Academic literature on the topic 'Distance Education Association of Southern Africa'
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Journal articles on the topic "Distance Education Association of Southern Africa"
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Wilmot, Di. "Advancing Geography Education in Southern Africa." Journal of Geography Education in Africa 1 (October 30, 2018): 1–13. http://dx.doi.org/10.46622/jogea.v1i.2534.
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The purpose of this article is twofold. Firstly, to affirm the establishment of the Southern African Geography Teachers’ Association (SAGTA) and the Journal of Geography Education for Southern Africa (JoGESA) , and secondly, to comment on how these two partner organisations can (and should) play a role in strengthening and advancing geography education in South Africa and further afield. The key challenges facing geography education in South Africa are also discussed. These include the strength of its scholarly voice, the state of school geography and teacher education. The article raises key questions and makes some suggestions of how they could be addressed in relation to the work of these two organisations. The insights provided by this article may provide talking points that help to set an agenda for strengthening and enhancing Southern African geography education.
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Sibanda, Bhekimpilo, and Paul Northcott. "Policy issues for distance education in the Southern Africa Coordination Conference region." Distance Education 10, no. 2 (January 1989): 212–29. http://dx.doi.org/10.1080/0158791890100206.
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Brewer, Devon D. "Knowledge of blood-borne transmission risk is inversely associated with HIV infection in sub-Saharan Africa." Journal of Infection in Developing Countries 5, no. 03 (March 21, 2011): 182–98. http://dx.doi.org/10.3855/jidc.1308.
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Introduction: Accurate, comprehensive knowledge of an infectious pathogen's modes of transmission helps people to avoid infection. Growing evidence suggests that blood-borne HIV transmission is widespread in sub-Saharan Africa. Methodology: I examined the association between knowledge of blood-borne HIV risk and prevalent HIV infection in Demographic and Health Survey data from 16 sub-Saharan African countries. I also searched three online databases for evidence of public education campaigns focused on blood-borne HIV risks in these countries. Results: Knowledge was moderately to strongly inversely related to HIV prevalence at the national level (i.e., countries in which many respondents were aware of blood-borne risk had lower HIV prevalence than countries in which few respondents were aware of such risk). At the individual level, respondents who knew about blood-borne HIV risks were modestly less likely to be infected than those who did not show awareness of this risk, independent of demographic and sexual behavior variables. This relationship was stronger in southern Africa than in west, central, and east Africa. In parallel analyses, knowledge of condom use as a way to prevent HIV was positively associated with prevalent HIV infection at both the national and individual levels. West, central, and east African countries with low to moderate HIV prevalence had implemented public education campaigns that included a focus on blood-borne transmission risks. Such campaigns were absent from high prevalence countries in southern Africa. Conclusion: These findings suggest that knowledge of blood-borne HIV risk protects against HIV infection and that public education campaigns are important for spreading that knowledge.
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WOJCICKI, JANET MAIA. "SOCIOECONOMIC STATUS AS A RISK FACTOR FOR HIV INFECTION IN WOMEN IN EAST, CENTRAL AND SOUTHERN AFRICA: A SYSTEMATIC REVIEW." Journal of Biosocial Science 37, no. 1 (December 8, 2004): 1–36. http://dx.doi.org/10.1017/s0021932004006534.
