Search

Showing total 38 results
Start Over Publication Type Reports Journal online submission Region south africa
38 results

1. Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa

Author

Akoojee, Salim

Abstract

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training (DHET, 2013) approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" (DHET, 2013, p.4) and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.

Published
2016

2. International Conference on Education and New Developments 2013: Book of Proceedings (June 1-3, Lisbon, Portugal)

Author

World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda

Abstract

We are delighted to welcome you to the International Conference on Education and New Developments 2013, taking place in Lisbon, Portugal, from 1 to 3 of June. Education, in a global sense, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2013 received over more 267 submissions, from 35 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations, Workshops and Round Table. The conference also includes a keynote presentation from an internationally distinguished researcher Professor Peter Jarvis Emeritus Professor at the University of Surrey, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2013), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

Published
2013

3. Learning Outcomes as Understood by 'Publishing Research' Facilitators at a South African University

Author

Khoza, Simon Bheki

Abstract

This article draws on a case study of six facilitators who were teaching Publishing Research in 2011 at one of the universities in South Africa. Publishing Research was offered by two campuses of this institution. This article gives these facilitators a voice and also identifies and defines the intended, implemented and attained learning outcomes for the module. The six facilitators claimed to be using the same learning outcomes in helping students to achieve the aims in the module but the results of the module tell different stories about the facilitators' awareness and achievement of the learning outcomes. Data collection occurred through document analysis and semi-structured interviews. A priori analysis theory (Samuel, 2009) was used as a framework for the study and this produced three themes, while this article itself is framed by Bloom's Taxonomies of learning. This article prioritises the alignment of the intended, implemented and attained learning outcomes; as well as the use of the three domains of Bloom's Taxonomies (cognitive, skills and value/attitude) in formulating learning outcomes of the module in order to contribute positively towards the well-being of the module.

Published
2013

4. Developing an IT Course for Emerging Technologies Using a Framework -- An Example of an IoT Course V1.0

Author

van Wyk, Norman, Johnston, Kevin, Möller, Klaus, and Haas, Florian

Abstract

Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. Contribution: The framework was tested by using it to build and deliver an IoT course. The Framework could be used to support academics who have to create and develop courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom's Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendations for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development. [This paper was published in: M. Jones (Ed.), "Proceedings of InSITE 2020: Informing Science and Information Technology Education Conference" (pp. 15-45). Informing Science Institute.]

Published
2020

5. Developing Practice: Teaching Teachers Today for Tomorrow

Author

Mays, Tony John

Abstract

This paper argues that the development of classroom practice is central to the purpose of the IPET (initial professional education and training) of teachers. Notwithstanding the growing use of ICTs (information and communication technologies), both in teacher development and school classrooms, the normative modeling of appropriate contact-based practice is still a fundamental component of IPET and needs to be conceptualized, costed, implemented, supported and evaluated accordingly. Increasingly, this needs to be done within a distance education context. However, the advent of new technologies in the social lives of learners, as well as in school classrooms, means that the notion of appropriate pedagogic practice needs to be extended to include a wider range of practices than those premised only on face-to-face contact. The paper provides some suggestions based on current practice in South Africa generally, as well as recent practice at the Unisa (University of South Africa) (Website, http//:www.unisa.ac.za) in particular, as well as drawing upon a recent on-line tutoring course run internally at the South African Institute for Distance Education (Website, http//:www.saide.org.za). This an extended and more complete version of a paper prepared for the sixth pan-common wealth forum on open learning, Kochin, India, November 2010. (Contains 2 tables and 2 figures.)

Published
2011

6. Learning for the Natural Environment: The Case against Anthropocentrism

Author

Horsthemke, Kai

Abstract

The world (Africa in particular) is in a progressive state of environmental crisis, caused by global warming, loss of biodiversity, human overpopulation, pollution, massive deforestation and desertification, urbanization and many other environmental problems and risk factors. For several commentators and theorists, part of the solution resides in the provision of pertinent and adequate education, including environmental education. The present paper briefly examines the history of environmental education, internationally and in South Africa, and some of its most prominent current trends and issues, before critiquing its general orientation. Arguing against what appears to lie at the heart of environmental education and literacy, namely anthropocentrism (ideas like "education for sustainable development"), the paper urges a radical rethinking of its central concerns and modus operandi, in terms of facilitating learning for the natural environment. In other words, in order to live up to its promise of contributing towards life beyond the twenty-first century, such learning must include the realization that nature matters in and for itself. "The architecture of moral status (adapted from Horsthemke, 1993)" is appended. (Contains 4 footnotes.)

