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This article examines geography teachers', parents' and learners' understanding and experiences of the integration of Information and Communication Technologies (ICTs) in the teaching of that subject. The study was guided by the TPACK-SAMR model, which proved to be a reliable tool for measuring the extent of ICT integration. The purposive sampling technique that was employed enabled the researchers to identify participants for the research study related to the importance of integrating ICTs into the teaching and learning of geography. The article draws its purpose from the integration of technologies into the teaching of geography as a means of preparing and equipping learners who take this subject with the type of skills required in the 21st-century job market. Surprisingly, the research findings revealed that some teachers still do not feel comfortable to integrate diverse technologies into their teaching of geography, perceiving it as time consuming. Their unwillingness to become digital citizens and conform to the demands of the Fourth Industrial Revolution (4IR) is a drawback, as are learners' inappropriate use of ICTs (visiting irrelevant, unwanted sites instead of downloading subject-related content). To empower learners to adopt and use ICTs as valuable tools and solutions on their learning journey drastic changes are required, particularly on the part of curriculum planners in geography.

Purpose: Developmental stuttering is a complex and multifaceted neurodevelopmental disorder that may cause pervasive negative consequences for adults who stutter (AWS). Historically, intervention for AWS has primarily addressed speech fluency, with less focus on the covert psychosocial aspects of the disorder. The purpose of this article is to report on a feasibility trial evaluating a novel integrated intervention that combines traditional stuttering management techniques with Acceptance and Commitment Therapy (ACT) for AWS. Method: Twenty-nine AWS participated in the feasibility trial. All participants successfully completed a combined fluency and ACT intervention, titled the fluency and Acceptance and Commitment Therapy for Stuttering (fACTS) Program. As this was a feasibility study, no control group was included. Intervention was administered by two certified practicing speech-language pathologists, over eight 60- to 90-min sessions. Results: Generalized linear mixed modeling was used to determine change from pre- to post-intervention and follow-up. Significant pre- and post-intervention improvements in self-efficacy, psychosocial functioning, and psychological flexibility were observed, along with significant reductions in observable stuttering behaviors (i.e., stuttered speech frequency). Intervention gains for all variables of interest were maintained 3 and 6 months post-intervention. Conclusions: The fACTS Program was created to be a holistic and flexible intervention to promote self-efficacy beliefs and address stuttering-related psychosocial impacts and speech fluency goals of AWS. Preliminary results indicated positive improvement in all psychosocial outcomes (i.e., self-efficacy, psychosocial impact, and psychological flexibility) and observable speech fluency following completion of the program. Future clinical trials of the fACTS Program with an included control group will further investigate the mechanisms of change for the positive effects observed.

Despite high hopes that schools are institutions of integrity and are properly governed, very few have demonstrated this with distinction. With this article we argue that good governance depends on the partnership between schools and parents in times of emergency. The theoretical framework from Epstein's theory of overlapping spheres of influence was used to alarm stakeholders to guard against overlapping one's roles during an emergency. In the study reported on here we used a qualitative research method, which allows data to be collected using semi-structured interviews and focus-group discussions as research instruments. The data were collected from stakeholders of school governing bodies (SGBs) and school management teams (SMTs) through WhatsApp and Zoom meetings. Thematic analysis was used to analyse qualitative data. The research findings reveal, among other problems, that most parents are digital immigrants who refuse to participate in virtual platforms for fear of endorsing remote learning, and that poor teaching and learning is due to a lack of access to digital technology, data, and poor connectivity. We recommend that parents should support remote learning for learners to achieve quality education beyond the Coronavirus disease (COVID-19) pandemic.

Many South African schools are underperforming academically and are labelled as trapped or yo-yo schools. The motivation and commitment of school leadership and educators play a critical role in realising improved academic results and sustainable improvement. In the study reported on here a 2-fold perspective was used to explore the problem of motivation: (a) motivational factors influencing sustainable improvement in performing, trapped and yo-yo schools and (b) how the self-determination theory (SDT) can cast light on the issue of motivation and sustainable improvement in schools. Following a qualitative, exploratory, descriptive design, purposive sampling was used to select 6 secondary schools. We conducted individual and focus group interviews with the 6 school principals and 36 educators and heads of department who participated in the study. The findings reveal external factors that operate as negative and positive influences on the participants' controlled motivation, amotivation and autonomous motivation. Reactions to the labelling of the schools and the motivation brought about by the school leadership styles enabled the participants to internalise the goals of the interventions of the Department of Basic Education for school improvement. One-size-fits-all interventions for school improvement are not effective in all trapped schools. Interventions should be based on individual analyses of root causes of problems and not on the symptoms.

Examples that teachers choose and use are fundamental to what mathematics is taught and learned, and what opportunities for learning are created in mathematics classrooms. This qualitative multiple case study, using Sfard's commognitive theory, draws attention to mathematics teachers' classroom practices during functions lessons which is unexamined in the South African context. In this article, data sets include unstructured non-participant classroom observations on functions, which were videorecorded. Sfard's commognitive theory served as an appropriate lens in interpreting and analysing teachers' discourses and giving meaning to teachers' classroom practices during functions lessons. The findings demonstrate that the example selection and sequences teachers used during functions lessons either constrained or enabled the development of endorsed narratives about the effect of parameters on the different families of functions.

