Mixed mode learning facilitation to empower postgraduate learners in
Policing to become life long learners.
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Introduction and back ground
In South Africa postgraduate education is increasingly becoming an area of
concern. This concern includes, among other issues, the quality of post graduate
programmes offered by higher education institutions and the efficiency with which
postgraduate degrees are completed. The above concern is perhaps even more
pertinent in Distance education. In its National Plan for Higher Education in
South Africa the Ministry of Education has prioritized increased graduate outputs
as one of its key outcomes for the next five to ten years (Ministry of Education
2001). Concerning the institutional efficiency, the Ministry expects “all institutions
to prioritise and focus their efforts in the next five years on improving the
efficiency of outputs from the system based on the following rates” (Ministry of
Education, 2001)
Qualification type
Graduation rate contact
Graduation rate distance
Masters
Doctoral
33%
20%
25%
20%
(Adapted from the Ministry of
Education, 2001: 27)
It is argued along with Mouton and Hunter (2001:20) that mode of delivery and
research supervision are just two factors that impact on both the quality of
postgraduate education and the quality of graduate outputs. The introduction that
follows takes a closer look at a Masters level qualification in distance education.
With the increased emphasis that is currently placed in the South African
workplace on the value of experience, distance learning has become an
increasingly viable option to further one’s studies. This is particularly attractive for
post-graduate learning where the learner would typically be an adult already
entrenched in a career, who can not afford to engage in fulltime studying. One of
the advantages of distance learning is its learner-centred approach to learning as
it can possibly accommodate individual learner needs, varying learning styles,
diverse geographic locations and erratic time schedules (Smith & Kelly, 197:108).
The geography of South Africa, with its vast rural areas, furthermore requires that
learning should be brought to the learner, and not the other way around. This
notion is supported by Garrison (1991:13) where it highlights the individualised
function of distance teaching as follows “the future task for education at a
distance is to design and direct personalized information to specific target
audiences. The individualised form of distance education, with its mass
consumption ideology and approach, will become less dominant in future” The
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challenge however lies in bridging the distance in distance education, and
especially in a researched-based degree.
In this presentation, the learning facilitators to the M Tech in Policing degree will
map out the adult learners’ experience by firstly contextualising the learning
journey; setting out the methodology that was followed in the study and relating
the learners’ experiences of the learning journey. Lastly, the learning facilitators
will engage in self-reflection on their experiences of the M Tech learning journey.
Clear recommendations will be given throughout the presentation on the manner
in which the distance in distance learning – both in terms of physical proximity
between the learning facilitator and the learner, but also the vast developmental
distance that needs to be bridged in this form of distance learning.
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Contextualisation of the learning journey
The management of policing is among the most complex assignments in South
African society. The future of policing promises to be even more challenging as
new legislation, technological changes and new policing styles all converge in a
resource-restricted environment. Furthermore, the transformation of the police
service requires police officials to perform effective and efficient managerial
functions and skills. The broad aims of the MTech are as follows:
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Adaptation to changing policing styles
Empowerment and capacity-building
Training and development for transformation
Professionalism and accountability
Transparency and openness
Respect for the rule of law
Inspired leadership
Commitment to service
Effectiveness and efficiency
Strategic management
Rationalisation of the police service
These aims ask of learners to explore in an emancipatory and transformative
way paradigms towards policing and to reflect critically on their own paradigms
and practices of policing. These aims ask of facilitators to facilitate transformative
learning in a process of revision and reflection so that it leads to transformed
meaning perspectives.. According to Engelbrecht (2000:3) the goal of adult
learning (in this case within the distance context) should be to create lifelong
learners who are capable and willing to do new things, not simply repeating what
oithers have done – learners who are creative, inventive and discoverers and
bale to shift and move boundaries. They should be able to think critically and not
merely accept everything they are offered.
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The general goal of the Mtech degree in Policing, is to develop and empower the
learner in his/her professional life and as a researcher by increasing and
improving the learners’ professional skills. Direct outcomes will be, amongst
others, how to do research and to improve their research competencies
(knowledge, skills and attitude) with a view to applying the skills in the workplace
as a professional, or perhaps as a researcher in the field of policing.