Published
2009

7. Education and New Developments 2017

Author

Carmo, Mafalda

Abstract

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

Published
2017

8. The Impact of Open Licensing on the Early Reader Ecosystem

Author

Butcher, Neil, Hoosen, Sarah, Levey, Lisbeth, and Moore, Derek

Abstract

The Impact of Open Licensing on the Early Reader Ecosystem examines how to use open licensing to promote quality learning resources for young children that are relevant and interesting. Research in early reading tends to focus on traditional publishing value and supply chains, without taking much consideration of new approaches and solutions emerging from the digitization of content and the impact of open licences. Production innovations considered include content creation models, storybook management and storage, and printing and distribution. all of which are evolving rapidly as new technologies are developed and applied. This paper also describes and assesses how major players in the early reader ecosystem impact on the production and utilization of quality resources. These include publishers, NGOs, libraries and literacy organizations, and donors. In addition, because cost models for open licensing any resource are different from commercial publishing, this report examines how open licensing and cost recovery can be effectively addressed in order to promote the long-term sustainability of local content creation, production, and utilization. Finally, this paper offers a detailed set of implications for early literacy content creation and utilization in low-income countries, which should underpin the development of creative ways to deliver books to young children. The following are appended: (1) List of interviewees; (2) Key components of early literacy; (3) Unpacking the components of the early literacy reader value network; (4) Demand and supply of early reading material; (5) Changes in the publishing industry; and (6) Examples of early literacy distribution initiatives.

Published
2016

9. END 2016: International Conference on Education and New Developments. Conference Proceedings (Ljubljana, Slovenia, June 12-14, 2016)

Author

World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda

Abstract

We are delighted to welcome you to the International Conference on Education and New Developments 2016--END 2016, taking place in Ljubljana, Slovenia, from 12 to 14 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2016 received 489 submissions, from 53 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 133 submissions (27% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Mojca Juriševic, Associate Professor of Educational Psychology, Faculty of Education, University of Ljubljana, Slovenia, to whom we express our most gratitude. Also, we give a special thanks to Professor Emerita Nina K. Buchanan, PhD, University of Hawaii, USA and Professor Emeritus Robert A. Fox, PhD, University of Hawaii, USA for the special talk entitled "The Search for New Educational Forms in the United States and its International Implications." This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected co-sponsor and media partner that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

Published
2016

10. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)

Author

World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael

Abstract

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

Published
2016

11. END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015)

Author

World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda

Abstract

We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

Published
2015

12. Exploring Learners' Experiences of Inclusive Education: The Voice of the Voiceless

Author

Mweli, Patrick

Abstract

Since the 1994 election, South Africa has moved from a politics of separatism to social justice and inclusivity. The White Paper 6 (Department of Education, 2001) on inclusive education policy emphasizes inclusion of all learners in the basic education system, regardless of disability, race, learning style, HIV status etc. This has brought change to classroom dynamics, where the tradition of the classroom is based on reading and writing for "normal" learners, and diverse learning needs related to impairment is "abnormal". Theories of Inclusive Education underpin this paper. Using a qualitative approach, this study explores learners' experiences in the classroom to assess implementation of Inclusive Education. The study reveals that in South Africa the problem of inclusive curriculum implementation still persists and needs special attention from all stakeholders in education. It is also evident that teachers have not been properly prepared for the paradigm shift needed for implementation of an inclusive curriculum. The losers in the process are the learners, as they continuously have negative experiences in the classroom. The paper concludes that in-depth training of the teachers in Inclusive Education is required to ensure that the paradigm shift from the apartheid education system to Inclusive Education is achieved.

Published
2012

13. Student Teachers' Engagement with Re-Contextualized Materials: A Case of Numerical Approximation

Author

Brijlall, Deonarain and Bansilal, Sarah

Abstract

This paper reports on an exploration of students' learning derived from the implementation of learning materials developed in a previous collaborative project. The purpose of the study was to examine the development of third-year students' understanding of the Reimann Sum. These concepts were taught to undergraduate teacher trainees wishing to specialize in the teaching of mathematics in the FET (further education and training) school curriculum. The learning materials were developed by mathematics teacher educationists from the University of Witwatersrand, the UKZN (University of KwaZulu-Natal) and the Nelson Mandela Metropolitan University. A group of 31 students participated in the project. The study adopted the APOS (action-process-object-schema) approach within constructivism, as a theoretical framework. Data were generated from students' responses to the collaborative tasks. A genetic decomposition of the Reimann Sum is offered and used as a basis for the analysis. This paper, specifically, reports on the investigation of students' responses based on a learning theory within the context of advanced mathematical thinking and makes a contribution to an understanding of how these students constructed the concepts in a collaborative way. Appended is "The Worksheet with Instructional Tasks." (Contains 5 tables.)

