Based on the premise that inclusive education is only possible if teachers are supported and empowered to make the curriculum accessible to all learners, a new University of Cape Town Massive Open Online Course (MOOC) offers insight into how education systems can support and promote equity, equal access and dignity for learners with disabilities.
Now extended to three weeks, the University of Cape Town’s (UCT) Summer School from 7 to 25 January 2019 offers a bumper programme of 113 lectures (up from 70 in 2018) and a focus on Africa and “issues of consequence”.
These include land reform, corruption, ethical governance, and the 2019 elections.
“We’re concentrating on courses that are more politically and socially relevant, ‘issues of consequence’,”said Medee Rall, director of the Centre for Extramural Studies (EMS), which coordinates the Summer School.
“There’s also a big focus on decolonisation and Africa – everything from African dinosaurs to African writers and philosophers.”
Participants at the University of Cape Town’s (UCT) 2019 Summer School, an annual two-week programme run by the Centre for Extra Mural Studies (EMS), spent three days delving into the lives of some of South Africa’s infamous apartheid-era spies.
Professor Suellen Shay writes for The Conversation about the 2018 Matric results:
"One of the purposes of the National Senior Certificate – South Africa’s main school-leaving certificate – is to identify students who are sufficiently prepared for tertiary study. While tertiary education is not for everyone, the country needs a pool of talented matriculants to provide the high level skills it needs for its economy and broader society.
So how is South Africa doing? I illustrate the progress by looking at the subject of mathematics."
We invite you to consider registering for the Post graduate Diploma in Higher Education Studies offered here at UCT. This is a qualification that consists of 4 modules and is designed for part time study over two years (or full time study over one year).
An edited collection, "Teaching in extended programmes in South Africa: classroom contexts, lecturer identities and teaching practices", due to be published in December 2018, "attempts to offer a window into the daily teaching realities of university lecturers working in the extended curriculum and first year domains at local universities".
The Centre for Innovation in Learning and Teaching's (CILT) Laura Czerniewicz wrote for the Educause Review about "Unbundling and Rebundling Higher Education in an Age of Inequality":
"Unbundling and rebundling are terms that have become more widespread in the last few years, in articles in the Chronicle of Higher Education, Forbes, Huffington Post, and EDUCAUSE Review.1 But these terms do not come from higher education; their original source is the banking industry. An online search for unbundling and rebundling today will lead to results not only in banking but also in the computer industry, legal services, and of course, the music industry. Relatively recently, these concepts have become realities in higher education—at a time when state funding for education is decreasing, higher education tuitions are increasing in many parts of the world, and student numbers and demographics are changing as well."
The University of Cape Town (UCT) joined institutions around the world in celebrating Open Access Week, which focuses on promoting open knowledge sharing, from 22 to 28 October. The event theme this year was “Designing equitable foundations for open knowledge”.
“What open access enables is a freer exchange of how learning and teaching materials are developed and shared,” said Dr Glenda Cox, of UCT’s Centre for Innovation in Learning and Teaching (CILT).
"...we’ve come up with a series of questions to encourage academics across faculties to unearth some of the norms, assumptions and everyday practices that are taken for granted and which may be entangled in the “hidden curriculum”. This might help us to think through the “how” as well as the “what”, as a first practical step towards “decolonising” our teaching."
Humanities Education Development Unit's Shannon Morreira and Associate Professor, Kathy Luckett report on the work of a working group called "Decolonising Pedagogy in the Humanities".
First Year Experience Project Director, Dr Fontaine-Rainen, offers some advice to students on how to prepare for the upcoming exams.
Associate Professor, Suellen Shay, wrote for The Conversation about whether there is a relationship between university rankings and quality of teaching.
There was loud applause from Kramer Lecture Theatre 2 last Saturday morning. Inside, Devin Finaughty and Chandra Thurgood were introducing the grade 11s of the IkamvaYouth Programme to the wonders of forensic science. And yes, there was crime scene investigation involved, just like in the movies.
It’s not often you’ll find learners “in school” over a long weekend, but this is learning of a different kind. Mini versions of UCT’s evergreen Summer School are introducing grade 11 and 12s to a menu of new subjects – and possible study and career choices.