Concern Regarding Quality of Instruction in Programming Module (Bachelor of Science in Information Technology)

I am writing to formally raise a concern regarding the poor quality of instruction in the first-year programming module (PRO511A) within the Bachelor of Science in Information Technology at your Umhlanga campus, where my nephew is currently enrolled as a student.

When we first engaged with Richfield, your team displayed a high level of professionalism and enthusiasm during the recruitment process. We were assured that students would receive quality education, personalized academic support, and guidance from qualified lecturers. However, the current experience on the ground, particularly in the programming course, is far from what was promised.

There is currently no permanent lecturer assigned to the module. The substitute lecturer who has been deployed has not even taken the basic step of introducing himself to the class. Instead of teaching, he enters the lecture room, displays AI-generated questions on the board, and provides no explanations or structured guidance. He does not deliver any lessons, walk through examples, or assist students in understanding key programming concepts. There is no engagement, no interaction, and no effort to ensure that students are keeping up or grasping the material.

Assignments are expected to be completed without prior instruction, and students are left to rely solely on self-research. While independent learning is important, it cannot replace foundational teaching—especially in a subject as technical and essential as programming.

My nephew, who is otherwise capable and enthusiastic, now feels as though he is drowning in the course. He has received no clarity, no direction, and no support. This is not just his view—his peers have echoed similar frustrations and feel neglected academically.

It is unacceptable that an institution of Richfield’s stature would allow such a critical module to be handled so carelessly. Programming forms the backbone of many degrees in the technology and business streams, and the lack of proper instruction at this early stage could have long-term consequences for students.

We respectfully request that this issue be addressed with urgency. At the very least, a qualified and communicative lecturer should be assigned immediately—someone who can engage with students, teach foundational concepts, and ensure academic progress.

We hope you will treat this matter with the seriousness it warrants and restore the level of educational support that was promised at the outset.