IJILT XXXXXXXXXX0033_proof XXXXXXXXXX
A framework for quality assurance
for archives and records
management education in an open
distance e-learning environment
in Eswatini
Vusi Tsabedze and Mpho Ngoepe
Information Science, University of South Africa, Pretoria, South Africa
Abstract
Purpose – The purpose of this study is to examine quality assurance for archives and records management
(ARM) education in an open distance e-learning (ODeL) environment in Eswatini with a view to conceptualise a
framework for quality assurance in the development and implementation of anARMprogramme in the context
of ODeL.
Design/methodology/approach – The study is anchored on the interpretive research paradigm, which
su
ounds a systematic literature review. The researcher searched for literature online, using scientific
databases such as Ebsco, Scopus and Google Scholar. The search applied the publications from 2005 to 2019.
The main search keywords are “archives”, “records management”, “open distance e-learning” and “quality
assurance”. A total of 15 articles, which included documents, journal articles, reports, web pages and
monographs, were retrieved, reviewed and analysed in this study. This conceptual studywas preliminary, and
the researcher hopes that further empirical studies based on the findings of this study could be pursued in
future.
Findings – ARM as a form of study and delivered on ODeL platforms have been proposed in Eswatini. The
major concern among stakeholders is how to ensure the quality of such programmes.
Research limitations/implications – This conceptual study was preliminary, and the researcher hopes
that further empirical studies based on the findings of this study could be pursued in future.
Practical implications – The findings and recommendations will help in the development of ARM
programmes to be offered effectively by way of ODeL, there is a need to develop a transparent quality
assurance framework for such an application and its implementation.
Originality/value – This is the first study on quality assurance for ARM education in an ODeL environment
in Eswatini. As part of the study, a quality assurance framework was designed for the implementation of ARM
education on an ODeL platform. This quality assurance framework is intended to help higher education
institutions in Eswatini such as the University of Eswatini as well as stakeholders such as the Eswatini
National Archives and others to design ARM education and deliver it on an ODeL platform in a manner that
guarantees adequate quality.
Keywords Open distance e-learning, Archives and records management, Quality assurance, Education and
training, Cu
iculum development, Eswatini
Paper type Research pape
1. Introduction and background to the problem
The need for open distance e-learning (ODeL) as a form of study in archives and records
management education (ARM), proposed by previous studies by Tsabedze and Ngoepe
(2019), necessitated this study. In their study, they place emphasis on implementation of the
ARM programme in African higher education institutions (HEIs) in general, and in Eswatini
specifically. Their study demonstrates the need for a framework to implement the ARM
programme through the ODeL environment in Eswatini. It emerged from the analysis in thei
study that few HEIs in Africa offer ARM programmes in the ODeL platform to cater to
students who are already engaged in full-time employment in the corporate world. In
Eswatini, in particular, one institution, the Institute of Development Management (IDM),
A framework
for quality
assurance fo
ARM
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The cu
ent issue and full text archive of this journal is available on Emerald Insight at:
https:
www.emerald.com/insight/ XXXXXXXXXXhtm
Received 16 March 2020
Revised 18 June 2020
13 August 2020
Accepted 27 August 2020
The International Journal of
Information and Learning
Technology
Vol. 38 No. 1, 2021
pp XXXXXXXXXX
© Emerald Publishing Limited
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DOI XXXXXXXXXX/IJILT XXXXXXXXXX
https:
doi.org/10.1108/IJILT XXXXXXXXXX
offered the ARM programme full time at the undergraduate level. Since this programme was
offered full time, it was not convenient for prospective students in full-time employment as
the lessons clashed with their work schedules. Furthermore, the offering of the ARM
programme through the contact sessions only limits the involvement of foreign expertise
from neighbouring countries and a
oad.
In the areas of emerging technologies and the introduction of ODeL as a mode of study, a
number of heated and controversial debates have been ignited. One of these centres on the
matter of quality assurance (QA) in ODeL. For the processes in any quality organisation to
function properly, it is essential that well-trained and competent staff be recruited. However,
traditional training or regular education has several limitations in this respect. For example,
training often interferes with the work of ARM professionals, especially when it takes place
outside of the workplace. It is also possible that the knowledge and skills acquired during
such training may not be applicable to the actual work situation in the workplace.
There are topical debates among ARM professionals, as well as among stakeholders such as
the Eswatini National Archives (ENA), the Eswatini Higher Education Council (EHEC) and the
government. These debates are centred on the question of whether the quality of ODeLwill be as
high as that of the traditional, ongoing ARM programmes. The stakeholders have identified
insufficient incentive and a lack of support provided by lecturers as likely to cause a high dropout
ate among students. They have also raised concerns over the matter of computer literacy skills,
whichmight be a challenge amongARMprofessionals, as well as cheating during examinations.
