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Becoming a Critically Reflective Teacher

Understanding and Facilitating Adult Learning

The concept that any person, who wishes to assume the role of being a student, has a right to learning opportunities is presented and discussed. Disadvantageous situations involving students occur regularly in Pharmaceutical education. Proactive policies aid procedures need to be developed and implemented to provide advantares in those instances where students already are placed at a disadvantage. Providing ethical and cross-cultural experiences in the curriculum, and in the educational institution as a whole, are imperative more important, our values and beliefs regarding the interrelated, yet distinct, notions of higher education, professional license, and occupational employmint need to be clarified and understood by those involved in the educational process.

The Right to Learn

One of the presumptions of a well-functioning, viable democracy is that citizens participate in the life of their communities and nation. The role of higher education in forming actively engaged citizens has long been the focus of scholarly research, but recently an active debate has emerged concerning the role of service as a third core function of institutions of higher learning. Service learning (SL), a teaching approach that extends student learning beyond the classroom, is increasingly seen as a vehicle to realize this third core function. By aligning educational objectives with community partners’ needs, community service is meant to enhance, among other objectives, reciprocal learning. Although the term and its associated activities originated in the United States (US), theoretical debates linking civic engagement and education extend far beyond the US context. Nevertheless, research on SL as a distinctive pedagogical approach remains a nascent field. A significant gap exists in the literature about what this pedagogical approach seeks to achieve (in nature and in outcomes) and how it is construed in non-western contexts. Using a comparative analysis across three widely different contexts, this article explores the extent to which these differences are merely differences in degree or whether the differences are substantive enough to demand qualitatively different models for strengthening the relationship between higher education and civil society.

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Service Learning and Community Engagement: A Comparison of Three National Contexts

Learning to unlearn: How a service-learning project can help teacher candidates to reframe urban students

The main question posed in this paper is whether the Recognition of Prior Learning (RPL) in higher education should focus on access or credit. We begin by tracking the origins of RPL development in South Africa, then go on to show how the broad context of higher education influences RPL. We raise four problematic issues involved in RPL, including the difficulty of establishing equivalencies between the different kinds of experience, knowledge and learning that adults may have acquired. We conclude that emphasis should be placed on RPL for access rather than credit, and that resources should be channeled into opening pathways for adult learners into higher education and supporting them en route.

Recognition of Prior Learning (RPL) for access or credit? Problematic issues in a university adult education department in South Africa

Interest in service learning is growing at a time of curriculum change in teacher education and institutional change in higher education in South Africa. This raises the question "What models are available to guide institutions to develop service learning?" This article outlines Pollack's typology of institutional responses to service learning in the United States of America (USA). It then reviews two case studies of service learning piloted in the Wits College of Education in 2001. The article concludes that Pollack's "professional 
school" model is appropriate to promote service learning in the college. Combining "school experience" with service learning is a viable way to prepare students for the professional demands laid down in national policy in teacher education.

Service learning in teacher education : an institutional model for an emerging practice : research in higher education

Unlike research into access and success for school-leavers entering higher education (HE) in South Africa, very little research has been conducted into adult learners in HE. Apart from generalized, albeit extensive, socio-economic studies on poverty and inequality, including changing patterns of participation in education more generally (for example, Gelb, 2003), there is little information, at the systems level, on ‘deeper’ questions, such as the push/pull factors for adult learners entering higher education, the barriers they face and experience once in higher education institutions, their success and completion rates, and their reasons for entering HE institutions. These issues have taken on a much greater significance than before in post-1994 higher education policy developments that call for the widening of the social base of higher education to include, inter alia, adult learners.

Equity, access and success: adult learners in public higher education

Policy on service learning is framed in the discourse of reciprocity, partnership and 
engagement. It is tasked with transforming higher education to bring about opportunities for 
integrating theory and practice, work-based learning and academic learning, so that higher 
education engages with knowledge created in other sites of practice. While policy is visionary, conditions on the ground bring to the fore complex challenges 
which relate to the nature of partnerships, reciprocity and engagement on the one hand, and 
the purposes and practices of higher education on the other. This begs the question, "Can 
service learning deliver on its espoused goals?" In this article we argue that critical education 
theory provides a lens which researchers and practitioners can use to illuminate the practice 
of service learning in higher education. We reflect on our own practice of service learning in 
teacher education to show the way in which critical theory can illuminate and expose 
imbalances and gaps in the mutuality and partnership promised in policy.

Theorising service learning in higher education in South Africa : research article

The article is a descriptive and illuminative account of two recognition of prior learning (RPL) projects conceived within specific institutional contexts in higher education in South Africa. The two projects are treated as separate case studies in which a "developmental" model of RPL was piloted. Each case study provides a profile of the students and programmes in the institution, the RPL practices which were developed, and the difficulties encountered in the process of articulating, assessing and accrediting students' prior learning. The article ends with some questions and tentative conclusions concerning the further development of RPL policy and practice in the field of educator development. South African Journal of Higher Education Vol.15(1) 2001: 54-60

Jane Castle

Papers

Recognition of Prior Learning (RPL) for access or credit? Problematic issues in a university adult education department in South Africa

Service learning in teacher education : an institutional model for an emerging practice : research in higher education

Equity, access and success: adult learners in public higher education

Theorising service learning in higher education in South Africa : research article

The recognition of prior learning : early lessons, challenges and promise