Inclusive access to education

2025

General Calendar

NOTICE

All particulars in this Calendar are applicable from 2025. The rules contained in this Calendar is only applicable to the 2025 academic year. The University reserves the right to amend any regulation or provision at any time without prior notice.

Although every attempt has been made to ensure that the information is accurate, the University does not accept any liability concerning inaccuracies of any of the contents in the Calendar.

Please check the University website (www.uwc.ac.za) for the latest version of this Calendar.

SECTION 2

POLICIES, ADMINISTRATIVE PROCEDURE AND GUIDELINES

ADMISSION POLICY

PART ONE: ADMISSION POLICY AS FROM 2009

1. INTRODUCTION

The University of the Western Cape has been at the forefront of South Africa’s historic change, consistently dedicated to access, equity and quality in order to help “the historically marginalized participate fully in the life of the nation” (UWC Mission Statement, 1997). At the same time the university is firmly oriented to the future, “committed to excellence in teaching, learning and research, to nurturing the cultural diversity of South Africa, and responding to the needs of society”, while being “aware of (its) distinctive academic role in helping build an equitable and dynamic” nation (UWC Mission Statement, 1997).

For the University of the Western Cape, equitable access to university education involves both compliance with admission criteria and epistemological access, i.e. provision of excellent opportunities to learn effectively. Academic activities, research and planning are aimed at meeting the dual challenge of reconstruction and development, and quality, competitiveness and growth in a global economy. As a medium-sized university with strong undergraduate and postgraduate teaching and research programmes, UWC is committed to achieving and sustaining quality in all its core business. This involves both equitable access and equity of outcomes.

1.1 Statutory Admission Requirements

Universities in South Africa are governed by the Higher Education Act (Act No 101 of 1997) and their respective university statutes. The Higher Education Act repealed all previous university private acts except those sections of the Universities Act (Act No 61 of 1955), which deal, inter alia, with Umalusi. The University’s admission policy is aligned with the provisions of section 74 (1) of the Higher Education Act.

1.2 General Criteria for Admission to the University

To qualify for the National Senior Certificate (NSC), an applicant needs an achievement rating of 4 (adequate achievement, 50-59%) or better in four subjects chosen from the recognised 20- credit NSC subjects. Seven subjects consisting of four compulsory subjects and three subjects of their choice. A 20 credit NSC subject, is a subject recognised for the seven-subject NSC package as approved by the Minister of Basic Education in terms of the National Education Policy Act, 1996 (Act No. 27 of 1996). The four compulsory subjects are: two languages, one being the applicant’s Home Language and the other a first additional Language, Life Orientation and either Mathematics or Mathematical Literacy.

There is a choice of 34 subjects see section 2.1 below. The applicant has to achieve a rating of at least 4 (50-59%) for four subjects in order to be eligible for degree study. This is over and above the minimum requirements for an NSC. In addition, UWC has its own admission

requirements.

In order to be eligible to study at the University of the Western Cape an applicant must have met the following criteria:

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1. The National Senior Certificate (NSC) required for Degree, Diploma or Higher Certificate study, as appropriate – see section 2 below.

2. A minimum number of points calculated on the University’s points system (this does not apply to the Higher Certificate) – see section 3 below.

3. A pass at the required level in each of the subjects specified for the programme into which an applicant seeks admission – see Faculty Calendar.

Where the number of qualified applicants exceeds the number of available places – selection will take place on the basis of criteria that have been determined by faculty selection committees.

2. GENERAL CRITERIA FOR ADMISSION TO DEGREES, DIPLOMAS AND

CERTIFICATES FOR NATIONAL CERTIFICATES

2.1 For the Bachelor’s Degree:

The minimum admission requirement is a National Senior Certificate (NSC) as certified by Umalusi with an achievement rating of 4 (adequate achievement, 50-59%) or better in four subjects chosen from the following recognised 20-credit NSC subjects. A 20 credit NSC subject, is a subject recognised for the seven-subject NSC package as approved by the Minister of Basic Education in terms of the National Education Policy Act, 1996 (Act No. 27 of 1996).

Accounting, Agricultural Management Practices, Agricultural Technology, Agricultural Sciences, Business Studies, Computer Applications Technology, Civil Technology (Civil Services/ Construction/ Woodwork), Consumer Studies, Dance Studies, Dramatic Arts, Design, Economics, Engineering, Graphics and Design, Electrical Technology (Digital Systems/ Electronics/ Power Systems), Equine Studies, Geography, History, Hospitality Studies, Information Technology, Languages (one language of learning and teaching at a higher education institution and two other recognised language subjects), Life Sciences, Mathematics, Mathematical Literacy, Technical Mathematics, Mechanical Technology (Automotive/ Fitting and Machining/ Welding and Metal Work), Maritime, Economics, Music, Nautical Science, Technical Sciences, Tourism, Physical Sciences, Religion Studies, Sport and Exercise Sciences, Visual Arts.

2.2 For the Diploma:

The minimum admission requirement is a National Senior Certificate as certified by Umalusi with an achievement rating of 3 (moderate achievement, 40-49%) or better in four recognised NSC 20-credit subjects.

2.3 For the Higher Certificate:

The minimum admission requirement is a National Senior Certificate as certified by Umalusi.

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3. THE POINT SYSTEM

For admission to degree and diploma programmes UWC will use a weighted system for calculating points, as follows:

In order to be admitted to degree studies an applicant should have attained a minimum of 27 points, and to diploma studies, a minimum of 23 points.

4. GENERAL CRITERIA FOR ADMISSION TO DEGREES, DIPLOMAS AND

CERTIFICATES FOR NATIONAL SENIOR CERTIFICATE NC(V) LEVEL 4

QUALIFICATION

4.1 Higher Certificates

Subject to institutional admission requirements, the minimum admission requirements to a Higher Certificate programme are (a) a National Certificate (Vocational) Level 4 issued by the Council for General and Further Education and Training, and (b) compliance with the requirements for the language of learning in the higher education institution.

4.2 Diploma

Subject to institutional admission requirements, the minimum admission requirement is a National Certificate (Vocational) level 4 issued by the Council for General and Further Education and Training.

In addition, an applicant must (a) achieve at least 40% in three fundamental subjects including the language of learning and teaching in the higher education institution; (b) achieve at least 50% in the three compulsory vocational subjects.

1 ‘English’ here refers to either English Home Language or English First Additional Language, not Second Additional Language, which would rather fall under ‘other subjects’.

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4.3 Bachelor’s Degree

Subject to institutional admission requirements, the minimum admission requirement to a Bachelor’s Degree programme is a National Certificate (Vocational) Level 4 issued by the Council for General and Further Education and Training.

In addition, an applicant must (a) achieve at least 50% in three fundamental subjects, including the language of learning and teaching in the higher education institution; (b) achieve at least 60% in four vocational subjects, chosen from the NC(V) Level 4 subjects.

5. ALTERNATIVE ADMISSIONS ON THE BASIS OF SENATE’S DISCRETION

5.1 Applicants who matriculated before 2008

The matriculation board will continue to function in its current capacity until further notice. Until the status quo is changed, all regulations with regard to Senate Discretionary (SD) admission and exemption certificates that currently apply to applicants who completed matric before 2008, will continue to apply to this category of applicants (also see Part Two of the Admission Policy below).

5.2 Applicants who completed the National Senior Certificate (NSC) in 2008 or

thereafter

The certificates of applicants who has completed the NSC examinations in 2008 and thereafter will be endorsed to indicate the level of study for which they may be admitted to higher education institutions.

An applicant who has completed matric in 2008 and thereafter, but who does not meet the admission criteria of the University, shall only be admitted if in Senate’s Discretion, they have demonstrated competence during alternative assessment processes.

An RPL assessment process shall be used to evaluate the competence of an applicant who has not completed grade 12 or who has not obtained an endorsed National Senior Certificate.

5.3 Applicants without an NSC or an endorsed NSC

An applicant who completed the NSC in 2008 or thereafter, but have not obtained an endorsement, shall be considered for alternative admission after the age of 23. This age is proposed on the assumption that an appropriate level of maturity and relevant experience or learning could be gained at 23 years of age. Such an applicant shall be required to complete an RPL portfolio development course and submit to a process where relevant learning and/or experience shall be assessed.

An applicant who is 23 years or older and does not have a matriculation certificate or NSC, but who may have obtained other qualifications or experience that may be deemed to be equivalent to admission criteria for particular study programmes shall also be required to complete an RPL portfolio development course or an RPL portfolio process as agreed upon, and to submit to a process where such learning, qualification, and/or experience shall be assessed.

6. ADMISSION OF INTERNATIONAL STUDENTS

An international applicant who has completed or is completing their secondary education by means of the O and A (Principal) level system must have a combination of both O and A level

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subjects in order to qualify for admission to an undergraduate degree programme. In order to be admitted to an undergraduate degree, prospective international applicants should have a pass in English, an additional language as well as a pass in Mathematics and a Science subject. A C-symbol or higher is regarded as an acceptable pass mark at the O level whilst an E-symbol or higher is regarded as an acceptable pass mark at an A (or Principal) level.

International applicants in possession of an O level qualification, may be considered for admission to an undergraduate diploma or a foundation programme, unless they have attained the age of 23 in which case they would qualify for a degree programme by means of an exemption on the grounds of their age.

In addition to the above-mentioned general admission requirements, faculties may specify further requirements for admission to particular programmes and selections may be done on the basis of grades obtained in specific subjects. In instances where the A- or O-level system is not applicable, applications shall be considered on merit by the faculties concerned. All Universities are guided by the regulations of Universities South Africa (USAf) for determining international students’ eligibility for admission to South African Universities. Additional guidelines can be obtained from the USAf website www.usaf.ac.za.

7. ADMISSION TO POSTGRADUATE STUDIES

Postgraduate studies are normally further studies in a major subject area or sub-discipline of an undergraduate programme. However, some postgraduate study programmes are inter- disciplinary programmes with particular professional outcomes and have other requirements. The University offers honours, master’s, doctoral, diploma and certificate programmes at postgraduate level.

7.1 Conventional Admission Requirements

7.1.1 The conventional admission requirement for postgraduate diplomas or certificates is a Bachelor’s degree or a M+3 qualification and at least three years relevant prior learning that the faculty concerned may consider to be equivalent to a Bachelor’s degree.

7.1.2 The minimum entry requirement for Honours degrees is a Bachelor’s degree or an M+3 qualification that the faculty concerned may consider to be equivalent to a Bachelor’s degree plus three years relevant prior learning.

7.1.3 A Master’s degree can be obtained by completion of a thesis or a structured programme that may include course work and a mini-thesis or research project. To be considered for admission to a Master’s degree, an applicant must be in possession of:

• an Honours degree, or a four-year professional degree; or

• an advanced Bachelor’s degree; or

• a M+4 qualification evaluated by the Faculty as equivalent to the aforementioned degrees with five years relevant prior learning.

7.1.4 A doctorate is awarded on the basis of original research, carried out under the guidance of a supervisor. Candidates who are in possession of a Master’s Degree or a qualification that the faculty concerned may consider to be equivalent to a Master’s Degree, could be admitted to a doctoral programme.

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7.2 Admission to Postgraduate Studies in terms of Senate’s Discretion – Rule A.2.1.4

Notwithstanding the above admission criteria, Senate may allow an applicant, who in its opinion has attained an appropriate level of competence, to honours, master’s and doctoral studies. When an application is made in terms of Rule A.2.1.4, the approved guidelines should be followed. Admission remains the prerogative of Senate, and departments and faculties may not admit applicant (s) on their own authority.

In order to determine whether an applicant’s academic status is equivalent to that of a graduate that would be admitted to a specific programme by the conventional admission route, the department concerned will be required to consider the level of previously attained qualifications, research competency, engagement with relevant subject matter through conference attendance or scholarly writing, completion of relevant programmes or study programmes, relevant work experience and where appropriate, the applicant’s performance on a portfolio development course. The assessment shall be done by an assessment panel that shall forward a recommendation regarding the applicant’s admission to Senate via the relevant Faculty Board (see the University website for more detail).

8. READMISSION OF STUDENTS

The Council, with the approval of the Senate of this University, may determine minimum criteria for students to continue with their studies. Such criteria may differ from faculty to faculty and from academic department to academic department in accordance with the demands of specific programmes. Unless Council, with the approval of Senate, specifically decides otherwise, the approved faculty rules for particular degrees, diplomas or certificates with regard to renewal of registration, shall apply (see the Faculty Calendars or the University website for more information). Faculties are authorised by Council to take final decisions regarding readmissions. Senate will oversee the management of readmissions by faculties on behalf of Council and shall peruse readmission reports from faculties on an annual basis.

PART TWO: ADMISSION POLICY PRIOR TO 2009

1. INTRODUCTION

The University of the Western Cape has been at the forefront of South Africa’s historic change, consistently dedicated to access, equity and quality in order to help “the historically marginalized participate fully in the life of the nation” (UWC Mission Statement, 1997). At the same time the university is firmly oriented to the future, “committed to excellence in teaching, learning and research, to nurturing the cultural diversity of South Africa, and responding ... to the needs of society”, while being “aware of (its) distinctive academic role in helping build an equitable and dynamic” nation (UWC Mission Statement, 1997).

For the University of the Western Cape, equitable access to university education involves both compliance with admission criteria and epistemological access, i.e. provision of excellent opportunities to learn effectively. Academic activities, research and planning are aimed at meeting the dual challenge of reconstruction and development, and quality, competitiveness and growth in a global economy. As a medium-sized university with strong undergraduate and postgraduate teaching and research programmes, UWC is committed to achieving and sustaining quality in all its core business. This involves both equitable access and equity of outcomes.

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2. STATUTORY ADMISSION REQUIREMENTS

Universities in South Africa are governed by the Higher Education Act (Act No 101 of 1997) and their respective university statutes. The Higher Education Act repealed all previous university private acts except those sections of the Universities Act (Act No 61 of 1955), which deal, inter alia, with the Matriculation Board. The University’s admission policy is aligned with the provisions of section 74 (1) of the Higher Education Act.

3. ADMISSION TO UNDERGRADUATE DEGREE STUDIES

3.1 Conventional Admission Requirements

The University offers degrees and a limited number of diplomas at undergraduate level. The conventional minimum requirement for admission to study for a first-degree programme is a full, conditional or mature age matriculation exemption issued by the Matriculation Board, while a pass in the Senior Certificate is required for undergraduate diploma studies. Faculties may, however, set additional requirements for admission to specific programmes, and the Council of the University, on recommendation of Senate, may limit the number of students that can be admitted to particular programmes.

Universities are required to abolish diploma programmes where a similar degree programme is being offered (e.g. a degree and diploma in Social Work). Since 2002, the University of the Western Cape has not admitted applicants who do not qualify for admission to the degree programme to a similar diploma programme (Senate, May 2001).

In all other instances, unless Senate decides otherwise, a Senior Certificate with a pass mark in a First and Second Language (HG) and a content subject on the higher grade is required for admission to a diploma.

3.2 Exemption requirements as stipulated by the Matriculation Board

A summary of the endorsement requirements as stipulated by the Matriculation Board, is presented below: Subject grouping: The subject grouping for selection of senior certificate subjects is as follows:

GROUP A: First and Second Languages Higher Grade (the eleven official languages at first

language Higher Grade as well as second language Higher Grade level).

GROUP B: Mathematics Higher Grade and Standard Grade.

GROUP C: Natural Sciences Higher Grade and Standard Grade (Physical Science, Biology

and Physiology).

GROUP D: Third Languages Higher Grade and Standard Grade including Second

Languages Higher Grade from Group A offered as third languages for this group.

GROUP E: Human Sciences Higher Grade and Standard Grade (Biblical Studies,

Economics, Geography, History and Jewish Studies).

GROUP F: Geography (if not presented for the purposes of Group E), Accounting,

Additional Mathematics, Agricultural Science, Animal Husbandry, Art, Business Economics, Computer Studies, Dance, Home Economics, Music, Technical Drawing, Technika (four divisions), Speech and Drama Higher Grade and Standard Grade and a substantial number of subjects only offered on the Standard Grade.

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3.2.1 Full Exemption:

a) Full-time Applicants are required to:

• Take six approved subjects

• Pass five of these subjects and obtain at least 20% in the sixth

• Take four HG subjects including two official languages at first and second language HG level and one of which must be a university language of instruction

• In addition to the official languages, take subjects from three of Groups B to F In addition to Group A, pass HG subjects from two of Groups B to F

• Meet the aggregate requirements of 950 (45%+) at one examination sitting.

b) Immigrants

The same requirements apply as for full-time applicants other than the language requirements where one official language of instruction of the higher education institution is required and another approved language can replace the second official language.

c) Part-time Applicants

The same requirements apply as for full-time applicants except that two examination sittings are allowed.

Detailed information about matriculation exemption requirements can be obtained from the Matriculation Board website (www.usaf.ac.za) or UWC’s Student Administration Department.

3.2.2 Certificate of conditional exemption by virtue of a senior certificate issued by

the Council

The Committee of Principals shall issue a certificate of conditional exemption to a person who in an examination for the senior certificate of the Council –

a) at one and the same sitting, or in the case of a part-time applicants, at the two permitted qualifying sittings for the examination, sat examinations in not less than six subjects chosen in accordance with –

• the provisions of paragraph 3.a; or

• in the case of an immigrant, the provisions of paragraph 3.a read with paragraph 4; and

b) passed at least five subjects; and

c) obtained the minimum aggregate of 950 marks; and

d) lacks only one of the following requirements for a senior certificate with a matriculation endorsement:

• a pass in one of the languages required by paragraph 3.c or 4.b or 19.b or

• a pass in a subject which means that the grouping requirement of paragraph 3.c. is not met including a case where a candidate offered only three groups; or

• a pass in Mathematics or a natural science subject required by the proviso to paragraph any one of provisos xi, xii, xiii, or xiv to paragraph 3.a.II read in conjunction with 3.c.IV; or

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• a pass in one of the two subjects on the Higher Grade required by paragraph 3.c.IV; or

• a 20% sub-minimum in the sixth subject

Provided that where a failure in a single subject results in the candidate having to satisfy more than one of these requirements, a certificate of conditional exemption shall be issued.

