A White Paper to Explore Cooperation Between

A White Paper to Explore Cooperation Between The Central University of Technology And The United Nations Institute for Training and Research Programme of Correspondence Instruction September 28, 2006 Purpose It is the purpose of this White Paper to explore the feasibility of The Central University of Technology (CUT) and The United Nations Institute for Training and Research Programme of Correspondence Instruction (UNITAR POCI) cooperating to offer an academic distance-training programme that would permit students to earn a college degree through the distance training offered by both institutions. This White Paper is not a contract or memorandum of agreement, but rather it is intended to form the basis for discussion and exploration. Background During the period 13-14 October 2005 Professor Jaco Mostert of UNISA and Dr. Harvey Langholtz of UNITAR POCI met in Williamsburg, Virginia, USA to discuss the feasibility and practical steps needed for UNISA and UNITAR POCI collaboration. It would be the goal of that institutional collaboration to permit students to earn academic credits for existing distance courses available from UNITAR POCI as part of their studies with UNISA. This institutional collaboration between UNITAR POCI and UNISA is still under consideration and will not interfere with the institutional collaboration proposed in this paper between UNITAR POCI and CUT. UNITAR POCI is a world-wide distance-training programme currently offering 18 separate courses on peacekeeping, conflict resolution, humanitarian relief, humanitarian law, and other topics. UNITAR POCI process approximately 25,000 enrolments each year either directly or through UN Peacekeeping Missions or institutional enrolments. UNITAR POCI students come from 120 nations. UNITAR POCI is a programme within the United Nations. For additional information see www.unitarpoci.org. Goals of this proposed institutional collaboration There are three goals of this proposed institutional collaboration. One goal is to provide UNITAR POCI students with a means to earn academic degrees while serving on a UN Peacekeeping Mission. This will be accomplished by CUT’s acceptance of UNITAR POCI courses for academic credit and by students completing additional courses in the arts, sciences, and other academic disciplines as may be offered by CUT and required to earn an undergraduate or graduate degree from CUT. A second goal is to offer CUT students access to UNITAR POCI courses so they may study peace-related topics. A third goal is to for CUT to develop an academic department and major in peace studies which will rely on UNITAR POCI courses. This third goal may be sought at some future time but is not a requirement for a programme that would include the first two goals. Financial arrangements There are three separate topics to be addressed in terms of financial arrangements. The first topic concerns any exchange of funds between CUT and UNITAR POCI for students who take UNITAR POCI courses directly through UNITAR POCI (or other UNITAR POCI programme i.e. UN Missions, national training programmes, etc.) and apply these courses to the degree requirements at CUT. There shall be no exchange of funds between the two institutions in such cases but students may pay appropriate fees to each institution. The second topic is UNITAR POCI students paying tuition for CUT courses or programmes. UNITAR POCI students will pay CUT the normal tuition and fees for UNISA courses as all UNISA students pay. The third topic concerns the possibility of CUT adopting UNITAR POCI courses and using UNITAR POCI courses as components in CUT courses. UNITAR POCI currently has similar arrangements with other colleges and if CUT wishes such an arrangement then specific terms and prices will be negotiated. Timing and dates It shall be the goal of UNITAR POCI and CUT to complete any plans, applications, or approvals as may be needed in time to commence their institutional cooperation by 1 January 2007. Immediate plans The two principal representatives, Professor Kallie De Beer of CUT and Dr. Harvey Langholtz Langholtz@unitarpoci.org of UNITAR POCI, will submit the proposed initiative to their respective institutions for approval and adoption.

