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Item Liberation pedagogy in the South African Context(Skotaville Publishers, 1990) Alexander, NevilleWe have arrived at a time to reflect on what has been done in the field of education for liberation, alternative education or People’s Education during the last few years. We have to analyse and theorise our experience in this country because it is imperative that beacons be set for future action, that direction and goals be determined so that energies now being expended are not wasted or misdirected. That there has been an explosion of liberation pedagogy, in the form of a multiplicity of educational projects and experiments inside and outside of the formal system of schooling since the early ’seventies more or less, is a well known fact. In recent years, many learned articles have appeared that attempt to contextualise this renaissance of learning in South Africa. Most of these have been programmatic and rhetorical or prescriptive insofar as they have dealt with the macro-educational issues involved, or descriptive and tentative insofar as they have confined themselves to micro-educational issues.Item Building a learning region: Whose framework of lifelong learning matters?(Springer, 1992) Walters, ShirleyThis chapter is part of a book that aims to provide an accessible, practical and scholarly source of information about the international concern for the philosophy, theory, categories, and concepts of lifelong learning. In this chapter, the author examines the development of ‘learning regions’ in various parts of the world as a means for understanding how lifelong learning is enmeshed in the socio-economic and political approaches of a region. The development of indicators in one learning region in the Western Cape Province of South Africa, is used to demonstrate how complex and contested lifelong learning is. It is also used to identify a range of paradoxes, which are at the heart of lifelong learning.Item Non-governmental organisations and the South African state: present and future relations.(Community Development Journal, 1993) Walters, ShirleyThe article explores the relationship between the state and NGOs in order to address the question: Is there a place for non-governmental, community based organisations in a democratic South African state? Section One elaborates the relationship between oppositional NGOs and the apartheid state. Section Two discusses trends in relations between NGOs and various states, particularly in Africa and Latin America. In Section Three there is a preliminary discussion of issues for South African NGOs in the light of trends elsewhere.Item Staging historical argument: History I at the University of the Western Cape(Routledge, 1996) Lalu, PremeshThis article focuses on the lecture-room debates which have been the central feature of the first-year history course at the University of the Western Cape (UWC) since 1993. The UWC History Department takes the position that in first-year teaching the main aim should be to show students that the discipline is always contested and to introduce them to historical argument. The article makes a case for these lecture-room debates as a developmental sequence or series for the induction of first-year UWC students into historical argument in discussion, reading and writing.Item An overview of distance education and resource-based learning initiatives at the University of the Western Cape: research report(South African Institute for Distance Education (SAIDE), 1997) Du Plessis, IrmaUWC 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 and was driven by 3 tasks group within UMILL, the University Mission Initiatives Lifelong Learning. 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 research report produced with the support of the South African Institute for Distance Education (SAIDE) sketches initiatives per department in distance education and resource based learning at UWC. The findings are contextualized within regional and national initiatives. The report evaluates the merits of resource based learning and distance learning as a teaching strategy at UWC.Item Continuing professional education at the University of the Western Cape - survey results(University of the Western Cape, 1997) Koetsier, Jos; Walters, ShirleyUWC 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.Item University of the Western Cape Lifelong Learning by 2001 'Giving content to commitment'(University of the Western Cape, 1997) Walters, ShirleyThe 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.Item Lifelong Learning at UWC: a study of the part-time accredited programmes(University of the Western Cape, 1998) Koetsier, JosUWC 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 conditions for part-time students of accredited programmes at UWC. The report provides quantitative and qualitative profiles of the part-time learners and formulates recommendations to increase enrolment through target marketing and to improve support services and teaching and learning over the period 1998-2001 and beyond.Item Radio advert for the Division of Lifelong Learning (UWC)(University of the Western Cape, 1999) Division for Lifelong LearningRadio advertisement for the Division of Lifelong Learning (DLL) at the University of the Western Cape.Item New challenges and opportunities for lifelong learning in South Africa(Taylor and Francis Ltd, United