3.2.3 Certificate of conditional exemption by virtue of mature age

Subject to paragraphs 32.2, 32.4 and 38, the Committee of Principals shall issue a certificate of conditional exemption to the Registrar of a South African university on behalf of a person who submits a statement from the senate of the university specifically stating that the applicant may in the opinion of the senate reasonably be expected to complete the curriculum: Provided that the applicant has –

a) attained the age of 23 years before or during the year in which the applicant wishes to enrol at a South African university for a Bachelor's degree with a minimum prescribed full-time duration of three years, for which a matriculation endorsement or a certificate of exemption is a prerequisite; and

b) before 31 March of the year for which a certificate of conditional exemption is required, passed with at least 40%in at least four Higher Grade or Standard Grade subjects, at least three of which shall have been passed simultaneously and one of which shall be a recognised subject on the Higher Grade: Provided that –

• an official language Second Language Higher Grade subject shall only be recognised as a Higher-Grade subject if at least 40%is obtained; and

• other subjects may be recognised for the purpose of this subparagraph, or that a certificate of conditional exemption may be issued in terms of this subparagraph to a person whose general educational qualifications satisfy the Committee of Principals.

c) Subject to paragraphs 30.1, 32.2, 32.4 and 38, the Committee of Principals shall, regardless of the applicant's educational qualifications, issue a certificate of conditional exemption to the registrar of a South African university on behalf of a person who submits a statement from the senate of the university specifically stating that the applicant may in the opinion of the senate reasonably be expected to complete the curriculum: Provided that the applicant attained the age of 45 years before or during the year in which the applicant wishes to enrol at a South African university for a Bachelor's degree with a minimum prescribed full-time duration of three years.

3.2.4 Certificate of complete exemption by virtue of post-school qualifications

The Committee of Principals shall issue a certificate of complete exemption to a person who has obtained –

a) a senior certificate issued by the Council or any of the examining institutions previously recognised for this purpose by the Matriculation Board for matriculation exemption, or any other qualification approved by the Committee of Principals; and

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b) a diploma approved by the Committee of Principals, from a University or Technikon, with a minimum prescribed full-time post-school duration of two years; or

c) one of the following diplomas approved by the Committee of Principals, with a minimum prescribed fulltime post-school duration of study of three years:

• teachers' diploma obtained from a South African teachers' training college;

• nursing diploma obtained from a South African nursing college in terms of a co- operation agreement with a South African university; or

• any other equivalent post-school qualification approved by the Committee of Principals.

d) The Committee of Principals shall date a certificate of complete exemption issued in terms of subparagraph 1 with effect from the first day of the month following the date of completion of the approved diploma: Provided that if the university where the candidate intends to register for degree purposes is prepared to grant exemption from degree instructional offerings by virtue of instructional offerings passed towards completion of such diploma, such university may apply on behalf of the candidate to antedate the certificate of complete exemption and the Committee of Principals may antedate such certificate to the beginning of the year in which the first diploma instructional offerings were passed on the grounds of which the relevant university is prepared to grant exemption from degree instructional offerings in terms of the provisions of the Joint Statute.

4. ALTERNATIVE ADMISSIONS ON THE BASIS OF SENATE’S DISCRETION

4.1 Alternative Access to Undergraduate Studies

4.1.1 Senate Discretionary Admissions

A Matriculation Exemption is the conventional admission requirement for first-degree studies. However, there are alternative possibilities sanctioned by legislative authority. A certificate of conditional exemption may be issued to a person who, in the opinion of the Senate of a particular university has demonstrated, through an assessment and/or selection process approved by the Senate of that university, that they are a suitable candidate for bachelor degree studies. This conditional exemption is only applicable to the university that has applied for such exemption. Where the Senate of a university certifies that the holder of a certificate of conditional exemption issued in terms of this provision has completed one full year’s credit of formal tuition, the Committee of University Principals shall issue a certificate of complete exemption to them, effective from the date on which the conditional exemption was issued.

This implies that, subject to the discretionary approval of Senate, this University may waive the requirement of full exemption and admit an applicant with a School Leaving Certificate, or an applicant without a School Leaving Certificate but with relevant prior learning, to degree studies. This University shall continue to require the appropriate grades in specific modules that are the statutory requirements for admission to certain programmes of study, except in a case where an applicant can demonstrate ability equivalent to the required grade through a challenge test or the stipulated procedures for establishing prior learning.

Where a selection process is needed for a particular programme of study, the prerogative of selection rests with the programme committee of a faculty, or an equivalent structure. The Student Administration Department will refer each application that does not meet the conventional admission criteria to the faculty concerned for consideration. The following combinations may be used to select successful candidates:

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a) good grades in any school subject that is regarded as relevant to the chosen programme of study, for example good grades in languages where the student wishes to complete a BA with a major in a language;

b) an interview which affords the candidate an opportunity to demonstrate their academic potential (with predetermined criteria); or

c) a validated academic literacy test (e.g. NBT test) that can be used to ascertain a student’s potential to succeed.

4.1.2 Recognition of Prior Learning (RPL): Applicants without a Senior Certificate*

The Senate of the University may consider granting access to applicants without a Senior Certificate, but with relevant work experience or prior learning, only if the Recognition of Prior Learning application procedures have been followed. Applicants seeking entry to this University through RPL must apply to the RPL Office. The RPL Office will conduct an interview with applicants to ascertain if RPL is the appropriate access route and to provide advice about the most suitable RPL procedure(s), which could be one of the following:

a) centralised tests to ascertain academic potential;

b) a portfolio development programme;

c) procedures developed by departments, schools or faculties; or

d) assessment of formal qualifications already attained.

An applicant who is not in possession of a Senior Certificate but has obtained additional qualifications through private and/or other education providers, may be admitted to a degree programme if it should be determined that their qualification is equivalent to (or higher than) a Senior Certificate.

4.1.3 Recognition of Prior Learning: Applicants without a Matriculation Exemption

but with a Senior Certificate and other relevant qualifications. *

Applicants who have a Senior Certificate, but who do not have a Matriculation Exemption, may apply for admission to an undergraduate degree programme on the grounds of prior learning completed at other educational institutions. Senate may consider admitting applicants who have a Senior Certificate, as well as additional qualifications, such as one- or two-year certificates that may have been attained through accredited professional bodies or private education providers, for access to a degree programme. The recognition of such prior learning qualifies the applicants for admission to a degree programme but does not provide any credit towards the qualification (advanced standing). Senate would consider the following before admitting such applicants:

a) status of the education provider with the South African Qualifications Authority (SAQA);

b) curriculum content of the qualification;

c) duration of the qualification;

d) assessment methodology of the qualification; and

e) NQF credit value of the qualification.

If these certificates are acceptable to Senate, the Student Administration Department applies to the Matriculation Board for a conditional exemption on behalf of the student. _______________________ *Refer to the University’s RPL Policy

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5. ADMISSION OF INTERNATIONAL STUDENTS

An international applicant who has completed or is completing their secondary education by means of the O and A (Principal) level system must have a combination of both O and A level subjects in order to qualify for admission to an undergraduate degree programme. In order to be admitted to an undergraduate degree, prospective international applicants should have a pass in English, an additional language as well as a pass in Mathematics and a Science subject. A C-symbol or higher is regarded as an acceptable pass mark at the O level whilst an E-symbol or higher is regarded as an acceptable pass mark at an A (or Principal) level.

International applicants in possession of an O level qualification may be considered for admission to an undergraduate diploma or a foundation programme, unless they have attained the age of 23 in which case they would qualify for a degree programme by means of an exemption on the grounds of their age.

In addition to the above-mentioned general admission requirements, faculties may specify further requirements for admission to particular programmes and selections may be done on the basis of grades obtained in specific subjects. In instances where the A- or O-level system is not applicable, applications shall be considered on merit by the faculties concerned.

All Universities are governed by the Universities South Africa (USAf) who determines whether international students are eligible for admission to South African Universities. Additional guidelines can be obtained from the USAf website: www.usaf.ac.za

6. ADMISSION TO POSTGRADUATE STUDIES

Postgraduate studies are normally further studies in a major subject area or sub-discipline of an undergraduate programme. However, some postgraduate study programmes are inter- disciplinary programmes with particular professional outcomes and have other requirements. The University offers honours, master’s, doctoral, diploma and certificate programmes at postgraduate level.

6.1 Conventional Admission Requirements

6.1.1 The conventional admission requirement for postgraduate diplomas or certificates is a Bachelor’s degree or a M+3 qualification and at least three years relevant prior learning that the faculty concerned may consider to be equivalent to a Bachelor’s degree.

6.1.2 The minimum entry requirement for Honours degrees is a Bachelor’s degree or an M+3 qualification that the faculty concerned may consider to be equivalent to a Bachelor’s degree plus three years relevant prior learning.

6.1.3 A Master’s degree can be obtained by completion of a thesis or a structured programme that may include programme work and a mini-thesis or research project. To be considered for admission to a Master’s degree an applicant must be in possession of:

• an Honours degree, or a four-year professional degree; or

• an advanced Bachelor’s degree; or

• a M+4 qualification evaluated by the Faculty as equivalent to the aforementioned degrees with five years relevant prior learning.

6.1.4 A doctorate is awarded on the basis of original research, carried out under the guidance of a supervisor. Candidates who are in possession of a Master’s Degree or a qualification that the faculty concerned may consider to be equivalent to a Master’s Degree, could be admitted to a doctoral programme.

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6.2 Admission to postgraduate studies in terms of Senate’s Discretion - Rule A.2.1.4:

Admission to Equal Status at the University

Notwithstanding the above admission criteria, Senate may allow an applicant, who in its opinion has attained an appropriate level of competency, to honours, master’s and doctoral studies. When an application is made in terms of Rule A.2.1.4, the approved guidelines should be followed. Admission remains the prerogative of Senate, and departments and faculties may not admit applicant(s) on their own authority. In order to determine whether an applicant’s academic status is equivalent to that of a graduate that would be admitted by the conventional admission route, and if the specific programme requirements have been met, the department concerned will be required to consider the level of previously attained qualifications, research competency, engagement with relevant subject matter through conference attendance or scholarly writing, completion of relevant programmes or study programmes, relevant work experience and where appropriate, the applicant’s performance on a portfolio development programme. The assessment shall be done by an assessment panel that shall forward a recommendation regarding the applicant’s admission to Senate via the relevant Faculty Board.

7. READMISSION OF STUDENTS

The Council, with the approval of the Senate of this University, may determine minimum criteria for students to continue with their studies. Such criteria may differ from faculty to faculty and from academic department to academic department in accordance with the demands of specific programmes. Unless Council, with the approval of Senate, specifically decides otherwise, the approved faculty rules for particular degrees, diplomas or certificates with regard to renewal of registration, shall apply (see the Faculty Calendars or the University website for more information). Faculties are authorised by Council to oversee the management of readmissions and faculties shall annually submit reports to Senate for oversight.

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*unless otherwise indicated, this policy will still apply beyond the review date

• Higher Education Act, 1997 (Act No. 101 of 1997)

Related legislation, policies,

procedures, guidelines and local

• The Institutional Operating Plan of the University

protocols

• The Higher Education Qualification Sub- Framework

• General university and Faculty rules pertaining to Masters and Doctoral studies

• Admissions Policy

• Joint Doctoral degree policy

• Policy: Doctoral by publication

• Plagiarism Policy

• Supervisors guide

• Implementation protocols and templates published by Senate Higher degrees Committee

1 | P a g e

Table of Contents

1. Preamble 3

2. Purpose 3

3. Admission to Postgraduate Studies 3

4. Senate Higher Degrees Committee 4

5. Ethics 5

6. Assessment of results 5

7. Supervision 5

8. Memorandums of Understanding 6

9. Registration 6

10. Intention to Submit 6

11. Assessment of Theses 7

12. Upgrading of Thesis 7

13. Re-submission of Theses 7

14. Arbitration 7

15. Dishonesty 7

16. Grievances 7

17. Appeals 8

18. Submission of Final Copies of Theses 8

19. Publication of thesis or part thereof 8

20. Copyright 8

21. Confidentiality 8

22. Conferring of Honorary degrees 9

23. Implementation Protocols 9

24. Policy Distribution 9

2 | P a g e

1. Preamble

The University has a statutory responsibility to encourage the development of intellectual independence in its postgraduate students. It assesses the achievement of this goal through coursework and examinations. The University expects all students to complete coursework, examinations and theses with integrity and honesty. Supervisors and Faculties should ensure that processes as stipulated in the implementation protocol is adhered to. This will maintain the reputation and quality of its postgraduate degrees and protects their national and international recognition. For the purposes of this policy, the term higher degrees refers to studies, research, or programmes at the master’s and/or doctoral level, equivalent to level 9 and 10 of the Higher Education Qualifications Sub Framework (HEQSF).

2. Purpose

The purpose of this policy, together with the university rules and the implementation protocol as annex to this policy is to provide a framework for the administration, governance and quality management of higher degree studies at the University. The framework aims to:

2.1 Establish rational and transparent decision-making processes around the governance and administration of higher degree and related student matters;

2.2 Ensure the highest levels of quality care with regard to higher degree studies;

2.3 Clarify the respective roles and responsibilities of higher degree students and supervisors;

2.4 Clarify the respective roles and responsibilities of higher degrees examiners

2.5 Ensure fairness and transparency in the treatment of higher degree students and in addressing their concerns; and

2.6 Ensure adequate capacity development for the support of higher degree students

3. Admission to Postgraduate Studies

The admission requirements to qualify for admission to postgraduate qualifications are contained in the UWC General Rules and Faculty Rules based on the minimum requirements set by the HEQSF.

3.1 Masters and Doctoral degrees

3.1.1 Students applying for admission to a master’s degree (HEQSF level 9) are normally required to hold a qualification at the HEQSF level 8; an Honours degree, a four-year 480-credit Bachelor’s degree, or a postgraduate diploma, in the relevant discipline.

3.1.2 Students applying for admission to a doctoral degree (HEQSF level 10) are normally required to hold a qualification at the HEQSF level 9: a master’s degree in the relevant discipline. In addition, candidates for admission to master’s and doctoral degrees in general need to have obtained in their previous degree an average mark of at least 60% to be considered for admission. Faculties may introduce other specific requirements per programme.

3.2 Types of Masters and Doctoral Degrees

3.2.1 A master’s degree can be awarded based on either full research thesis presented at NQF 180 credits minimum or by coursework. The mini-thesis should at least of 1/3 of the credits and the other 2/3 of the credits can be assigned to the coursework.

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3.2.2 A doctoral degree can be awarded based on either original research presented in a thesis or a doctoral degree based on a collection of publications of high quality on a specific theme or field.

3.2.3 All masters and doctoral degrees, irrespective of the kind or format, are managed uniformly with regard to established procedures, requirements and regulations for degrees, unless otherwise stated in the protocols.

3.3 Joint Doctoral degrees

The university will consider offering joint doctoral degrees with accredited international universities that share UWC’s strategic vision in the promotion of excellence in research and innovation. A joint degree refers to:

3.3.1. A programme collaboratively offered by UWC and an accredited, international partner institution.

3.3.2. The programme will be awarded at the successful completion of a jointly-offered single study programme.

3.3.3 Partner institutions are responsible for the entire programme and not just their own separate parts.

3.3.4. Candidates are enrolled at both institutions and receive one award (degree certificate), co-branded by university and the partner institution.

3.3.5. The exit institution confers the degree on the candidate

3.4 Admission to Equal Status

The University accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice in terms of Rule A.2.4 of the Calendar and may admit a candidate to postgraduate studies whom:

3.4.1 Passed at other tertiary institution such examinations that in the opinion of Senate are equivalent to the examinations prescribed for admission to a specific post graduate programme at this university, or

3.4.2 In any other manner and in accordance with assessment procedures determined by Senate attained a level of competence, which in the opinion of Senate is adequate for the purpose of postgraduate studies or research at this university.

3.5 Completed Masters and Doctoral Studies

A thesis, mini-thesis or research report that has previously been submitted for a degree at another university shall be accepted, but material taken by the candidate from his/her existing publications/thesis may be incorporated in the thesis, mini-thesis or research project and must be clearly indicated as such. If called upon, the candidate must submit together with his/her thesis, mini-thesis or research report, a copy of all such work previously submitted by him/her for another degree, whether it was accepted or not.

4. Senate Higher Degrees Committee

The Senate Higher Degrees Committee, serves as a standing Committee of Senate and deals with Masters and Doctoral Degree studies. Its main purpose is to regulate the administration and awarding of Masters and Doctoral degrees on behalf of Senate and to execute specific functions as per its Standing Orders and delegation manual. These functions are, but is not limited to:

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4.1 Approves research proposals for Mini and Research Theses for Master and Doctoral students on recommendation of the Faculty Higher Degrees Committee;

4.2 Approves supervisors and examiners for theses on recommendation of Faculty Higher Degrees Committee;

4.3 Considers recommendations from the Faculty Higher degrees Committee on theses Assessment reports from Assessors and make a final decision on the award of the degree;

4.4 The Senate Higher Degrees may alter the recommendations of Faculty before a final award can be made,

4.5 Consider applications for readmission after exclusion and leave of Absence;

4.6 Consider application via Rule A.2. (RPL), for all Masters and Doctoral programmes upon the recommendation of the Faculty Higher Degrees Committee supported by the Director Quality Assurance and makes a final decision; and

4.7 In general carry out the duties and functions of Senate in respect of higher degrees of the University, with due regard to the academic and public stature of such degrees.

5. Ethics

The university places a high value and emphasis on ethical conduct in all aspects of postgraduate student research, recognising that ethics and intellectual honesty are important in scholarship and university life. To this end, the university has established Research Ethics Committees which consider all ethical matters related to research at the university. Faculties must ensure that all students are advised of the necessity to adhere to good practice in research and of the need for ethical respect. All Masters and Doctoral students must obtain ethical clearance before commencement of their research.

6. Assessment of results

Unless Senate decides otherwise

6.1 To pass a master’s thesis/mini-thesis, a students must obtain a final mark of at least 50% from each of the assessors.

6.2 In order to pass a module for a coursework master’s degree a student must obtain a sub-minimum of 50% in the final assessment and a final mark of at least 50% composed as prescribed in the faculty rules.

6.3 To pass a master’s programme Magna, Summa or Cum laude, a minimum final mark of at least 75% has to be earned. All assessors’ marks are considered to calculate the final mark and Senate Higher Degrees has a final determination in this regard.(ratio).