NADEOSA Response to the CHE Policy Advice Report

Draft 1 Discussion document. 17 June 2005 NADEOSA Response to the CHE Policy Advice Report on Aspects of Distance Education Provision in Higher Education Preamble Members of the higher education community have been concerned at the long delay between the completion of this report and its publication, as it addresses issues of major importance to all higher education institutions engaged in distance education. NADEOSA represents a wide spectrum of distance providers including both the public and private sectors, the dedicated distance institution and a number of the traditional contact institutions who offer distance programmes of various kinds. The report was commissioned to address concerns about the quality of provision and role of the dedicated institution vis-à-vis the face-to-face institutions. At this time there was a moratorium on contact institutions providing distance programmes, accompanied by the suggestion that the dedicated institution should be the sole provider in the sector. It is perhaps inevitable that there would be some divergence of opinion within the ranks of NADEOSA on the report. For this reason this response has been developed through the lens of the aim and relevant objectives of NADEOSA which are: To provide a forum for South African organisations and individuals who are committed to increasing access to an affordable, cost-effective and quality learning environment in which learners are empowered to become self-sufficient members of society Objectives to: • facilitate collaboration among distance education and open learning organisations; • advocate awareness, understanding and application of distance education and open learning amongst policy makers, practitioners and learners; • promote research and evaluation of distance education and open learning; • exert influence with regard to adequate policy (including financial support); and • promote and enhance quality assurance in distance education and open learning. The Continuum The recognition of the significance of distance education in South Africa, particularly in relation to the provision of access, and the broad overview of the sector that the CHE have been able to present in the opening section of the report is welcomed by NAEOSA. The acknowledgement of the “wide variety of provision falling under the broad rubric of distance education” creates a framework in which to debate the notion of the continuum of provision. While recognising that the CHE saw it to be “inappropriate to accept the notion of convergence of education provision” at this time, or in the short term, we believe that the report contains a very important recognition that the boundaries have indeed become blurred and that there is a continuum. We see this as finally discounting the previously presented dichotomy of “distance versus contact” that has held back the development of quality programmes in some sectors. Need for Mechanisms to steer the sector Within this notion of the blurred boundaries we acknowledge the need for “mechanisms … to steer the sector” and agree that it would be particularly beneficial if there were a framework that “rewards good practice and prevents practices that exploit students and waste vast resources”. This highlights the importance of the recommendations relating to quality assurance of distance programmes and the inclusion of distance criteria in HEQC audits. Funding as a steering mechanism Within the framework outlined in the report the recommendations for the levels of input and teaching output subsidies are acceptable although there were questions raised regarding the recommendation that enrolment of fewer than 50 full-time equivalent students at contact institutions should receive the full input subsidy. This, it was argued, was unfairly prejudicing the dedicated distance education institution as they are perceived to be being urged not to run programmes with less than 300 students while contact institutions would receive subsidy for programmes as small as 50 students. Special increase in the input subsidy We believe that this recommendation (item 2 on page 81) will assist in enabling institutions to address key national needs. We would suggest that this be used to develop programmes as a matter or urgency, first to upgrade as many teachers as possible to NQF level 4 in Maths and Science and then, within the Advanced Certificate in Education, to develop qualified teachers of maths and science in high schools throughout the country, but particularly in rural areas. Provision of subsidy for completion of single courses We support this recommendation (item 3 page 81) relating to single courses that would fall within SAQA’s definition of short courses, or that contribute to the completion of qualification whether within the HEQC criteria or in terms of qualifications recognised by professional bodies. While acknowledging that the HEQC does not want to encourage a “supermarket approach” to study and that the government needs to focus on the urgent development and human resource needs of the country, the removal of subsidy from single courses unfairly prejudices the dedicated distance education institution, which provides opportunities for students to complete outstanding single courses required for qualifications. Definition of Distance Education The lack of a crisp definition of distance education has bedevilled the sector for some time and we believe that the first two bullets in the definition provided on page 82 of the report will give much needed clarity on this. There is some disagreement on the last bullet and as indicated above it is perceived by the dedicated distance institution representatives to be unfairly biased towards the contact institutions. Quality Assurance One of the primary concerns of NADEOSA is the provision of quality learning opportunities and we therefore fully endorse all six quality recommendations. However, it should be noted that during the delay in the release of the report a number of these recommendations have already been implemented. In particular we would draw to the attention of the Minister to the publication this year by NADEOSA of “Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa” which is the document referred to in this section. We have pleasure in forwarding you a copy of the book under separate cover. (I checked with Tessa and we have not sent one and this seemed a good opportunity to get a copy onto her desk) Institutional Planning It would seem best that responses to this section of the report should be developed within individual institutional responses and the report of the HESA task team. Learning Resources This section of the report is of particular interest to NADEOSA as it echoes key elements of the association’s objectives and would seem to create a framework and rewards for collaboration in the development of quality programmes and opportunities thus supporting a diverse range of providers in addressing regional and national needs. We strongly endorse the proposal for the design and development of these resources through a consultative process and look forward to being able to contribute to the work of these task teams both regionally and nationally.

