Menials or managers ? A decade of library and information science education at the Cape Technikon

This article gives a survey of the first decade of education of library and information science workers at technikons in South Africa, with particular reference to the Cape Technikon. The development of a variety of qualifications is sketched, culminating in the introduction of degrees in 1996. The introduction of technikon library and information science qualifications at a time when rationalization of programmes at universities was introduced, as well as the uncertainty regarding the status of technikon diplomates is discussed. In conclusion, the impact of the National Commission on Higher Education policy, as well as the implementation of a National Qualifications Framework, is briefly addressed.


Professional, paraprofessional, semiprofessional, clerical
The aim of the four-year university qualification was seen as 'preparation for professional duties in library and information services' (Musiker, 1986:92), while that of the two-year lower diploma was designated as the preparation of paraprofessional or semiprofessional workers, namely 'preparation for routine technical duties in library and information services' (Musiker, 1986:92)

Technikon education and training
By the late 1970s and early 1980s the education of para-or semiprofessionals by means of the university Lower Diploma was phased out by most universities as being courses of subdegree standard (Kerkham, 1988:7).The demise of the twoyear Lower Diploma in Library and Information Science http://sajlis.journals.ac.za/ (LIS),2 and the subsequent development of the three-year National Diploma in Library and Information Services offered hy technikons, has been chronicled at length by Kerkham (1988:8-9).In the event, Port Elizabeth Technikon commenced with a group of part-time students in 1984, followed hy the Cape Technikon in 1985, Pretoria Technikon and M.L. Sultan Technikon in 1986, and for a brief period only, Natal Technikon in 1987.Technikon Southern Africa started a correspondence National Diploma aimed at recruiting LIS workers already employed in libraries but without any formal qualifications in 1992.

Bunting report
A subsequent factor affecting departments of library and information science at universities was the attempt made by the Academic Planning Committee (APC) of the Committee of University Principals (CUP), to rationalize the offering of courses in librarianship and information science at universities.According to Bunting (1990:58), by 1987, 13 universities were offering formal programmes in librarianship/ information science.In 1989 there were I I fully active departments, Rhodes and Durban-Westville having closed.The next 'casualty' was to be the University of the Witwatersrand in the early 1990s.
The review committee formulated the following conclusions: -that librarianship programmes are not cost effective; -that unnecessary duplication exists in the teaching of librarianship in universities; -that librarianship programmes in the residential universities are underutilized; and -that the overall quality of librarianship programmes is not good (Bunting, 1990:63).The review committee's view was that librarianship programmes could be rationalized as follows: -by closing specific departments of librarianship; -hy placing a ceiling or limit on the formal qualifications that departments of librarianship may offer; -by intra-university co-operation (e.g. by linking the departments of librarianship with other academic departments and service units such as central libraries); -by merging or amalgamating departments of librarianship with other departments or academic units; -by placing a limit on the specialized fields in which departments of librarianship may operate; and -by interuniversity co-operation (e.g. by the sharing between universities of courses and of academic staff memhers) (Bunting, 1990:65).Not all universities heeded the recommendations of the Bunting report (inter alia that lower diplomas should be phased out by universities and offered by technikons).However the University of Stellenbosch consequently phased out post-graduate degrees after honours level.
The four-year BBibl is currently offered by the University of the Orange Free State, the University of Pretoria, the University of Stellenbosch.the University of Fort Hare, the S. Afr.Tydskr.Bibl.lnligtingk., 1997,65( I) University of the North, the University of the Western Cape, the University of Zululand, Potchefstroom University for C.H.E., the Rand Afrikaans University and the University of South Africa.The Postgraduate Diploma/Higher Diploma in Library and Information Science (nomenclature varies) is offered at the University of Cape Town, Rand Afrikaans University, the University of Natal, the University of the North and the University of Zululand.

