Academic literature on the topic 'Education - South Africa - Aims and objectives'
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Journal articles on the topic "Education - South Africa - Aims and objectives"
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Bytheway, Andy. "Managing information in education: a view from South Africa." Journal of Enterprise Information Management 30, no. 5 (2017): 856–71. http://dx.doi.org/10.1108/jeim-05-2017-0064.
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Purpose A three-year study of information technology and information systems management in South Africa has delivered (amongst other things) a bibliography and a new reference model. The paper aims to discuss this issue. Design/methodology/approach The new reference model indicates the key informational components of the education “system” that education management must acknowledge, understand and deal with. This paper presents an overview of these two principal outcomes from that research, leading to a view as to how education can be improved through better information management. Findings There is some available reported work that addresses management, or information, or education, but relatively little that brings the essence of these three domains together. The derived reference model effectively addresses a number of set objectives, hence providing a basis for improved understanding of how information can be more effectively managed in education. Originality/value The new reference model comprises an arrangement of ideas that allows education managers to focus on a more strategic approach to their management challenges. It also provides foundations for further research. Although the study was undertaken in South Africa, it has relevance to all countries and regions where education needs improved management.
2
Mouton, Nelda, G. P. Louw, and G. Strydom. "Critical Challenges Of The South African School System." International Business & Economics Research Journal (IBER) 12, no. 1 (2012): 31. http://dx.doi.org/10.19030/iber.v12i1.7510.
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The emphasis in the new curriculum after 1996 in South Africa was placed on the transition from the traditional aims and objectives approach to Outcomes-based education (OBE) and Curriculum 2005. This paradigm shift was interpreted as a prerequisite for achievement of the vision of an internationally competitive country. When analysing the school system in South Africa it became clear that the education system was flawed, with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability. These factors further spilled over into the morale of learners and could be seen in the lack of discipline, brutal violence in schools, low moral values, truancy, absenteeism, late coming and high dropout rates from Grade 1 to Grade 12 and very poor performance in essential areas such as Mathematics and Literacy. Citizens in historically disadvantaged areas tend to become victims of poverty, gangs and drug abuse. These factors further blend with the evil of politics in South African schools which are furthermore plagued by various forms of corruption and socio-economic challenges. Eighteen years after the end of the apartheid dispensation, apartheid is still blamed by many for any real or imagined ills in society, but the reality is that there is no political will to enforce the law or to meet public expectations of accountability, efficiency and delivery. In the light hereof, recommendations are proposed that will address these challenges. The critical message of this article will convey that the fact of the matter is that learner enrolment is not the same as attendance and attendance does not imply learning. Therefore, teaching in South Africa must become a profession of preference and pride as opposed to the present very lackadaisical attitude.
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Fritz, Wilfred, Toni Stringer, and Anthony Staak. "Effective strategies in new curricula development at Higher Education Institutions in South Africa." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2019): 27–34. http://dx.doi.org/10.2478/cplbu-2020-0004.
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AbstractRe-curriculation is currently the most talked about topic in Higher Education in South Africa because of the new Higher Education Qualification Sub-Framework alignment process required by all Higher Education Institutions. However, the lecturer in the classroom, especially new lecturers, are also faced with the task of designing the actual curricula of a subject once the new qualification is to be implemented, in terms of achieving the aims and objectives of the subject area. In other words, ensuring that the outcomes of the subject are achieved by the student. Ideally all lecturers at institutions of higher learning should develop strategies for their “own” curricula. Developing the aforementioned strategies might be challenging to first time lecturers. The methodologies of developing a new qualification and strategies for building curricula is discussed in this paper are different curriculum planning methods and strategies. The aforementioned strategies are focusing on students, mentoring, supportive tools such as software programmes, feedback and assessments. The findings of this paper are proper curricula development to enhance the ability to understand, recall and apply information. The main objective is to use proper curricula development to empower students with a diversity of cultures to understand the material presented by the lecturer. This paper concludes that curricula planning should allow students to be given space to grow and interact and ultimately attain deep life-long learning.
4
London, Leslie. "AIDS Control and the Workplace: The Role of Occupational Health Services in South Africa." International Journal of Health Services 28, no. 3 (1998): 575–91. http://dx.doi.org/10.2190/3fj6-7mj9-vx3l-76nj.
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AIDS interventions typically fail to address the disjuncture between private behaviors and the social determinants of HIV infection. Data from a telephone survey of manufacturing companies and a postal survey of occupational health nurses in the Western Cape, South Africa, were used to explore the possible role of occupational health services in prevention and control of AIDS. The author found limited evidence of worker involvement in AIDS programs, particularly in companies with occupational health professionals. The management of sexually transmitted diseases was incomplete. Mandatory pre-employment testing of workers for HIV was not widespread. Respondents' opinions on priorities for AIDS prevention and control reflected a preoccupation with knowledge transfer. To ensure their effectiveness, workplace AIDS programs must improve worker participation and integrate AIDS prevention in general workplace health and safety programs. In addition, education programs must develop objectives within a critical theoretical understanding of the behavioral issues relevant to AIDS prevention, and must emphasize the empowerment of women in the workplace. In the context of the present restructuring of health services in South Africa, occupational health services, using the strategies outlined, can make a major contribution to national AIDS prevention and control.
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Ahmed Ezzat Othman, Ayman. "A study of the competency requirements of property development graduates to meet the qualifications of the South African construction industry." Journal of Engineering, Design and Technology 12, no. 1 (2014): 2–28. http://dx.doi.org/10.1108/jedt-04-2012-0019.
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Purpose – This paper aims to investigate the competency requirements of property development (PD) graduates at the University of KwaZulu-Natal (UKZN) as an approach to fulfil the qualifications of the construction industry in South Africa (SA). Design/methodology/approach – To achieve the above-mentioned aim, a research methodology is designed to accomplish three objectives. First, literature review is used to investigate the structure of the (PD) programme at (UKZN), National Qualifications Framework (NQF) and construction management (CM) education. Second, survey questionnaires are used to investigate the relevancy of the (PD) programme at (UKZN) towards meeting the (NQF) unit standards and the South African construction industry (SACI) requirements. Finally, summarising the conclusions and recommendations useful for future improvement of (PD/CM) education in SA. Collected data are analysed using the measure of central tendency and dispersion as well as Relative Importance Index (RII). Findings – Although the research revealed that the (PD) programme succeeded in graduating students who are adequately equipped to meet the expectations of the (SACI), a number of key areas and issues have been highlighted to enhance the (PD/CM) education in (SA) generally and (UKZN) in particular. Addressing these issues will increase the competency of (PD) graduates to meet the expectations of an ever-changing construction industry. Originality/value – This paper identifies the competency requirements of (PD) graduates at the KwaZulu-Natal region, a topic that received scant attention in construction literature and has not been previously undertaken in UKZN.
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Ganesh, Shayhana, Renitha Rampersad, and Nirmala Dorasamy. "A Review of Quality Management Systems in South African HIV-AIDS Programmes: A Pre-Requisite for Sustainable Health Delivery." Journal of Economics and Behavioral Studies 9, no. 1(J) (2017): 135–40. http://dx.doi.org/10.22610/jebs.v9i1(j).1564.
