CHAPTER 1

INTRODUCTION, AIMS OF RESEARCH, PROBLEM STATEMENT AND

RESEARCH PROGRAMME

1.1 INTRODUCTION

The problem of investing in human resources development is a challenge

facing South Africa. The researcher is of the opinion that the promotion of
lifelong learning is the solution to the problem. Human resources can be
improved through lifelong learning, which will increase and improve the skills
of the employees.

Owing to globalisation, 'the criteria by which political elites judge the 'strength'
of the states and their institutions are changing with breathtaking speed.
Powerful military and civilian bureaucracies only yesterday seemed crucial,
capacity to adjust production and distribution mechanisms to the rapidly
changing technologies and knowledge bases are being increasingly viewed
as more significant indicators of strengths or weaknesses', (Heidenheimer
(1990:1) as quoted by Hussen & Postlethwaite (1994:1835),

The researcher not only views lifelong learning as the best way to improve
skills with the aim of improving production, but also sees it as the (NQF) way
to facilitate access to, and mobility and progression within education, training
and career paths, because technology and career changes put a lot of strain
on employees. They need to be prepared and flexible in order to adapt to
these changes.

Lifelong learning enables a rapid and innovative response to the demands of

a growing economy and a changing country, It focuses on continuous
improvement in productivity. To cope with changing technology and
knowledge, the future of the country depends on the quality of person power
supplied by the education system which it makes available to the labour
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market. Comparatively speaking, South Africa is performing badly on the

economic front.

Since institutions of higher learning feed the labour market, it would be proper
to restructure academics' training and development. The idea of lifelong
learning should be encouraged and inculcated in order to provide the labour
market with quality human resources.

1.2 STATEMENT OF THE RESEARCH PROBLEM

According to the World Competitiveness Report of 1997, South Africa is

number 46 on the people factor list and number 37 on the management factor
list out of 48 countries. South Africa's weakest points were its lack of skilled
labour and motivated people.

Since education provides the general basis of knowledge. the researcher

decided to look at how education institutions respond to change. An
institution that adapt to change. embraces lifelong learning. Education
consists of different bands. the researcher chose to conduct research on the
higher education and training band.

In view of the above overview of the problem, the problem that will direct this
research can be formulated by way of a number of questions:

1.2.1 Will a thoroughly conducted needs determination for academics at

academic institutions (that is colleges of education and technikons in
the Gauteng Province contribute to their commitment to Hfelong
learning and ultimately to their improved performance as academics?

Subquestions are:

1.2.1.1 are academics receptive to and making use of lifelong learning

through training and development opportunities available at their
institutions?
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1.2.1.2 are management teams at academic institutions really committed to

create learning opportunities for the active participation of
academics to support them in lifelong learning?
1.2.1.3 do differences and similarities exist between the needs of
academics at colleges of education and technikons for lifelong
training and development?
1.2.1.4 how can management teams at academic institutions create lifelong
learning opportunities for the active and motivated participation of
academics at their institutions?

1.3 RESEARCH HYPOTHESES

It is postulated in this study that:

If the needs of academics at academic institutions for lifelong learning and

staff development programmes can be accurately and precisely determined
(including their active participation), then academics at these institutions will
have a more positive attitude to be more motivated and will actively participate
in staff development programmes as part and parcel of lifelong learning
process.

1.4 LIFELONG LEARNING AND PRODUCTIVITY

Institutions of higher learning, especially universities, accomplish much

through their research, but it should not be forgotten that "knowledge,
learning, information and skilled intelligence are the new raw materials of
international commerce and are today spreading throughout the world as
vigorously as miracle drugs, synthetic fertilisers and blue jeans did earlier".
(National Commission on Excellence in Education, 1983:7).

To ensure that the reputation of their profession as a whole is enhanced and

remains high, academics have to keep on learning and improving their skills
so that they are not overtaken by events. Improving productivity is critically
dependent on the right kind of human resources development and training. It
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is indisputable that lifelong learning will eqUip academics for the present and
the future.