Problems regarding the status of technikon graduates
The National Diploma in Library and Information Services at technikons was in its infancy at the height of the Bunting debacle, resulting in recriminations from universities whose departments of LIS were threatened with closure.From its very inception, there had been problems regarding the status of technikon 'diplomates'.Although the National Diploma in Library and Information Services was evaluated by the Human Sciences Research Council as 'Senior Certificate plus three years' training in Library and Information Services' (Kerkham, 1988:9), and consequently 'recognized as being on a par with any other National Diploma ... diplomates ... therefore appointed on the same rank and salary scale as other technicians with National Diplomas in art, horticulture, chemistry, engineering, etc', most libraries had no separately designated post descriptions for LIS technikon diplomates, and technikon-educated employees found themselves working 'below stairs' as it were, on a par with library assistants in possession of a senior certificate, with one or two salary notches to compensate for three years training, and few prospects of promotion beyond that of senior library assistant.However in 1986, two new Technikon Port Elizabeth graduates (admittedly with library experience),' were appointed to professional posts as heads of special libraries in the Western Cape.By and large, however, technikon diplomates found themselves too highly qualified for most of the fairly menial and routine tasks which they were allocated, but not qualified enough to be appointed full professionals.An alumni survey done by the Department of Library and Information Studies at the Cape Technikon of 1987-1991 graduates (with 23 alumni responding), revealed the following information (see Table I).
One student did not rate the diploma, since she had married and had not been employed in a library.Alumni were requested to substantiate their rating with a written comment, and the most negative remarks pertained to the library and information community's reluctance to accept the qualification, employers not having post descriptions and salary structures to accommodate the qualification, as well as the profession's perception of what professionalism in library and information science entailed.The most prevalent complaint was that diplomates were allocated the same menial tasks as library assistants with a senior certificate, and that areas such as cataloguing (in which diplomates had received two years

Term 'paraprofessionalism'
A further problem arose with the term paraprojessionalism as 'an alternative career direclion, not an inferior career direction ... a parallel career direction; ... not per se a step in the direction of professionalism' (Kerkham, 1988:8).
The well-worn analogies of doctors versus nurses, radiographers, medical technicians, social workers and pharmacists, not to mention ophthalmologists and optometrists, dentists and dental technicians, engineers and engineering technicians did not operate in the South African library and information environment.Furthermore, the designation 'library technician', although well established in the USA and Canada.was alien to the South African LIS community, conjuring up an invasion of grease-stained 'rude mechanicals', who were qualified only to operate the photocopier!A further complication was the confusion in the public mind bctween technikons (institutions providing vocational education at tertiary level up to 6 years post-matric) and technical colleges (providing technical/vocational education and training (N-courses) from Std 8 up to one year's post-matric).

Professional status
To obtain 'professional' positions in most libraries, technikon diplomates.therefore.had no option but to enrol for a BBibl, or BA plus post-graduate diploma at a university.Although most universities were willing to give some credits in the case of professional library and information subjects, the full number of extra professional credits for a first degree still had to be completed.The much vaunted possibilities of 'articulation' or mobility betwecn technikons and universities, a major talking point during the early days of technikon education (Shippey, 1983/84;ALISER, 1992) had not come to fruition.In a study of the development of higher education in California during the last 25 years, Prof T.e.Shippey (1983/84: 19), Rector of the Cape Technikon, wrote as follows: 'Another essential element which is strongly present in California but is lacking in South Africa is student mobility and accreditation from one higher education sector to another.In California careful provision is made for articulation relating to accreditation and many students move freely from CCS (the junior colleges, now known as community colleges) to the UC (the University of California) or CSU (the California State University) systems.As long as they have complied with accreditation requirements which are set out in detail, then they can gain all or partial accreditation at all DC or CSU institutions for certain courses which they have completed at a CC or similar institution.In South Africa limited accreditation (up to 50% generally) is the norm between universities, and university students moving to technikons can easily obtain a good measure of credit for completed courses.However, technikon or college of education students are given very few credits and some universities do not allow any accreditation from such institutions.Thus student mobility is greatly reduced and there is little inducement for technikon or college of education students to study further at a university.If such articulation and accreditation is possible among the far greater number of higher education institutions in California, then surely South Africa could attempt to bring about adjustments in its tertiary sector and break down some of the rigidity which exists.'There are several examples of technikon diplomates who have spent seven years of study to achieve 'professional' qualifications (and in many cases acquitting themselves very well in their degree studies).Some students enrolled at universities with a view to obtaining a professional LIS qualification, but were diverted into other (more lucrative) professions, such as teaching, psychological counselling or even secretarial work.Figure I (Cape Technikon. 1995) disconcertingly depicts alumni in the fields of library and information science and education (the Department of Library and Information Studies resides under the School of Teacher Education at the Cape Technikon) as the lowest earners in all 11 Cape Technikon disciplines.

SAlLIS and SERTEC
In 1988, the National Diploma: Library and Information Services at the Cape Technikon was evaluatcd and accredited as a paraprofessional diploma by SAlLIS' Committee for Formal Education (to date the only technikon to have applied for accreditation).However, the modus operandi of the evaluating committee, as well as the report form for annual ." '" < R2S 000 > R7S 000 nON

Degrees at technikons
Technikons in South Africa, like their British and Australian counterparts.the polytechnics, were changing to degree granting institutions (the British polytechnics having become the new universities in the early 1990s).Technikon degrees were instituted in the early 1990s, and in January 1996 certain technikons were granted permission by SERTEC to offer the following additional LIS qualifications: BTech: Library and Information Studies MTech: Library and Information Studies DTeeh: Library and Information Studies.This once again involved radical recurriculation, with some technikons, given the large intake of students from previously disadvantaged communities, opting to offer the preliminary National Certificate (M + I) and National Higher Certificate (M + 2) also.
The original hierarchy of technikon qualifications, namely Students are allowed to choose three subjects out of the last five subjects.

