Flexible Learning Pathways in South African Higher Education. IIEP Country Note. No. 7

Institution	United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP)
Titel	Flexible Learning Pathways in South African Higher Education. IIEP Country Note. No. 7
Quelle	(2021), (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Flexible Progression; Program Effectiveness; Higher Education; Equal Education; Access to Education; College Admission; Educational Policy; Educational Finance; Financial Support; At Risk Students; Governance; Quality Assurance; Accreditation (Institutions); Career Counseling; Public Colleges; Private Colleges; Academic Degrees; Student Diversity; Barriers; Prior Learning; Articulation (Education); College Credits; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulzugang; Hochschulzulassung; Zulassung; Politics of education; Bildungspolitik; Bildungsfonds; Finanzielle Förderung; Educational policy; Financing; Steuerung; Erziehung; Finanzierung; Qualitätssicherung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Privathochschule; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Vorkenntnisse; Articulation; Artikulation (Ling); Artikulation; Aussprache; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and have been exacerbated by the COVID-19 pandemic. The UNESCO International Institute for Educational Planning (IIEP) launched the "SDG 4 Planning for Flexible Learning Pathways in Higher Education" project in 2018 to support efforts to promote equity and lifelong learning opportunities for all by investing in flexible higher education systems. The project has identified policies and practices that support flexible learning pathways (FLPs) in higher education for a variety of students. The UNESCO definition of FLPs encompasses "entry points and re-entry points at all ages and all educational levels, strengthened links between formal and non-formal structures, and recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education." In collaboration with IIEP-UNESCO, the South African research team carried out an in-depth case study of policies and practices that support FLPs in South Africa. Between September and November 2019, the team conducted interviews and focus group discussions with 80 respondents in key National Qualifications Framework (NQF) partner entities and three higher education institutions (HEIs) in the country: a public university, a public University of Technology (UoT), and a private HEI (pHEI). These interviews were complemented by an analysis of the relevant legislation, instruments, and data from national databases. This Country Note reflects key findings and conclusions of "Flexible Learning Pathways: The National Qualifications Framework Backbone. Report for the IIEP-UNESCO Research 'SDG4: Planning for Flexible Learning Pathways in Higher Education'" (ED617205). (ERIC).
Anmerkungen	UNESCO International Institute for Educational Planning. 7-9, rue Eugène Delacroix, 75116 Paris, France. Tel: +33-0-1-45-03-77-00; Fax: +33-00-1-40-72-83-66; e-mail: info@iiep.unesco.org; Web site: http://www.iiep.unesco.org/en
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01