The challenges and prospects of access to higher education at UNISA

Letseka, Moeketsi; Pitsoe, Victor J.

doi:10.1080/03075079.2013.823933

Cited by 34 publications

(30 citation statements)

References 18 publications

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“…Moreover a tutor further specified that for physically challenged learners, access to the institution seemed easier because the ramps to assist with their movement are there in all the corridors. The above findings confirm what literature state 5,7,8 regarding access and inclusiveness of all people within the ODL context. On the other hand, for learners with visual impairment, the findings have shown that they got support from both lecturers and other learners, which upholds what 5 pointed out regarding the necessity of supporting and caring for learners in the ODL environment as opposed to those enrolled for traditional face to face instruction.…”

Section: Discussionsupporting

confidence: 91%

Openness and access of learners with disabilities in the department of adult education: challenges and prospects

Ngozwana¹

2018

AHOAJ

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The paper explored challenges and prospects of openness and access of Higher Education Institutions (HEIs) to learners with disabilities. The aim was to determine the level of inclusivity of the Adult Education Department towards learners with disabilities. The objectives of the study were to: establish the extent to which the programmes in the department are open to all people; explore the extent to which learners have access to the programmes in the department and report about the learning experiences of learners with disabilities. Theories on Open Distance Learning (ODL) inclusion & access for learners with Disabilities (LWD) provide a lens to understand and interpret data. The study assumed a qualitative approach and was underpinned by the intepretivist and advocacy paradigms. Semi-structured interviews were used to generate data from the participants. Data were analyzed using qualitative content analysis. The findings of the study indicated that as an institution the University of Swaziland (UNISWA) admission procedures lacked the aspect of allowing applicants to state their level of disability; programmes in the department were open and accessible to all people. Although accessibility for LWD was found to be happening; it was hampered by lack of infrastructure and resources for learners with visual disability. LWD felt that there was still room to orient academic staff and their colleagues on how they could assist them in their learning and university life. The study concluded that crafting of a policy to guide LWD learning was critical; it also concluded that programmes in the department were open and accessible to LWD; and that LWD needed infrastructure to support their learning which includes emotional support from staff and colleague. It is recommended that the department make policies and structural changes to promote access to students with disabilities. These include giving such learners additional time during tests and examinations, and the provision of separate exam rooms to allow for their freedom during such assessments. The authors recommend that HEIs thrive and aspire to be open and accessible to all citizens; which include learners with disabilities. It is also recommended that HEIs investment in infra-structural development of learning facilities, classrooms and laboratories and resource centre should take priority to support learners with disabilities.

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Section: Discussionsupporting

confidence: 91%

Openness and access of learners with disabilities in the department of adult education: challenges and prospects

Ngozwana¹

2018

AHOAJ

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“…Similar issues are reported across Africa (Boitshwarelo, 2009;Breetzke, 2007;Mtebe & Raisamo, 2014;Rye & Stokken, 2012;Wright, Dhanarajan, & Reju, 2009). The growing divide between rural and urban areas (Gulati, 2008;Nyerere, Gravenir, & Mse, 2012;Oladokun & Aina, 2011) and the cost and inconvenience of having to use internet cafes is also documented (Andersson & Gronlund, 2009;Letseka & Pitsoe, 2014;Rye & Stokken, 2012) and reflected in the views of Eritrean students based in rural areas.…”

Section: Discussionmentioning

confidence: 62%

Supporting Capacity Building in Health Service Provision in Eritrea via Distance Learning Master’s Programmes: The Challenges and Rewards

Corlett

Martindale

2017

IRRODL

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<p class="3">A qualitative study investigating the experiences and effects on practice of Eritrean healthcare professionals studying for a postgraduate degree by distance learning is reported. The programme is delivered via online learning together with in-country teaching visits. Two focus group discussions with 19 postgraduate students were conducted. Online learning is challenging due to intermittent connectivity and power cuts, but students have developed their own solutions to overcoming these difficulties. Thematic analysis generated four themes. Students who are embedded within the Eritrean context are experiencing a process of self-development, both academic and personal. This self-growth is facilitating the development of resilience and confidence building, enabling students to have a positive influence on health service provision, thus impacting on the Eritrean context. Students are developing life-long skills that will support the continuing development of healthcare systems in Eritrea long after they have completed their distance learning programme.</p>

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“…Discourses that are more current include authors such as Letseka and Pitsoe (2014) and Cooper, Ralph and Harris (2017) who argue that academic knowledge is often organised around the dominant and prescriptive view of knowledge. This could lead to a mismatch between the RPL candidates' experiential knowledge and academic knowledge, or, on the other hand, the candidates' practice skills and expected professional skills.…”

Section: Recognition Of Prior Learning: a Contested Discourse And Pramentioning

confidence: 99%

Recognition of prior learning candidates’ experiences in a nurse training programme

Mothokoa

Maritz

2018

Health SA Gesondheid

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The challenges and prospects of access to higher education at UNISA

Cited by 34 publications

References 18 publications

Openness and access of learners with disabilities in the department of adult education: challenges and prospects

Openness and access of learners with disabilities in the department of adult education: challenges and prospects

Supporting Capacity Building in Health Service Provision in Eritrea via Distance Learning Master’s Programmes: The Challenges and Rewards

Recognition of prior learning candidates’ experiences in a nurse training programme

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