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The global commitment to end HIV-AIDS is a bold one; requiring a multi-sectoral response strongly embedded within effective HIV-AIDS prevention efforts, patient advocacy and effective healthcare programme delivery. UNAIDS estimates that, of the 36.7 million individuals infected with HIV-AIDS globally, 19.1 million reside in South Africa (UNAIDS Gap report, 2016).In addition, approximately 2.1 million new HIV infections occurred in 2015 with almost 960 000 of those occurring in South Africa signalling that the rates of infections are not dropping as expected (UNAIDS Gap report, 2016). Given the unrelenting nature of this disease burden, even greater efforts are now required to turn the tide on HIV-AIDS globally, but more so in South Africa. These efforts entail more effective HIV-AIDS service delivery with combination prevention modalities, access to HIV-AIDS treatment and care, harm reduction of HIV-AIDS stigma and discrimination together with HIV-AIDS education, awareness and advocacy. Enhancing HIV-AIDS service delivery requires strong commitment with implementation of quality management systems in programme service delivery resulting in sustainable, effective and well run HIV-AIDS programmes. Quality management systems in HIV-AIDS programmes allow programmes to successfully meet their objectives thus allowing optimal patient care through effective and efficient means. To date there has been minimal implementation of quality systems in healthcare especially in South Africa. The use of health quality tools and systems in HIV-AIDS programmes locally and globally will allow for efficient and cost effective benefits for the optimal wellbeing of all those affected and infected by HIV-AIDS. This article reviews available data on the prevalence of quality management systems in HIV-AIDS healthcare and identifies gaps and smart practises towards recommendations for comprehensive global HIV-AIDS standards development.
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Ganesh, Shayhana, Renitha Rampersad, and Nirmala Dorasamy. "A Review of Quality Management Systems in South African HIV-AIDS Programmes: A Pre-Requisite for Sustainable Health Delivery." Journal of Economics and Behavioral Studies 9, no. 1 (2017): 135. http://dx.doi.org/10.22610/jebs.v9i1.1564.
Full textAbstract:
The global commitment to end HIV-AIDS is a bold one; requiring a multi-sectoral response strongly embedded within effective HIV-AIDS prevention efforts, patient advocacy and effective healthcare programme delivery. UNAIDS estimates that, of the 36.7 million individuals infected with HIV-AIDS globally, 19.1 million reside in South Africa (UNAIDS Gap report, 2016).In addition, approximately 2.1 million new HIV infections occurred in 2015 with almost 960 000 of those occurring in South Africa signalling that the rates of infections are not dropping as expected (UNAIDS Gap report, 2016). Given the unrelenting nature of this disease burden, even greater efforts are now required to turn the tide on HIV-AIDS globally, but more so in South Africa. These efforts entail more effective HIV-AIDS service delivery with combination prevention modalities, access to HIV-AIDS treatment and care, harm reduction of HIV-AIDS stigma and discrimination together with HIV-AIDS education, awareness and advocacy. Enhancing HIV-AIDS service delivery requires strong commitment with implementation of quality management systems in programme service delivery resulting in sustainable, effective and well run HIV-AIDS programmes. Quality management systems in HIV-AIDS programmes allow programmes to successfully meet their objectives thus allowing optimal patient care through effective and efficient means. To date there has been minimal implementation of quality systems in healthcare especially in South Africa. The use of health quality tools and systems in HIV-AIDS programmes locally and globally will allow for efficient and cost effective benefits for the optimal wellbeing of all those affected and infected by HIV-AIDS. This article reviews available data on the prevalence of quality management systems in HIV-AIDS healthcare and identifies gaps and smart practises towards recommendations for comprehensive global HIV-AIDS standards development.
8
Zvereva, Ekaterina, Nataliya Belenkova, and Irina Kruse. "From the Economic Union to the Harmonisation of Higher Education in the BRICS Countries: The Experience of RUDN University." Space and Culture, India 7, no. 5 (2020): 60–69. http://dx.doi.org/10.20896/saci.v7i5.671.
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Since 2009 when Brazil, Russia, India, and China (South Africa since 2011) joined in the international organisation aimed at the economic development of the countries, and gain financial stability, the relations between the countries too boosted via political and cultural cooperation. The new economic, political and social environment has a high demand for competent specialists ready to work in various national agendas and interrelated frameworks of the BRICS. In this context, it is argued that professional training in the countries under discussion should be correlated as it provides grounds for quality assurance in education that contributes to the nations’ sustainable development, safety, and human rights provision. This situation determines the topicality of the issue. The objective of this research is to study the higher educational environment in the BRICS countries and to compare some aspects of professional training. In doing so, the study aims to present the experience of RUDN University as one of the BRICS university network members. The hypothesis states that the harmonisation of higher education systems within regional organisations can contribute to the enhancement of both international standards and individual learning paths, thus fostering youth rights for education in line with quality standards and individual preferences. To accomplish the objectives of the study, it uses the following methods - the review of the current research, formal document and online resources on higher education in the BRICS countries; the survey of the undergraduates, graduates, and postgraduates on their motivation to academic mobility, and collaboration in the frameworks of BRICS higher education. The data has been analysed employing the methods of statistical processing, qualitative and quantitative methods. The findings of the current research include the outcomes and findings on the harmonisation of higher education in the frameworks of BRICS higher education. The study will contribute to further development of BRICS countries education and the harmonisation of higher education.
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Kumar, Manoj, Ramesh Verma, Pardeep Khanna, et al. "Prevalence and associate factors of low birth weight in North Indian babies: a rural based study." International Journal Of Community Medicine And Public Health 4, no. 9 (2017): 3212. http://dx.doi.org/10.18203/2394-6040.ijcmph20173815.
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Background: LBW is universally used as an indicator of health status and is an important subject of national concern and a focus of health policy. LBW is the strongest determinant of infant morbidity and mortality in India. Regional estimates of LBW include 28% in south Asia, 13% in sub-Saharan Africa and 9% in Latin America. Among regions, South Asia has the highest incidence of LBW; with one in four newborns has LBW. In 2011, Indian Statistical Institute reported nearly 20% of new born have LBW in India. DLHS-4 (2012-2013) in Haryana found that the prevalence of LBW was as 12.7%. The aims and objectives of study were to know the prevalence and its associated factors of low birth weight in rural area of Haryana.Methods: The beri block (Jhajjar) which is rural field practice of department of Community Medicine Pt B D Sharma PGIMS Rohtak (Haryana) India, has one CHC Dighal having 20 sub-centers. 10 sub-centers were selected by simple random sampling from these 20 sub-centres and 800 study subjects were enrolled from June 2015 to May 2016 from selected subcentres.Results: In present study, prevalence of LBW was 17%. The study found that sex of baby, type of family, socioeconomic status, educational status of mother, occupation of mother, anemia and intake of IFA had significantly impacted on LBW in India.Conclusions: Prevalence of LBW is decreased by health and nutrition education, iron and folic acid supplementation, effective management of complication.
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Rosenberg, David M., Michael Kevin Rooney, Ritu Arya, et al. "Bridging the information gap: A scoping review of radiation oncology patient education scholarship." Journal of Clinical Oncology 37, no. 15_suppl (2019): e23164-e23164. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.e23164.
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e23164 Background: Patient education (PE), the use of educational interventions to improve patient knowledge of healthcare, has been shown to reduce patient anxiety and facilitate shared decision making. In contrast to many other medical specialties, the state of radiation oncology (RO) PE is unclear. This scoping review aims to characterize the state of ROPE peer-review scholarship to describe strengths, identify gaps and guide future ROPE research. Methods: Predetermined medical subject headings and search terms were used to search PubMed for ROPE articles. Additional terms were identified from these articles and the search was repeated until no further articles were found. In-press articles in major RO and medical education (ME) journals were searched. English language articles published after 1/1/1990 that had a primary ROPE focus were included. Two independent reviewers performed the search and determined eligibility. Articles were categorized using the most predominant step of Kern’s six-step conceptual framework for ME curriculum development and the country and year of publication. Results: Of 11,756 identified articles, 182 met inclusion criteria. Articles per year increased over time (p < 0.01): 1990-1994 (5.5%); 1995-1999 (11.0%); 2000-2004 (13.7%); 2005-2009 (10.4%); 2010-2014 (25.8%); 2015-2019 (33.5%). Conceptual framework categorization was as follows: problem identification (22.0%); needs assessment (23.6%); goals and objectives (4.9%); education strategies (9.9%); implementation (7.7%); evaluation and feedback (31.9%). Regional breakdown was as follows with some articles spanning regions: Africa (1.1%); South America (2.2%); Asia (6.0%); Australia (15.4%); Europe (30.2%); North America (45.6%). Conclusions: Nearly half of articles are primarily problem identification or needs assessment (45.6%) which are descriptive in nature and only identify or clarify ROPE needs. Additionally while these results are limited to English language scholarship, there are significant regional maldistributions. Although there is an encouraging trend of increasing ROPE publications over time, this study identifies opportunities to further develop, implement and evaluate ROPE scholarship.