REPORT OF DR KJ DE BEER ON THE ATTENDANCE OF THE MERAKA INSTITUTE’S

REPORT OF DR KJ DE BEER ON THE ATTENDANCE OF THE MERAKA INSTITUTE’S INNOVATIVE CONFERENCE Council for Scientific Industrial Research 2007 APRIL 18-20 MERAKA INSTITUTE INNOVATIVE CONFERENCE CSIR, 2007 APRIL 18-20 www.meraka.org.za/innovate To err is human… Because I make so many mistakes, I am more human! Opening by Trudi Van Wyk of the DOE: GENERAL IMPRESSIONS  Well attended: (+- 70) o 8 African males. o 16 White males. o 11 African women and 35 other females. o 46 presenters.  MERAKA is part of the South African Government’s aims to develop an ICT University.  The South African Government is about to establish a Free/Libra Open Source Software (FLOSS) centre at the CSIR..  Western Cape and Gauteng have the most computers in schools.  Teacher computer literacy overall low. Little or no training by instructional designers.  ICT training will enhance technical staff capacity.  Canadian Skype session on the use of cell phones.  Contacts for publication of research outputs (JUTA).  South African Broadband Network for schools and higher education institutions still a huge problem due to financial constraints.  NB Draft White Paper on e-Learning (2003). EDUNET PRESENTERS  Wikipedia becomes an important tool.  Blogs to share view points.  Podcasts are syndicated.  EDUNET research tools.  Contact: kroux@csir.co.za  Africa Advanced Institute for ICT’S  www.meraka.org.za YOUNG ENGINEERS SESSION  Academic versus technical education.  Mental gymnastics versus psychomotor skills.  Technological ladder = Access > ICT > skills > technology.  NB More science Expos are needed!  Rapid Prototyping [FABLAB’s] also at the CUT to promote SET.  Space and Aeronautical experiments.  Bandwidth problems can be overcome with other technologies. Contact: www.yesa.org.za rbeyers@csir.co.za DISCUSSION OBE implies continuing formative assessments. Subsequently summative assessments should be phased out as unnecessary time consuming exercises which could have been applied for additional lecturing. THUTONG SHARING RESOURCES  Creative Commons License receives some rights to sources as long as it acknowledges the name of the author/source.  It cannot be sold.  It could be shared with links to allow others to use it.  Resource archives for research.  Google searching.  Materials at no cost. Contact: http://www.thutong.org.za E-LEARNING AND THE SPACE AGE  Beyond globalization.  Share satellite facilities via space to widen IT access world wide.  Open access to knowledge. Contact: www.meraka.org.za OLSET  Opening Learning System Education Trust.  Interactive radio instruction.  SABC collaboration.  Teacher support system on the radio.  Radio is a strong e-Learning tool..  Radio is a mass instruction e-Learning tool.  Easy and cost effective medium.  Radio uncover the curriculum.  Easy to tune in the classroom. Contact: www.olset.org.za INTERACTIVE RADIO INSTRUCTION (IRI)  Learner centered.  Huge sound archives since the very first radio broadcasts.  Informative (known to unknown).  Sound stories.  Nobody is afraid or scared of radios.  Provisional entertainment for intervals.  Radio ubiquitous, low threat intervention in classrooms regardless of teacher. capacity, infrastructure, and poverty.  Radio is the answer for development in Africa at large. Contact: van@mail.org.za www.olset.org.za DIE TYE WAARIN ONS LEEF  Duncan guy of SAPA explained the importance of the ordinary newspaper in education.  Today in history: Link to the contemporary times we are living in.  Journalists are breaking down news so that readers can understand it. Contact: parkprawn@mweb.co.za SKYPE SESSION WITH FINLAND (Live demonstration only) DEPT OF SCIENCE & TECHNOLOGY (DST)  ICT - skills need.  ICT - application for supplementary tuition.  ICT - opening access to OERS.  ICT - geographical sites.  ICT - site managers. Contact: www.meraka.org.za INTERACTIVE VIDEO  Link OERS in live presentations.  Learners can simultaneously be linked for inter activeness.  Add on facilities/cards/software.  Offline solutions.  Traditional and e-Learning should be integrated and not separated! Contact: www.mindset.co.za MOBILE TOOLS  Open source and Open Content.  Open access.  Mobile or cell phone research.  Cellular services are still too expensive.  Link via wireless networks.  Free online encyclopedia (wikipedia).  Audio encyclopedia!  9454 [Dial and wait for service].  Link up for educational purposes.  Lecturer can link his/her phone to classroom speakers.  More research still necessary.  Technology research/tools/platforms.  Mobiles.  Kits for collaborative uses. Contact: http://mobiled.uiah.fi E-mail: mford@csir.co.za DIGITAL DOORWAY  FABLAB community computers.  Free and open use.  Commenced in 1999 in India.  2003: Migrated into OERS.  GPRS links with Meraka at CSIR.  Mindset Content Topic. Contact: www.digitadoorway.org.za OPEN EDUCATION RESOURCES (OERS)  Free/libre Open Source Software (FLOSS).  African Virtual University.  OERS centre and FLOSS. Contact: kbeer@cut.ac.za http://kareldebeer.blogspot.com MATHS ON MXIT  Contact listing Buddy list.  Cell phone technology tools.  Lecture learner 24/7.  Digital icon communication to improve mathematical skills. Contact: www.meraka.org.za DISCUSSSING CELL PHONE USE IN EDUCATION ( Live Skype session)  Canadian experts on Skype to CSIR.  ABEL - project in Canada.  ULWAZI – project of CSIR.  Canadian primary schools are not allowed at this point of time.  SA primary schools learners cannot use their phones during classes.  SA teachers want to use cell phones to assist and widening education.  Canadians foresee that the current ban will soon have to be lifted due to growing possibilities.  