RESEARCH CYCLES OF AN OPEN LEARNING PROJECT (1)

FIRST DRAFT FOR REVIEW



RESEARCH CYCLES OF AN OPEN LEARNING PROJECT IN THE UNIT FOR ACADEMIC DEVELOPMENT, (UAD) CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE (CUT)

Cycle one :2006
Cycle two :2007
Cycle three :2008



Compiled by:


DR KJ DE BEER
(Director Distance Education)

Co-worker:

Mr Nico Baird



Political initiatives of African governments drive the development of Open and Distance e-learning (ODEL) to increase and widen access to Higher Education. Monitoring and evaluation are therefore important to ensure the effectiveness of these initiatives (cf. Williams: 2000).

TABLE OF CONTENTS


1. Glossary 4
2. Executive summary 5-11
3. Outlay of the Open Learning – Research Project 12
3.1 Cycle One 12
3.2 Cycle Two 12
3.3 Cycle Three 12
4. Micro, meso and macro levels 12
4.1 Micro level of the UAD 12
4.2 Distance Learning 12-14
4.3 Meso Levels of faculties 14
4.4 Macro levels of the CUT 14-15
5. The Philosophy of Open Learning (OL) 16
5.1 Orientation 16-17
5.2 Why the philosophy of OL? 18-19
5.3 Open Access ..... 19-20
5.4 Global impacts on Higher Education curricula .. 20-23
5.5 Curriculation within OL ... 23-24
5.5.1 Model for Student Use of an Open-access Learning facility 24
5.5.2 Philosophy and Origion of Co-operative Education 24-25
5.5.3 Definition of Co-operative Education 25-27
5.5.4 Curriculum Development within Co-operative Education
models 27-28
5.5.5 Service Learning 28
5.5.6 Life Long Learning 28-31
5.6 Open – and Distance e- Learning (ODeL 31-35
5.7 Internationalization, Africanization .. 35-38
5.7.1 Afro centric approach 38-39
5.7.2 The Association of African Universities (AAU) 39
5.7.3 The Association of Commonwealth Universities (ACU) 39-40
5.8 Thinking beyond scenarios 40-41
5.8.1 The Higher Education South Africa (HESA) 41-42
5.9 List of references to OL 43-46

APPENDICES:

Appendix A:

The Context and Practices of Open Learning.

Appendix B:

DISTANCE (CONTACT) TEACHING AT THE TECHNIKON OFS BRANCHES

Appendix C:

THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE’S RESPONSE TO THE CHE POLICY ADVICE REPORT TO THE MINISTER OF EDUCATION ON DISTANCE EDUCATION IN SOUTH AF
RICA (JUNE 2005)

Appendix D:

RESEARCH ON QUALITY ASSURANCE AT THE REGIONAL LEARNING CENTRE KIMBERLEY, CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE

APPENDIX : E

REPORT TO THE COUNCIL FOR HIGHER EDUCATION (CHE) OF AN INVESTIGATION LED BY THE SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION: ENHANCING THE CONTRIBUTION OF DISTANCE HIGHER EDUCATION IN SOUTH AFRICA
IMPLICATIONS FOR THE CENTRAL UNIVERSITY OF TECHNOLOGY: FREE STATE

APPENDIX: F

Theme: African-focused research.

APPENDIX: G

Prof HR Hay: Unit for Academic Development; UAD, CUT.

APPENDIX: H

National Association for Distance and Open Learning of South Africa (NADEOSA) drafted response to the Council for Higher Education (CHE).

APPENDIX: (i)

Stephen Downes on E-Learning: Preparation of an invitation to an in-house workshop at the CUT (2006-09-05)

1. GLOSSARY

ACU - Association of Commonwealth Universities

AAU - Association of African Universities

AU - African Union

AVU - African Virtual University

CHE - Council for Higher Education.

COL - Commonwealth of Learning.

COREVIP – Conference of Rectors Vice Chancellors And University Presidents.

CUT – Central University of Technology, Free State.

DEASA – Distance Education Association of Southern Africa.

HEI’s - Higher Education Institutions.

HEQC – Higher Education Quality Committee.

IDRC – International Development Research Centre.

INASP – International Network for the Availability of Science Publications.

MINEDAF – Ministers of Education in Africa.

NADEOSA – National Association for Distance and Open Learning of South Africa.

NASA – National Aeronautic Space Administration.

NEPAD – New Plan for African Development Partnership for Africa’s Development.

OUHK – Open University Hong Kong.

ODeL – Open and Distance e-Learning.

SARUA – South African Regional Universities Association.

UAD – Unit for Academic development.

UFS – University Free State.

UNESCO – United Nations Education and Science Council.

2. EXECUTIVE SUMMARY

This is a study to understand the philosophy of Open Learning (OL) within global and Africanized perspectives. Subsequently it must be studied as such when it is said that Native Africans learn by imitation. They observe their fathers and accomplished leaders during their apprenticeships. General principles were passed down from generation to generation (Sagan, 1996: 325). !Kung San, southern Africa’s original people of the Kalahari Desert, in the Republic of Botswana and Namibia who are typical of the hunter-gather mode of existence – in which modern people spent most of their time – are compared with the most advanced space projects of the National Aeronautic Space Administration (NASA). One of their scientists, Carl Sagan (1996: 315), describes their formidable forensic tracking skills as “science in action”. Modern space scientists do just the same when they try to analyze a crater on the Moon, Mercury or Triton by its degree of erosion. However, they do not perform their calculations only, on Maxwell’s equations or quantum mechanics from scratch. Instead, they also figure out all the tracking protocols since the beginning of mankind according to Nature’s rules. For example like the !Kung tracking protocols. How they scrutinized footprints of fast moving animals which display longed symmetry. Their accuracy of inductive and deductive reasoning. The wind that blow away the footprints. These methods are identically to what planetary astronomers use in analyzing craters, other things being equal, depth-to-diameter ratios and wind erosive processes. (Sagan, 1996:313).

The above scenario exactly describes the approach towards the philosophy of (OL). That is from the cradle of mankind in Africa to the first step of mankind on the Moon. It covers the whole history of academic and technological development through the ages. It adds on. It refers back. It projects. It integrates knowledge. It preserves intelligence. It unlocks information. It disseminates knowledge and knows how to implement skills.

In Higher Education nomenclature, concepts of knowledge and skills production constantly changes since the very first establishments of European church universums. (Places of knowledge, value, traditions and religion in the wider world) (Cf.Lategan, 2005).


Traditional universities, however, transformed according to multiple external needs of society. For an example, in contemporary historical terms formal adult education in the West began during the Industrial Revolution, when it was needed to deliver a trained labour force and a literate, cohesive population. It developed further during the 1920s, when scholars such as Eduard Lindeman and John Dewey proposed the democratic, learner-centred philosophy of education known as Progressivism. (OUHK: 2004). It gained momentum in the civil rights era of the 1960’s. Sizer created a model that linked the stages of national development to types of education. Although he did not anticipate the changes that technology would bring to education in the coming decades, his premise remains strong: “Education is contextual, and as societies change, so do their educational needs”. In the post-war era Asia experienced unprecedented change, which precipitated new educational initiatives. (OUHK, 2004).

Eventually Asian nations adopted a lifelong learning orientation, and open universities for adult learners expanded. Korea, Indonesia, Thailand, Turkey, and India have between 200,000 and 500,000 students in their open and distance learning universities; China has nearly one million. There are open universities in Bangladesh, Sri Lanka, Singapore, and Vietnam. Tam noted that open and distance learning (ODeL) were becoming “the main vehicles for addressing the education, training, and human resources development needs of Asian nations.” (OUHK: 2004).

One of the first models for OL is best exemplified by the British Open University which is founded in adult education theory with a distinctly Western orientation. Its goals include:


· Nurturing autonomous, self-directed individuals to help them reach their potential;
· Challenging the status quo so that adult learners become change agents in society;
· Linking education with job training and hence with labour force requirements;
· Redressing social inequities, and
· Promoting a democratic society.


The stated mission of the International Council for Adult Education (ICAD) includes promoting peace, the advancement of women and oppressed and marginalized people, and universal literacy and access to education, basic services, and employment (OUHK, 2004).

The dean of the faculty of Education at the University of Pretoria Jonathan Jansen summarizes: “You may recognise another university in which the entire place has been transformed into a commercial center, the departments called ‘cost-centres’ and the students called ‘clients’; in which every “management” meeting is consumed with balancing the budget in the light of impending subsidy cuts; in which the response to external intervention is one of compliance and consent; in which the accumulation of large and larger numbers of accredited publications is pursued with relentless vigour; in which teaching is equated with the elegance of scholarship. Just about every in such a place is in the business of (ac)counting. Here, too, the university has long ceased to exist.” ( TB Davie Memorial Lecture, 2004).

Consequently the whole curricula of the discipline: Philosophy of Education have also co-constructed the knowledge debate to:


· A leaner-centred approach;
· Problem-based instruction and
· Life long learning. (Venter and Van Heerden, 2001: 20).

