Division for Lifelong Learning
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The Division for Lifelong Learning (DLL) is an institute of UWC, which works with and across faculties in the interests of the development of the university as an excellent lifelong learning institution, promoting a learning culture both on campus and beyond. Lifelong learning is a philosophy and an approach, which encourages and enables students to continue to learn through provision of flexible, convenient, relevant learning opportunities and curricula, which promote lifelong learning qualities. The Division for Lifelong Learning (DLL) was formally constituted in late 1998 and initial priorities were identified as Recognition of Prior Learning (RPL), Continuing Education, Part-time Studies, and Workplace Learning. The DLL’s Research and Development reports and publications are uploaded on this site. Hard copies of these research reports and other source material are deposited in the Special Collections Section of the UWC Archives in the basement of the Main Library. The copies include material from the DLL’s marketing and promotion campaigns which ran between 2000 and 2015 e.g. the different advertising campaigns, the Part-time and Continuing Education Prospectuses. They also include posters, cards, CDs and DVD material from the Annual Julius Nyerere Memorial Lectures (2004-2014). Additional material can be consulted by making an appointment with the archivist Mr Ulrich Meder (umeder@uwc.ac.za). The Terms and Conditions of the University concerning Access of Information and the Terms of the Copyright Act apply.
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Towards an emergent curriculum for climate justice adult educators/activists
(Australian Journal of Adult Learning, 2022)Ecoliteracy is essential for adult educators/activists en route to creating ecoliterate populations. Working cooperatively with other networks in the spirit of a ‘solidarity economy’, a group within the PIMA network has ... -
Working the ‘in-between-spaces’ for transformation within the academy
(South African Journal of Education, 2018)This paper considers the importance of ‘in-between spaces’ within the academy for challenging dominant institutional culture and hegemonic power relations towards a ‘de-colonised’ university. It questions ‘mainstreaming’ ... -
Putting ourselves into practice: Popular education at/and universities
(Journal of Education, 2005)This paper looks at different ways in which popular education has been played out in South African university adult education (UAE) since the 1980s. It traces the changing relationships between UAE and sections of civil ... -
Liberation pedagogy in the South African Context
(Skotaville Publishers, 1990)We have arrived at a time to reflect on what has been done in the field of education for liberation, alternative education or People’s Education during the last few years. We have to analyse and theorise our experience in ... -
Popular pedagogy and the changing political landscape: A case study of a women’s housing movement in South Africa
(Taylor & Francis Group, 2009)This paper sets out to explore the relationship between popular education and the changing South African political landscape through case study research of the Victoria Mxenge Housing Development Association. The research ... -
Recognition of prior learning as “radical pedagogy”: a case study of the workers' college in South Africa.
(All Rights Reserved © Faculty of Education, McGill University, 2013)This article argues that the model of Recognition of Prior Learning (RPL) in use at the Workers’ College in South Africa may be seen as a form of “radical pedagogy.” Drawing on documentary sources, focus group interviews ... -
A realist assessment of the implementation of blended learning in a South African higher education context
(South African Association for Research and Development in Higher Education (SAARDHE), 2016)Opportunities for further studies by working adults came under threat as the University of the Western Cape stopped the offering of after-hours classes in most of its Faculties. Unqualified and under-qualified librarians ... -
Building common knowledge: negotiating new pedagogies in Higher Education in South Africa
(University of the Western Cape, 2015)Discussions in this chapter are located within an action research-based study which aims at supporting the integration of enhanced pedagogies in one university in South Africa. The study recognises that even full-time ... -
A realist assessment of the implementation of blended learning in a higher education context: the case of the Library and Information Science Department at the University of the Western Cape
(University of the Western Cape, 2015)Opportunities for further studies by working adults came under threat as the University of the Western Cape stopped the offering of after-hours classes in most of its Faculties. Unqualified and under-qualified librarians ... -
Keeping the doors of learning open for adult student-workers within higher education
(University of the Western Cape, 2015)The Freedom Charter of the African National Congress (ANC), the triumphant South African liberation movement, proclaims that ‘the doors of learning shall be open’ for all. Twenty years since coming to power, the doors of ... -
Making sense of the transitional maelstrom of part-time students and their conceptions of learning as mediated by conceptional domains of work, family and self. A case study of undergraduate, part-time political studies students at a university in South Africa
(University of the Western Cape, 2015)The traditional trajectory of young students in higher education in South Africa is currently under sharp scrutiny and the general provision is considered to be inadequate in terms of quality, diversity and quantity. There ... -
Lifelong learning and professional development in 'Residential Universities': Implementing the 'White Paper on post-school education and training'
(University of the Western Cape, 2015)This is a compilation of key documents from the four year action research project between the University of the Western Cape (UWC) and the South African Qualifications Authority (SAQA) which seeks to implement ... -
Flexible learning and teaching: Looking beyond the binary of full-time/part-time provision in South African higher education
(University of the Western Cape, 2015)This paper engages with literature on flexible learning and teaching in order to explore whether it may be possible, within the South African context, to have flexible learning and teaching provide a third way which goes ... -
Inaugural Nyerere Lecture on Lifelong Learning by the Minister of Education, Naledi Pandor, MP, at the University of the Western Cape, Cape Town, Thursday, 9 September 2004
(University of the Western Cape, 2004)First Annual Julius Nyerere Memorial Lecture presented by Naledi Pandor in 2004 -
Ninth annual Julius Nyerere memorial lecture presented by Carolyn Medel-Añonuevo 2012
(University of the Western Cape, 2015)Resisting the Second Scramble of Africa through Lifelong Learning: Revisiting Julius Nyerere´s thoughts on development and education. -
Eleventh annual Julius Nyerere memorial lecture in 2014
(University of the Western Cape, 2015)The event included a live performance by Jana Natya Manch (The People’s Theatre Group), also known as Janam (Birth). Janam has created original plays for the past 40 years; they have performed more than 8000 times in over ... -
Sixth annual Julius Nyerere memorial lecture presented by Catherine A. Odora Hoppers in 2009
(University of the Western Cape, 2009)Sixth Annual Julius Nyerere Memorial Lecture Presented by Catherine A. Odora Hoppers in 2009 -
Third annual Julius Nyerere memorial lecture presented by Ms Phumzile Mlambo-Ngcuka in 2006
(University of the Western Cape, 2006)It has been said that the benefits of Adult Education “are by no means universal neither are they negligible” which presupposes that the results and benefits from adult education depend on an integrated ... -
Tenth Annual Julius Nyerere Memorial Lecture presented by Saleem Badat in 2013
(University of the Western Cape, 2013)Badat explores the connections between lifelong learning and higher education as well as lifelong learning in relation to that much over - used word ‘transformation’– whether transformation of higher education, ... -
Fifth Annual Julius Nyerere memorial lecture presented by Pregs Govender in 2008
(University of the Western Cape, 2008)Govender discusses the impact of agreements and policies such as GEAR and GATT on labourers in sectors such as the textile industry. Govender also questions the impact of policies from organisations such the World Trade ...
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