Published
2011

14. Using Food Science Concepts to Enact Science-Indigenous Knowledge Systems Classroom Based Discourses

Author

Kwofie, Samuel and Ogunniyi, Meshach

Abstract

According to the World Bank and United Nations Educational, Scientific and Cultural Organization (UNESCO), Indigenous knowledge systems (IKS) could serve as leverage for augmenting policy formulation regarding health, environment and education. By exploring the appropriate pedagogic approaches, the potential exist for integrating IKS into the conventional western based science classroom environment. This study is part of the Science and Indigenous Knowledge Systems Project (SIKSP) at the University of the Western Cape. In response to the new South African curriculum to integrate school science with IKS, the reported study involving science teachers used food science based concepts as part of an instructional model to enhance the teachers' ability to engage in science-IKS classroom based discourses. The study involved 13 primary and secondary science teachers who attended bi-weekly science-IKS workshops for two consecutive six months. The teachers demonstrated the potential to: (1) enact science-IKS teaching and learning discourses, (2) articulate coherently the link between science and IKS concepts (3) discern science concepts embedded in traditional food processing techniques (4) unravel the wisdom in IKS and (5) value IKS as a useful body of "owned" knowledge. (Contains 4 tables.) [Funding for this project was provided NRF of South Africa. This paper was published in: Proceedings of the 19th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology (SAARMSTE), 18-21 January 2011 at North-West University, pages 387-397.]

Published
2011

15. Effects of Dialogical Argumentation-Based Workshops on Primary and Secondary School Teachers' Ability to Co-Construct the Concept of Solubility

Author

Kwofie, Samuel and Ogunniyi, Meshach

Abstract

This article presents a case for equipping science teachers with the necessary skills needed to enact dialogical argumentation-based classroom discourses. Even though teachers are required to scaffold knowledge construction in the classroom, it appears that not much prominence has been dedicated to exploring alternative or novel approaches to teaching. Hence, this research seeks to evaluate the effectiveness of dialogical argumentation-based pedagogic framework as essential tools for enhancing teachers' ability to co-construct solubility concepts in the classroom. The workshop sessions employed for this study involved primary and secondary school teachers. The results reinforces the belief that dialogical argumentation-based model is a plausible pedagogic approach which augments teachers' ability to co-construct scientific knowledge and also improves their quality of argument during discursive classroom environment. In addition, frequent epistemic interactions during dialogue could enable the teachers to synthesis and critically evaluate scientific concepts as well as exhibiting keen interest in problem solving discourses. [This paper was published in: Proceedings of the 19th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology (SAARMSTE), 18-21 January 2011 at North-West University, pages 277-286.]

Published
2011

16. Integrating Social Responsibility into an Entrepreneurship Education Program: A Case Study

Author

Maistry, Suriamurthee Moonsamy and Ramdhani, Jugathambal

Abstract

Entrepreneurship education in South Africa is often presented as a neutral discipline. Yet fundamental to any entrepreneurship education program should be the integration of key issues, such as ethics, values and social responsibility. This paper reports on a study that set out to explore student teachers experiences of engaging in an entrepreneurship education program specially enhanced to create an awareness of the link between entrepreneurship and social responsibility. It argues that exposure to a program of this nature is a powerful means to dispel the myth that entrepreneurship is a neutral discipline and that such exposure creates useful avenues for student teachers to examine their own constructions and perceptions of entrepreneurship and social responsibility. This paper draws on data constructed in a qualitative research project that engaged the tenets of symbolic interactionism in order to understand how students experienced the program and to understand their changing perceptions.

Published
2010

17. Educational Initiatives for Older Learners

Author

Swindell, Rick

Abstract

A rapidly ageing population has given rise to many innovative later life learning programs that engage older adults in the kinds of activities that are associated with successful ageing. Experts of all kinds retire and retired expert volunteers would seem to be the best people to run learning programs for other retirees. One of the best known approaches to later life learning is the low cost, widely accessible, University of the Third Age (U3A) model in which retired volunteers provide all the teaching/learning activities as well as the necessary administration expertise. Several leaders in late life adult education in different countries were contacted by email to contribute brief descriptions of U3A-like organisations within their regions. This paper contains summary details of: Lifelong Learning Institutes, Osher Institutes and Elderhostel in North America; and various U3A approaches in Australasia, China, Europe, South Africa, South America and a number of countries in Asia. The five elements of the Successful Aging model are related to these learning approaches leading to a proposition that many of them can be argued to be successful ageing organisations. The world first virtual U3A, U3A Online, which utilises volunteer teachers, administrators and other skilled volunteers from different countries, is also described. The paper concludes by noting that the Internet has opened up a low cost medium for research collaboration by U3As everywhere and calls for an international network of U3A researchers who carry out constituency research studies which would benefit the wider ageing population, nationally and internationally. The following is appended: U3A Online. (Contains 1 figure and 1 footnote.) [This paper has been adapted from a paper presented in January 2009 for the launch of the Hong Kong Elder Academy at the Hong Kong Institute of Education.]