Abuse of cell phones is the major disadvantages.  Privacy issue in Canada is high.  Security problems in SA are predominant.  Portability and mobility of cell phones is wonderful!  SA is ahead in the debate in favour of cell phones in schools.  Legal implications still have to be ironed out according to Canadians.  Financial constraints in SA are rife.  Cell phone technology is spreading rapidly in South African educational institutions all over.  Cell phones are prescribed for some science courses in South African schools. Contact: http//abelweb.abel@yorku.ca/dwsi COGNITIVE APPRENTICESHIP  Lecturers need to be trained in ICT-literacy.  Context centered approach.  Enhancing confidence.  Solve problems with technology. Contact: www.meraka.org.za SHUTTLEWORTH FOUNDATION  Analytical education.  A free tool to shaping our thinking.  Learners’ personal interests.  Self taught – peer mentored.  How you think determines what you think.  Think like the computer.  Programming is like Lego.  One laptop per learner and lecturer is going to become the norm. Contact: www.brightsparks.ws TEACHING AND LEARNING THE POSITIVE CORE  Active workshop with handouts. Contact: kimtucker@csir.ac.za IN THE PALM OF YOUR HAND  Use mobile technologies.  Incredible developing industry.  ICT revolution is linked to the cell phone explosion.  Digital communication on the African continent is expanding daily.  Alternative to paper-based communication.  Data collection for decision making.  SMS technology is refined and subsidized for academic purposes e.g. in Kenya..  Group messaging.  Web interface (clustering).  Dissemination of information.  New toolkits will remap the educational technology landscape.  Developing human capital. Contact: meraka@org.za CLOSING REMARKS BY: PROF JOHANNES CRONJE OF THE UNIVERSITY OF PRETORIA (UP)  Bad research practices undermines the quality of papers.  Excellent technology.  Overemphasize E-Learning (internet madness).  E-Learning is not the panacea for T&L.  Human resource problems.  Peak of inflated expectations can soon fall through the trough of disillusionment.  Leak of integration and coherence.  Pedagogy and andragogics and ethics should still drive educational Contact: http://hagar.up.ac.za jcronje@up.ac.za NB  Free State computer experiment for schools of the eighties succeeded to survive.  Prof Johan Cronje conducted research why it succeeded into the post apartheid schools system in the Free State. NB! jcronje@up.ac.za END OF THE REPORT.

MATYS ANDRIES DE BEER

MATYS ANDRIES DE BEER (Stamvader van meeste van die De Beers in Suid Afrika) EN SY KINDERS Saamgestel uit navorsing gedoen deur Herta Bockelman En uit die boek deur DW de Beer De Beer, Dawid Willem 1826 – 1942, Sy Voorsate en Nasate Kopiereg 1998 Fransie Pienaar Museum Alle regte voorbehou Navrae:- FRANSIE PIENAAR MUSEUM Posbus 109 PRINCE ALBERT 6930 TEL & FAX 023 5411366 MATYS ANDRIES DE BEER arrived at the Cape as a soldier in the service of the Dutch East India Company. He was known as a carpenter, wagon-builder, Corporal and farmer. He came from LÜbeck which is situated at the “Lower Saxon Circle”, where Low German is spoken. His name appears for the first time in the list of “Militairen” of 1699. (Muster Roll VC 39) He most probably had arrived in 1698. This, however, could not be ascertained, as the list of that year is missing. We also find mention in 1698 of “Andries the Wagonbuilder” – it may be it was him. During 1701 and 1702 he is enlisted as “adelborst” (Cadet). The adelborst in the Company’s service did not designate a young man in training to become an officer. It was the description to indicate that he or his family had provided his equipment and he was not in debt for it to the Company. For the duration of his 5 years engagement as a soldier, his name is recorded as “Mathys Andriesz” and later from 1703 we find him by the name of “Matys Andries de Beer” . Comparing the signatures of 1702 and of 1705, we may well agree that they are from the same person. What made him change his name we do not know. There is also some confusion about his homeland. In the Company’s books “Mathys Andriesz” came from Lubeck, but according to the “Personalia of the Germans at the Cape” by Dr J Hoge, Matys Andries de Beer’s home was in “Waase”. This is a small place on the island “Ummanz” which belongs to the island “Rugen” on the Baltic Sea. At the time when Matys left, Rugen belongs to Sweden. Only in 1825 it came to Prussia. In 1702 he was loaned by the Company to Isaak de Cock from 13 March to 29 April; and later from 10 August to 31 May 1703 as a carpenter to Andreas Finger. According to the contracts Matys’ monthly salary was ten and thirteen Gulden. The employer had to provide “Spys and drank” and accommodation. He was still under obligations to the Company, and had to report at the Castle; in time of need or war he would have been called up to do his duties in the second company. (CJ 1124:250, 247) At the time when he arrived at the Table Bay, “Cape” (as Cape Town was then known) was a small place, with Heerengracht (now Adderley Street) and Keysergracht (Darling Street) as the principal streets. The whole population of the Colony (excluding servants of the Company) consisted of 414 burghers, 207 women, 255 sons and 289 daughters. There were (as a matter of interest) 1 654 100 vines planted in the colony. A large quantity of wine was delivered to the passing ships, and the rest was consumed on land. Life is said to have been generally quiet at the Cape. From time to time however, the Journal tells us of happenings which were rather colourful. So we read that a lion lurked around the watering place and later seized some cattle near