Kingdom, 1999-06-28) Walters, ShirleyThe 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.Item Re-imagining a picture: Higher education in lifelong learning(IIZ/DVV, Hamburg, Germany, 2000) Walters, Shirley; Volbrecht, TerryIn using “lifelong learning” as the frame to observe higher education institutions, our gaze focuses both internally and externally. Internally we see a concern to ensure high quality, and flexible teaching and learning which highlights the needs of diverse individual learners and the multifaceted professional development of staff. Externally we notice an emphasis on helping to ensure access by a range of constituencies to socially and economically relevant education, training and research opportunities. This framework highlights, in new ways, what separate bodies of literature have called “university teaching”, “academic development”, “higher education studies”, “adult education”, “continuing education”, “human resource development”, and “organizational development”.Item ABET and development in the Northern Cape province: Assessing impacts of CACE courses, 1996-1999(Centre for Continuing and Adult Education (CACE), University of the Western Cape, 2001) Kerfoot, Caroline; Geidt, Jonathan; Alexander, Lucy; Dayile, Nomvuyo; Groener, Zelda; Hendricks, Natheem; Walters, ShirleyThis study presents the results of an investigation into the impact of CACE courses for adult educators, trainers and development practitioners. The report describes how the courses affected the training practices and lives of past students. Case studies document and analyse the problems and successes of implementing capacity-building ABET training in the Northern Cape.Item The Cape Town statement on characteristic elements of a lifelong learning higher education institution(University of Western Cape, UNESCO, Lifelong learning, 2001) Walters, Shirley; Werner, MauchThis statement grew out of a need recognised by adult and higher educators, scholars and specialists in the area of adult and lifelong learning to build on previous work focusing on transforming institutions of higher education into institutions of lifelong learning. It continues the work begun at the Fifth International Conference on Adult Education in Hamburg, Germany, 1997, continued at the University of Mumbai, India in 1998, and the UNESCO World Conference on Higher Education in Paris in 1998. It was developed at the conference on Lifelong Learning, Higher Education and Active Citizenship from the 10 - 12 October 2000 in Cape Town which was co-hosted by University of Western Cape, UNESCO Institute for Education and the Adult Education Research Group of the Danish National University of Education. The Cape Town Statement served as a key guiding document in the Division for Lifelong Learning at UWC. The list of ‘Characteristic Elements of a Lifelong Learning Higher Education Institution’ was annually reproduced as ‘framework part-time provision’ in a handbook called “Juggling to Learn Planning for Success in Your Studies – A handbook for Students, Educators and Administrators” It was used as an organisational tool to improve the part-time provision and to promote lifelong learning at institutional level and beyond. The Editions 2005-2012 of this handbook are available in the Special Collections in the UWC Main Library on level 12. The Cape Town Statement has been translated into French, Spanish and Chinese.Item "I feel that I get by with what I do" - Using narrative as a conceptual tool for understanding social identity(School of Education, University of KwaZulu-Natal, 2003) McMillan, WendyDrawing on a qualitative study of a cohort of final year preprimary teacher college students, this paper motivates for narrative analysis as a suitable tool for accessing ‘insider accounts’ of social reality. Through an analysis of the voices of these young people, I make the argument that narrative analysis allows us to develop an explanation of how people interpret their social locations and personal histories through the discourses and material contexts to which they have access. I commence by presenting the narrative of academic performance of one of the social groupings within the cohort. The material and discursive parameters that framed their narrative account are outlined. Similarities and differences between individual accounts are highlighted, and explanations for these similarities and differences posited. The ways in which multiple social locations nuance identity as nested are explicated. The paper concludes with a discussion of the potential contribution of narrative analysis as a conceptual tool for understanding social identity.Item Struggle and compromise: A history of South African adult education from 1960 to 2001(Journal of Education, 2003) Aitchinson, JohnThis article provides an overview of the history of adult education in South Africa from 1960 (when the apartheid regime crushed the main black political movements) to the end of 2001 when, after a period of painful struggle (which reached its climax in the late eighties and early nineties), South Africa was well into the second term of a democratic government. It is a history of an amazingly complex relationship between adult education and political trends (many of them foreign influenced) and with the changes in the associated social, economic, religious and cultural features of South African society. The article