A modern university became a knowledge-constructing industry, however as temporary, developmental, socially and culturally mediated. It is therefore non-objective (Venter and Van Heerden, 2001: 21). Lategan (2000: 3) describes the post modern university where there are no boundaries between institutions. It is no longer a question of the territory of HEIs, but now a question what HEIs can contribute to nation building. Prof C Viljoen (2005), industrialist says that through the ages of mankind, there were three identifiable revolutions in the so called knowledge industry, namely:

The Agricultural Revolutions (2000 BC)
The Industrial Revolutions (1750 AD)
The Information Revolutions (1950 AD…)

It created a 3 level society, namely an upper, middle and working class. The Information Revolution differentiated between the “haves and the have nots”. (Viljoen, 2005: 1).

In the process it dismantled hierarchies and “flattened” society structures such as traditional universities. Distance became irrelevant in the decentralisation of universities and the creation of the virtual knowledge society and cyberspace (Cf. Viljoen, 2005: 2). The implications of IT created demands for better education and skilled workers. The information society forced the new universities into partnership models. Universities of Technology transfer are directly accountable for National and African societal expectations.

Higher Education underwent a paradigmatic change globally and therefore the Association of African Universities (AAU) also strives to change their epistemology of new paradigms. Subsequent to this fact, the AAU used the principles of OL in breaking the ground for the following innovative ideas in the African context:

“Within the AVU, we decided to change the way we see our strategic role in African higher education and training and the value we add to various initiatives in African universities. We decided to look for a niche in the African higher education landscape by concluding an (outside-in) analysis on how we can create and add value in the burgeoning networked African higher education and training environment. In other words, it become necessary to change the epistemological and ideological paradigms that frame and predicate the way we operate in the African higher education and training scene. In that schema, the art of progress is to preserve the order we inherited amid change, and to preserve the change we are working on amid order in the AVU network that has been established over the years by the African and external institutions that we are working with on this continent.” (Kuzvinetsa: 2005: 9).

The Low rating of sub-Saharan Africa on several indicators of HEI’s in access, gender equity, inclusion, quality and achievement has been of great concern in the last thirteen years since the Jomtien conference of 1990. (VIHEAF: 2004). These concerns have translated into plans of action for redress by the Conference of African Ministers of Education (MINEDAF), the African Union (AU)-formerly Organisation of African Unity Decade of Education of Africa, and the New partnerships for fast-tracking the attainment of the Millennium Development Goals (MDG) in Africa are being laid out by the AU, MINEDAF and NEPAD. (VIHEAF: 2004).

The core component of these strategies is capacity building in the form of equipping/strengthening key operators and implementers with the requisite knowledge, skills and attitudes to bring about positive change. This is premised on the age-long assumption that the human element including teachers and managers is the most important determinant of success in the teaching-learning enterprise. If Africa is to improve its standing in Higher Education (HE) indicators and the attainment of the Millennium Development Goals, attention must be focussed on improving the capacity of its teachers and educational managers to deliver good quality HE. (VIHEAF: 2004).

Needs assessment surveys conducted over the last eight years by the Higher Education Unit of UNESCO-BREDA, the Nigerian National Universities Commission and UNESCO Harare Cluster Office have revealed that capacity needs to be built in the following areas in sub-Saharan Africa, among others:


· HIV/AIDS Education for Primary Education Teacher Training;
· Development of materials for open distance learning ODL;
· Modern methods of teaching and learning Andragogy;
· Modern Research Skills for higher education teachers; and
· Modern methods of educational institution administration and management. (VIHEAF: 2004)

Emerging themes in this new customer/client/human approach are for instance the whole philosophy of Emotional Intelligence. Customers/clients are better informed than ever before (Van Lill: 2005:2). This fact forced HEI’s to change their organisational structures and “to increase production because of technological advances” (Van Lill, 2005: 2).

This is the obvious reason why OL is the natural choice to change conventional curricula into more generic models for life long learning which could be merged with the job market (Cf. Van den Branden and Lambert: 99: 21).

More important for South African Universities is that the “changes in the relationship between HEIs and society were brought to the fore in the context of the 1990s democratic transition and the concomitant identification by policy makers of different elements that would contribute to the reconstruction and development of a society weakened by racial discrimination, political oppression and social inequality. Thus the most general aim of change in post-apartheid South Africa – the development of a just and democratic society where the majority of the population can share in the wealth of the country and realise individual and collective potential – had to be translated into new missions, strategies and directions in the discharge the core functions of HEIs” (HEQC, April 2005).

This process of transformation has been expressed in legislation which inter alia have identified the following goals:
· Promote equity of access and fair chances of success to all who are seeking to realise their potential through HE, while eradicating all forms of unfair discrimination and advancing redress for past inequalities in HEIs;

· Meet, through well-planned and co-coordinated teaching, learning and research programmes, national development needs, including the high-risk employment needs of a growing economy operating in a global environment;

· Support a democratic ethos and a culture of human rights through educational programmes and practices conducive to critical discourse and creative thinking, cultural tolerance, and a common commitment to a humane, non-sexist order and

· Contribute to the advancement of all forms of knowledge and scholarship, and in particular address the diverse problems and demands of the local, national, southern African and Africa contexts, and uphold rigorous standards of academic quality. (Higher Education White Paper 3: 1. 14).

Consequently the Council on Higher Education (CHE: 2003) launched a research project on ODeL in collaboration with the South African Institute for Distance Education (SAIDE: 2004) (Addendum. X.). Although this research has been submitted to the National Minister of Education, Ms N. Pandor, no clear cut government policies have yet been tabled, for the future for HEI’s to start redefining their policies and procedures for ODeL. However, due to Pres Thabo Mbheki’s commitments to the AAU on NEPAD principles ODeL is a given factor. And of course to link the ideals of the AAU with the African Union (AU), UNESCO, Commonwealth of Learning (COL) and the African Virtual University (AVU) which is sponsored by the World Bank.

Therefore regulatory barriers; policymakers must attend to the removal of regulatory barriers to learning, especially to facilitate the application of ICT’s in HEI’s (Dhanarajan, 2005:67).

A very prominent and meaningful press release of the AAU at its Cape Town conference in February 2005 says it all:

The publication today of the report of the Commissions for Africa, Our Common Interest, is an occasion of profound promise for the continent and its future. The report sets out fully and blisteringly the challenges facing Africa. More importantly, it presents new opportunities for Africa and her partners in the international community to reshape policy and practice to create a better life for the people of Africa.

The Association of Commonwealth Universities and the Association of African Universities unreservedly support the analysis and recommendations of the Commission, and welcome the spirit of new partnership between the Africa Union/ NEPAD and the international community which animates the report. Specially, we are delighted that the Commission has fully endorsed the ten-years partnership programme developed by the ACU and the AAU, Renewing the Universities, and that it has called upon the international community to provide the US $5 billion necessary to implement fully the programme.

It is clear, as President Mbheki has repeatedly argued that the universities of Africa are central to any sustainable effort to rebuild and develop the continent. Only the universities can provide the human capital necessary to ensure the good governance which lies at the core of the solution to all of Africa’s problems.

The report of the Commission makes clear that the renewal of Africa’s universities is a necessary condition for:
· Building the human and institutional capacity necessary to create and sustain the good governance, without which sustainable progress cannot be achieved in any area
· Developing the leadership in public life, in civil society, and in business which is critical to African-led sustainable development
· Improving the accountability of governments
· Building citizen participation and strengthening the culture of democracy
· Sustainable social and economic development
· The achievement of the Millennium Development Goals and Education for All
· Ensuring Africa’s effective participation in the knowledge economy
· Building the capacity in science, engineering and technology necessary to bridge the science gap between Africa and the rest of the world.

The ACU and the AAU share fully the conviction of the Commission that building capacity in science and technology is a necessary condition for addressing pressing problems from agricultural development to water to create the proposed network of African Institutes of Technology and research centres.

The success of Renewing the Universities will require the active support of key African and international stakeholders. We are deeply grateful for the formal commitment to our partnership expressed by Universities UK and the South African Universities Vice-Chancellors Association and this week by the plenary meeting of the Australian Vice Chancellors Committee. We hope that all of the universities of the Commonwealth will join our partnership and, further, that we shall create a global coalition of universities in support of the recommendations of the Commission. The AAU and the ACU will also be working with colleagues from a variety of countries who have already in place important initiatives in support of different aspects of African higher education.

The leaders of Africa are clear that higher education is central to the progress of their countries. The ten year partnership programme that we have established, and which has been fully endorsed by the Commission, offers a unique opportunity to renew the physical and human capacity of Africa’s universities, thereby enabling them to contribute decisively to the solution of Africa’s most crippling problems. We call upon the international community to provide the resources necessary to implement in full the recommendations of the Commission so that future generations do not “… look back, and wonder how could our world have known and failed to act?”.



Urgent recommendations for the CUT inter alia will be to:

· Apply for AAU – membership;
· Change its office for International Affairs to “African and International Affairs”;
· Budget for the development of ODeL;
· Adapt its Academic Plan according to ODeL principles;
· Adapt academic curricula to Flexible Learning according to ODeL principles;
· Academic staff development in ODeL;
· Share resources with other African HEI’s (e.g. library facilities and co-operative education infrastructures);
· Change “Diretor Distance Education” to “ Director Open-and-distance Learning”;
· Co-operate with the United Nations UNI-TWIN project of UNESCO at the University Free State on Microbiology in African States;
· Co-operate with UNISA and the NIHE: NC both in the Free State and Northern Cape.
· Enhance the establishment of a single co-ordinatted Open University of the Free State that includes the UFS, CUT, Vocational Colleges, Agricultural Colleges and all the Further Education and Training Institutions and
· Participate in peacekeeping initiatives on the African continent.
_________________________

HISTORICAL STRUCTURAL ANALYSIS OF THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE

CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE, A HISTORICAL - STRUCTURAL ANALYSIS; A CASE STUDY IN PHILOSOPHICAL IDEAS

Author: Dr Karel J De Beer (Founder member of the original College for Advanced Technical Education)


Abstract

Although the Higher Education Act and Labour Laws endeavor to redress the legacy of the past, socialism versus capitalist Post-modernism versus Africanisation and subsequent political ideologies (e. g. relativism and holism) dictate the structure of the Central University of Technology, Free State.

