Towards a Southern African regional qualification framework: Enhancing quality through quality assurance in Higher and Tertiary LIS education programmes in Zimbabwe

Abstract

The world over, issues of quality control are the cornerstone of educational programmes and Zimbabwe is no exception. Zimbabwe’s LIS qualifications are well sought after as evidenced by the number of LIS graduates who continue to secure employment opportunities throughout the region and beyond. This paper will explore the extent to which library and Information Science programmes can benefit from a SADC regional qualifications framework in the context of Technical and Vocational Education (TVET) and Competency Based Education and Training (CBET) models. The paper will examine the extent to which qualification frameworks can improve comparability of qualifications with respect to Library and information Science. It will also examine assessment models for TVET/CBET based models of LIS training in Zimbabwe and how these are contributing towards enhancing quality of LIS education and training. The paper will also examine the involvement of industry, communities, government and other key stakeholders in curriculum review and development with respect to Library and Information Science. It will also examine how Zimbabwe as a developing country is grappling with quality assurance issues with regards to the design, implementation and evaluation of LIS curriculum. The paper will also examine internal and external assessment mechanism and how they add value to education and training of LIS professionals. The paper will also examine how quality assurance can be enhanced through regional qualifications frameworks. The researcher’s interest in this study has been stimulated by the drive to establish a SADC qualifications framework and other development relating to the internationalization of LIS qualifications. The researchers will use a phenomenological approach to generate research findings and recommendations to assist policy makers. The researchers will make use of qualitative approach with reference to meanings and experiences relating to quality assurance issues in Higher and Tertiary education in Zimbabwe. The findings and recommendations of this research will be useful to policy makers, scholars and researchers.