Research Reports (DLL)

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Browsing by Subject "Adult education"

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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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    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.