Centre for Innovative Education and Communicative Technologies

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Browsing by Subject "Access"

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    Access and barriers to post-school education and success for disadvantaged black adults in South Africa: Rethinking equity and social justice
    (University of the Western Cape, 2022) Groener, Zelda
    Widespread national higher education student protests against proposed fee increases and demands for free higher education in South Africa that arose towards the end of 2015 drew international attention to disadvantaged students’ socio-economic conditions and the barriers that deter access to higher education. Adults’ experiences of socio-economic barriers to accessing post-school education are similar. Drawing on theoretical frameworks and secondary data, I conceptualise a distributive justice perspective on access for disadvantaged black adults premised on the relationships between interrelated equality rights and socio-economic rights, principles of social and economic justice, and redistributive policies.
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    Advances made by the University of the Western Cape in the support of remote online teaching and learning for student success and access
    (University of the Free State, 2023) Dankers, Paul; Stoltenkamp, Juliet
    During the COVID-19 pandemic, ongoing advances were made by higher education institutions (HEIs) to support remote online teaching and learning for student success and access, which are increasing areas of research. The major objective of this paper is to address the shift to remote teaching and learning practices that Covid precipitated in higher education. We report on literature that captures the ongoing shift to remote teaching and learning practices. The response of the University of the Western Cape (UWC) to the crisis of the pandemic will be highlighted. Various themes related to the pedagogical value of emergency remote teaching (ERT), online learning, and continual post-pandemic support are discussed. We examine how challenges presented new opportunities for curriculum innovation and transformation at the UWC. The focus is the importance of a continual professional academic support structure and post-covid awareness campaigns in order to sustain fully online and hybrid teaching and learning approaches. Recommendations highlight that departments across faculties need to focus on training and support with regard to the attainment and effective application of eSkills and eTools; and that there is a need to intensify this, especially as part of the broader curriculum transformation agenda. More research that focuses on ongoing advances in the support of remote online teaching and learning for student success and access during a pandemic is necessary.