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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.

This article gives an overview of education and training of records managers in anglophone Africa and then focuses on standards for training of archivist and records managers. Using South Africa’s National Qualifications Framework and the South African Qualifications Authority guidelines, a training model that can be used elsewhere in Africa with some adjustments is suggested. The article recognises that there can be no one set of universally standard desirable outcomes for all educational institutions, as the outcomes must depend on the institution’s nature and mission. Whilst the teaching and learning processes may differ between countries, there should be a substantial commonality in the outcomes achieved. Thus it would be possible to have generic processes of assessment and accreditation. Adherence to standards is key to the generic process of accreditation and professional mobility.

The purpose of this paper is first to determine the competencies required of risk managers and second to consider the implications of such competencies in determining modules for inclusion in the curriculum framework of an undergraduate qualification in risk management.

A qualitative research approach was followed, involving risk management professionals in a focus group and making use of interactive qualitative analysis (IQA).

The competencies identified are managerial and risk management knowledge, attributes such as assertiveness and steadfastness and ethical values, as well as people and technical skills. These are explained in greater detail in this paper.

The unique contribution of the current research was the innovative use of IQA for data collection, the removal of subjectivity and the rigour in analysing and presenting the results. The results provide a starting point for designing a curriculum that will both meet the requirements of the professional body and will equip graduates with the best possible combination of knowledge, attributes, values and skills needed by the risk management profession. The implications for further research include that a comparative IQA study of the competencies of risk managers using academics from the field could be undertaken, as well as a study of the design, benchmarking and validation of a proposed curriculum for an undergraduate degree in risk management. The purpose of this study was not to compile a curriculum for a new BCom (risk management). However, this was beyond the scope of the current study. IQA uses rigour and eliminates the bias of the researcher, and the one limitation of this research lies in the use of a focus group, which resulted in the findings not being generalizable as the case would have been with a representative sample used in the positivist paradigm and using appropriate statistical analysis. However, this study was exploratory and could serve as a valuable starting point for further research in this area to perform a comprehensive curriculum development.

This study found that constituents of the focus group perceived that the following competencies are required of risk managers, namely, knowledge, skills, attributes and values. These competencies correspond closely with the competencies indicated in the Risk and Insurance Management Society (RIMS) Professional Core Competency Model, except that RIMS subdivides knowledge into three categories, namely, business, organisational and risk management knowledge. Similarly, RIMS distinguishes between management skills and technical skills. The attributes identified by the focus group of this study were similar to those identified by RIMS. However, the focus group emphasised values such as integrity, ethical conduct, respect and accountability. However, unlike RIMS, these were not perceived as one of the five core competencies, but rather as a stand-alone competency in its own right, which risk managers need to be successful. RIMS could consider reviewing its core competencies by allocating three closely related aspects, namely communication, collaboration and consultation to technical skills. Core competencies may be replaced by core values, which are literally at the centre of all the competencies required. Such core values are enhanced by the RIMS Code of Ethics (2019) and significantly contribute to the professionalization of risk management. RIMS could also consider providing guidelines to universities for those competencies that could be taught or learnt, to be included in their curricula and to accredit universities who meet such requirements.

The findings of this study also serve as a starting point for the reintroduction of a BCom (risk management) degree by Unisa. Despite the requirements of the South African Qualifications Authority (SAQA) and the Council for Higher Education (CHE), this study demonstrated that a specialised degree in risk management needs to be offered to meet the need expressed by IRMSA for professional risk managers in Southern Africa, and such a degree should ideally be curriculated based on the competencies identified in this article. The implication for public policy is that SAQA and the CHE need to reconsider their rigid stance about the composition of specialised qualifications, and rather set a range of 33-50% for subjects from the field of specialisation that must be included in the curricula of specialised degrees. As indicated by this research, a combination of subjects from different disciplines is required to enhance the competencies and employability of risk management graduates.

The use of IQA is a novel way of ensuring rigour and objectivity in arriving at the required knowledge, attributes, values and skills of risk managers, and aids in the compilation of a new curriculum for an undergraduate qualification in risk management, thus ensuring the qualification will provide a competency-based qualification that will meet the needs of the profession.