Dissertations / Theses on the topic "Education - South Africa - Aims and objectives"
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Niven, Penelope Mary. "Narrating emergence in the curious terrain of academic development research: a realist perspective." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003558.
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This dissertation adopts a realist meta-perspective on a body of the scholar's own research papers written between 2005 and 2011, all either published or in press and offered for reference in the Appendices. The six papers represent the point of departure for the thesis; they are the phenomenon for further investigation into 'what must be the case' for the research events to have emerged as they did. One aspect of this study, therefore, is an auto ethnographic account of conducting research in the field of Academic Development within varied settings and over a given time frame. But alongside this personal history it narrates cycles in the Academic Development movement in South Africa over 30 years. Margaret Archer's Social Realist principle of analytical dualism (1995) is used to disaggregate the emergent properties within these histories and to enable an analysis of the underlying mechanisms that generated them. It refers to three social domains. Firstly, it describes the material structures - the institutional environments, policies, roles or professional conditions - in which the projects were conceived. Secondly, it identifies the cultural registers that the profession was drawing on - such as theories, beliefs or discourses. Thirdly, it draws attention to the agency of individuals and communities in the field as they independently activated or mediated these various conditioning structures and registers. So the study is a systematic examination of the parts and the people in research stories, of the complex interrelationship of structural and agential elements, and of how together they have generated particular forms of knowing and kinds of knowledge in Academic Development. Drawing from this 'history-within-a-history', the study makes some claims for 'what must be the case' for substantial knowledge to flourish in a newly emergent, hotly contested and relatively unstable field. It argues that Academic Development has few shared epistemological foundations and boundaries, and its roles and functions are shifting and diverse. It describes the tensions in the field between those who have been inclined to understand it as primarily concerned with redress or equity in the postapartheid state, and yet others who have prioritised Academic Development as an efficiency project within higher education. But there is a third discourse emanating from those in the profession who have consistently argued that neither of these approaches can succeed without drawing on stronger theoretical foundations. This study endorses the view that Academic Developers need to identify more coherent ontological and epistemological frames for their research work. This has important implications for building the kind of substantial knowledge base that could be more influential in addressing the troubled terrain of South African higher education. The study refers extensively to Lewis Carroll's Alice in Wonderland (1865) and Through the Looking-Glass (1871) and to Mervyn Peake's 1946 illustrations of these children's stories, finding in these texts powerful analogies and metaphors for principles in realist philosophy and theory, and for describing a researcher's journey towards a more assured identity in the curious field of Academic Development.
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Van, Wyk Berte. "A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49812.
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Thesis (PhD)--Stellenbosch University, 2004.<br>ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to
logically necessary conditions which guide the concept. These logically necessary
conditions (constitutive meanings) include: equity and redress, critical inquiry,
communicative praxis, and citizenship. I explore how instances of these logically
necessary conditions manifest in institutional plans at the universities of Cape Town,
Stellenbosch, and the Western Cape. My contention is that these institutional plans seem
to be tilted towards the exclusive implementation of performance indicator measures
which might undermine deep educational transformation. In turn, deep educational
transformation requires that logically necessary conditions be framed according to an
African philosophy of educational transformation.
KEYWORDS: Higher education, education policy, transformation, conceptual analysis,
logically necessary conditions.<br>AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit
logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike
voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling;
kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe
voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van
die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk
dit asof hierdie institusionele planne neig na die eksklusiewe implementering van
maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn.
Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike
voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet
word.
SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie,
konseptuele analise, logies-noodsaaklike voorwaardes.
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Okokoh, A. B. C. "Transforming higher education delivery in South Africa, lessons and experiences of CIDA City Campus." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3398.
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Thesis (MPhil (School of Public Management and Planning))--University of Stellenbosch, 2007.<br>Some aspects of South African higher education transformation have been bleak, indicating that the trajectory of innovative teaching and affordability requires attention for the foreseeable future. At CIDA we have seen a different picture of this, in other institutions there may be other milestones yet to reveal other gains of transformation.
Briefly, this paper tells the CIDA transformation story; other institutions of higher learning in South Africa can learn from its approach and share in the remarkable sense of determination and commitment demonstrated by CIDA.
The purpose of this work is to reflect on CIDA’s pattern breaking that can aid better student equity transformation in the South African higher education system. A limitation of the study is that we examine only one factor at a time and it may not adequately account for what happens when all the factors interact at the same time.
It emerged from the discussion that CIDA innovative teaching involves awareness of students’ educational needs, views and emphasis on the physical experience of emotions and reasoning. Students are encouraged to be self-confident and feel good about themselves and others through participation and opportunities for spirituality and diversity.
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Bester, Marianne. "Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86447.
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Thesis (MPhil)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography.
Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.<br>AFRIKAANSE OPSOMMING: Gebaseer op ‘n aantal omvattende internasionale studies wat in die afgelope drie dekades wêreldwyd uitgevoer is asook verskeie nasionale opnames en verslae kan daar met reg aangevoor word dat deur slegs klem te plaas op die ontwikkeling van akademiese dissiplinêre kennis binne hoër onderwys daar nie aan die behoeftes en verwagtinge van werkgewers en studente voldoen word nie. Hierdie studies bevestig ook vraagstukke wat verband hou met die voorbereiding van studente vir die hedendaagse snel veranderende arbeidsmark, ekonomiese afswaai en gepaardegaande werksloosheid, asook aspekte rakende lewenslange leer. Literatuur dui daarop dat hierdie sogenaamde tekortkominge moontlik aangespreek kan word deur meer klem te plaas op die ontwikkeling van die kenmerke wat met gegradueerdes geassosieer word. Alhoewel hierdie kenmerke van gegradueerdes reeds gedurende die afgelope aantal dekades en in verskeie lande die spilpunt van bespreking is, dui literatuur daarop dat die opvattings wat met gegradueerde kenmerke gepaardgaan kompleks van aard is. Dit hou ook verband met kwessies soos werkverkryging, lewenslange en lewenswye leer, goeie burgerskap en gemeenskapsveranderwoordelikheid asook ander relevante kwessies soos omgewingsbewustheid en tegnologiese kundigheid. Hierdie studie is geposisioneer binne ‘n konstruktivistiese en interpretatiewe paradigma. ‘n Fenomenografiese benadering is gebruik om die opvattings oor gegradueerde kenmerke, wat akademici in vyf toegepaste ontwerpskursusse aan ‘n Universiteit van Tegnologie het, kwalitatiewelik te ondersoek. Die konseptuele raamwerk vir hierdie studie is gebaseer op die drie aspekte van gevorderde leer wat deel vorm van die samevoegende kurrikulum model van Barnett en Coate (2005). Vir die doel van hierdie studie is kwalitatiewe data ingesamel deur middel van veelvuldige data insamelingsmetodes wat die ontleding van kurrikulum dokumente, fokusgroep besprekings en semi-gestruktureerde onderhoude ingesluit het. Die ontledingsproses het bestaan uit sewe stadiums om die kategorieë van beskrywing, wat vanuit die data ontstaan het, te definieer. Dit was ‘n proses van herhaaldelike ontdekking en was nie gebaseer op vooraf bepaalde klassifikasies nie. ‘n Stel van ‘n beperkte aantal kategorieë van beskrywing binne ‘n hierargiese orde het ontstaan vanuit hierdie ontleding. Hierdie kategorieë van beskrywing, met inagneming van die verband tussen die kategorieë, vorm die uitkomste ruimte (“outcome space”) van hierdie fenomenografiese studie.