Background: The use of mobile health (mHealth) technology is rapidly expanding in healthcare worldwide. mHealth tools may provide parents with access to resources essential for promoting language development. Aim: The current study aimed to determine how an mHealth parental resource influenced 42 preschool children's (4.0-5.11 months old) language abilities after a 17-week intervention period. Setting: Participants were identified from six early childhood development (ECD) centres from a low-income community in Tshwane, South Africa. Method: A randomised controlled trial (RCT), pre-test post-test research design was employed to determine whether an mHealth parental resource influenced 42 preschool children's (4.0-5.11 months old) language abilities after a 17-week intervention period. Data were collected using the language subtests of a South African standardised protocol, the Emergent Literacy and Language Assessment Protocol (ELLA). Results: The parental mHealth application targeting language stimulation did not significantly improve the experimental group's language outcomes when compared with the control group because most of the parents (n = 27) used the application for less than 20% of the active days. Conclusion: Providing parents with more support with mobile resources may lead to improved usage of the application.

Recent high dropout and low graduation rates in the South African higher education institutions as well as government funding cuts and the economic uncertainty due to COVID-19 pandemic have heightened the urgency for the higher education sector to improve its productivity. However, empirical evidence on the productivity growth of the sector remains unexplored. To address this gap, we applied a Färe-Primont index approach to a panel data of 22 public universities over an 8-year period to measure total factor productivity (TFP) and its components--technological change, technical, scale and mix efficiency changes. We also used a feasible generalised least squares model to assess the determinants of productivity and efficiency growth. The results show that the average TFP of the sector for the study period was 0.631, led by historically advantaged universities (0.894), whilst historically disadvantaged universities had lower average TFP (0.823). During the period, TFP increased by 3.43%, largely driven by scale and mix efficiency changes (5.32%) and technical efficiency change (0.83%), whilst technical change declined by 1.80%. In terms of university types, the comprehensive universities achieved the largest TFP growth (6.13%) followed by traditional universities (4.85%), and technology universities by 1.41%. TFP growth was positively influenced by student graduation rates, quality of academics and academic-student ratios. Therefore, policy considerations to improve the sector's productivity and efficiency should consider investment on research and development, adoption of teaching and research innovations, re-skilling through training and education and aligning admission policies with staffing.

Novice teachers' use of English as the medium of instruction in curriculum delivery across all subjects in rural South African schools is the focus of this study. The duration of their entry into the profession as Post Graduate Certificate in Education holders is short and does not capacitate them enough, thus, making them weak and inexperienced, with a high degree of professionalism, especially at the commencement of their careers. This study investigates the lived experiences of selected novice rural teachers on the tasks of teaching in English across all subjects in the rural schools. Fifteen participants from 15 high schools were purposively selected from 15 different rural high schools from King Cetshwayo District, KwaZulu-Natal province in South Africa. The participants were engaged in a focus group discussion as well as classroom observations of these teachers for data collection. Data analysis for this qualitative study was thematically analysed to generate themes for the presentation and discussion of findings. Theories of the Skills Acquisition Theory (SAT) and the Second Language (L2) Comprehensible Input through Teacher Talk Theory (CITTT) were adopted as theoretical frameworks to underpin the phenomenon. Various novice teachers find it difficult to teach across all subjects, using English as the medium of instruction in many rural schools in South Africa. Findings indicated that the educational backgrounds of learners hinder teachers' use of English to teach them meaningfully. As observed during various classroom observations, teachers also found it convenient to use indigenous languages to deliver lesson content or communicate to these learners in the classrooms during lessons. Findings also revealed that some teachers struggled to express themselves in English due to their educational backgrounds as well. The study, therefore, recommends that teachers during their pre-service education should be well-groomed in English and this should be promoted during their teaching practice in both rural and urban. Various teacher education institutions should be encouraged to deliver curriculum contents/modules to the pre-service teachers in English across all modules.

While a considerable body of research has focused on learners' acceptance of or resistance to mobile technologies, fewer studies have focused on teachers. This research study aimed to understand the factors influencing South African teachers' acceptance of or resistance to using mobile technologies in their classroom practice. The Technology Acceptance Model (TAM) was used as a lens to explore factors that enhance mobile technology acceptance. The study consisted of a sequential mixed method, action research approach. Fifteen participants received training at a Mobile Technology workshop, aiming to provide professional development and enhance technological literacy knowledge and skills for teachers. The participants were then tasked to teach with technology and to share and reflect on their experiences and perceptions during the community of practice meetings. Content analysis was used to analyse the transcripts of these meetings and this led to the identification of 2 key factors, which enhanced the teachers' acceptance of mobile technology, namely, perceived usefulness and perceived ease of use. Six sub-factors affecting acceptance were also identified: anxiety, ability, attitude, facilitating conditions, subjective norm and voluntariness. The factors that were identified suggest that additional professional development, infrastructure and resources need to be provided for teachers. We argue that by providing these necessities and eliminating or significantly reducing these factors, the use of mobile technology will be a success.

