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Recognition of prior learning (RPL) implementation in library and information science (LIS) in South Africa: principles of good assessment

Ike Khazamula Hlongwane

Abstract


The assessment and crediting of RPL has raised serious questions about the quality of RPL outcomes in higher education and training. Owing to perceived lack of stricter controls to maintain rigorous and defensible standards in the implementation of recognition of prior learning (RPL) in higher education in South Africa, the South African Qualifications Authority (SAQA) developed guidelines and criteria for the implementation of RPL in 2004. Certain key aspects and principles need to be considered to ensure the quality of assessments and provision of RPL services to learners.

The purpose of this study was to establish whether RPL assessment processes in Library and Information Science (LIS) schools were carried out in accordance with principles of good assessment to ensure the quality of RPL outcomes. This study used a combination of quantitative and qualitative methods to collect data from all the 10 LIS schools in the South African higher education and training landscape. The questionnaire was used to collect quantitative data through a survey method. In addition, the researcher employed content analysis to collect qualitative data from institutional RPL policy documents. The study found that key aspects and principles of good practice were largely taken into account in LIS schools across the higher education and training in South Africa to enhance the quality of RPL assessment process and services to learners.


Keywords


Library and Information Science (LIS) schools, principles of good practice, recognition of prior learning (RPL) policy, South African Qualifications Authority (SAQA).

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References


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DOI: https://doi.org/10.25159/0027-2639/972

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