MTech: Library and Information Studies -advanced research
DTech: Library and Information Studies-advanced research Candidates therefore have the option of exiting with a semi/ paraprofessional qualification after one, two or three years of study.The Cape Technikon has opted not to offer the National Certificate and National Higher Certificate, but the National Diploma: Library and Information Studies and BTech: Library and Information Studies.Admission requirements for the BTech at the Cape Technikon are a minimum of 60% in each of the major final-year National Diploma subjects.The Cape Technikon has also been granted permission by SERTEC to offer the MTech: Library and Information Studies, as well as the DTech.No candidates are as yet registered for the higher research degrees.

Current status of Cape Technikon alumni
By the 1990s, Cape Technikon diplomates were employed in a wide variety of library and information service positions, in some cases as heads of special libraries or small public libraries.However, only a few libraries (inter alia the University of Stellenbosch Library Services and the South African Library) had pro-actively instituted special post designations such as Assistant Librarian and Professional Assistant to accommodate technikon graduates.Kerkham (1988: 10) correctly identifies professional librarians, to date, as having performed many routine technical tasks in user and technical services.'However, with the increasing availability of trained library technicians, it should be possible for such tasks to be expertly performed by the paraprofessional.This will free the professional librarian to concentrate on professional aspects which require conceptual development and content analysis, such as building up collections, investigation of information needs, design and development of information systems, and evaluation of systems and services.In conclusion, it can be said that the advent of welltrained library technicians will be of great benefit to libraries and information services.Work of a technical nature will be expertly handled, and professional librarians will at last be freed to perform truly The rosy future envisaged by Kerkham, has not been fulfilled.With the exception of corporate and special libraries, where technikon graduates with their superior computer and office management skills have found an expert niche, and some academic and national libraries, technikon graduates have, up to now, been forced to travel the long and expensive road of 're-education' at a university to obtain true professional status.
In spite of negativity and apathy on the part of much of the 'establishment ' LIS community (Van Vuren [1995:723], in her seminal work, notes that 'werkgewers moet attent gemaak word daarop dat postestrukture aangepas behoort te word'),4 recent alumni surveys of LIS graduates (see Appendix A)5 at the Cape Technikon have been positive (Cape Technikon, 1995).The Department of Library and Information Studies was rated as one of the ten top performers at the Cape Technikon in the fields of experiential training (traditionally known as 'field work' at university departments of LIS), applicability of course content, overall experience of the technikon and technikon contribution to skills (see Figures 2-5 [CapeTechnikon, 1995]).The same survey (Cape Technikon, 1995), indicated that 76% of graduating students had found employment (Figure 6).However this survey was based only on questionnaire responses.A more accurate picture is obtained from an informal departmental survey of the 1995 NO: Library and Information Practice graduates, which revealed that by July 1996, 78.5% of all graduates of the class of 1995 had found employment in libraries.
Altogether 22 students registered for the BTech: Library and Information Studies at the beginning of 1996 (offered parttime over two years); of these 22 students, only one is not employed in a library.One student in possession of a BBibl

Conclusion
Over the past few decades attempts have been made to review the tertiary education scene in South Africa and to plan for the future.

SURVEY AMONGST ALUMNI
In order to enable us to evaluate the educational instruction at the Technikon, we should appreciate it if you would be so kind as to answer the following questions.Your opinion will be used to assist us in preparing the present students better for a career.Please ensure that you have answered all the Questions and send the Questionnaire to us in the enclosed env~lope.Thank you for your co-operation and best of luck with your cafeer.
, were considered the sacrosanct bailiwick of the professional librarian.

Figure 1
Figure 1 Alumni survey 1995: annual salary plus fringe benefitsalumni who graduated since 1992 57professional functions.Library technicians have an attractive career option with possibilities of advancement to supervisory appointments' .

of merk asseblief die antwoord van u keusi. All. antwoord. sal streng vertroulik behandel word. PI.as. circl. or mark your choice of response. All responses will b. treated in confidence.
(South Africa, NationalCommission on Higher Education, 1996:9) will facilitate mobility and accreditation.
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