Education

Holly’s final bow: Lize graduates with her faithful companion by her side

BELINDA BANTHAM — Wed, 23 Apr 2025 08:05:28 +0000

Holly’s final bow: Lize graduates with her faithful companion by her side

BELINDA BANTHAM Wed, 04/23/2025 - 10:05

It was a bittersweet day for North-West University (NWU) graduate Lize Marais, who celebrated her academic achievement and marked the final public appearance of her beloved service dog, Holly.

Lize received her Bachelor of Education in Senior and FET Phase in English, on 16 April, with Holly—her steadfast companion since 2018—right by her side. The moment was deeply symbolic, as Holly prepares to retire after nearly a decade of loyal service.

Diagnosed with Type 1 diabetes just before her first birthday, Lize has lived with the condition for most of her life. In 2016, she suffered a severe seizure due to low blood sugar levels and was hospitalised. After two more similar incidents, her mother began searching for alternative ways to help her manage the condition—leading them to Holly.

Holly, once a stray, was rescued and trained for over a year and a half to become Lize’s service dog. Though her exact breed is unknown, they suspect she is a Samoyed cross. “I paid R50 000 for her—funds I raised by selling fudge, which is quite ironic for a diabetic,” Lize says with a laugh.

Holly has been trained to detect changes in Lize’s blood sugar levels by scent. “She alerts me 30 minutes before my meter picks it up, and 15 minutes before my continuous glucose monitor does,” Lize explains. “She scratches my leg or gets very antsy. In extreme cases, she barks—but that’s rare.”

Now nearing ten years old, Holly is preparing for a well-earned retirement. Fortunately, Lize has already started training Nova, a spirited pit bull puppy who will take over Holly’s duties in time.

Reflecting on her time at the NWU, Lize describes the university as incredibly supportive. “The NWU was extremely welcoming to my situation. I’m very grateful,” she says. “I’d encourage students living with similar challenges to go for it—don’t be scared.”

She fondly recalls many special moments with Holly on campus – including one that still makes her giggle. “We once swam in the Ratau Lebone fountains. It wasn’t really allowed, but that’s what made it so much fun,” she says. “Holly loved it too!”

Having majored in English and Afrikaans, Lize is eager to begin her teaching career and hopes to pursue a postgraduate degree next year. “I love working with children and can’t wait to start teaching,” she says.

Outside of her studies, Lize enjoys reading, baking, and exploring new places with Holly. “Holly always gets a treat when I bake—maybe that’s why she’s a little chubby,” she jokes affectionately.

As Holly retires and Nova takes over, Lize’s story reminds us to stay strong, value friendship, and face life’s challenges with courage.

Dr Dolly Dlavane inaugurated for second term on PanSALB Board

BELINDA BANTHAM — Wed, 16 Apr 2025 10:06:06 +0000

Dr Dolly Dlavane inaugurated for second term on PanSALB Board

by Belinda Bantham

BELINDA BANTHAM Wed, 04/16/2025 - 12:06

Dr Dolly Dlavane, director of the Centre for African Language Teaching (CALT) at North-West University (NWU), has been inaugurated for a second term as a board member of the Pan South African Language Board (PanSALB). The official engagement recently took place at the Constitutional Court.

Dr Dlavane served on the PanSALB Board for five years, concluding her initial term in March last year. It was these five years that she chaired a committee that dealt with the core mandate of PanSALB (Core Mandate Committee – CMC). Following a nomination for reappointment, she completed the rigorous interview and selection process. Her inauguration marks the beginning of another five-year term dedicated to promoting multilingualism and the advancement of South Africa’s linguistic heritage.

This board membership complements her role as Director of CALT, serving as a valuable catalyst for engaging with key stakeholders interested in the development and promotion of African languages in education.

Reflecting on her reappointment, Dr. Dlavane expressed deep gratitude for the opportunity to continue advocating for and protecting linguistic diversity and promoting the development of African languages in education and society. She feels deeply honoured and humbled to serve on the PanSALB Board, especially in 2025—a landmark year in which South Africa's Basic Education system begins implementing Mother Tongue-Based Bilingual Education in Grade 4.

Grade 4 has long been recognized for low reading proficiency in African languages nationwide, making this initiative particularly significant. She is also especially enthusiastic about the recent signing of the Basic Education Laws Act 2022 (BELA) Bill, which represents an important step forward in recognising African languages and South African Sign Language at schools.

