1. Policy Statement
Lyceum has committed itself to exceed all minimum standards of student support for programmes it offers.
Student support requirements are meticulously checked, and quality assured to ensure adherence to the Institutions policies and processes.
Lyceum will communicate information pertaining to its learner support services to its registered as well as to prospective learners in a manner deemed appropriate.
Support will be provided to learners by means of trained and qualified staff. Lyceum will not discriminate against students on grounds of race, colour, gender, sexual orientation, religion, national origin or disability.
The purpose of the Student Support Policy is to offer guidance and related support to optimise the prospects for learners to achieve academic success.
This policy is intended to provide staff and learners with information regarding the resources that are available to them in support of teaching and learning.
The policy also outlines the expectations and responsibilities of staff to identify learners with learning support needs and to direct them to or provide them with appropriate resources. Learners deemed academically ‘at risk’ are defined and the support strategies in place for these students described.
This policy should also be read in conjunction with all relevant policies, and specifically those listed hereunder and must always be considered as guiding principles to enhance teaching and learning: –
(a) Admission Policy;
(b) Counseling Policy;
(c) Experiential Learning Policy;
(d) Library Policy;
(e) Student Support Manual – Prospectus;
(f) Student Support Policy;
(g) Student Code of Conduct and Disciplinary Policy;
(h) Student Grievance Policy; and
(i)Teaching and Learning Policy;
4.1 Career Profile Type Indicator (CPTI)
4.2 At ‘risk” Student: An at-risk student means a student who requires temporary or ongoing intervention to succeed academically.
4.3 Student support means: the full spectrum of support offered to learners including but not limited to: -
- Study guides;
- Text books;
- Synchronous and asynchronous interactive E-learning systems;
- Student portal;
- Tutorial letters;
- Face-to-face contact sessions;
- Individual contact between lecturers and learners; and
- Centralised Academic Advising Centre (AAC).
5. Policy Principles
It is accepted that in a distance learning environment, more resources, particularly digital support, should be developed as a holistic support system. Lyceum College offers a range of student support services, as reflected in paragraph 4.3 above, to its learners, both nationally and internationally.
Learner support will be offered with components of the first generation; correspondence model with “Hardcopy” books up to and including the fifth generation fully online personal learning environment.
- I. Learners are likely to have at least four types of needs during their studies which may require guidance: –
- Understanding the various support services and the technical requirements for a digitally enhanced study experience;
- Making sense of the study material;
- Guidance on personal development, career opportunities; and
- Understanding and resolving personal problems and difficulties which can inhibit progress.
- II. Regular assessments will be conducted. The results hereof will include feedback to individual learners and groups of learners on their performance and feedback to staff and managers on learners' progress and the effectiveness of the training and teaching methodologies.
- III. The College will assist those learners who may require counseling services insofar as their progress is concerned. At-risk students will be identified, and they will be advised to contact the College should they require additional personalised study support. The College will develop policies to enhance learner performance and to provide learners all possible opportunities to complete their programmes. This will include subject extension arrangements, alternative assessment, etc.
- IV. Opportunities will be created for learners to review their progress and make any changes to their personal training plans/schedules whilst they are completing their programmes.
- V. The College will maintain a database of alumni and if requested, information may be provided to industry (subject to all legislative parameters) to assist learners to get access to job opportunities.
There will be properly designated staff and guidelines on procedures and confidentiality, and appropriate links to specialised services. Arrangements will be reviewed periodically.
5.1 Student Orientation
Students make contact with a designated student advisor upon enrolment and is guided through the programmes available to make an informed decision about furthering their studies.
Learners are notified within 24 hours of their registration as a learner in a programme. General induction to the College and subsequent induction to separate parts of a program, is an essential part of introducing new learners to the College.
Learners will receive an information pack that serves as an induction program to make them feel at home and valued in the Institution and to identify their responsibilities towards the College. They will also be introduced to the various student support services and systems available to them and they will be welcomed by the Academic Advising Centre.