Change requires people to be capable of adapting to change. Such

adaptation and job changes involve learning throughout a person's life.
Lifelol1g learnil1g will prepare and keep on preparing people for change
whether the change is political or economic or work-related. Lifelong learning
will increase job opportunities and mobility.

Academics should be motivated and made aware that an era of lifelong

employment is a thing of the past. The number of educated people is
increasing, employment is a scarce commodity and, once obtained, the
challenge of keeping it is just as important. Continuous personal growth will
ensure continued employment.

Academics should take the lead in the process of reconstruction, and lend it
weight in order to rescue the country. They should also be aware that they
are accountable to their clients, for example parents and students who want
value for money and to other interested parties like the government and
business. This is a huge responsibility.

1.5 AIM AND OBJECTIVES OF THE STUDY

The modern economy needs modern workers. The most important

characteristic of a country with a winning economy is its education system. In
South Africa there is a growing recognition of education as a strategic factor in
the growth of the economy. Although it took South Africa so many decades to
realise the importance of education for all, this is now receiving high priority.
The establishment of the South African Qualifications Authority (SAQA) and
the National Qualifications Framework (NQF) is a sign that education is being
restructured.
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The aim of this study is:

to investigate the process of lifelong learning for the development of
academics at colleges of education and technikons situated in the
Gauteng Province.

The objectives of this study are:

- to conduct a comparative study to compare lifelong learning in the two
types of academic institutions in the Gauteng Province.
- to identify the needs of academics, and possible reasons for the lack of
interest in staff development and training programmes.
- to investigate an acceptable way of effective staff development and
training programmes for academics at the two institutions of higher
learning.

Everybody is looking to education to provide the solutions to problems

brought about by the social changes and economic challenges that face
South Africa today. Heavy expectations and demands are being placed on
higher education.

1.6 DEMARCATION OF THE AREA OF STUDY

The research is confined to academics who are permanently employed in

institutions of higher learning, namely technikons and colleges of education in
the Gauteng Province. The institutions that will be involved in this research
are: Northern Gauteng Technikon, Pretoria Technikon, Technikon South
Africa, Witwatersrand Technikon, Vaal Triangle Technikon, College of
Education of South Africa, Johannesburg College of Education, East Rand
College, Pretoria College and Sebokeng College.

A representative sample will be selected from each of the above institutions

and questionnaires will be sent to full-time lecturers. The method of research
will be fully explained in Chapter 4.
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During the initial stages of the research the researcher was aware that the
department of education is closing down some of the Colleges of Education
due to lack of enough students to warrant the colleges' existence. By the end
of the research some colleges of education mentioned above might have
ceased to exist.

1.7 RESEARCH METHODS

The researcher utilised the following research methods in the investigation of

the research problem.

1.8 LITERATURE STUDY

1.8.1 Primary and secondary sources

A thorough study was made of relevant publications, articles and research

reports. as well as official reports and discussion documents of the
Department of Education in order to include the necessary information on
lifelong learning.

1.8.2 Empirical Research

The following methods of empirical investigation were utilised:

1.8.2.1 The questionnaire method

For the most part, closed-ended questions were used in this research. A list
of answers was provided and the respondents were asked to select the
answer. The researcher chose this type of research method and questioning
as it is "very popular" and because it provides greater uniformity of responses
and are more easily processed" (Babbie, 1992:147).

There were a few open-ended questions. where respondents were asked to

provide their own answers to the questions.
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A covering letter explaining the purpose and value of the study was sent to all
the rectors of all the institutions concerned and requesting the total number of
permanent academic staff. Then questionnaires were sent to a contact
person at each institution to distribute to the randomly chosen lecturers.

1.8.2.2 Participant observation

The researcher gained personal experience as a teaching advisor at Pretoria

Technikon (Bureau for Staff Development), where her job involved training
academics, and also as a member of SAAAD (South African Association for
Academic Development). Being in such excellent positions she could use the
participant observation method first handed.