Roodebloem, the house of a burgher, not more than 15 minutes away from the Castle, but the lion escaped. “Paarl Diamant” (Paarl Rock) “Colonies Moolen”, the watermill builds in 1699. The plot “Oranje” granted to Matys de Beer in 1703. Transferred to J Roux 28 September 1724. And when the fleet sailed into the Bay, great activity started. The farmers came to town to offer their produce to the ships and to purchase ware, china and silk from the East or the Netherlands. Three days before the fleet left, the drummers marched through the town, beating their drums and announcing that everyone has to be on board of their ships within 24 hours; a cannon was fired and the flag was hoisted on the Admiral’s ship, and those who missed their ship were sent to Robben Island. A big occasion was on 23 January 1699, the arrival of the Governor Simon van der Stel’s son and successor, Willem Adriaan van der Stel, from Holland with his wife and family, “escorted” by a roaring South-Easter wind. His ship, “Stad Cuelen” with her consort “Drie Kroonen” had taken four months for the passage and the report tells of 60 dead and 40 sick; not an exceptionally tall number for the period, as it was said. Soon after, on 11 February 1699, the big tattoo took place. Garrison men (I presume Matys was one of them), burgher melitia with bugles blowing and drums beating, attended the ceremony of Willem Adriaan’s taking up the duties as Governor. Later, o 13 November 1703, a plot called “Oranje” in the District Drakenstein was granted to Matys by the Governor. Though the plot was granted I 1703, it was 1712 before the official transfer was issued. (Old Stellenbosch Freeholds, Vol. 2, part I. Deeds Office, Cape Town). “ORANJE” was 2 Morgen 250 Square Roeden in extent. It was situated at the slope of the: “Paarl Diamant” and near the “Colonies Moolen”. From this plot a magnificent view is obtained of the area from Wellington to the entry of the Drankestein valley through which the Berg finds its way. And as E E Mossop wrote of the early days: “wild animal shared with man the possession of this lovely domain”. In 1705 Matys received burgher rights of Stellenbosch, and was now free to take private employment or start his own industry. But he also had obligations: performing military service in the burgher force as well as paying tax. Carpenters, Wagonbuilders, smiths and also other artisans played an important role in the development of the village. Therefore burghers who wanted to develop their own trade or industry were financially assisted by various sources. The Heemraad Pieter van der Byl granted Matys a loan of 150 Gulden “Caapse valuation” on the 24 September 1705, which he repaired plus interest on 2 March 1709. This fund of the Diaconie was originally founded by the Government (D.E.I. Company) to assist needy persons. In 1687 ministers, elders and deacons of the Cape Church were appointed as the trustees of that fund. It was always well that supported. Another reference to the “Vry-wagenmaker” M A de Beer dated 29 September 1705 mentioned that he had permission to fell two loads of “Wagenmakershout” in Jan de Jonkershoek. And a similar permit was granted to him on 13 February 1706 for three loads “Timmerhout” and two loads of Wagenmakershout. (Signed by W A van der Stel – Defence W A van der Stel). The Wagonbuilders used various types of indigenous woods. The felloes were made of “roie-els” (Cunnonia capensis) or The “Colonieshouse” at Stellenbosch in 1710 (Cape Archives Depot). Of “Wilde-sering” (Burkea Africana); spokes from “assegai” (Curtisia dentata) and the “Waboom” (Protea arborea) which is a softer wood, was used for various parts as well as for “brake-shoes”. Matys had now decided to get married and set up a home. It was at Stellenbosch on 24 October 1705 that he was married to Hilletje, the 15 year old daughter of Jan Smit and Adriana Tol. Both her parents came from Holland. Helletjie’s father died around 1700 and her mother was remarried on 11 January 1705 to Andreas Kuyper (Kuper) a ship-carpenter and farmer. When Simon van der Stel in 1684 made up his mind to found and develop a village in the Eerste River Valley and called it after himself “Stellenbosch”, he wrote to the Directors of the Company “it should be worthy of its fatherland”. No doubt – this he had achieved. From the beginning it was the ordered European village as pictured by E V Stade in 1710. In 1710 the inhabitants of the area were few in number. There were only 543 of which 348 were Europeans (Whites) and 195 slaves. The village consisted of about a dozen or more houses, the Drosdty on the island, the Church and churchyard, a mill and a school. The Eerste River supplied the water for drinking and households, irrigating the vegetable and fruit gardens, and it also fed the mill and turned the wheel. In 1707 the first prison was built. (There were also rough customers ….) “Colonies Houses” were already built in 1693-1694 on the land between the Church and the River. This part had been reserved for dwellings for people who would offer various services to the community such as artisans, ministers or schoolmasters. They were the property of the “Council of Landdrost and Heemraaden”. On 23 November 1705, Matys obtained permission for the occupation of the Colonies House nearest to the place of the sick-comforter and Secretary Johann Mahieu. It was most probably the house at the east corner of Ryneveld and Dorlp Streets, where the minister Hercules van Loon lived before his death in 1704. a lease for six months had been signed by Matys and the rent was 2 Rixdollars? Which had to be paid promptly each month. On 1 December 1705 Hilletje and Matys moved into the “Colonies House” and