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This is a critical, systematic review of the relationship between socioeconomic status (SES) and HIV infection in women in Southern, Central and Eastern Africa. In light of the interest in micro-credit programmes and other HIV prevention interventions structured to empower women through increasing women’s access to funds and education, this review examines the epidemiological and public health literature, which ascertains the association between low SES using different measurements of SES and risk of HIV infection in women. Also, given the focus on structural violence and poverty as factors driving the HIV epidemic at a structural/ecological level, as advocated by Paul Farmer and others, this study examines the extent to which differences in SES between individuals in areas with generalized poverty affect risk for SES. Out of 71 studies retrieved, 36 studies met the inclusion criteria including 30 cross-sectional, one case-control and five prospective cohort or nested case-control studies. Thirty-five studies used at least one measurement of female’s SES and fourteen also included a measurement of partner’s SES. Studies used variables measuring educational level, household income and occupation or employment status at the individual and neighbourhood level to ascertain SES. Of the 36 studies, fifteen found no association between SES and HIV infection, twelve found an association between high SES and HIV infection, eight found an association between low SES and HIV infection and one was mixed. In interpreting these results, this review examines the role of potential confounders and effect modifiers such as history of STDs, number of partners, living in urban or rural areas and time and location of study in sub-Saharan Africa. It is argued that STDs and number of partners are on the causal pathway under investigation between HIV and SES and should not be adjusted as confounders in any analysis. In conclusion, it is argued that in low-income sub-Saharan Africans countries, where poverty is widespread, increasing access to resources for women may initially increase risk of HIV or have no effect on risk-taking behaviours. In some parts of Southern Africa where per capita income is higher and within-country inequalities in wealth are greater, studies suggest that increasing SES may decrease risk. This review concludes that increased SES may have differential effects on married and unmarried women and further studies should use multiple measures of SES. Lastly, it is suggested that the partner’s SES (measured by education or income/employment) may be a stronger predictor of female HIV serostatus than measures of female SES.
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Molotsi, Tebogo, and Tankiso Moloi. "Risk management and control: Human resources risks in a merged academic institution." Journal of Governance and Regulation 4, no. 2 (2015): 155–59. http://dx.doi.org/10.22495/jgr_v4_i2_c1_p9.
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This paper measured the mood of College of Science, Engineering and Technology (CSET) academics following the merger between University of South Africa (UNISA), Vista University Distance Education Campus (VUDEC) and Technikon SA (TSA). The formulated statements, potential human resources related risks with association to the statements were articulated. The results obtained from the survey indicated that had the risk assessment been undertaken in CSET, the risk of losing/ retaining critical skills, corporate memory, and the inability to attract these critical skills to CSET could have been higher on the risk dashboard following the post-merger of UNISA, VUDEC and TSA.
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Onyeonoro, Ugochukwu U., Joseph N. Chukwu, Charles C. Nwafor, Anthony O. Meka, Babatunde I. Omotowo, Nelson O. Madichie, Chidubem Ogbudebe, et al. "Evaluation of Patient Satisfaction with Tuberculosis Services in Southern Nigeria." Health Services Insights 8 (January 2015): HSI.S27177. http://dx.doi.org/10.4137/hsi.s27177.
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Objective Knowing tuberculosis (TB) patients’ satisfaction enables TB program managers to identify gaps in service delivery and institute measures to address them. This study is aimed at evaluating patients’ satisfaction with TB services in southern Nigeria. Materials and Methods A total of 378 patients accessing TB care were studied using a validated Patient Satisfaction (PS-38) questionnaire on various aspects of TB services. Factor analysis was used to identify eight factors related to TB patient satisfaction. Test of association was used to study the relation between patient satisfaction scores and patient and health facility characteristics, while multilinear regression analysis was used to identify predictors of patient satisfaction. Results Highest satisfaction was reported for adherence counseling and access to care. Patient characteristics were associated with overall satisfaction, registration, adherence counseling, access to care, amenities, and staff attitude, while health system factors were associated with staff attitude, amenities, and health education. Predictors of satisfaction with TB services included gender, educational status, if tested for HIV, distance, payment for TB services, and level and type of health-care facility. Conclusion Patient- and health system–related factors were found to influence patient satisfaction and, hence, should be taken into consideration in TB service programing.
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Patra, Jitendra, and Bishnu Prasad Das. "Patterns of radiation treatment default and its evaluation in a cancer center in the Southern part of Odisha: a retrospective study." International Journal of Research in Medical Sciences 8, no. 2 (January 27, 2020): 470. http://dx.doi.org/10.18203/2320-6012.ijrms20200064.
