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This paper seeks to illustrate the social and economic impact of services delivered by a small charity to families affected by post-natal depression (PND). It highlights challenges and offers insights to the meaning of “social value” and “value for money” for commissioners of public health services. This has relevance for the introduction of new policies regarding commissioning.

The analysis is based on a social return on investment (SROI) approach. Evidence was gathered from quantitative data, interviews and a literature review. The analysis examined short-, medium- and long-term effects, and attributed monetary values to social outcomes.

The service provides a return of £6.50 for every £1 invested. The analysis established outcomes for service users and long-term impacts on families and children. It illustrated how these services are important in achieving more appropriate service responses, providing value for money to the NHS. Findings also relate to the definition of “social value” and “value for money”.

There is no common accepted method for identifying financial values for a number of the benefits identified in this analysis. By being transparent in how the analysis was carried out, the paper encourages further critical thinking in this area.

Engaging commissioners in this type of analysis may assist them in the use of economic evaluation that includes social values as an input to decision making.

The paper contributes to the understanding of “social value” and “value for money” in the context of public services. This is of importance given that the Social Value Act and “Open Public Services” reform are being implemented in the UK.

The purpose of this paper is to investigate the impact of recognition of prior learning (RPL) as an alternative tool for access into learning programmes in South African Library and Information Science (LIS) schools.

The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data.

The study found that despite an institutional “will” among the LIS schools to open up access to learners who come from diverse backgrounds; there are still aspects that inhibit the use of RPL as an alternative route of access into higher education and training.

In-depth interviews were not conducted to ascertain the veracity of the findings.

This study was valuable for institutions, policy makers, government and other stakeholders to assess the impact of RPL implementation in higher education and training.

Despite there been very little published concerning RPL implementation in higher education and training, use of RPL, as an alternative route to access into higher education and training is generally low. The paper seeks to highlight and promote RPL as an alternative route of access into higher education and training especially for non-matriculants from diverse backgrounds.

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.

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.

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.

In-depth interviews were not conducted to ascertain the reasons for low level of compliance regarding certain aspects of the RPL policy.

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.

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.