lived there until 1707. (I/STB 2) Their first Christmas in the home must have been long remembered by them. In the middle of the dry season torrential rain fell in the valley for 2 days. The river overflowed its banks, flooded lands and vineyards, corn in the valley had been washed away and housed and roads were damaged. The de Beer’s nearest neighbours were Hans Conterman, the smith, and across the way lived the sickcomforter and Secretary, Johan Mahieu. About him Adam Tas had quite a few witty remarks in his Diary. So he called him to be rather a sick-sadderner than a comforter; at church he is said to have been an extremely boring and long-winded reader. And on 9 July 1705 Tas wrote of an incident which gives us a little glance at the village life of these days: after Mahieu had read a passage from the Bible at a Communion service, elder Dirk Coetzee, former elder Pieter van der Byl and others stood talking outside the church, whereupon Mahieu remarked to the congregation that a “Klapschool” (gossiping circle) was conducted outside the church. To this remark they took such strong exception that they refused to come to church until Mahieu had read an apology before the congregation “…. And this was only after more than a year. At the time, When Matys and Hilletjie started married life; it was a rather disturbed period. The burghers had A lot of complaints against their Governor, William Adriaan van der Stel and they took strong action aginst him, with Adam Tas as their leader. This conflict reached its climax between 1705 and 1706. van der Stel then took drastic decisions and one of them had been dismissal of officers of the Stellenbosch and Drankenstein burgher force, and the replacement by others. So it happened that Matys was appointed Corporal of the Stellenbosch Infantry on 6 October 1706. That post was held by him till 1708. The position of a Corporal (Fieldcornet or Wagtmeester) was honourable and unpaid. He was chosen by the Landdrost and Heeraaden on account of his conduct and integrity from amongst his fellow burghers. He was responsible for law and order in the area and in time of necessity it was his duty to assemble the “Manschaft”. To sum up, he had functions of many types for which his only advantage was however the exemption of paying tax. Matys appear in the Muster Roll as follows: 1705 “Manschaft” (101 men) Stellenbosch Infantry 1706 - 1708 Corporal of the same Compagnie 1708 - 1709 “Manschaft” (14 men) Drankenstein Infantry 1710 - 1724 “Manschaft” Stellenbosch Infantry 1724 Released from military service During 1708 and 1709 census records show that de Beers lived in Drakenstein. We find Matys’ name on the list of the road roll of 1708 on the “Kruespad” from “Bange Hoek Jacobus van As Willem van Zyl”, and in 1709 “Aan de West side van de parel van Dirk Schalkwyk as tot Lambert Smit.” All burghers whose names are mentioned obviously lived along these roads and had to assist in the upkeep of the same, which seems to have been an everlasting problem. They returned to Stellenbosch in 1710, where they had to witness the disastrous fire on 17 December, which swept through the village and destroyed most of the settlement. It was a terrible blow for the whole community. In 1711 we read that the burghers were busy rebuilding their houses. However, the church of which only the walls and titled floor remained, was untouched for along time. Matys is mentioned in the “Paden en Wagen Rollen” of 1711 – 1714, when he occupied a dwelling in the section of Stellenbosch between the ruins of the church and the “Steenebrug” and between Fredrick Wallinga and Pieter Saaiman. And soon after, there was another shock for them. It was I 1713 during the severe outbreak of smallpox that they lost their two children, Samuel, two years old, and Helena, three years old. Nearly 25% of the “Caapse-Vlek’s” population was wiped out. However, in 1714 another son was born, whom they also named Samuel. There is now a relatively long period, during which not much could be found about the doings of the de Beers. On 21 November 1718 Matys received payment from the council of Landdrost and Heemraden for making a “Vootbrug” (wooden bridge) across “Botmasdrift” (farm Welgevallen) (I/STB I/6). On 15 December 1719 he had acted as a witness in a court case, and Hilletjie, on behalf of her husband, brought Hans Jurgen Beyer to court. He owed the rent for a whole year. This was on 10 April 1723. the document shows Hilletjie’s signature. (I/STB 18/42-43). A very popular bit of Stellenbosch’s village life was the yearly and traditional October festivities. Everybody took part. It was the season for the annual military exercises of the burgher force and for the “fair”, which gave the burghers the opportunity to sell their produce and wares. From near and wide the families and friends arrived for a yearly reunion. Even burghers from “Cape Town”, sailors and officers of ships in the Bay, made the wagon trip across the sandy flats to take part in this unique and colourful event. The famous “parrot shooting” (Schutzen-fest for the Germans) at the west of the Papegaaisberg came to an end in 1706. (This, at the time let the feelings of the burghers run very high). The big parade with bugles and drums, the infantry and the Dragoons in their blue jackets and white breeches brought the days of training, leisure and relaxation to an impressive end. Records show Matys in Drakenstein during 1723 and 1724, at a place with a vineyard of 9 000 vines. As farm names are not mentioned I the early tax return records, we do not know if he had been on his own place at the “Diamant Rock”. He sold his plot “Oranje” to J Roux. It was transferred on 28 September 1724.

