Relevant bibliographies by topics / Higher Curricula South Africa Case studies

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Higher Curricula South Africa Case studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Higher Curricula South Africa Case studies"

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Khohliso, Xolani, Adelheid Marie Bwire, Pamela Ngugi, Florence Abuyeka Miima, and Hamisi Babusa. "State of African Languages Teaching and Learning in Higher Education in Kenya and South Africa." Journal of Languages and Language Teaching 12, no. 3 (2024): 1119. http://dx.doi.org/10.33394/jollt.v12i3.10787.

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African languages have long been marginalized and underrepresented in higher education curricula, in Africa and globally. However, there is a growing recognition of the significance of African languages in academic settings, particularly as a means of preserving and promoting cultural heritage and facilitating communication and knowledge transfer among diverse communities. Studies have shown that language plays a critical role in shaping individuals' identities and their ability to access and engage with education. Therefore, there is a dire need for inclusion of African languages in higher ed
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Ntshangase, TC Mabusela MS Nzima DR. "Managing Challenges Faced By South African Higher Education Institutions In Implementing Pre-Service Teacher Education Curricular." Multicultural Education 8, no. 7 (2022): 88. https://doi.org/10.5281/zenodo.6908272.

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<em>This study was informed by the persistent challenges faced by South African higher education institutions in implementing pre-service teachers&rsquo; programmes. Briefly, objectives of the study were to (a) identify the challenges faced by South African higher education institutions in the curriculum implementation for pre-service teachers&rsquo; preparations; (b) find out how the South African higher education institutions address the challenges they face in implementing the curriculum for pre-service teachers&rsquo; preparations; and (c) investigate the views of academic staff on continu
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Mantashe, Lunga. "Do universities have the articulation of college programmes in mind when reviewing their academic curricula?" Journal of Vocational, Adult and Continuing Education and Training 7, no. 1 (2024): 24. http://dx.doi.org/10.14426/jovacet.v7i1.392.

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In order to articulate academic programmes from college to university effectively, the curricula of the two institutional structures must be aligned. Studies show that this is not always the case, despite the existence of national and sectoral policies that are intended to promote alignment. In grappling with this reality, this study explored the level of interface of academic programmes between TVET (technical and vocational education and training) colleges and a comprehensive university in South Africa. It also investigated whether, and the extent to which, university policies and actors con
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Msomi, XA Mabusela MS Ntshangase TC. "Confronting Challenges Of Implementing Accounting Curriculum In A Context Of Curriculum Change In Selected South African Township Secondary Schools." Multicultural Education 9, no. 3 (2023): 1. https://doi.org/10.5281/zenodo.7707139.

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<em>This study engaged on the persistent challenges encountered by Accounting teachers oncurriculum implementation due to the ever-evolving curriculum since the introduction of a democratic state in South Africa. This study was underpinned by Piaget&rsquo;s theory of cognitive development, transformation theoryand Maslow&rsquo;s theory of motivation. The study utilised a qualitative case study design. Through purposive sampling, seventeen Accounting teachers and five principals were selected from seventeen township secondary schools which represented (10%) of secondary schools offering Account
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Saldanha, June. "A Second Chance: The University of Cape Town's Diploma in Education." Gateways: International Journal of Community Research and Engagement 2 (November 3, 2009): 178–90. http://dx.doi.org/10.5130/ijcre.v2i0.1171.

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This paper describes a curriculum that gives men and women from predominantly black working class communities a second chance to acquire a formal qualification at a higher education institution in South Africa. The curriculum provides the space for adult students to think critically about themselves and their practice and to develop a confident voice to express themselves. Through this process they develop both learner and educator identities and begin to see how the two intersect. The paper gives some of the historical background of the course, and shows how lecturers who have taught on the p
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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 7, no. 2 (2024): 4. https://doi.org/10.14426/jovacet.v7i2.422.

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Dr George Afeti George Afeti is a mechanical engineer and skills development expert. He is a former university teacher, polytechnic principal and secretary-general of the Association of Technical Universities and Polytechnics in Africa. He recently served as a skills development advisor to the African Union Development Agency. Mr Steven Bainbridge From 1996 to 2024, Steven Bainbridge served as an expert at CEDEFOP (Europe’s vocational education and training (VET) agency) writing and contributing to reports and briefing notes on European VET policy, skill supply and demand, statistical indicato
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Khuzwayo, Mamsi Ethel, and Kwanele Booi. "Transformation of Assessment of the Pre-Service Life Sciences Teachers: Issues of Curriculum Development in Education and Training in South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 44–60. http://dx.doi.org/10.26803/ijlter.20.7.3.