‘n Aantal belangrike gevolgtrekkinge kan gemaak word gebaseer op die literatuurstudie en die bevindings van die empiriese studie. Hierdie gevolgtrekkinge sluit in die wanopvattings van akademiese personeellede aangaande die kenmerke van gegradueerdes, asook die wisselwerking tussen die akademici se opvattings en wyse waarop hul onderrig benader. Die data-ontleding dui daarop dat indien akademici die kenmerke van gegradueerdes beskou as afsonderlike en geïsoleerde eenhede van leer wat by ‘n bestaande kurrikulum gevoeg kan word as ‘n sogenaamde kitsoplossing om aan werkgewers se verwagtinge te voldoen, hul heel moontlik ‘n oorvereenvoudigde, tegniese opvatting van kurrikulum het en dat hul ook waarskynlik ‘n transmissie, dosentgesentreerde benadering tot onderrig het. Literatuur dui daarop dat sulke benaderings studente se leerervarings negatief beïnvloed. As ‘n alternatiewe benadering, stel die navorser ‘n geïntegreerde raamwerk voor wat gebaseer is op ‘n vermenging van alvermoë en vernuftigheid sodat die kenmerke van gegradueerdes gesien kan word as ‘n stel komplekse, multi-dimensionele en inter-afhanklike aspekte van hoër onderwysstudies.
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Mudefi, Elmon. "Consensus and contentions around community engagement in a South African tertiary institution: University of Fort Hare." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/311.
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This study examines the nature and character of consensus and contentions around the discourse of community engagement in a South African university context. This is against the background of the growing body of literature that advocates for the need for universities to make their impact felt in communities in more direct ways than through teaching and research. The examination is also against the background of the assumption that the success or failure of community engagement initiatives is, in part, a function of how stakeholders agree/disagree on the meaning and purpose of community engagement. The University of Fort Hare is used as a case study. Interviews and Focus Group Discussions were used for qualitative data collection, whilst a survey was conducted for gathering quantitative data. The study revealed that stakeholders attach different meanings to community engagement, with those possessing power and influence acting as key decision makers. Thus powerful stakeholders (in this case, the university and donor organizations) are at the core of the decision making process, while beneficiaries are pushed to the periphery. Moreover, both the meanings and the activities within which they cohere have important implications for the way beneficiary communities perceive university-community partnerships.
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Moeng, Siphokazi Florence. "A comprehensive university: constructing an organisational identity." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1029.
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The restructuring of higher education through incorporations and mergers has attracted a lot of attention over the past few years in South Africa. These incorporations and mergers have displaced institutions of higher education and positioned them in new organisational homes, thus subjecting faculties, schools and departments to a process of relocation, new knowledge acquisition, identity change and meaning-making processes. The merger has resulted in three types of universities; i.e. traditional universities, comprehensive universities and universities of technology. The introduction of the comprehensive university as a new institutional type has brought with it questions about the idea of the university and the purpose of higher education in general. Mergers in particular have initiated conversations about sense-making and meaning during change. Amidst all this, people within the merging institution have been confronted with a new organisation with which they have to identify. At universities in particular, questions about academic identity and organisational identity have become unavoidable. The boundaries that gave definition to a university have been (re)moved. The structure of the university, as it was known, has changed. Hence, in the newly merged NMMU, academics are in the process of internalising and giving meaning to the new organisational values and norms of a comprehensive university. Needless to say, the challenges facing the newly merged NMMU are cultural, structural and geographic. Bringing together different institutional and personal cultures involves a human dimension that needs to be nurtured by trying to form a coherent and cohesive organisation that is created from culturally diverse and uncomplementary institutions. Another challenge is bringing together different organisational structures, systems and programmes that are informed by different institutional cultures. Furthermore, the challenge of having multiple campuses that are geographically separated exacerbates the situation. Along with all these challenges, the NMMU has the task of constructing an integrated institutional identity through organisational forms and programme models that will embody the multiple functions that are typical of a comprehensive university. The aim of the current study was to explore how the meanings that academics assign to the notion of a comprehensive university are instrumental in constructing an organisational identity; describing in detail how at the NMMU academics make meaning of the comprehensive university and how that meaning-making process influences the construction of an organisational identity; and formulating recommendations based on the qualitative findings and quantitative results of the research. In an effort to achieve the aim alluded to above, this study employed the mixed methods approach that used a sequential, exploratory, transformative design. The complexity of the study was such that it required to be investigated through qualitative and quantitative analytical methods in order to confirm, triangulate and obtain a holistic picture of the situation under investigation. The sample for the qualitative interviews consisted of thirteen purposefully selected academics from all levels at the NMMU. The interviews were transcribed and coded into themes, categories and sub-categories. These themes were then developed and translated into statements for the questionnaire that was administered randomly to all NMMU academics. A total of 108 academics responded to the questionnaire. The responses to the questionnaire were analysed using the SPSS programme. The findings and results of the study revealed that there was a fairly common understanding of the term comprehensive university among academics. However, the details about its procedures appeared to be the privileged ownership of management. This situation mitigated the necessity for a sense-making process that would allow for negotiation, modification and alteration of already held assumptions. A pertinent concern amongst academics was the neglect of the ‘human factor’ during the change process. The management style also came under scrutiny, especially in terms of the facilitation and mediation of change. There was a consensus on the call for cohesion and unity that was believed to be one of the main features that would make the construction of the NMMU organisational identity possible. The vision, mission and values of the NMMU were believed to be central to the creation of cohesion and unity, which would subsequently result in the birth of an organisational culture that could inform the organisational identity of the NMMU. Strategies to actualise and realise the organisational identity were proposed by participants. Notwithstanding, the impact of the merger was identified as having a major influence in shaping the organisational identity of the NMMU.
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Mitchell, Pauline. "An organisation development intervention in a previously disadvantaged school in the Eastern Cape." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003565.
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“We often spend too much time coping with problems along our path that we forget why we are on that path” Peter Senge This study describes and analyses the implementation of Organisation Development (OD) to a previously disadvantaged school. OD is a relatively new method of planned change in South Africa. Unlike more traditional change initiatives, OD promotes collaboration; it tries to involve all members of an organisation in problem solving and decision-making. It is an applied behavioural science discipline dedicated to improving organisations and the people in them. Previously disadvantaged schools in South Africa continue to be disadvantaged. Ten years after the introduction of democracy there have been few changes in some of these schools and some seem to be getting worse. This study was an attempt to introduce a process of planned change to one such school. Since 1994 many changes have been imposed on our schools with new curricula, increased class sizes, changes in systems of assessment and teaching methods and the abolishment of past procedures such as corporal punishment. Teachers have had little say in any of these changes and this has resulted in resistance, resignation, frustration and in many cases a lack of ability to cope. OD was introduced to Acacia High School in the form of a Survey Data Feedback (SDF). An action research process followed and a diagnosis was made followed by action planning and then the execution of a plan. My study follows this process and the implementation of the plan describing its successes. Sadly change was not sustained and I highlight some of the challenges that face the school in order to bring about real long-term improvement in the culture of learning and teaching.
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Erasmus, Anna Wouterina. "Research at Technikons : the journey from apprenticeship training to technological degrees." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21450.