This study is based on the re-engineering of the M tech in Policing course in
October 2003. In the following section the learning journey of postgraduate
learners will be contextualised. This contextualisation will consist of three
themes, namely the historical development of the M Tech degree in Policing, the
current structure and mode of learning facilitation, and lastly the impact that the
work environment of the policing learners, have on their learning journey.
2.1. The historical development of the M tech degree in Policing
Technikons were not allowed to offer postgraduate degrees, until the new
Higher Education Act (Act 101 of 1997) was adopted in 1998 and the B tech
degree was introduced. The Technikon fraternity was elated by this provision,
as it would allow for a natural succession of the vast number of learners that
completed their higher diplomas. Since the introduction of the Policing
diploma in thousands of learners in policing in South Africa furthered their
studies. At the Technikon SA approximately 20 000 number of learners
achieved B Tech status by completing research methodology to supplement
their Higher Diplomas (Pypers 2004).The MTech degree in Policing was
introduced in 2001 as a research-based degree, very much in line with the
masters’ degrees offered at universities.
This approach required from the learners to first submit a research proposal,
before registering for the degree. There was a tremendous interest in the
masters’ degree, that exceeded expectations, as 52 applications were
received within the first month following the introduction of the degree, and
without even advertising the introduction the degree. A selection process had
to be introduced, due to capacity constraints in terms of potential supervisors.
The first selection process was rather rudimentary, as interested learners
were requested to submit an abbreviated research proposal consisting only of
the problem statement, the value of the study and the purpose of the study.
Of the 52 applications, only five candidates met the basic requirements of the
abbreviated research proposal. These five candidates continued on their
learning journey, and the first dissertation from this group of learners, was
submitted in February 2004 for examination.
What was significant was the performance of the 47 candidates that did not
meet the basic requirements of critical analysis of facts; distracting the
essence from a particular source; and illustrating the ability to plan the
objectives of the study and see the benefits it may hold for policing, the wider
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community and the academic body of knowledge. Most of these proposals
were hand written and few or no sources were consulted. The proposals
lacked integrated paragraphs and the facts were not presented in the form of
arguments, but in point-by-point format. The candidates were reluctant to
express an own opinion on a particular point and hesitant to differ from an
author who adopted a particular stance on a matter, even if they personally
feel different about that point. These candidates were very enthusiastic about
furthering their studies and their academic records indicated good
performance during their B tech learning journey. In discussions with some of
them it became clear that they experienced difficulty in working individually on
their proposals and required direct assistance and guidance in their learning.
2.2. The current structure and mode of learning facilitation
Before learners can register for the M tech degree in Policing they go through
a selection process. The initial motivation for applying a selection procedure
to the applicants, was to have a valid tool to limit the number of learners.
Because the M tech programme was recently introduced, the staff members
were not experienced in supervising research-based postgraduate degrees
and capacity had to be built and created to accommodate a number of
postgraduate learners. The initial selection consisted of a two-page essay that
the applicants had to write, based on two short articles that the coordinator
posted to them. They were expected to provide format and structure to the
essay and to critically reflect on the two articles and give their own opinion.
The learning facilitators soon realized that the essay alone is not as effective
a selection tool as they hoped it would be. They suspected that some of the
learners received assistance in writing the essay, and the essay did not
gauge the analytical skills required.
The M tech degree in Policing is a structured degree where the learning
process is divided into three broad sections, which follow logically on each
other.