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The Department of Higher Education intends to transform the traditional education theories and practices in the education and training of teachers for the twenty-first century. The attributes of a competent and qualified teacher underpin the envisaged changes in the curriculum to aptly prepare teachers. However, the realizations of the intentions of the department appear to be in vain. Accordingly, the current case studies conducted through qualitative procedures aimed to investigate how teacher educators adhere to the proposals of the Minimum Requirement of Teacher Education Qualifications (M
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Holness, Dave. "Improving Access to Justice Through Compulsory Student Work at University Law Clinics." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 16, no. 4 (2017): 327. http://dx.doi.org/10.17159/1727-3781/2013/v16i4a2417.

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In this paper an analysis is offered of compulsory so-called "live client" clinical legal education as part of the LLB as a means of improving access to justice for the indigent. This study first explores the factors which motivate which the establishment of a year’s compulsory community service during the LLB studies, and making clinical legal education compulsory. The motivation includes inducing law students and graduates to aid in the achievement of access to justice. The research then focuses on what the value of community service is in higher education generally. In the South African civ
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Windapo, Abimbola, and Nnedinma Umeokafor. "Editorial." Journal of Construction Business and Management 5, no. 2 (2022): v—vii. http://dx.doi.org/10.15641/jcbm.5.2.1309.

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Introduction &#x0D; This is the tenth issue of the Journal of Construction Business and Management, a combination of the regular issue and a special issue of selected papers from Construction Business and Project Management CBPM 2021 conference proceedings. This issue contains five blind double peer-reviewed articles by seventeen scholars in Nigeria, South Africa, and Malaysia covering strategic management, environmental pollution, compliance with building standards, dispute resolution, and performance management. Despite the difference in the topics, one of the key issues highlighted by the p
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Bell, Diane, and Estelle Swart. "Learning Experiences of Students Who Are Hard of Hearing in Higher Education: Case Study of a South African University." Social Inclusion 6, no. 4 (2018): 137–48. http://dx.doi.org/10.17645/si.v6i4.1643.

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Students who are hard of hearing (HOH) are being granted access to university increasingly, yet they remain significantly under-represented and under-supported, often resulting in poor academic outcomes with elevated levels of attrition. This situation places a growing obligation on universities to improve the support provided to these students in order to have a positive influence on their overall academic experience and eventual economic independence. This trend is relevant to South Africa, where Higher Education Institutions (HEIs) are accepting and registering students with a hearing loss
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Dissertations / Theses on the topic "Higher Curricula South Africa Case studies"

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Crafford, S. "A curriculum framework for consumer learning at a higher education institution." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3173.

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Thesis (PhD (Education)--University of Stellenbosch, 2006.<br>287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.<br>ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis wa
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Tyilo, Nomakula. "Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5829.

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This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of th
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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.

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Thesis (MPhil)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have dif
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Grant, Rose. "A phenomenological investigation into lecturers' understanding of themselves as assessors at Rhodes University." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/300/.

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Sutherland, Alexandra. "Writing, identity, and change : a narrative case study of the use of journals to promote reflexivity within a Drama Studies curriculum." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1004384.

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The study adopts a case study examination of three student reflective joumals written about class and field based applied Drama experiences over one year. The journals were written as part of a curriculum outcome to develop reflective practice, for one Drama Honours paper (Educational Drama and Theatre) at Rhodes University Drama Department, South Africa. Based on a narrative inquiry approach, the study documents the changes in identity, discourse, and representation of self and other, which emerge through the journal writing process. The research analyses how identities are constructed throug
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Sutherland, G. "A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1368.

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Thesis (PhD (Curriculum Studies))-- University of Stellenbosch, 2009<br>ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering introduction programmes offered at a higher education institution, using a case study design. The South African government is attempting to redress the social inequalities which prevailed in the education sector during the apartheid era. One of their efforts has involved the widening of access to diverse groups in society in order to increase participation within the higher education sector. However, many students attempting
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Jooste, Susina M. "A curriculum framework for continuing professional development in culinary studies." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/645.

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Van, Schalkwyk Susan C. "Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/920.

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Mettler, Edwina Michelle. "Science teachers' experience of the transition process from general education and training to further education and training : a multiple case study." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86568.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers ar
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Essa, Ilhaam. "Possible contributors to students’ non-completion of the postgraduate nursing diploma at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5158.

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Research report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.<br>Bibliography<br>ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutiona
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Books on the topic "Higher Curricula South Africa Case studies"

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Chimanikire, Donald P. Youth and higher education in Africa: The cases of Cameroon, South Africa, Eritrea, and Zimbabwe. Council for the Development of Social Science Research in Africa, 2009.

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P, Chimanikire Donald, and Codesria, eds. Youth and higher education in Africa: The cases of Cameroon, South Africa, Eritrea, and Zimbabwe. Council for the Development of Social Science Research in Africa, 2009.

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P, Chimanikire Donald, and Codesria, eds. Youth and higher education in Africa: The cases of Cameroon, South Africa, Eritrea, and Zimbabwe. Council for the Development of Social Science Research in Africa, 2009.