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Thesis (DPhil)--University of Stellenbosch, 2008.<br>ENGLISH ABSTRACT: This thesis presents the findings and conclusions of the function of research in the
technikons’ journey from apprenticeship training to technological degrees.
The analysis and interpretation of primary sources on the development of technical
higher education and research revealed that research developments at technikons
evolved in a pattern so closely resembling and reflecting an evolving technical
education mission that it is difficult if not impossible to pinpoint cause and effect.
The evolving technical education mission was characterised by diversity entrenched
in the provision of technical education, a continuing problematic process of
differentiation between vocational and technical education, the development of
formal centrally-controlled technical higher education and continuous differences
between the Education Department and the sector officials on the nature of the
technical higher qualifications and the role of research in these qualifications.
As a result of the factors characterising the development of technical higher
education, gaps were created between the technikon officials’ vision of research at
technikons, the strategies and plans to establish a research culture and the
technikons’ research performance. In addition, an evaluation of technikon research
performance in terms of the nature, scope, content and volume of research reflects a
limited understanding of the relation between the input factors and the process
factors utilised to lead to a system capable of sustaining a research culture,
especially in view of maintaining the newly-assigned University status.<br>AFRIKAANSE OPSOMMING: Hierdie dissertasie handel oor die bevindinge en slotsom ten opsigte van die funksie
van navorsing in die technikons se reis van vakleerlingskapopleiding tot die aanbied
van tegnologiese grade.
Die analise en interpretasie van primêre bronne wat handel oor die ontwikkeling van
hoër tegniese onderwys en navorsing het bewys dat navorsingontwikkeling by
technikons op ‘n manier ontwikkel het dat dit die evolusie van die tegniese
onderwysmissie streng navolg en reflekteer. Dit maak dit moeilik, indien nie
onmoontlik nie, om die oorsaak en gevolg vas te stel.
Die evolusie van die tegniese onderwysmissie is gekenmerk deur diversiteit wat
ingebed is in die voorsiening van tegniese onderwys, ‘n voortdurende problematiese
proses van differensiasie tussen beroeps- en tegniese onderwys, die ontwikkeling
van formele sentraalbeheerde hoër tegniese onderwys en voortdurende verskille
tussen die Department van Onderwys en die sektorbeamptes oor die aard van die
hoër tegniese kwalifikasies en die rol van navorsing in hierdie kwalifikasies.
As gevolg van die faktore wat die ontwikkeling van hoër tegniese onderwys gespeel
het, het gapings ontstaan tussen die technikonbeamptes se visie van navorsing aan
technikons, die strategieë en planne wat ontwikkel is om ‘n navorsingskultuur te
vestig en die technikons se navorsingsuitsette. Saam daarmee het ‘n evaluasie van
technikonnavorsingprestasie in terme van die aard, omvang, inhoud en volume ‘n
beperkte begrip van die verhouding tussen insetfaktore en die prosesfaktore wat
gebruik word om tot ‘n sisteem te lei wat daartoe in staat is om ‘n navorsingskultuur
te onderhou, gereflekteer, veral met die doel om die nuuttoegekende
universiteitstatus te onderhou.
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Mnene, Mthetheleli. "Investigating teaching and learning within three Eastern Cape reception year classrooms." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003471.
Full textAbstract:
The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
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Beukes, Cecil Joseph. "A critical-hermeneutical inquiry of schools as learning organisations." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5462.
Full textAbstract:
Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010.<br>Dissertation presented for the degree
Doctor of Philosophy (PhD)
at
Stellenbosch University.<br>ENGLISH ABSTRACT: In this critical-hermeneutical inquiry into schools as learning organisations I use the service provision model of the Western Cape Education Department (WCED) as an exemplification of the concept of a learning organisation. In this inquiry, which is conceptual in nature, I explore whether their service provision model is sufficient to turn schools into learning organisations. With the establishment of Education Management and Development Centres (EMDCs) in the Western Cape, the WCED expressed its intention to develop schools in the Western Cape into learning organisations. I do a literature review to develop a conceptual framework of a learning organisation. From the literature review I constructed five constitutive meanings of a learning organisation. These meanings serve as conceptual lenses to explore how schools can be developed into learning organisations.
Furthermore, I analyse some of the WCED service provision policies against the five constitutive meanings. These constitutive meanings include quality, inclusivity, collaborative teamwork, communication and power, which determine if the WCED policies are consistent with its objective to develop schools into learning organisations. Through my analysis I found that the WCED‟s policies are not compatible with all constitutive meanings. This led me to conclude that the WCED‟s understanding of a learning organisation is fundamentally and conceptually flawed as the WCED‟s service provision model operates within a controlled and regulated environment at the expense of internal school development. Interviews and the interpretation of data further reveal that the WCED‟s service provision model is not adequate to develop schools into learning organisations.
This flawed understanding may have resulted partly in the WCED‟s adoption of a single, unitary managerialist approach to their service provision model because of the strong emphasis on compliance rather than cooperation that should exist between schools and the WCED. Based on the constitutive meanings I constructed for a learning organisation, I conclude that a managerialist approach serves the WCED‟s interest more than it serves the interest of teachers and classroom practice.
The main argument of this study is that a communicative deliberative idea of democracy could reconceptualise the WCED‟s inadequate understanding of a learning organisation. A key aspect of developing schools into learning organisations may begin with instituting better lines of communication which should include elements like reflexive discussion, communicative freedom, consensus and decision-making processes. These elements form the basis of what constitutes a learning organisation. This reconceptualised notion of a learning organisation can best be done through deliberative democracy with its emphasis on public argumentation with equal opportunity with the aim of arriving at an agreed judgement. This study suggests that the WCED adopts a communicative deliberative idea of democracy as a notion of communication which is a more ideal vehicle that could assist in developing schools into learning organisations.<br>AFRIKAANSE OPSOMMING: In hierdie kritiese verklarende ondersoek rondom skole as leerorganisasies gebruik ek die Wes-Kaapse Onderwys Departement se diensleweringsmodel as ʼn voorbeeld van die konsep van ʼn leerorganisasie. Hierdie ondersoek is konsepsioneel in wese en bepaal of die WKOD se diensleweringmodel voldoende is om skole in leerorganisasies te ontwikkel. Met die daarstelling van Onderwys en Bestuur Ontwikkellings Sentrums (OBOSSE) in die Wes-Kaap het die WKOD sy voorneme om skole in die Wes-Kaap in leerorganisaies te ontwikkel uitgedruk. Derhalwe doen ek ʼn literêre oorsig om ʼn konseptuele raamwerk van ʼn leerorganisasie te ontwikkel. Vanuit hierdie literêre oorsig het ek vyf kontitutiewe betekenisse naamlik (kwaliteit, inklusiwiteit, samehorige spanwerk, kommunikasie en mag) geїdentifiseer wat ʼn leerorganisasie saamstel. Hierdie konstitutiewe betekenisse dien as waarneembare lense om vas te stel in hoe ʼn mate skole in leerorganisasies kan ontwikkel, en of die WKOD se diensleweringmodel strook met sy oogmerk om skole in leerorganisasies te ontwikkel.
Ek analiseer vervolgens sekere WKOD diensleweringbeleide teen die konstitutiewe betekenisse om die relevansie om skole in leerorganisasies te ontwikkel vas te stel. Deur hierdie analise het ek ontdek dat nie alle beleide ten volle aan die vereistes van die konstitutiewe betekenisse voldoen nie. Derhalwe kom ek dus tot die gevolgtrekking dat die WKOD se siening van ʼn leerorganisasie fundementeel en konseptueel foutief is omdat die WKOD se diensleweringmodel werk binne die raamwerk van ʼn beheerde en gekontroleerde omgewing tot die nadeel van die interne ontwikkeling van skole. Die onderhoude se interpretasie in verhouding met die vyf konstutiewe betekenisse en beleidsdokument het verdere inligting aangaande die hoofnavorsingsvraag of die WKOD se dienslewering model genoegsaam is om skole in leerorganisasies te ontwikkel verskaf.