Ideologically, the structure of this institution was determined by international trends since the very beginning of technical and eventually technological education in the capital of the Free State. First of all a Preparatory Technical School was started, which emerged into a Technical College. The academic debate vis a vis technical training and technological education culminated into the establishment of Colleges for Advanced Technical Education, which also formed the impetus for the foundation of the former Technikon Free State in 1981.

This paper is a case study trying to analyse various influential ideological factors within. the context of public accountability for technological education-as emphasized in the Higher Education Act 101, the Science and Technology White Paper and the Labour Law White Paper which influenced the strategic planning of Higher Eduaction during the nineties. It evaluates the complexity of only one Higher Education institution in one of the nine provincial regions of South Africa. It is intended as a response to realities in serving the transition from the previous social order into a new dispensation over the past twenty-five years of its existence.

One of the skills that Outcomes Based Education promotes is the ability to evaluate one life sphere in relation to a framework of other relevant spheres. The outcome will thus be determined by an evaluation of the past inequalities of the historical life sphere in transforming the higher education system to serve a new social order as explained in the abstract.

For the purpose of this presentation, I will mainly concentrate on the historical foundation of this former technikon (read CUT) as an academic Higher Education Institution, the nature of its present structure and how it may eventually fit in with the process of societal transformation to provide a new labour market. The technikon is involved in Higher Education but education as such cannot be qualified by any one particular modality simply because it is directed at the personality structure or normative structure of human beings because it reveals an amazing complexity (Strauss 1978:309-314).

Technikon Free State (TFS) developed within a social order of cultural tolerance, intellectual enquiry and knowledge. The founders of TFS thus had a public accountability towards its own institutional community regarding the past, present and future. With the academic freedom which the Act 101 on Higher Education allows, it is also important to take both objective as well as subjective facts into consideration to sustain a knowledge-driven and knowledge-dependent society. In 2004, the Central University of Technology, Free State (CUT) culminated from this historical foundation since the turn of the 18 to the 19 century.

FROM PREPARATORY TECHNICAL SCHOOL TO TECHNICAL COLLEGE
(1908-1929)

A century ago the former Boer Republic of the Orange Free State was conquered by Great Britain in a devastating war. After the Anglo-Boer War in 1901, the conquered leaders, namely President MT Steyn and Generals CR De Wet, JBM Hertzog and advisors such as W Brebner, regularly held private meetings under the "olive tree of conspiracy" on the farm Onze Rust outside Bloemfontein to plan how to rebuild the community of the Orange Free State.

One of the most important decisions was to start an independent newspaper, The Friend, with the government money of the former republic which Brebner invested in Russia during the war. They especially concentrated on educational matters, inter alia the foundation of a Normal and Polytechnical School as well as a Preparatory (Voorbereidende) and Technical ( Technische Hoche) School in. Bloemfontein (Historical document. Motheo College).

The Anglo Boer War initiated a new understanding for technical training. This resulted from first hand experience and exposure to the latest chemical weapons of that time, air balloons and telecommunications. Soldiers were also interned as prisoners of war abroad where they learned new handcrafts. During the war, in 1900, the new century started with a world show in Paris where motor cars, telecommunications and electrical technology were displayed as the introduction to modernism.

Traditional farmers whose farms were destroyed, became city dwellers. Genl. JBM Hertzog (whose house is about 500 metres from the current CUT-Campus) especially played a formidable role in the foundation of the National Academy for Science and Arts in the staffroom of the Polytechnical School in July 1909. As member of Parliament and eventual premier of South Africa, he was also the power behind the establishment of ISCOR and ESCOM (cf. Le Roux. et. al ).

During his term as Premier and Minister for Foreign Affairs, he was also well acquainted with the secrets regarding the American interest in South African uranium and the Teller experiments (c. 1934-1939) which eventually culminated, after his death, in the first nuclear explosion in 1945 on the city of Hiroshima in Japan.

Hertzog was a reader of Albert Einstein's ideas on relativism, while his political opponent Genl. J C Smuts introduced the philosophy of holism. Both of them thus influenced the political ideology of the two groups within South African White Politics The followers, of Hertzog did not regard themselves as part of the movement of Smuts who viewed South Africa as part of the bigger British Common Wealth and who was also a founder member of the United Nations. However, three main streams of ideology, running concurrently from the Anglo Boer War, through World War One, the Russian Revolution and World War Two, directly influenced the citizenry of the Orange Free State, namely, emerging Black nationalism, Afrikaner nationalism and enlightened internationalism (read globalisation).

The Black population was not awarded by the British Seyesemane - (Sesotho word for Englishman which means "say yes man") for their assistance against the Boer soldiers after the Anglo Boer War, but were instead confined to locations (black townships). They were also not generally trained as technicians and journeymen. Subsequently after the country wide strike of 1922 they resorted to Communism and trade unionism. The there was Leninism which soon merged with the passive resistance ideology of Ghandi (India) and Marcus Garvey (USA) and started to voice their need for black empowerment- Black national movements inspired by leaders like Martin Luther King in the USA eventually emerged after World War Two, but Blacks were still not allowed to become craftsmen.

Simultaneousely the cultural influence of the Roman Catholic Church from the neighbouring British Protectorate, Basutoland (now Lesotho) on the Black population of the Free State (Sotho), also formed an eminent factor in the eventual ideological sub-streams. The nearest tertiary institution for blacks was the National University of Basotho Land in Roma which was established by the Roman Catholic Church.

On the other side of the border the Anglican church schools provided most of the basic education for Black learners in the Free State. The Anglican Monastery at Modderpoort next to the Lesotho border which served as a hide out for former political exiles of the Free State, was also transformed into the Zionist Christian Church during 1970. It comprises an amalgamation of Christian and African traditions. Africanization of protestantism and catholisism introduced a totally new value system of Western capitalism next to tribal socialism.

The strong pro-British colonialist white population who aligned themselves against the Germans in World Wars I and II, were the privileged class, who were employed and trained as craftsmen to assist Great Britain in her wars. The Bloemfontein Railway workshops got a tremendous boost from the war industry which actually stimulated the growth of the city ,and its educational institutions, especially the Technical College (Free State Province Colleges, 1998).

Apprentices received their training mainly from tutors in the railway workshops. A form of co-operative (experiential) training system like the British Industrial Distance Education model were merged with Technical College theoretical training (De Beer, 1994).

Economically and culturally the railway worker, journeymen and operator were strongly influenced by British socialism and trade unionism (providing free housing, medical care, transport and uniforms). Socialism was taken for granted at this stage in this sphere.

A strong faction of the Afrikaans speaking population who was opposed to British Imperialism was also against Communism. They associated themselves with the Israelites of the Old Testament as the chosen nation of God. (Malan, 1948) Because they were against the war efforts of their colonial masters they rebelled and reverted to sabotage and sub-version. Consequently they became the underdog and suffered because of unemployment in the so-called poor white era with little exposure to technical college training. Their cultural leaders started a secretive Brotherhood ("Broederbond") and initiated an Afrikaner bank (Volkskas), an insurance company (SANLAM) and encouraged technical high schools for Afrikaner boys. They also commemorated the Great Trek with a Symbolic Wagon Trek (1938). This encouraged Afrikaner nationalism tremendously. They also started a secret organisation "Trekmaats" (Trek mates) in the city of Bloemfontein which culminated in the "Ruiterwag" (Boer Calvary Guards ) as youth league of the senior Brotherhood to enhance their educational and cultural needs.

FROM TECHNICAL COLLEGE TO COLLEGE FOR ADVANCED TECHNICAL EDUCATION (1929-1979)

Afrikaner Cultural leaders within the aforementioned era, ("Brotherhood" and "CalvaryGuards") endeavoured to establish a Faculty of Engineering at the local University of the Orange Free State, but all in vain due to the absence of other heavy industries, besides the SA Railways. However, the need for advanced technical education was propagated on the highest political and governmental levels.

.
The "Afrikaner Brotherhood" influenced their youth league to initiate political processes within the National Party constituency of Raadzaal in which the Technical College also resided.

During the very first constitutional changes for multi-cultural democracy of the National Party-ruled government a split was caused in Afrikaner organisations. Some resigned from the "Brotherhood" and formed a right wing faction within the "Calvary Guard" (Payze, 1997).

The National Ministry of that time favoured an Institute for Technology, but the so-called enlightened group took further initiatives with the support of very prominent Free Masons of the Irish Rite in the city to establish a College for Advanced Technical Training in Bloemfontein. It was also during this period, that a battle ensued to acquire not only a "Technical Institute" but a fully fledged technikon. Colleges for Advanced Training were renamed. Afrikaans speaking officials insisted that the "k" in the word Technikon should remain for the Afrikaans term "kollege" when the English part of the name was merged with reference to British polytechnics which later became part of open universities.