1.9 TITLE AND CONCEPTS CLARIFICATION

To gain a broad perspective with regard to lifelong learning for the

development of academics it is important to clarify and define certain related
concepts.

1.9.1 Training

Erasmus & Van Dyk (2001 :2) defines education as "a systematic and planned
process to change the knowledge, skills and behaviour of employees in such
a way that organisational objectives are achieved".

1.9.2 Education

Education "can generally be defined as the activities directed at providing the

knowledge, skills, moral values and understanding required in the normal
course of life". (Erasmus & Van Dyk, 2001 :2).
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Education and training are both important elements of human resource

development. An integrated approach to these two concepts will profit the
country's human resources development. The aim is to integrate the theory
with the practice, and the academic with the vocational.

1.9.3 Development

From a human resources pOint of view, Pace, Smith & Mills (1991 :3) define
development as "the integration of individual development, career
development and organisation development roles to achieve maximum
productivity, quality, opportunity, and fulfilment for organisation members as
they work to accomplish the goals of the organisation".

Development concerns the preparation of employees to make maximum use

of their skills and abilities, to achieve satisfaction in their work and to become
experts in a spirit of competitiveness. It is also linked to career paths in an
organisation. For instance, a lecturer could further his studies and end up as
a senior lecturer or even the dean of a faculty.

There is a link between education, training and development. They all involve
"learning", but at different stages or levels. Nadler (1990) differentiates
between these three terms as follows:

(i) Education is "learning to prepare the individual for a different job".

(ii) Training is "learning related to the present job".
(iii) Development is "learning for growth of the individual but not related to
a specific present or future" (Nadler, 1990:20-24).

Education prepares a person for general knowledge, to be used throughout

life, whilst training is based on specific activities of the job or based on the job
description. Employee development creates a learning environment within
organisations.
 9

Education, development and training should not be seen as separate but in

relation to each other.

Education .....1 -----------+. Training

E'" • T

development
o
Source: Jerling (1999:3)

1.9.4 Self-development

"Self-development is a conscious response on the part of individuals to deal

with what they recognise as their development needs" (Katz, 1996:3).

Sometimes individuals recognises their lack of expertise and take a decision

to develop themselves in order to be able to perform the job well. Self­
development might be in the form of training or an individual enrols at an
institution to further his/her studies.

1.9.5 Self-empowerment

Muller, as quoted by Tshenye (1996:11). states that self-empowerment is "the

ability for individuals to equip themselves with achievement, motivation tools
that they can apply for the rest of their lives. They must develop the attitudes
and behaviour of self-empowerment. high achievement-motivated persons
and adapt these as their own".
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1.9.6 Adult continuing education

"Instruction designed to meet the unique needs of adults and youths beyond
the qge of compulsory school attendance who have either completed or
interrupted their formal education. This may be provided by a school system,
college, or other agency or institution (including a technical institute or area
vocational school) through activities and media such as formal classes,
correspondence study, radio, television, lectures, concerts, demonstrations,
and counselling" (Shafritz, Koeppe & Soper, 1988: 17).

Both definitions of lifelong learning and adult continuing education share the
following aspects:

• Education throughout a person's life.

• Availability of education throughout a person's life.

1.9.7 Motivation

Robbins (2001:155) defines motivation as "the process that account for an

individual's intensity, direction, and persistence of effort towards attaining a
goal". An individual should be willing to work hard towards a direction that will
benefit both himself/herself and the organisation.

Two kinds of motivation can be clearly distinguished, namely intrinsic and

extrinsic motivation.

Intrinsic motivation is "the need to do challenging, interesting and meaningful

work, to execute it successfully, to receive recognition for this and to be able
to develop in the process". Extrinsic motivation is defined as "needs for
pleasant working conditions, a good salary, security at work, and so forth
(Gerber, Nel & Van Oyk, 1996:328).
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1.9.8 Organisational development

"A collection of planned change interventions, built on humanistic-democratic

values, that seeks to improve organisational effectiveness and employee well­
being" (Robbins, 2000:553).