Subject: Distance learning

From: Baird Nico Sent: 04 May 2009 12:01 PM To: De Beer Kallie Subject: Distance learning Published on Taipei Times http://www.taipeitimes.com/News/editorials/archives/2009/04/25/2003441935 Distance learning: A whole new world of studying From video marking to Second Life, technology is transforming options for online students By Lucy Tobin THE GUARDIAN, LONDON Saturday, Apr 25, 2009, Page 9 There’s not a red pen in sight when Russell Stannard marks his master’s students’ essays — but it’s not because the students never make mistakes. Stannard doesn’t use a pen, or even paper, to give his students feedback. Instead — and in keeping with his role as principal lecturer in multimedia and information and communication technology — he turns on his computer, records himself marking the work onscreen, then e-mails his students the video. When students open the video, they can hear Stannard’s voice commentary as well as watch him going through the process of marking. The resulting feedback is more comprehensive than the more conventional notes scrawled in the margin, and Stannard, who works at the University of Westminster in London, now believes it has the potential to revolutionize distance learning. “It started when I began to realize how useful technology can be for teaching,” he says. “I wanted to help other teachers, as well as general computer users, to learn how to use tools like podcasting, PowerPoint and BlackBoard, software that a lot of schools and universities use to allow teachers to provide course material and communicate with students online.” So he set up a site to teach people how to use the technology, providing simple, video tutorials where users watch Stannard’s mouse pointing out how to use the software, with his voice providing constant commentary. He used the screen-videoing software Camtasia, and the site rapidly took off: It now receives more than 10,000 hits a month. Then he started considering integrating the teaching style into his own university work. “I was mainly teaching students on master’s courses in media and technology, and I realized that while I was talking about the benefits of new technology, I should be making the most of the opportunity to use it,” Stannard says. “That’s when I had the idea of video marking. It was immediately well received. Students receive both aural and visual feedback — and while we always talk about different learning styles, there are also benefits to receiving feedback in different ways.” Stannard says the technology is particularly useful for dyslexic students, who appreciate the spoken commentary, and students learning English as a foreign language. “I started my teaching career in language learning, so I quickly realized that students learning English would benefit from video marking. They can replay the videos as many times as they like and learn more about reasons for their mistakes,” he says. Stannard also believes video marking is “perfect” for distance-learning students. “It brings them much closer to the teacher,” he says. “They can listen, see and understand how the teacher is marking their piece, why specific comments have been made, and so on.” The technology is already being used for informal distance learning, as Stannard uploads the videos he makes for his lectures at Westminster to multimedia trainingvideos.com. Now 60,000 people a month view the videos. Online marking is part of a package of new technology that is transforming the face of distance education, from postal services-reliant correspondence courses to online, interactive learning. This is clearly evident on Second Life, the virtual world where users create personalized avatars to interact, which is home to scores of UK universities, with some teaching entire distance-learning modules through the site. Kingston University in southwest London has developed a virtual courtroom for law students to practice on the site, while e-learning specialists at St George’s, University of London, have come up with a program code enabling Second Life users to create training scenarios. One sees paramedic students enter Second Life to attend emergency scenarios. The characters have to assess and treat patients by speaking to them, checking their pulse, dressing wounds and administering drugs. They have to transport the patient into the ambulance and to the hospital, and then write handover notes, which are e-mailed to their real-life tutor for feedback. While the technology is currently being used in-house at St George’s, the developers have made the code available for other universities or individuals. The code, Pivote, can be freely downloaded from Google Code, where techies can then use it to create virtual worlds to run other courses. Terry Poulton, head of the Second Life-academia link-up at the university, says the code has potential applications beyond single disciplines. “The technology could enhance any course with a focus on solving real-life problems, such as architecture, law, or engineering,” he says. “It could also be useful for professional development, particularly when preparing staff for crisis situations that they do not often face.” Other academics are already using new technology to make university courses more accessible to working professionals. At Bournemouth University in southern England, a part-time master’s in creative media practice, launched in 2005, is run entirely online. Recruits are all working people who want to undertake further study but cannot commit to a face-to-face course. The students — more than a third of whom are international, living in South Africa, Mexico, New York and Finland — use blogs, podcasts and Skype to study. The first time the students and their tutors meet is normally at graduation. Jon Wardle, associate dean of the media school at Bourne­mouth, says the course represents a changing mood in academia. “Higher education has recognized the need to provide opportunities for lifelong learning for a long time, but the early work in the area was poor. Now, because of sites like YouTube, Facebook and Skype, these courses are really able to hit the spot and meet learner needs,” he says. “Lecturers and students are both starting to understand that online learning doesn’t have to be a poor alternative to traditional campus-based courses. The days of the very bad, old-school correspondence courses are over. Now the future is about trying to discover new pedagogies which might not work face-to-face, but work wonderfully online,” he says.

