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Compulsory community service for all South African graduates?

The South African government is looking at the possibility of introducing compulsory community service for all university graduates, Higher Education Minister Blade Nzimande recently said at the ANC’s national general council (NGC) in Durban.

The reasoning behind this imperative arises from the current compulsory community service performed by medical doctors after completing their degrees.” Why only do this for doctors”, he said.

Nzimande also emphasized other imperatives as well. He suggested a whole range of roles that young graduates can play, for example  accountants, engineers etc who can be used by rural (and) local government.

Community service can also help youg graduates acquire the necessary skills and work experience.

A lot of unemployed graduates are unable to find work, and this will give them opportunity. Then there is also the aspect of graduates giving something back to the country.

To read more go to Stuart Graham’s article on News 24 by Clicking Here!

Web 2.0 for Learning and Teaching in Higher Education

The Obervatory on Borderless Higher Education Published an interesting report in August 2007 on “Web 2.0. for Learning and Teaching in Higher Education”. This report authored by Tom Franklin founder of Franklin Consulting, an Education Technology Consultancy and Mark Van Harmelen an independent ICT consultant who works in education and technology enhanced learning at the University of Manchester’s School of Computer Science, discusses the uses of Web 2.0 in higher education and examines the practices at five institutions currently implementing Web 2.0: the UK Universities of Brighton, Leeds, Warwick, and Edinburgh, and the University of Klagenfurt in Austria. It then considers ways in which Web 2.0 impacts institutional policy and strategy. In the final section it then analyses issues related to Web 2.0 in learning, teaching and assessment. This report may be used to help formulate policy and guidelines for Web 2.0 use in universities. Although it identifies some of the risks associated with Web 2.0 implementation, including intellectual property and security issues, and because the application of Web 2.0 in higher education is still in an early stage it concludes by recommending that institutions impose only minimal and necessary regulations in order to avoid constraining experimentation with Web 2.0 technologies and allied pedagogies. The report is available to subscribers (UP does subscribe) on the Obervatory on Borderless Higher Education’s web site at  http://www.obhe.ac.uk/products/reports/