5.2 Student Support Manual
Upon enrolment, a learner receives a Student Support Manual which serves as the main induction document and covers a range of things the learner will need to familiarise themselves with. The Student Support Manual is also available to learners on the student portal.
The student Support Manual contains the following information:
SECTION A: GENERAL INFORMATION
Mode of delivery;
Mode of instruction;
The challenges of studying through distance learning; Plan your studies;
How to study;
Contact information and office hours;
Lyceum library services;
Academic Advisory Centre (AAC);
SMS and email service;
Lyceum's website; and
Learner-on-Line (Student Portal)
SECTION B: GENERAL RULES
Documents required when registering;
Recognition of prior learning;
CAT (Credit Accumulation and Transfer);
Lyceum bank details;
The assessment process explained;
The assessments process: An overview;
Key dates for May 2019 October 2019 Assessments – Provisional; Additional fees;
Frequently asked questions.
SECTION C: REGISTERED PROGRAMMES
SECTION D: SHORT LEARNING PROGRAMMES
SECTION E: APPENDICES
Appendix 1: Lyceum Examination Venues (Provisional)
Appendix 2: Provisional Examination Timetable for May Exam Cycle
Appendix 3: Provisional Examination Timetable for October Exam Cycle
5.3 CPTI and career advice
Career testing using the CPTI (Career Profile Type Indicator) will be made available to prospective students free of charge (see Appendix A and B). Career testing will be done by suitably trained Lyceum staff. The main purpose of the CPTI is to assist prospective learners with career guidance and support culminating in the choice of an appropriate career path for the future.
The appointed Lyceum staff member will score the CPTI. Feedback on the results of the CPTI will be done face-to-face or telephonically, depending on the student’s availability. Written reports will only be generated when specifically requested.
These instruments must be administered by a suitably qualified person (i.e. registered psychometric). Lyceum does not assist students in finding jobs or employment. Lyceum is not able to assist the student in the collection of career information.
All matters discussed in the CPTI feedback sessions are to be regarded as confidential and not communicated to any party inside or outside of Lyceum.
6. Support Measures
6.1 Career Counsellors
The academic manager and facilitators will perform the function of student counsellors wherein the academic needs of the students are addressed. Progression from their current programme to a higher or full program should clearly be shown to the learner.
6.2 Problems of a Personal Nature
If students experience a problem of a personal nature, they are encouraged to set up an appointment with the student counsellor.
As the student counsellors are not registered psychological counsellors, they can only listen and refer students to appropriate professional services recommended by Lyceum. Examples of referrals will be e.g. where students are suicidal and admittance to treatment by a psychiatrist is prescribed. Students will carry the cost of the referral. Lyceum will not be liable for any subsequent events or claims made by the learner. At sites where the services of a psychologist are used, students can make use of these by means of weekly appointments. Students should refer to the Counselling Policy for more detail
All matters discussed are to be regarded as confidential and not communicated to any party inside or outside of Lyceum.
6.3 Special Needs and Barriers to Learning
Special needs and barriers affecting students will be dealt with on an individual basis. Special needs will be accommodated without compromising quality.
Lyceum has evaluators that can be utilised by disabled learners that are in a wheelchair. Partially sighted learners will be accommodated, where possible, by ensuring that course material and assessments are printed in a larger font than usual. Assessments for these learners could be conducted verbally if their condition requires it.
The language of tuition at Lyceum is English. Lyceum will therefore not provide a translator for a student who does not understand English. If a translator is required, it will be at the expense of the learners.
Learning support needs of students may arise from issues associated with:
- English language;
- Study techniques;
- Time management;
- Organisational skills;
- Working with others;
- I.T.; and
- Requirements of the programme.