Computer-generated student assessments and the inability to verify students’ identities have
contributed to the emergence of cheating among ARM students. This may have the knock-on
effect of students’ certificates not being considered by employers due to their being unable to
verify the quality of the students’ skills and experience. To evaluate students efficiently, new
assessment methods are required and will need to collect, classify and enable understanding of
in-classroom teaching and learning. Tsabedze and Ngoepe XXXXXXXXXXprovide insights into the
effectiveness and quality of ODeL in ARM education. They also emphasise that ODeL
programmes, regardless of the technology used in teaching cu
iculum content, are equally as
effective as – and often more effective than – traditional ARM programmes. However, despite
studies that point to the effectiveness of ODeL programmes and how they provide the best
quality standards, the quality of ODeL in Eswatini is a topical issue among ARM professionals
and stakeholders and, as such, an issue that seeks more precise and clearer responses.
This study, therefore, proposes a framework for quality assurance for ARM programmes
in ODeL in Eswatini. The framework is designed in compliance with existing quality
assurance of the national regulatory authority (Eswatini Higher Education Council) fo
quality delivery of ODeL. The proposed framework would help higher education institutions
in Eswatini to design and deliver ARM programme in an ODeL in a manner that guarantees
its quality. Such a programme could be offered through the University of Eswatini to
accommodate students within and outside the country. Thus, ensuring that Eswatini makes
its indelible imprint on the global ARM education and training landscape.
Firstly, a contextual setting of Eswatini, problem statement, aim and objectives, and ARM
education are provided, followed by a justification of the need to develop a quality assurance
component for the ARMprogramme through anODeL environment. The study then presents
a framework for QA for ARM education through an ODeL environment.
1.1 Contextual setting
With the increased access to Information Communication Technology (ICT) in Eswatini,
higher education institutions (HEIs) leaders and government policymakers view ODeL as a
feasible approach for increasing student access to higher education and balancing the costs
for education using these technologies. At the same time, however, national regulatory
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authority sees this growth of ODeL and the massive influx of for-profit educational providers
entering the market as a serious threat to the quality of higher education (CommonWealth of
Learning, 2009).
The Eswatini Higher Education Council (EHEC) is the controlling body for all HEIs and is
concerned with the quality of both technical and vocational education and training (TVET
and university education (EHEC, XXXXXXXXXXEswatini Higher Education Council was established
in 2006 through the Higher Education Act of 2013 to regulate Higher Education provision in
Eswatini. Its mandate is to develop and implement a QA system for HEIs, which includes
egistration, accreditation, institutional audits, quality promotion and setting of standards.
The HEIs Act describes higher education as all learning programmes commenced after high
school and leading to a higher qualification. For HEIs to operate and be recognised in
Eswatini, it must be registered in terms of the HEIs Act (2013); (EHEC, 2015).
The concept of quality assurance in Eswatini has many facets in HEIs. The Eswatini
Higher Education Council (EHEC) focus on institutions quality indicators to ensure that
institutions meet minimum quality standards for meeting the normative teaching, research
and support missions of the HEIs. EHEC also ensures that HEIs in the country have the
essential infrastructure (lecture rooms, computer labs, li
aries, qualified lecturers, financial,
etc.) to meets its mission. It also targets training programmes to ensure rigorous standards of
academic quality are met. Despite the essential role played by the national regulator in
ensuring quality in HEIs, the reality is they are primarily the gatekeepers and oversight
agency for compliance with normative benchmarking standards. Indeed, maintaining and
sustaining quality at HEIs is the responsibility of the institution.
1.2 Problem statement
InEswatini, only the Institute ofDevelopmentManagement (IDM) offersARMprogrammesdespite
the demand for the programme by private and public sector organisations. A proposal was
presented by Tsabedze and Ngoepe XXXXXXXXXXto expand the programme through the ODeL
environment. However, the wo
ying factor among stakeholders is ensuring quality in this regard.
Therefore, this study proposes a framework for QA for ARM programmes in ODeL in
Eswatini.
The framework is designed in compliance with existing QA of the national regulatory
authority (Eswatini Higher Education Council) for quality delivery of programme. Though
the framework is designed in compliance with Eswatini Higher Education Council (EHEC)
egulation and standard of programme development it should be noted that EHEC at the
present moment does not have a specific framework for ODeL programmes.
The framework that is used in Eswatini is generic; hence, the proposed framework would
help higher education institutions in Eswatini to design and deliver an ARM programme in
an ODeL in amanner that guarantees its quality. Such a programme could be offered through
the University of Eswatini to accommodate students from within and outside the country,
thus ensuring that Eswatini would make an indelible imprint on the global ARM education
and training landscape.
1.3 Purpose and objectives of the study
The purpose of this study is to examine quality assurance for ARM education in an ODeL
environment in Eswatini with a view to conceptualise a framework for quality assurance in
the development and implementation of an ARM programme in the context of ODeL. The
specific objectives were to:
(1) Examine the status of ARM education and training in Eswatini
(2) Determine the challenges associated with quality in an ODeL programme in Eswatini
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assurance fo
ARM
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(3) Conceptualise a framework that may inform the quality assurance in the
development and implementation of an ARM programme in an ODeL environment
in Eswatini.
2. Methodology
The cu
ent study was anchored on the