Negotiating learning and identity in higher education by Dr Bongi Bangeni and A/Prof Rochelle Kapp, is the latest addition to the collaborative books produced jointly by CHED and other faculties at UCT. The book addresses the issue of students’ multiple transitions in and out of the higher education system, and uniquely documents the agency they display as they negotiate the constraints of multiple contexts over time.
Emeritus Professor, Ian Scott has written a series of articles for the Mail & Guardian about issues in Basic and Higher Education in South Africa: "Without success, access will fail", "No quick fix for university crisis", and "Core issues besides finance and access hinder students' success".
Since the student protests of 2015 and 2016, UCT, like many other universities in South Africa, has been grappling with the conceptual understanding of a “decolonised curriculum”. The Curriculum Change Working Group (CCWG), appointed by the VC in 2016, has facilitated various engagements across the campus on different curriculum approaches to develop responses to the calls for “decolonisation” and “transformation” in HE.
It is against this backdrop and in keeping with the intention of UCT’s Strategic Planning Framework that the CHED Transformation Committee decided to embark on a series of participatory conversations on the urgent topic of Decolonisation of the Curriculum in CHED.
CHED’s mission is to promote equity of access, effectiveness of teaching and learning, and the enhancement of curriculum, with the aim of improving student success and developing UCT graduates who are locally relevant, socially responsive, globally competitive and representative of South Africa’s diverse population. Headed by the Dean of Higher Education Development, CHED’s organisational structure consists of a Dean’s Office and six departments: • Academic Development Programme
• Careers Service • Centre for Educational Testing for Access and Placement • Centre for Innovation in Learning and Teaching • Centre for Extra-Mural Studies • UCT School of Design Thinking (d-school).
CHED aspires to be a significant contributor to innovative educational development, practice and scholarship in teaching and learning, in order to champion and advance social justice and transformation within CHED, UCT, the higher education sector and the broader society.
CHED’s values reflect an aspiration to put students at the centre of all that we do, realised through the foundational principles of transformation and collaboration. Key values are:
A commitment to social justice and transformation;
Students as influential agents of change and one of UCT’s greatest assets;
Educational development work informed by research based on ethical principles;
Partnership with faculties to achieve common goals of access and success
CHED’s mission and vision are reflected in a wide range of services which recognize two important realities about UCT’s students: Firstly, they are amazing, being some of the most talented and academically capable students in the country and from across the continent. Secondly, many of these very same students arrive at UCT, against great odds given the ongoing legacy of unequal provision of education. By providing ‘enabling pathways’ for students to flourish and contribute to UCT’s excellence, CHED realises its commitment to social justice and transformation that underpins all its work. Suellen Shay Dean of Higher Education Development