The Independent Journal of Teaching and Learning Vol 2 2007

19 While there are opportunities to transform higher education, in terms of its shape and size, as well as in respect of the programmes offered and the ways in which they are offered, the enormous challenges to staff and to institutional resources of the many changes, including the merger process that is underway, cannot be ignored. The policy documents relating to mergers remained silent about what should happen to the curricula (Mfusi, 2004; 101), so within the national framework, it remains the function of each institution to align its programmes with national requirements, merge curricula from previously separate institutions, design outcomes based programmes, implement outcomes based teaching, learning and assessment practices, and design and implement foundation programmes for under-prepared learners. The way is clearly open for the implementation of project-based learning.

INTERDISCIPLINARY COLLABORATION Project-based learning entails transformation of classroom teaching and learning strategies. In DUT teaching venues, a great deal of instruction has consisted, and in many cases still does consist, of the transfer of knowledge from the educator to the learners who are not encouraged to contest knowledge (McKenna and Sutherland, 2006: 19), which is seen as stable. The content to be mastered by learners has been defined a priori by the educators or by those involved in curriculum design. There has also been a strong focus on study within single academic disciplines and professional studies. Although this has promoted the discovery of new knowledge, problem solving in the real world requires designs based on interdisciplinary and transdisciplinary approaches (Ntshoe, 2003: 61). Ntshoe, citing Berger (1995), describes interdisciplinary design as close interaction between two or more disciplines involving communication of ideas; mutual integration of organizing concepts, methodologies, procedures, epistemology and terminology; joint data organization and team teaching (2003: 61). Armsby suggests that workplace learning is evolving its own epistemologies and hybrid methodologies (1999: 41). However, the process for developing methodology for collaborative projects is complex because more than one person s specialist knowledge is impacting on the chosen methodology and on how that methodology evolves in the ensuing project . Armsby does go on to say that despite these complexities and the difficulty in managing collaborative projects, it is extremely beneficial in terms of developing learning and achieving successful outcomes (1999: 39).

To assess the quality of learning in a project-based approach effectively, the assessment criteria should be known to learners and both process and outcomes-oriented formative and summative assessment methods should be used. An important feature of project-based learning, through which assessment activities not only capture learners understanding of concepts and content, but also document and promote the development of real and working world skills, reflect learning over time as progress, is documented throughout work on a project. Rather than assessing learners competence in successfully completing a number of discrete observable tasks, which is currently common practice, realistic projects made up of activities that capture the holistic richness of practice, would facilitate assessment of the forms of knowledge, skills and values, workplace complexities and diversity that form part of workplace learning. Project-based learning enables learners to build real mastery by providing constructive feedback, and allows learners to revise their work and incorporate new understandings. It also presents opportunities for multiple data collection methods to assess learner achievement, as not only can a variety of assessment strategies, methods and tools be used, but also assessors can be drawn from the institution, the workplace and amongst the learners who can participate in the assessment process in ways not typically supported by more traditional learning approaches. Through the documentation of learners decisions, revisions, and initiative, assessors (and learners) will capture valuable material for assessing student work and growth.

CONCLUSION While there can be little doubt that within our new democracy, education and training policy transformation has been necessary to address the societal and educational inequities created by apartheid, there remains a gap between policy-making and implementation which continues to be very challenging to bridge.