Compliance with legislative framework in implementing recognition of prior learning (RPL) by South African library and information science (LIS) schools

Hlongwane, Ike

doi:10.17159/2520-9868/i75a06

Cited by 6 publications

(8 citation statements)

References 4 publications

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“…Accordingly, the following policies and legislative frameworks are in place to help ensure that these goals are realised: The Constitution of the Republic of South Africa, 1996; Skills Development Act of 1998 (As amended); Employment Equity Act of 1998; Skills Development Levy Act of 1999, Labour Relations Act of 1995, white paper on Post School Education and Training, National Development Plan, QCTO Act, SAQA Act. Hlongwane (2019) states that the Skills Development Act of 1998 was intended to provide an institutional framework to develop and improve the skills of the South African workforce. The importance of improving the employment prospects of people who were previously disadvantaged by unfair discrimination and redressing those disadvantages through training and education is explicitly stated in this act.…”

Section: Legislative Framework In the Implementation Of Training And ...mentioning

confidence: 99%

Staff training and employee performance: Perspectives of the workplace

Nzimakwe,

Utete

2024

IJBES

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Whenever the issue of poor employee performance arises, the question of the provision of staff training takes center stage. Staff training is seen as the principal driving force and central to effective and efficient job performance. The quest to achieve high performance at the workplace has always been derailed by an acute lack of skills. Despite the plethora of studies of staff training and employee performance in different sectors, the literature has not yet explored the relationship between the two variables in the transport sector, particularly in the South African context. However, the relationship between staff training and employee performance has been engulfed in and apprehended by complexities, mistrust, and misunderstandings. It is through this premise that this paper seeks to evaluate the influence of staff training on employee performance in the transport sector. The study adopted an exploratory research design and tapped into a qualitative research approach. Using the purposive sampling technique, a sample of 15 respondents, comprised of skill development representatives of organizations operating in the transport sector in Durban, were interviewed. Unstructured interviews were used to collect data from the respondents. The key findings revealed that staff training has a positive influence on employee performance in the transport sector. The study plays a pivotal role in extending knowledge in the fields of staff training and employee performance.

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Section: Legislative Framework In the Implementation Of Training And ...mentioning

confidence: 99%

Staff training and employee performance: Perspectives of the workplace

Nzimakwe,

Utete

2024

IJBES

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“…The article critically engages themes drawn from the literature on RPL, including (1) the discourse on the contestation of knowledge, (2) the disjuncture between RPL policy and practice (Jacobs, 2018;Hlongwane, 2019), and (3) pedagogic agency in relation to its effects on RPL practices. Regarding the first theme, knowledge difference influences RPL policy and practice, including the disjuncture between the two.…”

Section: Themes and Their Implicationsmentioning

confidence: 99%

“…The conversation on RPL in South Africa is just over three decades old (Jacobs, 2018). The concept was first proposed by labour unions in the 1990s in order to promote access, equity, and redress (Osman and Castle, 2002;Osman, 2004;Cooper, Harris and Jones, 2016;Hlongwane, 2019), which are moral, social justice imperatives (Frick and Albertyn, 2010;Kindred, 2018;Jacobs, 2018;Browning, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The fact that the RPL conversation was not initiated by the academy accounts for the multi-faceted challenges related to the policy-practice disjuncture and pedagogic, agential implications. Some studies show that access via RPL is not yet widespread (Cooper and Harris, 2013;Patman and Vidovich, n.d.); and that it lags behind (Harris, Breier and Wihak 2011;Kawalilak and Wihak, 2013), with low uptake (Hlongwane, 2019). 162 Lunga XoLisa Mantashe Importantly, RPL remains "marginalised, invisible, misunderstood, underutilised… to some extent resisted within university", uncoordinated and without institutional support (Browning, 2020, p. 31).…”

Section: Introductionmentioning

confidence: 99%

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What can Fraser and Bourdieu teach us about success and obstacles in the implementation of Recognition of Prior Learning?

Mantashe

2024

IJAHE

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Despite the adoption of Recognition of Prior Learning (RPL) policies, its implementation lags behind, remains un-coordinated and lacks institutional support. The key issues underlying these challenges include knowledge contestation and gatekeeping in the form of resistant cognitive structures in defence of the intellectual foundations of university knowledge. This article weaves the theories of Fraser and Bourdieu together to analyse the literature on RPL policy, pedagogic agency and practice in order to deepen understanding of RPL’s success and obstacles. Fraser’s notion of parity of participation is useful in that it theorises how adherence to social justice principles to promote RPL implementation can be created in the academy. Bourdieu’s work facilitates interrogation of the habitus, and social and cultural capital of RPL practitioners in relation to the habitus of academics, and how these impact the crossing of knowledge boundaries via RPL as a specialised pedagogy. The article concludes that successful RPL implementation requires, inter alia, that attention be directed to honing the class habitus of the academy as a whole, including adequate theorisation of the conditions necessary for the existence of pedagogic agency within the context of the prevailing knowledge difference discourse.

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“…The archives and records management programme in South Africa is regulated by the National Archives and Records Service of South Africa Act 43 of 1996 and SANS 15489 which recommended for proper management of records from the creation stage until the disposal stage. A comprehensive quality assurance standard is critical to enhancing protect the integrity of the records management programme (Hlongwane, 2019). The reason for following SANS 15489 is to provide better service to users.…”

Section: Introductionmentioning

confidence: 99%

Assessing how the South African National Standard 15489 improve the importance and usability of the archive: case of the Universities of Venda and WItwatersrand

Netshakhuma

2021

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Purpose This paper aims to assess how the South African National Standard (SANS) 15489 improves the importance and usability of the archives at the University of Venda (UNIVEN) and the University of Witwatersrand (WITS). Design/methodology/approach Both quantitative and qualitative methods are used to assess how the standards improve the importance and usability of the archives. A total of 34 participants were selected to participate in the study; the choice of the population was because they are responsible for records management decisions in various divisions, departments and units. Data was obtained through structured interviews and observation. The study has established that there was much dissonance concerning records and archives management standards. Ethics approval was obtained from both the WITS and the UNIVEN research department. Informed consent was obtained from university staff members. Findings The research found that only the WITS adopted SANS 15489. This was shown by the availability of a classification system (file plan) and retention schedule while the UNIVEN did not value SANS 15489 standards to manage all records created. Research limitations/implications Although South Africa has 26 public universities, this study is only confined to the UNIVEN and the WITS. The researcher only focusses on the classification of records and disposal of records elements of SANS 15489. Practical implications The findings have practical implications in that they can be used for assessing the archives and records management programmes. Other related universities can also use the findings as a reference point in the planning of university archives and records management programmes. Social implications The findings were to assist the university authorities as decision and policymakers to ensure that records and archives management practices adhere to SANS 15489. Originality/value Few studies related to the assessment of records management programme in universities in South Africa is not yet fully conducted in South Africa public universities. This study could be a valuable input for universities to adopt SANS 15489 standards to develop and implement records management programmes.

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Compliance with legislative framework in implementing recognition of prior learning (RPL) by South African library and information science (LIS) schools

Cited by 6 publications

References 4 publications

Staff training and employee performance: Perspectives of the workplace

Staff training and employee performance: Perspectives of the workplace

What can Fraser and Bourdieu teach us about success and obstacles in the implementation of Recognition of Prior Learning?

Assessing how the South African National Standard 15489 improve the importance and usability of the archive: case of the Universities of Venda and WItwatersrand

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