2.3. The impact of the work environment on the learning journey
The work environment of the police officials imposes major challenges on
postgraduate learning, the least of which is the lack of support from the
organisation and immediate supervisors for further learning. From the
interviews with the learners, it transpired that the SAPS as an organisation on
a macro level does not support the postgraduate learners in their learning
journey, yet there is evidence that they do receive support on a micro level
from their immediate superiors. On a macro level, the learners do not have
access to study leave, cash bonuses, or time off to meet with their learning
facilitators nor for data collection. In addition to this the previous practice of
qualification / studies as an imperative criteria for promotion purposes has
been totally abandoned. The support that they currently receive on a micro
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level is varying from motivational and holding the learners as role models, to
practical support such as timing official business to coincide with meetings
with the learning facilitator. An interesting trend that was detected, and that
warrants further research, is that learners who receive support on a micro
level, have female supervisors. Although the issue of the extent to which
male or female supervisors supported the learners better, was not a focal
point during the interviews, more than half of the learners who experienced
positive support on micro level, mentioned out of their own accord that their
supervisors are female. In the literature it is evident that female managers
tend to be more people oriented and exhibit excellence in soft skills, than their
male counterparts. In an international woman forum survey conducted in
2002 by a Sydney based consultant company, it was found that men
generally have the propensity to be transactional leaders, exchange benefits
for benefits received. Woman tend to be more transformation leaders,
inspiring others by transforming their staff’s self interest into the goals of the
organization. Given this bit of research it would probably be an exciting
venture to engage in some similar study of this nature in the SAPS.
Possibly the greatest obstacle in the SAPS’s work environment is the
absence of a learning environment. This is evident on different levels in
policing learners’ academic performance. Police officials who advance in their
studies do not receive any recognition in the form of promotion, and
postgraduate qualifications are not considered necessary for advancing to top
management positions. SAPS members who successfully complete a degree
however receives a small bonus, which is minimal when the cost of the
studying borne by the learner him/herself is considered. In an organisation
such as SAPS innovative and creative thinking by individual members is not
encouraged, which leads to members becoming conditioned to simply accept
facts as true, not forming an own opinion and generally being unable to
question issues. Could one thus state that SAPS is a non-learning
organisation? This working environment, coupled with the legacy of
apartheid’s educational approach, makes it hard for learners to critically
analyse sources of information.
From the initial disappointing experience around the introduction of the
masters’ degree in the format of the traditional university-type degree, we
recognised the need to give more structure to the masters’ learning journey.
Not only did we realize that more structure is needed, but that the learning
facilitation should move towards a highly involved nurturing and dialogical
style where each learner be managed on an individual basis, as opposed to
the blanket treatment of learners where the supervisor only responds to work
submitted by the learner.
In the next section of this presentation, the methodological approach that
underpins this study, will be set out.
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Methodology of the study
A qualitative approach is followed in this study in order to obtain an in-depth
understanding of the experiences of the learners, which would not be viable
through a quantitative approach. The learning facilitation style is also of such a
nature, that a quantitative approach in the data collection and analysis would be
in sharp contrast to it (reference). The population of the study is all the learners
that were registered on 31 January 2004 for the M tech degree in Policing. These
62 learners were at different stages of the learning journey, ranging from
commencing with their studies, to submitting a dissertation for examination.
Saturated sampling was used, which meant that each member of the population
was included (reference). This sampling technique was decided on, due to the
relative small size of the population, and the fact that the learning facilitators
planned to arrange one-on-one contact sessions with all the learners to plan
each one’s learning journey for the year. The population was not evenly divided
between the three learning facilitators, as the learners are allocated to them on a
geographical basis, with some learning facilitators having more learners within
his/her geographical area than the other. The data was collected between 1
February 2004 and 15 March 2004.
The three learning facilitators in the M Tech programme collected the data
themselves through personal semi-structured interviews, mostly on a one-on-one
basis, but, depending on the stage of learning, occasionally in a group context.
Although this approach allows for a rich understanding of the responses, it also
has some inherent dangers. One of the dangers is that of interviewer bias, where
the learning facilitator has worked with the learner over an extended period of
time, and mirroring the learner’s responses on his/her experience of the learning
journey. A further danger is that the learner may wish to please the learning
facilitator, which may make him/her ploy the responses to favour the learning
facilitator by not mentioning shortcomings in the learning facilitator him/herself.