Published
2009

18. Double-Shift Schooling and EFA Goals: Assessing Economic, Educational and Social Impacts

Author

Orkodashvili, Mariam

Abstract

The aim of the paper is to discuss the system of double-shift schooling and assess it from economic, social and educational angles referring to different cases from Sub-Saharan African countries. The paper makes an attempt to prove that despite certain challenges that it faces, the system of double-shift schooling is the best solution for poor countries to achieve the millennium goal of Education for All with limited resources, and an optimum strategy for rich countries to use resources more efficiently. Thus, if wisely implemented and managed, double-shift schools can be the best way to achieve the goal of universal education in both poor and rich countries. (Contains 1 footnote.)

Published
2009

19. Supporting Non-State Providers in Basic Education Service Delivery. Create Pathways to Access. Research Monograph No. 4

Author

Consortium for Research on Educational Access, Transitions and Equity (CREATE) and Rose, Pauline

Abstract

Basic education is commonly regarded as a state responsibility. However, in reality, non-state providers (NSPs) have always been involved in basic education service delivery, and there is often a blurring of boundaries between state and non-state roles with respect to financing, ownership, management, and regulation. In recent years, the focus on the role of non-state providers (NSPs) has intensified within the context of the move towards achieving Education for All (EFA). The paper considers this shift, with particular attention towards service delivery to "underserved groups", defined as those for whom access to affordable government services of appropriate quality is most problematic. In some cases, this refers to particular sub-groups of a population within a country. In other cases (notably fragile states), it can refer to large sections of the country's population. The paper indicates the wide range of NSPs that exist to serve different underserved groups. It notes that NSPs are commonly viewed as having a comparative advantage over state provision--in terms of quality, cost-effectiveness, choice, accountability to citizens etc. However, in reality there is very limited robust analysis to support some of these claims. The paper then considers the ways in which non-state providers engage with the state in education service delivery, including with respect to contracting, policy dialogue, and regulation--and the role that donors play in this relationship. The paper concludes that relations between NSPs and the state are not straightforward given the range of different providers involved in education service delivery, with those serving the better-off tending to dominate engagement with government. This can be at the expense of smaller-scale, informal providers aiming to support those otherwise under-served by government provision. As such, the paper argues that there is a need for greater, and more constructive, engagement between NSPs and the state to ensure collaboration benefits the underserved, and so assists in moving towards the achievement of Education for All. Selected education indicators are appended. (Contains 15 footnotes, 1 figure, 6 tables, and 6 boxes.) [Abstract modified to meet ERIC guidelines. This paper was commissioned by the UK Department for International Development (DFID) Policy Division as part of a study on non-state providers in the water, sanitation, education and health sectors.]

Published
2007

20. Improving Access, Equity and Transitions in Education: Creating a Research Agenda. Create Pathways to Access. Research Monograph No. 1

Author

Consortium for Research on Educational Access, Transitions and Equity (CREATE) and Lewin, Keith M.

Abstract

The Consortium for Research on Educational Access, Transitions and Equity (CREATE), was established with DFID [the UK Department for International Development] support in 2006. It is a partnership between research institutions in the UK, Bangladesh, India, Ghana and South Africa. This paper is the first in a series of CREATE publications which will be developed over the life of the consortium. The first part of this paper discusses why access issues remain at the centre of the problems of achieving Education for All and the Millennium Development Goals. Many children remain unenrolled at primary level, many of those enrolled attend irregularly and learn little, and large numbers fail to make the transition to secondary schooling. After outlining the magnitude of the challenge of improving access to universal levels, the paper develops analytic frameworks to understand access issues in new ways, and generate empirical studies related to each of the zones of exclusion identified. The last part of the paper briefly outlines some of the empirical research that is being developed. Two appendixes are included: (1) The Six Dakar Goals and the Eight MDGs [Millennium Development Goals]; and (2) Some Research Propositions. (Contains 21 footnotes, 2 tables, and 12 figures.)