Objectives: To investigate associations between components of psychological distress and five facets of mindfulness (i.e. "observing"; "describing"; "acting with awareness"; "non-reactivity"; "non-judging"). Participants: Students from a university in South Africa (n = 174). Methods: This cross-sectional study assessed psychological distress and mindfulness using the K10 and Five Facet Mindfulness Questionnaire. Multivariate regression analysis identified associations between psychological distress and facets of mindfulness, controlling for demographics. Results: Prevalence of psychological distress was 56.9% (95% CI 49.2%-64.4%). "Acting with awareness," "non-reactivity," and "non-judging" predicted significantly lower psychological distress, whereas "observing" and "describing" did not. "Acting with awareness" was the only facet of mindfulness that consistently predicted lower levels of negative affect, fatigue, nervousness, and agitation. Conclusions: Acting with awareness appears to be a key component of psychological wellbeing. To advance theory and practice, future research should consider why and how various facets of mindfulness predict lower psychological distress and its components among university students.

We present a quantitative study of responses to voluntary and anonymous surveys of undergraduate geology students enrolled at an English-medium, research university in South Africa. This research captured student interest in geology, their perceived level of understanding of key geological concepts, and the extent to which in-class and in-field experiences impacts both. The first survey was prior to undergraduate field trips (May 2021) and was followed by the post-field second survey (November 2021). The surveys included Likert-type responses, multiple choice responses, and open-ended qualitative comments from the students. Of the total responses (n = 147), 83% knew "a little" about geology before starting their degree, and most (63%) chose to study geology because of an inherent interest in the earth. Up to 40% of students perceived that practicals helped them to better understand theoretical content, including key geological concepts. Of the five key geological concepts examined, the students felt that plate tectonics, age relationships, and uniformitarianism were "easy" to grasp, but deep time and 3-D perception could only be understood once in their fourth year. Field experiences were perceived to improve students' conceptual understanding of all five concepts, and this study suggests that field work enhances student interest in geology. However, further interest can be promoted using more in-field exercises and hands-on practicals dealing with real-world geological situations. Overall, the results suggest that in-field and practical abilities in geology remain critical, as they stimulate understanding of key concepts and, if pitched correctly, generate and sustain the interest of geoscience students.

This article presents a review of the development of platform network models that rely on partnership contracts to implement comprehensive school reform. The literature from the previous three decades of development of school networks, emerging largely from the United States of America, is reviewed. The recent development of similar network models in South Africa is then presented for comparison. Through the addition of technology-based platforms, emerging models of platform networks are presented through a review of minimal contractual requirements for partnering school boards. Finally, implications for educational leaders, particularly in struggling, low-income school contexts in South Africa and the United States, are presented as the impetus for considering partnerships with existing platform networks and the development of additional public models.

South Africa's first national democratic elections in 1994 marked a turning point in the history of the country. Since democracy much of the focus of African National Congress (ANC)-led government has been on redress and transformation across all spheres of society, including higher education. This paper examines one important aspect inherent in transforming higher education; that is, changing the academic staffing profile of its institutions to more accurately reflect the demographics of the country. Specifically, we examine the academic staffing profiles (gender, race, and rank) of Geographers employed at higher education institutions (HEIs) in South Africa and compare these statistics to national academic staffing trends. Results indicate that Geographers in South Africa are most often white and male although these findings mirror national percentages. We also found a paucity of black African Geographers at more senior academic positions as well as a lack of black African female Geographers. Racial inequities in the distribution of academic staff were noted with white male Geographers disproportionately located at historically white institutions while black African Geographers are disproportionately located at historically black institutions. We discuss these, and other results, in the broader context of the transformation of the discipline of Geography in South Africa.

Background: The poor performance of learners in mathematics has long been a matter of concern in South Africa. The Annual National Assessment (ANA) results reveal that the problem starts in the foundation phase with number concepts. Aim: This research sought to ascertain how foundation phase teachers used mathematical resources to teach number concepts as this may be one of the contributors to poor mathematics results. Setting: The purposively selected participants included five foundation phase teachers teaching Grades 1-3 at two schools in the Western Cape, in South Africa. Methods: The research was located within the interpretive qualitative research paradigm and used a case study approach. Data were collected through lesson observations and interviews and analysed through the lens of Vygotsky's sociocultural theory. Results: The findings of this study revealed that teaching for understanding was often compromised by teaching to enable learners to pass systemic assessments. Teachers are inclined to rote teaching with drill work in preparation for assessments such as the ANA and the systemic assessment. Consequently, manipulatives are not necessarily used optimally or opportunely. Conclusion: This study recommends that teachers should receive the necessary training to use and follow Vygotsky's Zone of Proximal Development and also make an effort to follow the guidelines indicated in the Curriculum and Assessment Policy Statement mathematics document in respect of how and when to use practical mathematical manipulatives.