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Background: The incidence of cancer in India is alarming. However, many patients discontinued their treatment protocols resulting in higher mortality rate. This study aims to find out different patterns of treatment defaults in cancer patients receiving external beam radiation in the radiotherapy department of a cancer center in the southern part of Odisha state.Methods: It is a retrospective epidemiological study carried out in cancer patients receiving external beam radiotherapy for their cancer treatment but had not completed the full course of treatment during the study period from January 2018 to May 2019. Patterns of failure in relation to various demographic and socio-economic statuses were analyzed.Results: One hundred seven defaulter patients were included in this study. The mean age of the patients was 50.93±14.3 years (range 12 to 90 years) and 66(61.7%) were being females. Out of 107 patients, 53.2% patients were receiving treatment in curative intent, 28.0% patients were treated in adjuvant intent and 18.2% in palliative intent. Forty-two (39.2%) patients were from a distance >50 km from the study center, 74.7% of patients belong to low socio-economic status and 60.7% patients were illiterate. Only 33.3% of patients completed more than 15 fractions of radiation excluding the palliative cases. The comparison of various factors such as distance from study center (p=0.759), education (p=0.2428), socio-economic status (p=0.6628) and acute radiation toxicity (p=0.9359) among the groups of patients receiving more or less than 15 fractions of radiation did not showed any statistical significant differences.Conclusions: Radiation induced acute toxicity, distance from study center, education and socio-economic status might be responsible for the treatment discontinuation. There is no particular association of age, disease site and intent of treatment with default among patients.
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Alaofè, Halimatou, Sarah Yeo, Abidemi Okechukwu, Priscilla Magrath, Waliou Amoussa Hounkpatin, John Ehiri, and Cecilia Rosales. "Cultural Considerations for the Adaptation of a Diabetes Self-Management Education Program in Cotonou, Benin: Lessons Learned from a Qualitative Study." International Journal of Environmental Research and Public Health 18, no. 16 (August 7, 2021): 8376. http://dx.doi.org/10.3390/ijerph18168376.
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Background: Type 2 diabetes (T2D) poses a disproportionate burden on Benin, West Africa. However, no diabetes intervention has yet been developed for Benin’s contexts. This study aimed to explore specific cultural beliefs, attitudes, behaviors, and environmental factors to help adapt a diabetes self-management program to patients with T2D from Cotonou, in southern Benin. Methods: Qualitative data were collected through focus group discussions (FDGs) involving 32 patients with T2D, 16 academic partners, and 12 community partners. The FDGs were audio-recorded, transcribed verbatim from French to English, and then analyzed thematically with MAXQDA 2020. Results: Healthy food was challenging to obtain due to costs, seasonality, and distance from markets. Other issues discussed were fruits and vegetables as commodities for the poor, perceptions and stigmas surrounding the disease, and the financial burden of medical equipment and treatment. Information about local food selections and recipes as well as social support, particularly for physical activity, were identified, among other needs. When adapting the curriculum, gender dynamics and spirituality were suggested. Conclusions: The study demonstrates the need for culturally sensitive interventions and a motivation-based approach to health (spiritual and emotional support). It also lays the groundwork for addressing T2D contextually in Benin and similar sub-Saharan African countries.
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Cembranel, Francieli, Arlete Catarina T. Corso, and David Alejandro González-Chica. "Coverage and adequacy of ferrous sulfate supplementation in the prevention of anemia among children treated at health centers of Florianopolis, Santa Catarina." Revista Paulista de Pediatria 31, no. 3 (September 2013): 315–23. http://dx.doi.org/10.1590/s0103-05822013000300007.
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OBJECTIVE To evaluate the National Program of Iron Supplementation (PNSF) coverage, the compliance with the directions for of using of this supplementation and the association with sociodemographic factors in children aged six to 18 months old and registered in 35 public health centers of Florinópolis (Southern Brazil). METHODS Cross-sectional study using secondary data obtained from the health information system of the Health Department of Florianópolis, Santa Catarina, Brazil (Infosaúde). Data on ferrous sulfate supplementation and sociodemographic variables were obtained of all children registered in PNSF in Florianópolis in 2010. STATA 11.0 software was used in the analyses. RESULTS The PNSF covered 6.3% (95%CI 5.9-6.7) of the children; the compliance with the directions regarding age at the onset of supplementation and its frequency was adequate only in 2.4% of the cases (95%CI 1.5-3.7). There was no association with the child's gender, maternal education level and ethnicity or the distance from home to the health center. CONCLUSIONS This study showed low coverage and inadequate compliance with the PNSF directions. Measures to improve this strategy are urgent.
