Research Reports (DLL)

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https://hdl.handle.net/10566/1292

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Browsing by Author "Walters, Shirley"

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    Continuing professional education at the University of the Western Cape - survey results
    (University of the Western Cape, 1997) Koetsier, Jos; Walters, Shirley
    UWC has since 1998 a new Mission Statement which commits the university to Lifelong Learning. Since 1996 there has been a process to give content to this commitment. The process included surveys of distance education and resource-based learning at UWC, continuing professional education and an overall report with recommendations on Lifelong Learning by 2001. This report is a further component of the investigation into lifelong learning which highlights specifically the situation of Continuing Professional Education in all faculties, School and Centres and how to quality assure the programmes. The report formulates recommendations to increase enrolments and how to acquire full accreditation through the South African Qualification Authority (SAQA). It recommends the development of an institutional CPE policy and course database in line with this goal.
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    Discussion document: understanding the dynamics of part-time studies at UWC
    (University of the Western Cape, 2003) Watters, Kathy; Koetsier, Jos; Walters, Shirley
    This study into understanding the dynamics of part-time studies at UWC is part of on-going institutional research that is required to improve the conditions of and services to part-time students at UWC. Approximately 23% of UWC’s students are part-time in any one year. One of DLL’s mandates is to grow and develop the part-time programme. Through the DLL Board there has been an enquiry into financing part-time students through the National Student Financial Aid Scheme (NSFAS). This has lead the Board to pose questions about the dynamics of the part-time programme and what it means to be part-time at UWC2. This paper is a preliminary report in progress and covers three of the following research aims. A subsequent paper will cover recommendations for improving the quality of part-time programme. The research aims of this documents are: (1) To help the institution think about the future of the part-time programme amidst the many shifts in national policy that affect the part-time programme, (2) to create clarity about the part-time terminology, (3) to get a better understanding of the actual dynamics of the part-time programme at UWC and the student profiles in terms of study patterns, class attendance (during the day or during after hours), payments records and need for financial aid, (4) To generate practical recommendations for quality enhancement of the part-time programme in terms of protocols for quality improvement and contractual obligations, staff development processes and student support.
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    Navigating our way: a compass for popular educators
    (Taylor and Francis, 2016) Von Kotze, Astrid; Walters, Shirley; Luckett, Thembi
    This article addresses the tensions and contradictions of applying a popular education approach in the current context of South Africa. It draws upon data from an 18-month research project exploring the traditions of popular education. It presents an extended discussion on the meanings of popular education, and their varied implications for practice. It presents a heuristic device in the form of a ‘compass’, to assist popular educators locate themselves in their work at different historical moments.
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    New challenges and opportunities for lifelong learning in South Africa
    (Taylor and Francis Ltd, United Kingdom, 1999-06-28) Walters, Shirley
    The imperatives for lifelong learning in South Africa are driven by its reinsertion into the global economy and by the social and political necessities of equity and redress after the years of colonialism, segregation and apartheid. It is therefore not surprising to find the discourse of lifelong learning infused into new policy documents. Utilizing Belanger's framework, which argues that lifelong learning is not a norm to prescribe but an empirical reality to analyze and reconstruct, the contexts for lifelong learning in South Africa are surveyed by focusing in on the state of initial education, adult education, and the learning environments. The framework, which acknowledges the daily lived realities of women and men, is a helpful way of retaining an holistic and integrated vision of lifelong learning and its humanistic, democratic goals. For lifelong learning in South Africa to deepen for more than a small group of well-educated, mainly urban, formally employed people, the author concludes that initial education, adult education and the learning environments of all the people will have to be improved. If this does not happen, then at least two polarized 'lifelong educations' will result.
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    University of the Western Cape Lifelong Learning by 2001 'Giving content to commitment'
    (University of the Western Cape, 1997) Walters, Shirley
    The report draws on findings from an investigation into the feasibility of a university-wide Programme of Lifelong Learning at UWC. The survey was completed by three Task Groups of the Rector to investigate Distance Education, Resource-based Learning and Continuing Professional Education. The investigation consisted of surveys and interview of RBL and DE practices on the one hand and of CPE on the other. There was a 38% return rate of questionnaires of RBL and DE and 42 submissions received on CPE.