Although these dangers exist, the learning facilitators were aware of them before
the data collection commenced and could mentally prepare themselves for
counteracting the. One advantage of this data collection approach is the rapport
that already existed between the learning facilitator as interviewer, and the
learner prior to the interview The learners were made aware of the value that this
research will bring in smoothing the learning process – if not for themselves, then
for future learners. The data collection process served an additional purpose,
namely that of turning the table on research for them, and aid them in practically
experiencing a research context. Many remarked on the value of being put into
the shoes of an interviewee and to use this experience when conducting
interviews themselves for their research. Learners utilized this opportunity as an
experiential learning moment.
Extensive notes were taken during these interviews and written up by each
learning facilitator. The qualitative data analysis technique of Tesch was used to
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analyse the data (Tesch, 1990:142 - 145). This allowed for a systematic means
of analyzing the responses by clarifying and refining the statements, reflecting on
the topics that emerge and categorise them according to themes.
As Tesch, (1990:97) appropriately refers to this process as decontextualisation
and re-contextualisation.
Trustworthiness and authenticity of the data was ensured, in addition to the use
of the same questions during the interviews, by each learning facilitator analyzing
all the data from all three learning facilitators in team context, and combining the
three sets of analyses. Triangulation of the data was achieved through the
above comparative method, as well as through member checking. Each learning
facilitator checked the results with some of their learners to ensure that what they
meant during the interviews was reflected in the results. The learning facilitators
are all three experienced researchers who have, or are in the process, of
completing their doctoral learning qualifications.
From the methodology discussed above, the following interpretation of the data
resulted, that reflect the experiences in postgraduate distant learning.
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Experiences of the junctions in the learning journey
In the following section the responses of the learners gathered during the
interviews by the three learning facilitators will be presented. The section will
present the experiences of the learners in a chronological order – from the first
enquiry of the nature of the course, to the point where the final output of the
course, namely the dissertation, is submitted.
4.1.
The selection process
Because of the need to apply a selection process, learners first have to apply on
a prescribed form, to be included in the selection process. They are typically
advised by the staff in the regional offices or the call centre to contact the course
coordinator for the necessary documentation. Each prospective learner therefore
speaks beforehand with the course coordinator personally to request an
application form, which is then faxed or handed personally to the applicant.
Although this is a tenuous task for the course coordinator, the learners
experienced the direct and personal involvement of the course coordinator at
such an early stage as very positive and encouraging. Many of the learners were
surprised by the fact that they first need to be selected before enrolling for the
course, as access to the preceding qualifications at the institution depended only
on their previous qualification and ability to pay the learning fees.
The selection process is three-tiered as applicants have to first submit a two
page essay based on a guiding letter and two short articles, as well as a one
page account of what they personally regard as the most topical issue impacting
on policing. If the essay meets the criteria of academic graduateness, and the
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topical issue reflects entrepreneurial thinking, the applicant progresses towards
the second tier where a telephonic interview is conducted by the learning
facilitator. The purpose of the interview is to determine the applicant’s motivation
for obtaining a masters’ degree as well as ability to identify a viable research
topic.
Some of the learners expressed a high level of anxiety around the selection
process, mainly because it is a first experience for them. The respondents have
mixed feelings around their experience of the essay and topical issue. Some are
of the opinion that they are well equipped from their B Tech learning to meet the
requirements, and that it presents a fair challenge to them. They feel that it is a
good measure of their own competence. Others are of the opinion that it is a
huge challenge to be self-directed as they have not been required in their
preceding learning to express their own opinion and identify topical issues on
their own. Although some mentioned the need to prepare for the interview,
others felt that the ‘surprise’ factor in the interview is actually good, because it
demonstrates their ability to ‘think on their feet’.
The learners overwhelming regard the selection process as highly gratifying and
motivational. They view the process as a learning process in itself and most want
feedback on the strong points as well as areas of development. It is an
empowering experience which boosts their self esteem and confidence and they
view it as empowering them for the learning journey ahead. One mentioned the
fact that he was selected motivated him through his learning journey as he
regarded it as a vote of confidence from the learning facilitators, that he is
capable of achieving success in his studies.