6.4 Doctoral degrees are awarded if each of the assessors recommends that the degree be awarded.

6.5 Doctoral degrees are neither awarded with distinction nor receive special mark.

7. Supervision

7.1 Any student who is registered for a Masters of Doctoral degree should be linked to a supervisor. The supervisor is the person recommended by a Faculty and approved by Senate Higher Degrees Committee to oversee the research development of a masters and or doctoral student based on his/her expertise and recognition in a particular field of study.

7.2 In certain circumstances another supervisor may be appointed together with the main supervisor to oversee the writing of a thesis where the research is of an interdisciplinary nature, or the supervisor is external to the institution.

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7.3 Supervisors for PhD Students:

7.3.1 First-time supervisors will be supported through a mentoring process. More experienced supervisors will be appointed as co-supervisors. Faculty Higher Degrees Committees must consider what the contributions of the respective supervisors would be to ensure that the pairing is meaningful and that the best interest of the student is advanced through the composition of the supervisory team. The Senate Higher Degrees Committee will appoint supervisory teams after due consideration of the faculty recommendation.

7.3.2 Lecturers who are currently enrolled for their doctoral studies are not allowed to serve as main supervisors.

8. Memorandums of Understanding

The student and the supervisor must establish a schedule against which progress will be monitored by the supervisor and the Department Research Committee, and this is captured in a student-supervisor memorandum of understanding. For this purpose a student/s and their supervisors sign a memoranda of understanding which are approved by the Departmental Chairperson and the Faculty Higher Degrees Committee. Supervisors are, in all the supervisory tasks that they perform, accountable to the Department.

9. Registration

9.1 Successive Registration

For the duration of his/her studies a student must register each year. In order to proceed with his or her studies it would be required of all students in a research master’s programme to have a thesis title registered to proceed with the programme. For a structured Masters programme, the research title should be registered within the 2nd year of study. In each successive year, registration shall be subject to the progress report of the supervisor. Senate Higher Degrees can, for good reason, decide not to approve progress report of a supervisor.

9.2 Maximum study time allowed to complete

9.2.1 The maximum period of study for a master’s degree is three years and a doctorate is 5 years.

9.2.2 Senate may, however, grant extension only in exceptional cases on submission of an application by the student and a recommendation of the Supervisor and the Departmental Chairperson concerned.

9.2.3 In the event that extension is granted a completion plan must be submitted by the student on how he/she intends to complete the programme.

9.2.4 A title of a thesis is also approved for the said period of years, after which the student must apply to Senate for an extension of time and to extend the registration of the title. When extension is granted Council can decide the fees payable by students.

10. Intention to Submit

A student who wishes to be awarded his/her degree at the graduation ceremony associated with a given academic year, must notify his/her supervisor in writing that he/she intends to submit his/her thesis for assessment subject to the dates as stipulated in the University Calendar.

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11. Assessment of Theses

11.1 For a master’s degree, a maximum of two specialists who have not been involved in the supervision process and of whom at least one must be an external person not attached to the University contractual or otherwise.

11.2 For a Doctoral degree a maximum of three subject specialists who have not been involved in the thesis supervision process of whom all must be persons not attached to the University contractual or otherwise. At least two of the assessors should be of international standing.

12. Upgrading of Thesis

A Masters student, on grounds of excellent work in his/her Master’s research may be upgraded to Doctoral studies under special conditions provided that Senate agrees to the upgrade.

13. Re-submission of Theses

In the event of a thesis being rejected, Senate may, on the recommendation of the examiners, permit the candidate to re-submit it for assessment in a revised or extended format. Unless Senate Higher Degrees Committee decide otherwise, a candidate may re-submit the thesis for re-assessment only once.

14. Arbitration

A third party can be appointed by the university in case of conflictive views with regards to the outcome of the examination of a thesis on approval of the Senate Higher Degrees Committee.

15. Dishonesty

Academic dishonesty is not limited to plagiarism, cheating, collusion, but extends to all deceptions relating to academic research work. Academic dishonesty is serious misconduct and will be dealt with in terms of the provisions of the University’s Disciplinary Rules for Students (Rule 3.5 of Section 4 in the General Calendar).

16. Grievances

Supervisors and Heads of Department are required to take appropriate action in accordance with this policy when the grievances of postgraduate students are drawn to their attention. Grievances must be taken seriously, investigated promptly and carefully, and treated in confidence. Every effort should be made to resolve grievances through frank, informal discussion between the student and the staff member(s) concerned, before invoking formal procedures.

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17. Appeals

The normal appeals procedure as published in the General Calendar is applicable.

18. Submission of Final Copies of Theses

After approval of the thesis and before awarding of the degree, Doctoral candidates are required to upload their final and duly amended thesis / mini-thesis, or research report to the UWC Library website through the UWC Electronic Theses and Dissertation (ETD) Submissions Portal at http://submissions.uwc.ac.za.

19. Publication of thesis or part thereof

The University may, upon application by the author, grant permission for the whole or part of such work to be published, subject to such conditions as the Senate may set from time to time. These may include the following requirements:

19.1 Any changes required by the supervisor(s) and examiners must be effected in the script submitted for publication;

19.2 An acknowledgement that the work was submitted in fulfilment or partial fulfilment of the requirements for the relevant degree in the University of the Western Cape has to be made in the published work.

20. Copyright

Student enrolled for masters or doctoral programme shall/must cede his/her future copyright in any research report or thesis submitted by him/her for the purposes of said degree. Such cession shall be in within a statement set out below and shall be signed by the candidate.

I ................. hereby cede to the University of the Western Cape the entire copyright that may in future subsist in any research report or thesis submitted by me to the University in partial fulfilment of the requirements for the degree of ............... in the department of ...............

Any author who wishes to have the ceded copyright restored to him/her, may apply to the University’s Registrar in writing, giving full reasons, whereupon the University, on such terms and conditions as it deems fit, may cede such copyright back to the author.

21. Confidentiality

If it is required by the author that part or all of the contents of a thesis should remain confidential, such author, through his/her supervisor, may submit an application to the Executive Committee of Senate that an embargo be placed on such thesis. The Executive Committee of Senate can decided from time –to- time under which conditions an embargo will be appropriate.

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22. Conferring of Honorary degrees

The University may, by resolution of the Council passed on the recommendation of the Senate, and without assessment or examination, confer an honorary degree of master or doctor in any faculty upon any person who has rendered distinguished services in the advancement of any branch of learning, or upon any person who Council may deem worthy of such degree.

23. Implementation Protocols

Senate Higher Degrees Committee may develop specific protocols and rules to guide and direct the institution/Faculties on the procedures that need to be implemented in terms of this policy. These protocols can change as circumstances require and should not be in contrast to this policy.

Policy Distribution to:

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Policy for Credit Accumulation and Transfer

	Policy for Credit Accumulation and Transfer [of credits between academic programmes] (CAT)	Council Approval Reference Number First Approval Amendments	C2022/04 (01 December 2022)
		Implementation Date	02 December 2022
		Revision / Amendment
		Revision / Amendment Date
		Provisos	N/A
		Policy Owner	Registrar
		Executive Management	Registrar
		Contributors	Faculties, Faculty and Student Administration, Registration and APU, SAP, SEC, Senate
		Circulated by:	Registrar
		Circulated to:	Faculties

Related legislation, policies, The Higher Education Act No 101 of 1997. procedures, guidelines, Minimum Admission Requirements for Higher Certificate, Diploma and Bachelor’s standards and other Degree Programmes. (Government Gazette No. 32131 of May 2008) protocols National Policy for the Implementation of the Recognition of Prior Learning

(SAQA, 2013) Policy for Credit Accumulation and Transfer within the National Qualifications Framework (SAQA, 2014) The revised Higher Education Qualifications Sub-Framework (CHE, 2015); Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education Policy (CHE, 2016) UWC Admissions Policy

Table of Contents

1. Preamble ................................................................................................................................................................. 3

2. Purpose .................................................................................................................................................................. 3

3. Context .................................................................................................................................................................. 3

4. Application ............................................................................................................................................................. 3

5. Recognition of Prior Learning ................................................................................................................................ 4

6. Implementation Procedure ...................................................................................................................................... 4

7 Revision made to this Policy .................................................................................................................................. 4

8 Further Assistance .................................................................................................................................................. 4

9 Acronyms .............................................................................................................................................................. 5

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1. Preamble

This policy seeks to protect the integrity of qualifications. Its prescripts help prevent the possibility of having the same set of prior knowledge being used for obtaining more than one qualification. It also assists in ensuring that an applicant refreshes his or her prior knowledge with new, cutting-edge content, theories, and concepts in the chosen field of study, before obtaining a qualification. In addition, it is in line with the regulation that a person must obtain 50% of a qualification at the institution that is going to award the certificate for the qualification.

2. Purpose

The purpose of the policy is to provide guidelines for the recognition and transfer of credits between academic programme types. The purpose of CAT is to provide for mobility of students and enhance their chances to successfully complete their qualifications. CAT also provides for articulation across the sub- frameworks of the NQF to facilitate lifelong learning. This policy also provides a quality assurance framework for the recognition of prior informal and non-formal learning within RPL, as well as of formal learning within CAT. This policy regulation applies to undergraduate and postgraduate qualifications and does not apply to short learning programmes.

3. Context

The recognition of credits for the purposes of transfer from one qualification to another is determined by the nature of the qualifications, the relationship between them, the nature, complexity, and extent of the curricula associated with the specific credits to be recognised for transfer, and the nature of the assessment used.

4. Application

4.1 The recognition of credits for the purposes of transfer from one qualification to another is subject to the student having obtained a Bachelor’s endorsement /matriculation endorsement prior to the successful completion of the modules.

4.2 Credits from a complete or incomplete qualification from other institutions as meeting part of the requirements for a targeted qualification subject to the comparability of that qualification’s curricula, can be recognized. A maximum of 50% of the credits of a complete or incomplete qualification, excluding exit level modules, may be transferred to another qualification only once.

4.3 Credit transfer means carrying over credits previously obtained towards the same qualification in another institution; or to a different qualification on the same or different level of the NQF, in the same institution or another institution.

(i) Horizontal transfer refers to credits at the same level carried over from other institutions where the outcome/curriculum statements (subject content) are identical or comparable in content and assessment.

(ii) Vertical transfer is where credits of a preceding level of study at one institution are accepted for entry into the next level of study to the targeted programme.

Policy for Credit Accumulation and Transfer

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4.4 Qualifications are compared to determine the degree of similarity between the purpose, outcomes and content, to ensure that students have the necessary knowledge and skills and guided by the NQF level descriptors.

4.5 The student may be required to do supplementary work before the transferred credits are awarded.

5. Recognition of prior learning

(a) Based on recognition of prior learning the University may exempt an undergraduate or postgraduate

student based on other forms of prior learning, which could include short learning programmes, from modules that contribute towards a particular qualification. Senate may prescribe certain challenge tests for the purpose of exemption.

(b) If a student is granted exemption from one or more modules that lead to a particular qualification, that

particular student will complete the qualification in question with a total number of credit points that are less than the normally required number of credits for the qualification. The academic record of that student will reflect ‘exempted’ against the modules or courses that she or he was exempted from.

(c) Exemption from module(s) via RPL, can also be granted on the strength of short course(s) completed

outside the HEQSF (in other words, non-credit-bearing courses completed by the applicant) on condition that the course contents, duration and assessment of the short course are at least equivalent to that of the module(s) of the targeted qualification.

(d) An RPL student may be exempted from 50% of the credits of the targeted qualification excluding exit

level modules.

6. Implementation Procedures

The policy is supported by a Procedure Protocol clearly explaining procedures that need to be followed to implement this policy and can be amended accordingly as circumstances change after consultation.

7. Revision made to this Policy

This procedure is scheduled for review every five years or more frequently, if appropriate.

8. Further Assistance

Director: Quality Assurance

Policy for Credit Accumulation and Transfer

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9. Acronyms

CAT Credit and Accumulation Transfer

CESM Classification of Education Subject Matter

CHE Council on Higher Education

DHET Department of Higher Education and Training

GFETQSF General and Further Education and Training Qualifications Sub-Framework

Higher Education Quality Committee

HEQF Higher Education Qualifications Framework

HEQSF Higher Education Qualifications Sub-Framework

NQF National Qualifications Framework

OQSF Occupational Qualifications Sub-Framework

QC Quality Council

RPL Recognition of Prior Learning

SAQA South African Qualifications Authority

WIL Work Integrated Learning

Policy for Credit Accumulation and Transfer

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Policy for Credit Accumulation and Transfer

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SDSSC Annex 2007/02/02

UNIVERSITY OF THE WESTERN CAPE

POLICY ON STUDENTS WITH DISABILITY

PURPOSE STATEMENT

The policy on disability sets out the responsibility and commitment of the University of the Western Cape

towards providing equal opportunities and equitable access for students with disabilities. In line with

Chapter Two of the Constitution of the Republic of South Africa, The White Paper on Higher Education

and all relevant legislation, the University of the Western Cape will continue to work towards a more

inclusive learning and work environment for students with disabilities.

DEFINITIONS

The University notes the following definitions:

Adopted by the World Health Organization

• Impairment refers to any loss or abnormality of psychological; physiological or

anatomical structure and function;

• Disability refers to any restriction or lack of (resulting from impairment) of ability

to perform an activity within the range considered normal for a human being;

■ Handicap refers to a disadvantage for a given individual resulting from an

impairment or a disability that limits or prevents the fulfilment of a role that is

normally possible for that individual.

In the Employment Equity Act:

• "people with disabilities" means people who have a long term or recurring physical or mental

impairment which substantially limits their prospects of entry into, or advancement in employment

(1)

REASONABLE ACCOMODATION

Reasonable accommodation means changing some feature of the learning and/ or work situation so that

people from a designated group can have access to, participate in and advance in their academic endeavours

and vocational training. The aim of reasonable accommodation will be to ensure that no student with

disabilities would be unjustifiably excluded from any University activity or facility because s/he is disabled.

POLICY STATEMENT

The University of the Western Cape will:

1. Endeavour to establish and uphold the rights of students with disabilities in accordance with the Constitution

of South Africa including, but not limited, to the right freedom of choice with regards to disclosure of the

disability;

2. Encourage the development and implementation of procedures to address the requirements of students with

disabilities, and to promote the functioning of all divisions within the university to operate within the

disability framework;

3. Endeavour to include clear recommendations about the reasonable accommodation of students with

disabilities in all university policy and operational documents;

4. Provide reasonable accommodations in the form of teaching strategies, alternative assessments and support

assistance for students with disabilities in all respects of the academic and extra-curricular programmes;

5. Endeavour to remove any physical access barriers to ensure our campus is as accessible as possible for

students, staff and visitors with disabilities;

6. Seek to foster positive attitudes amongst the campus community towards people with disabilities;

7. Actively campaign for and educate about the Disability policy and related procedures, as well as the provision

of support for students with disabilities in all areas of academic learning, research, employment

opportunities, and extra- curricular and support activities.

Reference List

1. Chapter 2 of the Constitution of the Republic of South Africa, Act 108 of 1996

2. The White Paper on Higher Education, Notice 1196 of 1997, S1.18

Office for students with Disabilities

Addendum on Operational Considerations for Students with Disabilities

REASONABLE ACCOMODATION

Reasonable accommodation means changing some feature of the learning and/ or work situation so that people from a designated group can have access to, participate in and advance in their academic endeavours and vocational training. The aim of reasonable accommodation will be to ensure that no student with disabilities would be unjustifiably excluded from any University activity or facility because s/he is disabled.

The University of the Western Cape will develop procedures for the provision of reasonable accommodation for students with disabilities with regard to the following aspects:

1. STUDENT RIGHTS

Students with disabilities have the following rights:

• Equal access to courses, programmes, academic adjustments (reasonable accommodation) and/ or auxiliary aid;

• Reasonable and appropriate accommodation, services, activities and facilities;

• Confidentiality of all information pertaining to the disability with a choice of whom to disclose their disability to, except as required by law;

• Information reasonably available in accessible formats.

2. THE PHYSICAL ENVIRONMENT

• Where a student has been accepted into a particular field of study, the university will endeavour to adapt the existing physical environment as well as teaching and research facilities, taking into account its financial implications and practicality.

• The university undertakes to assess, in consultation with barrier-free experts and the Office for Students with Disabilities, the possibility of, and financial implications to, adapting existing buildings for disabled persons. It will also, in conjunction with the planning unit, develop a scheduled plan for implementing these changes.

• All new teaching and research facilities will provide for the needs of disabled persons and consult with experts throughout the planning process.

• Additional wings in existing residences on campus will be adapted, while new residences will be planned with the necessary facilities in place.

• The Physical Planning Unit of the University will in consultation with the Office for Students with Disabilities and a barrier-free expert, prioritise the

• •

• implementation of making other university facilities such as the administration and the library accessible. o The Physical Planning Unit of the University will also, in consultation with the Office for Students with Disabilities and a barrier-free expert, prioritise the implementation of making sport and recreational facilities such as the student centre, the sports stadium and the pool accessible. o The Physical Planning Unit and the Department responsible for the physical environment of the university will ensure that these are kept as free from hazards as possible and that the Office for Disabled Students are informed if there are any building projects planned that could present a danger to blind and visually impaired students.

3. ADMISSIONS

• The university respects and acknowledges the constitutional rights of disabled persons. Application for admission to the university shall therefore not be refused solely on the grounds of disability, provided that the applicant fulfils the necessary entrance requirements, that the applicant is able to function independently, and that acceptance of said applicant can be accommodated within the budgetary constraints of the university.

• The applicant is responsible for indicating on the application form that he/she has a disability and what their special requirements are.

• Applications indicating a disability will be forwarded to the Programme Coordinator who will if possible contact each applicant personally to assess the level of disability and the particular needs of each applicant and the possible financial implications. Where applicable, a full medical report will be required before a final decision is made.

• The Office for Students with Disabilities will provide a profile of the applicant to the relevant departmental chairperson and course coordinator prior to registration. If possible, a meeting between the applicant, the relevant persons in the department and the programme coordinator will be arranged where the particular choice of study and its suitability will be discussed.

• In cases where students require a full time assistant for personal needs, this person should be employed personally by the student. Accommodation for this person is discussed in 8.

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4. ACADEMIC SUPPORT

All departments that have registered disabled students will provide full academic support to these students so that their access to study material is equal to that of mainstream students. This will entail:

• Ensuring that lecture rooms are accessible to students in wheelchairs and that a writing surface is provided for them.

