MPHIL in Lifelong Learning

A person will be admitted to the MPhil: Education and Training for Lifelong Learning if he/she meets the following criteria:

A candidate must have at least two years experience of / involvement in lifelong learning or other relevant experience to be admitted to the MPhil programme.

The University of Stellenbosch has accepted a policy for the assessment and recognition of prior learning (RPL) on which the Centre currently draws to assess RPL applications, which is based on the premise of access rather than credit. Based on the information you provide if you do not meet the criteria for acceptance into the programme, we shall assess your application and let you know about the outcome as soon as possible. For more information about the RPL process, please contact Prof Peter Rule at prule2015@sun.ac.za

Except for critical/generic outcomes such as problem solving, group functioning, effective self-management, critical evaluation, effective communication and systems thinking, the programme aims at achieving the following outcomes:

Students are required to develop and demonstrate research skills, critical thinking, reflective skills, writing skills, planning and evaluation skills, as well as the skill to integrate and apply knowledge in lifelong learning contexts.

The programme is presented over at least two academic years and entails a combination of contact and other forms of teaching. There are two contact sessions per year. For the rest of the year, preparatory study, assignments and projects are done by means of blended learning, online group work assignments, structured study guides, self-study packages and other forms of directed self-study

You must do four compulsory modules. The research thesis is one of the four compulsory modules. The topic of the research thesis is chosen in consultation with an appointed supervisor and falls within the field of lifelong and adult learning. The programme modules are as follows:

* Research in Lifelong Learning is presented with a view to formulating the research proposal for your MPhil thesis.

For the three taught modules, the following applies:

For the three taught modules, the following applies:

The research thesis:

Mareka, LD. (2020). The role of informal learning in the small to medium enterprise construction workplace. Supervisor: Prof BL Frick, Co-supervisor: Prof PN Rule.

Seshoka, M.A. (2020). Participants perceptions of the training received during the waste management extended public works programme in Mamelodi. Supervisor: Prof BL Frick

Mabunda N.O. (2018). An exploration of stakeholder perceptions of the employability of National Certificate (Vocational) Graduates. Supervisor: Prof BL Frick

Kruger, C.E. (2018). The application of a whole brain approach to learning activity design in a Bachelor of Commerce degree. Supervisor: Prof BL Frick

Leso, M. (2018). Diversity in an academic literacy curriculum: A case of first year BSC extended degree programme students at a South African University. Supervisor: Prof BL Frick

Malherbe, E (2018). Fashion industry professionals perceptions of creativity : implications for training future fashion professionals. Supervisor: Prof BL Frick

Smit, N (2017). Exploring artisanship through workplace learning at a South African mine. Supervisor: A/Prof BL Frick.

Bonzet, R (2017). Exploring the experiences of women in leadership positions in Western Cape Technical and Vocational Education and Training colleges through a narrative approach. Supervisor: A/Prof BL Frick.

Van Schalkwyk, R (2017). Exploring the role of ontological identity in the development of workplace literacy. A/Prof BL Frick.

Machera, RP (2016). Student perceptions of factors influencing throughput in an Accounting programme in Botswana. Supervisor: A/Prof BL Frick.

Muller, J (2015). Electrical engineering professionals continuing professional development needs within one South African company. Supervisor: dr BL Frick. Cum laude.

Van Kerwel, F (2015). Persepsies van geselekteerde Universiteit Stellenbosch voorgraadse studente binne Lettere en Sosiale Wetenskappe aangaande die Woorde Open Wêrelde projek. Perceptions of selected Stellenbosch University undergraduate students in the Arts and Social Sciences on the Words Opens Worlds project. Supervisor: dr BL Frick.

Truman, K (2014). Perceptions of small business owners on the effects of the voucher training programme offered by the Wholesale and Retail Sector, Education and Training Authority. Supervisor: dr BL Frick.

Langeveldt, F (2013). Die erkenning van vooraf leer as 'n meganisme ter voorbereiding vir ouer volwassenes se sukses binne 'n Hoëronderwysinstelling. The recognition of prior learning as a preparatory mechanism for older adults success within a higher education institution. Supervisor: dr BL Frick.

Van Wyk, JM (2012). The post-literacy perceptions of newly literate adult learners at a rural community learning centre. Stellenbosch University, South Africa. Supervisor: dr BL Frick.

Adams, TB (2011). A conceptual framework for leadership development in the South African Police Service based on transformative learning theory. Stellenbosch University, South Africa. Supervisor: dr BL Frick. Cum laude.

De Waal, H (2010). Youths predispositions to learning: Case studies within a place of safety (Western Cape, South Africa). Stellenbosch University, South Africa. Supervisor: dr BL Frick.