Dr. Dlavane envisions a future where African languages are fully integrated into the school system, enhancing discipline-based epistemic access for African language speakers. This vision is already being realized at North-West University’s Faculty of Education, where efforts are underway to produce teachers equipped to teach in multilingual classrooms. According to Dr. Dlavane, a key driver in achieving this at the school level is the implementation of the Incremental Introduction of African Languages (IIAL) policy. As a flagship programme of the Department of Basic Education, IIAL promotes social cohesion by embracing linguistic diversity, a value deeply rooted in South Africa’s National Development Plan (NDP).

A passionate advocate for the advancement and intellectualisation of African languages, she consistently calls for their increased use in both universities and schools, and for true parity of esteem among all twelve official South African languages. She is particularly impressed by improved numbers in African languages postgraduate registrations with students writing their thesis in their African languages. Also, the way private institutions, such as Curro Schools, offer African languages aligned with the linguistic demographics of each province.

She encourages communities to make use of PanSALB’s language services through its structures available at provincial offices. Alternatively, individuals can visit the PanSALB website or follow its social media platforms to stay informed about its achievements and ongoing initiatives.

Dr Dolly Dlavane

Ditsobotla Public School learners inspired by NWU exposure

BELINDA BANTHAM — Tue, 01 Apr 2025 08:29:48 +0000

Ditsobotla Public School learners inspired by NWU exposure

by Belinda Bantham

BELINDA BANTHAM Tue, 04/01/2025 - 10:29

"Education is the most powerful weapon you can use to change the world." These words by Nelson Mandela encapsulate the spirit of a recent initiative by the North-West University (NWU) Mahikeng Campus Student Campus Council (SCC).

This initiative provided primary school learners from Ditsobotla Public School in Lichtenburg, Boikhutso, with a transformative experience through an induction and university exposure programme.

The Representative Council of Learners (RCL) from Ditsobotla Public School had the unique opportunity to immerse themselves in the university environment, gain valuable leadership skills, and expand their academic aspirations. The SCC facilitated the initiative to equip these young student leaders with essential communication, teamwork, problem-solving, conflict resolution, and time management skills.

Edward Doyi, an educator and NWU alumnus, emphasised the significance of the programme. “The skills and knowledge acquired by the RCL learners during the induction programme will undoubtedly enhance their leadership roles. They will be better equipped to collaborate with their peers, resolve conflicts, and drive positive change in their school community,” said Edward, who holds a BEd degree in senior and further education and training, an honours degree in special needs education, and a master’s degree in special needs education, all obtained at the NWU.

For many learners, stepping onto a university campus for the first time was an eye-opening experience. “Their excitement was evident as they walked through the university’s vibrant environment and state-of-the-art facilities. The exposure left a lasting impact, motivating them to work harder and aspire towards academic excellence,” said Edward.

The idea for this initiative stemmed from his experience as an NWU postgraduate student. Having benefited from the university’s leadership development programmes, he saw an opportunity for RCL learners to gain similar exposure. “Given the NWU’s reputation for excellence in leadership training, I approached the SCC at the Mahikeng Campus to request an induction programme for our learners. Their exemplary leadership in resolving student issues on campus reinforced my confidence in their ability to mentor young leaders,” he explained.

The NWU’s commitment to nurturing future leaders was evident throughout the initiative. As the learners departed, many expressed their reluctance to leave - proof of the impact of their university experience. Looking ahead, Ditsobotla Public School aims to build on this partnership, ensuring that more young learners benefit from similar initiatives.

The school’s newly appointed principal, Mr Senokwane, is determined to take the school to new heights. Under his leadership, Ditsobotla Public School prioritises academic excellence and leadership development, ensuring its learners are well-prepared for future success.

Ditsobotla Public School prioritises academic excellence and leadership development

The NWU’s commitment to nurturing future leaders was evident throughout the initiative.

Edward Doyi, an educator and NWU alumnus, emphasised the significance of the programme.

Transforming our world, one seed at a time

BELINDA BANTHAM — Mon, 31 Mar 2025 07:35:18 +0000

Transforming our world, one seed at a time

by Angeline Marokoane

BELINDA BANTHAM Mon, 03/31/2025 - 09:35

On Friday, 7 March, students and staff gathered at the Vanderbijlpark campus garden, near Kumba Residence to take part in an inspiring initiative led by Prof Magda Kloppers and the staff of the School of Mathematics, Science and Technology Education (SMSTE) at the Faculty of Education.

