Learner support at the Regional Access Programme (RAP)

A fundamental principle of open learning is access. Distance education institutions and practitioners are increasingly committed to offering learner support as an integral part of their programme so that the "open" door does not become a "revolving" one. SAIDE will be running a regular feature on learner support as part of its contribution to improving the quality of distance education. These articles will focus on innovations in learner support and their purpose is to encourage sharing of ideas and stimulation of debate. Terry-Ann Selikow, Coordinator of Learner Systems and Processes at SAIDE, interviewed staff and students from the Regional Access Programme (RAP) to find out about their learner support system.

INTRODUCTION

This brief article is the first of a two-part series that focuses on learner support from the perspective of staff and students at the Regional Access Programme (RAP). RAP is the distance learning unit of the eastern seaboard Association of Tertiary Institutions (esATI), a regional tertiary institution consortium in KwaZulu-Natal, which brings together eight universities and technikons into one body that coordinates and facilitates regional collaboration and transformation. RAP evolved out of the "teach-test-teach" programme (TTT), set up at the University of Natal in 1988, but was incorporated into esATI at the beginning of 1996.

RAP is innovative in that it accepts mature students and students who would not be accepted into university study because they lack the prerequisite matric marks. The central aim of RAP is to develop and implement flexible and dynamic learning pathways to offer students the opportunity of prepared entry into higher education. RAP uses distance education to effect access, which, according to staff, involves preparing students who may never qualify for entry into tertiary level study through traditional routes.

RAP is progressive in that it is one of a few learning opportunities for which learners can register at any stage of the year. Furthermore, students can learn at their own pace and can choose to be assessed at either of two examination sessions. The course ranges in duration from three to nine months, depending on the level of preparedness of the learner.

On successful completion of the RAP course, learners are recommended to esATI institutions (although some graduates do obtain entry into non-esATI institutions such as Vista University and the University of Port Elizabeth.)

RAP STAFF

The staff team is made up of the following members:
•    The acting Head is Lindiwe Shabalala. She is responsible for organizational management and the policy, research, and assessment functions of RAP.
•    Juliana Seleti and Thebogo Thejane are facilitators. They are responsible for the coordination and delivery of the distance education process, as well as for assessment.
•    The position of Information Coordinator is currently vacant. The Information Coordinator is responsible for information collection, analysis and dissemination, public relations, and liaison.
•    Rhona Buckley is the Administrative Officer, responsible for administrative functions of the distance education process.

STRUCTURE OF THE SOCIAL SCIENCES

The RAP course is based on the themes, concepts, and principles of the social studies access course materials - Introduction to Social Studies. The social science course is broken down into the following components:

•   Learning as Reading
This is the central text around which other texts revolve. The ordering of the other texts changes depending on the interest of the learner.

•   Identity
This is divided into:
• Prologue
• Fragmented African Identities
• Racism and Identity
• Gendered Identities

•   Democracy
This is divided into:
• Prologue
• Democracy and Ethics
• Democracy and the Law
• Democracy and Governance

•   Maps, Graphs, and Numbers
This text is discipline-based and is the old TTT book. The new book is in progress and is entitled Space, Place and Ecology.

•   Discourse

CONCEPTUAL DICTIONARY AND GLOSSARY (TTT text)

Options

Social work or Nursing
RAP is proud of the fact that approximately 37% of learners in 1996 and 39% in 1997 have been recommended to esATI member institutions. This comprises a total of approximately 600 students over two cycles of assessment. RAP attributes its success to its dedicated team of staff, as well as to its learner support system. Central to RAP's philosophy is the acknowledgement that many of its learners have been disadvantaged by the apartheid system, and therefore require a range of support strategies to ensure opportunities for maximum success as well as a quality learning experience.

Once students have paid their fees, they obtain a pre-prepared study package, and, at no additional cost, are entitled to make use of the following support strategies:
•    pre-course counselling;
•    in-course counselling;
•    workshops;
•    one-to-one tutorials (face-to-face and/or telephonically and/or by correspondence);
•    post-course counselling;
•    peer group study;
•    take-home tasks.