South Africa is facing the challenge of creating a viable nation from a situation of interplay between diverse racial, ethnic and linguistic forces. This article discusses the implications for education of the evolving picture of language policy as South Africa addresses the task of nation-building. Language policy is important because of its key role in developing and maintaining identity, particularly that of emerging generations. The results of a bad language policy can be violence and civil war. Language policy, particularly in education, can be instrumental therefore in building a harmonious nation.

The study investigated the existing organisational culture and how it affects staff turnover at a selected rural-based university. A quantitative method, using cross-sectional and survey design, was employed. Data were collected using a self-administered questionnaire from 60 respondents in the two selected faculties (Faculty of Education and Faculty of Management Sciences). Data were analysed descriptively using mean scores and Pearson's correlation analysis. The findings revealed that support culture was the most dominant and power culture, the least dominant. The study further revealed that there was a direct and positive relationship between power culture and turnover intention. Thus, the results indicated that if superiors exercise or use more power over employees, they are likely to leave the organisation. It is, therefore, recommended that those management in rural-based universities should maintain support culture and refrain from power culture to maintain a preferred or normal level of staff turnover.

The spread of neoliberalism in the South African education system provides a template for ways that regimes co-opt the values of excellence and equality while implementing policies that contradict these values. Specifically, South Africa's education system is "cloaked" in equality, although institutionalized inequality persists long beyond the end of the Apartheid system. Neoliberal education policies legitimize the expectation that "excellence" (i.e., quality) and "equality" are synonymous, which is what leads to the development of a "cloak of equality." But, in practice, these equivocations become mutually contradictory, as the South African context suggests. This paper examines selected elements of neoliberalism as they are embedded within the South African education system and connects those elements to the development of a symbolic "cloak of equality" that masks institutionalized inequities within the broader system.

A concern in engineering education is students adopting a 'recognise and reproduce' approach to problem solving. In this study, an assignment was conceived and analysed through Legitimation Code Theory -- which allows for visualisation of students' thinking, and to illuminate how students construct knowledge in open-ended problem solving. The assignment was based on students posing their own exam-style questions. Evidence for its subjective effect on the students was generated through students' responses to a questionnaire. Most (72%) students found the assignment assisted their understanding and context of the work, while 75% believed the open-ended nature of the assignment would make them better engineers. About 52% said they would change the way they study based on the insights and self-reflection from the assignment. While several students discuss an approach focussed on repetition, recognition, and algorithmic learning, the assignment showed students using an open-ended approach.

Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated portfolio and audio-visual material, aimed to support the applied competence of practising teachers in the South African context. An evaluation of the way the programme measured up to teacher expectations was deemed critical for future DL programme design. A qualitative study based on an interpretivist philosophical approach collected data of teacher expectations "for" and "of" the practical component through multiple methods. Their contributions were linked with four main themes related to applied competence as identified in the literature. Participant expectations and experiences with regards to each theme were compared by means of electronic coding through ATLASti™. The findings show a strong correlation between expectations "for" and experiences "of" the way the practical component supports the elements of applied competence. Since DL is viewed as a viable and cost effective way to improve teacher competence in developing countries, these findings serve as impetus for further investigation and refining ways to support applied competence in a distance learning professional development programme (DL PDP).

This article reports on a study that tested theory predicting differences in personality endowments between first-year and second-year accounting students, as well as the potential influence of personality on academic performance in the context of a large South African university. Data from 1 380 first-year and second-year accounting students was used to test theory predicting gendered differences in the relationships between personality and both throughput and performance. Multiple linear regression and multivariate analysis of variance (MANOVA) estimations were applied. The findings suggested that fewer students with openness and agreeableness continue to second-year accounting studies. While conscientiousness might not be a primary differentiator of performance at first year, at second year it dominates as a predictor of performance. The findings are expected to generalise to other contexts to the extent that such contexts share characteristics with the context under study.

Teachers are expected to be self-directed and to instill in their learners the ability to self-regulate their own learning processes. There are however personal and contextual factors that promote or inhibit teachers' abilities to develop self-regulated learning skills. This study was conducted in two South African secondary township schools and in two Namibian rural secondary schools. Twenty-eight, conveniently and purposively selected teachers participated. This qualitative case study, was intended to provide food for thought about the uniqueness and challenges of township school and rural teachers' perceptions and practices to develop self-regulated learning skills. Data were collected via observations and semi-structured interviews. The results indicate a need for interventions to train practising teachers to be activators and facilitators of SRL skills.

In this paper we critically examine the research landscape in South Africa. We do this by documenting the progression and transformation of the country's National Research Foundation (NRF)-rated researchers from 2005 to 2015. Results indicate that most NRF-rated researchers in South Africa are white and male but this trend is slowly changing with black Africans increasingly becoming rated. Significantly, the data indicate a clustering at the C-rating category and a paucity of black Africans at the highest A- and B-rating category. Explanations for the results are provided and future trends are discussed in the context of the recent dramatic scale-back of the Incentive Funding for Rated Researchers Programme (IFRRP) -- an NRF programme which provided guaranteed funding annually to NRF-rated researchers for the duration of their rating (usually five years). The consequences of the withdrawal of this vital funding lifeline is unpacked in the context of an increasingly competitive global research environment.