Organisational development is not only based on development but to improve

organisational effectiveness and productivity. The involved participants need
to discuss their training needs in a free and open environment. Organisations
should not dictate to employees about their training needs, but should involve
them in identifying their training needs. The objectives of development should
be clearly stated.

Higher education institutions have established units such as academic

development, staff development, curriculum development and student
development. These units operate on different levels, some may be
responsible for policy development while others are focused exclusively on
academic issues. The researcher is interested in staff development.

1.9.9 Information literacy

Information literacy is "an essential element in defining an educated person

living and working in the information age" (Farmer & Mech, 1992:1-2). In their
opinion, the characteristics of the information age are the following:

" ... rapid exponential growth of new information readily accessible in a diverse
mixture of old and new prints and electronic formats. The implications of
information technology affect institutions of higher learning as well". By this
the researcher does not imply that leaders of institutions ignore the
information age. The researcher is looking at ways in which the acquisition of
information through a bureau for staff development can be promoted to
academics in order to avoid information illiteracy. Institutions are flooded with
so much information that a formal centre is needed to control and direct
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information flow. Lecturers can participate by helping with the planning and
sharing of expertise.

1.9.10 Lifelong learning

Longworth & Davies (1996:21) define lifelong learning as "the development of

human potential through a continuously supportive process which stimulates
and empowers individuals to acquire all the knowledge, values, skills and
understanding they will require throughout their lifetimes and to apply them
with confidence, creativity and enjoyment in all roles, circumstances and
environment".

Lifelong learning is like recharging a battery. Lifelong learning is a process

that improves knowledge, skills, productivity and personal development. This
simply means that learning continue throughout life. The National Union of
Metal Workers of South Africa (NUMSA) states that lifelong learning "entail
the incremental skilling of workers" (Behrens, 1997:215).

1.9.11 learning organisation

Garvin (2000: 11) defines a learning organisation as "an organization skilled at

creating, acquiring, interpreting, transferring. and retaining knowledge. and at
purposefully modifying its behaviour to reflect new knowledge".

A learning organisation is capable of interpreting the signs of change and

creates an environment that is conducive to learning. A learning organisation
easily adapts to change.

1.9.12 Changing organisations

Evans & Schaefer (2001:1) states that "changing is what organizations do, not
what you do to them. Changing is the continuous process of an organization
attempting to align itself with shifts in its market place and with the realities of
its external financial. physical, social, political and technological environment".
 13

Changing organisations are flexible and accept change.

1.9.13 Higher education institutions

To provide higher education means­

(a) the registering of students for­

(i) complete qualifications at or above level 5 of the National
Qualifications Framework as contemplated in the South African
Qualifications Authority Act, 1995 (Act No. 58 of 1995); or
(ii) such part of a qualification which meets the requirements of a
unit standard as recognised by the South African Qualifications
Authority at or above the level referred to in subparagraph (I);
(b) the taking of responsibility for the provision and delivery of the
curricula;
(c) the assessment of students regarding their learning programmes; and
(d) the conferring of qualifications,

in the name of the higher education institution concerned".

Source: Higher Education Act 1997 as amended in 2000

1.9.14 South African Qualifications Authority (SAQA)

"SAQA" stands for South African Qualifications Authority, which was

established in terms of section 3 of the South African Authority Act, 1995 (Act
No 58 of 1995). (Government Gazette, 19 December 1997).

1.9.15 Guidelines

A guideline is a "principle or criterion guiding or directing actions".

(Thompson, 1995:604).
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1.9.16 Skills Development Act

Skills Development Act means the Skills Development Act, 1998 (Act No. 97
of 1998). The act is meant to provide an institutional framework to devise and
implement national, sector and workplace strategies to develop and improve
the skills of the South African Workforce.

1.9.17 Skills Development Levies Act

Skills Development Levies Act means the skills development levies payable in
terms of Skills Development Levies Act 1999.

The concepts clear the misunderstanding of concepts, especially those that

are so close to each other in meaning, e.g. education, training and
development. It would be wrong not to clearly clarify them. It is important to
understand the exact meaning of concepts in order to have a clear picture
when reading this research.