A faction of the once staunch conservative Afrikaners who were heavily opposed to Free Masonary, even took hands in laying the foundations of Technikon OFS on the basis of holistic and global concepts of technological training. The global debate soon dictated the differentiation process between technical and technological training.

FROM TECHNIKON ORANGE FREE STATE (TOFS) TO TECHNIKON FREE STATE (TFS) (1981-1994)

During this period, Technikon Free State went through a struggle for tertiary autonomy. It had to establish itself next to the University of the OFS and other traditional academic institutions such as the Technical College. As in the case of the Higher Education history in Europe, technical education, which was often provided by firms, was seen in opposition to general education. Although the replacement of education by training had to happen to meet the needs of the labour market, it met with considerable resistance (Touraine, 1980: 190).

Education was all of a sudden entrusted to worker alliances (trade unions) and not only academics at universities. This international trend defined the distinction between universities and technological or polytechnic institutions especially in Germany and the United Kingdom. Tt became a choice between elitest humanism and a techno-bureaucratic professionalization (Ibid).

However, it would be extremely dangerous to set an ideological university in opposition to a technological university, for both concepts should be equally rejected. Yet, the UOFS was then still confined within the national framework and not internationally transformed to combine a mass education system especially for the needs of the African continent.

The omission of the word "Orange" in the name of this province is significant. After the new constitutional dispensation was installed in 1994, the name of the Province of the Orange Free State had to change for a variety of political reasons, such as the idea to counteract the colonialist legacies.

Without any further speculation, the Technikon also changed its name to only Technikon Free State, while the University of the Orange Free State at that stage, was curtailed by law to keep the same name (cf. INCH-CIippings:1995).

FROM TECHNIKON FREE STATE TO THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE (CUT)

Technology and science play an integrated role in production. Thus, says Touraine (cf. Ibid), HEI's, such as the TFS in collaboration with the UOFS, should offer short courses in which the emphasis is placed on technological rather than scientific knowledge with the aim to provide instruction in professional work as directly as possible to lead to specific jobs. It should not be attached to the idea that research is a sign of a higher status and direct professional training a lower one.

Research also takes place outside the university while training can be done through distance education (flexible learning). It is suggested that this disintegration might even cause the disappearance of traditional learners and teachers altogether.

Open Distance E-Learning (ODeL)

In moving towards a holistic approach towards globalisation, the advent of telematics could have an impact by the turn of this century in improving quality and lowering the costs of university education (J D Davidson and W Rees - Mogg ,1994). The availability of real-time, high quality imagery and sound would enable HEI's to syndicate the best lecturers nationwide and even internationally through distance education modes. Great advances in science tend to occur after technological innovation has given the human mind access to a broader range of information (cf Higher Education Act 101, 1998).

However, a new form of imperialism through information technology education emerged. Although it may sound exciting to explore the horizons of all the digital distance education possibilities on the Internet, one should always remain aware of the imposition of foreign culturalism. Underdeveloped nations, especially in Africa, fell prey to this new method of "doing battle for the minds and hearts " of the intelligenstia (PZN, December 1998). The capitalistic strong do what they can and the socialistic weak suffer what they must.

The former TOFS was the very first technikon to open an off campus branch at the Kroonstad Correctional Services satellite campus. Eventualy regional learning centres were opened at Kimberley, Welkom and Phuthaditjhaba in Qwaqwa. After restructuring plocies of the Department of Education (DoE), the former Vista University in Welkom was integrated with the CUT while the Qwaqwa facility was closed down in favour of traditional university education by the Satellite Campus of the University of the Free State. Unfortunately the DoE only later realised that technological education is more important for that region within the Free State Higher Education Trust's tri-campus proposal(cf. DoE visitation to the CUT, 2006).

Simultaneously, E-learning and educational technology delivery modes were developed and connected via the intranet of the CUT to serve learners after hours as well.

POST MODERNISM AND TRADE UNIONISM

It is inevitable that the historical foundation of Technikon Free State in the British understanding of science, should have applied scientific contents, which implies physics, mathematics and biology. Exclusive concentration on a small field should not lead to the disintegration of learning. The emphasis on the development of personalities should not be sacrificed in favour of being technical experts. Subsequently the Central University of Technology in the making, had to cope with the Post modernistic ideas of the New World (virtual) university order. Practical labour and academic theory formed new mergers for survival in a massificated world population of technological globalisation, ie. the information explosion.

In South Africa the Department of Labour determines the Outcomes Based Education curricula and co-operate in the National Commission for Higher Education to implement the National Qualification Framework's standard learning units. Labour representatives on the advisory committees assist to determine the syllabuses of Technikon Free State while students are exposed to trade unions during experiential training.

The ideologies of the Congress of South African Trade Unions (COSATU) will play a definite political role in contemporary politics. Most of the voters of the Free State live in the Gold Fields where their political and ideological strongholds are situated and demand authentic representation in the Free State Provincial Government and governance structures of Free State HEI's. Eventually other socialistic ideologies also influenced the Board and management of the newly established CUT. Totally different to the British socialistic legacies which formed part of the former TFS's historical foundations.

All in all, a labour related and trade unionist destination with a very strong socialist impact was inevitable. The academic leadership had to submit their research in such a way that the outcomes had to be practical and useful for the whole community of the Free State (Magazine for Human Sciences, 1998: 4). They also had to taking in account how to develop scientifically - "accountable technology" and how to "customise" (read Africanise) technology - inter alia the technology which has been developed by other scientific cultures. CUT,Foreistata was immediately confronted with a new scientific and technological system so that learners can build their own careers on it. It should carry them into the new millenium. In toto it means "education for survival".

AFRICANISATION VERSUS CAPITALISM

The ideological battle within the ANC-SACP-COSATU government alliance in Black politics, started in the Fifties when the ANC formulated its Freedom Charter in an effort to merge liberal non-racist capitalism with socialistic views. It also allowed contributions from whites.

In 1959 the ANC was torn apart when the Pan Africanist Congress (PAC) was established in opposition to the multi-racial character of the Freedom-Charter. The PAC pleaded for a pure Black government (fundamental Africanisation) which formed the dividing line of Black politics. The PAC, AZAPO/AZANU, AZAZM, The Unity Movement, the National Forum and The Pan Africanist Movement, propagated workers' socialism and constructed their military strategies on the ideologies of Mao Tse Tung. (APLA).

In protest against the Three Chamber Parliamentary Constitution of the former NP-government which did not provide for a fourth (Black) chamber, the National Forum (NF) was formed in 1983. It consisted mainly of Black consciousness groups who openly propagated socialism. Very important to note was that the NF linked capitalism to racism, "Apartheid shall be destroyed together with the system of racist-capitalism" (cf. INCH Clippings, 1998). Typical international transformers of the legacy of capitalism also share a global common premise of "new oppression" ideologies. "They presume that culture has no role to play in preparing either an individual or society for success or failure. They seem to think that culture's sole purpose is to disguise and perpetuate claims for privilege among the dominant groups. This extreme relativism has led to an active and hostile rejection of the culture of Western achievement" (Davidson1994: p. 110).

However, Africanisation in actual fact means Africa for the Africans. While fundamental Africanists only regard Black people as true Africans, a great majority of South Africans, who were born in Africa, also associated themselves with afrocentric multi-culturalism. To understand this statement, it is necessary to evaluate the contemporary history of fundamental and multi-cultural Africanists!

During that same year the non racist United Democratic Front (UDF) which was in favour of a mixed economy, was formed. After the unbanning of all political cultural and labour trade union organisations in 1990, most of the people joined the UDF. The ideological streams of socialism versus capitalism therefore still remains real politic nationally, and especially in the Free State province with the very strong National Union of Mineworkers (NUM) in the Gold Fields. It is from this rather fragile foundation which the eventual destination of technological education vis a vis training will articulate the future trends of the current CUT and its co-operative teaching (experiential training with the consent of trade unions and student organisations). - A fragile foundation in respect of the Black concepts of Marxism and British socialism. Russian and Cuban (COSATU) versus Chinese (MaoTsetung/NACTU) ideological legacies.

Other aspects, e.g. the illegal Nigerian immigrants (an estimated 250 000) in the Gold Fields may also be a determining factor whether black politicians will still tolerate the subsequent crime factor that goes along with this foreign phenomonen in their midst. Black on Black violence stimulates new ideological re-thinking about Africanization at the moment in South Africa (Rapport,2006).

The Chinese immigrant factor from Lesotho into the Free State may also stimulated part of the ideological foundation of the new PAC-youth league and it is still to be researched whether they will re-associate themselves with the new political movement of China towards a more "open market" system. Especially associated student organisations are exposed to this new emerging super power on the international horizon. While USSR-imperialism collapsed with the fall of the Berlin wall in the era of their Perestroika and Glassnost policies. This international hiatus immediately stimulated Chinese expansion even further. It never intended to cease.

CONCLUSIONS

In educational and labour legislation there are more challenges than meet the eye to redress (legacies of the past) in terms of true democracy and public accountability. Various socialistic ideologies as previously discussed, especially within the context of technological education, will influence the means and ways of how the Acts in this regard will be implemented or respected. Still, the emphasis on technological education is a very positive aspect of the Higher Act because it addresses the real needs of a developing country like South Africa.

