i have attached my chosen article from emrald on which the critique assignment needs to be made and have also attached a sample critique and the format in which the critique assignment needs to be made as asked by the subject professor.
IJILT-03-2020-0033_proof 91..102 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 surrounds 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, Curriculum development, Eswatini Paper type Research paper 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 their 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 for ARM 91 The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/2056-4880.htm 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. 91-102 © Emerald Publishing Limited 2056-4880 DOI 10.1108/IJILT-03-2020-0033 https://doi.org/10.1108/IJILT-03-2020-0033 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 abroad. 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 rate 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 (2019) provide insights into the effectiveness and quality of ODeL in ARM education. They also emphasise that ODeL programmes, regardless of the technology used in teaching curriculum 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) for 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 IJILT 38,1 92 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, 2015). Eswatini 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 registration, 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, libraries, 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 (2019) to expand the programme through the ODeL environment. However, the worrying 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) regulation 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 A framework for quality assurance for ARM 93 (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 current study was anchored on the