Mapping the fit : library and information services and the national transformation agenda in South Africa, Part 1

Stilwell, Christine

doi:10.7553/74-2-1296

Cited by 7 publications

(9 citation statements)

References 34 publications

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“…The non-existence of permanent teacher-librarians at many schools is confirmed by many professionals such as Stilwell (2009). Equal Education (2010) estimates that only 23% of South African school libraries have a fulltime teacher-librarian which implies that 77% of library facilities lack staff to administer library resources.…”

Section: Staffingmentioning

confidence: 99%

Challenges in establishing and maintaining functional school libraries: Lessons from Limpopo Province, South Africa

Mojapelo

2016

Journal of Librarianship and Information Science

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Most governments, particularly in poor and developing African countries, are hesitant to pledge themselves through a legislated school library policy to roll out an active and sustainable library and information service for their schools to improve the quality of education. In South Africa, providing schools with a well-resourced and well-staffed library and information service is even more challenging because of the inheritance of the apartheid education system prior to 1994. The article is limited to just one part of a research project which investigated the resource provision in public high schools in Limpopo Province, South Africa. The purpose of the study was to investigate challenges that negatively affect the establishment and sustainability of an active and vigorous library and information service for all schools in Limpopo Province. The study was largely quantitative, blended with triangulation of both quantitative and qualitative methods for data collection. Self-administered questionnaires were used to collect quantitative data from the principals or teacher-librarians at schools, while an interview schedule was used to collect qualitative data from education officials through face-to-face interviews. The findings established that there are daunting challenges which hinder effective establishment and maintenance of functional school library and information service. The national Department of Basic Education has a responsibility to ensure that school library policy is formulated, endorsed and implemented as a matter of urgency. The Government should also fast-track rural development to enable teachers and learners, particularly those in historically disadvantaged rural black communities, to access library materials in other amenities.

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Section: Staffingmentioning

confidence: 99%

Challenges in establishing and maintaining functional school libraries: Lessons from Limpopo Province, South Africa

Mojapelo

2016

Journal of Librarianship and Information Science

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“…RPL is important for LIS schools in South Africa and the LIS sector in particular. A more central role of RPL in the LIS schools is not only to widen access to higher education and training to the overwhelming majority of individuals who were previously disenfranchised by the previous apartheid dispensation, but will also to be of great benefit to the LIS sector which is currently facing a shortage of qualified staff as a result of declining student enrolments and impending retirement (Davids, 2006; Ocholla and Bothma, 2007; Stilwell, 2009; DAC and NCLIS, 2010).…”

Section: Discussionmentioning

confidence: 99%

Legislative framework for implementing recognition of prior learning

Hlongwane

2019

HESWBL

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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.

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“…Post-1994, the LIS profession has been dramatically affected by the restructuring of the South African Higher Education and Training sector because of changes to national policy regarding primary, secondary, and higher education (Ocholla & Bothma, 2007;DAC, 2010 LIS schools in South Africa are struggling to survive as a result of declining numbers in student enrolment because of less interest in librarianship as a career and the impending retirement of incumbent scholars (Ocholla & Bothma, 2007;Stilwell, 2009;DAC, 2010). In their struggle for survival, South African LIS schools are making changes to their courses and positioning themselves in various schools, departments, and faculties (Ocholla & Bothma 2007).…”

Section: Introductionmentioning

confidence: 99%

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

Hlongwane

2019

Journal of Education

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Mapping the fit : library and information services and the national transformation agenda in South Africa, Part 1

Cited by 7 publications

References 34 publications

Challenges in establishing and maintaining functional school libraries: Lessons from Limpopo Province, South Africa

Challenges in establishing and maintaining functional school libraries: Lessons from Limpopo Province, South Africa

Legislative framework for implementing recognition of prior learning

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

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