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Faculty of Health Sciences

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    A practice framework to enhance the implementation of Recognition of Prior Learning : a case study of the Faculty of Health Sciences at the Durban University of Technology
    (2021-12-01) Shelembe, Thobile Namsile Vina; Sibiya, Nokuthula M.; Nkosi, B. P.
    Background The South African Department of Education promulgated the Recognition of Prior Learning (RPL) as a transformation strategy. However, a gap has been identified between the promise, the rhetoric of RPL and reality. An inconsistency in RPL assessments is also a problem as programmes are assessed differently. Aim The aim of this study was to explore and review the extent of RPL in the Faculty of Health Sciences and ultimately, develop a practice framework to enhance the RPL implementation. Methodology This study employed a multistage mixed method approach, using a case study framework. The first stage utilized the collection of qualitative data through semistructured interviews. The second stage utilized quantitative data collection through candidate’s portfolios of evidence, checking availability of documents required as evidence of prior experiential learning and competencies. The third stage also utilized the collection of quantitative data through reviewing the selection criteria, learner profiling and approval process, using the flow chart for RPL application and approval process. At each stage, the researcher drew upon strengths in the data collected which provided innovative approaches for addressing contemporary issues and ultimately achieving the goal of developing a theoretical model to enhance RPL implementation in the Faculty of Health Sciences at the Durban University of Technology. Findings The findings in this study revealed that RPL selection criteria in the Faculty of Health Sciences were in place. However, the findings further revealed that only one department had adequate profiling, support and mentor of candidates before development of portfolios of evidence. In all other departments, there was no evidence of learner profiling. Conclusion The Faculty of Health Sciences needs to put strategies in place to enhance the implementation of RPL. Several factors that influenced the implementation of RPL were identified, thus highlighting the need to develop a tailored practice framework for the Faculty of Health Sciences at DUT. The findings of the study, in relation to its objectives, highlight the focus areas for developing a tailored practice framework.
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    The development of an eco-justice model to guide community engagement in Health Sciences
    (2020-11-30) Chandramohan, Sandhya; Bhagwan, Raisuyah; Sibiya, Nokuthula
    Humanity is facing massive health problems, physical pathologies and ecological damage that cannot be ignored. This escalating destruction of all forms of life on earth is a consequence of human action. Such destruction is reinforced by a worldview that denies nonhuman nature any value, respect or justice. Although the South African Department of Education developed the White paper on the Transformation of Higher Education (Department of Education 1997: 10), which committed universities to policies and programmes for community development, as part of the universities mandate there is no educational model that guides community engagement with regard to eco-issues. This study focused on developing a model to guide community engagement in Health Sciences through a qualitative approach. A developmental research paradigm was used as the research design. This paradigm allowed for the use of a qualitative research approach to design the new model. Data was collected from academics and students from Health Sciences, and faith-based leaders; through interviews and focus group discussions. Qualitative data analysis using thematic data analysis was utilized to transform the data into findings. The findings of the study confirm the ongoing damage to the eco-systems and how such environmental damage contributes negatively on health. These finding recommend that higher education embrace community engagement as a tool to create community awareness on eco-justice issues. For this to be successful it is recommended that community engagement be incorporated into Health Science modules in order to transform the Health Science curriculum. The developed eco-justice model for Health Sciences can serve as a guide for academics and students as they work in collaboration with their communities on eco-justice issues to reduce the resultant negative impact on health.