Opening and transforming South African education

Vambe, Maurice Taonezvi

doi:10.1080/02680510500298816

Cited by 17 publications

(8 citation statements)

References 2 publications

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“…Consequently, higher education is losing its knowledge monopoly (Bloland 2005). As a result, the significance of community knowledge systems is being taken seriously (Kolawole 2005;Vambe 2005) and there is an increased awareness that learning within community settings needs to be recognised. Singh (2005) contends that values in post-apartheid South Africa must go beyond the individualism of human capital theory; it should focus on the social fabric that binds individuals to social formations and intersect to create cultural capital for different groups.…”

Section: Community Levelmentioning

confidence: 99%

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Higher Education in South Africa - A scholarly look behind the scenes

Bitzer¹

2009

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Section: Community Levelmentioning

confidence: 99%

“…In the quest for relevance and true development, policies may have the effect of being disciplinary rather than empowering in intent and could as such work against development (Andreasson 2006;Vambe 2005). Community engagement should also not just be window dressing.…”

Section: Institutional Levelmentioning

confidence: 99%

Higher Education in South Africa - A scholarly look behind the scenes

Bitzer¹

2009

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“…At the same time the policy of outcomes-based education (OBE) was implemented as a strategy for change to an education environment that is open and transformed (Vambea, 2005).…”

Section: Scholarship Of Curriculum Change and Transformationmentioning

confidence: 99%

Critical Race Theory-Infused Curricula Transformation in South African Institutions of Higher Learning

Sibanda

2017

Pijss

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“…At its worst, Behaviourist theories can promote a clientile or patronage type of supervision. This type of supervision relies on ideological loyalty to the supervisor, without which the supervised would not successfully complete a thesis project (Vambe 2005).…”

Section: ____________________________________________________________mentioning

confidence: 99%

Critical issues in the Supervision of Post-Graduate Dissertations in Distance Education Environments

Quan-Baffour

Vambe

2008

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Abstract.The main aim of this paper to identify, explain and advance as best practice, the principles of an alternative framework of postgraduate supervision in the context of distance education. This framework, we describe as Dynamic facilitation. The paper starts with a critique of the African Union Commission Plan of Action of the Second Decade for Education in Africa (2006Africa ( -2015, highlighting the document's unfortunate silence on the role of distance education in Africa's Higher education. We suggest that this silence is due to African educationists' reliance on old theories of learning and supervising dissertations whose main limitations are their narrow definition of higher education as residential university, and also the dominance ascribed to the pedagogic role of supervisors in the Behaviourist and Cognitive theories of learning. We critique these theories for their inherent limitations and proceed to suggest that the context of distance education has its unique features and particularities that must be robustly engaged with, in the areas of learning and supervising of postgraduate dissertations. We then propose 'dynamic facilitation' as a type of supervision suited to distance education contexts. Our basic argument is that dynamic facilitation empowers postgraduate students because it allows for their initiative in generating new knowledge systems. We conclude by suggesting that dynamic facilitation takes into account the 'distance-ness' between supervisor and the supervised; it integrates methods of assessment ranging from the main dissertation, to continual self-reflective assessment achieved through maintaining journal notes on work done and portfolio of the supervised's experience during the process of supervision.

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Opening and transforming South African education

Cited by 17 publications

References 2 publications

Higher Education in South Africa - A scholarly look behind the scenes

Higher Education in South Africa - A scholarly look behind the scenes

Critical Race Theory-Infused Curricula Transformation in South African Institutions of Higher Learning

Critical issues in the Supervision of Post-Graduate Dissertations in Distance Education Environments

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