In this article the focus will be on counselling (pre-course, in-course, and post-course), and peer group study.

Pre-course counselling
Pre-course counselling is done informally. Students are advised if they are suitable candidates for the course. RAP staff feel that it is important to assess the probability of a student successfully completing the course, as it would be unfair to accept students' money if they do not have a fair chance of successful completion.

For those students who do register for the course, facilitators provide individual course orientation to students. Students who cannot come to the office receive a print version of the orientation.

Counselling
There is an increasing awareness that many distance learners experience problems of a non-academic nature. Many learners are faced with problems relating to studying and family and work commitments. Students who have not studied for a number of years may lack confidence. A further reality faced by many learners in South Africa is lack of resources and inadequate living and studying conditions.

RAP facilitators reported that they do limited counselling but refer students to counsellors where appropriate. They have undergone extensive training in counselling and feel it is imperative to be aware of how non-academic problems affect students. This is very important when looking at performance as often it is necessary to take a decision whether a student should be given a second chance if they have failed the exam. The major non-academic problems faced by RAP students are in relation to:
•    financial problems;
•    a place to study;
•    access to support offered by RAP.

Financial problems
Financial problems are of major concern to RAP students. Its is estimated by RAP staff that 95% of students who complete RAP require financial aid. Furthermore, many students are demoralized by the belief that, even if they pass the course, they will not have money to study further.

A place to study
Many students have no place to study. The public library, if one exists, is not always open at convenient times, particularly for students who work. It is closed after hours, for most of the weekend, and on public holidays. Students feel that they would benefit greatly from a study centre close to where they live, which would provide access to a quiet place to study. They stressed that the centre should be close to where they live so that they are not required to pay for travel to it.

Access to support offered by RAP
This problem is linked to lack of finances. Students have limited money to travel for individual consultation or to workshops, and often have no access to telephones.

Post-course counselling
After the examination has been marked, a standard letter is sent to all students informing them about whether or not they have the potential for tertiary studies. An individualized letter is also sent out to those who have "passed", and includes RAP recommendations about subject choices and institutions. Those students who have failed are provided with contact addresses of counselling services. Students who come to the office to collect their reports are counselled by the Head of RAP.

Peer group study
Contact with fellow students was reported as being very important by RAP students interviewed in 1998. In 1997, RAP provided a list of addresses and telephone numbers (where possible) so that students could set up groups. However, not many students set these up. Generally, these students said that, although they knew students in their area who were studying through RAP, they preferred to study on their own as they are not accustomed to studying in a group. Most students interviewed in the 1998 cohort said that they would prefer to study in groups. Students felt that the following would be benefits of studying in groups:
•    increased motivation;
•    gaining confidence;
•    not getting bored;
•    sharing ideas and discussing issues;
•    solving problems together;
•    saving money by sending one person to the RAP offices to ask questions.

Other forms of support
It was suggested by one student that it would be useful to supplement the readings and workshops with audio cassettes or radio programmes. It was felt that audio cassettes would be better, as some students work and have family commitments which would make it difficult to tune into the radio. There was, however, a concern that audio cassettes could be more expensive than radio and would then increase the cost of the course. Although RAP had planned an audiotape aid, the RAP budget has been cut and this plan has been put on hold.

If RAP is going to consider additional forms of support using various technologies, it will be necessary to consider to what extent students have access to technologies. The table below indicates how many students of those interviewed have access to radios, tape recorders, telephones, televisions, and VCRs.

CONCLUSION

A Quality Standards Framework for Distance Education, as well as A Policy Framework for Education and Training are unequivocal that learner support is a necessary criterion for distance education to function effectively.

From what students and staff say, learner support is taken seriously by RAP and is an integrated part of their model of delivery.

In the next edition of OLTDE we will look at the workshops and one-on-one tutorials which form an integral part of the RAP learner support system.