The gathering marked the launch of the "Adopt a 4-Door-Sized Spot" Garden Project, a movement aimed at fostering food security, sustainability, and community engagement on campus.

Participants eagerly embraced the opportunity to claim their own garden spots, planting vegetables, herbs, indigenous plants, and edible flowers in prepared soil beds and recyclable containers. With compost, fertilizer, and expert guidance provided, the initiative encouraged students to nurture their own green spaces while learning valuable sustainable gardening techniques.

Several campus societies actively supported the project, including Ch@s Peer Helpers from Student Counselling and Development, UNICEF, and the Royal House Society. Their presence highlighted the collaborative spirit of the event and reinforced the project's mission of contributing to the UN Sustainable Development Goals, particularly Zero Hunger, Good Health, and No Poverty.

Beyond the physical benefits of fresh produce, the initiative also emphasized mental well-being, reflection, and community-building. Students committed to sharing their gardening journeys through bi-weekly reflections while also inviting friends and family to join the movement. Meetings with students from the Faculty of Health Science and the Faculty of Agriculture will provide further opportunities for knowledge exchange and growth.

The "Adopt a Spot" Garden Project proved to be more than just a gardening initiative—it became a platform for empowerment, education, and sustainability. “With every seed planted, participants took a step toward a healthier and more self-sufficient future, demonstrating that small actions can indeed transform our world,” said Prof Kloppers

A group of enthusiastic B.Ed. students actively participate in a gardening activity as part of their community outreach programme, harvesting fresh vegetables, including spinach, from a well-maintained garden. Two students proudly display their freshly picked spinach while Prof Magda Kloppers observes in the background, overlooking the garden with keen interest.

Education Association of South Africa awards Prof Elsa Mentz their medal of honour

BELINDA BANTHAM — Wed, 19 Feb 2025 12:39:16 +0000

Education Association of South Africa awards Prof Elsa Mentz their medal of honour

by Willie du Plessis

BELINDA BANTHAM Wed, 02/19/2025 - 14:39

A mindset change in favour of self-directed learning could solve many of the problems in education and possibly in the workplace too, according to award-winning North-West University (NWU) expert Prof Elsa Mentz.

The Education Association of South Africa (EASA) awarded Prof Mentz the EASA Medal of Honour during its annual conference at Sun City in January.

Prof Mentz is the director of the NWU Research Unit for Self-Directed Learning– believed to be the only such unit in the international education research community.

According to EASA, the medal was awarded to Prof Mentz in recognition of “outstanding service to education by an individual over a sustained period of time”.

A career dedicated to education

Prof Mentz has devoted her research to self-directed learning (SDL) and to enhancing it in formal and informal education. “To me it is very special that I receive this award 50 years after pioneering American educator Macolm Knowles first conceptualised self-directed learning in 1975.

“There is a vast body of literature on self-directed learning, and it is continually growing. I am convinced that many of our problems in education, and even in the workplace, can be solved if we all change our mindset from teaching and being taught, to learning and taking responsibility for our own learning.”

Prof Elsa, with the assistance of her colleagues, established self-directed learning as a strategic priority for teaching and learning, initially specifically in the Faculty of Education, but later at the NWU as a whole as well.

She says she would not have been able to do it alone and makes special mention of Prof Lloyd Conley, the executive dean of the Faculty of Education, her colleagues at the Research Unit for Self-Directed Learning and her international colleagues.

“It is heartwarming and inspiring to be told by international collaborators that the Unit for Self-Directed Learning at the NWU is the only one of its kind in the world.”

Prof Elsa knows the impact of her work will continue. “My research on self-directed learning is much bigger than myself and it will carry on long after I have stepped back. I believe it is the future of education, and I see myself as a small contributor to the scholarship thereof.”

This is not the first recognition Prof Elsa has received for her work in the field. Her dedication and expertise also earned her the Lifelong Contribution in Promoting Self-Directed Learning in Praxis, Theory and Research Award during the 7th International Self-Directed Learning Conference in November last year.

In January 2020 she also received international recognition for her research when she received the Malcolm Knowles Award from the International Society for Self-Directed Learning in Florida in the USA. This was the first time that the recipient was from outside the USA or Europe. It is awarded to those who have made significant lifelong contributions to the field of SDL.

Commenting on her recent EASA award, Prof Mentz says, “I am humbled to be the recipient of this award and truly appreciate it. It is a wonderful honour to receive awards and I give all the glory to God for it.”