• Providing blind and visually impaired students with course outlines, notes, transparencies and any other study material in braille and on computer stiffy at the same time that it is given to mainstream students.

• Providing the Programme Officer of the OSD with a list of prescribed books and with copies of all notes and course readers as soon as a student's acceptance has been finalised so that the OSD can enlist the aid of outside agencies to timeously provide the student with material in Braille, on computer stiffy or on audio-tape.

• A full-time staff member to be dedicated to coordinating departmental input for disabled students. in the case of specific projects involving more than one student, outside funding could be sought to provide a mentor.

• Appointing additional support staff, e.g. tutors, laboratory Assistants and student assistants, to provide essential assistance to disabled students.

• Following the "Guidelines for Accessible Study Material" as outlined in the publication 'The Disabled Student at U.W.C."

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5. EXAMINATIONS

Refer to Examination Procedure for Students with Disabilities (Appendix A)

6. FINANCIAL ASSISTANCE

The university will embark upon a concerted fundraising drive in order to provide:

• funds to the university to provide resources and staff for the Office for Students with Disabilities.

• Financial Aid (NSFAS) and the Office for Students with Disabilities will assist eligible students to apply for full cost bursaries from the Department. of Labour.

• funding for the gradual adaptation of the physical environment of the university.

• A specific budget amount will be allocated to the Office for Disabled Students to provide for the daily academic and practical needs of all disabled students, e.g. photocopying, Braille printing, typing services, student assistants, audio-tapes and computers.

• The Office for Disabled Students will assist in seeking financial assistance by liaising with agencies, state and otherwise, that provide assistance either financially or in the form of equipment and resources.

7. WORK STUDY EMPLOYMENT AND/OR PROJECTS

All on-campus student employment must adhere to the work study agreement. With regard to students with disabilities:

• Advertisements have to specify whether the post advertised requires skills that would render students with particular disabilities to be ineligible for applying for the post.

• Students with disabilities shall not be unfairly disadvantaged or discriminated against on the basis of their disability.

• Students with non-visible disabilities reserve the right to decide whether they will

disclose their disability to their potential work-study employer.

• Students who receive full cost bursaries do not qualify for Work study employment unless they have specific skills that are to be used in the work study position e.g. sign language etc. The employing department has to provide a special motivation for employing a student who already has a full cost bursary.

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8. ACCOMMODATION

• All disabled students will be granted residence accommodation, if they so wish, irrespective of their geographical area of residence. They will receive priority for residences that have been adapted for use by disabled persons.

• Requests for single room accommodation, either in a mainstream residence or in the special residence, will be considered where appropriate motivation is forthcoming.

• The programme coordinator is to liaise closely with the Residence Administration and the individual residence coordinators and staff to provide the necessary information and support and to encourage a spirit of acceptance and co-operation.

• Prospective students who are dependent on a full-time assistant (who is not a student) will receive special assessment by the Programme Officer, a medical expert and a representative from the Residence administration before any decision regarding admission is taken. This would depend on the availability of rooms and such an assistant will be required to pay the same residence fees as other students.

9. COOPERATION WITH OTHER INSTITUTIONS & ORGANISATIONS

The University will strive to liaise with extra-University role players, e.g.

• The National Department of Education.

• The National Student Financial Aid Scheme of South Africa.

• National and regional organizations for people with Disabilities.

1 0. OFFICE FOR STUDENTS WITH DISABILITIES (OSwD)

The goal of the OSwD is to promote Equity, Equality and Inclusivity by enabling students to achieve their maximum potential by empowering them to function as independently as possible. The objective of the O.S.D. is to increase access to, and ensure participation in, the academic programme for persons with disabilities. Students with disabilities are encouraged to register with the OSwD in order to access the aid and support of the staff at the OSwD who will assist students with disabilities in advocating for and attaining reasonable accommodation in all areas of the academic programme at the University. The particular needs of students with disabilities will be addressed by the Programme Coordinator on an individual basis and by direct liaison with the relevant persons or departments concerned.

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•

11 AFFILIATION TO THE STUDENT REPRESENTATIVE COUNCIL

Disabled students to be encouraged to form a society to address their own particular needs, with a constitution that conforms to the established format and requirements. They shall be given full affiliation to the Student Representative Council on an equal basis to any other student society.

12 MEMBERSHIP OF CLUBS AND SOCIETIES ON CAMPUS.

Applications for membership to clubs and societies shall not be refused solely on the grounds of a student being disabled. Social interaction and support should be actively encouraged.

13. SPORT AND RECREATION

The relevant departments involved in sport and recreational facilities will be given encouragement to initiate and develop sporting codes for the physically disabled student here on campus and also network with established sporting organisations in the community and at other tertiary institutions to promote integration and participation.

14. COMPLAINT AND DISCIPLINARY PROCEDURES

The University has comprehensive complaint, grievance and disciplinary procedures for staff and students. The scope of these procedures includes complaints arising from discrimination as a result of disabilities.

Reference List

1. Chapter 2 of the Constitution of the Republic of South Africa, Act 108 of 1996.

2. The White Paper on Higher Education, Notice 1196 of 1997, Sl.18.

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	UNIVERSITY OF THE WESTERN CAPE
	FINANCIAL AID POLICY DOCUMENT	Council Approval Reference	C2007/04
		Implementation Date	14 Sept. 2007
		Revision / Amendment Number	C 2015/05
		Revision / Amendment Date	15 Nov 2015
		Policy Owner	Financial Aid Dept.
		Executive Management Portfolio	DVC: SDS
		Contributors	SDSSC
		Circulated by:
		Circulated to:

UNIVERSITY OF THE WESTERN CAPE (UWC)

FINANCIAL AID AMENDMENT POLICY (C2015/05)

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CONTENTS

1. DEFINITION OF TERMS

2. PREAMBLE

3. CATEGORIES OF FUNDING

4. SCOPE OF POLICY

5. GOVERNANCE

6. LIMITATION CLAUSE

7. ELIGIBILITY FOR FUNDING

8. APPEALS PROCESS

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1. DEFINITION OF TERMS

UWC: means the University of the Western Cape

SDSSC: means Student Development and Support Services Committee

Financial Aid Sub-committee: means a Sub-committee of SDSSC, which is a Committee of Senate and Council.

Tuition Cost: means Tuition cost for approved modules for which a student is permitted by his/her faculty to register for, in order to meet the requirements of a degree, diploma or a certificate.

First Year Student: means a student who is registered at a higher education Institution for the first time, doing an undergraduate degree, diploma or certificate

Senior/Returning Student: means a student who has completed a first year of study at the Institution

Student Merit Award – means a student who obtains an average of 65% and above at the end of the academic year.

Recruitment Grant: means recruiting prospective students who are performers both academically and as athletes

Development Fund: means a fund aimed at supporting registered students who are not guaranteed financial support but have the potential to achieve academic excellence

Athlete Support Programme: means financial and other support mechanisms provided to athletes who compete for the university, (Sports Admin to forward the categories)

Sports Merit Award: means an award given to an athlete who excels both in his/her code and has an excellent academic record

Nationality: means the status of belonging to a particular nation, whether by birth or naturalization.

Bursary: means a bursary awarded for one academic year to a student who performs academically well and qualify for financial support.

IOP (Institutional Operating Plan): means a strategic framework for the Institution covering a 5 year period

Allowance: means an allowance provided to students in support of their academic performance and any other requirements as may be needed

Satisfactory Academic Progress: means meeting academic progress requirements as defined by the University’s promotional rules and funding requirements across Faculties and related departments

2. PREAMBLE

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The University of the Western Cape, cognisant of its role in providing access to higher education, offers opportunities to students who academically deserving and financially needy . These are students who are mostly drawn from disadvantaged schools who withstand adverse conditions and lack of resources, but possess the will to succeed.

This policy document governs various forms of funding support to students using applicable criteria and relevant guidelines. The Postgraduate scholarships and bursaries Committee’s mandate is not covered by this policy, but a working relationship exist between the Financial Aid Sub-Committee and Scholarship Committee (SSFC). The Institutional Operating Plan (IOP) document gives a framing context and it is important that this document responds directly to the strategic thrust contained in the IOP document.

To achieve the objectives of this policy, there is a fundamental need to:

Provide different models of funding and increase the base of available funding;

Incentivize, support and encourage academically excellent students

Incentivize satisfactory student performance who are drawn from rural areas, in particular, women.

Apply the donor or University criteria when allocating funding.

Understand that the higher education environment is characterized by resource constraints and the need for efficient allocation to all deserving students

Utilize ITC and other internal mechanisms to support the process of verification of correct details.

Introduce and lead innovative fund raising efforts in consultation with Institutional Advancement.

While the policy recognises and rewards outstanding academic achievement, it promotes equity and access to education for promising students.

3. CATEGORIES OF FUNDING

Bursaries

Loans

Awards

Recruitment Grant

Athlete Support Programme

Development Fund

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4. SCOPE OF THE POLICY

This policy document refers largely to bursaries, awards, sports merit awards, athlete support programme, undergraduate bursaries, selected postgraduate bursaries/allocations, trusts and external bequests administered by the University of the Western Cape. This excludes the SRC rebate which falls under the purview of the Rebate Committee, in consultation with the Deputy Vice Chancellor: Student Development. This policy avoids specific reference to National Student Financial Aid Scheme (NSFAS) funding, as this falls under a different legislative and policy framework, with a predetermined means test and funding manual. Responsibility for policy areas relating to scholarship awards and fellowship at post-graduate level is vested in the Senate Scholarships and Fellowship Committee (SSFC), which is a Committee of Senate).Similarly, responsibility for policy relating to bursaries and loans, and the awarding of such funding, is vested in the Financial Aid Subcommittee (also a Committee of Senate).Closer synergy and collaboration between the two committees is seminal to achieving broader strategic goals.

The Financial Aid Office, as mandated by the SDSSC, in partnership with other role-players, will be driving the implementation of the policy.

5. GOVERNANCE

Student Development and Support Services Committee (SDSSC) is the main committee responsible for recommending Financial Aid subcommittee policy proposals and guidelines before discussion and final approval by the University Council.

The Financial Aid Subcommittee is responsible for making recommendations to the Student Development and Support Services Committee (SDSSC) in respect of:

the funding of merit awards to entrants, undergraduates and graduates;

the funding of bursaries to entrants and undergraduates;

the funding of Athlete Support Programme and Sports Merit Award ;

the conditions governing the granting and management of student merit awards administered by the University; and

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the granting of all student bursaries and awards administered by the University on behalf of external funders.

Where funds have specific award rules, those rules will take precedence over any policy of UWC. But, the committee needs to be presented with information to ratify such a decision.

UWC Bursary Award

Application to the Financial Aid Office which is subject to Means test

Senior registered students who obtained promotion and 65% aggregate in the previous year of study,

High income Senior registered students who obtained promotion and 65% aggregate in the previous year of study, will be assisted subject to availability of funding,

New First Year Merit Award

Application to the Financial Aid Office

Grade 12 learners entering the University for the first time

Award Conditions and Amounts

An applicant who has applied and obtained a level 7 aggregate qualifies for between 0-100% tuition fee rebate

An applicant who has applied and obtained a level 6 aggregate qualifies for between 0-75% tuition fee rebate

The award shall be credited into the student fee account.

The subcommittee reserves the authority to review the initial allocation

Applicants who are in receipt of full cost bursaries or in receipt of UWC staff rebates will not qualify for First Year Fee incentive.

Senior Merit Award

All senior undergraduate students registered with UWC who obtained A symbol for modules previously attained

Recruitment Grant

Applicable to prospective first year students who excel academically and in sports

Students should be registered at UWC in the following year

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Student should maintain an excellent academic performance and sport achievement, at the time of registration.

The Recruitment Grant is a sub-category of the Merit Award. Its aim is to secure top achievers who have applied to study at UWC and who qualify for their programme of choice.

In the case of the Recruitment Grant, top performing applicants, Level 7 and Level 6 achievers, are offered a bursary to study a degree programme that supports the University’s IOP enrolment goals with respect to the desired size, shape and mix of the student population and academic programme.

The Recruitment Grant is offered to the qualifying applicant in the year of application for the following academic year. It supports the notion of an early firm offer of study and offer of bursary to secure high achievers.

Athlete Support Programme

The Sport Department makes recommendations to the Financial Aid Sub-Committee on sports merit awards and athlete support programme

The funding principles must be consistent with the funding criteria.

Development Fund

Development Fund is meant to support rural and disadvantaged students who are experiencing funding challenges and require other forms of socio-economic support. The Financial Aid Office shall make available earmarked funding for this category of students, so that they could be supported to perform better. The allocation to each student depends on the available funding and this may be allocated disproportionately.

6. Limitation Clause

If a student qualifies for staff rebate and is in possible receipt of any funding drawn from outside the university, may qualify for the external funding or

the amount will be reduced in order that the funding could cater for other qualifying students for purposes of equity and fairness

If a student qualifies for any funding drawing from outside the university, he/she may qualify for the external funding but the university amount will be reduced or reversed in order for the funding to cater to other students for purposes of equity and fairness

No student shall be allowed to have two or more full cost bursaries/loans for the same programme of registration without the authorization or knowledge of Financial Aid Office

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7. ELIGIBILITY FOR FUNDING

Applications for funding are only accepted from students who:

Only RSA nationals are eligible for UWC entrant or undergraduate scholarships. All students (including international students) are eligible for the UWC Senior Merit Award

are registered for a degree,

funding for Diploma, Certificate and part-time studies shall be considered subject to availability of funding

apply for financial aid in time (late applications will be processed only in special circumstances and subject to the availability of funds).

Subject to means test and being promoted with an average of 55%

8. APPEALS PROCESS

A student has a right to appeal against any funding decision deemed unsatisfactory to the Chairperson of the Subcommittee, after having consulted and received written feedback from the Financial Aid Office.

If an appeal falls outside the scheduled meetings of the Sub-committee, the Chairperson shall convene a special meeting to discuss the appeal, provided that the report containing the initial decision has been distributed to members 48 hours before the special meeting.

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THE UNIVERSITY OF THE WESTERN CAPE

LANGUAGE POLICY

Preamble:

The University of the Western Cape is a multilingual university, alert to its African and international context. It is committed to helping nurture the cultural diversity of South Africa and build an equitable and dynamic society. This language policy relates to one aspect of that commitment. It attempts to guide institutional language practice so that it furthers equity, social development, and a respect for our multilingual heritage.

Language of Teaching, Learning and Assessment:

The languages of teaching, learning and assessment will be discussed under the following headings:

• Language(s) used in lectures, tutorials and practicals

• Language(s) used in the setting of tasks/assignments/examinations

• Language(s) used/allowed in the writing of assignments/examinations

• Language(s) in which text material is available

• Language(s) students use in their self-directed learning processes and activities

Language used in lectures, tutorials and practicals:

Lectures, tutorials and practicals for any module will be delivered in the language formally approved by the Faculty concerned. If lecturers are competent users of other languages, they are encouraged to use these languages in addition to the main language of teaching, if such a practice facilitates communication or discussion.

Languages used in the setting of tasks, assignments, tests and examinations:

Regarding the languages used in the setting of tasks, assignments, tests and examinations, English, Afrikaans and Xhosa should be used wherever it is practicable to do so.

Languages used in writing tasks, assignments, tests and examinations:

Unless otherwise negotiated between a student or a class and a lecturer, the language in which tasks, assignments, tests and examinations should be completed shall be English.

Languages in which texts are available:

Regarding the language students use in their self-directed learning processes and activities, departments should actively seek to appoint some student tutors who can assist students in Xhosa and/or Afrikaans, as well as English.

Access to Academic and Professional Discourse:

• All students will have access to entry-level courses aimed at strengthening their English oral and aural communication skills and improving their academic literacy in English.

• All students will have access to support services to assist them in developing their academic. literacy in English.

UWC Language Policy: Date of Approval - C2003/3

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Promoting Multilingualism:

• The university undertakes to make language acquisition courses in Afrikaans, English and Xhosa available to both administrative and lecturing staff.

• All students will be encouraged, through enrichment programmes, to develop proficiency in Afrikaans, English and Xhosa.

Languages of Internal Communication:

The main language of internal communication for academic and administrative purposes shall be English. However, the university will progressively make important information available in Afrikaans, English and Xhosa. Essential information such as rules will be made available in the three languages as a matter of priority. If departments for whatever reason deem it necessary, or because research into the needs of the client group reveals a clear need, Afrikaans , English and Xhosa translation of formal communications should be made available, provided that it is practicable to do so.

In spoken debate and deliberation, the objective is to be understood by everyone present. Should a speaker prefer to speak in Afrikaans, English or Xhosa, use will be made of informal interpreting if it is practicable to do so.

The university shall have staff available to assist enquiries in Afrikaans, English and Xhosa, particularly in advisory sessions and at registration in the examination periods. In appointing administrative staff who deal directly with students, the university will make their capacity to assist students in Afrikaans, English and Xhosa a strong recommendation. In these ways it will attempt to nurture and use the abilities of all in the university community in accordance with its mission statement, and to promote multilingualism, linguistic diversity and racial harmony at UWC.

Languages of External Communication:

The language used for external communication shall normally be English, unless sensitivity to the recipient requires use of another language. If individuals request information from the university in either Afrikaans or Xhosa, the information will be translated into that language, and the translated version will be sent to the individual accompanied by the English version. In all cases the official version shall be the English version.

Signage on campus will progressively be in Afrikaans, English ad Xhosa, having due regard to readability and aesthetic considerations.

Adapted from the original draft discussion document (1998) by the Board of Management of the Lilwini Sentrum. April 2003

UWC Language Policy: Date of Approval - C2003/3

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LANGUAGE POLICY

Preamble

The University of the Western Cape is a multilingual university, alert to its African and international context. It is committed to helping nurture the cultural diversity of South Africa and building an equitable and dynamic society. This language policy relates to one aspect of that commitment. It attempts to guide institutional language practice so that it furthers equity, social development, and a respect for our multilingual heritage.

Languages of Teaching, Learning and Assessment

The languages of teaching, learning and assessment will be discussed under the following headings:

• language(s) used in lectures, tutorials and practicals

• language(s) used in the setting of tasks/assignments/examinations

• language(s) used/allowed in the writing of assignments/examinations

• language(s) in which text material is available

• language(s) students use in their self-directed learning processes and activities.

