Spheres of Influence: Ventures and Visions in Educational Development*3-6 July, 2002 AbstractPeer mentoring and academic advising as strategies to consolidate the teaching-learning process in higher educationShaheeda Essack, Department of Education, South Africa This paper argues for a systematically organized learning process that responds to the educational needs of first generation university in a developing society. South Africa (SA) is still largely a part of the developing world and 7 years into its new democracy it is grappling with the fundamental issues of teaching and learning. The challenges facing post-apartheid are felt most strongly in its education and economic system. - from pre-shool through to higher education. Unfortunately, it still carries much of the legacies of an unequal, oppressive and skewed apartheid education system. The transformations taking place in the SA higher education system (macro and micro) require an interrogation of all aspects of the system beginning from the curriculum to quality assurance. Clearly, deficiencies have been found in the arrangement and delivery of aspects of the institutional programme resulting in a high failure/attrition rate among first year students. The need for relevance and accountability in the WHAT, WHY and HOW of teaching and learning become and imperative. Research indicates the need for tighter "supervision" and "control" over student activities/behaviour. The National Plan for Higher Education in South Africa emphasises the importance of social interaction and engagement as a means towards knowledge generation and intellectual development. Peer mentoring and academic advising (by lecturers) are seen as two different and complementary contexts for student academic development based on the philosophy that closer collaboration between learners and educators leads to a more fulfilling, meaningful and enhanced educational experience. This paper acknowledges the significance of contact universities, endorses the need for closer interaction between learners and educators and argues for a systematically organised learning process - and that the latter can be achieved through peer mentoring and academic advising within the broader context of a unified and integrated academic programme. In all of this, the specific needs of first generation students in a developing society are addressed. Key words: Objectives, outcomes and activities:
Shaheeda Essack's experience is around issues of teaching and learning in higher education. In particular, the areas of interest, research and expertise are in society, culture and second language learners, peer mentoring in higher education, academic staff/curriculum development (mainly tutors) and academic support initiatives in contexts of developing, Third World societies. My educational career started as a secondary school teacher. Employed as a graduate assistant 1991 in the Department of Sociology at the University of Durban-Westville, I began my career in higher education. Thereafter employed as a tutor (1992 - 1994), Project Leader in Academic Development for the Department of Criminology (1995-1997), Convenor of the Academic Literacy Module - University Foundation Wide Module (1998-1999) and then Head of the University Student Mentorship Programme. Currently employed as Chief Education Specialist in the Directorate Private Higher Education in the National Department of Education. Qualifications BA with majors in Sociology, Psychology, English and History Honours in Psychology and Sociology MA in Sociology of Education - Student Academic Development M-Phil in Higher Education - Academic Staff Development D-Phil in Sociology of Education -Curriculum Development/Assessment Contact: Shaheeda Essack, email: Essack.S@doe.gov.za |