Published
2007

21. Providing Increased Access to English L2 Students of Computer Science at a South African University

Author

Dalvitt, Lorenzo, Murray, Sarah, Terzoli, Alfredo, Zhao, Xiaogeng, and Mini, Buyiswa

Abstract

In our paper we describe an intervention aimed at providing increased chances of success in the study of Computer Science (CS) to members of South Africa's historically disadvantaged communities. Research has shown that many African students perform poorly in CS, possibly because of language problems. We have developed a web-based application that integrates classroom practice in first year. In our research we explore the relationship between English and the students' mother tongues in constructing technical meanings with a particular focus on the integration of new terminology into existing knowledge structures. We hope that this new approach and an early intervention will provide better access to the study of CS to more African students and contribute to overcome the inequalities of Apartheid. (Contains 1 table, 1 figure, and 2 footnotes.) [This paper is based on work sponsored by the Telkom Centre of Excellence of Rhodes University, Grahamstown, South Africa.]

Published
2005

22. Differing Standards of Education and Their Impact on International Exchanges: A Comparison of the United States and South Africa

Author

Bangura, Abdul Karim

Abstract

With the rise of globalization, education has become increasingly important throughout the world. It is through education that most children develop vital social and mental skills that help them later in life to become successful in the working world. The way a country runs its affairs and how it relates to other countries are based largely on how its youth are educated. Most people realize the need for education; but as long as they see a school building with teachers, they think something productive is happening behind the building walls. This is not always the case. Education varies throughout the world, and the differences in educational standards do more to explain cultural differences than anything else. Thus, the differing standards of education in the United States and South Africa call for a need to standardize the education curricula internationally. This paper shows, through qualitative analysis, what specific differences in standards of education cause people in various countries to act as they do in functioning in the global system. Through archival research of data sources on the educational systems in South Africa and the United States, and examining how these countries act toward others, a relationship between education standards and intercultural communication is shown. This helps to explain how the different standards of education affect international communication.

Published
2004

23. School Feeding Programs in IBSA Countries: A Review

Author

Kaur, Sarbjit

Abstract

The IBSA forum is an important collaboration of India-Brazil-South Africa to address the social developmental challenges of developing countries through South-South Cooperation. All three countries share same colonial history and at present have developing economies and struggling to provide best public services to their citizens through the appropriate policy planning and introduction of welfare schemes. In the field of education, all these countries are facing problem in the expansion of access of education for all due to the challenges such as high number of out of school children, high drop-out rate, high repetition rates etc. To tackle these problems, appropriate education policies on free and compulsory education have been implemented in these countries. Besides these education policies, these countries have started many compensatory programmes to address the major challenges in the goal of universal elementary education. One of the most important compensatory programmes in these countries is school meal programme. In all the three countries, school meal programmes have been started with dual purpose of keeping the children in the school and improving their nutritional status. This paper is an attempt to review the school meal programmes of IBSA countries to highlight their impact on the health and educational attainment of children especially children from the disadvantaged sections of the society.

Published
2021

24. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?

Author

Palmer, W. P.

Abstract

The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.

Published
1996

25. Progress of IBSA Countries towards Universal Primary Education: A Comparative Analysis

Author

Kaur, Sarabjit

Abstract

Free and compulsory primary education remains a priority area in the international policy perspective, starting from the Universal Declaration of Human Rights, 1948 to the formulation of Sustainable Development Goals in 2015. Under the impact of globalization, an impressive expansion in the access to primary education has been observed in recent decades and the global trends in enrolment rates across the developing world have attested this fact. However, many developing countries, such as India, Brazil and South Africa (IBSA), are still struggling with the goal of quality primary education for all. The IBSA countries are emerging economies and very proactive in addressing past inequalities prevalent in their countries. With the cooperation of international organizations, national policy planning and other initiatives, these countries have performed quite well in the educational attainment. But even today, these countries have not achieved the goal of quality primary education for all. This paper reviews the attainment of free and compulsory primary education in these countries, along with the challenges faced in the achievement of universal primary education. These challenges may hinder the progress of these countries towards the achievement of Sustainable Development Goal.

Published
2020

26. Education Programs in Post-Conflict Environments: A Review from Liberia, Sierra Leone, and South Africa

Author

Barrios-Tao, Hernando, Siciliani-Barraza, José María, and Bonilla-Barrios, Bibiana

Abstract

Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.

Published
2017

27. The Strength of Organisational Culture: Organisational Performance in South African Schools

Author

Bipath, Keshni and Adeyemo, Kolawole Samuel

Abstract

One of the more frequently cited cultural dimensions within the field of cultural research is that of cultural strength (Cameron & Ettington, 1998). Early published works on organisational culture argue that there is an absolute need for a "strong" culture for organisations to be effective. This study has examined the contradiction between the strong school culture and academic performance in Mpumalanga Province under the Bantu Education (DET) school system. The aim of the research was to examine the dynamics of school culture strength (measured as values and norms); leadership; and the organisational performance of schools. A quantitative research approach was used. A total of 1130 questionnaires were completed by principals, School Management Team (SMT) members and educators. The findings show that the schools in Mpumalanga had a strong organisational culture, yet their performance was the lowest of all the provinces in South Africa. The paper argues: Mpumalanga schools should deconstruct their original organisational culture paradigms which evolved out of the DET system of education and that they should reconstruct their organisational cultures with renewed energy and enthusiasm for a better educated generation in the future.