Languages used in lectures, tutorials and practicals

Lectures, tutorials and practicals for any module will be delivered in the language formally approved by the Faculty concerned, in accordance with the spirit of the policy. If lecturers are competent users of other languages, they are encouraged to use these languages in addition to main language of teaching, if such a practice facilitates communication or discussion.

Languages used in the setting of tasks, assignments, tests and examinations

Regarding the languages used in the setting of tasks, assignments, tests and examinations, English, Afrikaans and Xhosa should be used wherever it is practicable to do so.

Languages used in writing tasks, assignments, tests and examinations

Unless otherwise negotiated between a student or a class and a lecturer, the language in which tasks, assignments, tests and examinations should be completed shall be English.

Languages in which texts are available

Regarding the languages in which texts are available, efforts should be made to provide alternatives and options in Afrikaans, English and Xhosa wherever it is practicable and academically desirable to do so. Texts here refer to support materials such as programme outlines, lecture notes and computer software.

Languages students use in self-directed learning processes and activities

Regarding the languages students’ use in their self-directed learning processes and activities, departments should actively seek to appoint some student tutors who can assist students in Xhosa and/or Afrikaans, as well as English.

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Access to Academic and Professional programmes

• All students will have access to entry-level programmes aimed at strengthening their English oral and aural communication skills and improving their academic literacy in English.

• All students will have access to support services to assist them in developing their academic literacy in English.

Promoting Multilingualism

• The University undertakes to make language acquisition programmes in Afrikaans, English and Xhosa available to both administrative and lecturing staff.

• All students will be encouraged, through enrichment programmes, to develop proficiency in Afrikaans, English and Xhosa.

Languages of Internal Communication

The main language of internal communication for academic and administrative purposes shall be English. However, the University will progressively make important information available in Afrikaans, English and Xhosa. Essential information such as rules will be made available in the three languages as a matter of priority. If departments for whatever reason deem it necessary, or because research into the needs of the client group reveals a clear need, Afrikaans and Xhosa translations of formal communications should be made available, provided that it is practicable to do so.

In spoken debate and deliberation, the objective is to be understood by everyone present. Should a speaker prefer to speak in Afrikaans or Xhosa, use will be made of informal interpreting if it is practicable to do so.

The University shall have staff available to assist enquirers in Afrikaans, English and Xhosa, particularly in advisory sessions and at registration and in the examination periods. In appointing administrative staff that deal directly with students, the university will make their capacity to assist students in Afrikaans, English and Xhosa a strong recommendation. In these ways it will attempt to nurture and use the abilities of all in the university community in accordance with its mission statement, and to promote multilingualism, linguistic diversity and racial harmony at UWC.

Languages of External Communication

The language used for external communication shall normally be English, unless sensitivity to the recipient requires use of another language. If individuals request information from the university in either Afrikaans or Xhosa, the information will be translated into that language, and the translated version will be sent to the individual accompanied by the English version. In all cases the official version shall be the English version.

Signage on campus will progressively be in Afrikaans, English and Xhosa, having due regard to readability and aesthetic considerations.

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	UNIVERSITY OF THE WESTERN CAPE
	FLEXIBLE LEARNING AND TEACHING PROVISIONING POLICY	Council Approval Reference	C2021/05 (23 Sept 2021)
		Implementation Date	24 September 2021
		Revision / Amendment Number	C2022/04
		Revision / Amendment Date	1 December 2022
		Policy Owner	APU – DVC: Academic
		Executive Management Portfolio	DVC: Academic
		Contributors	EMC, SAP, SEC, Senate
		Circulated by:	APU – DVC: Academic
		Circulated to:	Faculties; available on UWC Intranet

FLEXIBLE LEARNING AND TEACHING PROVISIONING POLICY

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Prepared by Academic Planning Unit (APU)

TABLE OF CONTENTS

1. AIM OF THE POLICY ............................................................................................. 2

2. POLICY-RELATED CONTEXTS .............................................................................. 2-3

2.1 Institutional Policy Context

2.2 National Policy Context

3. DEFINITION AND SCOPE OF FLEXIBLE LEARNING ................................................. 4

4. FLEXIBLE MODES AND APROACHES ...................................................................... 3-5

4.1 Blended learning

4.2 Fully online and distance learning

5. GENERAL ................................................................................................................. 6

6. IMPLEMENTING FLEXIBLE PROVISIONING .............................................................. 6-8

6.1 Programme design and delivery

6.2 Student information and support

6.3 Support for staff

6.4 Technology support systems

6.5 Quality assurance of flexible provisioning

7. RELATED POLICY AND LEGISLATION ........................................................................ 8-9

8. ACKNOWLEDGEMENTS .......................................................................................... 9

9. GLOSSARY OF TERMS ............................................................................................. 9-11

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UNIVERSITY OF THE WESTERN CAPE

POLICY FOR FLEXIBLE LEARNING AND TEACHING PROVISIONING

1. AIM OF THE POLICY

This FLTP Policy provides the parameters and offers an enabling framework for flexible learning and teaching provisioning (FLTP) within which its users can define, plan, resource, implement, monitor and evaluate flexible provisioning, in the context of full qualifications and short learning programmes.

In doing so, this policy proposes flexible provisioning that enables (a) the delivery of especially postgraduate programmes in fully online mode where appropriate and approved by Senate; (b) the delivery of programmes in blended mode as proposed by Faculties and approved by Senate; and (c) digitally-enhanced learning and the development of digital literacy skills as essential graduate attributes and core skills for academics.

The aim of this policy is to identify and define the approaches, scope, principles and procedures for Flexible Learning and Teaching Provisioning. Nothing in this policy shall imply that UWC will mainstream fully online education, and instead, the policy re-affirms the institution’s commitment to providing a quality physical environment to enable the provision of quality campus-based and digitally-supported learning and teaching.

In 2021, the University and the DHET agreed, as an intermediate term target (accomplishable in one to five years), that 3% of UWC accredited programmes may be offered by way of fully online delivery. It is envisaged, that to meet this target, UWC will focus on offering appropriate postgraduate programmes in fully online mode. Undergraduate programmes will continue to be offered largely in campus-based and blended format, with varied degrees of technology-enhanced provisioning, as appropriate to the relevant programme.

2. POLICY-RELATED CONTEXTS

This policy is aligned with the following internal learning and teaching-related policies:

• Teaching and Learning Policy (2006)

• Strategic Plan for Teaching and Learning (2009)

• The UWC Charter for Graduate Attributes (2009)

• Framework for Student Retention and Success (2019)

• UWC Curriculum Transformation and Renewal Framework (2021)

• UWC Assessment Policy (2021)

2.1 Institutional policy context

a) This policy is situated within the University’s mission, wherein:

It is committed to excellence in teaching, learning and research, to nurturing the cultural diversity of South Africa, and to responding in critical and creative ways to the needs of a society in

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transition. Drawing on its proud experiences in the liberation struggle, the University is aware of having a distinctive academic role in helping build an equitable and dynamic society.

b) This policy gives further expression to the Institutional Operating Plan (IOP) 2016-2020, Goal 2, which commits UWC as follows:

To provide opportunities for an excellent learning and teaching experience that is contextually responsive to the challenges of globalization and of a society in transition and that enhances the students’ capacities to be change agents in the 21st century.

c) The policy further supports the following commitment in the IOP (2016-2020):

UWC will promote enhanced learning opportunities through the innovative use of emerging technologies.

The technological advances of the ‘digital age’ are fundamentally changing both how students learn and engage with information and what competences they will require in a world of work equally influenced by these advances. UWC is committed to enabling its academic staff to enhance the learning experience of students by developing the multiple academic and digital literacies that inform this context and are needed to engage effectively with it.

Strengthening the informed use of technologies in learning and teaching is a central feature of the plan. This must be underpinned by pedagogical rationales which draw on the potential of these technologies to transform learning and teaching, especially by facilitating the active participation of students. In this regard, exploring less traditional digital media of learning and communication will be particularly important. The University is building its capacity to be a ‘connected’ campus which pursues excellent learning opportunities, among other things through facilitating the ‘internal’ and ‘external’ connectedness of its students. Digital technologies are an important vehicle to support this intention.

2.2 National policy and related guidelines

In defining key principles for FLTP, UWC endorses open learning purposes and principles, as first described in the White Paper for Education and Training (1995). In this policy, which supports expanding access to more cost-effective and flexible quality education and training, open learning is described as:

An educational approach which combines the principles of learner-centredness, life-long learning, flexibility of learning provisioning, the removal of barriers to access learning, the recognition for credit of prior learning experience, the provisioning of learner support, the construction of learning programmes in the belief that learners can succeed and the maintenance of rigorous quality assurance over the design of learning materials and support system.

The DHETs Open Learning Policy Framework for South African Post-school Education and Training (2017) describes key barriers to access such as discrimination on the basis of physical disability, gender, age, social class or race; a lack of qualifications necessary for admission; financial constraints; past experience of transmission type pedagogy and assessments that restrict accessibility and contribute to a loss of confidence; as well as geographical isolation of students from campuses; lack of reliable access to digital infrastructure; inability to take time off from work or family responsibilities.

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In response to these barriers, the Open Learning Policy Framework provided the following rationale for the DHET’s adoption of open learning:

The DHET has adopted ‘open learning’ as a strategy to increase access to education and training opportunities and to construct quality learning environments which take account of learner contexts and use the most cost-effective methods and technologies.

3. DEFINITION AND SCOPE OF FLEXIBLE LEARNING AT UWC

This policy uses flexible provisioning to refer to offering learning programmes through (a) fully online provision and (b) through blended learning approaches that include the use of digital learning technologies to enhance flexibility and enrich the quality of students’ learning experience.

Flexible delivery also refers to an approach wherein specific modules and programmes are purposefully designed to enable the inclusion of students who are unable to attend the University full time. UWC has had a long history of offering part time and evening provisioning, as well as a recent history of offering fully online learning, to accommodate students in far-flung areas, working adults and international students to promote learning flexibility and lifelong learning.

UWC recognises the importance of equitable and effective access to ICTs to enable the full participation of all students in flexible (blended and fully online) learning experiences. Mechanisms for supporting this goal include the provision of computer labs and ubiquitous Wi-Fi on campus and in residences, and the provision of laptops to incoming first year students. Specific mechanisms for supporting students with disabilities include the provision of specialized software and services through the Office for Students with Disabilities, and the progressive realization of accessibility best practice in both online platforms and learning content.

Campus-based learning is valued at UWC as crucial to effective student growth and success. Campus life provides opportunities for students to engage with lecturers face-to-face, and with each other, as a campus community built on real-time interactions, conversations, engagements and debates. The University recognizes the value of campus-based learning supported by up-to-date physical infrastructure as crucial for student success and the successful acquisition of UWC’s Graduate Attributes. UWC recognizes that a quality physical environment, which also enables comfortable access for students with disabilities/differently-abled students, is the foundation from which to enable flexible learning and teaching provisioning.

4. FLEXIBLE MODES AND APPROACHES

This policy supports the ongoing development of technology-enhanced blended learning across both online and face-to-face teaching environments in order to:

• assist in enhancing the student experience;

• support innovative teaching strategies;

• build students and staff digital skills while enhancing the digital capacity of UWC; and

• promote social intellectualization and collective/collaborative learning possibilities amongst students.

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At UWC the Centre for Innovative Educational and Communication Technologies (CIECT) has played a vital role in managing digital learning and training students, educators and administrative staff in the use of ICTs and in the design of pedagogically sound learning and teaching activities using ICTs (SAQA 2015). E- learning tools and ICT resources, in particular those curated by CIECT, provide the infrastructure for flexible learning that is technologically-enhanced and allows for its expansion across the University.

4.1 Blended Learning

Blended learning refers to approaches where students learn in digital and online media as well as traditional face-to-face teaching, and can include a range of technologies and the deployment of both physical and virtual resources to suit different purposes, students and contexts. Rather than replacing face-to-face lecture delivery with online delivery, in blended learning the online component is usually used to complement the in-class lecture. The ultimate goal of blended learning arrangements is to promote active and self-directed learning opportunities for students by joining the best features of face- to-face in- class instruction with the best features of online instruction. Hybrid learning is a form of blended learning, and defines a classroom arrangement that enables some students to attend in-person while others join in virtually. Hybrid classrooms are characterized by synchronous delivery, but may also include asynchronous learning elements.

It is understood that different forms of blended learning will suit different programmes. It is recommended that as a rule, when using a blended learning approach, first-year students should be provided with more face-to face teaching than online delivery, to facilitate their transition to university, and also to online learning.

Where Faculties adopt a blended learning approach, programme design must be coordinated at Faculty level, with individual lecturers preparing individual module plans for a blended approach. These plans should specify the percentage of teaching and learning time dedicated to contact and to online delivery; details of assessments and examinations to be completed in each mode; and logistical arrangements including the resource needs for synchronous and/or asynchronous teaching, and so on.

4.2 Fully online and distance learning

Distance education provisioning includes fully online formats as well as the use of print-based material only. This policy does not include distance provisioning via print-based material only. Distance education includes the use of ICTs for teaching, learning and assessment.

Distance education does not require students to be present on campus frequently, but requires students to have access to the University’s online facilities. Programmes offered in contact and blended mode may be offered via fully online mode of delivery as well; and new programmes may be designed with online mode of delivery only. Both types must proceed through the University’s formal programme approvals processes and thereafter for external approval as required.

Fully online learning involves the predominant use of the internet to learn. Students have to be connected to the internet to access and interact with learning materials, interact with peers and lecturers, participate in discussions and do assessments. In designing fully online programs, Faculties and Departments must carefully

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consider whether a programme or course is more appropriate to offer fully online rather than via contact or blended mode; who the target students are; what the rationale is for offering a course or programme fully online and what the implications are in terms of inclusion or exclusion, as well as specific needs of the targeted students. Teaching, learning and assessment in distance/fully online programmes must be specifically designed for online learning, and such programmes must be designed and developed by academic and specialist staff who are proficient in online learning design and delivery.

5. GENERAL

a. Any undergraduate or postgraduate module or programme can be offered in blended mode.

b. Decisions to offer blended learning approaches must be made at a level appropriate to the scope and impact of the choices. Hence, decisions related to the balance between physical and virtual classroom instruction, within a programme, should be made at Faculty level.

c. Requests to offer programmes in fully online mode must be submitted to the Senate Academic Planning Committee, thereafter to Senate and Council and finally to the CHE for approval.

d. Blended and fully online learning models are chosen to enhance student engagement and learning and not to reduce the costs of delivering teaching or to reduce teaching loads. In some circumstances, blended learning and flexible delivery may require increased investment of resources to ensure sustainable delivery of high-quality learning and teaching.

e. Security issues relating to the authentication of a student’s work must be considered when designing appropriate assessments and assessment processes. The integrity of the qualification and programme should not be compromised; and the same academic requirements and standards should be applied to all students.

6. IMPLEMENTING FLEXIBLE PROVISIONING

6.1 Programme design and delivery

a. The design of all new fully online programmes will need to take place in consultation with the relevant expertise in the Institution such as the Division for Learning, Teaching and Student Success, the Academic Planning Unit, the Centre for Innovative Education and Communication Technologies (CIECT), the Quality Assurance Office and also the Library.

b. Programme design must ensure that blended and fully online learning developments are student- centred and subject-led rather than technology led. The University will make available recommended design principles and guidelines for blended and fully online delivery.

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c. The learning, teaching and assessment strategies adopted in flexible (blended and fully online) delivery should be specifically designed for this context.

d. Flexible (blended and fully online) learning approaches should be embedded in overall curriculum design and logically linked to learning outcomes. Access to quality learning opportunities should be built into the design of programmes, courses and learning materials, the design of learning itself, the graphic materials and experiential activities, and these should be imaginatively constructed with the student and their context in mind.

e. Blended learning will not always provide students a choice of where and when they can study.

6.2 Student information and support

a. The University creates the conditions for a fair chance of student success through student support, contextually appropriate resources and sound pedagogical practices. Blended and fully online learning and teaching is provided within the ambit of the UWC Framework for Student Retention and Success.

b. Students are provided with access to learning materials and learning support, on the understanding that employment of sophisticated e-learning technology, especially in programmes that are fully online, may exclude many students who lack access to the necessary devices and/or reliable internet connectivity. Faculty Librarians should be consulted regarding provision of digital learning materials.

c. Digital literacy is recognized as an important graduate attribute and a core skill for academic staff and students. Students are trained during orientation in using digital tools for learning, and competencies are developed through the use of digital tools in the curriculum. A key goal would be to assist students, as they progress, to become proficient in using digital tools in the areas of analytics, coding, storytelling, data visualizations and so on, that could serve them beyond graduation.

d. Instructional materials must be easily accessible by students with disabilities via alternative instructional strategies and/or referring to special institutional resources.

e. Prior to enrolment on a blended or fully online learning programme, students must be provided with an induction to the programme. This should include, but not be limited to, the nature and extent of autonomous learning, collaborative and supported aspects of learning, details of specified timings for synchronous learning or assessment, rules governing flexibility for students, and measures in place to protect students’ right to privacy in terms of the POPIA Act.

6.3 Support for staff

a. All staff involved in teaching should participate in formal professional development initiatives provided by the University, towards developing their knowledge and skills in flexible learning and teaching provisioning approaches.

b. UWC will ensure staff are trained, supported, resourced and recognised for effective and innovative 7

blended learning approaches and fully online delivery at an institutional level.

6.4 Technology support systems

a. A quality virtual environment is provided at all times, and is firmly based on the pedagogical needs of the course and its students, is reliable and robust, is aligned to the technical infrastructure of the institution and is regularly subjected to internal evaluations, updating and improvements as needed.

b. The University will invest in, research and support online infrastructure and learning spaces that allow for flexible (blended and fully online) approaches, including online student feedback, analytics, online submission of assignments, student sharing of content and learnings and personalized student communications.

c. Staff and students are likely to need ongoing technological support, which should be clearly, easily and readily available to them, as should all services, information, tools and resources necessary to facilitate and enable learning.

6.5 Quality assurance of flexible provisioning

a. The University will regularly review flexible (blended and fully online) approaches across courses and programmes of study for applicability, relevance and best practice in relation to student needs and desired learning outcomes. It is expected that FLTP will conform to all quality related requirements of the University, the HEQC and relevant professional bodies.

b. The University will regularly review administrative and student support systems and services to ensure their effectiveness in supporting flexible learning and teaching provisioning across the University. Regular feedback will be sought from students in all courses and programmes, and programme teams should provide evidence during review processes that they reflect on the regular feedback from students in order to enhance the quality of courses and programmes.

