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Recognition of Prior Learning and the development of the Library andInformation Service profession in South Africa

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Peter G. Underwood
Peter G. Underwood
Peter G. Underwood
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Abstract

The Recognition of Prior Learning (RPL) is defined and discussed, then identified as an opportunity for the Library and Information Association of South Africa (L1ASA) to enhance professional recognition and the development of its members. It discusses some of the practical and other consequences of taking this opportunity.

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... For the purposes of this study, CPD is defined as a formal professional course, which may serve as an RPL opportunity that leads to a qualification (Oxford Learning Institute 2000). Underwood (2003) defines two types of RPL: recognition of prior experiential learning involves designing means whereby learning gained from experience of life and work can be evaluated and compared to an agreed and standardized scale of credits (Fahy et al. 1999). On the other hand, recognition of prior accredited learning involves assigning a credit value to the previous formal qualifications obtained by an individual . ...
... It is argued that an eclectic approach needs to be taken to ensure that any system developed takes account of the cultural circumstances appertaining to the need for some form of RPL. As Underwood (2003) states, it has become apparent that no single model from elsewhere in the world can adequately address the conditions in South Africa from the legacy of the apartheid era and political environment of the recent past. Leadership in South Africa has a vision to establish unique structures for the unique needs of the people of the country. ...
A framework for recognition of prior learning within a Postgraduate Diploma of Nursing Management in South Africa
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The present study focuses on the development of an initial framework to guide educators in nursing management in designing a portfolio for the recognition of prior learning for accreditation of competencies within a postgraduate diploma in South Africa. In South Africa, there is a unique educational need, arising from the legacy of apartheid and previous political regimes, to facilitate educational development in groups previously unable to access higher education. Awareness of the need for continuous professional development in nursing management practice and recognition of prior learning in the educational environment has presented the possibility of using one means to accomplish both aims. Although the content of the present study is pertinent to staff development of nurse managers, it is primarily written for nurse educators in the field of nursing management. The findings identify focus areas to be addressed in a recognition of prior learning portfolio to comply with the programme specific outcomes of Nursing Service Management. Further work to refine these focus areas to criteria that specify the level of performance required to demonstrate achievement is needed. CONCLUSION AND IMPLICATIONS FOR NURSE MANAGERS: Managers need to facilitate continuous professional development through portfolio compilation which acknowledges the learning opportunities within the workplace and can be used as recognition of prior learning.
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... For the direction of LIS in the future much will depend on what LIASA is able to achieve both in the short and longer term. Many questions relate to the capacity of this body (Underwood, 2003; Walker, 2005). It is a " professional " entity that includes in its membership those without professional qualifications and status. ...
South African LIS futures and the tale of the fisherman’s wife: Can we predict and create positive change?
Chapter
Full-text available
  • Jan 2007
This chapter (1) begins with a review of issues in the literature drawn from a systematic search of the available databases. The literature selected relates to South African Library and Information Science (LIS) and to international sources cited by local authors. What follows is the report on the small-scale Delphi exercise, used to gather the views of LIS educator and practitioner experts on the most critical elements for the development of South African LIS. The issues from the literature and the Delphi exercise are synthesised and ...South African LIS futures and the tale of the fisherman’s wife: can we predict and create positive change?
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Compliance with legislative framework in implementing recognition of prior learning (RPL) by South African library and information science (LIS) schools
Article
Full-text available
  • Jan 2019
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.
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Strategies for Continuing Professional Development of LIS Faculty in Sub-Sahara Africa
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ABSRACT The paper addresses the need for structured access to continuing education opportunities by LIS faculty in sub-Sahara Africa. The paper takes as it starting point that human development, and in particular education, lies at the heart of Africa's sustainable development. The paper first discusses the barriers and challenges faced by LIS faculty in pursuing their professional development in the areas of teaching, research and service. A potential solution to the problem is then described in the form of an information and educational web based portal modeled after the Foundation for Professional Development, a health sector educational and development organization servicing the needs of health professionals in Southern and Eastern Africa.
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