Search

This paper aims to determine the inclusion of specified Fourth Industrial Revolution (4IR) technologies in the curriculum of library and information schools at the University of Botswana in Botswana (UB) and the University of Fort Hare (UFH) in South Africa. The said 4IR technologies are cloud computing, artificial intelligence and machine learning as well as blockchain technology. This study used content analysis on the website of the two universities, documentary review and literature as data sources in the endeavour to resolve the research problem. The two universities were selected purposively because they were comprehensive universities using the South African context. In addition, the selection was also informed by the LIS curriculum offered by the universities. The study revealed that UB offered a Bachelor of Information and Knowledge Management with specialisation in archives and records management, knowledge management, and library and information studies, and the Bachelor of Information Systems (information management). At postgraduate level, the UB offered a master's degree in archives and records management, a master's degree in library and information studies, and a Master of Philosophy/Doctor of Philosophy in Library and Information Studies. UFH offered a Bachelor of Library and Information Science and a Postgraduate Diploma in Archives and Records Management at undergraduate and the postgraduate levels. Regarding the inclusion of the specified 4IR technologies in their curriculum offerings, the study found that both the UB and the UFH were not included. The study recommends the inclusion of the specified 4IR technologies in the library and information science school to prepare graduates for the disruptive 4IR work environment. [ABSTRACT FROM AUTHOR]

Records are important assets in the decision-making process and promote transparency and accountability. The successful provision of educational and training services in public schools relies on reliable and authentic records. Thus, evidence-based decision-making can help address the challenges in the basic education sector in public schools. The challenges manifest as weaknesses between the different sectors and departments responsible for early childhood development services and poor quality of school education outcomes in public schools. The said challenges were identified in the National Development Plan 2030 and their resolution can contribute to the achievement of education and training goals. The main purpose of this study was to outline the role played by records and information management in supporting evidence-based decision-making in public schools in South Africa. This study adopted the qualitative research approach and used content analysis to identify challenges hindering national development plan goal achievement in the basic education sector. A content analysis of available literature consisting of policy documents, internet sources, books and journal papers was used to identify and describe the challenges and propose solutions. It is guided by the Association of Records Managers and Administrators' Generally Accepted Record Keeping Principles as a framework. The study found that poor educational outcomes could be improved through proper records management practices enabling evidence-based decision-making to thrive. The study recommends that governmental bodies in South Africa utilise the power of records and information management to enable goal achievement, with the professional assistance rendered by the National Archives and Records Service of South Africa (NARSSA) and provincial archives. [ABSTRACT FROM AUTHOR]

This study compared and contrasted access to information in Botswana, South Africa and Zimbabwe, with the view to finding disparities and parities and how accessible or inaccessible information is in the three countries. The study reviewed literature on information to access laws in the three countries. The study was qualitative and a case study research design was applied. Document analysis was used to analyse documents which included legislation, research articles, journal publications, PhD theses and reports, inter alia. There is an abundance of research on freedom of information (FoI) conducted by various scholars but none has made a comparative study of the three aforementioned countries. The findings of the study showed that of the three countries, South Africa has a constitution and FoI legislation which better provides for access to information; Zimbabwe has a constitution and FoI legislation which provides for access to information, but has a lot of restrictions; while Botswana has no FoI legislation and the constitution is not clear-cut on issues of access to information. The study recommends the enactment of FoI legislation in Botswana and the amendment of FoI legislation in Zimbabwe in line with the Model Law on Access to Information for Africa and international FoI legislation. The study also recommends that South Africa should work towards implementing provisions set out in its FoI legislation and its constitution. Further, the governments of the three countries are urged to get rid of traditionallegislation which was inherited from colonial masters aimed at depriving locals of access to information. [ABSTRACT FROM AUTHOR]