7. RELATED POLICY AND LEGISLATION

Internal and institutional

UWC Institutional Operating Plan (IOP) (2016-2020) UWC Mission (current) UWC Framework for Student Retention and Success (2019) UWC Principles and Guidelines for the Transformation and Renewal of the Curriculum (2021) UWC Assessment Policy UWC Teaching and Learning Policy (2006) UWC Strategic Plan for Teaching and Learning (2009) UWC Charter for Graduate Attributes (2009)

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National Policy

DHET White Paper for Post-School Education and Training (2013) DHET Policy for the Provision of Distance Education in South African Universities in the Context of an Integrated Post-School System (2014) DHET Open Learning Policy Framework for Post-School Education and Training (2017) National Qualifications Framework Act No 67 of 2008

South African Qualifications Authority (SAQA)

SAQA: Lifelong Learning and Professional Development in Residential Universities (2015A) SAQA: Flexible Learning Pathways: The national Qualifications Framework Backbone (2020) SAQA and UWC: Flexible Learning and Teaching at UWC: Understandings, practices and implications (2015B)

Council for Higher Education (CHE)

CHE: Distance Higher Education Programmes in a Digital Era: Good Practice Guide (2014) CHE: Quality Assurance Guidelines for Remote Teaching and Learning and Assessment During the COVID-

19 Pandemic in 2020 CHE: Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment. (2016)

8. ACKNOWLEDGEMENTS

Emeritus Professor Shirley Walters for her huge contribution to national policy and institutional understandings and approaches to flexible learning and Lifelong Learning.

APU, CIECT, DLTSS, the SAP Flexible Learning and Teaching Task Team and Prof Louis Fourie for their contributions.

Guides for Designing Blended Learning Arrangements and for Fully Online Learning to follow in 2021

9. GLOSSARY OF TERMS*

Asynchronous interaction is the learning or sharing of information within a group outside the constraints of time and place e.g. the access to and use of email, discussion forums etc.

Blended learning is commonly defined as a combination of traditional face-to-face and technology-based instruction delivery methods. Rather than replacing face-to-face lecture delivery with online delivery, in blended learning the online component is usually used as a complement of the in-class lecture.

Credit accumulation and Transfer (CAT) is a term that refers to the arrangement whereby the diverse features of both credit accumulation and credit transfer are combined to facilitate lifelong learning and access to the workplace.

Distance education is concerned with a set of teaching and learning strategies (or educational methods) that can be used to overcome spatial and/or temporal separation between educators and students. It avoids the

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need for students to discover the curriculum by attending classes frequently and for long periods.

E-Learning (also referred to as technology-enhanced learning) uses ICT to access programmes or courses. It involves the use of electronic devices (for example computers and mobile devices) to provide, access or interact with learning materials, interact with peers and lecturers, participate in discussions, and do assessments. E-learning can take place online, offline or in a combination thereof.

Fully online (FOL) in this policy refers to the delivery of programmes in 100% online mode, that are fully accessible from where students are located, and that do not require students’ presence on campus.

Hybrid learning combines traditional classroom teaching with online or remote activities, and is characterized as an educational model where some students attend classes in person while others join the class virtually from home. Hybrid classes can include asynchronous learning elements as well as synchronous.

Learning management system (LMS) refers to a multi-use software programme for delivering programmes and courses to students, registering students, administering, tracking, reporting on and documenting their participation, progress, performance and achievement/results. This information is accessible to lecturers, tutors and administrators, and, in most cases, information on each student is made available to the individual concerned, enabling students to track their own progress.

Learning content management system (LCMS) is a multi-use software programme enabling lecturers, instructional designers and course/materials developers to create, develop, modify, store, re-use and organize e-learning content. It includes a centralized repository of learning materials and resources archived so as to be searchable and adaptable for use in any online course. Ideally, an LCMS should be entirely compatible and integrated with the LMS used by the same organization.

Mode of provision refers to the dominant mix of methods by which institutions mediate their curricula i.e. the method/s by which learning is taking place. There is a move away from traditional, single mode institutions to dual and mixed-mode institutions where courses and programmes are mediated by a range of online, resource-based and contact-based methods, with the blend of methods varying from context to context.

Massive open online learning course (MOOC) is an online course aimed at unlimited participation and open access via the Web.

Online learning refers to the predominant use of the internet to learn. Students have to be connected to the internet to access and interact with learning materials, interact with peers and lecturers, participate in discussions and do assessments.

Open Education Resources (OER) are educational resources (including curriculum maps, course materials, textbooks, streaming videos, multimedia applications, podcasts, and any other materials that have been

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designed for use in teaching and learning) that are freely available for use by educators and students without an accompanying need to pay royalties or license fees. Openly licensed content can be produced in any medium: text, video, or computer-based multimedia.

Open learning is an educational approach which combines the principles of learner-centeredness, lifelong learning, flexibility of learning provision, the removal of barriers to access learning, the recognition for credit of prior learning experience, the provision of student support and the construction of learning programmes in the expectation that students can succeed.

Proctoring in the context of online assessment, involves monitoring students online during the duration of the assessment, typically with the help of a webcam, mic and access to the screens of the students.

Recognition of Prior Learning (RPL) refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and rigorously assessed and moderated for the purposes of alternative access and admission, recognition and certification or further learning and development.

Synchronous interaction is the learning or sharing of information within a group that necessitates taking part at the same time, although it could be outside the constraint of place (if supported online): e.g. a lecture in a classroom with facilitator and all students present, or a lecture via Web-conferencing with some or all students online.

Technology support for students is about providing students with access to technology, the necessary information relating to computer elements required to support course software, directions for using essential tools like email, chat and discussions for asynchronous and synchronous interaction with lecturers and tutors, and assignment drop boxes.

Technology-enhanced learning: Structured learning mediated through software applications using digital resources (usually combinations of text, audio and visual/video files) and communication, and accessed through a range of fixed or mobile hardware devices. Such learning provisioning may be on-line and synchronous, online and asynchronous, or off-line (e.g. interactive or resourced based CD/DVD/flash drive). ICT can support learning in contact, blended and fully online programmes.

Technology-supported learning refers to structured learning opportunities mediated through software applications using digital resources (usually combinations of text, audio and visual/video files) and communication, and accessed through a range of fixed or mobile hardware devices. Such learning provision may be online and synchronous (e.g. real-time conferencing), online and asynchronous (e.g. text-based discussion forum) or off-line (e.g. interactive or resource-based CD/DVD/flash drive). ICT can support learning in contact, blended and fully online education programmes.

* The explanations provided in this Glossary are to be found in the following policies and documents:

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• DHET Policy for the Provision of Distance Education in South African Universities in the Context of an Integrated Post-School System (2014)

• DHET Open Learning Policy Framework for Post-School Education and Training (2017)

• CHE: Distance Higher Education Programmes in a Digital Era: Good Practice Guide (2014)

• CHE: Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment. (2016)

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UNIVERSITY0fthe WESTERN CAPE

UNIVERSITY OF WESTERN CAPE (UWC)

POLICY FOR THE MANAGEMENT OF CONTINUING EDUCATION

COURSES

DATE OF LAST APPROVAL: C2013/2

APPROVED BY COUNCIL ON 20 JUNE 2013

[Type here] private Bag x 17, Bellville 7535, South Africa

T: +27 21 959 2727 . F: +27 21 959 3443

secretariat@uwc.ac.za

University of the Western Cape

Policy for the Management of

Continuing Education Courses

Contents

1 . Preamble

2. Purpose

3. Scope and Principles

4. Definitions

5. UWC as a provider of CE Courses

6. General Policy

7. Quality Assurance

8. Registration and Approval Process

9. Finances

10. Roles and Responsibilities

11. Certification

12. References and Related Documents

Approval

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1. Preamble

In 2012 following an internal audit report, a review was undertaken of the policies, processes and practices at the University of the Western Cape (UWC) with regards to Continuing Education (CE) courses being developed and offered at the University. As part of this review process, some of the documents that were studied include the Policy for the Quality Assurance of Continuing Education at UWC, Policy for the Registration of Continuing Education Courses at the University of the Western Cape, and the Short Course Audit Report prepared by KPMG. The direct result of this review process is this Policy document which will replace the Policy for the Registration of Continuing Education Courses at the University of the Western Cape (2003).

The consultation process conducted as part of the review and preparation of this document included: interactions with the DVC: Academic; the Faculties through the offices of the Deans; the units reporting into the DVC: Academic; with important contributions by the Director of the Division for Lifelong Learning, and the CE Course Specialist in the Division for Lifelong Learning, the Executive Director Finance and Services and representatives of his team; Director: Quality Assurance; the Director: Academic Planning Unit; the Acting Registrar; the Executive Director: Human Resources; as well as UWC units that are actively involved in the development and presentation of CE courses, and individual staff members involved in the administration and registration of CE courses at UWC.

2. Purpose

UWC is an engaged University, aware of its distinctive academic role in helping build an equitable and dynamic society. UWC views the development and presentation of CE courses as an important academic offering and as relevant to the training needs of the stakeholders served by the University. They are also recognised as an important mechanism for sharing the University's knowledge and expertise in order to enhance socio-economic development. The purpose of the Policy for the Management of Continuing Education Courses is to regulate teaching and learning activities that do not form part of the mainstream teaching activities of the University, and in so doing, to ensure the highest level of quality assurance for CE course offerings.

3. Scope and Principles

3.1 Scope

This policy is applicable to CE courses as defined in this policy and relevant to all academic and support staff of UWC. Courses offered as part of UWC staff development are managed by the Department of Human Resources. This policy will replace the Policy for the Registration of Continuing Education Courses at the University of the Western Cape (2003).

3.2 Principles

The University seeks to create an enabling environment for CE courses where they are a part of the vision of UWC and the relevant UWC Faculty, they can be managed by the UWC Department and the staff involved, and they contribute to the income of UWC. All CE courses must be developed with the interests of UWC and the stakeholders to whom the courses are offered in mind, particularly with regards to academic quality, UWC's reputation, their benefit to society and their financial viability.

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Key principles that guide the development and implementation of CE courses at UWC include the following:

CE courses must be developed with the interests of the stakeholders to whom

the courses are offered in mind as well as those of UWC;

CE courses should not compete with nor compromise core University teaching

courses;

The academic and quality management of CE courses falls under the leadership

and custodianship of the Senate of the University through the DVC Academic;

CE courses developed should respond to market needs, social and

transformational needs, development opportunities and market demands; CE courses must meet the applicable quality standards, both of UWC and of external regulatory bodies where applicable and should promote articulation of courses and mobility of students where possible;

CE courses should have a budget that anticipates reasonable surplus after all

applicable costs have been accounted for;

For CE courses that are specifically intended to form part of a community

engagement or community service initiative, the principle of cost recovery and achieving breakeven should be aimed for;

Certificates for CE courses in the name of UWC will only be issued after

consultation with the Registrar to ensure adherence to the relevant policy relating to the issue of certificates at UWC;

UWC will charge a contribution levy on income received in lieu of the overhead

costs incurred by UWC to present CE courses;

The academic review, quality assessment and control and budgeting support

activities required for the development and registration of CE Courses will be handled centrally by Faculties, Administration and the Senate. The course development, course administration, course implementation and quality assurance of courses will be handled at the level of the relevant Department or School.

4. Definitions

"CE courses" are defined as those courses in which the content (which may be a single module or a group of modules clustered together) is less than 120 credits and will not lead to the award of a full South African Qualifications Authority (SAQA) registered or Council on Higher Education (CHE) accredited qualification. The content or modules can be selected from existing accredited programmes within the University or designed separately for a specific purpose. These courses should typically be 8 hours or more, and could be linked to the Higher Education Qualifications SubFramework (HEQSF) levels 5 to 8.

"CE courses" are divided into two types depending on whether they are credit-bearing or non-credit-bearing:

Credit-bearing courses are linked to an already accredited qualification or unit standard and can lead to the award of a credit towards a particular unit standard or part of a qualification, depending on whether the learner chooses, or is provided with the option, to be formally assessed or not. Such courses are assessed according to specified criteria and a certificate of competence will be issued.

Non-credit-bearing courses may include two options:

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A non-credit bearing course which is a type of short learning programme not

linked to and which does not articulate with any registered programme qualification, for which no credits are awarded. In this regard, a certificate of attendance may be awarded;

A Continuing Professional Development (CPD) course is one which is not

linked to a qualification or unit standard but which may carry points required for ongoing registration of occupations linked to professional councils provided the course is externally accredited and audited by recognised external professional bodies. The points are usually determined on the basis of the number of contact hours of teaching.

"Contribution Levy" refers to the percentage of gross income, levied by the University linked to course development, assessment, administration and implementation. The levy will not apply to income received for logistics (course-related photocopying, printing and binding, course related books or reference material and course-related transport and accommodation) associated with the implementation of CE Courses. This contribution levy is set at a minimum of 15%. The minimum level will be reviewed and adjusted every 3 years as required by the University Executive Committee.

"Course Coordinator" refers to the existing UWC staff member responsible for the functions of setting up the CE course, leading the application for registration and accreditation, developing the course budget, managing implementation, exercising financial control and preparing the course for review. Where a designated staff member within a Department or School has been tasked to undertake this role for the unit (as decided by the relevant Chair/Director), this staff member may serve as the Course Coordinator for the unit.

UWC "CE Programme Coordinator" refers to the UWC staff member/s who, oversee/s the academic approval process for CE courses and serve/s as a link between UWC Faculties and the UWC Academic Planning Unit and who supports the development, administration and validation of CE courses at the University.

5. UWC as a provider of CE Courses

5.1 UWC receives its mandate via its Programme and Qualifications Mix (PQM) from the Department of Higher Education and Training (DHET) to offer programmes as a public higher education provider. All UWC formal programmes are accredited by the Higher Education Quality Committee (HEQC), and as such all CE courses which are credit- bearing (less than 120 credits), and linked to a formal qualification at UWC, are thus formally accredited.

5.2 Credit bearing CE courses linked to a formal accredited programme offered by other Higher Education Institutions (HEI) in South Africa may be offered by UWC on the basis of a Memorandum of Understanding (MOU). The credits obtained are therefore only applicable to the formal programme of the other HEI and not linked to a formal programme offered by UWC.

5.3 CE courses which are credit-bearing, but not linked to a formal accredited and/ or access programme of UWC, may be offered as a CE course on the condition that it has followed the normal registration process for CE courses at UWC and is approved by Senate Academic Planning (SAP) Committee, or it has been accredited by the relevant Sector Education Training Authority (SETA) or professional body which has registered the qualification with SAQA. In the latter scenario the credits will be awarded by the relevant SETA or professional body who registered the qualification with SAQA. See 5.4. 4

5.4 CE courses should normally be offered at Levels 5-8 of the National Qualifications Framework (NQF), and course content should be developed with due regard to SAQA level descriptors. The presentation of CE courses below NQF level 4 should be clearly motivated.

5.5 Where CE courses are being developed and offered on a contractual basis, in addition to the processes as stipulated in this policy, the contracts relevant to the courses being developed will be subjected to review and scrutiny before signing The review will include the validation of CE course design and internal approval, as well as implementation time-lines in the contract by the Quality Assurance Office. The contracts will then be endorsed by the Director of Legal Services before submission to the Deputy Vice Chancellor (Academic) or Rector for signature. All contracts will be filed at the Registrar's Office. The signing of a contract does not exempt the Course Coordinators from any stipulation within this policy.

5.6 As per the approved UWC Research Policy, CE course material and associated Intellectual Property involved with the creation and presentation of the CE course, whether or not on UWC's premises, whether or not during regular working hours, alone or with the cooperation of one or more other people, shall belong to UWC. Exceptions to this that may have been negotiated differently are recommended by the Director Technology Transfer for approval by the DVC: Academic.

5.7 Unless Senate decides otherwise, where the curriculum of a UWC accredited programme of 120 credits, such as a Certificate or Higher Certificate qualification, is converted into a range of CE courses, and a student, after completing some of the CE courses plans to obtain the full qualification, any outstanding module/s to the value of at least 30 credits may only be completed if the student is registered for them to obtain the particular qualification.

6. General Policy

6.1 The offering of UWC CE courses must be approved through established University academic approval processes. These include the Faculty Academic Planning Committee and Senate Academic Planning (SAP) Committee.

6.2 The guiding principles highlighted in Section (2) in addition to the quality management procedures in Section (7) are important for the approval of a CE course at UWC.

6.3 University staff may participate in, and be remunerated for, the activities associated with CE courses if the course budget permits this, provided their Departmental Chair and Faculty Academic Planning Committee or an Executive Committee thereof is satisfied that such additional activities do not compromise their primary responsibility and duties as a staff member of UWC, including teaching, research, postgraduate supervision and other key performance areas.

6.4 Where a full-time staff member of an academic department is involved in the development and offering of a CE Course, the relevant Faculty Academic Planning Committee or an Executive Committee thereof should consider the following as a minimum before recommendation of the CE course and the involvement of the staff member therein:

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6.4.1 The staff member's normal workload and performance regarding teaching, research and postgraduate supervision, and if relevant, administrative duties are at the required standard set by the University;

6.4.2 The existing qualification and expertise of the staff member and the skills required of the staff member to design and present the CE course, as well as the involvement of the staff member in existing CE course offerings at UWC;

6.4.3 The success rate based on student feedback, of the regular courses offered by the staff member at UWC;

6.4.4 The contribution that the CE course can make to enriching the curriculum and enhancing the community engagement activities of the Department/School.

6.5 The participation of University staff in CE courses will constitute community engagement when the presentation of the CE courses results in engagement that is mutually beneficial to the development, exchange and application of knowledge and resources to address and solve challenges facing external communities.

6.6 Where CE courses are expected to make use of external human resources and expertise, this must be reviewed by the relevant Faculty Academic Planning Committee or an Executive Committee thereof through recommendation of the CE course for approval (refer 5.7 above for the contract process).

6.7 UWC staff are encouraged to comply with the procedures set out in this policy document. Repeated failure to comply with the requirements of this policy may be handled in line with the disciplinary procedures of employment at UWC.