From the above, it appears as though the selection process has a dual function,
namely identifying candidates who possess the skills of graduateness, and
motivating the learners. The last function was not intended in the design of the
selection process and is a welcome spin-off. It however raises the contentious
issue of open access to learning and opens the debate of inclusivity and
exclusivity in postgraduate learning. Another burning issue in the workplace
environment, namely affirmative action, is not built into the process, as all
applicants are assessed ‘blind’ and diversity factors are not playing a role in
selection.
4.2.
Conceptualisation of the learning journey
Learners were asked to reflect on the extent to which they were able to
conceptualise their learning journey and the extent to which the learning material
and initial group discussion session contribute towards this. The learning material
is posted by registered mail to the learner’s postal address approximately six
weeks before the orientation group discussion. The learning material consists of
tutorial letters that sets the goals of the course, and the different outputs required
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at the various milestones in the learning journey. Included in the package is the
research code of ethics, library policy and reference guide. The orientation
session is conducted usually in group context and consists of a five hour session
with the learning facilitator allocated to their geographical area.
The learners regard the learning material as comprehensive, and the timing
between receiving the learning material and the group discussion session as
sufficient. Some are however of the opinion that some of the outcomes, such as
the portfolio, and the assessment criteria, are not set out clearly. Most of the
learners prepared for the group discussion session as they worked through all
the learning material beforehand, yet remain confused about the difference
between the outcomes of the course, namely the portfolio, literature review and
research proposal. It appears that some of the learners experience difficulty with
the self-directed nature of postgraduate learning. They expressed the need that
the learning facilitator should be in charge of their learning process, as well as a
more structured approach in the setting of group discussion sessions with regular
meetings in group context with the learning facilitator. The networking experience
and sharing of ideas between peers is for many of these learners an essential
motivational factor. Although this is true for the majority of the learners, a few of
prefer the individualized nature of postgraduate learning and welcome the selfdirectedness required from them. It is evident from their comments and
questions, that the jump between the B Tech and the M Tech is vast, in terms of
programme expectation and learning style. Only a few learners manage to bridge
this gap and challenge to engage in elf-directed, critical and r3flective and
dialogical learning with relative ease. It is clear that the learning facilitators have
a mixed availability on a continuous basis, in the form of telephonic contact,
through e-mail communication and personal appointments. Learners wanted and
need continuous dialogue on their learning journeys.
4.3.
Identification of a research topic and the writing of the research
proposal
One of the critical junctions in postgraduate learning is the research proposal. It
is critical, in the sense that it pulls together three broad learning contexts, namely
methodology, the review of the literature and the practical problem that will be
researched. It is this combination of abstract and practical contexts, which proves
to be challenging for learners.
From the interviews with the learners, it transpires that this phase in the learning
journey is extremely challenging. The learning material presents a step-by-step
process on topic identification, but it appears that the learners do not follow it.
Very few of the learners have a clear idea what topic they wish to research and
more often than not, scope the topic too wide. Some of them have absolutely no
idea how to go about identifying a topic, and others present a range of topics that
differ vastly from each other. They mostly look towards the learning facilitator to
assist him/her with this. None of the learners used the library in topic
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identification and it appears that the identification of a topic is a hit-and-miss
exercise.
The greatest obstacle in the writing of the research proposal is the methodology
part of it. Despite the fact that the learners had to complete a methodology
course during their B tech learning, are they unable to apply this learning to their
identified research problem. The methodological knowledge base is very low,
with some learners not able to explain the most basic of concepts such as the
difference between the qualitative and quantitative approaches. Examples of the
concept confusion are that “the population of the study” is regarded as all the
citizens of South Africa, and that the focus group interview is a form of sampling.
Although some learners have a fair methodology knowledge base, are they
unable to apply sampling-; data collection- and data analysis techniques
correctly. The learners regard the concepts as too difficult to understand and feel
that the methodology course they completed added little or no value, as it is too
theoretical and not practical. It does not equip them for practical application. They
need a methodology course that can translate methodology into an
understandable and practical language.