Ek argumenteer dat hierdie skewe siening (beeld) mag gedeeltelik daartoe bygedra het tot die WKOD se enkel eensydige bestuurstyl tot hul diensleweringmodel as gevolg van die sterk klem op onderdanigheid eerder as samewerking wat ʼn ideale spangees tussen skole en die WKOD teweeg kan bring. Op grond van die konstitutiewe betekenisse wat ek geformuleer het, doen ek aan die hand dat die WKOD se
diensleweringmodel hulself bevoordeel, eerder as die belange van onderwysers en klaskamer praktyk.
Derhalwe doen ek ʼn paar aanbevelings aan die hand om hierdie leemtes aan te vul en voorsien riglyne om skole in leerorganisasies te ontwikkel. Die hoofargument van hierdie ondersoek is dat beraadslagende demokrasie die WKOD se siening van „n leerorganisasie aansienlik kan verbeter. „n Sleutel aspek van die ontwikkeling van skole in leer organisasies mag begin by die instelling van beter vorme van kommunikasie wat elemente soos reflektiewe besprekings, kommunikatiewe vryheid, konsensus and besluitneming insluit. Hierdie elemente vorm die basis van wat ʼn leer organisasie behels. Dit kan derhalwe die beste gedoen word deur beraadslagende demokrasie met sy klem op publieke argumentering met gelyke geleenthede en die klem op die daarstelling van ooreenstemmende oordeel. Hierdie studie suggereer that die WKOD die idée van beraadslagende demokrasie as ʼn beginsel van kommunikasie moet aanneem wat die mees ideale vorm van demokrasie is wat hulle kan ondersteun om skole in leer organisasies te ontwikkel.
Books on the topic "Education - South Africa - Aims and objectives"
1
Dostal, E. The long-term future of education in South Africa. University of Stellenbosch, Institute for Futures Research, 1989.
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2
Kruss, Glenda. People's education in South Africa: An examination of the concept. Centre for Adult and Continuing Education, University of the Western Cape, 1988.
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3
Alexander, Neville. Education and the struggle for national liberation in South Africa: Essays and speeches. Skotaville, Educational Division, 1990.
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4
Education and the struggle for national liberation in South Africa: Essays and speeches. Africa World Press, 1992.
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5
Post-apartheid education: Towards non-racial, unitary, and democratic socialization in the new South Africa. University Press of America, 1993.
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6
Favish, Judith. The possible aims and objectives for, and the organisation and implementation of, an adult basic education programme in South Africa. typescript, 1987.
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7
Dirk, Badenhorst, ed. Introduction to education for South African teachers: An orientation to teaching practice. Juta & Co., 1997.
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8
Council, Human Sciences Research, ed. Community, self and identity: Educating South African university students for citizenship. HSRC Press, 2012.
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9
author, Blank Molly, ed. How to fix South Africa's schools: Lessons from schools that work. Bookstorm, 2014.
Find full textBook chapters on the topic "Education - South Africa - Aims and objectives"
1
Engelbrecht, A. S., H. J. Steyn, and M. M. Makunye. "The aims of the South African education system and the educational objectives of the BRICS organisation: Are they informing each other?" In A New Dawn. AOSIS, 2020. http://dx.doi.org/10.4102/aosis.2020.bk146.10.
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2
Polaine, Andy. "Creative Waves." In Social Computing. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-984-7.ch069.
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The past few years have seen the promise of online collaboration vastly augmented by developments in online technologies and emerging creative practices. Through our work with the Omnium Research Group, the authors argue that design should never be a solitary activity and benefits from many levels of collaboration - never more so than when dealing with complex issues facing today’s world. The highly connected global society in which many of us now live frequently uses web-technologies to enhance nearly every facet of day-to-day life. The authors strongly believe that design education should not isolate itself from such communal and collaborative potential. This chapter explores what happens when online creative collaboration is applied to a realworld design project tackling critical health issues affecting local communities in Africa. It offers an account of the most recent, fully-online Creative Waves project - Visualising Issues in Pharmacy (VIP) that saw over 100 graphic designers join forces with a similar number of pharmacists from over 40 countries worldwide to produce graphic proposals for public awareness campaigns about six health issues seriously affecting the people of a village community in Kenya. The three-month VIP project is explained in relation to its aims, objectives and graphic outcomes, as well as the online environment in which it took place. Creative Waves is a concept created in 2005 by the Omnium Research Group, based at The University of New South Wales in Australia, to form online communities of design students from many institutions around the globe. Consisting an array of enthusiastic students, teaching staff, professional practitioners and luminaries invited as special guests, these online creative communities have proved that amazing results can be produced through careful facilitation between distanced individuals who will most likely never meet. The Creative Waves concept has to date been offered twice in collaboration with Icograda and the Icograda Education Network.
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van der Westhuizen, Thea, and Sthokozile Luthuli. "Developing Entrepreneurial Competencies for Secondary Schools as Social Enterprises." In Developing Entrepreneurial Competencies for Start-Ups and Small Business. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2714-6.ch011.
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The chapter is written from an Afrocentric perspective with a focus on South Africa and aims to investigate the potential of developing a school as a social enterprise while developing entrepreneurial competencies of the school's internal and external environments. Research objectives were set to determine perceptions of educators on learners' and their own involvement in the school's strategic management process, to explore critical organisational aspects that can engage educators in active decision making and educators' view of the current role they play within the decision-making process. It was found that secondary schools within a South African context, as mostly not viewed as a potential social enterprise and that educators have limited entrepreneurial competencies, which can contribute to strategic development of the school. It is recommended that the school's internal and external environment should be included to develop the school as a social enterprise with strategies to alleviate poverty and instill a mindset of entrepreneurial competence among youth and the community alike.
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Garidzirai, Rufaro. "An Analysis of Economic Determinants and Crime in Selected Gauteng Local Municipalities." In Standard of Living, Wellbeing, and Community Development [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96339.
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The relationship between macroeconomic objectives and crime is intertwined and cannot be overemphasized. This subject has created an endless debate and at the centre of this debate is what causes the other? In contributing to this academic debate, the current study investigates the impact of macroeconomic objectives on crime. Furthermore, the study examined the question “what causes the other?”. In achieving these two aims, the study employed a Pooled Mean Group and the Granger Causality analysis from 1996–2019. The Pooled Mean Group results reveal that poverty and inequality are the main causes of crime in the Gauteng province. On the other hand, economic growth, education and employment reduces crime. Since Gauteng is the economic harbor of Africa, many jobs should be created therein to reduce poverty and inequality that have a negative impact on crime.
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Tyilo, Nonzukiso, and Jenny Shumba. "Guidance and Counselling Through the Teaching of Life Orientation." In Addressing Multicultural Needs in School Guidance and Counseling. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch013.
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The education system in South Africa is exacerbated with challenges that influence the effective teaching and learning in school, for example, discipline, substance abuse, teenage pregnancy, low self-esteem, lack of positive role models, peer pressure, poor study habits, poverty, etc. Guidance and counselling nurture learners to make informed decisions and about life and this deepens learners' self-knowledge, beliefs, interests, etc. Since the dawn of democratic government in South Africa, guidance was phased out in schools and replaced with Life Orientation (LO). LO as a compulsory subject focuses on self in relation to others and society. It addresses skills, knowledge, and values for people to adopt a healthy lifestyle, involved in solving problems and make informed decisions. The teaching LO in schools prepares and empowers learners to become responsible citizens. The chapter aims to help LO teachers to understand the key role of LO in schools, in the midst of the challenges.
