scholarly journals The Higher Education Qualifications Framework and the changing environment of LIS education and training in South Africa: some observations

2009 ◽  
Vol 75 (2) ◽  
Author(s):  
Mabel K. Minishi-Majanja
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Education And Training ◽  
Changing Environment ◽  
And Training

scholarly journals Predicting the success of TVET learners in a higher education engineering programme

2021 ◽  
Author(s):  
◽  
Rodney Alan Stops
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Data Mining ◽  
Electrical Engineering ◽  
Education And Training ◽  
Knowledge Discovery In Databases ◽  
Ongoing Research ◽  
Socioeconomic Condition ◽  
Classification Tool ◽  
And Training

South Africa has experienced radical political and social change since 1994. Recognised for their role in the transformation process, universities have been and remain at the forefront of this change. While learners recognise that higher education is paramount to changing their socioeconomic condition, the massification of education along with new and advanced curricula has presented ongoing challenges for both universities and learners. Coming from diverse backgrounds and dealing with a variety of academic choices, learners encounter many challenges to entering Higher Education (HE). University programmes accept learners with varying competency levels and needs but are required to ensure that graduates meet standards that are acceptable to both industry and the academia. In the quest for universities to improve the delivery of educationally sound and industrially relevant programmes, ongoing research is being conducted and new and innovative ways have had to be developed to solve the problems associated with larger numbers of underprepared learners. An emerging method being employed in HE is the use of Data Analytics and Education Data Mining (EDM) techniques to derive solutions to assist institutions in maximising retention, and through-put rates. Durban University of Technology (DUT) has, since 1994, accepted learners into the Report 151 National Diploma from Technical Vocational Education and Training (TVET) Colleges. These learners, in respect to the Articulation Policy for the Post-School Education and Training (PSET) system of South Africa in terms of Section 8(2)(b) of the NQF Act, 2008 (Act 67 of 2008), are among those referred to as articulating learners. The perception among DUT staff involved with the teaching of these learners, is that they are as able to cope with the complexity and quality of engineering programmes as those learners entering the institution directly after completing their school leaving Senior Certificate/National Senior Certificate (SC/NSC). As no previous formal tracking, analysis or research has been conducted to determine the success or failure of learners articulating from TVET Colleges into DUT in general or into DUT’s Department of Electrical Power Engineering specifically, this research utilised Educational Data Mining and Inferential Statistics on an engineering learner dataset, to determine hidden patterns and relationships. Specifically, those relationships that promote progression, correlation, and selection were investigated. The Waikato Environment for Knowledge Analysis (WEKA) was employed to do the EDM, and a tool was developed to assist with the selection of learners entering the department, as well as ranking those entrance requirements that affect course content and throughput and various statistical methods were employed to conduct a retrospective longitudinal study. The Knowledge Discovery in Databases Process is used to work with 5 years of learner data. Both from the perspective of the progression of learners from semester 1 to semester 2 and the cohort throughput analysis, the results showed that there were no statistically significant differences in the performance of learners articulating from TVET colleges into the National Diploma: Electrical Engineering at DUT and their counterparts from high school admitted directly in the said qualification. The findings are that learners from a TVET College articulating into an HEI qualification, specifically the National Diploma: Electrical Engineering at DUT, complete the course in similar rates and in similar proportions to those learners admitted directly from school. The statistical analysis indicates that 77.6% of TVET N4 learners are promoted to semester 2, compared to 70.0% of SC/NSC learners and the EDM prediction tool developed for TVET N4 learners, the IBK classification tool resulted in a 77.61% accuracy, while the ANN classification tool returned an accuracy of 77.56% for the SC/NSC learners.

Interview with Adrienne Bird

2020 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Johann Maree
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Acute Myeloid Leukaemia ◽  
Myeloid Leukaemia ◽  
Education And Training ◽  
Skills Development ◽  
And Training ◽  
Acute Myeloid

Introduction and background Adrienne Bird played a seminal role in skills development in South Africa, and she did so across a broad canvas. I was fortunate to capture an interview I conducted with her in August 2017, two years after she had been diagnosed with acute myeloid leukaemia. She was in remission at the time and working for the Department of Higher Education and Training (DHET).

scholarly journals Submitting and tracking SADJ manuscripts to be facilitated by manuscript management systems - A professional development bulletin

2020 ◽  
Vol 75 (9) ◽  
pp. 475-477
Author(s):  
Nthabiseng Metsing
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
South Africa ◽  
South African ◽  
Online Publication ◽  
Education And Training ◽  
Political Information ◽  
Management Systems ◽  
Scientific Papers ◽  
And Training

The South African Dental Journal (SADJ) keeps you abreast of the latest developments in dentistry, and is the only Department of Higher Education and Training accredited scientific dental journal in South Africa for publication of scientific papers, clinical articles, current dento-political information and opinion, and trade information. Members are also able to attain their CDP points by completing the online questionnaires. All SADJ online CPD Questionnaires are valid for a two-year period from the date of online publication. If you are not able to load the questionnaire to your courses it may be as a result of expiry.

