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South African Higher Education faces a crisis of identity and legitimacy. The student protests of 2015 and 2016 have highlighted the urgent need for rethinking traditional teaching, learning and assessment practices, as well as the development of decolonised and transformative curricula. Post #RMF and in the current crisis around fee-free education in 2017, the academy is being challenged to become more relevant and responsive. Curriculum change is a key priority with teaching, assessment and related aspects seriously looked at for potential for change. Academic development for students needs to be re-thought and more deliberate and considered professional development programme for academics as scholarly teachers needs to be created.

[/fusion_text][fusion_imageframe image_id=”4203″ max_width=”” style_type=”none” stylecolor=”” hover_type=”none” bordersize=”” bordercolor=”” borderradius=”” align=”none” lightbox=”no” gallery_id=”” lightbox_image=”” alt=”ANNUAL GENERAL MEETING 2017 Chair’s Report for website” link=”https://heltasa.org.za/wp-content/uploads/2018/05/ANNUAL-GENERAL-MEETING-2017-Chairs-Report-for-website.pdf” linktarget=”_blank” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]https://heltasa.org.za/wp-content/uploads/2018/05/ANNUAL-GENERAL-MEETING-2017-Chairs-Report-for-website.jpg[/fusion_imageframe][fusion_text columns=”” column_min_width=”” column_spacing=”” rule_style=”default” rule_size=”” rule_color=”” class=”” id=””]

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