Published
2014

28. The Attitude of Lecturers towards Visually Impaired Students: A Case Study of One of the Universities in the Limpopo Province in South Africa

Author

Mushome, Avhasei Merium and Monobe, Ratau John

Abstract

This article presents the attitude of lecturers towards the visually impaired students in one of the universities in the Limpopo Province. First, it is argued that the experience of a visual impairment by a student has a greater effect on the strategies and methodologies used for instruction than on the curricular content to which the student is exposed. Specialized instructional strategies facilitate the visually impaired students' successful participation within regular education classrooms. The degree of specialized intervention needed depends upon the intensity of the students' impairments. Despite the fact that the university has each year been registering students who are visually impaired, there is no indication that staff members are being trained to handle these students. Both qualitative and quantitative findings from interviews with visually impaired students, HODs (heads of departments), and deans/directors of centers suggest that lecturers found teaching visually impaired students is a problem, because they were never trained to teach visually impaired students and that the institution should employ a permanent specialist in teaching visually impaired students and create a resource centre for them. This paper examines some of the concerns that the visually impaired students encounter and raises questions about how they learn and how they are being taught.

Published
2013

29. Pan-African - Mediterranean Migrations: Implications for Education and Society

Author

Napier, Diane Brook

Abstract

The purpose of this study was to examine features of the contemporary migrant and refugee flows across Africa northward to the Mediterranean and then to European countries (sometimes called the "new mass migration" and also migrant flows southward to South Africa. In addition, the purpose was to examine dimensions of response and adaptation in receiving countries, also the interconnections between sending- and receiving countries. In the post-colonial era, a variety of political, economic, and other societal forces combined to generate increased and more frequent flows of people seeking a better life, worldwide. Migrations of Africans are part of this global phenomenon, with manifold implications for source countries in Africa and for receiving countries in Africa and Europe. This consideration of issues is framed in the context of contemporary globalization theory and migration theories including social capital theory and push-pull theory. Implications and challenges for education and society in receiving countries such as France and South Africa, and in African sending countries, are summarized, drawing on contemporary research and debate on the issues in education and other sectors of society and on policy-practice research. Prominent themes in the research literature are highlighted, including language issues, policy responses, demographic shifts and trends, transnational family relationships, labor market issues, and educational ramifications. The impacts of refugee influxes on intermediate destinations such as the Canary Islands, Ceuta and Melilla, and Istanbul are also considered. The study results indicate that Pan-African -- Mediterranean migrations have generated a significant new landscape of interconnectedness across the macro-region and that the challenges and responses in European countries--the target destinations of the northward migrations--have counterparts in South Africa--the south-end target destination for many desperate migrants and refugees. Current recommendations are for multiple levels of response to tackle crucial issues in education and wider society, including in-country improvement of conditions but also joint responsibility between sending- and receiving countries in Africa and across the Mediterranean to Europe. There is a need for more research on the specific experiences of desperate migrants in the macro-region to expand understanding of the full extent of this contemporary migration phenomenon and its ramifications. (Contains 2 figures.) [The original version of this paper was presented at the IV Mediterranean Society of Comparative Education (MESCE) Conference, Rabat, Morocco, 8 -10, November 2009.]

Published
2011

30. Triadic Dialogue: An Analysis of Interactions in Multilingual Mathematics Primary Classrooms

Author

Sepeng, Percy

Abstract

This paper seeks to explore at least one aspect of interactional practices in two different multilingual mathematics classroom contexts with learners drawn from different socio-cultural backgrounds. The data collection strategies for this ethnographic study of multi-age primary multilingual mathematics classrooms (with learners aged 12-14) in the EC (Eastern Cape) province of SA (South Africa) included classroom observations, audio-recordings, video tapes and field notes. This study is framed by communicative and socio-cultural perspective (Lemke, 1995; Vygotsky, 1987) for analyzing dialogical interactions in these classes. The results of this study raise awareness of how some pedagogical practices of classroom engagement could be socially predetermined to serve as contributory factors of either effective or ineffective participation in classroom dialogue. Utterance is seen as the basic unit of analysis, and the triadic view implies that the pattern, content and the use of the utterance are mutual, reciprocal and hence triadic. In brief, the findings of this study indicate that even the dominating discourse structure has the form of a triadic dialogue, classrooms can be places in which knowledge is dialogically co-constructed.

