Spheres of Influence: Ventures and Visions in Educational Development*3-6 July, 2002 AbstractStudent perspectives on the incorporation of generic learning outcomes in a technikon diploma - a South African studySusan van Schalkwyk, Cape Technikon, South Africa The role of generic learning outcomes in contributing to the overall success of the student in higher education has been well-documented in recent years and the concept that a learner would need certain basic skills to be successful is acknowledged in the literature world-wide. In as early as 1991, the Finn Committee Report that assessed 'young people's participation in post-compulsory education and training' highlighted six 'key areas of competence' needed to develop stronger relationships between education, training and work (Australian Education Council, 1991:1). This notion was also clearly articulated when, in 1997, the South African Qualifications Authority (SAQA) first presented its guidelines to provide for the development and implementation of a National Qualifications Framework. One of the key concepts that emerged from the list of requirements when compiling programmes of study was that a series of competencies which SAQA termed its 'critical cross-field outcomes' would have to be incorporated in the design. This mandate not only sparked considerable debate, but has also resulted in academics across South Africa having to re-design their study programmes in keeping with the SAQA vision of enhancing the quality of education and training to contribute to the full personal development of each learner and the social and economic development of the nation at large - a challenge that is being directed at academics world-wide. This paper reflects on a study conducted amongst first year students to determine how they perceive the role of these generic learning outcomes in their studies and the extent to which they felt that such outcomes had been developed during their first year at a higher education institution. Given that the process of incorporation is still in its fledgling phase the paper further discusses the insights gained from the research in the hope that it might contribute to greater efficacy in future programme design. Key words: Objectives, outcomes and activities: Susan van Schalkwyk and Willemien Law are affiliated to the Faculty of Management, Cape Technikon in Cape Town, South Africa, as lecturer and head of department respectively. Law obtained her MBA through the University of Stellenbosch Business School while Van Schalkwyk is currently completing her M Phil in Higher Education (A critical analysis of generic learning outcomes in a technikon diploma programme) at the same university. Both Van Schalkwyk and Law had extensive industry experience before joining the higher education sector. Law, who has almost 20 years experience in higher education, regularly serves as external examiner and moderator at other HE institutions. In March 2001, Van Schalkwyk presented a paper at the South African Association of Research and Development in Higher Education's annual conference (Dealing with the dilemma facing Higher Education in SA against the backdrop of economic globalisation - a technikon perspective) to be published early 2002. Contact: Susan van Schalkwyk, email: susanvan@ctech.ac.za |