Unfortunately, it is also the most volatile part of education due to the political forces in trade unions that can bedevil the outcomes. Trade unions at Higher Education Institutions (HEI's) already show cased their power to expell principals and to influence their boards to elect new chief executive officers according to their preferences. Also at the CUT.

There is also the historical baggage from the colonial past. Substantial research still has to be done on how to redress the legacy of British colonialism on South African labour laws, i.e. deregulating apprenticeship training of the colonial past and allowing more freedom even under the present revised Labour Laws. Only a small group of people become wealthier in the so called Free Market economy while the mass suffer increasing poverty which keep them out of expensive technological education. An open access socialistic system of free Higher Education on academic merit such as in Sweden, is therefore propagated. An economic system of modern socialism for basic needs (water, housing, education and health services) are regarded as part of the natural contract between the State and its citizens who elected government.

To conclude with another projected observation, the influence of organised religion in the Free State should not be underestimated. Especially the Roman Catholic and Zionist Christian Church in the Free State have a lot of influence. This might also influence the ideological reasoning of future academics at the CUT,Foreistata. Their voice of reason already influences the "pitso" or "indaba" (meetings) of traditional leaders. In this respect the last word on Black traditional ideology in Higher Technological Education has not been spoken.

On the overall hind sight, the CUT thus continues with the original foundation principles of the very first founders of technical and eventually technological education in the Free State where its roots can be traced back into history up to its 25th year celebrations in 2006 as an indepedent Higher Education Institution.

REFERENCES

Archive material, Technikon Free State Library.
Davidson, D. D., Rees-Mogg, R., The Great Reckoning, How the world will change before the year 2 000, Pan books Limited, London, 1994.
De Beer, K. I, Dr D. F. Malan As Minister of Foreign Affairs, unpublished MA-disertation, University of the Orange Free State, 1977.
De Beer, K. J., "Global imperialism through distance education", in PZN, Technikon Free State, December 1997.
De Beer, K. I, "Published Conference Proceedings"
International Council for Distance Education, Birmingham, 1995.
Free State Province Colleges, Bloemfontein College, 1998. Higher Education Act 101, Republic of South Africa, 1998. History Documents, Bloemfontein College, circa 1909.

INCH Press Clipping Services. Univerity of the Free State. 26 May 1995 and 14 July.
Le Roux, J. H., Coetzer, P. W., Marais, H. A., Mostert, J. W., De Beer, K. J. 1987. General J. B. M. Hertzog - His life and Strife (Translated Afrikaans title: Generaal J. B. M Hertzog, Sy lewe en strewe). Perskor
Magazine for Human Sciences . 1998. (Afrikaans title: Tydskrif vir Geesteswetenskappe, Suid Afrikaanse Akademie vir Wetenskap en Kuns)38, nr. 1, March.
Payze, C.1997. Unpublished Research on the Ruiterwag, Die Eike, Johannesburg.

Rapport.2006.Noveber 12.
Strauss, D. F. M., Introduction to Cosmology. 1978. (Translated Afrikaans title: Inleiding tot die Kosmologie) Sacum Ltd., Bloemfontein.
Tourairie, A. 1980. "Decline of Transformation of the Universities?" in Prospects, vol 10, no. 2. pp.61-73.

CONTEXT AND PRACTICES OF OPEN DISTANCE LEARNING AT THE CENTRAL UNIVERSITY OF TECHNOLOGY,FREE STATE

The following article was submitted to the academic journal, PROGRESSIO at the University of South Africa (UNISA) on ODL. As we all know, ODL practises change as quickly as new technology gets implemented. Subsequently we re- publish this article for comments to enable us to update and adapt the contents accordingly.

Authors: K de Beer and J Bezuidenhout

ABSTRACT

To achieve all its differentiated academic goals, the Central University of Technology, Free State (CUT) will have no other option than to abide by the context and practices of Open Learning (OL). OL subscribes the political concept in the modern idiom of the new democratic dispensation of South Africa. It is more open to increase access to more students as well as adult learners by removing unnecessary barriers to Higher Education career paths. Simultaneously it also provides students with a reasonable chance of success in a Higher Education Institution (HEI) system focussed on their specific needs that are situated in the multiple areas of study (SAIDE, 1997:4).


1. INTRODUCTION

The motivation for this research article is specifically to introduce the concepts of Open and Distance E-Learning (ODEL) to full time and part time lecturers at the Central University of Technology, Free State (CUT) as well as at it’s Regional Learning Centres in the Gold Fields and the Northern Cape. Modern trends in Higher Education world wide are developing according to the principles of ODEL. Senior lecturers as well as part time distance lecturers are continuously in need of in-service development practices. It is the same as life long learning. The rapid development of educational technology compels the CUT to stay abreast with these modern trends. However, lecturers are specialists in their own disciplines and are not exposed to new methodologies in Higher Education. Subsequently it is the task of the Unit for Academic Development at the CUT to take the responsibility to orientate lecturers accordingly. Especially new part time lecturers who are full time employers totally outside the Higher Education environment. The Higher Education Qualifications Committee (HEQC) which is a sub-committee of the Council of Higher Education (CHE), is specifically monitoring this aspect, namely whether part time lecturers in distance education at residential Higher Education Institutions (HEIS) received induction on HE practises. The CUT has already experienced such an audit in 2004. Recommendations to the CUT were inter alia to develop an infra structure to include quality assurance practices for it’s distance learners. Subsequently the UAD at the CUT commenced with an action research project with different cycles that coincides with a strategic three year rolling plan.

2. ORIENTATION

The Unit for Academic Development at the Central University of Technology, Free state (CUT) strives to provide quality guidance to the academe of the institution regarding the latest developments in Higher Education by compiling scientific articles or information documents for the implementation of its academic plan at large. The purpose of the academic plan is to implement the CUT’s Corporate Academic Plan for 2005-2010 (Schultz, 2004: 2-48). It is an integral part of the National Higher education system and in particular aligning the institution’s efforts in support of the aspirations of this system and in so doing; effectively respond to be a learner-centered institution regarding the following aspects that are already characteristic to an OL approach (own italics):

· To facilitate and enhance access for all learners;
· To use co-operative education in promoting employability;
· To support democratically developed social development and to eradicate social inequalities;
· To develop a coordinated differentiated Higher Education system that supports “life long learning” (DoE White Paper 30);
· To enhance mergers of Higher Education Institutions (HEI’s) and reducing regional duplications through collaboration.

Although most of the academic activities have already been adapted in the new versions of Outcomes Based Education and Training (OBE) within the concept of Life Long Learning to build academic credits with a modular system, the CUT also have regional commitments to its Welkom campus as well as to co-operate with the National Institute for Higher Education in the adjacent Northern Cape Province in collaboration with other Higher Education Institutions. It is also committed to provide Experiential Learning as well as Service Learning.

This research paper is an extract from a doctoral thesis of one of the candidates in the UAD and which forms part of the first cycle of an action research project. The major focus of the bigger project is focussed on the philosophy of Open Learning which deals with the whole spectrum of methodologies, offering types, open access, retention programme and qualification mix and academic outcomes (Cf.Bezuidenhout, 2004).

2. DEFINITIONS OF OPEN LEARNING (OL)

The National Council for Higher Education (NCHE) formulates Open Learning (OL) as
“A flexible, learner-centred approach to education, seeking to increase access to educational opportunities by removing all unnecessary barriers to learning”. This involves using the full spectrum of available resources to ensure quality and cost effectiveness in meeting diverse educational needs, including preparation of the widest possible range of learners for the process of lifelong learning” (NCHE, 1996: [online]. As such the philosophy of OL was used to construct the National Plan for Higher Education in South Africa (Morrow, 1996:4).

OL is rather an approach than a method that is aimed at open access to Higher Education to remove all unnecessary barriers to learning. Furthermore, it also aims to provide learners with a reasonable chance of success in Higher Education. Therefore the focus of OL is also on learners’ specific needs and is located within the many areas of learning and training in a Higher Education system (SAIDE, 1997:4).

Johnson (1990:4) reiterates the fact that OL is an approach rather than a system or technique. It is based on the needs of individual learners, not the interests of the lecturer or the institution. It gives students as much control as possible over what, when, where and how they learn. It especially uses educational technology, and it changes the role of a lecturer from the only source of knowledge to that of a manager and facilitator of learning.

New technologies also paved the way for OL to give students control over their studies. Subsequently lecturers are also in the process of adapting to their new roles as managers and facilitators. An OL approach accommodates such diversity, as students can personally negotiate relevant goals and follow individual learning pathways and timeframes to achieve goals set by themselves. In traditional Higher Education, different learning styles and needs amongst students are often overlooked in the design, production and delivery of learning practices. OL encourages especially independence and autonomy in the learning process, as students take control and are actively involved in the process. Empowerment of learners increases the potency and relevance of their own learning (Marland, 1997:70).

Key principles in OL include the following:

· Learner centeredness: Learners should be the focus of the educational process. Learners should construct their own lifelong career of learning.
· Lifelong learning: Learning should continue throughout life. In an ever-changing and technological world, learners should stay in touch as globalisation changes the world in which we live.
· Flexibility in learning: The needs of learners should be considered by making learning more flexible to accommodate different kinds of learner’s e.g. different teaching profiles, learning styles and preferences.
· The removal of barriers hindering accessibility to learners: The use of pedagogical approaches must be removed so as to improve accessibility to learning and expertise (Marland, 1997:70) (compare SAIDE, 1997:4).