7. Quality Assurance Process

7.1 The University is responsible for the quality assurance and certification of CE courses. Its internal quality assurance processes should take cognisance of the HEQC quality assurance frameworks in this regard. The HEQC will continue to apply these frameworks and UWC will therefore have to demonstrate to the HEQC that it has adequate quality assurance systems in place to manage the quality of the CE courses being offered.

7.2 The Policy for the Quality Assurance of Continuing Education at UWC (13 March

2007) guides matters of quality, specifically on the principles, and practices that support the review, planning and improvement of CE courses offered at UWC. The CE Programme Coordinator will maintain a list of the dates when CE courses are due for review and will alert the Faculties and Senate Academic Planning accordingly.

7.3 The offering of CE courses under the name of UWC must comply with internal quality assurance processes. CE course quality, in respect of content, administration, management and delivery must be in line with and maintain UWC standards, its image, reputation and brand.

7.4 All CE courses offered at UWC must be summarized in a course Descriptor/Registration Form completed in consultation with the CE Programme Coordinator, and then presented to the relevant Departmental Chair or School Director for recommendation, before submission to the Faculty Academic Planning Committee or an Executive Committee thereof for quality assessment, review and adaptation, prior to being tabled at the Senate Academic Planning Committee for approval by the CE Programme Coordinator.

7.5 All CE courses offered at UWC must have a budget approved by the Business Innovation Centre.

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7.6 The Faculty Academic Planning Committee or an Executive Committee thereof is the first screening committee for the quality assessment and control of CE courses, which should include:

7.6.1 Review and recommendation of applications for new CE courses in the Faculty;

7.6.2 Reviewing the relevance, contents and academic standards of the CE course every three years. Each CE course is only approved for a 3 year period;

7.6.3 Reviewing the qualifications of external (non-UWC) CE course presenters;

7.6.4 Assessing feedback/evidence from students by means of a CE course evaluation forms if relevant;

7.6.5 Involving professional bodies in reviews where relevant;

7.6.6 The evaluation of CE courses during the formal evaluation of the academic unit.

7.7 When assessing if a CE course should be recommended for approval, the Faculty Academic Planning Committee or an Executive Committee thereof should consider the following:

7.7.1 The NQF level, outcomes, curriculum content, assessment criteria, contact hours and that the CE course meets the quality standards of the department and faculty;

7.7.2 The positioning of the CE course in terms of its alignment to the department and faculty's existing courses, as well as other CE courses offered at UWC;

7.7.3 That the necessary administrative and logistical support exists within the Department/School in order to comply with institutional quality assurance requirements.

7.8 The CE Course Coordinator will retain quality records of the CE course which shall include at least:

7.8.1 A copy of the completed and approved course descriptor;

7.8.2 Copy of teaching material and assessment material for the course;

7.8.3 Copy of the list of students that attended the course and the assessment results of the completed course;

7.8.4 Proof of the summarised students' course feedback signed off by the Course Coordinator;

7.8.5 Copy of the CE Course budget approved by the Business Innovation Centre;

7.8.6 A copy of the contract with external party for whom the contract is being presented if relevant.

7.9 CE Courses should include a student feedback form to gauge the relevance and quality of the course.

8. Registration and Approval Process

8.1. Course Coordinators must complete a Course Descriptor/CE Course Registration Form obtainable from the CE Programme Coordinator and familiarise themselves with the documents required to do this, namely:

8.1.1 The CE Course Descriptor/Registration Form;

8.1.2 The Policy for the Quality Assurance of Continuing Education at UWC;

8.1.3 The CE Course Budgeting Guide available from the Business Innovation Centre.

8.2 The CE Course Descriptor/Registration Form must be completed in consultation with the CE Programme Coordinator. Once completed appropriately, it should be validated

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by the CE Programme Coordinator and submitted by the Course Coordinator to the relevant Departmental Chair/School Director for recommendation, together with the budget and contract (if relevant). The Course Coordinator then submits the CE Course to the Faculty Academic Planning Committee or an Executive Committee thereof for review and recommendation. The Faculty Academic Planning Committee or an Executive Committee must consider the General Policy (6) and Quality Assurance (7) sections of this document when recommending a CE course for approval.

8.3. If recommended by the Faculty Academic Planning Committee, the Course Coordinator submits the CE Course Descriptor/Registration Form and supporting documents to the CE Programme Coordinator for final review and preparation and submission to the Academic Planning Unit, which refers the CE Course to the Senate Academic Planning Committee for final approval. If the CE course is approved, the approval will be recorded in the minutes of the particular Senate Academic Planning Committee meeting. The CE Programme Coordinator will keep a database of CE courses approved by the Senate Academic Planning Committee.

8.4 With CE courses that require approval at short notice, where it can be demonstrated that the University must respond quickly to seize a market opportunity or there are risks for the University associated with a delayed approval process of the CE course, the Course Co-ordinator, with a recommendation from the relevant Departmental Chair and the Executive Committee of the Faculty Academic Planning Committee, can request through the CE Programme Coordinator an urgent meeting of the Executive Committee of the Senate Academic Planning Committee for executive approval of the CE Course.

8.5 After notification from the CE Programme Coordinator that the CE course has been approved, the Course Coordinator can begin the operational processes to present the CE course.

8.6 The CE course is approved for implementation for a 3-year period. Re-registration of the CE course for a further period will be subject to a review or an evaluation report submitted with the re-registration request, to be completed and submitted by the CE Course Coordinator.

9. Finances

9.1 UWC regards CE courses as an important component of its strategic intention to be an engaged university. The principles that underlie the pricing of courses will include value for money, generation of a surplus, contributing to professional development, and the social benefit of the CE course. CE courses should be budgeted on the basis of cost recovery and generation of a surplus, with the exception of CE courses offered as part of a community engagement or community service initiative. Such courses should aim for cost recovery.

9.2 All funds obtained from CE courses must be deposited into an approved UWC bank account and then into an official UWC cost centre. Each CE course will be allocated its own identifier. Invoicing for CE courses must be undertaken by the Department of Finance. All expenses incurred in implementing CE courses must be processed through the UWC accounting system and must follow UWC financial policies and procedures, particularly those outlined in the Restricted Funds User Guide, and any other related policies that guide university expenditure.

9.3 With UWC contract staff members, for whom the administration and/or development, teaching and management of CE courses is an expectation of their

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employment in the relevant UWC Department or School, no salary subvention from income generated by CE courses will be permitted. The financials (ability to reach break- even and generate a surplus) of the CE course will be used as a guide in this regard.

9.4 Where agreed by the UWC staff member and his/her line manager that CE course involvement does not form part of their normal expected workload as a UWC staff member, the staff member involved may be remunerated for this function, if the course budget permits.

9.5 The rates of remuneration for UWC, staff involved in presenting and/or administering CE courses will not normally exceed the University's current lecture and examination-marking rates. Where the budgeted remuneration rates of UWC staff exceed the existing UWC salary ratels, or Departments and Schools intend using a different rate to pay UWC staff, the Business Innovation Centre will determine if the financials (ability to reach break-even and generate a surplus) of the CE course justify these remuneration rates, and will approve these rates through the approval of the budget of the CE course.

9.6 Where external (non-UWC) parties are deployed in the offering of the CE course, the remuneration rates of relevant recognised professional bodies will serve as a guideline in budgeting for the remuneration of these parties. The financials (ability to reach break- even and generate a surplus) of the CE course will also determine if the remuneration rates budgeted for are justifiable.

9.7 The Course Coordinator is responsible for financial control of the budget. All direct costs of the CE course are set off against the CE course income. Operational budgets of Departments may not be used for cross-subsidising CE course expenditure. Where up- front payment for CE courses is not possible, a signed contract from the client should be obtained to confirm the future receipt of funds.

9.8 A Contribution Levy (defined in Section 3) will be collected by UWC on each CE course. The levy will be collected centrally and divided annually between UWC Central Funds (2/3) and the relevant Faculty or appropriate non-Faculty unit in which the CE course is offered (1/3).

9.9 The calculation of generated surpluses will be based on the gross income less the contribution levy and all other costs attributed to the CE course. The distribution of generated surpluses shall be in the form of fund transfers and shall be based on the "financial statements" of the CE Course verified by the Business Innovation Centre. Reasonable surpluses that remain after deduction of all operational costs and the Contribution Levy shall be distributed according to guidelines developed by the Department of Finance, approved by the University Executive Management Committee.

9.10 Funds generated from surpluses arising from CE courses may be used for operational purposes to enhance and further the teaching and learning mandate of UWC, but may not be used for payment towards:

• Lecture and or teaching relief for staff members;

• Salary subvention for UWC staff.

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10. Responsibilities

10.1 Course Coordinators are existing UWC staff members that take on the responsibility of developing the CE Courses, completing the Course Descriptor/Registration Form and budget, undertaking the processes to register the CE Course, completing all required course administration steps, collating student feedback reports, and preparing the course review or evaluation report for submission with any course re-registration request. Operationally, a Course Coordinator is responsible for the functions of course development, course marketing, course administration and finances, course implementation, course quality assurance, and ensuring that the required standards and course deliverables are met.

10.2 The CE Programme Coordinator is the UWC staff member that serves as the first point of reference for the development of the CE course. They are responsible for supporting the completion of the Course Descriptor/Registration Form correctly, for assuring the quality of the CE course, interacting with the Academic Planning Unit, and supporting the development, registration, validation, co-ordination and review of CE Courses. The CE Programme Coordinator keeps a list of all approved CE Courses and liaises with the Registrar as appropriate on matters of certification.

10.3 The Business Innovation Centre will support the budget development for the CE course and facilitate collection and distribution of levies and generated surplus transfers as required after completion of the CE course.

10.4 The Departmental Chair or Director of School is an existing UWC staff member responsible for assessing the work load, qualification and expertise of the Course Coordinator and other staff member/s proposed for involvement in the CE Course. They are also responsible for assessing the ability of the unit to offer the CE Course, the quality of the proposed course, and the fit of the CE course with the vision of the unit.

10.5 The responsibility of the Faculty Academic Planning Committee or an Executive Committee thereof relates to the quality management of the CE Courses. It is responsible for ensuring the appropriate positioning of the CE Courses, monitoring and evaluating academic standards and the quality, validity and applicability of courses in relation to the market place. It must also facilitate the optimal utilization of facilities and appropriate remuneration of staff members within the Faculty, assess the feasibility of the CE course relative to work loads of staff and manage staff performance. At all times it must uphold the image and reputation of the Faculty.

10.6 Senate Academic Planning Committee or an Executive Committee thereof will approve CE courses after consideration of the recommendations of the Faculty Academic Planning Committee and an assessment of the quality of the offering being proposed. It will also evaluate the proposed CE course in relation to UWC's strategic priorities, especially around teaching and learning and research.

11. Certification

11.1 Certificates for CE courses will only be issued in line with the Certification Policy of UWC, once proof has been provided that the student has met the assessment criteria for the CE course.

11.2 Certificates will only be issued for courses registered at UWC.

11.3 For non-credit bearing CE courses approved and registered by UWC, but offered in collaboration with an external partner/organisation, the UWC certificate issued may

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reflect the name and logo of the external partner. This should be in line with the Certification Policy of UWC.

11.4 When CE courses that require certification are offered by Departments/Schools, the Registrar should be informed by the CE Programme Coordinator about the course, its content, duration and number of persons registered. These Departments/Schools should also indicate if the course will lead to a certificate of competence or attendance.

11.5 An example of the certificate that will be issued should be kept on record by the CE Course Coordinator as part of the quality records of the CE course.

11.6 Departments should include the costs of printing certificates in the CE course budget until an automation process for printing certificates has been implemented.

11.7 The list of the names of the persons to whom the certificates will be issued should be forwarded to the Registrar and Student Administration for record purposes.

1 1.8 The CE Course Coordinator should keep a register of the names of the persons to whom the certificates were issued as well as a copy of the certificate issued for CE course.

11.9 Unless otherwise arranged, the Registrar will sign all the certificates. In her/his absence the Registrar will delegate the responsibility to the appropriate senior UWC staff member.

11.10 Prior arrangements should be made with the Registrar's Office at least 48 hours before the end of the CE Course for the signing of these certificates.

12. References and Related Documents

Copyright Act, No. 98 of 1978; HEQC Audit and Programme Guidelines (available from the Council on Higher Education); Policy for the Quality Assurance of Continuing Education at UWC (13 March 2007); Restricted Funds User Guide version 1 (obtainable from Finance Department, Restricted Funds Unit); UWC Certification Policy (in development).

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TEACHING AND LEARNING POLICY OF THE UNIVERSITY OF

THE WESTERN CAPE

1. Preamble

This Teaching and Learning Policy is meant to convey as clearly as possible the university's intent with regard to the development, delivery and evaluation of all of its programmes and shorter courses, as well as students' participation in them. As such it is meant to give effect to the mission and vision of the university. It must therefore become a document that is familiar to all members of the academic staff of the university and it must provide a general guide to their daily practice.

UWC is a university with a diverse staff and student body and it places a high value on

) access and equity. It is a non-racial, non-sexist and democratic community of scholars

and learners. This means that it is incumbent upon all who work at UWC to strive to promote academic quality in such a way that the university's academic project is welcoming to, and appropriately informed by, the experiences of students of diverse cultures, classes and genders.

Due to the legacy of the apartheid p·ast, especially a legacy of poor secondary schooling and poverty, the university finds itself in the position of having to cater for the needs of a student population that includes a substantial proportion of educationally and economically disadvantaged students. As a socially responsive institution, the university willingly and constructively addresses these problems, taking full cognisance of the developmental needs of the students that it admits, and the special learning problems that they may be experiencing. This implies an understanding that certain historically derived problems, such as those associated with language in education, multiculturalism and unevenness in academic achievement, are deep-seated and require long term strategies, as well as interim measures. All the principles and practices of teaching and learning that appear below are formulated andshould be read in the context of these realities.

The university's offerings are diverse in nature. They encompass the Natural Sciences, Health Sciences, Economic and Management Sciences, Education, Law, Social Sciences and Humanities. While .some of these are directly related to satisfying the demands for necessary expertise in industry and commerce, others are professional in nature and still others are appropriately general and formative in their intent. Some offerings focus on particular disciplines, while others are more interdisciplinary in nature. This diversity of offerings is consistent with UWC's mission and its vision of a modem, progressive university that is alert and responsive to its social context.

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2. Policy Statement

UTVC strives to:

• enable its students to graduate with the knowledge, skill and wisdom that will let them take their place with confidence amongst peers graduating from any of the best universities in the world

• inform its programmes by drawing on relevant international, national and local perspectives and knowledge resources

• foster research, scholarship and creative activity in an appropriate balance in all its areas of academic endeavour

• encourage teaching that promotes: intellectual curiosity; independent thinking; lifelong learning; a wide-ranging understanding of the world and social issues

• cater for diversity among the student population in terms of age, background and lifestyle by creating an environment that is conducive to independent and part- time learning

• ensure that the university's administration and systems for supporting the core academic project are fully adequate for their task

• develop excellent teachers and lecturers

3. Principles of Policy

UTVC 's teaching aims to:

• focus on desired learning outcomes, where these outcomes have been carefully thought through and made clear to students

• assist students to form broad conceptual understandings while gaining depth and breadth in factual knowledge

• encourage students to question received theories and views critically and in a well informed manner

• make the limited, provisional and changing nature of knowledge clear to students, without denying its histori.cal roots and foundations

• develop an understanding ofresearch and its procedures, beginning already at the undergraduate level

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• help orientate students and develop their attitudes towards learning so as to encourage them to be active participants in the learning process

• introduce students to the various ways in which study tasks can be undertaken

• promote the welfare and progress of each individual student, bearing in rnind the barriers to learning that many students must overcome

• encompass a dynamic understanding of a class's current range of knowledge, capabilities and backgrounds

• engage with perspectives frorri different ethnic, socio-economic, gender and national backgrounds

• be responsive to the learning needs of students with disabilities

• promote an ethical sensibility in relation to issues and problems in all fields of enquiry

• utilise instructional tools, technologies and methodologies to support a range of learning styles and student circumstances

• use assessment methods that are in line with the university's assessment policy and which are therefore appropriate to the desired outcomes and to promoting learning

• encourage and help students to work both independently and collaboratively, as appropriate

UWC students may expect that:

• they will be given sound advice on programmes, courses and subjects and they will be informed about the support services available to them

• within each learning programme there will be coherence of structure, so that the courses and module topics, as well as the teaching, learning and assessment methods, are all related to the general aims of the programme

• they will be clearly informed about the levels of performance that are expected of them and how these will be assessed

• they will receive constructive feedback from staff about their performance on a regular basis, as required by the university's assessment policy

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• productive dialogue between staff and students will be promoted, as well as amongst the students themselves · ·

• staff will be accessible to students to deal with their queries and problems at agreed times

• their evaluations of the university's academic offerings will be taken seriously as the university strives continuously to improve its offerings

UWC 's teaching and lecturing staff expect of students that:

• they will be properly orientated to the requirements of tertiary study

• they will motivate themselves in terms of participation in, and preparation for, all formal learning activities pertaining to their programmes and courses of study

• they will be academically honest in the production of written work

• they will develop ari attitude of self-reliance in seeking and processing information related to their studies

UWC 's academic offerings are:

• evaluated regularly in accordance with the university's policy on quality assurance, with a view to continuous improvement

• structured and delivered in such a way as to encourage students to become self- directed learners, who will maintain an interest in learning and an ability to learn throughout their lives

• informed by current knowledge in relevant fields

• designed in such a way as to include processes of consultation with expert peers, as well as relevant constituencies outside the academy, where this is appropriate

• supported by adequate learning resources, such as print and electronic learning materials, as well as efficient systems of communication and administration

• well documented at the course, modular and programme levels

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4. Notes and guidelines on educational aims and outcomes

At the highest level, educational aims are encapsulated in a purpose statement for a programme and a set of broad exit level outcomes. At the constituent level, programmes are made up of modules, each with its own set of specific outcomes. Clearly there is a relationship between the aims of the programme as a whole and the outcomes of its constituent modules. While staff and students need to be aware of these relationships among broader aims and specific outcomes, and to orientate their efforts in line with them, there are complications in this that need to be mentioned.