Legislative framework for implementing recognition of prior learning

2019 ◽  
Vol 9 (4) ◽  
pp. 775-787
Author(s):  
Ike Hlongwane
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Education And Training ◽  
Policy Environment ◽  
Prior Learning ◽  
Content Type ◽  
Low Level ◽  
Recognition Of Prior Learning ◽  
Legislative Framework ◽  
And Training

Purpose The purpose of this paper is to identify and highlight the key constructs of an enabling policy environment and their probable impact on development and implementation of recognition of prior learning (RPL) process in higher education and training in South Africa with reference to library and information science (LIS) field. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. The study used a combination of quantitative and qualitative methods to collect data from all the ten LIS schools in the South African higher education and training landscape. The questionnaire was used as the main data collection tool to collect quantitative data through a survey research design. In addition, the researcher employed content analysis to analyse qualitative data collected from institutional RPL policy documents. Findings The study found that the LIS schools have aligned most of their institutional RPL policies and procedures with South African Qualifications Authority’s national RPL policy (2013). However, in terms of the institutional RPL policy environment, the study found that there was a low level of compliance regarding certain aspects of the policy environment among LIS schools despite their express explicit commitment to the principles of equity of access and redress. Research limitations/implications In-depth interviews were not conducted to ascertain the reasons for low level of compliance regarding certain aspects of the RPL policy. Practical implications This study is valuable for higher education institutions, policy and governance, government and other stakeholders to assess the level of compliance to legislative and regulatory framework in RPL implementation in higher education and training in South Africa. In addition, the study was important for LIS schools in particular as RPL can be used as a tool to open access and increase participation in learning programmes to counteract low level of student enrolments in this field. Originality/value There is very little published concerning compliance to legislative framework RPL implementation in higher education and training. Furthermore, most published work relate to RPL implementation in higher education and training in general. The paper describes compliance to legislative framework to RPL implementation in higher education and training in South Africa with special reference to LIS field.

scholarly journals On Responses of Higher Education and Training With(in) Society Through Research, Teaching, and Community Engagement

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Ellze van Eeden ◽  
Irma Eloff ◽  
Hanlie Dippenaar
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
South Africa ◽  
Community Engagement ◽  
Trend Analysis ◽  
Historical Context ◽  
Integrated Approach ◽  
Education And Training ◽  
The Social ◽  
And Training

This article presents a trend analysis of the directions, nuances, and theoretical developments in community engagement (CE) practices in higher education and training (HET) environments in South Africa since 1994. It focuses on the nexus of research, teaching and learning, and community engagement. The article identifies specific associations of CE with core HET activities, illustrating how this integrated approach has brought about positive change. The research was conducted in three phases. In Phase I, purposeful sampling was used to identify the published work of leading scholars in South Africa who had engaged with the call for adopting a more transformative and collaborative approach to research such that the very act of academically engaging with(in) community became an educationally visionary act. In Phase II, the scope of the sampling was broadened to include research in multiple disciplines. In the third phase, the sampling was broadened chronologically to include research since the 1990s, and limited to the social sciences in order to conduct a trend analysis that considered historical context and growth directions in CE in the social sciences. The discussion presents an analysis of trends that emanated from research responses to CE by HET.

scholarly journals Transformative Research Paradigm: A Response to SDG 4 by Intensifying Support Scholarships for Deaf and Hard-of-Hearing Students at an Open Distance and E-Learning University

2021 ◽  
Author(s):  
Tonny Matjila ◽  
Petro van der Merwe
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Hard Of Hearing ◽  
Education And Training ◽  
Training System ◽  
Policy Framework ◽  
Research Paradigm ◽  
Transformative Research ◽  
E Learning ◽  
And Training

The landscape of higher education in South Africa is beset with numerous challenges including accommodating students who are Deaf and hard of hearing. The reasonable accommodation in place does not seem to redress the daily challenges faced by these students at an open distance e-learning university despite the policies and legislature in place. The Department of Higher Education and Training in South Africa, through its initiatives such as the Strategic Disability Policy Framework on Disability for the Post-School Education and Training System, aims to fast track and respond to Sustainable Developmental Goal4. This paper argues how the transformative research paradigm may be a response to this mandate. Firstly, the paradigm suggests theories such as the critical disability theory and the transactional distance theory and discusses their relevance in promoting scholarships for disability in open distance e-learning. Secondly, it highlights the transformative assumptions on ontology, epistemology, axiology, and a methodology which are often ignored when developing interventions on disability issues. The ontology helps to understand the reality through the lenses of students who are Deaf and hard of hearing, epistemology deals with acquiring knowledge of the subjects and literature, and axiology deals with the ethical considerations for the said cohort. The transformative mixed-method research deals with the inequalities and makes provisions to include, deal with, and guarantee the integration of qualitative and quantitative data sets.

scholarly journals Introduction of New Forms of Education in Modern Higher and Vocational Education and Training

2020 ◽  
Vol 9 (7) ◽  
pp. 107
Author(s):  
Liudmyla I. Berezovska ◽  
Galyna D. Kondratska ◽  
Anna A. Zarytska ◽  
Kateryna S. Volkova ◽  
Taras M. Matsevko
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Comparative Method ◽  
Developed Countries ◽  
Education And Training ◽  
Educational Process ◽  
Vocational Education And Training ◽  
National Education ◽  
And Training

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

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