Open Learning in South African General 

and Further Education and Training

Report Prepared for the Centre for Educational Technology and Distance Education, Department of Education

SAIDE

The South African Institute for Distance Education

P O Box 31822, BRAAMFONTEIN, 2017

Tel: +27 11 403 2813            

Fax: +27 11 403 2814

E-mail: info@saide.org.za

May, 2000

 Contents 

Acknowledgements

Summary of Recommendations

Introduction

Chapter One: The Concept of Open Learning

Contested Terminology  

Misconceptions About Open Learning

What is Open Learning?

Conclusion

 

Chapter Two: Evaluating Open Learning

Introduction

A Starting Point

Evaluating a Sample Programme

Towards an approach to evaluating the openness of programmes

Towards criteria for evaluating the openness of programmes

Conclusion

 

Chapter Three: Open Learning and ABET

Introduction

Open learning principles and their applicability to ABET

Conclusion

 

Chapter Four: Barriers to Learning in Schools

Introduction

Social attitudes to learning

Policies and legislation

Management and governance structures

Classroom practices

Teacher morale

Socio-economic context

Illiteracy and other learning barriers

Conclusion

 

Chapter Five: Further Education and Training Policy and Open Learning

Introduction

Definition of FET

Role of FET

Curriculum and Qualifications

 

Chapter Six: Achieving Development Goals: Expanding Education and Training Opportunities in Rural Areas

Introduction

A profile of rural communbities in South Africa 

Responses to rural poverty 

Key priorities for development 

Suggestions on the content of programmes of action na dtarget groups in key priority areas

Conclusions

 

Chapter Seven: Learners with Special Educational Needs

Background

Key strategies and levers for establishing an inclusive education and training system

A new framework to tackle learning difficulties and to promote effective learning

Policy, legislation, governance, and organization

Curriculum and institutional development

Application and development of human resources

Funding

Goals in establishing the inclusive education and training system

 

Chapter Eight: Open Learning and Distance Education

What is an Open School?  

Open Schooling and Distance Education

‘Distance’ and ‘Contact’: An Outdated Dichotomy?

Conclusion

 

Chapter Nine: Open Learning and the Systems of GET and FET

Introduction

Fundamental Problems

Open Learning and Distance Education

GET and FET Curriculum

Further Education and Training

Education and Development

Conclusion

 Appendices 

Appendix One                     

Open Learning in Indian Education and Training

Appendix Two                   

The National Institute for Distance Education in Sweden 

 

Appendix Three

A Personal Commentary on the British Columbia Distance Education System

 

Appendix Four

Reflections on the New Zealand Educational Environment and the Correspondence School

 

Appendix Five 

Personal Experiences in the Open Learning Structure Designed by the University of Mons, Belgium

Appendix Six - Part 1 (PDF)

Provision in Mpumalanga

 

Appendix Six - Part 2 (PDF)

Pictures from KwaNdebele

 

Appendix Seven (PDF)

The Learnership as a Mode of Delivery: Experiences of the Hospitality, Travel, and Tourism Sector

 

Appendix Eight

The Technical College of South Africa

 

Appendix Nine           

Open Learning and GET-Related Policy

 

Appendix Ten                     

Rural Education Examples

 

Appendix Eleven

The Price of Lifelong Education

 

Appendix Twelve

SAIDE Submission to the Review Committee on Outcomes-Based Education and Curriculum 2005                   

 

Appendix Thirteen

A Literacy Campaign in South Africa

 

Appendix Fourteen

An Educational Technology Network for South Africa

 

Appendix Fifteen

Reference Group Participants

Bibliography