According to the CUT’s neighbour University of the Free State (UFS) (ISHE, 2001:4) (compare SAQA, 2000: [online]), OL is a means of incorporating new ideas into learning and has as its goal the improvement of a learner’s choice regarding learning. OL enhances the effectiveness or efficiency incorporated within a programme through the use of all learning resources in its mission and goals. These resources include textbooks, audiovisual material, computers, group work and projects, to name but a few. Methods used to ensure success in learning are not restricted in OL.

The CUT, who cooperates with the UFS within the Free State Higher and Further Education Consortium (FSHEC) sooner or later have to adapt the following OL principles:

· A learner-centred approach;
· The supply and provision of access to learners (not only those on the main campus but also on regional learning centres and satellite campuses); and
· Giving learners a choice insofar as time, place and pace of learning is concerned (ISHE, 2001:4).

OL, as opposed to distance education, does not inhibit learner choices regarding content, but emphasises higher learning choices. However, the most important aspect of OL is its openness towards learners and its direct links with resource-based learning. Resourced –based learning is for example the term used by the University of the Free State to refer to OL. The UFS offers a Career Preparation Programme at the Further Education Training Institutions (FETI’s) of the Free State and Northern Cape Provinces to widen access either to the CUT or the UFS main campuses. It directly subscribes to the principles of OL to enhance access and mobility between HEI’s and their satellite campuses or Regional Learning Centres.

As a form of Resourced Based teaching too, main campus lecturers of both HEI’s must take notice of the terminology regarding OL and how to change their traditional approaches and move from a teacher-centred approach to a more learner-centred approach. The latter is a central focus of the South African Government’s plan for Higher Education (ISHE, 2001:5).

OL provisions also go hand-in-glove with the establishment of new technologies in Higher Education. One of the many offering types under the OL umbrella are inter alia programmes in distance learning. The emphasis here is on the “learning” mode and not on the offering type as such. Commonly referred as a method of learning within the concept of OL. Subsequently it is defined as Open-and distance Learning (ODL).

3. OPEN AND DISTANCE LEARNING (ODL)

ODL has always been regarded only as a means of helping a limited target group of off-campus students to qualify for their degrees in a non-traditional manner. However, a new approach and a need to restructure Higher Education have been set in motion, despite public policy and politics in South Africa and elsewhere in the modern world. ODL is seen not only as a way to reach more learners, but also as a means of empowering and enhancing institutions towards their own prestige and research capabilities (Marland, 1997:70) (compare SAIDE, 1997:4).

The most significant benefit of ODL is that it is not constrained by time and place. With new technologies such as the Internet, complete and full courses can now be presented to students anywhere (Klemm, 1999: [online]).

The White Paper on Higher Education (DoE 3) --which promotes transformation— states the importance of increased provision of distance learning and resource-based learning. The concept of OL to meet current challenges and provide greater access to students falls within the parameters of such provision, but with enhanced quality in a context relevant to resource constraints and a diverse learner body. A significant increase in student numbers is being experienced in ODL and resource-based learning programmes. This is an eye-opener for South Africa, as many foreign educational enterprises targeted the country. For objective academic reasons one is hesitant to quote the variety of names of typical “fly by night” service providers whose qualifications are not accredited with the South African Qualifications Authority (SAQA). Research has shown that not all ODL providers are equal insofar as quality and delivery of programmes are concerned. The efficiency, appropriateness and effectiveness of programmes are cause for concern (Centre for Educational Technology and Distance Education, 1999:3).

Subsequently the White Paper on Higher Education (DoE 3) encourages contact and ODL providers to provide effective learning environments whereby contact, distance, mixed-mode and dual-mode educational opportunities are elements used in the provision of access to all learners (Centre for Educational Technology and Distance Education, 1999:3). Subsequently enhancing a differentiated system.

ODL could also be described as the quasi-permanent separation of lecturer and student for the duration of the learning process. It does not imply that no contact occurs between lecturers and students but that the student is predominantly dependent on the courseware material mediated through various technologies, rather than on the part time lecturer or tutor alone. A benefit is that students who are far away from the main campus have better access after hours with little restriction upon the time and place of delivery. ODL thus removes barriers and increases choices and access to Higher Educational students (Keegan, 1986:49). To illustrate and facilitate the implementation of ODL programmes, criteria for quality assurance were set by the Higher Education Quality Assurance Committee (HEQC). The criteria focus on programme development, course design, course material development, services to and responsibilities of students, learner support including factors and mentors, assessment, language of teaching and learning, as well as internal and public communication, human resource strategy, finances, fees and payment regulations, quality assurance and review, evaluation and research, marketing, accreditation and collaboration (Centre for Educational Technology and Distance Education, 1999:11).

There is, however, a serious concern among educationists regarding ODL. Simply put, by extending a lecture hall through the mass production of audio and videotapes and compact discs (CD-ROMs) and use of the World Wide Web, the quality of education will be diminished. A high degree of interactivity also increases workload on the lecturer at the main campus. Interaction between tutor, teacher or lecturer and students is also minimised as more and more technologies are used. Another concern is that the greater the number of learners involved in ODL programmes, the greater the number of chances that are needed. Tuition fees have escalated substantially and great concerns have been raised whether quality has already declined as a result. Extra funding is needed to ensure that quality does not deteriorate any further. A viable option for HEI’s could be to specialise in order to be more effective and to minimise costs. Specialised programmes e.g. only for Engineering and Information Technology at the CUT could be offered of a higher quality. Universities, business and stakeholders would also have to co-operate in minimising duplication and sharing educational resources, including facilities and courses. Another concern is that many lecturers are not yet ready and do not possess the skills necessary to facilitate these processes. Lecturers’ skills have to be upgraded. With the new plan and transformation in Higher Education more ODL -and adult learners could be entering universities. Quality is vital, and by incorporating instructional technologies, opportunities will open for quality education to be delivered via ODL or on site (Klemm, 1999:3 [online]) (compare SAQA, 2000: [online]; NCHE, 1996: [online])

4. RESOURCED BASED LEARNING

Another important concept related to trends in the delivery of higher education in South Africa is resource-based learning. The NCHE (1996: [online]) report defines resource-based learning as:

The increasing use of a variety of media methodologies to meet the different needs of students in a rapidly changing Higher Educational situation, with diminishing dependence on face-to-face communication and a growing reliance on well-designed interactive study material, the implementation of computer-based and audiovisual instruments and programmes, and diversification in the manner and location of educational guidance and support offered to learners by lecturers.

Increased support to students signals a collapse of the traditional sharp distinction between contact and ODL (Morrow, 1996:9).

Resource-based learning can be seen as a superior form of teaching to content-based teaching. A much more open approach improves the students’ continuous education via a shared and collective approach nestled in reflective professional judgement. Hence the traditional institutional boundaries are opened and the full spectrum of available educational resources is utilised (NCHE, 1996: [online]).

As a result, a student or educator can share cross-institutional (system-wide) co-operation, the accessibility of the professional, and the academic skills of the most talented in Higher Education (Morrow, 1996:9).

There are significant barriers such as the capping of student intake, rigid restrictions on the recognition of prior learning, mobility between HEI’s and the articulation of courses which hampers learner access and success at traditional contact institutions, which can be reduced by means of ODL and resource-based learning in a very users friendly manner. This requires appropriate methods to encourage and reward the development of quality resource-based courses and course materials and to ensure their wide distribution and availability. Institutions will have to foster a co-operative and co-ordinated approach (NCHE, 1996: [online]).

The development of resource-based learning means that the quality and success of teaching need not depend upon staff levels rising in tandem with increased enrolments. Better use can be made of scarce and costly resources, scholarship and teaching expertise (NCHE, 1996: [online]).

Resource-based learning is particularly appropriate for students who are already in employment or who need to earn a living in order to cover study costs. Many of these students are in possession of prior learning and experience of an unconventional kind, and resource-based learning providers are the ideal institutions to pioneer the evaluation of prior learning and experience for access purposes (NCHE, 1996: [online]).

Resource-based learning can expand easily in the existing infrastructure in both the public and private sectors. However, this would require additional investment, especially in learning technology, staff development and student support. Many institutions are still far from meeting their major transformation requirements in refocusing institutional missions, modernising courseware, improving student support and undertaking essential efficiency reforms and cost-effective planning (NCHE, 1996: [online]).

The Ministry of National Education acknowledges the importance of establishing a national network of centres of innovation in course design and development to enable the development and franchising of well-designed, high-quality and cost-effective learning resources and courses by building on the expertise and experience of top-quality scholars and Higher Educators around the country (NCHE, 1996: [online]).

Contact as well as traditional Distance Education institutions such as UNISA will have to provide effective and flexible learning environments on a continuum of educational provision to allow educators to select from an expanding range of educational methods and technologies that are most appropriate to the context within which they operate (NCHE, 1996: [online])(Strydom, & Van der Westhuizen, 2001:16). Especially in rural areas and at the newly established National Institute for Higher education in the Northern Cape (NIHE: NC)

Resource-based learning approaches have the potential to integrate lifelong learning into the basic shape and structure of Higher Education. The Ministry of Education is committed to the development of new teaching and learning technologies, especially through its technology-enhanced learning initiative, known as TELI (NCHE, 1996: [online]).