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Ganiyu, Idris Olayiwola, and Adeshina Olushola Adeniyi. "Wicked Problem and Gender Inequality in the Educational Sector." In Advances in Religious and Cultural Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2385-8.ch008.
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Since the coinage of the term ‘wicked problem' in the 1970s, various dimensions of the concept have emerged. Various social ills such as inequality, political instability, terrorism, diseases, famine, poverty, and corruption are considered as wicked problem. Many of the wicked problems are so called because of their complexities and difficulties of finding solutions to the problems. A major wicked problem that is pervasive in many African countries is gender inequality in education. Universal access to education for girls and boys is one of the objectives of the Millennium Development Goals (MDGs). In addition, the Sustainable Development Goals (SDGs) also emphasized quality education and gender equality as two of the main agendas that should be achieved by developed and developing countries. This chapter explores the gender inequality in the educational sector in selected Sub-Saharan African countries. A comparative analysis of the inequality on school enrollment in Kenya, Nigeria, and South Africa was explored. The implication for policy and practice is discussed in this chapter.
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Khane, Caroline Pade, Ingrid Siebörger, Hannah Thinyane, and Lorenzo Dalvit. "The Siyakhula Living Lab." In Regional Development. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0882-5.ch311.
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Rural development and poverty alleviation are a priority for development in South Africa. Information and knowledge are key strategic resources for social and economic development, as they empower rural communities with the ability to expand their choices through knowing what works best in their communities. Information Communication Technologies (ICTs) act as tools which enable existing rural development activities. The Siyakhula living lab (SLL) aims to develop and field-test a distributed, multifunctional community communication platform, using localization through innovation, to deploy in marginalized communities in South Africa. The project exists as research collaboration between the Telkom Centres of Excellence at the University of Fort Hare and Rhodes University. Its current pilot operates in the Mbashe municipal area, which is a deep rural area located along the wild coast of the Eastern Cape province of South Africa. The Dwesa-Cweba Nature Reserve acts as a chief asset in the community, which contributes to tourism development. However, the community is currently not actively involved in tourism development; but potential exists in local arts, crafts, and authentic heritage tourism. Therefore, the SLL aspires to empower the community with appropriate communication technology skills to actively support tourism development and other complementary development activities, such as, education. The lessons learned and applied in the project’s current pilot stage identify techniques and approaches that aim to promote the effectiveness and sustainability of the ICT project in a rural context. These approaches and techniques are viewed and described from social-cultural, institutional, economic, and technological perspectives.
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Emberly, Andrea, and Mudzunga Junniah Davhula. "Dancing Domba." In Transforming Ethnomusicology Volume II. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197517550.003.0010.
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The domba school of girls’ initiation is recognizable to many ethnomusicologists from John Blacking’s historic work in Venda communities in South Africa in the 1950s. Blacking’s study illuminated the central role of music in children’s lives in Venda communities. However, at present, domba and the unique songs and stories of Venda childhood are highly endangered, with significant ramifications for contemporary children’s education, cultural practices, and well-being in Venda communities. This chapter explores collaborative research that aims to draw together ethnomusicological methodologies such as audio and video documentation with community-driven efforts to embed the teaching and learning from domba into the school curriculum. Because children have historically been viewed as research objects, rather than participants, this collaborative effort highlights the significance of including children and young people in the research process. By connecting music to a broader cultural context, our research explores the emotional, physical, and socio-cultural transition from childhood to adulthood that is embodied musically in initiation schools and through the transmission of traditional Venda children’s musical arts practices (song, dance, instrumental performance). Our research aims to contribute to knowledge about critical issues, including the connection of well-being to arts education and the sustainability of intangible cultural heritage through unique and collaborative methodologies that prioritize the engagement of children and young people.
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Michalopoulos, Constantine. "Aid and Development in the 1990s." In Ending Global Poverty. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850175.003.0002.
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Momentous political and economic events shook the established world order during the early 1990s and shaped the future course of aid and development. In 1991, the peaceful demise of the Soviet Union ushered a period of international cooperation on global issues. Reducing poverty became the central objective of global institutions. A new theme was emerging from these declarations: the developing countries had to take charge of their own destiny. They should be in the driver’s seat in shaping plans and programmes to reduce poverty. Aid should be used to address partner country objectives not to promote developed country political and economic interests. And a number of global UN conferences were articulating a new international consensus on goals to be achieved in many areas including education, the environment, and the status of women. But by the middle of the decade, on the ground reality still differed greatly from these lofty pronouncements. The burden of debt had not been fully lifted from poor countries; aid allocation had not adapted significantly to reflect changing developing country needs; and old-style aid continued to suffocate developing country governments and impede progress. This chapter first summarizes the development progress and the varying needs for external assistance of different groups of developing countries in the 1990s. Next, the emerging consensus on how to best utilize economic assistance to reduce poverty is discussed. Finally, the chapter addresses the issue of how to bridge the disconnect between global pronouncements reflecting international goodwill and the continuing challenges of poverty affecting hundreds of millions, especially in sub-Saharan Africa and South Asia.
Conference papers on the topic "Education - South Africa - Aims and objectives"
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Nthejane, Lebogang. "REFLECTIVE OBSERVATIONS ON THE DESIGN AND STUDIO ART PROGRAMME AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end047.
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The Central University of Technology (CUT) in South Africa compels that all programmes without a Mathematics module to offer Numeracy to first-year students. Initially, the Department of Mathematical and Physical Sciences at CUT was requested to facilitate this module from 2014 within the first semester. However, Numeracy was offered in a general manner without considering the applicability to the Design and Studio Art programme. The aim of this study was to revise the current curriculum and modify it to be applicable to the Design and Studio Art programme. Thus, the objectives of this study were firstly, to identify the gap in the current curriculum, which related to mathematical concepts within the Numeracy module which seemed to be not applicable to this programme. Secondly, to identify the mathematical concepts within the Numeracy module that could possibly be applicable to this Programme and modify them, accordingly. These concepts were identified as geometry, ratios and proportions, scale drawings, grid system, units and conversions. The final objective of this study related to the teaching of these concepts into the programme. The purpose of this paper report on the reflective observations on the revision and modification of the curriculum, more specifically on the application of these concepts in the Drawing module of the Design and Studio Art programme. A qualitative research approach was employed through reflective observations by the lecturer in the drawing lesson of 38 students who were enrolled on this programme. An analysis was further done on students’ abilities to apply mathematical concepts in their drawing project and what they have learnt in the Numeracy module. Findings revealed students’ abilities to apply mathematical concepts with ease- this after the lecturer explained the relations amongst these concepts to drawing. It appeared as though this intervention benefited mostly the students who were struggling with drawing. A key recommendation is that the application of the stated mathematical concepts be practiced in other modules within the Design and Studio Art programme at CUT.
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"South Africa’s Quest for Smart Cities: Privacy Concerns of Digital Natives of Cape Town, South Africa." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4071.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The objective of this study is to investigate the impact of awareness, perceived benefits, types of data collected and perceived control on the privacy concerns of digital natives living in what is considered the smart city of Cape Town, South Africa. Background: Smart city projects have been known to bring benefits such as sustainable economic development to cities. However one may wonder what and how certain factors influence the privacy concerns that come along with the implementation of smart cities particularly in the African context. In a time when information can be easily transferred, accessed and even shared, it is no surprise that people may have inclinations to be very protective of their personal information. Methodology: The study is quantitative in nature. Data has been collected using an online survey and analysed statistically. Contribution: This study contributes to scientific literature by detailing the impact of specific factors on the privacy concerns of citizens living in an African city Findings: The findings reveal that the more impersonal data is collected by the Smart City of Cape Town, the lower the privacy concerns of the digital natives. The findings also show that higher the need of the digital natives to be aware of the security measure put in place by the city, the higher their privacy concerns Recommendations for Practitioners: Practitioners (i.e. policy makers) should ensure that it is a legal requirement to have security measures in place to protect the privacy of the citizens while col-lecting data within the smart city of Cape Town. These regulations should be made public to appease any apprehensions from its citizens towards smart city implementations. Less personal data should also be collected on the citizens. Recommendation for Researchers: Researchers should further investigate issues related to privacy concerns in the context of African developing countries as they have unique cultural and philosophical perspectives that might influence how people perceive privacy. Impact on Society: Cities are becoming “smarter” and in developing world context like Africa, privacy issues might not have as a strong influence as is the case in the developing world. Future Research: Further qualitative studies should be conducted to better understand issues related to perceived benefits, perceived control, awareness of how data is collected and level of privacy concerns of digital natives in developing countries.
