Open Learning As a Means of Advancing Social Justice Cases in Post-School Education and Training in South Africa
| Autor principal: | |
|---|---|
| Otros Autores: | , , |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Cape Town, South Africa :
African Minds
2022
2022. |
| Edición: | First edition |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009817322506719 |
Tabla de Contenidos:
- Cover
- Title page
- Copyright page
- Contents
- Acknowledgements
- Acronyms and abbreviations
- Introducing open learning as a means towards social justice in post-school education and training
- Introduction
- The South African PSET landscape, past and present
- Open learning
- Fraser's theory of social justice
- Cases on open learning
- Acknowledgements
- References
- 1. Recognition of prior learningas a form of open learning in post-school education and training in South Africa. A social justice perspective
- Summary
- Introduction and context
- A brief overview of RPL models and practices
- RPL in the South African context: Policy and practice
- RPL and OL: Mapping the intersections
- Social justice as participatory parity implicit in RPL
- Methodology
- Findings and discussion
- Recommendations: What is needed for successful and socially just RPL in South Africa?
- Conclusion
- Acknowledgements
- References
- 2. Opening learning to students in a South African university through innovative institutional fundraising initiatives. A social justice view
- Summary
- Introduction
- Open learning and funding in SA HE
- Participatory parity and opening learning through funding
- Methodology
- Findings
- Discussion: Possibilities for and challenges in promoting open learning through funding initiatives
- Conclusion and recommendations
- Acknowledgements
- References
- 3. Using a social justice lens to explore the possibilities and limitations of flexible learning provision in a South African TVET college
- Summary
- Introduction
- Open learning to widen access and success
- Understanding flexible learning
- Theoretical framework: Social justice
- The case study
- Method
- Findings
- Discussion
- Conclusion
- Acknowledgements
- References.
- 4. Blended learning as ameans of opening up learning at Northlink TVET College in South Africa. A social justice perspective
- Summary
- Introduction
- Blended learning, open learning and social justice
- The case
- Research methodology
- Findings and discussion
- Conclusions and recommendations
- Acknowledgements
- References
- 5. Online learning at theDurban University of Technology during the COVID-19 pandemic. Insights on openness and parity of participation
- Summary
- Introduction
- The state of online learning in South Africa and at DUT
- Conceptualising open learning and online learning
- The DUT case study
- Research methodology
- Insights and lessons from emergency remote teaching at DUT
- Discussion
- Conclusion
- Acknowledgements
- References
- 6. Exploring the possibilitiesand constraints of online assessment to advance open learning in a South African TVET college. A social justice perspective
- Summary
- Introduction
- Understanding DHET's open learning agenda and the implications for TVET colleges
- Theoretical framework: Fraser's theory of social justice
- The site of study
- Method
- Findings and discussion
- Conclusion and recommendations
- Acknowledgements
- References
- 7. Exploring how student support services address economic, cultural and political injustices. Insights from Elangeni TVET College, South Africa
- Summary
- Introduction
- Open learning
- Student support services in South Africa
- Student support services in the South Africa policy context
- Theoretical framework: Social justice
- Setting the scene nationally and institutionally
- Methodological approach
- Analysis and findings
- Discussion
- Recommendations
- Conclusion
- Acknowledgements
- References.
- 8. Staff insights on opening uplearning to students with disabilities at Motheo TVET College, South Africa. A social justice perspective
- Summary
- Introduction
- Context: Disability inclusion in the TVET sector
- Challenges faced by SWDs in the PSET sector
- Social justice
- Methodology
- Insights
- Conclusion
- Acknowledgements
- References
- 9. Insights on OER adoption models to inform ways of opening up learning materials to address economic, cultural and political injustices in South African education
- Summary
- Introduction
- Social justice and OER
- Research methods and selection
- Discussion
- Conclusion
- Acknowlegements
- References
- 10. Advancing social justice through small grants for the development of open educational resources at the University of Cape Town and the Cape Peninsula University of Technology
- Summary
- Introduction
- Background of the study
- Funding OER
- Research methodology
- Findings
- Discussion
- Conclusions and recommendations
- Acknowledgements
- References
- 11. "Understanding the TVET game". A case study on maximising available opportunities for open educational practices within the broader TVET field in South Africa
- Summary
- Introduction
- Context
- Conceptual framework
- Methodology
- A good sense of the game: How FBC navigates the TVET field
- Barriers to participation: Enacting social justice at FBC
- Can others play too? The limitations of the current field arrangement for transferring FBC's practices to other TVET colleges
- Conclusion
- Acknowledgements
- References
- 12. Enabling open learning and participatory parity through increased e-learning. The case of leadership at Gert Sibande TVET College, South Africa
- Summary
- Introduction
- Open learning, educational leadership and social justice
- The case study
- Methodology.
- Insights into leadership for enabling open learning and participatory parity in TVET colleges
- Discussion
- Conclusions and recommendations
- Acknowledgements
- References
- 13. Access, quality and success. Working towards social justice through open initiatives at the University of the Free State
- Summary
- Introduction
- Open learning in South Africa
- A social justice perspective on open learning
- Methodology
- Towards the shape of open at UFS
- Discussion: From access, quality and success to social justice
- Conclusion
- Acknowledgements
- References
- 14. "Who do you think they are?" Troubling how mental conceptions of TVET lecturers shape lecturer support interventions. The case of the Lecturer Support System in South Africa
- Summary
- Introduction
- Context: TVET lecturer support and development
- Imagining TVET lecturers: Real and ideal
- The role of subjectivity on vocational lecturer/teacher development
- Methodology and validity of findings
- Findings and discussion
- Conclusion
- Acknowldgements
- References
- 15. Opening up TVET lecturer professional learning and development through work integrated learning in South Africa. A social justice perspective
- Summary
- Introduction
- The professional learning and development of TVET lecturers: Framing the problem
- Professional development through work integrated learning
- Context for the study
- Open learning
- The value of a social justice perspective on WIL
- Methodology
- Insights into WIL for TVET lecturers in the South African context
- A social justice perspective on WIL for lecturers
- Limitations of this research and avenues for future study
- Conclusion and recommendations
- Acknowledgements
- References.
- 16. The potential for microcredentials as a form of open learning to contribute to a social justice agenda in South African higher education
- Summary
- Introduction
- Microcredentials
- Social justice in higher education
- Research methodology
- Findings
- Discussion
- Conclusion
- Acknowledgements
- References
- About the authors and the COOL team
- Back cover.