Prof Elsa Mentz dedicated her EASA Medal of Honour to her husband, Prof Kobus Mentz, for his support, encouragement and understanding over the years. “I am fortunate to have a husband who is also in academia and understands the long hours, the challenges, and the time away from home.”

Academic to represent South Africa at RightsCon 2025 in Taiwan

BELINDA BANTHAM — Wed, 12 Feb 2025 06:39:42 +0000

Academic to represent South Africa at RightsCon 2025 in Taiwan

by Mafumane Tlhapi

BELINDA BANTHAM Wed, 02/12/2025 - 08:39

Dr Moleboheng Ramulumo, a senior lecturer in the Faculty of Education, Research Unit Self-Directed Learning has been invited by the Disability Cluster of the South African Youth Forum (SAYOF) to represent South Africa at RightsCon 2025, taking place in Taipei, Taiwan, from 23 to 29 February 2025.

Dr Ramulumo will participate in a round-table discussion under the theme: “Leveraging Technology to Advance Access to Education for Deaf and Visually Impaired Youth”. This discussion will bring together policymakers, researchers, AI experts and academic leaders to explore how digital innovations can break down barriers to education.

Dr Ramulumo will also do a presentation on ReneWable Rangers,it is a collaborative project with Prof Byron Bunt, deputy director of the School of Commerce and Social Studies in Education, Research Unit Self-Directed Learning and Dr Lance Bunt, senior lecturer in Computer Science and Information Systems.

ReneWable Rangers is an inclusive digital game designed to introduce young learners to renewable energy concepts while ensuring accessibility for children with disabilities.

“This educational game aims to bridge the gap between environmental education and self-directed learning, leveraging storytelling and interactive game play to engage young minds,” explains Dr Ramulumo.

The game follows Dr Ramulumo’s two sons – Wavhudi and Rivhavhudi Ramulumo – on a mission to restore electricity in a power-deprived South Africa, introducing players to renewable energy solutions.

“What sets ReneWable Rangers apart is its deep commitment to inclusivity, with accessibility features designed for visually and hearing-impaired children. This ensures that all learners, regardless of their abilities, can actively engage in STEM education,” she says.

Dr Ramulumo says this invitation from the SAYOF Disability Cluster holds deep personal significance. “As a mother of two boys who experienced speech impediments, I have witnessed first-hand the transformative power of technology in

education. In addition to improving language skills, digital tools can ignite a passion for STEM subjects, fostering confidence and independence in young learners.”

She adds that one of the most compelling aspects of ReneWable Rangers is its dedication to integrating indigenous knowledge systems (IKS) into environmental education. Rather than presenting renewable energy concepts in isolation, the game contextualises scientific learning within South African cultural and environmental realities. Therefore, by doing so, it fosters a deeper connection between young learners and the sustainability practices rooted in their heritage.

“Representing South Africa at RightsCon 2025 provides an invaluable opportunity to advocate for inclusive and culturally responsive education. My goal is to highlight the potential of digital educational games as tools for preserving indigenous knowledge and for promoting self-directed learning among children with disabilities. Through collaboration with policymakers, researchers and tech innovators, we can work towards a future where all children, regardless of their abilities, have equal access to quality education.”

She extends her sincere gratitude to Prof Lloyd Conley, executive dean of the Faculty of Education, and Dr Elize Küng, deputy dean for community engagement and stakeholder relations and a heartfelt gratitude to her Research Unit Self-Directed Learning, for their unwavering support and belief in her work.

“RightsCon 2025 is a milestone in my professional journey and a crucial step towards shaping a more inclusive and equitable educational landscape for future generations. Together, let us harness the power of technology to empower all learners.”

Dr Moleboheng Ramulumo will highlight the role of inclusive digital education at RightsCon 2025.

Study explores LEGO® Six Bricks® in teacher training

BELINDA BANTHAM — Fri, 31 Jan 2025 06:44:46 +0000

Study explores LEGO® Six Bricks® in teacher training BELINDA BANTHAM Fri, 01/31/2025 - 08:44

By: Gofaone Motsamai

The North-West University (NWU) has integrated LEGO® Six Bricks® into its Bachelor of Education programme to enhance teacher training. Research conducted by Tarien Breytenbach, Prof Elma Marais, Prof Carolina Botha and Florence Coertzen demonstrates how this tool bridges the gap between theory and practice in teacher education.