The MTech learners completed their B Tech or BA Honours degrees at various
institutions, such as the University of Pretoria, University of the North, Unisa,
Technikon Pretoria, as well as Technikon SA and it is therefore not only one
institution’s methodology course that provides insufficient methodological skills
development. Tertiary institutions that pride themselves in their research focus
should seriously review the effectiveness of their methodological courses and
reengineer it to practical skills development. The learning facilitators have
therefore a major role to play in creating an understanding of methodological
concepts and its application in practice. It appears that there is a need to
integrate methodology application already on B Tech level. The introduction of
the ten methodology questions in the portfolio, is one way to sharpen the
learners’ methodological knowledge and gradually introduce them into
methodology application. These questions require of the learners to
systematically work through a methodology study guide and apply the knowledge
to the topic they identified. It remains to be seen if this approach will be effective.
Learners are frustrated with the lengthy process of submission of the research
proposals, and do not understand the need for approval on senate level. The
policy requirements are however stringent on the approval process as it has
quality assurance of proposed research as its aim. The challenge for the learning
facilitators lies in being flexible around time management.
4.4.
Conducting the research and analyzing the data
As soon as the research proposal has been approved, can the learners continue
with the design of the data collection instruments. Because of the learners’
limited methodology skills, do the learning facilitators play a major role in this
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phase of the postgraduate learning. Most of the learners regard the research
proposal as very valuable in conducting the research, as it focuses them and
keep them in line with the intended research. Despite the much valued
contribution that the research proposal makes, are most of the learners unsure
about the operationalisation of the methodology. Where they planned the data
collection and data analysis in the research proposal, they now have to
implement it, which proves very hard for them.
Some learners have an incorrect understanding of how to go about identifying
the key structure of the data collection instruments, be it survey questionnaires or
interview questions. The first draft of these instruments has, in the majority of the
cases, been sketchy and elementary. One of the learners commented, after the
fifth draft of the survey questionnaire was ready to be piloted, “I never thought
that this is what a questionnaire is supposed to look like”. They often have
unrealistic expectations of what information they can obtain in data collection. An
example of this is where one learner wanting to gauge the public’s view on what
the different crime prevention models are that can be used to prevent rape in an
informal settlement. An issue that often crops up, is to expect theoretical
information from members of the public, by asking respondents what they think
the causes of crime are, thus confusing causes of crime with factors that
contribute towards crime.
Data analysis is another critical junction in postgraduate learning. Although they
understand the need for scientificness in the analysis of the data, to ensure
validity and reliability, is the application of soft ware packages such as Nu*dist
and SPSS foreign to them. The learning facilitators have to actively train the
learners in the application of Tesch’s technique of qualitative data analysis, and
in most cases, conduct part of the analysis together with the learner. Very few
learners have been exposed to research contexts in their work environment and
they have to learn from scratch how to apply analysis techniques. It has, in most
cases, been a “Aha!” experience for them, when they see the outcomes of the
application of the analysis techniques. In one instance a learner devised an
innovative way to manually code the transcribed focus group interviews on the
computer, after the learning facilitator trained him to identify sub-themes using
coloured markers! Another learner creatively used numbers and colours on his
computer, to enhance his analysis.
The learners encountered various obstacles in conducting the research. Apart
from the expected obstacles such as the low return figure of questionnaires that
were posted to the learners and poor turn-up at focus group interviews, additional
difficulties were experienced. Some of the respondents, who have a higher rank
than the learner, refused to participate in focus group interviews. In other
instances members of a lower rank felt intimidated by the higher rank of the
interviewer. The police stations, where most of the interviews were conducted,
are noisy places, which impacted on the quality of the audio-recordings and
making the transcriber’s task very difficult. Some of the learners also reported
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that their interviews were interrupted by persons wandering into the room, thus
distracting the interviewees.
4.5.