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Groups, African Pathologists' Summit Working. "Proceedings of the African Pathologists Summit; March 22–23, 2013; Dakar, Senegal: A Summary." Archives of Pathology & Laboratory Medicine 139, no. 1 (June 25, 2014): 126–32. http://dx.doi.org/10.5858/arpa.2013-0732-cc.
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Context This report presents the proceedings of the African Pathologists Summit, held under the auspices of the African Organization for Research and Training in Cancer. Objectives To deliberate on the challenges and constraints of the practice of pathology in Sub-Saharan Africa and the avenues for addressing them. Participants Collaborating organizations included the American Society for Clinical Pathology; Association of Pathologists of Nigeria; British Division of the International Academy of Pathology; College of Pathologists of East, Central and Southern Africa; East African Division of the International Academy of Pathology; Friends of Africa–United States and Canadian Academy of Pathology Initiative; International Academy of Pathology; International Network for Cancer Treatment and Research; National Cancer Institute; National Health and Laboratory Service of South Africa; Nigerian Postgraduate Medical College; Royal College of Pathologists; West African Division of the International Academy of Pathology; and Faculty of Laboratory Medicine of the West African College of Physicians. Evidence Information on the status of the practice of pathology was based on the experience of the participants, who are current or past practitioners of pathology or are involved in pathology education and research in Sub-Saharan Africa. Consensus Process The deliberations were carried out through presentations and working discussion groups. Conclusions The significant lack of professional and technical personnel, inadequate infrastructure, limited training opportunities, poor funding of pathology services in Sub-Saharan Africa, and their significant impact on patient care were noted. The urgency of addressing these issues was recognized, and the recommendations that were made are contained in this report.
Dissertations / Theses on the topic "Distance Education Association of Southern Africa"
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Govender, Dayalan. "The creation of an environment conducive to adult distance learning at Technikon Southern Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52502.
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Thesis (MPhil)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: Distance education is increasingly being regarded as a possible solution for some of South Africa's educational problems. The Literature, however, illustrates no concrete research that has been conducted in terms of the creation of an environment conducive to adult distance learning institutions like Technikon Southern Africa. There are perhaps numerous reasons for this, however being a 'distance learning setting' is probably one the most prominent reasons for not seriously considering the learning environment as both an essential and vital determinant governing the learning process. In this research an interpretative study has been done of the programme group Police Practice of Technikon Southern Africa. The purpose of this study was to establish whether an environment conducive to adult learning does in fact exist in Police Practice and to develop a set of recommendations/criteria which could be used by this programme group of TSA. Various critical questions stimulated this study. These questions were in tum used to generate interview questions, which were used during the interview process. A qualitative approach was followed and data was obtained by means of interviews. The subjects of the study were educators of the programme group Police Practice of Technikon Southern Africa. There were a number .of conclusions drawn from this study. Some of the most prominent of them were as follows: • This is a lack of meaning given to the open / flexible approach. • Considering adult learning principles in distance learning IS of vital importance. • A more personalized approach to distance learning is necessary. • There is a crucial need for in-service training and staff development. • Technological advancements should be adopted with caution. • There exists a need to create a much more challenging environment for learners. Various recommendations were generated from both the conclusions and the literature study of this research. Some of the most important of them were as follows: • An open learning approach should be used. • The implications of adult learning principles should be carefully considered. • Personalising learning through the use of the text should be implemented. • Appropriate in-service training for educators should be made available. • A challenging environment should be created. In addition to this a possible checklist was proposed for the creation of an environment more conducive to adult learning (distance education).