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 AFRICA

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 AFRICA June 2005 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 AFRICA 1. Introduction The Central University of Technology welcomes the perspectives and proposals made in the CHE’s advice report. The acknowledgment of blurring boarders between distance and contact education is in particular embraced as this is in line with global trends within open and distance learning. This proposed flexible model will indeed contribute towards the goals expressed by the National Plan for Higher Education (NPHE February 2001) and the White Paper on Higher Education (1997), namely to offer learning opportunities, including qualifications, to people in ways which are flexible, negotiated and suited to each person's needs. This could, for example, cover the time, place, style of learning and length of time of the learning programme. Stemming from the proposal CUT believes that all institutions and learners will benefit from the establishment of learning centres particularly in a time of declining government expenditure on higher education. However, given the needs of a developing country and continent it is our opinion that the contribution Information and Communication Technologies (ICTs) could have on broader economic and social developments have not yet been explored to its full. 2. The notion of open/distance learning CUT in acknowledging the role traditional distance education has played in the South African higher education institution, welcomes the concept of open learning and supports the report’s conception of open learning as a broader term than distance teaching, and views the practices of open distance learning as more suitable for particularly adult learners in remote areas. We are in particular in favour of the proposal to abandon the practice of classifying institutions according to modes of delivery and that traditional residential/contact institutions be allowed to continue with open/distance learning within certain parameters. 3. The notion of learning centres and national office for the design of learning materials The notion of learning centres is indeed an innovative proposal to deal with hard realities such as limited finances, physical and human resources. However, a number of issues will have to be discussed in greater detail as is suggested below. The idea of a national office taking responsibility for the design of learning material is welcomed as one way of enhancing the quality of open and distance education offerings and materials. However, institutions should still have the following responsibilities: • recognition of excellence, or the lack thereof in the design of learning material; • development and delivery of open distance education courses; • systematic and relevant staff training; • development of appropriate learner support systems including study skills development and acquisition of appropriate learning technologies. With specific reference to learning centres it is proposed that a proactive intervention from the Department of Education is considered on issues such as the following: • How it should be managed; • Funding (subsidy) matters; • Incentives from government’s side on how institutions will be rewarded for taking initiative in this regard (at least for a beginning phase); • Legal matters; • How overhead costs will determined; • Maintenance of learning centres; • Marketing issues, etc. 4. Recommendations CUT wishes the committee to consider the establishment of a national policy on open and distance education which should aim to achieve, amongst others, the following: • explicit and detailed funding policies which would not be to the detriment of contact institutions; • spell out the role current programme and qualification mixes (PQMs) will play in deciding which programmes should be offered by who; • the niches of Universities of Technology and “traditional” universities have to play in regions need to be accounted for in all deliberations. • promote, encourage and support the orderly development of open distance learning and associated technologies in the country; • enhance the effectiveness of open distance learning education at minimal economic and social costs; • outline means of improving education and training facilities to overcome the scarcity of skilled personnel; • outline the application priorities in consonance with national development plans; • the establishment of special funding mechanisms for launching or upgrading current distance learning systems as appropriate; and that government • considers the provision of expanded capital and operating budgets for appropriate learning technologies. It is clear from these recommendations that the establishment of a quality open/distance learning system in South Africa will request the inputs and planning of a number of stakeholders in the country and a specific commitment from government’s side. 5. Conclusion CUT is of opinion that this innovative way of thinking about open/distance learning will indeed enhance access for particularly potential learners in remote areas, will enhance the quality of open/distance learning offerings and materials and will lead to economies of scale.