Although many South African teachers have access to the internet, they often refrain from using available online resources to improve the quality of their own teaching. In an attempt to promote Mathematics teachers' effective use of online resources, we developed a web-based platform. This article reports on the first phase of a broader project that focuses on Mathematics teachers' perceptions about and needs for utilising technology in the classroom. Twenty-two teachers participated in this mixed-method pilot study. To obtain qualitative data, we facilitated a Participatory Reflection and Action (PRA) workshop and for the quantitative part of our study, we implemented a questionnaire. The Unified Theory of Acceptance and Use of Technology (UTAUT) were selected for the theoretical framework. With regard to effort expectancy, participating teachers found the use of technology overwhelming, resulting in a need for further training. No evidence was found of social influence affecting the participants' acceptance of technology. The participants proved to have access to sufficient equipment. However, their perceptions of their own limited skills weighed heavier than external facilitating conditions. As a result, participating teachers were hesitant to utilise technology in their teaching.

This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1) identification of pregnant learners; (2) continuation of pregnant learners' school career; (3) dilemmas related to school-attending pregnant learners; (4) support of school-attending pregnant learners; (5) gender in pregnancy caretaking; and (6) communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.

The purpose of this research was to develop the Caring School Leadership Questionnaire (CSLQ) as a valid and reliable instrument to measure the extent of care being given by school leaders (principals) to teachers. The research involved 1,041 teachers and 65 principals from 68 primary schools in the North-West Province of South Africa. The construct validity of the CSLQ was determined by means of a confirmatory factor analysis. The three main constructs regarding caring that emerged from the factor analysis proved to be the same as those theoretically identified as the three main determinants of care. Cronbach's Alpha coefficients furthermore proved the CSLQ to be reliable. The key finding flowing from the investigation was that the CSLQ may be applied with good effect in 180º-, 360º-, as well as self-evaluations of school leaders.

This study focuses on teachers' engagement with tasks based on the income tax tables issued by the South African tax authorities. The participants in the study are a group of 37 teachers who were enrolled in an in-service programme for Mathematical Literacy teachers. The purpose of the study is to explore the teachers' interpretation and use of the rule used to calculate income tax. Data were generated from written responses of the teachers to three tasks, as well as follow-up interviews with eight of the participants. The findings indicate that some teachers (8%) did not recognise any of the demands inherent in the income tax rule that they teach to their learners. Most teachers (54%) were in the novice category, showing that they met some of the demands but need some help in carrying out the rule fluently. A further 32% were able to use the rule to work out the tax given various input incomes, but could not use the rule to find the input income when given the tax output, because they did not have the necessary algebraic skill.

This study, undertaken at the Walter Sisulu University of Technology (WSU) in South Africa, describes how problem-based learning (PBL) affects the first year 'analog electronics course', when PBL and the lecturing mode is compared. Problems were designed to match real-life situations. Data between the experimental group and the control group that related to attitudinal effect; the amount of reflection and learning outcome effects, were compared. A strong correlation was found between the students' attitudes and project marks for those who used the problem-based learning method. It was found that students who followed the PBL method learned to do research, learned better how to work in groups and developed greater confidence. Also what they learned was more of a practical value and they had more positive attitudes and reflected more, but there were no significant improvements in their learning. This research is in response to the real need to address gaps between employer expectations and higher education outcomes in South Africa.

The first aim of this paper is to clarify the concept "performance management" as an aspect of the Integrated Quality Management System (IQMS). The second is to report on an exploration into the experiences and perceptions of management teams in the implementation of performance management. As part of the qualitative research design, the individual interview was selected for use in this research. Fifteen participants drawn randomly from 24 schools were interviewed. The findings revealed the weakness of integrating development with appraisal since it leads to the neglect of development in favour of appraisal which is linked to incentives. A lack of knowledge and expertise on the IQMS processes such as mentoring, coaching, and monitoring was found to hamper the zeal to implement performance management. Teachers, as co-developers of education policy on the ground, act as a driving force behind the actualisation of transformation in education. The development of teachers is therefore crucial in an education system that is in the grips of transformation.

The purpose of this study is to measure the impact of international scholarship programs for social justice -- a case study of the Ford Foundation International Fellowships Program (IFP), the first model of scholarships for social justice. The human capability approach advanced by Amartya Sen is selected to conceptualize the measurement of the impacts. This study attempts to propose an alternative approach, which allows scholarship sponsors to see scholarship impact on the matter of people's capabilities, rather than economic growth. By using the data from the 2012 IFP Alumni surveys (n = 1,794, 49.4% female, 50.6% male) and the fellows data (n = 422, 47.6% female, 52.4% male) collected in 2003, 2004, 2005, and 2006 by the Center for Higher Education Policy Studies, this study examined the relationships of the very foundational rationale behind the creation of IFP as well as the proposed structural equation model built upon the human capability approach with fellows' impacts on social justice in their home country. Structural equation modelling was employed as the statistical technique. The results of the analyses revealed that: (a) fellows' success of choices were positively related to fellows' impacts on social justice; and (b) fellows' capabilities and achieved functionings positively predicted fellows' impacts on social justice. The proposed structural equation model was proved to be theoretically sound and explain the data well.