AFRIKAANSE OPSOMMING: DIE SKEP VAN 'N OMGEWING WAT BEVORDERLIK IS VIR LEER AAN TECHNIKON SUIDER-AFRIKA Afstandsleer word toenemend beskou as 'n moontlike oplossing vir sekere Suid-Afrikaan onderwysprobleme. Volgens die literatuur is daar egter geen bewys van konkrete navorsing oor die skep van 'n omgewing wat bevorderlik is vir volwassene onderwysinstansies soos Technikon Suider-Afrika nie. Een van die hoofredes waarom die onderwysomgewing in afstandsonderwys nie as 'n noodsaaklike bepalende faktor in die leerproses beskou word nie is juis dat dit binne 'n "afstandsleer-konteks" val. In hierdie navorsing is 'n interpretatiewe studie van die Programgroep: Polisiepraktyk van Technikon Suider-Afrika uitgevoer. Die doel van die navorsing was om vas te stelof daar wel 'n onderwysomgewing wat bevorderlik is vir afstandsleer by polisiepraktyk bestaan. Verder was die doelook om riglyne te ontwikkel wat deur die Programgroep van Technikon Suider-Afrika gebruik sou kon word. Verskeie kritieke vrae het hierdie navorsing gestimuleer. Hierdioe vrae is op hulle beurt gebruik om vrae wat in die onderhoudproses gebruik sou word, te genereer. 'n Kwalitatiwe benadering is gevolg en die data is deur middel van onderhoude ingesamel. Fasiliteerders/dosente van die Programgroep: Polisiepraktyk van Technikon Suider- Afrika vir die onderhoude gebruik. Verskeie gevolgtrekkings/afleidings het uit die navorsmg gespruit. Van die mees prominente gevolgtrekkings sluit in: • Daar is 'n gebrek aan sinvolheid met betrekking tot oop/plooibare leer. • Dit is duidelik dat volwassene leerbeginsels in afstandsleer belangrik is. • 'n Meer persoonlike benadering tot afstandsleer is noodsaaklik. • Daar is 'n deurslaggewende behoefte aan indiensopleiding en ontwikkeling. • Omsigtigheid in die benadering tot tegnologiese vooruitgang is noodsaaklik. • Daar bestaan 'n behoefte aan die skep van 'n veel meer uitdagende omgewing vir leerders. 'n Aantal aanbevelings is op grond van die gevolgtrekkings en die literatuurstudie van hierdie navorsing gegenereer. Voorts is 'n moontlike kontrolelys vir die totstandkoming van 'n omgewing wat bevorderlik is vir volwassene afstandsleer, voorgestel. Die belangrikste daarvan was die volgende: • Die gebruik van 'n oop-leer-benadering • Die inagneming van die implikasies van volwassene leer-beginsels • Die verpersoonliking van leer deur die gebruik van die teks • Toepaslike indiensopleiding vir opvoeders • Die sken van 'n omgewing wat uitdagings bied.
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Niitembu-Nehemia, Martha Megumbo. "External communities, integration and student persistence among distance students at a university in Southern Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6507.
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Magister Educationis - MEdStudent persistence is a thorn area which did not receive much publication in Namibia and South Africa. Many research focused on why students fail to persist in higher education opposed to why they succeed. This research paper mainly investigated the relationships between external communities, social and academic integration and student persistence among distance students. I used Tinto's theory of student persistence at institutions of higher learning as my theoretical approach. The study employed a qualitative approach with a phenomenological design. I collected data by interviewing senior distance students at a certain public university in Southern Africa. The findings of this research revealed that the majority of students are self-driven which gave an impression that self -motivation and intentions of participants contribute significantly to student persistence. Indications are that informal peer group support contributes considerably to student persistence. The overall outcomes suggest that support from family members and employers positively influence students' academic progress and success. This study generally suggests that there is a positive relationship between external communities and student persistence opposed to what many scholars suggested.
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Porter, Michael. "Online Education, Accrediting Standards, and Student Success: An Examination of the Relationship Between the Southern Association of Colleges and Schools Commission on Colleges Standards for Online Education and Student Success." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1917.
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Prior to 2000, there were less than 1.6 million students enrolled in at least one online course. By fall 2010, student enrollment in online distance education showed a phenomenal 283% increase to 6.1 million. Two years later, this number had grown to 7.1 million. In light of this significant growth and skepticism about quality, there have been calls for greater oversight of this format of educational delivery. Accrediting bodies tasked with this oversight have developed guidelines and standards for online education.
There is a lack of empirical studies that examine the relationship between accrediting standards and student success. The purpose of this study was to examine the relationship between the presence of Southern Association of Colleges and Schools Commission on College (SACSCOC) standards for online education in online courses, (a) student support services and (b) curriculum and instruction, and student success.
