Target group

Mainly trainers and learning facilitators involved in adult education, community education and development, basic skills training (including literacy training) for adults and persons who wish to register as ETDPs (Education Training Development Practitioners). The mentioned target group may be employed by non-governmental organisations, training institutions such as the police service, military service, correctional service, community colleges, technical or private colleges or human resources development units of any organisation.

General aims of the programme

The primary aim is to empower and build the capacity of trainers and learning facilitators involved in lifelong learning (basic education and training, community education, continuing professional education) through dynamic and relevant training. In addition we contribute to providing in the need for effectively trained trainers for adult education and lifelong learning. The programme enables participants to specialise in either continuing professional education, community education or adult basic education and training.

Secondly, trainers and learning facilitators are empowered with research skills enabling them to develop a sound research base for lifelong learning and to encourage and supervise postgraduate study and research in the field of lifelong learning.

Admission requirements

A person will be admitted to the MPhil: Education and Training for Lifelong Learning if he/she meets the following criteria:

1. An applicable Honours degree and be employed in an education/training environment; or
2. Any other academic-professional combination of studies equal to a Honours degree which is deemed suitable for the purpose of joining the programme and be employed in an education/training environment; or
3. Evidence that a candidate has reached a standard of competence in Education and Training for Lifelong Learning, as indicated by a process of the evaluation of prior learning, which is deemed sufficient for this purpose by the Senate.

A candidate must have at least two years’ experience of / involvement in lifelong learning or other relevant experience to be admitted to the MPhil programme.

Recognition of Prior Learning (RPL)
The University of Stellenbosch has accepted a policy for the assessment and recognition of prior learning (RPL) on which the Centre currently draws to assess RPL applications. Based on the information you provide if you do not meet the criteria for acceptance into the programme, we shall assess your application and let you know about the outcome as soon as possible.
Read more about RPL application procedures.

Learning outcomes

Except for critical/generic outcomes such as problem solving, group functioning, effective self-management, critical evaluation , effective communication and systems thinking, the programme aims at achieving the following outcomes:

• National and international perspectives, principles and attitudes on lifelong learning
• Insight into and competence in interpretation and formulation of policy and the management of lifelong learning
• Insight and competence in the theory and practice of lifelong learning
• Competence in the facilitation of lifelong learning through a variety of appropriate approaches
• Knowledge of and the ability to apply research methodologies and methods to lifelong learning as a field of study
• Knowledge and the demonstration of the ability to
• design, plan, facilitate, evaluate and report on community, continuing
• professional and basic education and training.

Structures and weights of modules

Module	Topic	Credits
Year 1
1	Perspectives on and principles of lifelong learning	10
2	Leadership and management of lifelong learning	10
3	Research in lifelong learning	15
4	Lifelong learning : theory and practice	15
5	Facilitation skills	20
Year 2
6	Continuing professional education**	20
7	Community education**	20
8	Adult basic education and training**	20
9	Foundations of research	10
10	Research thesis*	120
	Total	240

*The major part of the thesis is usually completed in the second semester of the second year of study. ** Two modules from 7, 8 and 9 should be selected.

Assessment

The following formative/continuous assessment techniques are applied:

• Module assignments completed within organisational/institutional context;
• Group tasks and assignments during residential periods;
• Learning opportunities facilitated by learners during the residential period;
• Self-reflective learning portfolios; and
• Demonstrations of practical applications of theories and principles such as needs assessment, programme design, facilitation, evaluation and reporting.

Summative assessment includes:

• Demonstrations of skills and integration of knowledge by means of demonstration of learning facilitation;
• A thesis on chosen and approved focused topic in the field of study and an oral examination; alternatively a research portfolio, which consists of advanced assignments, case studies and research reports, each of which each has to meet the criteria of a scientific article in terms of range and content; and
• An oral examination applicable to the research component or the portfolio.

Who facilitates the programme?

The chief facilitator is Dr Liezel Frick at the Centre for Higher and Adult Education. She is a graduate of the Centre with first-hand experience of the programme and specialises in theoretical aspects of continuing professional development.

Guest tutors are also used to ensure the best available expertise. The knowledge and experience of adult learners are utilised as valuable contributions to the programme.

How is the programme facilitated ?

Nine modules are presented over a period of two years using a combination of contact and distance education. Contact sessions (residential period) are limited to a two-week session in the first year and a three week period in the second year (usually in Feb). Contact sessions are compulsory.

Learning during the remainder of the year is facilitated through completing projects and assignments. Structured study guides and written, telephonic and electronic contact are utilised. At least one on-site visit to students by their principal tutor(s) are included to advise students. During these visits practical work will be assessed. Local tutors can be appointed to advise students and to provide informal supervision.

How can I obtain more information on the programme and application procedures?

Should you require more information on the learning outcomes of the ten modules or if you would like to complete an application form, please get in touch with the Centre for Higher and Adult Education at the following address:

The Secretary - Diana Kruger
Centre for Higher and Adult Education
Faculty of Education
University of Stellenbosch
Private Bag X1
Matieland
7602

Tel:	+27 21 808 2277/78/94
Fax:	+27 21 808 2270
E-mail:	dkruger@sun.ac.za blf@sun.ac.za emb2@sun.ac.za

Enquiries with regard to Student Fees:
Mr Deon Immelman, Tel (021) 8084527, Send e-mail