comprehensive framework for understanding academic learning. A structural equation modelling approach is applied for this purpose using an empirical data base. For the outcome of this research different hypotheses are investigated especially in reference to implementation intentions. In the majority of cases the theories presented during the literature review can be substantiated with the empirical data used for the study. Key findings are the significant influences of goal intentions, as well as experience, and their positive effect on implementation intentions. Furthermore, the negative influence of procrastination is underlined by the results of the paper and identified as a major problem for college students. Other findings of the paper are the effects of subjective norms and PBC (Perceived Behaviour Control) on the formation of goal intentions. Nevertheless, the study brings up several further questions and identifies areas where research should be deepened, that is behaviour itself.
... General challenges Currently higher education in South Africa is under increasing pressure to meet the social transformation and skills needs of the new South Africa (Kistan, 2002). At the same time it is under immense external and internal pressure to improve on its policy and delivery performance (De Clercq, 2002). ...
One of the most common problems of using Information and Communication Technologies (ICTs) in education is to base choices on technological possibilities rather than educational needs. In developing countries where higher education is fraught with serious challenges at multiple levels, there is increasing pressure to ensure that technological possibilities are viewed in the context of educational needs. This paper argues that a central role of educational technology is to provide additional strategies that can be used to address the serious environmental and educational challenges faced by educators and students in higher education. The educational needs manifest in South African universities include addressing general lack of academic preparedness, multilingual needs in English medium settings, large class sizes and inadequate curriculum design. Using case studies from one higher educational institution, this paper shows how specific and carefully considered interventions using ICTs can be used to address these teaching and learning concerns. These examples serve to demonstrate some ways in which teaching and learning may be enhanced when uses of educational technology are driven by educational needs. The paper concludes that design of educational technology interventions should be driven by educational needs within the context of a broader teaching and learning strategy which requires buy-in of both educators and learners.
... Staff development of mainstream academics therefore becomes imperative in the ARPL process. ARPL learners demand more time and effort from lecturers, who are already overburdened by a diverse and heavy academic workload (Geyser, 2001; Kistan, 2002; Osman & Castle, 2004). The burden ARPL places on academics should be taken into account in their workloads and their chances for promotion (Castle & Atwood, 2001), as ARPL assessment is labour-intensive and requires more staff and staff time per learner than mainstream assessment procedures. ...
The article reports on the integration of assessment and recognition of prior learning (ARPL) at postgraduate level in one South African university. An analysis of interviews with administrators, lecturers and students who have been involved in the ARPL process provides insight into the implementation practices that accompany the formal introduction of ARPL into the institution. The factors necessary to support ARPL policy implementation, the scope of assessment procedures and the facilitation of ARPL in a learner-centred manner are discussed as focal areas for quality assurance in ARPL integration.
The purpose of this paper is to discuss the challenges of employing Information and Communication Technologies (ICTs) and its impacts on all sectors of society, including the education sector. Transfer of knowledge, which is one of the foundations of learning, is among the most fundamental social achievements of human beings. The concept of moving the traditional classroom of desks, notebooks, pencils, and blackboard to an online forum of computers, software, and the internet intimidates many teachers who are accustomed to the face-to-face interaction of the traditional classroom. Education is viewed as one of the key mechanisms of achieving social transformation. Although educational challenges demand multi-pronged approaches, which may include both traditional teaching approaches and innovative non-digital instructional designs, it is the role of educational technology that is the focus of this paper. South African higher education has considerable strengths. In several areas of learning and teaching, its institutions offer academic programs that produce high-quality graduates with knowledge, competencies, and skills to practice occupations and professions anywhere in the world. It is in this educational context that new opportunities for educational technology have arisen. The paper argues that online education provides an environment where all and often marginalized voices can be heard and also contribute to higher participation of students as well as collaborative learning. The paper concludes that educational technology has a key role to play in South African higher education as one of the strategies for addressing teaching and learning concerns.
Purpose
The purpose of this paper is to identify and highlight the key constructs of an enabling policy environment and their probable impact on development and implementation of recognition of prior learning (RPL) process in higher education and training in South Africa with reference to library and information science (LIS) field.
Design/methodology/approach
The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. The study used a combination of quantitative and qualitative methods to collect data from all the ten LIS schools in the South African higher education and training landscape. The questionnaire was used as the main data collection tool to collect quantitative data through a survey research design. In addition, the researcher employed content analysis to analyse qualitative data collected from institutional RPL policy documents.
Findings
The study found that the LIS schools have aligned most of their institutional RPL policies and procedures with South African Qualifications Authority’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.
Research limitations/implications
In-depth interviews were not conducted to ascertain the reasons for low level of compliance regarding certain aspects of the RPL policy.
Practical implications
This study is valuable for higher education institutions, policy and governance, government and other stakeholders to assess the level of compliance to legislative and regulatory framework in RPL implementation in higher education and training in South Africa. In addition, the study was important for LIS schools in particular as RPL can be used as a tool to open access and increase participation in learning programmes to counteract low level of student enrolments in this field.
Originality/value
There is very little published concerning compliance to legislative framework RPL implementation in higher education and training. Furthermore, most published work relate to RPL implementation in higher education and training in general. The paper describes compliance to legislative framework to RPL implementation in higher education and training in South Africa with special reference to LIS field.
The SA White Paper on Education and Training (1995) denotes learner support as both a principle of open learning and part of the quality assurance assessment. This article seeks to explore the experiences and learning needs of Social Work students in both access groups: RPL and traditional access students. The outcome determines whether any fundamental differences exist and whether these indicate an imperative on the part of the academic institution to provide particular learning support. Themes emerged related to their learning needs and expectations as well as the kinds of support that would assist in making their first year a success.
The challenge facing a country from the so-called south, such as South Africa, is to secure the highest quality of leadership for the economy in general and for the public service in particular. The question that guides this article is: ' Are institutions of higher education suitable learning provi-ders for equipping the public service with the best?' The article investigates issues such as the fundamental purpose of institutions of higher education, the competencies that the management cadre of the public service in a de-veloping country such as South Africa require, and the providers of learn-ing that are involved in equipping public servants. It is argued in this article that if universities stick to their fundamental 'idea' , namely to transport new ideas into the minds of their students, and in this specific case into the minds of managers in the public service, they will undoubtedly be a suitable provider of learning. If public service managers are inspired by new ideas about their profession or vocation and the challenges they face, they will most probably be motivated to meet those challenges in new and innova-tive ways.
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