An original 24-item survey with an overall reliability coefficient of .94 was administered to students (N=464) at Florida International University, enrolled in 24 university-wide undergraduate online courses during fall 2014, who rated the presence of these standards in their online courses. The general linear model was utilized to analyze the data. The results of the study indicated that the two standards, student support services and curriculum and instruction were both significantly and positively correlated with student success but with small R2 and strengths of association less than .35 and .20 respectively. Mixed results were produced from Chi-square tests for differences in student success between higher and lower rated online courses when controlling for various covariates such as discipline, gender, race/ethnicity, GPA, age, and number of online courses previously taken. A multiple linear regression analysis revealed that the curriculum and instruction standard was the only variable that accounted for a significant amount of unique variance in student success. Another regression test revealed that no significant interaction effect exists between the two SACSCOC standards and GPA in predicting student success.
The results of this study are useful for administrators, faculty, and researchers who are interested in accreditation standards for online education and how these standards relate to student success.
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Sibande, Bogadi Nage. "Open and distance learning and access to higher education in Southern Africa : the Botswana experience." Thesis, 2011. http://hdl.handle.net/2263/28623.
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This qualitative study based on the interpretive/constructivist perspective, investigates the environment in which ODL addresses high and diversified demands for participation in higher education in Botswana. The driving concern for the study is the apparent low enrolments through the ODL mode of delivery in some dual mode institutions in Southern Africa. The scope of the study is the Botswana higher education sector, with UB, which is the only public dual mode higher education institution in Botswana, being the case studied. The main investigation question is “why do some dual mode higher education institutions in Southern Africa continue to enroll lower figures through their ODL than their face-to-face mode of delivery, though ODL is purported to have the potential to increase access more substantially than face-to-face”. Data collection methods are semi-structured interviews and document review. Participants are purposively selected from UB, TEC and MOESD, based on their experience in planning, policy and implementation of the ODL mode of delivery. Qualitative content analysis is the method of analysis. The major findings of the study are that ODL in the UB dual mode system has grown very slowly, resulting in insignificant impact on increasing participation in higher education in Botswana. This study has indicated some external and internal challenges that ODL might experience in some dual mode settings, as well as opportunities that can be taken advantage of to grow the mode. It has also indicated that ODL has the potential to address the challenges of high and diversified demands, if it could benefit from pre-planning, adequate resources, monitored implementation and appropriately trained staff. The conclusion drawn is that Botswana needs ODL for increased participation in higher education. The study ends with possible areas of future research around ICT environment for the growth of ODL and enhancement of equivalency where both ODL and face-to-face are considered for higher education provision.Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
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Akoh, Ben. "Southern and East African adult learners' perceptions of a Canadian university online course: application of Khan’s conceptual framework." 2012. http://hdl.handle.net/1993/8589.
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The perceptions of Southern and East African learners of their experience in a continuing education were examined using select dimensions of Khan’s e-learning evaluation framework as a theoretical one. This framework provided an evaluative frame in which to examine attributes of e-learning in the context of globalization, internationalization, and massification of education. This research provided a baseline of student perception about the utility and suitability of online education to meet the growing international demands for education. Technology has played a role in the delivery of education, such as that of recent emerging technologies, notably social media. Data included learner reflections and survey responses. A qualitative analysis methodology was used to analyze responses to the research questions. The findings from this research provided insight about student perceptions, engagement, and acceptance of social media as complementary tools in the delivery of educational programming for Southern and East African learners taking blended learning courses from Canadian universities with a proficient African facilitator. These findings permitted some understanding of the technological, social, cultural, and motivational challenges (Dimensions of Kahn’s framework) associated with distance education for African adult learners to permit more nuanced course design and delivery.
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Walton, Elizabeth Lockhart. "The extent and practice of inclusion in independent schools (ISASA members) in Southern Africa." Thesis, 2006. http://hdl.handle.net/10500/783.
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In keeping with international trends in education, South Africa has embraced inclusive education as the
means by which diverse learners, including those who experience barriers to learning, should be
educated. Premised on the need for schools to change and become responsive to diverse learners by
offering the support necessary for access and participation, inclusion is beginning to be realised in South
African schools. Independent schools comprise a small but significant sector in South African
education, and, despite not having access to state resources, are implementing inclusive education. This
study investigates the schools belonging to the oldest and largest independent schools' association, the
Independent Schools' Association of Southern Africa (ISASA) to establish the extent to which learners
who experience barriers to learning are included in ISASA schools and the practices that facilitate their
inclusion.
