Flexible provisioning for adult learners

In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more flexible online course solutions using ICT. An important downside of this trend is an increasingly complex logistic process that is very difficult to manage, in particular with respect to the provisioning process: which teaching and learning services and facilities should be made available, to whom, when, and how. Rather than implementing provisioning rules directly in the software applications that make up the online delivery environment, we propose a model for an educational provisioning system (EPS) that allows for highly flexible provisioning and reduces the workload drastically. This system is responsible for both expressing and processing provisioning rules that meet the demands of new (online) course models. It supports the use of so-called course access levels that enable to address and provision various learning target groups separately by means of a single course. For reasons of efficiency we suggest an architecture in which the EPS is loosely coupled to the applications in the teaching and learning environment. A first EPS implementation at the Open University of the Netherlands is presented and discussed

Flexible provisioning for adult learners

In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more flexible online course solutions using ICT. An important downside of this trend is an increasingly complex logistic process that is very difficult to manage, in particular with respect to the provisioning process: which teaching and learning services and facilities should be made available, to whom, when, and how. Rather than implementing provisioning rules directly in the software applications that make up the online delivery environment, we propose a model for an educational provisioning system (EPS) that allows for highly flexible provisioning and reduces the workload drastically. This system is responsible for both expressing and processing provisioning rules that meet the demands of new (online) course models. It supports the use of so-called course access levels that enable to address and provision various learning target groups separately by means of a single course. For reasons of efficiency we suggest an architecture in which the EPS is loosely coupled to the applications in the teaching and learning environment. A first EPS implementation at the Open University of the Netherlands is presented and discussed

Competition-induced stress does not explain deceptive alarm calling in tufted capuchin monkeys

Tactical deception has long attracted interest because it is often assumed to entail complex cognitive mechanisms. However, systematic evidence of tactical deception is rare and no study has attempted to determine whether such behaviours may be underpinned by relatively simple mechanisms. This study examined whether deceptive alarm calling among wild tufted capuchin monkeys, Cebus apella nigritus, feeding on contestable food resources can be potentially explained by a physiological mechanism, namely increased activation in the adrenocortex and the resulting production of glucocorticoids (GCs; ‘stress hormones’). This was tested experimentally in Iguazu? National Park, Argentina, by manipulating the potential for contest competition over food and noninvasively monitoring GC production through analysis of faecal hormone metabolites. If deceptive false alarms are indeed associated with adreno- cortical activity, it was predicted that the patterns of production of these calls would match the patterns of GC output, generally being higher in callers than noncallers in cases in which food is most contestable, and specifically being higher in callers on those occasions when a deceptive false alarm was produced. This hypothesis was not supported, as (1) GC output was significantly lower in association with the experimental introduction of contestable resources than in natural contexts wherein the potential for contest is lower, (2) within experimental contexts, there was a nonsignificant tendency for noncallers to show higher GC output than callers when food was most contestable, and (3) individuals did not show higher GC levels in cases in which they produced deceptive alarms relative to cases in which they did not. A learned association between the production of alarms and increased access to food may be the most likely cognitive explanation for this case of tactical deception, although unexplored physiological mechanisms also remain possible

Making sense of the transitional maelstrom of part-time students and their conceptions of learning as mediated by conceptional domains of work, family and self. A case study of undergraduate, part-time political studies students at a university in South Africa

The traditional trajectory of young students in higher education in South Africa is currently under sharp scrutiny and the general provision is considered to be inadequate in terms of quality, diversity and quantity. There is a proposal to increase the participation rate of young people between the ages of 18 and 24 from 16% (in 2011) to 23% by 2030 (DHET, 2012). Already, the increase in access to young school leavers without the concomitant resource allocation has resulted in the inability of the University of the Western Cape (UWC) to continue to provide access to ‘non-traditional’ working adults in some of its programmes. The large classes for young undergraduates, the necessary foundation/support programmes to assist under-prepared school leavers, recent demands to increase postgraduate study output and to publish are related pressures influencing the decisions to limit undergraduate part-time studies for adult learners. To address this ‘dilemma’ an action research project was launched to introduce lifelong learning opportunities that are conceptualised and provided in flexible ways. The intention is to challenge both the university and workplaces to interrogate understandings and approaches to professional development and to support innovation that will enhance successful access and success for working people. The Political Studies department at UWC is one of the pilot sites for the action research and initial reflections on the challenge to introduce flexible modes of teaching and learning revealed that the attempts may be constrained by prevailing conceptions of the trajectories of part-time students. Instead of the traditional, linear transition into higher education – normally associated with younger learners – trajectories for mature adult learners are less linear, more complex, and include ‘stop-outs’ and discontinuities within transitions (Stevenson & Clegg, 2012). This paper describes the national transitional context of higher education in South Africa and the precarious location of working adults studying at UWC within this context. It further explores the transitional maelstroms as shared by a sample of part-time Political Studies students; it considers the roles and influence of the contextual domains of work, family and self; and examines the implications for mature students, their workplaces and the Political Studies department at the university

Quality education imperatives for inclusive basic education: moving beyond the rhetoric

Although quality education is central to both international and national education debates and practices in most countries, there exist reluctance and a snails-pace move towards rolling-out quality education in basic education for all. Needless to say, there exist disparities in the policies, equity and provisioning strategies of basic education for all learners. Most South American and South Pacific countries are battling to realize the Millennium Goals regarding this matter. Some African countries are neither doing well nor satisfactorily progressing in this regard too. Those that are better off have not begun to monitor and evaluate the quality of their basic education except ensuring that teachers do teach and learners do attend classes. The only quality control and measurement is through the mid-year and end of year examinations. This paper looks at quality in basic education for all as composed not only of the controls (assurance standards used) that are supposedly embedded within an institution of learning, but also perceives quality education as an imperative dimension of the teaching and learning processes, steeped in the knowledges (if I may) that are produced through basic education programmes, which entail amongst others – education for sustainability and indigenous knowledge systems, as knowledge types that enables learners to be worthy citizen. Hence, the argument that quality basic education for all should move beyond the rhetoric of unjust, ill-informed educational policies and the legitimization of hegemonic knowledge-types, but should engage open-ended and pluralist-enquiry alternatives through critical, exploratory and reflexive approaches within quality basic education practice.Keywords: Basic education; quality education; education for sustainability; indigenous knowledge systems, inclusive educatio

Quality education imperatives for inclusive basic education: Moving beyond the rhetoric

Although quality education is central to both international and national education debates and practices in most countries, there is a reluctance and lack of urgency in providing it for all. There are disparities in the policies, equity and provisioning strategies of basic education for all learners. Most South American and South Pacific countries are battling to realize the Millennium Goals regarding this matter. Some African countries are not progressing in this regard too. Those that are better off have not begun to monitor and evaluate the quality of their basic education except ensuring that teachers teach and learners attend classes. The only quality control and measurement is through examinations. This paper looks at quality in basic education for all as the controls that are within an institution of learning, the teaching and learning processes, and which entail amongst others, education for sustainability and indigenous knowledge systems. Hence, the argument that quality basic education for all should move beyond the rhetoric of educational policies to quality basic education practice. Lwati: A Journal of Contemporary Research Vol. 4 () 2007: pp.24-3