An investigation should be launched into the viability of a coherent national framework for facilitating ODL and resource-based learning, including a comprehensive audit of existing public and private ODL and resource-based learning provision in order to assess strengths and weaknesses. The Ministry will appoint a task team to conduct this investigation in collaboration with the NCHE, with the outcome being a clear agenda for improvement, and guidance on future policy, planning and investment (NCHE, 1996: [online])(Strydom & Van der Westhuizen, 2001:17).

Resource-based learning could take place at any institution, but the difference between contact tuition and resource-based education is situated in the role and function of the lecturer. The teacher acts as facilitator in the learning process by motivating the learner to study independently and to use the facilitators to open up resources and facilitate the learning process. The lecturer does not act as sole source of knowledge or information supplier (Centre for Educational Technology and Distance Education, 1999:6).

5. LIFE LONG LEARNING

Lifelong learning has become a key concept when considering education and training worldwide. With the extraordinarily rapid pace of change and globalisation in the world, a need has developed for people who are adaptable and responsive, i.e. who are capable of lifelong learning. It is particularly important for the South African Higher education system to cultivate lifelong learners and to provide for continuing Education throughout life (RSA, 2003: [online]).

Lifelong learning is cross sectoral in that it is not limited to formal education but includes adult and community education (Service Learning) and workplace-based learning, together with access to libraries and electronically transmitted and stored data. This type of learning embraces all types and levels of learning irrespective of its content, form or location (RSA, 2002: [online]).

However, in the Higher Education policy documents in various parts of the world, lifelong learning has become “policy speak”, which assumes multiple meanings and interpretations. On the one hand it is employed as a conceptual framework that presents a comprehensive and particular understanding of educational priorities and the associated strategies, and a fundamental assertion of a radically different and distinct andragogy, i.e. adult education. On the other hand, it can be more simply expressed as emphasising the temporal plane, making education available throughout the lifecycle. This latter definition allows no explicit focus on andragogy, as the main emphasis is on expanding the present Higher Educational provision. South African policy documents refer to both the comprehensive and simple usage of the concept of lifelong learning (RSA, 2003: [online] (Isaacman, 1996:33).

Lifelong learning is integral to the struggle for substantive democracy and social justice in South Africa. People cannot be stopped from learning in their everyday lives, but the quality of the learning provided is extremely uneven. In many policy documents lifelong learning is used as an overarching framework or goal for learning and teaching. The various new policies and practices being implemented in the South African educational system can be seen as building blocks towards a lifelong learning system. Lifelong learning as a concept is visionary and therefore poses profound andragogical and organisational implications that is yet to be explored and fully understood (RSA, 2003: [online]) (Isaacman, 1996:33) (Bezuidenhout, 2004:56).

Focus must continually be shifted between the individual and the context of that individual, with neither point being separated from the other. An individual comprises a human being, but also a worker and a citizen of a country, with each individual having his/her own social context. The role of lifelong learning in these contexts has varied throughout history, with it having addressed the needs of production (worker), society (citizen) and culture (human being) to varying degrees at different times (RSA, 2003: [online]).

Lifelong learning exists in all societies in different forms as people move through their life stages. There are many “lifelong educations”, as lifelong learning refers to the totality of learning activities, with these being classified by Paul Belanger into three specific constituent elements:

· Initial education: Those individuals who participate more in learning activities during different periods of adult life are those who had a better and longer initial education, since the general cumulative pattern of educational participation is highly influenced by initial education.
· Adult education: There has been a rapid expansion of the social demand for organised adult education over the past 20 years, including vocational, community and higher education. The provision of adult education does not conform to an organisational pattern, but is rather diffused over many structures and arrangements (compare 5.3).
· Diffuse learning environments: Learning does not take place only through organised educational, formal or non-formal processes – there are also numerous informal learning events and processes. Various cultural factors influence educational aspirations and learning achievement in initial education as well as adult education, including attitude towards education, the predisposition towards specific types of learning in the family or immediate environment, the mere availability of books, the prevailing attitudes towards written communication, and the presence of a local cultural infrastructure (RSA, 2003: [online])(Isaacman, 1996:31).

6. FLEXIBLE LEARNING

A mixed mode of education (as preferred by the CUT at its respective regional learning centres) is where the same learners, often within a single programme, receive combinations of contact tuition, resource-based learning within ODL offering types. Dual-mode institutions offer programmes by using either ODL and/or contact tuition, or only contact tuition. Only certain programmes are offered through ODL and sometimes for individual categories of learners. Flexible learning enables learners to access learning through various learning methods and opportunities aided by a removal of barriers by giving freedom of access, pace, place and time. Mass learning is a key element in flexible learning. More and more “traditional” or face-to-face institutions are being challenged by the global market to provide quality ODL. (Centre for Educational Technology and Distance Education, 1999:8)(Compare Ryan, Scott, Freeman & Patel, 2000:30).

Technologies and methods form part of this process to deliver such programmes (Centre for Educational Technology and Distance Education, 1999:6). As a result, the South African Qualifications Authority Act and the National Qualifications Framework were implemented to ensure that all institutions register, adapt, plan and design their programmes within the framework and new transformation milieu in higher education. Skills, attitudes, values and knowledge form the basis of outcomes to be achieved by the learner. These outcomes are assessed within the design of programmes that have to be registered with the South African Qualifications Authority. Obviously all ODL providers have to register all programmes so as to eliminate duplication of programmes, and they must set national standards to ensure quality and also international recognition and accreditation of programmes that are either “face-to-face” or “distance educational” in nature (Centre for Educational Technology and Distance Education, 1999:8)(compare SAIDE, 1997:15).

6.1 Outcomes Based Education and training (OBET)

OBET also qualifies within the concept of OL because it focuses on the learning outcomes to be achieved, with learning programmes being designed to help students achieve those desired outcomes (Olivier, 1998:30).

William Spady, who is regarded as the leading advocate of OBET, defines OBET as a “comprehensive approach to organising and operating an education system that is focused on and defined by the successful demonstrations of learning sought from each learner.” He goes on to define outcomes as “clear learning results that we want learners to demonstrate at the end of significant learning experiences” and “actions and performances that embody and reflect learner competence in using content, information, ideas and tools successfully” (Spady, 1994:2). With regard to the OBET paradigm, Spady (1994:8) states that “…WHAT and WHETHER learners learn successfully is more important than WHEN and HOW they learn something” (Malan, 2000:22).

OBET and principles of OL are both characterised by the following:

· Outcomes and assessment criteria are clearly tasked in the standards or the syllabus;
· Outcomes focus on skills, knowledge and attitudes/values.
· Learning, which is facilitated, can take place anywhere (it is not restricted to formal learning).
· Critical cross-field outcomes as well as specific outcomes are included in the assessment;
· Outcomes are broad in scope and are not merely a list of specific tasks or skills;
· Outcomes are descriptive of observable, demonstrable and assessable performance.
o (Assessment College of South Africa, 2003:41)(compare Malan, 2000:22; Olivier, 1998:32)

The following are distinctive features of the current OBET approach:

· It is needs driven, with curricula being designed in terms of knowledge, skills and attitudes expected from graduates and aiming to equip learners for lifelong learning.
· It is outcomes driven, with a line extending from taking cognisance of training needs to setting an aim (purpose) for the programme and goals for syllabus themes and learning outcomes, and finally assessing the learning outcomes in terms of the set learning objective.
· It has a design-down approach, with learning content only being selected after the desired outcomes have been specified. Content is a vehicle to achieve the desired learning outcomes.
· It specifies outcomes and levels of outcomes.
· The focus shifts from teaching to learning. Where a learner-centred learning approach is maintained, study guides help the students to organise their learning activities, while group work, continuous assessment and self-assessment are major features.
· The framework is holistic in its outcomes focus, with grass-roots learning objectives being linked to goals and aims at higher levels – thereby providing building blocks for achieving higher level outcomes (Assessment College of South Africa, 2002:41)(compare Malan, 2000:32; Olivier, 1998:32; QPD Consultants, 2002:26, section 2).


OBET and OL also share the following underlying beliefs

· Learners must be encouraged and permitted to learn to their full potential.
· Success breeds success, and learners will build self-confidence as they progress.
· The learning environment must promote conditions under which learners can be successful (Assessment College of South Africa, 2002:41).


Outcomes-based schools have a philosophical base that embraces the following points as mentioned by Mamary (1991) in Killin (2000:3):

· All learners have potential, and institutions and educators should develop it.
· Schools should pursue all avenues for learners to succeed rather than find ways for them to fail.
· Co-operation and mutual trust drive all outcomes-based schools.
· Excellence is for all learners, not just a few.
· By ensuring that learners are thoughtfully prepared every day for success the following day, the need for correctives will be reduced.
· Learners should collaborate in learning rather than compete, as co-operation and communication ensure success in life.
· Insofar as is possible, no learner should be excluded from school activities.
· A positive attitude and motivation will ensure that every learner will learn well if he/she believes he/she can.

All OBET principles are based on two types of outcomes within an education system and are measured by performance indicators (such as test results, completion rates and post-course employment rates), whereas a learner’s knowledge, his/her ability to perform skills and the applicability of his/her knowledge to his/her performance are secondary outcomes. All educationalists consider the knowledge, skills, values and attitudes of learners as being what OBET stands for (Killen, 2000:1).