It is imperative to note that the study reported on attempted to reimagine a link between underachievement and attrition in curriculum implementation. The contextual factors that affected achievement and resulted in attrition were worth further scrutiny. The study further reported the results of a pilot study conducted in the Western Cape, South Africa. The effects of learner underperformance fuelling attrition rates were examined across the 10 different circuits of two districts in the area. Both qualitative and quantitative techniques of data collection were employed and data were analysed using descriptive and relational statistics with Pearson product correlation coefficient and regression analysis. It became evident that achievement costs, although difficult to quantify, are significant at schools, district and provincial levels. It was also noted that underachievement of Grade 12 learners had a bearing on the external factors of youth unemployment, poverty and long walking distance to school resulting in higher attrition rates. Only a handful of the Department of Basic Education officials pointed out that both teachers and learners view problems on different paradigms. It was further recommended that the Ministry of Basic Education should critically examine problems besetting Grade 12 learners and institute relevant policies to avoid future rippling effects.

The quantitative literature on parental reasons of school choice for their elementary school children was systematically reviewed using all major databases. The quality of the studies was assessed through a modified version of the Newcastle-Ottawa scale. Among 3982 references reviewed, 26 studies were included from 14 countries. Although large heterogeneity in the data precluded a formal meta-analysis, our findings document that school academic quality was the only reason reported in more than 50% of the studies. In studies from low-income countries or composed predominantly of families from low SES, logistic reasons assume relevance aside teacher quality. The methodological quality of the literature in this area is poor. Although the literature is not of enough quality to confidently define what the most important factors are, our findings provide an overview of the reasons parents gave for selecting elementary schools for their children worldwide. In addition, we present the needed data for constructing an instrument to assess parent reasons for elementary school choice, something not yet available in the literature.

South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.

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This paper examines governance strategies to address South Africa's persistent electricity infrastructure challenges, particularly recurring blackouts. It centres on the crucial role of the President in orchestrating effective energy service delivery. Drawing on historical approaches and employing intersectionality theory, it identifies key areas for improvement. Through secondary data research from various sources, including textbooks and journals, the paper advocates for prioritising renewable energy, enhancing accountability, and fostering stakeholder collaboration. The conclusions underscore the necessity of combined efforts among policymakers, officials, and stakeholders to stimulate investment, optimise infrastructure, and ensure universal electricity access. The paper's novelty lies in its comprehensive analysis within an intersectional framework, offering actionable recommendations for navigating South Africa's electricity landscape. Through embracing these strategies, South Africa can envision a future of reliable, accessible electricity, vital for societal well-being and holistic development. [ABSTRACT FROM AUTHOR]

The Report on the Ministerial Committee for the Review of the Provision of Student Housing at South African Universities (Department of Higher Education and Training, 2011) has provided a comprehensive review of residences across several housing functional areas. In one of the residence management and administration recommendations it stated, "The professionalisation of housing staff is an urgent priority" (p. 141). This coupled with the report's estimated "current residence bed shortage of approximately 195,815 beds […] with a cost of overcoming this shortage over a period of ten years is estimated at R82.4 billion" (pp. xvii-xviii) will mean the hiring and training of hundreds of housing professional staff to meet not only the demand of the additional residence beds but the training of current housing staff. In 2010 The Association of College and University Housing Officers--International Southern Africa Chapter (ACUHO-I SAC) initiated a Student Housing Training Institute (SHTI) first held in 2011 to meet the demands for professionalising housing staff. The SHTI was organised using a competency development model first used to develop the Association of College and University Housing Officers--International (ACUHO-I) James C. Grimm National Housing Training Institute (NHTI) held in the US.

Many study abroad experiences offer opportunities for a broadened global perspective gleaned from interpersonal engagement with cultural others in an international setting. Unfortunately, and far too often, the campus majority who do not have this firsthand travel experience remain disengaged and might feel excluded. This article contends that participants are not the only people to benefit from international study; veterans of study abroad, as they share their experiences through multiple channels with others, enhance the campus and community in new and transformative ways. Many proponents of global education fall short in capitalizing on the opportunity to maximize post-travel programs. A lack of innovative and sustainable mechanisms for disseminating knowledge and skills gained from international study remains an unmet challenge. This article describes the partnership of research-based service learning between West Chester University of Pennsylvania and South Africa, and how the partnership has influenced the curricular and co-curricular offerings of post-international study campus-wide.