1.10 STRUCTURING OF THE RESEARCH PROGRAMME

The research programme was structured according to the following chapter

outline:

CHAPTER 1

• Introduction
• Research problem
• Aims of the research
• Research methods
• Research programme
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The first chapter identifies the problems which led to this research and is
followed by a section that describes the research methods.

Chapter 1 contains the research problems, the aims of the investigation, the
research methodology and, lastly, the research programme. The problem is
stated. The aims and objectives of the study are also stated, the methods of
research are explained, the field of study is demarcated and, lastly, a
description and definition of terms are provided.

CHAPTER 2

• Introduction
• What is lifelong learning?
• The impact of the National Qualifications Framework (NQF)
• The objectives of the South African Qualifications Authority (SAQA)
• The objectives of the National Qualifications Framework
• The new approach towards learning
• Conclusion

Chapter 2 explores in detail what is meant by lifelong learning. The

researcher provides a general background to the research problem.

Chapter 2 investigates lifelong learning in its totality. The researcher looks at

other terms that are related to lifelong learning, for example continuing
education and adult education. The concept of lifelong learning is clearly
defined and its implications are considered. The question of who should be
involved in lifelong learning is also addressed.
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CHAPTER 3

• Introduction
• Institutions of higher learning as learning organisations
• The relationship between staff development and lifelong learning
• Delivery modes of staff development
• The functions of the staff developer
• Learning challenges for a learning age for academics
• Implications for providers
• Developing human potential: the aim of capacity building
• Conclusion

In this chapter the researcher looks at means of promoting lifelong learning in

institutions of higher learning.

Chapter 3 considers institutions of higher learning as learning organisations.

Concepts like motivation, self-empowerment, participation and
democratisation are looked at as ways of promoting lifelong learning. The
researcher describes the models of staff development and chooses the one
that, in her opinion, is the best, and explains the reason for the choice.
 17

j·~C-H-~-P-T.=E=R-4---------------------------------------·-:
I

• Introduction
• Aims of the empirical research
• Methodology
I. Selection of the measuring instruments
• Target population and sample
• Results
• Biographical data
• Conclusions from the empirical research
• Summary

Chapter 4 is an exposition and an analysis of the data and an interpretation of

one point of view. It also compares staff development between technikons
and colleges of education.

CHAPTER 5

• Introduction
• Institutions of higher education as learning organisations
I. Characteristics of a learning organisation
• Model of participation of lecturers in determining their training and
development process
• Participation
• Opportunity
• Motivation
• Conclusion
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Chapter 5 provides guidelines for the encouragement of lifelong learning in

institutions of higher learning.

CHAPTER 6

• Introduction
• Conclusions
• Recommendations
• Limitations of the research project
• Further research

The researcher draws conclusions from her findings during the research.
Finally, motivated recommendations will be made on how to promote lifelong
learning in institutions of higher learning in the RSA.

Chapter 6, in short, deals with the study by means of an overview of the

research and by stating findings and conclusions and motivated
recommendations.

1.11 CONCLUSION

Today's changing technology and working environment prescribe larger doses

of continuing education and training. High demands, expectations and
competition also playa major role in institutions for higher education.

Institutions of higher learning as providers of education and training will

continue to be affected by the changes taking place locally and internationally,
and they are expected to drive this process. Lifelong learning will promote
and address the poorly skilled and the stale labour force. Through the Skills
Development Act, learning will also take place at work. A wider scope will be
covered because provision is also made for people who are unemployed.
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Should everything go as planned, this will be the best gift to the majority of
South Africans who never had a chance to be educated. The researcher
believes that lifelong learning will take the country to its desired destination,
that of being competitive and information literate. lifelong learning is seen as
a very important factor for economic growth. Education is seen as a weapon
to alleviate unskilled labour and encourage innovation, and brings about
positive economic change.

Without vision there is no destination. The purpose of this chapter is to

introduce the reader to the research. The last chapters provide an analysis of
institutions of higher learning as learning organisations.