Data gathered from a self-administered questionnaire completed by principals of ISASA schools reveals
that the majority of ISASA schools include at least some learners who experience intrinsic or extrinsic
barriers to learning. The most common intrinsic barriers are AD(H)D and learning disability and the
most common extrinsic barriers are family problems and language barriers. Support for these learners is
provided at school-wide and classroom level through the implementation of various inclusive practices
that have been described in the international literature on inclusion and in local policy and guideline
documents. These include developing policies that guide the support of learners who experience barriers
to learning; ensuring that personnel are available to provide appropriate support; harnessing support for
learners, their parents and teachers both from within the school and from the wider community; ensuring
wheelchair access and employing classroom and other strategies that facilitate access and participation.
ISASA schools differ in the extent to which they are inclusive. A few are not inclusive at all, but most
are showing progress and commitment to inclusion. In so doing, these schools are implementing
ISASA's Diversity and Equity Policy that requires member schools to be inclusive of learners who
experience barriers to learning wherever this is feasible educationally, and also realising Constitutional
values of equality, dignity and freedom of discrimination.Educational Studies
D. Ed. (Inclusive Education)
Books on the topic "Distance Education Association of Southern Africa"
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Distance Education Association of Southern Africa, ed. Open and distance learning in Southern Africa: A collection of papers compiled for the Distance Education of Southern Africa (DEASA). Pretoria: Unisa Press, 2005.
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Distance Education Conference (1987 University of South Africa). Distance education in Southern Africa: Preparing for the 21st century, 18-21 May 1987 : papers. [Pretoria]: University of South Africa, 1987.
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National Association of Distance Education Organisations of South Africa. Report of the launch of the National Association of Distance Education Organisations of South Africa (NADEOSA). [Braamfontein, South Africa?]: The Association, 1996.
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(Editor), E. P. Nonyongo, and A. T. Ngengebule (Editor), eds. Learner Support Services. Unisa Press / Uitgewers, 1998.
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Distance education in Southern Africa: Preparing for the 21st century, 18-21 May 1987 : Papers. University of South Africa, 1987.
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Gruner, Stefan, and Janet Liebenberg. ICT Education: 46th Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2017, Magaliesburg, South Africa, July 3-5, 2017, ... in Computer and Information Science). Springer, 2017.
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Gruner, Stefan. ICT Education: 45th Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2016, Cullinan, South Africa, July 5-6, 2016, ... in Computer and Information Science). Springer, 2016.
Find full textBook chapters on the topic "Distance Education Association of Southern Africa"
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Aguti, Jessica Norah, Lazarus Nabaho, and Wilberforce Turyasingura. "Quality assurance in open and distance education in Uganda." In Quality Assurance in Higher Education in Eastern and Southern Africa, 36–45. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141235-5.
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"From government correspondence schools to parastatal colleges of open learning: out-of-school secondary education at a distance in central and southern Africa." In The Open Classroom, 54–62. Routledge, 2005. http://dx.doi.org/10.4324/9780203416693-14.
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Van Heerden, Dalize, and Leilani Goosen. "Promoting the Growth of Fourth Industrial Revolution Information Communication Technology Students." In Promoting Inclusive Growth in the Fourth Industrial Revolution, 118–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4882-0.ch005.
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The purpose of this chapter is providing readers with an overview of the content promoting the growth of the Fourth Industrial Revolution (4IR) and the implications for information and communication technology (ICT) open distance e-learning (ODeL) students. Preparing students for the 4IR presents important and complicated opportunities towards changing higher education. Education should be about content design and delivery for teaching, learning, and assessment, with the profile of ODeL ICT students at the core. This chapter reports on issues, controversies, and problems arising from the 4IR. The mixed-method research approach adopted involved collecting and analyzing quantitative and qualitative data obtained from first-year courses at a Southern Africa institution. The emerging picture cautions concerning students' real biographic information and digital literacy in a developing world context. The conclusion summarizes the content and informs instructors to examine their perceptions of student profiles regarding teaching, learning, and assessment in preparation for the 4IR.