Learner support needs may be identified by means of: -
- Poor assessment outcomes;
- Discussions with academic staff;
- Self-referral by a student;
- Lecturer/tutor has identified that a learner is having trouble;
- Analysis of assessment items submitted;
- When a learner seeks assistance from the Student Support staff;
- After a student subject evaluation survey;
- During an interview with a student; and
- Part of an intervention strategy agreed between the learner and the Academic staff.
6.4 Financial Support
The various payment options and available bursaries to learners will be discussed during the registration phase by a trained student advisor.
Financial advice in accordance with the Credit Act must also be provided by the student advisor prior to the enrolment process.
6.5 Academic Support
The purpose of academic support is to ensure that enrolled learners achieve academic success and personal well-being.
Learners will utilise student support services at no cost on a volunteer basis, unless specified differently.
If at any stage during learning, a learner needs assistance, he/she can ask the facilitator for guidance. Learners are encouraged to ask questions and relate their own life experience to the course always to encourage student participation.
To enhance learners’ chances of achieving academic success, assistance may be provided as follows: -
- Study skills;
- Assignment writing;
- Interview skills;
- CV writing;
- Revision workshops;
- Feedback on academic progress; and
- Study periods included in the academic timetable/Student Support Manual.
Where necessary, a lecturer will provide academic guidance based on the academic assessment. Revision workshops will be organised as and when necessary.
Student consultation times can be arranged for specific content assistance (this can also be done by small groups or individually).
Learners are also engaged in experiential learning to give them a hands-on view of the material they have been studying. Refer to the Experiential Learning Policy for more information.
Learners may require support while building their portfolios of evidence (PoE’s), completing work-based assignments and activities, etc. All Lyceum lecturers and programme coordinators are required to be available, within reasonable times, for learners who require assistance and/or guidance.
Learners also have access to a website, e-mail address and fax if they require assistance from someone other than their lecturer.
6.6 Academic Advising Centre (AAC) and Support
All registered learners have open access to a centralised Student Academic Advising Centre, where academic advisers offer guidance and assistance to learners throughout the duration of their studies.
The College has a mutual memorandum of understanding with the AAC that governs the range of services that the Centre will render on behalf of the College.
6.7 Digital Support Services
The College offers the following digital support services to its learners: –
- E- Learning: learners will have full access to a comprehensive range of support services through a digital student portal platform linked to the Institution’s Learner Management System.
- The College will continue to invest in extending the range of student support services in a digital manner to optimise the opportunities for continuous interaction.
- Access to a student portal that offers additional information e.g. assessments, additional learning material, account updates, etc.
- E-libraries such as Sabinet, Ebscohost, E-Books, etc.
- Experiential learning- The work readiness programme will be offered on the on learner management system (LMS).
Topics offered in the Work Readiness Programme
- Personal Mastery;
- Effective Communication;
- Stress Management;
- Curriculum Vitae writing and Interview skills; and
- Customer and Quality Management.
Such measures have been put in place to support learners and prepare them for the working work.
6.8 Learning Materials
Study material will be supplied in a choice of formats (digital only or a combination of printed and digital format). Prescribed textbooks are excluded and must be procured by the learner. Textbooks may be made available as E-books, subject to availability.
The College will in an evolutionary manner re-design, develop and maintain its programmes to comply with best practice models for a digitally enhanced distance learning mode. This implies that, during the planning of programmes and modules, the College will develop learning programmes of various types within the legal and regulatory framework governing higher education.
The College will continue to offer alternatives to its digitally enhanced teaching and learning pedagogies to those learners who do not have the means to access internet services.
6.9 Academic Peer Tutoring
For those students that experience academic difficulties, individual or small group sessions can be arranged by lecturers, with peers who are performing well. These tutorials are designed to give students the opportunity to get individual academic assistance from a peer.
Lecturers are encouraged to identify students who are performing well academically, to establish peer groups which make contact on a weekly basis, to assist those who are struggling. These tutors will receive a Lyceum certificate indicating that he/she endorsed in the role of a Peer Academic Tutor. Refer to the Tutoring Policy for more information.