Writing the dissertation
At the stage of writing this article, only one learner successfully completed his
dissertation, with six other learners in the process of writing up their research
results. Learners have difficulty in understanding the lay-out of the dissertation,
and to present the information in a systematic and logical manner. The concept
‘dissertation’ is new to them and it is only after explaining that they will ‘write a
research report in the form of a book’, that they started to understand what a
dissertation is. What proved to be very helpful, is to give them a copy of a
dissertation to page through and thus gain insight into what the end-product
should look like. The technical aspects required in the dissertation did not prove
to be too difficult for the learners, as they have to submit a 20 page literature
review of 15 sources, before attempting the research proposal. In the literature
review they are assessed on three outcomes, namely the content, covering
aspects such as ability to critically analyse the sources, linking paragraphs and
discussions and the disciplinary clarity; structural aspects such as the use of
headings and paragraphs; and technical aspects that include reference
techniques in the text and compilation of a reference list. The energy invested in
he literature review is well worth it, when the dissertation writing process is
started, as many of the technical difficulties are ironed out beforehand.
Writing in English, and writing in an academic style, is hard for the learners. Apart
from the fact that English is a second or third language for these learners, are the
sources they consulting written in American or British English, which increases
their task further. The writing style that they are exposed to in the course of their
work is directly opposed to the style required from them in dissertation writing. In
the policing context they are required to write in instruction-style, numbering
every paragraph and omitting any own interpretation or critical reflection. Writing
the dissertation therefore poses linguistic as well as stylistic challenges for them.
Learners who register initially for the M Tech course in Policing do not have an
understanding of the time, effort and energy that needs to be invested in the
research itself, as well as the writing process. But by the time that they reach the
stage where they are required to write the dissertation itself, have they developed
and matured to such an extent, that they know what is expected from them. Seen
in the light of previously mentioned language constraints, professional editing of
the dissertation remains a critical essential requirement to correct grammatical
and stylistic errors.
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Self-reflection by learning facilitators
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It is both a highly fruitful at the very same time a challenging experience to be
involved in a dynamic process of facilitating adult learning in this specific
context. The fruitful aspect could perhaps be associated in line with the
fulfilling experience of watching the learners display such incremental growth
and development in subject knowledge as well as in the challenges facing
adult and lifelong learners.
The challenges which are ever so evident are actually two pronged:
 Firstly, the challenges of facilitating learning of this level in a distance
flexible mode of delivery.
 Secondly, the challenge of attempting to sow the seed of inculcating a
culture of life-long learning in an organization that has been historically
viewed as a being highly militaristic,bureaucratic and rigid in nature
The opportunity to be involved in a journey of continuous improvement which
allows for openness to creativity, innovation and flexibility while at the very same
time harnessing the philosophy of life-long learning is perhaps the most gratifying
experience for one as a learning facilitator. As facilitators we are continuously
challenged to become learners again in order to understand the life world of our
adult learners. This is vital in our attempts to develop their human potential
through a continuously supportive process which stimulates and empowers them
to acquire the necessary skills, values, knowledge and to apply this with
confidence, creativity and enjoyment in all their roles, environments and
circumstances.
If we want to be successful in this Engelbrecht (2000:73) states that facilitators
are constantly challenged towards more effective practice by developing the
ability to reflect critically upon practice and as a result consider alternative ways
of engaging in facilitation of learning.
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Conclusion and recommendations
The following are just a few concluding remarks that emanate from this study
which perhaps at the very same time highlights areas that are ripe for future
prospects of research.
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The general absence of a learning culture in the SAPS transforms
immediate pressure on the institution (Unisa) to generate alternatives
and additional support mechanism for the Mtech Policing programme.
The impact of organizational culture on learners cannot be
underestimated.
The research methodology component of the Mtech programme has
generally proved to be a problematic area for most of the learners.
This has been primarily attributed to the fact that learners were not
adequately prepared / orientated in Research in their under-graduate
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studies. The lack of opportunities or exposure to engage in research in
the work environment was also a contributory factor.
The need for continuous / structured support sessions (both group and
individual) with he learning facilitator was deemed imperative.
The need for training in the academic writing style using English as a
medium was also a necessity.
Congruent with the point above, there was also a definite need for
learners to read more broadly and extensively in the area of Policing.
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