Published
2011

31. IT Implementation in ITE in the Limpopo Province (South Africa): A Dream or Reality?

Author

Monobe, Ratau John

Abstract

This paper describes the results of a survey about the most critical issues facing the implementation of IT (information technology) ITE (initial teacher education) in all the HBUs (historically black universities) in the Limpopo Province of South Africa. Over 250 responses were received and both universities in the Limpopo Province were represented. Reactions showed that the most critical problems were associated with access to IT equipment, prior learning, rapid technological change, the gap between pre-service and in-service education, gender bias and the age gap, the lack of accommodation for housing computers, the lack of planning, the lack of genuine sponsorship that can sustain the innovation, the lack of expertise in purchasing, the lack of appropriately trained IT teachers, the lack of IT integration in the classroom by teachers, the lack of consensus about the use of IT, the fear for innovation by teachers, budget controllers for IT, and the lack of stability by heads of institutions and the fluctuating budget from government. There were interesting recommendations which included resources should be bought, undergraduate programmes should offer computer literacy, outdated computers need to be provided to help student teachers, IT needs to be demystified through the involvement of both sexes, computer laboratories need to be established within the Faculties of Education, coordination between universities and government is needed, careful analysis of sponsorship need to be done, education planners need to be knowledgeable, curriculum for student teachers should include IT as a compulsory module, there is a need for consultation and cooperation between faculties and schools of education and computer centers and budget controllers need to know the importance of IT in teacher education.

Published
2011

32. Understanding the Teaching and Learning of Fractions: A South African Primary School Case Study

Author

Brijlall, Deonarain, Maharaj, Aneshkumar, and Molebale, Justin

Abstract

The authors explored the teaching and learning of fractions by reflecting on teachers and learners' views on practical work and their classroom practices. The teachers and learners were from two primary schools in a rural area in KwaZulu-Natal (South Africa). Questionnaires, in which teachers and learners expressed their views on practical work and fraction teaching and learning, were administered to teachers and their learners. Lessons on the division of fractions were observed to determine teachers' practices in relation to the researchers' assumptions and claims by literature. Data yielded by these research instruments confirmed assumptions and literature claims. Although it was a small scale qualitative research, interesting observations were made that could have pedagogical implications. The paper is presented in two parts. The first considers the teaching of fractions and the second the learning of fractions. (Contains 2 tables and 7 figures.)

Published
2011

33. Seeds of Their Struggle: The Features of Under- and Overage Enrolment among Grade 4 Learners in South Africa. CREATE Pathways to Access. Research Monograph No. 47

Author

Consortium for Research on Educational Access, Transitions and Equity (CREATE), Taylor, Nick, Mabogoane, Thabo, Shindler, Jennifer, and Akoobhai, Bina

Abstract

Using data drawn from the National School Effectiveness Study, this paper reveals that by Grade 4 35% of South African learners are overage. The study confirms what every other testing programme tells us about the poor state of learning which characterizes the system: the seeds of low pass rates at Grade 12 level, and of low participation and throughput rates in further and higher education, are sown in the first three years of schooling. What the present study adds to this picture is that overage children perform less well than their appropriately aged peers, gain less learning from one year to the next, generally come from poorer homes than their appropriately aged peers, and are predominantly male. This is a major problem in the system, and giving explicit attention to it must constitute a significant component of any strategy to address the very poor learning outcomes of the school system, the slow progress of learners through the grades, and the high rate of dropouts in the last three years of the secondary school. (Contains 7 tables, 9 footnotes, and 6 figures.)

Published
2010

34. Supporting Teachers Personally and Professionally in Challenging Environments

Author

McNiff, Jean

Abstract

In this paper I would like to outline some of the work I do around the world, developing and contributing to professional education programmes for practitioners across a range of professions, using an action research methodology. Here I especially focus on my work with teachers; and I highlight the point that some of the most problematic yet rewarding work is conducted within contexts of economic, historical and social change and challenge. I also explain how I conduct my own action research, which is about finding ways to encourage teachers to think critically and reflectively about what they are doing, and specifically to engage with questions of the kind, "How do I improve my practice?" (Whitehead, 1989). Through engaging with these kinds of questions, teachers can position themselves as having the authority to take control of and make discerning judgements about their practices, as they seek to exercise educational influence in their own learning and in the learning of others. (Contains 5 figures.)

Published
2010

35. Patterns and Prevalence of School Access, Transitions and Equity in South Africa: Secondary Analyses of BT20 Large-Scale Data Sources. CREATE Pathways to Access. Research Monograph No. 27

Author

Consortium for Research on Educational Access, Transitions and Equity (CREATE), Fleisch, Brahm, and Shindler, Jennifer

Abstract

This monograph looks at patterns and prevalence of initial school enrolment, late entry, attainment promotion, and repetition in urban South Africa. The paper pays special attention to the particular gender nature of the patterns of school participation. The study analyses data generated in the genuine representative cohort study, Birth-to-Twenty (Bt20). (Contains 14 tables, 4 figures, and 4 footnotes.)