describes the sixties when what remained of a night school movement was closed down and rendered illegal and an “alternative” education NGO movement began (originally in support of black student activists expelled from universities); the seventies when, in spite of severe repression, there was a revival of radical literacy work and innovations in alternative educational media under the influence of a heady melange of Paris 1968, Freire’s pedagogy of the oppressed, ‘black consciousness’ and liberation theology; and the eighties with its bitter and dramatic resurgence of internal resistance associated with trades unions, NGOs, and ‘people’s education’ . The nineties saw the victory of democracy and the (so-far) lacklustre attempt to institutionalise a state system of adult basic education and training as South Africa made ethical, political and economic compromises with the new world order. The author, himself an adult education activist since 1962, provides a number of reflections on this history and the ideologies that were embedded in the discourses, actions and compromises that adult education actors, their supporters and enemies, engaged in during this period and describes some of the rethinking that a small but growing group of adult educators are beginning to articulate about a renewal of a more radical adult education tradition.Item Planning the imaginary: assessing the marketing of lifelong learning and its impact on institutional change. Paper presented at the 15th International Conference on Assessing Quality in Higher Education 14-16 July 2003, University of the Western Cape(2003) Koetsier, JosIn August 1999 UWC launched its first marketing campaign “It is Never too Late to learn” which mainly targeted Adult Mature learners with an interest for part-time studies. In those days many people perceived Lifelong Learning as being equivalent to part-time studies and part-time studies as being equivalent to after hours studies. From the ensuing campaigns since 1999 a lifelong learner emerged who was part-time as well as full-time, was a mature learner of an average age of 27 years for women and 23 years for men, who wanted good services and high quality programmes during all working hours of the university. The marketing campaigns solicited many queries from prospective and current students, queries that hint at the need for institutional change. The paper assesses areas of enquiry and contestation embedded in 262 email queries and shows how they point towards the need for institutional change.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 Hitting the road: what students at UWC say about their public transport(University of the Western Cape, 2004) Koetsier, Jos; Gabavana, WisemannDiscussions with full-time and part-time students revealed that there is a serious need for safe and reliable public transport. Especially women from the townships frequently raised issues of public transport not being safe and available during after-hours. The Student Representative Council (SRC) of the University of the Western Cape initiated a transport survey among all students to address this issue. Safe and reliable public transport is not only an important asset for student but for all citizens of South Africa country. Public transport greatly contributes to the social and economic upliftment of the metropolis and the province. The SRC supported by the Division for Lifelong and the office of the Vice-rector Students Development and Support conducted this survey to get a picture of the transport needs of full-time and part-time students. A total of 488 students respondent to the survey, which was twice as high as any other on-line survey conducted at the University. The outcomes were shared with the wider campus community and stakeholders in the transport industry in the Cape Town Metropolis. A public presentation took place on 19 August 2004 during the Learning Cape Indaba.Item "I could go work in a factory, but this is something I want to achieve": Narratives into social action(Routledge, 2004) McMillan, WendyThis paper is conceptually informed by a reading of Peter McLaren's work (1993). Drawing on the relationship that he signals between identity, narrative, and social action, it sets out to examine the ways in which identity shapes narratives of academic performance and consequent action. Speci®cally, I present the narratives of academic performance of a social grouping within a cohort of preprimary teacher education students. These students are all women, historically classi®ed `coloured' and of working class origin. Argument is presented that students interpret and reconstruct their personal histories and particular social locations through the material and discursive contexts to which they have access. The students are presented as active agentsÐ producing themselves within existing, and often potentially contradictory, material and discursive contexts. Evidence is marshalled to frame an argument that students' narratives shape their social action as agents of history, and are implicated in the distribution of privilege within society.Item Inaugural Nyerere Lecture on Lifelong Learning by the Minister of Education, Naledi Pandor, MP, at the University of the Western Cape, Cape Town, Thursday, 9 September 2004(University of the Western Cape, 2004) Pandor, NalediFirst Annual Julius Nyerere Memorial Lecture presented by Naledi Pandor in 2004