The study focused on third-year pre-service teachers at the NWU who used LEGO® Six Bricks® during their school-based training. While traditionally applied in early childhood education, the bricks were repurposed to improve classroom practices in subjects such as Mathematics, Science and Language.

The research found that the approach helped participants develop creative teaching strategies, manage classrooms effectively and foster cognitive and social development among learners. “LEGO® Six Bricks® allows pre-service teachers to experiment with strategies that promote active learning and learner participation,” the researchers stated.

A key objective of the study was to address the challenges pre-service teachers face in applying theoretical knowledge to real-world classroom settings. The researchers noted that integrating the tool helped participants discover practical ways to engage learners and deliver lessons more effectively.

The study also highlighted the versatility of LEGO® Six Bricks®, showing how it supports differentiated instruction and active participation. This approach, the researchers stated, redefined pedagogy as a dynamic and interactive process, encouraging pre-service teachers to reflect on their roles as educators.

Challenges such as scepticism from mentor teachers and logistical issues, including time and resources, were identified. The researchers recommended structured mentoring programmes and increased flexibility in curricula to overcome these barriers. Access to resources and training was also emphasised as crucial to supporting innovative teaching methods.

The study underscores the potential of tools like LEGO® Six Bricks® to enhance teacher training and equip future teachers with the skills needed to meet diverse classroom demands.

Construction commences on Mahikeng teaching facilities

RONEL ROSCHER — Tue, 28 Jan 2025 08:48:49 +0000

Construction commences on Mahikeng teaching facilities

by Phenyo Mokgothu

RONEL ROSCHER Tue, 01/28/2025 - 10:48

The North-West University’s (NWU’s) Mahikeng Campus is increasing its teaching spaces by constructing new laboratories and lecture halls this year to address the growing needs of students and staff.

The construction of geography and life sciences laboratory spaces under the Faculty of Education began on 15 January. These facilities are located in the central parking area of the A4, A3, A9 and A10 buildings. New lecture halls are also being constructed behind the nursing building.

The new laboratory structure, spanning 1 600m², will include two 400m² laboratories dedicated to student practical learning, each with a capacity to accommodate 120 students. Additionally, a 300m² GIS computer lab equipped with 84 computers will be available to support student research and learning.

The facilities will be specialised for the subject groups Geography and Life Sciences within the Faculty of Education, providing tailored spaces to support practical learning modules. This development aims to address the growing annual student intake and enhance the overall learning experience.

According to project manager Thapelo Moela, the new lecture halls will be able to accommodate 650 students. "This facility includes a 350-student lecture theatre and two 150-student lecture theatres. The design caters to flexible learning configurations and reflects input from early engagements with end-users and university stakeholders," says Thapelo.

He explains that the lecture halls were designed to meet various student group needs. "The forecourt provides pause areas under a partially covered canopy. These spaces support interaction, relaxation and preparation. The facility design ensures universal access, allowing all users to participate fully."

The project team analysed the needs of students and lecturers to ensure the spaces meet academic requirements. "Advanced sound attenuation measures were integrated to meet stringent acoustic standards. We also included state-of-the-art audio-visual systems with displays positioned for optimal visibility, as well as smart controls for lighting and sound. The furniture design considers ergonomic needs for both able and less-abled students."

The lecture halls are also equipped with interactive learning technology. "These spaces support student-lecturer engagement. Each theatre has sound lobbies to minimize noise interference, ensuring the functionality of the spaces," adds Thapelo.

“We keep the project on track by meeting bi-weekly to review progress and address issues promptly. We are confident that, despite a delayed start, the projects will be completed within the revised timeline."

These developments are part of the NWU’s commitment to enhancing academic spaces and supporting a conducive learning environment.

NWU hosts 33rd SAARMSTE International Conference

BELINDA BANTHAM — Fri, 24 Jan 2025 12:35:44 +0000

NWU hosts 33rd SAARMSTE International Conference

by Steve Maphakathe

BELINDA BANTHAM Fri, 01/24/2025 - 14:35

The North-West University (NWU) hosted the 33rd annual conference of the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE) on the Potchefstroom Campus from 13 to 16 January 2025.

This international conference, hosted in collaboration with the North West SAARMSTE chapter, was aimed at promoting research to improve and develop Mathematics, Science, and Technology Education (MSTE) programmes in response to current and future needs.

The theme of the conference was Adapting to a changing landscape of STEAM education in the era of artificial intelligence, and it featured delegates from the African continent, the USA and Australia.

