Investigation into the graduate competencies required to manage HIV/AIDS in the workplace. This project was a component of the Higher Education HIV/AIDS (HEAIDS) Programme, funded by the European Commission. The overall objective of this project was to understand the needs and expectations of employers with regard to graduate competencies, particularly in relation to addressing the demands of HIV/AIDS within the workplace and the responsiveness of the higher education sub-sector to meet these needs and expectations. A small sample of public and private sector employers, as well as five higher education institutions, participated in this qualitative study. CEPD provided the services of its Programme Manager: Higher Education as the project's team leader.
Research and establish the roles of educators in mitigating the impact of the HIV/AIDS epidemic on the education system in South Africa. This project is a project of the Department of Education undertaken by Higher Education South Africa (HESA), which is the contracting authority. This project is a component of the Higher Education HIV/AIDS (HEAIDS) Programme, funded by the European Commission.
The overall purpose of the HEAIDS Programme is to reduce the threat of the spread of HIV/AIDS in the Higher Education sector, to mitigate its impact through planning and capacity development and to manage the impact of the pandemic in a way that reflects the ethical, social, knowledge transmission and production responsibilities that are the mission of higher education institutions in society and South Africa.
This project provided resources to undertake a survey designed to determine the role of educators in mitigating the impact of HIV/AIDS in schools, FET colleges and HEIs. The results will inform and guide the HEAIDS Programme and the sector in developing and implementing appropriate responses in the area of teacher education and academic and educator professional development. The research was both qualitative (interviews and focus groups conducted in 16 higher education institutions, 16 FET colleges and 32 schools) and quantitative (a survey questionnaire administered to all HEIs' teaching staff, a sample of 650 FET college lecturers drawn from 50 college campuses, and over 2000 school-based educators drawn from about 350 schools).
The CEPD is the lead agency in the consortium tasked with undertaking the research project.
Full and summary reports are available on HESA's website: www.hesa.org.za
Assistance to the Higher Education Branch of the national Department of Education. The CEPD has been managing a long-term programme of assistance to the Higher Education (HE) Branch of the national Department of Education, funded by the Government of Norway (SANTED). The programme is now coming to an end. The programme included (i) assistance to projects for increasing access to HE at two historically disadvantaged institutions; (ii) additional assistance for capacity building at South African HE institutions; (iii) formative research on access and retention projects at HE institutions, and (iv) the promotion of co-operation between South African HE institutions and HE institutions in the SADC region. For more information, please visit the project website: www.santed.org.za
Linkages and Curriculum Articulation Project. Funded by the Ford Foundation, and in partnership with Bronx Community College (New York), the CEPD is facilitating a linkages and curriculum articulation project between further education and training (FET) colleges and higher education institutions (HEIs) in KwaZulu-Natal. The aim of the project is to facilitate articulation for students between the two sectors, and to increase the access of FET college students into higher education (HE). At the beginning of 2006, the Ford Foundation approved funding for Phase II of the project. Currently, the participating institutions are Durban University of Technology, Coastal FET College, Thekwini FET College and Umgungundlovu FET College.
Research and Development Programme into Teacher Education in South Africa. The Teacher Education Programme (TEP) was a bundle of twenty different research and development projects on the theme of teacher education in South Africa. It was conducted by a consortium consisting of the CEPD and three other organisations: the Human Sciences Research Council (HSRC), the South African Institute for Distance Education (SAIDE) and the Centre for Evaluation and Assessment (CEA) in the University of Pretoria's Faculty of Education. The CEPD was responsible for the coordination and financial management of the programme, which concluded in 2009 with an end-of-programme conference - read more.
In addition, it had responsibility for two of the projects:
(i) An analysis of pre-service teacher education proogrammes in South African higher education institutions; and
(ii) Building capacity for research and publication in historically disadvantaged higher education institutions (working mainly on a pilot at the Tshwane University of Technology) - read more.
Education research in South Africa. The CEPD was commissioned by the National Research Foundation to undertake an audit and database development of ten years of education research in South Africa.
Support to the Department of Education for the capacity development of the South African Union of Students. With funding from the SANTED programme, CEPD's Higher Education Programme is providing assistance in the capacity development of the South African Union of Students (SAUS), the SRC umbrella organization that was established in March 2006. CEPD, together with the DoE, assisted the fledgling organisation to hold its first annual Congress in March, at which SAUS's first national executive committee was elected. CEPD has been assisting SAUS with the setting up and implementation of its administrative and financial systems.
Evaluation of practice-based Advanced Certificate in Education. The Matthew Goniwe School of Leadership and Governance contracted the CEPD to conduct an evaluation of its pilot practice-based Advanced Certificate in Education (ACE) in Education Management that it jointly undertook with the University of Johannesburg. The evaluation was both formative and summative, and was intended to inform the roll-out of the implementation of the pilot project. The evaluation commenced in 2004, and was completed in 2007.
Equity, access and success in higher education in South Africa for adult learners and workers. In partnership with the University of the Western Cape's Division for Lifelong Learning and the School of Education at Wits University, the CEPD researched issues relating to equity, access and success in higher education in South Africa for adult learners and workers. One component of the research was to analyse the HEMIS datasets. In addition, 3 institutional case studies were undertaken. This research appeared as a chapter in the Council on Higher Education’s Triennial Review of Higher Education, which was published in 2007.
Standards setting and standards generating in higher education in South Africa. The CEPD was contracted by the Council on Higher Education (CHE) to investigate the most appropriate approach to standards setting and standards generating in higher education in South Africa, as well as suggesting a strategy as to how this could best be achieved. The CEPD looked at an organisational model for managing standards setting and generating both within the CHE and between the CHE and HEIs and other key role players (such as professional councils, professional bodies, SETAs, SAQA). The scope of work included building on the review of teacher education to design and implement a pilot study of a prototype model for standards setting and generating in higher education.
For information on other higher and further education projects undertaken by the CEPD, please refer to our annual reports: www.cepd.org.za/