Learning outcomes are not all easy to articulate, nor can they all be anticipated. Indeed if students are active, independent learners, then it cannot be assumed that they will follow predefined paths. Therefore it is important that outcomes should not be formulated in unduly prescriptive or narrow ways. However, clear descriptions can map the territory for students in useful ways, by allowing them room for their own exploration. Allowance should also be made for lecturers to bring in variations from time to time in the way modules are delivered and even in their content. Therefore module content should not be defined too tightly lest it lock teaching into a restrictive frame that might become detrimental to learning. One would also not like to have to submit new documentation every time the delivery or content of a module is altered in minor ways.

Just as learning outcomes are not always easy to define, they are not always easy to measure or observe. Understanding, for example, cannot be observed directly, it must be inferred from available evidence. This does not mean that demonstrating understanding should not be a part of an outcome statement - indeed part of the importance accorded to understanding is precisely the fact that it tends to distinguish university education from some other sorts of education and training - but it does suggest that lecturers should consider very carefully how they assess a student's understanding, that they need to be creative in such assessments, and that they should make it as clear as possible to students as to what the assessment task is designed to· achieve.

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Some learning outcomes may not be fully achieved within a specific course or module. In some cases the learning outcomes are such that they reflect progress towards longer- term goals; in other cases very precise minimum standards need to be specified, for example in modules of certain professional programmes. These sorts of differences should be captured as far as possible in the ways that outcomes are formulated.

The rule of thumb in all these matters is: make the outcomes useful. The questions a lecturer should ask herself are: 'will these outcome statements make the learning process easier for students to understand?' and 'will these outcomes help a different lecturer if she has to teach this same module and I am no longer around to explain what was intended?'

1 The term 'course' refers in this document to a predetermined sequence of modules, one of which is the

prerequisite for another, for example in a university subject.

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At UWC the specific learning outcomes are captured in a document called a module descriptor. The outcomes statements there should make clear the progress that is required towards expertise in a given field, the generic competences that will also be assessed in the module (communication, analytical skills, independent thinking, and so forth), as well as specific disciplinary and professional/applied components. These should be presented to students in the light of the aims of the programme as a whole, particularly in the case of professional programmes. In the case of general formative degrees this can still be explained in terms of the socially useful nature of the degree and what it is that constitutes acceptable 'graduateness'.

Outcomes statements should not include specifications that are clearly not assessable, for example 'a love of reading', 'an enthusiasm for learning', 'a deep respect for the profession', etc. Any attempt to assess these would be so subjective as to be potentially unfair to the learner.

The sensible nature of a set of relationshiJls between specific modules and broader programme aims is not always immediately apparent, and it is often contestable to some degree. It is important therefore that all staff members should spend some time considering and discussing amongst themselves these broader educational aims and professional requirements and how specific modules relate to them. Students for their part can then expect that the teaching, learning and assessment activities will be appropriate not only in relation to the module and its specific outcomes, but also in relation to the broader educational aims of the programme.

5. Responsibilities

At university level: Overall responsibility for the university's academic programmes, for ensuring that they meet the academic and strategic aims of the university, and that they are based on sound educational principles rests with Senate. All new programmes, and substantial changes to existing ones, including new module descriptors, must be approved by Senate.

At faculty level: A faculty is responsible for the development and delivery of those modules and courses that are offered by departments, schools or units that are located in it. Each module descriptor should indicate which of the faculty's academic units is responsible for that specific module. Responsibility is delegated to faculties to maintain the educational quality of their courses and modules and for ensuring that these conform to university standards and requirements, as well as those of appropriate professional bodies, where this is relevant. Where a faculty has responsibility for a whole programme, it should ensure that a specific staff member is designated as the convenor of the programme and that he or she reports to the relevant faculty structures regularly on the current state of the programme. Faculties are responsible for reviewing all of their own programmes, in accordance with the quality assurance policy of the university.

At academic unit level:

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Academic units, including schools and departments, are responsible for the teaching of modules and courses. Learning outcomes of modules are defined and formulated by the staff responsible for teaching them. (They may also wish to formulate outcome statements or aims for the course of which the modules form part.) Each module must have a staff member who is designated as its coordinator and who is accountable to the department for its delivery. These staff members are individually responsible also for formulating and disseminating assessment criteria to all of the students they teach and assess, in accordance with the university's assessment policy. There are instances where an academic unit is responsible for a whole programme, especially at the postgraduate level, in which case the programme convenor should be a member of that academic unit. The responsibility, however, for reviewing programmes still rests with the faculty and

cannot be delegated to i unit.

Of students: Students are expected to take responsibility for their own learning. This means that: they should present themselves for, and do whatever preparation is necessary for, all scheduled lectures, tutorials, practicals and assessment activities; they should submit all assignments by the prescribed dates; they should familiarise themselves with the notion of academic honesty and what it implies for written work; they should be willing to seek information on study topics and to learn as quickly as possible how this is done; and they should ensure that they are aware of what constitutes an acceptable level ofreading for university study.

6. Academic development

Each faculty should have a person or persons who are designated as being an academic development resource. 1n interaction with the lecturers, and subject to particular faculty requirements, they may perform a range of functions including:

• assist departments to design curricula in such a way as to meet learning needs of all students

• provide leadership in the design of curricula that are intended to address specific learning needs, for example foundation and/or bridging programmes, modules for students who require training in language, academic literacy, computer and information literacy

• disseminate information within the faculty concerning good practices in the design and use of learning materials; assist staff to develop more effective learning materials

• assist the faculty in ensuring that all modules and programmes are designed in accordance with university policy, particularly in regard to the requirements of quality assurance; this includes: the conducting of student course evaluations; the reviewing of programmes and/or subjects; the storing of information that will inform programme and departmental reviews, such as data from course evaluations; liaising between the faculty and offices such as those of the Quality Manager and the Academic Planning Unit

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• assist the faculty in ensuring that all assessment practices are well info ed and consistent with university policy

• inform faculties concerning debates, theories and good practices in teaching and learning through workshops and seminars

• liaise with the Academic Skills Facilitator and the Human Resources Department in the organization of workshops for academic staff and recruit staff members from the faculty for relevant workshops that have been organised

• keep staff in the faculty informed of new policy developments, especially concerning the requirements of quality assurance

• keep abreast with local and international developments and debates in the field of academic development, through own research and through participation in academic development forums

• assist the faculty to organize tutorials, mentorships, supplemental instruction and other forms of support and consultation that the faculty has deemed necessary for student success

• inform the faculty of new and/or alternative ways of supporting students.

APU 24.07.06

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SAP 06/06/02

G.5 Re-admission requirements

Notwithstanding any provisions to the contrary and unless Senate decides otherwise a student registered in the Faculty of Dentistry for the BChD programme must-

a) complete the first and the second years of study for the programme within a period of three (3) academic years (in order to be admitted to the third year of study); and

b) complete the third, fourth and fifth years of study for the programme within a period of four (4) academic years (in order to be admitted to the BChD degree),

provided that this rule will only apply to students registering for the first time for the BChD programme after 1 January 2007, provided further that for students having registered for the programme prior to I January 2007 the re-admission requirements applicable to them at the time of their registration at this University will remain in force.

C:\Documents and Settings\UWC\My Documents\Smit-MS2006\DENTISTRY Rule GI I.doc

	UWC
	Selection, Development and Evaluation of Learning Materials Policy	Council Approval Reference	C2021/07
		Implementation Date	25 November 2021
		Revision / Amendment Number
		Revision / Amendment Date
		Policy Owner	Academic Planning Unit (APU)
		Executive Management Portfolio	DVC: Academic
		Consultation	Executive Management Committee (EMC), Senate Academic Planning (SAP), Senate Executive Committee (SEC), Senate
		Circulated by:	APU
		Circulated to:	Faculties

SELECTION, DEVELOPMENT AND EVALUATION OF

LEARNING MATERIALS POLICY

TABLE OF CONTENTS

A. Guidelines for the Selection and Development of Learning Materials …………….. 2

B. Guidelines for the Evaluation of Learning Materials …………………………………… 3

C. Guidelines for Designing Module/Course Outlines ………………………...… 4

D. Implementation of this Policy …………………………………………………………………… 5

UNIVERSITY OF THE WESTERN CAPE

SELECTION, DEVELOPMENT AND EVALUATION OF LEARNING MATERIALS POLICY

BACKGROUND

UWC is in the process of finalising its Institutional operating Plan (2021-2025) and even though the new IOP has not yet been finalised, it is clear that providing UWC students with an excellent learning and teaching experience that is contextually responsive will continue to be a strong focus of the new IOP. The provision of high-quality learning and teaching resources and activities are the cornerstone of achieving these key goals.

This Policy for the Selection, Development and Evaluation of Learning Materials serves as an addendum to the UWC Teaching and Learning Policy approved by Senate on 24 October 2006 and Council on 1 December 2006 and is meant to cover the selection, development and evaluation of learning materials for accredited programmes and short courses offered through a variety of modes, including face-to-face, blended, online, distance and block learning and various combinations of those.

A. GUIDELINES FOR THE SELECTION AND DEVELOPMENT OF LEARNING MATERIALS

Introduction:

In the design and development of curriculum, the University expects that all its courses:

a) reflect a commitment to scholarly principles and pedagogy;

b) are consistently delivered and equivalent in terms of fair and equitable workloads, student support for learning, student assessment, marking practices and formative feedback on progress irrespective of the mode of delivery.

c) explicitly embed within learning, teaching and assessment regimes the UWC Graduate Attributes;

d) conform to all quality related requirements, rules, policies and processes of the University and the HEQC;

e) are consistently well-taught regardless of the mode of delivery or class size;

f) demonstrate a significant and appropriate investment in supporting students towards student success, in line with the UWC Student Success and Retention Strategy.

Therefore:

1. The development of learning materials should be aligned to the Purpose and Exit Level Outcomes of the respective qualification. This means that learning materials should be planned and conceptualised as the programme is being designed. In this way, as the rationale, purpose and outcomes of the qualifications are being developed, the materials that will be utilised to deliver the programme are also planned and conceptualised.

2. Learning materials should be conceptualised in line with the Council on Higher Education (CHE) requirements which mainly include the following considerations:

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(a) Learning materials are developed to cater for the diverse learning needs of the students

enrolled for the programme.

(b) The development and evaluation of learning materials is in line with the University policy,

which is underpinned by the various policies that support the teaching and learning philosophy of the university.

(c) Teaching and learning methods and learning materials should be appropriate in order to

facilitate achievement of the purposes and outcomes of the programme.

(d) There is an appropriate balance between different learning and teaching methods, which

are appropriate to the design and use of the learning materials, instructional and learning technologies.

(e) Members of the academic staff receive ongoing training and professional development

opportunities to enhance the development of learning materials.

3. Learning materials should be contextually relevant and should align with programme requirements and contribute to the development of problem-solving and critical-thinking skills for students. Furthermore, the development of learning materials should take into consideration the approved University Graduate Attributes.

4. The learning materials developed should demonstrate constructive alignment to the programme goals and objectives such as Programme Purpose, Programme Outcomes, Module Outcomes, Assessment Strategies, Teaching and Learning Strategies as well as Student Success and Academic Support strategies for a particular qualification.

5. Lecturers should be encouraged and supported, with the assistance of the Library, to adopt, adapt and create Open Education resources (OER) in order to develop institutional capabilities and infrastructure for the creation of OERs.

B. GUIDELINES FOR THE EVALUATION OF LEARNING MATERIALS

1. The programme team should demonstrate a clear process for the development and evaluation of the learning materials. These will include identification of needs, academic curriculum transformation philosophies, input from stakeholders, resource needs of the programme, testing and revision of the materials, as well as implementation and evaluation of the materials. The respective faculties should closely monitor these processes and report any gaps identified to the Academic Planning Unit (APU).

2. The APU will work closely with the Directorate of Quality Assurance & Information Management to develop quality assurance indicators for learning materials across the University programmes and will share best practices identified.

3. Learning materials will be reviewed as part of the University’s routine revision and review processes i.e. Academic Reviews, Programme Reviews, External Accreditation visits, National Reviews and Institutional Audits.

4. Heads of academic departments will ensure that review and accreditation documentation contain explicit reference to the ways in which peer review and student satisfaction data will be collected and reported and how these processes will contribute to a cycle of continuous improvement in the curriculum.

C: GUIDELINES FOR DESIGNING MODULE/COURSE OUTLINES

All lecturers are required to provide students with a module/course outline at the commencement of each module. These may incorporate comprehensive study guides which expand on the outlines and provide structure for the learning and teaching activities.

University librarians should be consulted when planning for prescribed and recommended readings. Library and Faculty librarians should also have access to the module outlines to evaluate the availability of materials in the library collection in order to further develop the collection when gaps are discovered.

The following serves as a guideline to assist lecturers in designing module/course outlines:

1. Welcome and Introduction to the module

2. Reflection of how the module aligns to the Programme (s)

3. Learning Outcomes of the Module

4. UWC Approved Graduate Attributes relevant to the Module

5. Teaching and Learning Strategy linked to the Programme

6. Online learning opportunities in the module

7. Assessment Criteria including Weighting and methods

8. Academic Student Support

9. Student Evaluation of the Module

9.1 Purpose of student evaluation of the module

9.2 Explain the type of evaluation to be administered

10. Copyright and Plagiarism

11. Prescribed Reading Materials

12. Recommended Reading Materials

13. Access to previous resources (tests, examination papers etc.)

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C. IMPLEMENTATION OF THIS POLICY

The Deputy Vice Chancellor (Academic), through the Senate Academic Planning Committee (SAP), will ensure that all academic staff are appraised of the existence and implications of this policy and through the Directorate for Learning and Teaching, will ensure that, where necessary support is provided to academic staff to achieve the goals of this policy.

The Deputy Vice Chancellor (Academic), through the SAP, may request a report on the selection, development, use and evaluation of learning materials on an annual or ad hoc basis, and/or on the recommendation of appropriate internal structures and external bodies.

Academic Planning Unit September 2021

Administration Building, 1st Floor

ashaikjee@uwc.ac.za, nschoeman@uwc.ac.za

021 959 2110

16 March 2025

University of the Western Cape

Communiqué on Recognition of Prior Learning (RPL)

The University of the Western Cape (UWC) remains committed to fostering equitable access to higher education through the Recognition of Prior Learning (RPL). Established as a key mechanism in post-apartheid South Africa, RPL serves to redress historical inequalities by acknowledging the knowledge, skills, and competencies acquired through formal, informal, and non-formal learning experiences.

Aligned with national policy frameworks, including the National Qualifications Framework (NQF), RPL at UWC is embedded within the broader objectives of transformation, lifelong learning, accreditation, and mobility within education, training, and career pathways. Since 2001, UWC has maintained a structured and progressive approach to RPL, which is integrated into the Institutional Operating Plan (2021–2025).

RPL practices at UWC: Scope and Services

The RPL Unit at UWC serves as the institutional hub for the following key RPL initiatives:

• RPL for Undergraduate Access: Portfolio Development Hybrid Programme (PDHP)

• RPL for Postgraduate Access: Dual-Assessment Approach

• RPL for Credit Accumulation and Transfer: Faculty/department-led Dual-Assessment Approach

• RPL Policy Development: Institutional framework for policy formulation and implementation

• RPL Research and Scholarship: Advancing scholarly engagement in RPL practices

Application and Approval Process

All RPL applications for undergraduate and postgraduate programmes must be processed through the RPL Unit to ensure compliance with the UWC RPL policy and implementation guidelines. In accordance with the institution’s admissions policy, for postgraduate admissions, faculties and departments can only complete the Rule A.2.1.4 template, upon completion of the prescribed RPL processes, which are coordinated by the RPL Unit. The Rule A.2.1.4 template should be submitted to the Quality Assurance Unit, with a letter from the RPL Unit indicating that the RPL application has been processed successfully.

Resolutions of disputes emerging from the RPL process

The faculty should contact the RPL Unit where there are issues disputed in the process. The RPL Unit will work closely with the Deputy Registrar: Academic Administration and the Quality

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Administration Building, 1st Floor

ashaikjee@uwc.ac.za, nschoeman@uwc.ac.za

021 959 2110

Assurance Unit to verify the effective operationalisation of the RPL process. If applicants still remain aggrieved by the outcome, they will then follow an appeals process as indicated in the Admissions policy.

Contact Information

For general RPL inquiries, policy guidance, implementation details, assessment processes, and research opportunities, please refer to the contacts below:

• General RPL Inquiries & Application Processes RPL Unit: rplenquiries@uwc.ac.za

• Policy, Implementation, Assessment, and RPL Research & Scholarship Dr. Rekha Rambharose: rrambharose@uwc.ac.za

• Undergraduate RPL (PDHP) Inquiries Mr. Beltus Sirathaza: bsirathaza@uwc.ac.za

• RPL Advising and Consultations: Mr. Beltus Sirathaza or Mr. Robin Parenzee: rplenquiries@uwc.ac.za / rparenzee@uwc.ac.za

UWC remains committed to promoting lifelong learning and academic excellence through RPL. For further information, please contact the RPL Unit.

Issued by the Office of the Deputy Registrar: Academic Administration, University of the

Western Cape

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addressing policy gaps. This work is supported by APU staff participation in national policy processes, and engagement in research into the challenges facing higher education nationally and globally.

As part of its modus operandi the APU (a) conducts visits to faculties thereby providing a feedback channel from faculties to the university management; (b) engages regularly with other South African higher education institutions towards continuous improvement of academic quality at UWC; and (c) collaborates with other Directorates at UWC with regard to quality improvement and enhancement.

GENDER EQUITY UNIT

The Gender Equity Unit is responsible for research, workshops and programmes regarding women, gender and gender identity, sexuality, sexual harassment, violence and sexual orientation at the University. The Unit is also responsible for formulating and monitoring the University's Gender and equity related policies.

The Unit offers:

a. Counselling, support, advocacy and referral for victims of rape, sexual harassment, gender and racial discrimination.

b. Workshops, seminars, research projects and programmes regarding gender sensitivity, women's rights, and lesbian, gay, transgender and queer rights.

c. Creating and reviewing gender-related resource materials that provide students and staff as well as members of the broader community with information that may not always be obtainable elsewhere.

d. A safe space for women and men to meet and discuss issues that are affecting them or just to have an informal chat over coffee.

e. Consultancy on gender sensitivity in the workplace, the classroom and in the university residences.

f. Gender awareness raising, policy education and development for student governance.

g. Mobility training in collaboration with organisations working with disabled persons.

h. Sign language classes.

i. Network opportunities and solidarity with similar institutions and community organisations and individuals.

j. Conducting gender-related research.

k. Writing and publishing women and gender-related publications.

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