Information and Communication Technology (ICT) educators in higher education are constantly challenged to look for innovative ways to improve their pedagogical practices (i.e., facilitated learning, mentoring and assessment). Pair Teaching (PT) has many benefits allowing educators to design and present better learning experiences for students. The field of ICT is holistic by nature with right and left brained analytical thinking and learning. However, traditional teaching approaches and methods only focus to further left brain thinking and learning, involving study material such as textbooks and slides to educate students. This paper argues that PT lends itself to design and present better whole-brain learning opportunities in ICT by working in pairs. The researchers found that PT contributes to educational quality by presenting broader and richer perspectives of subject matter, while PT allows educators to learn from one another. On the negative side, different teaching styles and personalities of educators, may cause confusion in the classroom and is regarded as a critical success factor for PT. Students agree that PT allowed for more interesting, enjoyable and interactive learning opportunities. Different perspectives of educators also aided in understanding subject matter better and more thoroughly. However, the students indicated that different perspectives of the subject matter often leads to confusion and takes up more time because of repeated information. The students also indicated that it is difficult to split their attention between two different educators with different teaching styles.

The schools located in many township and rural areas of South Africa struggle to provide a high standard of education, because many of the inhabitants of these areas are very poor and there is, thus, a lack of the funding required for the necessary educational equipment. The Afri Twin project, started by Jayne Martin, addresses this problem. The project is collaboration among a British school, a South African town/city school and a school from a rural community in South Africa. The aims of the research project were to determine the benefits of the Afri Twin project and to investigate a unique interaction among a British school, a South African Model C School and a rural school. Data were collected through focus group interviews, in-depth interviews and questionnaires. Data analysis led to the emergence of four major themes with categories and subcategories. The conclusion underlined the cultural tolerance that is established through the Afri Twin project as well as the importance of financial support for promoting an improved learning environment. (Contains 1 footnote.)

This paper reports on two research projects, one completed and a partial follow-up study in the early stages of investigation. The first study investigated a range of factors that directly affect the quality of web-supported learning opportunities. The outcome of that study is a taxonomy of critical success factors for quality web-supported learning based on six categories: institutional factors, technical factors, pedagogical factors, instructional design factors, lecturer factors and student factors. The new study takes as starting point one of the categories of the taxonomy, namely lecturer factors. Using appropriate media effectively should be seen as part of the development of personal and teaching proficiencies. However the literature reveals that there remain various barriers to academics adopting learning technologies as a matter of course in their practice and that the uptake of institutional e-learning systems remains in the hands of enthusiasts. Academics need to be supported in investigating the use of appropriate technology to enhance and expand their teaching practices. A research study is underway at Oxford University (UK) to determine the level of uptake of the virtual learning environment, as well as the barriers and limitations that academic staff encounter in moving forward along the technology adoption curve (Moore, 1999).

This paper reports on the re-design of the Advanced Certificate in Education (ACE) programme, which is offered by the University of Pretoria through distance education (DE) to teachers in rural South Africa. In 2007, a team re-designed the programme with the goal of promoting access, quality, and student support. The team included an independent body, the South African Institute of Distance Education (SAIDE), and various education specialists. Training workshops for academics and a comprehensive internal and external review process contributed to the quality of the re-designed programme. Interactive web-based technologies were not included because of poor Internet connectivity; however, the authors note the use and potential of cell phone technology for DE programmes. Student support was enhanced by an additional short contact session, a capping assignment, a CD-ROM, and decentralised tutoring at contact venues. The programme was re-evaluated and approved in 2008, and the re-design methodology now guides similar projects. (Contains 6 figures and 3 footnotes.)

In this work, we contribute to the debate on the transformation of higher education institutions (HEIs) in post-apartheid South Africa by examining the changing demography of academic staff bodies at 25 South African HEIs from 2005 to 2015. We use empirical data to provide initial insights into the changing racial profiles of academic staff bodies across age, gender and rank and then summarise our findings into a transformation 'scorecard' which provides an indication of how all racial groups in the country are performing in terms of their representation in higher education. Initial results indicate that most academics in South Africa are middle-aged (between 35 and 54) but an ageing trend is evident, particularly among white academics. In terms of gender, males marginally outnumber females, although we estimate an equitable distribution to be attained within the next 5 years. Significantly, the data indicate that there is an upwards trajectory of black African academics across all rankings from 2005 to 2015 and a concomitant downward trajectory of white academics across all rankings. Both Indian and coloured academics most closely represent their national population representation. Our transformation 'scorecard' indicates that the demography of academic staff at higher education institutions in South Africa is changing and will continue to change in the future, particularly within the next 20 years if current trends continue.

Social network analysis depends on how social ties to others are elicited during interviews, a process easily affected by respondent and interviewer behaviors. We investigate how the number of self-reported important social contacts varied within a single data collection round. Our data come from Health and Aging in Africa: a Longitudinal Study of an INDEPTH community (HAALSI), a comprehensive population-based survey of individuals aged 40 years and older conducted over 13 months at the Agincourt health and demographic surveillance site in rural South Africa. As part of HAALSI, interviewers elicited detailed egocentric network data. The average number of contacts reported by the 5,059 respondents both varied significantly across interviewers and fell over time as the data collection progressed, even after adjusting for respondent, interviewer, and respondent-interviewer dyad characteristics. Contact numbers rose substantially after a targeted interviewer intervention. We conclude that checking (and adjusting) for interviewer effects, even within one data collection round, is critical to valid and reliable social network analysis.