The fact that Departments of Accounting at South African universities, whose academic programmes are accredited by the South African Institute of Chartered Accountants (SAICA), have for many years focused primarily only on the academic training of prospective chartered accountants, has established a culture that is removed from research, and this is in contrast to the nature of a university. The aim of this paper is to evaluate some recent developments in the South African academic environment that may promote a research culture and to point out the coercive role these developments may play in changing the existing culture of a Department of Accounting. The study concludes that in view of a list of specific recent developments in the national academic environment, Departments of Accounting will be forced to change course toward becoming more research oriented. A number of recommendations are made to expedite the process.

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 unemployment rate in South Africa (SA) has reached levels that require urgent intervention from all training institutions responsible for developing employment skills and preparing students for industry. While the South African Government has launched initiatives such as the National Development Plan and the Skills Development Act to facilitate employment, Higher Education Institutions (HEIs) have Cooperative Education programs such as Work-Integrated Learning (WIL) to facilitate student placements within industry, to enhance and promote student exposure, and introduce them to academic programs within the career placement context. The SA government also initiated the National Skills Authority, Sectorial Education and Training Authorities, and the National Skills Fund to collaborate on partnerships with industry and HEIs. The initiatives of the SA Ministry of Higher Education include placement of students in industry. Universities have prioritized placement of students as a critical measure of their success. The realization of industry is to select individuals for placement based on practical experience, not just academic qualifications. Factors such as decolonization of WIL have become part of the academic landscape for HEIs and other training institutions that require more sensitivity when considering the operating environment for industry. HEIs would also benefit from career planning and job analysis in their cooperative education programs. The job-analysis phase should follow the career development phase, which is a core part of WIL that needs to diversify cooperative education policies. HEIs need to upgrade, modernize, and adapt curricula to SA conditions for industry.

In recent years, investment management education has become increasingly relevant. As a result of this development, it is essential that various role players should be consulted to ensure that investment management is taught in line with practitioners’ requirements. The South African Qualifications Authority also specifies that educators and practitioners should collaborate to maintain relevance in all fields of education. The importance of various areas in investment management was investigated. This article compares the ranking of these areas in terms of their importance as perceived by academics and practitioners. The study being reported also aimed to determine whether gaps exist between the areas that academics regard to be important and the areas that practitioners regard as such. Areas that are generally regarded to be most important include asset allocation, fundamental analysis and the measurement of risk and return. Areas that are regarded to be least important include arts, antiques and other hard assets; rights and capitalisation issues; and real estate. Areas in need of research include the measurement of risk and return; asset allocation; derivatives; and global markets and instruments. The findings of this study could have a significant impact on the provision of relevant training for South African investment specialists.

Worldwide, higher education is undergoing major changes in its organisation. In this context, the concept of quality assurance control has emerged as a primary instrument for evaluating performance and accountability in higher education systems. South Africa is the latest candidate for a nationally imported system of quality assurance in the wake of several policy and legal initiatives to transform higher education after the demise of apartheid. Several contemporary developments, notably the South African Higher Education Bill and the Education White Paper 3 (Higher Education) are part of the government’s commitment to transform higher education. This paper will briefly discuss the origins and nature of quality assurance in South Africa. The article also critically reviews a number of conceptual frameworks about quality in higher education in order to develop a better and shared understanding of, and appropriate responses to quality assurance.

The South African government is restructuring tertiary education, and subsidies to universities that do not build and strengthen their research capacity will be severely restricted. Hence, academics must publish more research. This study used a questionnaire to gauge the personal opinions and perceptions of and attitudes towards research held by South African Accounting academics. The questionnaire was based on international debates and discourses on Accounting education and research that suggest factors that might affect research production and consumption, and on informal discussions with colleagues in the discipline. Tertiary institutions can use this constructive information to build a research culture and improve research output among these academics, by changing perceptions where needed and empowering Accounting academics to conduct research. The results indicate that the main limitations to research output are inadequate qualifications and a lack of skills with regard to conducting research (only 10 per cent of the respondents possess a doctoral degree), insufficient time for conducting research, financial factors, a lack of mentorship and departmental support, and difficulty finding research topics. The debate on “teaching versus research” is also ongoing.

The South African designation of Chartered Accountant is comparable to similar designations in most developed countries. However, the research outputs of Accountancy academics in South Africa seem to lag far behind those of their counterparts abroad. This article discusses the results of several inquiries into the status of South African Accounting research in a global context, and identifies several reasons and possible remedies for low research output.