Analysing the Impact of Extended Curriculum Programmes: Implications for Theory, Design and Practice
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434453 , vital:73063 , ISBN 9781991201737 , https://africansunmedia.store.it.si/ZA/book/extended-curriculum-programmes-challenges-and-opportunities/1199327
- Description: The introduction of ECPs in South African Universities is seen by many as South Africa’s key strategy for addressing the problem of poor patterns of student success and has its basis on the uncontested acceptance that an extended study duration may be necessary to bring some categories of learners to a level of parity with the readiness expectations of their course of study. Even so, this transformative strategic imperative has been plagued by a range of challenges that include poor systems readiness; poor selection mechanisms in the identification of ECP students; poor numeracy and literacy amongst students, and indifferent teacher involvement in ECPs. This volume offers a rare insight into many of the above-recognised challenges and in so doing provides critical matter for thought for educators within the higher education sector.
- Full Text:
- Date Issued: 2022
Analysing the Impact of Extended Curriculum Programmes: Implications for Theory, Design and Practice
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434453 , vital:73063 , ISBN 9781991201737 , https://africansunmedia.store.it.si/ZA/book/extended-curriculum-programmes-challenges-and-opportunities/1199327
- Description: The introduction of ECPs in South African Universities is seen by many as South Africa’s key strategy for addressing the problem of poor patterns of student success and has its basis on the uncontested acceptance that an extended study duration may be necessary to bring some categories of learners to a level of parity with the readiness expectations of their course of study. Even so, this transformative strategic imperative has been plagued by a range of challenges that include poor systems readiness; poor selection mechanisms in the identification of ECP students; poor numeracy and literacy amongst students, and indifferent teacher involvement in ECPs. This volume offers a rare insight into many of the above-recognised challenges and in so doing provides critical matter for thought for educators within the higher education sector.
- Full Text:
- Date Issued: 2022
Postgraduate education in a globalised world
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434469 , vital:73066 , ISBN 9781991201225 , https://www.google.co.za/books/edition/The_Global_Scholar/KvQ3EAAAQBAJ?hl=enandgbpv=0
- Description: Interest in postgraduate education and the supervision of postgraduate research has developed in recent years, largely as a result of the impact of the so-called ‘knowledge economy’. South Africa’s National Plan 20301 draws on globalised discourses in holding that increases in the number of graduates, particularly at doctoral level, will contribute to economic prosperity because of the potential of postgraduate education to contribute to the processes of reinvention that drive the economic system itself. Even a brief glance at the mission and vision statements of a small sample of universities shows how this idea has been taken up within the higher education sector. In the context of high levels of unemployment, the idea that a postgraduate degree can lead to better work prospects also means that students who might never have considered doing a postgraduate degree previously, have now come forward to study at this level. All this then means that academics are being called upon to take on heavier supervision loads with a diverse array of students.
- Full Text:
- Date Issued: 2022
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434469 , vital:73066 , ISBN 9781991201225 , https://www.google.co.za/books/edition/The_Global_Scholar/KvQ3EAAAQBAJ?hl=enandgbpv=0
- Description: Interest in postgraduate education and the supervision of postgraduate research has developed in recent years, largely as a result of the impact of the so-called ‘knowledge economy’. South Africa’s National Plan 20301 draws on globalised discourses in holding that increases in the number of graduates, particularly at doctoral level, will contribute to economic prosperity because of the potential of postgraduate education to contribute to the processes of reinvention that drive the economic system itself. Even a brief glance at the mission and vision statements of a small sample of universities shows how this idea has been taken up within the higher education sector. In the context of high levels of unemployment, the idea that a postgraduate degree can lead to better work prospects also means that students who might never have considered doing a postgraduate degree previously, have now come forward to study at this level. All this then means that academics are being called upon to take on heavier supervision loads with a diverse array of students.
- Full Text:
- Date Issued: 2022
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