This article seeks to illuminate the deeper and complex dimensions of post-apartheid transformation by examining how University of the Free State (UFS) undergraduate students experienced racial integration within campus residences. Data were drawn from a sample of 17 individual semi-structured in-depth narrative interviews with student participants. Three emergent themes (a) conceptualizing transformation, (b) racial diversity vs. relational unity, and (c) discourses of openness and possibility are presented. Drawing from the framework of Contact Theory, the article discusses how the three themes inform the nature of contact in post-conflict contexts and, specifically, UFS as an exemplar of a South African historically white university.

In South Africa the challenges facing the post-school vocational education system are daunting. There is a lack of coherence, resulting in fragmentation of the system. A Training Needs Assessment Study commissioned in 2014 revealed several major academic challenges facing college leadership. The most pressing issues were poor leadership and management skills and challenges facing lecturers in various aspects of teaching and learning, amongst which were blatant shortcomings in their capabilities to meet the competencies required for effective lecturing. This realisation led the researchers to hypothesise that ineffective and fragmented leadership and management practices may be to blame for this state of affairs. The researchers wondered whether an integrated and focused leadership model aimed at distributing ownership for student achievement should be implemented to produce better results. The overarching research question was: What are the main stumbling blocks in improving National Certificate: Vocational (NC(V)) students' performance at technical and vocational education and training (TVET) colleges; and how can a distributed instructional leadership approach be conceptualised to address the problems at institutional level? A qualitative research approach was used, which was mainly inductive, providing a clear understanding of the participants' views and capturing their perceptions in their own words. A phenomenological design was used as strategy of inquiry. The findings created an awareness for considering collaboration and the distribution of powers and capabilities to bring about a shared leadership vision in the quest for challenging poor performance at institutional level in a sector that is in dire need of positive outcomes.

In many parts of the world, newly hired science teachers' practices are developing in a complex policy environment. However, little is known about how newly hired science teachers' practices are enacted throughout a cycle of instruction and how these practices can be influenced by macro-, meso-, and micro-policies. Knowing how policies impact practice can result in better policies or better support for certain policies in order to enhance the instruction of newly hired teachers. This comparative study investigated how 12 newly hired science teachers at sites in South Africa (SA) and the United States (US) progressed through an instructional cycle of planning, teaching, and reflection. The qualitative data were analysed through beginning teacher competency frameworks, the cycle of instruction, and institutional theory. Data analysis revealed prevailing areas of practice and connections to levels of policy within the instructional cycle phases. There were some differences between the SA and US teachers and among first-, second-, and third-year teachers. More importantly, this study indicates that newly hired teachers are susceptible to micro-policies and are progressively developing their practice. It also shows the importance of meso-level connectors. It suggests that teacher educators and policy makers must consider how to prepare and support newly hired science teachers to achieve the shared global visions of science teaching.

Distance education reaches out to non-traditional students in geographically dispersed locations, who are unable to attend face-to-face classes. Contact institutions have been quick to realise the many advantages of distance (online) learning, such as easy access to learning materials, interactive activities, assessment and communication tools. However, the path to anything approaching dual-mode provision has not been without obstacles. In South Africa in the early 2000s, the Council on Higher Education reinforced the mandate of distance education universities and decreed that contact institutions should not encroach on this territory. Subsequently, various frameworks and guidelines emerged which can inform current consideration of dual-mode provision. This practitioner report presents two case studies (University of Pretoria, South Africa; and University of Oxford, United Kingdom) which explore the implications for contact institutions in expanding their provision to include distance education.

Mastering emergent reading requires applicable concepts and processes, which implies proficiency regarding the neurological executive function. Relevant neurological processes include attention, planning, initiation of activity, inhibition, working memory, shifting of attention, and mental flexibility. A training programme, incorporating concept formation and the underlying neurological executive function was developed and practitioners were trained to support preschool children with regard to sensory-motor integration, language and pre-writing skills as elements of pre-reading skills. The research was conducted in a number of rural crèches in South Africa where a questionnaire was used as the survey instrument. The findings revealed that the control group demonstrated fewer readiness skills regarding the required sensory-motor integration, language and pre-writing skills while the experimental group demonstrated newly formed concepts to assist in the acquisition of early literacy and the development of emergent reading.

Many South African children struggle in acquiring literacy and reading skills. It seems as if caregivers may be missing an important aspect in guiding children's emergent reading development. The question is whether there are underlying concepts needed for emergent literacy and the acquisition of reading skills. The nature of the reading process and prerequisite skills were determined through a critical review of the literature and the deconstruction of the reading process. The critical review was more than description and included analysis and conceptual innovation as we seek to identify significant items in the field of emergent reading and the reading process. This research method was supplemented by an exploratory mode of inquiry to develop new ideas with regard to reading acquisition. A number of underlying concepts were identified. Findings from this research may serve to support teachers in solving the problem of low reading achievement amongst school beginners.