OBET is a theory of education, or a systematic structure for education, or a classroom practice. In short the learning experiences and success in the learner’s performance are key elements of OBET. OBET focuses on the learner and the curriculum, instruction and assessment, and ensures that this learning ultimately occurs. OBET is therefore an approach to planning, delivering and evaluating instruction by means of educators, learners, parents and administrators, who must focus attention and efforts on the desired results of education. There are two approaches to OBET, namely one that focuses on traditional subject-related academic outcomes (subject specific) and one that focuses on cross-discipline outcomes (problem solving, co-operative work), with the former being known as traditional/transitional OBET and the latter being known as transformational OBET (Killen, 2000:1).

Spady (1994:94) does, however, characterise OBET as a systems transformation approach. In doing so he identifies ten key components that underlie OBET as a transformational approach, namely: outcomes defined, expanded opportunities for learners, performance “credentialing”, concept integration, instructional coaching, culminating achievement, “inclusionary” success, co-operative learning, criterion validation, and collaborative structures (Spady, 1994:36).

The major differences between the traditional content-based approach to learning and the new outcomes-based approach to learning can be summarised in table 1:

TRADITIONAL CONTENT-BASED LEARNING
OUTCOMES-BASED LEARNING
Rote learning
Critical thinking and reasoning
Learners mainly passive when exposed to content
Learners active and involved in the learning process
Little communication
Communication critical
Content-driven syllabus broken down into subjects
Learning, which is outcome and process driven, is connected to real-life situations
Textbook/worksheet bound
Learner and outcome centred
Teacher centred
Teacher is facilitator
Syllabus considered to be accurate and non-negotiable
Learning programmes seen as guides
Emphasis on what the teacher hopes to achieve
Emphasis on outcomes (what the learner achieves)
Curriculum development process not open to the public
Wider stakeholder involvement encouraged

(Adapted from Olivier, 1998:102).

The most important aspects of OL in OBET are the following:
· Learning rather than teaching.
· Students need to think.
· Processes that engage learners with the content, as well as the content itself, facilitate thinking.
· Links should be forged with other fields of education/subjects, as subjects never exist in isolation.

The teacher’s/lecturer’s responsibility is to equip students with the skills necessary to enable them to perform effectively and to help students learn how to learn (Olivier, 1998:102).

6.2 Recognition of Prior Learning (RPL)

RPL is a process which, through assessment, gives credit to learning that has already been acquired in different ways, e.g. through life experience (Isaacs, 2000:6)(compare QPD Consultants, 2003:2, section 3).

In the recognition of RPL experiences, accreditation should take place, while terms such as “learned”, “knowledgeable” and “competent” require institutions to be transparent in their admission requirements for accountable students. The ability to accumulate credits earned in the sum of different learning contexts, which will lead to the achievement of national qualifications, forms part of the new OL approach in Higher Education (SAIDE, 1997:4; Assessment College of South Africa, 2003:42)(compare QPD Consultants, 2002:2, section 3).

The objectives of the National Qualifications Framework include the need to facilitate access to, and mobility and progression within Higher Education, training and career paths, as well as the need to accelerate the redress of past unfair discrimination in education, training and employment opportunities. SAQA is faced with the challenge of finding a way in which these two objectives can be met, while at the same time finding a way to recognise the learning that has taken place outside traditional learning contexts (previously the only learning contexts that were formally recognised). SAQA intends to engage its structures in the area of RPL as a means of giving practical meaning to these objectives (SAQA, 2000: [online]) (Isaacman, 1996:18).

The concept of RPL includes but is not limited to learning outcomes achieved through formal, informal and non-formal learning and work experience (SAQA, 2000: [online]) (compare QPD Consultants, 2002:4, section 3). It is important to take note of RPL, as many learners engaged in elearning and studying at Higher Education institutions are adults, and RPL thus has to be included as a benchmark in an ODL- framework (Cf. Isaacman, 1996:18).

7. CRITICAL CONCLUSION

A very serious point of concern is that the top management and administration of many a HEI still confuse important terminology regarding the differentiated meaning of teaching, learning, education, training, instruction, induction, co-operative (experiential) education, cooperative learning vis- a- vis the changed meaning of the same terminology within an OL context. May be a direct Afrikaans translation of OL to “Onbeperkte Leer” which literally means “unlimited learning” would explain the whole concept better.

Fact of the matter is that the traditional manager or older lecturer still places too much emphasis on the word “distance” in ODL too rather than on the “learning” aspect that should be articulated. In short, learning can take place anywhere, anytime and via any method the human brain is capable to absorb any information and to contextualise it into skills knowledge.

Openness could inter alia mean transparency, open ended ness, open participation, uncovered, fenceless, open space, transparency, honesty, open secrets and the naked truth but to name a few interpretations of the Oxford dictionary. It is also a description when an academic problem becomes suddenly open in one’s head…The so called “eureka feeling” or the proverbial “light bulb that opens the mind”. Open both means “something is open” or the multiple variety of verbs that describes the action to unlock the meaning of the word in its many contextual forms.

Therefore it is obvious that South African HEI’s are all compelled by the new democratic dispensation to provide education and training within an open access policy of the National Department of Education (DoE). Subsequently it also implies an OL structure to provide the democratic freedom for every individual student to develop her or his academic career. HEI’s therefore must be more user friendly and obliged to follow suit. In its very essence OL adheres to this open and free phenomenon characteristic of the new democratic dispensation for South Africa.

Especially for marginalised students due to cultural, financial or language constraints can also enter into life long academic contracts with HEI’s. Universities can also now, via OL philosophies, reach out to the whole community in which they serve. This required not only new approaches to teaching and offering their qualification structures but also an acceptance that the most sophisticated concepts can be lectured in formats and language that adult students, however limited their formal education, can understand. ( Cf. Dodds,T.2001:504).


REFERENCES

Assessment College of South Africa. 2002. Learner’s Manual: Assessor Training Workshop. Assessment College of South Africa (Pty), August.

Bezuidenhout, J. 2004. An Andragogical Framework for Benchmarking Elearning at Technikon Free State. Unpublished doctoral thesis. Central University of Technology Free State: Bloemfontein.

Centre for Educational Technology and Distance Education. 1999. Criteria for quality distance education in South Africa: a statement of policy. Pretoria: SAIDE.

Isaacman, J. 1996. Understanding the National Qualifications Framework: a guide to lifelong learning. Education Information Centre. Independent Examinations Board (IEB). Johannesburg: Heinemann.

Isaacs, S.B.A. 2000. The National Qualifications Framework and Quality Assurance. SAQA Brochure. Pretoria: Brooklyn, SAQA.

ISHE (Information Service on Higher Education). 2001. Notes on open learning. Bloemfontein: University of the Free State.

Johnson, R. 1990. Open learning policy and practice: commissioned report no. 4. Canberra: Australian Government Publishing Service.

Keegan, D. 1986. The foundations of distance education. London: Croom Helm.

Killen, R. 2000. Outcomes-based education: principles and possibilities. Unpublished manuscript. University of Newcastle, Faculty of Education.

Klemm, W.R. 1999. Will distance education really revolutionize higher education? [online]. Vision, January 1999. Available from: http://horizon.unc.edu/TS/default.asp?show=article & id=26 [Accessed 23 March 2001].

Malan, S.T.P. 2000. The new paradigm of outcomes-based education in perspective. Tydskrif vir Gesinsekologie en Verbruikerswetenskappe, 28, p. 1.

Marland, P. 1997. Towards more effective open and distance teaching. London: Kogan Page.

Morrow, W. 1996. Shifting the embedded culture on higher education. Readdressing and renewing the barriers to learning: an open learning perspective on the NCHB report. SAIDE Workshop, Pretoria, 15 November 1996.

NCHE (National Council for Higher Education). 1996. An overview of a new policy framework for higher education information [online]. Available from: http://star.hsrc.ac.za/nche/pres/policy.htm/ [Accessed 7 October 2001].

Olivier, C. 1998. Let’s educate, train and learn outcomes-based: a 3D experience in creativity. Clubview: Design Books.

RSA DoE (Republic of South Africa Department of Education). 2002. The new institutional landscape for higher education in South Africa [online]. Available from: http://education.prov.gov.za/Policies%20and20Rep…/new-institutional-landscape-he.htm/ [Accessed 17 October 2002].

RSA (Republic of South Africa). 2002. LLL development towards a learning nation [online]. Available from: http://www.education.pwv.gov.za/DOE-Sites/ NCCRD/NCCRD-Executive-Su… /LLL -Report.htm/ [Accessed 15 October 2002].

SAIDE (South African Institute for Distance Education). 1997. An open learning perspective on the National Commission on Higher Education’s framework for transformation. Johannesburg: SAIDE.

SAQA (South African Qualifications Authority). 2000. The National Qualifications Framework [online]. Available from: http://www.sqa.org.za.htm/ nqf/overview/htm [Accessed 7 October 2001].

Shultz, T.G.2004. Corporate Academic Plan for 2005-2010. Central University of Technology, Free State. Bloemfontein.

Spady, W.C. 1994. Outcomes-based education: critical issues and answers. Arlington, VA: American Association of School Administrators.

Strydom, A. H. & Van der Westhuizen, L.J. 2001. A guide for institutional quality assurance and management based on self-evaluation in higher education. Bloemfontein: Unit for Research into Higher Education, University of the Free State.