Transcription of Learner support: a South African Programme Perspective
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Learner support: a South African Programme Perspective
1 Learner support: a South African Programme Perspective Introduction In 1999, the South African Institute for Distance Education (SAIDE) undertook a research study into Learner support practices in South Africa. The research was motivated by SAIDE s own interest and various national policy documents calling for more and better Learner support. In many ways the study responded to two earlier publications and represented the continuation of an ongoing dialogue on Learner support practices. In 1993, The Commonwealth of Learning published a series of case studies which offered insight into Learner support services within institutions in southern Asia (Sweet, 1993) and in 1998, the University of South Africa (UNISA) published a series of case studies which offered insight into the forms of Learner support offered by member states of the Distance Education Association of Southern Africa (Nonyongo & Ngengebule, 1998).
general, are underprepared. In light of the above, it becomes clear why learner support should be seen as an integral part of any well functioning distance education or ‘flexible’ learning programme. Learner support has been perceived as one way of creating optimum conditions for success and enhancing the quality of educational provision.
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