Chapter 4: This chapter presents the research findings starting with sample realization, demographic data, teaching strategies used at postgraduate nursing programme, methods that
2.16 Funding Framework for Higher Education
54 distance formats. In their conclusion they found no difference in the students‟ achievements, even students who rated online instructors lower but took additional online courses.
Andrusyszyn, 2001, and Yoder, (1994) concluded that the relationship between students‟
preferred learning styles and students‟ perceptions of course faculties and online format has not been shown conclusively.
55 time students into account. Thus policy frameworks and funding formulas may act as disincentives to institutions to take adult learners seriously as a constituency.
In line with the findings above Castle, Munro, and Osman (2006) supported this by stating that the growth in numbers of mature adult students in higher education in North America and the UK has been applauded and ignored, because adult students challenge historic conventions of higher education structures, purposes and processes. The National Budget for higher education institutions consists of institutional restructuring including mergers and recapitalization of institutions - 3%, earmarked grants - 8% which further divides into National Student Financial Aid Scheme (NSFAS)- 6% interest redemption on loans and foundation programmes - 2%, Block grants - 87%, teaching input grants - 56%, teaching output grants - 12% and institutional factor grants 6% (Department of Education, 2004).
Teaching input grants (56%) are based on enrolled or full-time equivalent (FTE) students, weighted according to CESM categories included in a funding group, devised in a step process where the Ministry of Education determines the national goals and objectives related to graduate outputs, institutions develop institution-specific three-year rolling plans in response to these goals and objectives and the Ministry jointly determines the final student enrolment plan which is subject to annual amendment on the basis of changing external circumstances (Department of Education, 2004).
Teaching output grants (12%) comprise an actual total of non-research graduates and diplomats and a normative total of non-research graduates and diplomats which should have produced in terms of national benchmarks i.e. graduation benchmarks for contact and distance
56 students stratified undergraduate degrees of 4 or more years (e.g. Health Sciences), postgraduate degrees up to honours level and postgraduate degrees up to masters level (Department of Education, 2004).
Research output grants are a means of implementing the National Plan‟s proposals of enhancing research productivity, entrenching accountability for the use of research funds and allocating resources to institutions demonstrating research capability. The output grants are determined from publication of research masters and doctoral graduates (Department of Health, 2004). Research allocations are a weighted total of the research outputs produced by an institution compared with the normative weighted total which has been produced according to benchmarks i.e. 1.25 publication units per research at universities and 0.5 at the University of Technology (Department of Education, 2004). Any shortfall in both teaching/research output grants between the actual and normative total output initially accrues to the institutions as part of the block grant but will in future become subject to the submission of an institutional research development plan (Department of Education, 2004).
According to the Department of Education (2004), disadvantaged students are deemed to be Africans and Coloured students who are South African Citizens, and who are enrolled in either contact education programmes or distance education programmes. Institutional factor grants additionally assist institutions enrolling 40% of disadvantaged students; these institutions will receive a proportional increase in their teaching input grant up to a maximum of 10 % for enrolment of 80 100% disadvantaged students. According to CHE (2007), one feature of adult learning in higher education that has received attention both internationally and in South Africa is the recognition of prior learning (RPL). RPL refers to the process of reflection and assessment
57 of experiential learning. These reflective processes are often documented in a portfolio of evidence that may be supported by interviews and observations as well as challenging examinations for the purpose of assessment (Buchler, 2002). Access, identified as a priority for the transformation of higher education in the National Plan for Higher Education (2001) relates to a university‟s initiatives in making its educational offerings accessible to a diversity of students (CHE, 2007). The additional funds produced during the teaching input and output grants, the research grant and the institutional factor grants need innovative strategies pre- and post-student admission. Recruitment drives target schools with largely disadvantaged student populations, students select tools predictive of student success, student support, and curriculum and pedagogical interventions addressing both access and success within enquiry and transformation, while also assuring financial viability of higher education (Department of Education, 2004).
According to Murphy et al. (2002) internationally, there has been a growing debate on issues of access to HE for disadvantaged groups. In the UK, broadening access policy developments and systematic change have been driving change in both HE and further education (FE). Furthermore, Murphy et al. reported that in Scotland funding has been provided to promote widening access initiatives, including part-time study (2002). The strategy of expanding part- time study, as well as increasing flexibility in pace of learning has emerged as one part of coherent strategy by HEIs to attract students who might access HE if it was delivered differently (Higher Education Funding Council for England, 2006).
58 2.17 Student Support and Academic Development
Morrison, Brand and Cilliers (2006), Botha, Brand & Cilliers (2005) highlighted that the Student Counselling Service (SCS) is cited as a vital component of higher education institutions in the light of growing enrolment of students from diverse ethnic, social and educational backgrounds. According to the International Association of Counselling Services, the SCS has three roles: a holistic approach to student wellness, support offered students with learning skills and personal counselling and/or psychotherapeutic services related to difficulties with adjustments, psycho-social problems, and career support.
According to Blunt and Connolly (2006) peer mentoring has been advocated as a transformation strategy in higher education as has been its integration into the broader context of student learning and development (van Wyk and Daniels, 2004). According to Blunt & Connolly (2006) peer mentors facilitate the induction and the retention of students and enable them to realize their potential by providing psycho-social guidance and support; they serve as positive, encouraging and affirming role models (Blunt and Connolly, 2006). Favish (2005) in agreement with the above stated that peer mentoring was encapsulated in Problem-Based Learning (PBL) and Case-Based Learning (CBL), both of which allow the creation of learner communities enabling learners to share across the curriculum and shape a shared peer group.
In line with authors above, CHE (2004) curriculum intervention is aimed at adapting curricula to assist in developing a student‟s general academic and cognitive skills, language proficiency and capacity for self-directed learning. However, Koch, Foxcroft and Watson (2001) summarized that this learner centredness requires the use of teaching, learning and assessment
59 methodologies such as teamwork and collaborative learning (Venter, Blignaut and Stoltz, 2001).
Enkenberg, 2001). As evidenced in participative pedagogies such as PBL and CBL, engagement with learning is reported to produce better learning results.