Prof. Shirley Walters
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| Position: | Emerita Professor |
| Department: | Division For Lifelong Learning (DLL) |
| Qualifications: | |
| My publications in this repository | |
| More about me: | here, and here |
| Tel: | +27 (0)21 959 3339/3625 |
| Fax: | +27 (0)21 959 1289 |
| Email: | swalters@uwc.ac.za |
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Browsing by Author "Watters, Kathy"
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Item Discussion document: understanding the dynamics of part-time studies at UWC(University of the Western Cape, 2003) Watters, Kathy; Koetsier, Jos; Walters, ShirleyThis 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.Item Reflecting on the global report on adult learning and education in the “post-truth society”(Sage, 2017) Walters, Shirley; Watters, KathyThis article contextualizes and reviews the third global report on adult learning and education (ALE) released by UNESCO in 2016. The authors suggest that it is a visionary document, which is articulated through the bringing together of data from a range of areas that are usually kept apart. They recognize the report as a bold attempt to project what role ALE plays, or could play, within a holistic philosophy and approach to lifelong learning. They argue that given the ambitious nature of the task, and the inevitable tensions and contradictions that exist within a report of this nature, the report both fails to present a robust picture of ALE and succeeds as an advocacy document toward achievement of the Sustainable Development Goals. They recognize that the political and pedagogical work undertaken by the third Global Report on Adult Learning and Education is at an early stage. Alongside this work, they argue for the importance of the broader nonformal and informal ALE, including popular education, as a means of challenging the “post-truth society.”