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Luyinda, R., M. E. Herselman, and G. H. K. Botha. "IT Control Objectives for Implementing the Public Finance Management Act in South Africa." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3187.
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This paper presents the proposed IT Control objectives for implementing the Public Finance Management Act of 1999 (PFMA) for the Republic of South Africa. The aspects covered in this paper show the main concerns of accounting officers in implementing the PFMA. The ability of IT Control Objectives for Information and related Technology (COBIT) to enable the participation of IT in the design and implementation of internal control over financial reporting for the PFMA is a major finding presented in this paper. However, this area of research is new and further studies to inform the responsibility of IT in facilitating the implementation of the PFMA need to be undertaken. This paper is a maiden effort in that direction.
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Tshinu, Simon, Gerrit Botha, and Marlien Herselman. "An Integrated ICT Management Framework for Commercial Banking Organisations in South Africa." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3271.
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This article explores the possibility of integrating some of the most referenced ICT Management Frameworks in managing ICT infrastructure in the banking sector. This was done by identifying core components that it should address and the related frameworks that need to be applied at each component. In this context, this article is also prompting further research in managing ICT infrastructure through an integrated ICT Management Framework. Information and Communication Technology (ICT) infrastructure needs to be regarded as the integration of different components that interact with one another directly and indirectly for sustainability of organisation’s objectives. For the organisations that rely intensely on ICT, such as in the banking industry, it is a necessity to develop practices and tools such as integrated ICT Management Framework that collect best practices found in different ICT Management Frameworks and combine them to business objectives that direct ICT strategies, technologies, and management practices for better management of ICT infrastructure.
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"Business Priorities Driving BYOD Adoption: A Case Study of a South African Financial Services Organization." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4284.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Bring your own device (BYOD) provides opportunities for both the organization and employees, but the adoption of BYOD also introduces risks. This case study of an organization’s BYOD program identifies key positive and negative influences on the adoption decision. Background: The consumerization of IT introduced the BYOD phenomenon into the enterprise environment. As mobile and Internet technologies improve employees are opting to use their personal devices to access organizational systems to perform their work tasks. Such devices include smartphones, tablets and laptop computers. Methodology: This research uses a case study approach to investigate how business priorities drive the adoption of BYOD and how resulting benefits and risks are realized and managed by the organization. Primary empirical data was collected using semi-structured interviews with 15 senior employees from a large South African financial services organization. Policy documents from the organization were analyzed as secondary data. Contribution: Thematic analysis of the data revealed six major themes: improving employee mobility; improving client service and experience; creating a competitive industry advantage; improving business processes; information security risks; and management best practices. Findings: The themes were analyzed using the Technology-Organization-Environment (TOE) framework, showing the key positive and negative influences on the adoption decision. Recommendations for Practitioners: Organizations need to clearly understand the reasons they want to introduce BYOD in their organizations. The conceptual framework can be applied by practitioners in their organizations to achieve their BYOD business objectives. Recommendations for Researchers: BYOD remains an important innovation for organizations with several aspects worthy of further study. The TOE framework presents a suitable lens for analysis, but other models should also be considered. Impact on Society: The findings show that organizations can use BYOD to improve client service, gain competitive advantage, and improve their processes using their digital devices and backend systems. The BYOD trend is thus not likely to go away anytime soon. Future Research: The applicability of findings should be validated across additional contexts. Additional models should also be used.
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Louw, Jaysveree M. "CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.
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At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.
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van der Walt, Jacobus, Albertus Buitendag, Jannie Zaaiman, and J. C. Jansen van Vuuren. "Community Living Lab as a Collaborative Innovation Environment." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3339.
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A Living Lab is a new way to deal with community-driven innovation in real-life contexts. The Living Lab concept is fuelled by knowledge sharing, collaboration and experimenting in open real environments. This research explores the sustainable development of community Living Labs within a South African context. The members of rural communities need sustainable development support in order to create jobs and alleviate poverty. In order to do so they need an open multidisciplinary research and systems thinking support environment which is facilitated in the Living Lab environment. The Living Lab approach provides its user group with an opportunity to develop a much deeper understanding of how the various components in their functional environment operate and interrelate. In the research community the Living Lab concept seems to be gaining increasing acceptance as a way to deal with innovation and to get insight into the innovation process. Several Living Labs are currently connected in a network of Living Labs, both in Europe and in South Africa aiming to share best practices and lessons learned. Creating an innovative software based management model for Living Labs for the greater South African region is also part of the research objectives. This paper presents two interrelated frameworks for the establishment of a Living Lab within a South African context. The paper also highlights the important role of holistic Systems thinking in a Living Lab environment.
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Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.
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Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.
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Meyer, Johan, Hannelie Nel, and Nickey Janse van Rensburg. "Systems Engineering Education in an Accredited Undergraduate Engineering Program." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68038.
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Developing countries are mostly reliant on external technologies and this augments the need for systems engineering capability in these economies. It is therefore imperative that systems engineering as theory and practice is included in undergraduate engineering curricula to strengthen the internal technological capability of a country’s developing engineers. In South Africa, the quality of undergraduate engineering programs is governed by the Engineering Council of South Africa (affiliated under the Washington Accord); and the exit level outcomes of the programs are predetermined explicitly per module. Systems engineering was introduced to an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg; and a framework developed to ensure that the program still meets the requisite ECSA exit level outcomes and therefore international standards. This paper presents the design and implementation of the framework, as well as the challenges that students are exposed to when faced with real-world systems engineering practice. Students were grouped into independent product development teams using a software support tool which promotes diversity and skill-level targets for each team. The independent team structure required the use and application of the systems engineering process and supported the development of management and communication skills. Furthermore, the framework allowed assessment of the performance of each product development team towards achieving the overall project objectives. One of the accreditation requirements of undergraduate engineering programs is peer assessment and this was achieved by the process. The paper closes by presenting the results of the stated framework implementation in an undergraduate electrical engineering program offered in the Faculty of Engineering and the Built Environment at the University of Johannesburg.
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"How to Design Accounting Video Lectures to Recover Lost Time." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3985.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this study is to understand how the video lectures of the same length and content as the face-to-face lectures can be designed and implemented to have a positive effect on student performance; probably when the campus are shutdown. Background: In a number of South African universities protests by students are on the increase. Often, they lead to cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design with multiple baseline is used on two video lectures, to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures; and (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos; and (3) determine the factors that influence the effectiveness of the concerned video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance; and the factors associated to the effectiveness of such lectures; and complexity or straightness of the two video lectures used; and by providing possible solutions to the challenges identified, in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watched the video lectures. It is also found that the student performance is significantly associated to the student's commitment, prior performance, the quality of the content, and the organisation or design of the video lectures. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed, and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures may not be used. Recommendation for Researchers: Other researchers may replicate this study using short length videos of better quality and appropriate length, which may incorporate current issues, games, be interactive and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selected treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.