Published
2009

36. School Processes, Local Governance and Community Participation: Understanding Access. Create Pathways to Access. Research Monograph No. 6

Author

Consortium for Research on Educational Access, Transitions and Equity (CREATE), Dunne, Mairead, Akyeampong, Kwame, and Humphreys, Sara

Abstract

The main aim of this study is to provide an overview of the research that has explored aspects of access that surround formal state schooling. The specific focus of this review concerns research on the relations within and between schools, communities and local governance institutions and their combined influence on access within local contexts. Each of these three social sites individually could be the subject of a research review but in distinction from this, in this review we draw together literature that contributes to understandings of the local processes, that is, the ways in which schools, communities and school governance institutions inter-relate to produce particular access outcomes. The underlying assumption of this review is that it is these inter-connections are central to the local conditions of access and exclusion. Two appendixes are included: (1) Report Methodology; and (2) Review Paper Searches. (Contains 4 figures and 2 footnotes.)

Published
2007

37. Bridging the Digital Divide and the Use of Information and Communications Technology (ICT) in South African Universities: A Comparison Study among Selected Historically Black Universities (HBUs) and Historically White Universities (HWUs)

Author

Osunkunle, Oluyinka Oludolapo

Abstract

It has become common place for students in historically white universities (HWUs) in South Africa to have 24 hour access to computers, the Internet, e-learning facilities, check results online and even register online. However, historically black universities (HBUs) are still battling to have access to these facilities. On a macro level, the issue of lack of access to basic ICT facilities or digital divide exists. This is evident in the fact that developed nations like U.S.A and Switzerland have significant access to ICT, while under-developed nations in Africa like Ethiopia and Congo do not enjoy considerable access. On a micro level in South Africa, digital divide still exists. Even the divide exists among South African Universities as students in historically white institutions like Pretoria, Rhodes and Stellenbosch Universities enjoy unlimited access to ICT facilities like computers and the Internet. However, the reverse is the case in HBUs where access rate is very limited and personal observation bears this out as most historically black institutions like the University of Fort Hare, University of Limpopo, and University of Zululand, just to mention a few are still battling with the issue of access to ICT facilities. This paper presents the findings of a survey conducted to examine the present ICT status/capacity of HBUs compared to what exists in HWUs in South Africa. It will attempt to identify the reasons for the continued disparity in ICT access between HWUs and HBUs and also to identify how HBUs can address the divide and leapfrog to an era of full ICT access.

Published
2006

38. The Need for Policy Framework in Maintaining Quality in Open and Distance Education Programmes in Southern Africa

Author

Braimoh, Dele and Lekoko, Rebecca

Abstract

The ideals of education for all as proposed by UNESCO (2000) cannot be achieved without tapping into all the existing educational delivery systems. Open and distance education system has caught the attention of a number of Southern African Universities as a viable and "Siamese" twin of the conventional education in achieving flexibility, open and greater access for the heterogeneous clientele of the region. Despite the glowing virtues of distance education, this mode is still looked down upon by some people as inferior to the conventional teaching and learning processes. Paradoxically, learning through the distance education mode has a greater potential to provide education for more learners than the conventional education system. In a dynamic society such as the Southern African region, development has made education a phenomenon that transcends the four walls of the formal classrooms. Thus, a policy framework is needed to ensure that quality education is provided for learners of diverse cultures, including economic background and geographical regions. Such a framework is not only a basic requirement for positive development of the newly emerging distance education institutions, but also an essential instrument for the continued success of the long established institutions, both single and dual mode. The proposed policy framework addresses some of the following: (1) academic (e.g. course integrity, transferability and accreditation); (2) governance (e.g. tuition, fiscal regulation); (3) faculty (e.g. training, workload, support and evaluation); (4) legal (e.g. intellectual property, students and institutional liability); (5) technical (e.g. physical delivery networks, systems reliability, setup and infrastructural support); (6) culture; and (7) economics (e.g. direct and indirect costs of distance education). All these aspects can deter or stimulate certain groups of people to develop interest and consequently enrol for learning through the distance education mode. In this paper, our aim is to stimulate dialogue on the significance, scope of coverage and the processes of formulating a policy framework for maintaining academic excellence as opposed to mediocrity. We are, however, mindful of the fact that practices are diverse in the region, but regardless of this diversity, a regional policy framework is possible to regulate the planning, development and implementation of quality distance education programmes across all levels of education, with particular focus on higher institutions of learning. (Contains 1 figure.)

Published
2005