During his welcome address, the president of SAARMSTE, Dr Million Chauraya from the Midlands University, emphasised that the conference was expanding and attracting international collaborators.

In turn, the deputy dean of Teaching and Learning from the Faculty of Education at the NWU, Prof Maryna Reyneke, stated that teachers have the responsibility to redefine how they engage with education and learning environments.

Prof Nnenesi Kgabi, chief director of Research and Postgraduate Support at the NWU, commended SAARMSTE for creating a sense of community among researchers. She further stated that “AI is a technology that should be welcomed rather than viewed as a threat. It is our responsibility as researchers to minimise the negative effects of this technology.”

Strategies that will shape the future of STEAM education

Throughout the four-day conference, several keynote speakers contributed their perspectives to the discussions around mathematics, science and technology education.

Chief research expert Dr Nazeem Mustapha conducted the first plenary address. He discussed the South African profile of artificial intelligence (AI) in science, technology, and innovation (STI). Prof Katie Makar from the University of Queensland then spoke about data science education, focusing on how it may be utilised to get primary school learners ready for the rapidly evolving world.

Prof Joseph Krajcik from Michigan State University stressed the need for feedback and explained how to use knowledge-in-use assessment activities in classrooms to encourage learning.

The fourth plenary was delivered by Prof Martin Braund, research associate at the Nelson Mandela University. The title of his presentation was The Arts and Sciences – Crossing the “Great-Divide”. He discussed three themes: creativity expanding scientific (STEM) thinking, the human brain-arts-science thinking, and arts-science collaboration.

Dr Chauraya acknowledged the plenary speakers' contributions and said the theme of the symposium was echoed in their discussions. Reflecting on the successful conference, Dr Chauraya stated: “It was a well-organised conference – I was impressed by the reception. The local leadership fully supported it. Thank you to the North-West University community, the ushers, the sponsors, and everyone who helped organise this conference and made it a success.”

The SAARMSTE choir provided a musical item at the closing ceremony and gala dinner held at The Roots, with the programme being directed by Dr Sonto Mthembu-Mwamwenda and Mr Lucky Ncala.

Musical group Setswana sa Nyelela blessed the audience with an outstanding performance during their opening and welcoming ceremony.

Dignitaries at the 33rd annual SAARMSTE conference on the Potchefstroom Campus.

The plenary sessions built capacity and fostered collaboration among researchers.

The president of SAARMSTE, Dr Million Chauraya, during his welcoming address.

Forum explores challenges in short-learning programmes

BELINDA BANTHAM — Thu, 05 Dec 2024 09:15:08 +0000

Forum explores challenges in short-learning programmes

by Steve Maphakathe

BELINDA BANTHAM Thu, 12/05/2024 - 11:15

Short-learning programmes bridge the gap between traditional education and the demands of the modern workforce, fostering an environment of adaptability, innovation and lifelong learning.

The director of the Unit for Continuing Education (CED) at the North-West University (NWU), Yolanda Kirsten, took part in a conference tailored to discuss short-learning programme challenges in public higher-education institutions (HEIs).

Due to the intense competition among HEIs, short-learning course management practices are thoroughly monitored to increase benchmarking opportunities.

The unique short-learning programme coordination forum, held at Stellenbosch University, covered significant topics, and dissected the competitive environment between public and private institutions. Among the topics covered at the forum were agreements, intellectual property, micro-credentialing, academic quality control, management software and brand management.

Yolanda Kirsten and other directors from several participating universities expressed their distinct perspectives on overseeing short-learning programmes and overcoming obstacles at higher-education institutions.

Consensus evolved on the difficulty of striking a balance between the flexibility needed for administering short-learning courses and the necessity for scalability while retaining academic quality and user satisfaction.

One of the challenges brought up was the increasing complexity of implementing intellectual property programmes, particularly for online and hybrid design learning, multimedia production, and of co-producing short-learning programmes in universities.

More importantly, one notable aspect was that a number of institutions are still in the early stages of developing their own administrative software and learning management systems.

Several university delegates noted that some of their departments were created to mitigate previous risky business practices that had impacted the reputation of the institutional board.

Some of the major differences among institutional practices included the annual renewal of short-learning courses and the decision by institutions not to compensate lecturers for curriculum development and facilitation.

Above all the forum is expected to become an annual event and will soon be hosted by the Unit for CED at the NWU.