6.10 Library Services
Students have access to computer laboratories at the Institutions’ Library where they may access information over the internet. This will assist the student with researching their projects.
The library will strive to serve library users well in terms of this policy towards achieving their academic- and professional goals by making relevant and up-to-date library media available in hard copy and electronic format and by keeping them updated and informed through the following resources:
1. Library catalogues;
2. Electronic books downloadable by users from the Student Portal;
4. SABINET Prescription- and Open Access Journals, downloadable by users;
5. SABINET NetLaw;
6. Selected on-line databases;
7. Library User training on a one-on-one basis when required; and
6.11 At ‘Risk” Students
Learners are required to attain minimum academic standards. The academic manager or any member of the academic staff, monitors the academic performance of learners against the minimum academic standards at the end of each examination cycle.
Learners who do not meet minimum academic standards in a programme are deemed at ‘risk’ if they:
- achieve 50 percent or less for an assignment module attempted in an examination cycle or;
- is unsuccessful in a module of study more than once.
The Academic Advising Centre (AAC) will contact the at ‘risk’ student and offer academic counselling telephonically. The academic adviser may refer the student to the College should they need face-to-face guidance with a member of the academic staff.
6.11.1 Intervention strategies
During the academic counselling session (telephonically), the academic adviser and the learner will determine what additional support will be provided or is required to the student. This may include, but is not limited to:
- Attending academic skills programmes;
- Attending tutorial or study groups;
- Receiving individual case management;
- Attending counselling;
- Receiving assistance with personal issues which are influencing progress;
- Receiving mentoring; or
- A combination of the above or a reduction in the programme load.
The Examination Committee plays a role in identifying at ‘risk’ students through reflecting on assessment data. Additional intervention may be introduced should specific issues be identified.
6.12 Alumni Support
A Student Employment Centre (I-Work) has been established by Educor which aims to enhance the employability of current students and alumni by assisting them in their journey to securing employment in the workforce. I-Work provides career guidance and job opportunities through four types of support programmes:
- Graduate Development Programme;
- Casual/Part-time Employment;
- Intern Programme; and
- Graduate Experience Programme.
This policy serves to put actions in place to protect the rights of a female who falls pregnant while attending Lyceum or a female who decides to join Lyceum after pregnancy.
8. Privacy, Respect And Dignity
Every learner has inherent dignity and has the right to have his/her human dignity respected. Every learner has the right to privacy, which includes the right not to disclose her condition to others.
8.1 Support and assistance
- Should a learner confide in a staff member, it should be handled with the utmost sensitivity and confidentiality.
- The matter should be reported to the Academic Manager immediately.
- The right of the learner to education cannot be taken away when the learner falls pregnant.
- The learner may continue her education at Lyceum until she no longer feels comfortable.
- Support in terms of providing work, will be ongoing.
- After the pregnancy the student will be welcome to re-join Lyceum.
9. Complaints And Objections
Any member of staff or learner at Lyceum may, without fear of prejudice, submit any complaint, objection, questions or evidence with respect to the application and implementation of this policy to the quality assurance office.
10. Policy Implementation
Policies and procedures are designed to influence and determine all major decisions and actions, and all activities that take place within the parameters set by them. Procedures are the specific methods used, or to be used to express policies in action in the day-to-day operations of the College.
The procedures and processes which govern this policy are listed under “Supporting Documents”.
12. Supporting Documentation
||Students At Risk Report
||Student Support Services Report
||The Study Skills Handbook
||Writing Individual Assignments: Top tips for students
||Referencing and plagiarism: A guide for students
||Presentation Skills -A students guide
||At risk student intervention week plan
||Writing Individual Assignments: Top tips for students
||STUDENT SUPPORT SERVICES COMMITTEE: Appointment feedback
||Student Life Cycle
||Student Support Manual
Taylors College-Student Learning Support Policy and Procedures
Educor Student Support Policy