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Human Sciences Research Council. Education, Science and Skills Development Research Programme., ed. Postgraduate student retention and success: A South African case study. HSRC Press, 2007.

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Vahrushina, Alina. Sustainable development in higher education: accounting, analytical and educational context. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2129775.

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The concept of sustainable development is a universally recognized paradigm of our time, and the field of higher education in this regard acts as an important environment for the implementation of international projects and national programs aimed at achieving the Sustainable Development Goals (SDGs) of the United Nations. The monograph reveals two main directions in the context of which the activities of universities in the implementation of the sustainable development agenda are implemented: accounting and analytical and scientific and educational. The results of the analysis of the formatio
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Obakeng, Mabokela Reitumetse, and King Kimberly Lenease, eds. Apartheid no more: Case studies of Southern African universities in the process of transformation. Bergin & Garvey, 2001.

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Enseñanza universitaria sobre género y sexualidades en Argentina, Chile, China, México y Sudáfrica. Teseo, 2010.

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King, Kimberly Lenease. Apartheid No More: Case Studies of Southern African Universities in the Process of Transformation. ABC-CLIO, LLC, 2001.

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King, Kimberly Lenease. Apartheid No More: Case Studies of Southern African Universities in the Process of Transformation. ABC-CLIO, LLC, 2001.

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(Editor), Reitumetse Obakeng Mabokela, and Kimberly Lenease King (Editor), eds. Apartheid No More: Case Studies of Southern African Universities in the Process of Transformation. Bergin & Garvey, 2001.

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Book chapters on the topic "Higher Curricula South Africa Case studies"

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Fletcher, Margaret, and Ortrun Zuber-Skerritt. "Professional Learning with Academics: Case Studies from South Africa." In Professional Learning in Higher Education and Communities. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137455185_5.

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Manzira, Francis Mungofa, and Willard Munyoka. "Collaborative Postgraduate Studies in Higher Education: A Case Study of South Africa." In IFIP Advances in Information and Communication Technology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-74310-3_16.

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Ngakane, Bonny, and Benkosi Madlela. "A Transformative Framework for the Incorporation of Indigenous Knowledge Systems into the Curriculum in South Africa’s Higher Education Institutions: How do we Centre Historically Marginalised Knowers and Knowledge?" In Transforming Higher Education Scholarship after Covid-19 and in the Context of the 4th Industrial Revolution. UJ Press, 2024. http://dx.doi.org/10.36615/9781776490073-09.

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During the prolonged colonial and apartheid era in South Africa, local knowledge systems were subjugated and deliberately excluded from the higher education curriculum. After the 1994 independence, many studies called for the incorporation of Indigenous Knowledge Systems (IKS) into the formal curriculum. The study by Madlela and Ngakane developed a transformative framework for the incorporation of IKS in South Africa’s higher education curriculum to contextualise it. A detailed literature review of published journal articles and conference papers, books, dissertations, and theses inform the an
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Maditsi, Mothusiotsile Edwin, and Monicca Thulisile Bhuda. "Decolonising and Humanising Pedagogies in South African Postgraduate Education." In Advances in Information Quality and Management. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7024-4.ch015.

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Indigenous knowledge systems (IKS) have been marginalized in higher education institutions that have mostly followed Western paradigms of teaching, learning, and research. The prevalence of western pedagogies and worldviews has prompted certain stakeholders, such as the #FeesMustFall movement, to ask for the decolonization and humanization of South African higher education institutions' curricula. This chapter employed a qualitative document analysis (QDA) method to investigate how IKS could be used as a foundation for decolonizing and humanizing pedagogies at South African universities. It us
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Meda, Lawrence. "Curricula: International Higher Education (South Africa)." In Bloomsbury Education and Childhood Studies. Bloomsbury Publishing, 2019. http://dx.doi.org/10.5040/9781350996267.0025.

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Mosina, Dineo Felicia. "Teaching Higher Education History Teachers on Indigenizing the Curriculum." In Indigenous Teaching Disciplines and Perspectives for Higher Education. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-9296-6.ch005.

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Systemic marginalization plays an integral role in how the minority being women and the last race African women are subjected to misrepresentation or underrepresented within the curricula not an isolated phenomenon that occurs only in Higher Education but as well as Basic Education curricula. Furthermore, Higher Education History teachers themselves at university should be seen to be accountable to the ways in which knowledge is represented, and how particular material worlds are enacted for students within the curricula they teach. The methodology employed in this study is a qualitative case
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Ajani, Oluwatoyin Ayodele. "8. Decolonising Teacher Education Curriculum in South Africa: The Realities and Challenges in Higher Education." In Theorising Curriculum in Unsettling Times in African Higher Education. UJ Press, 2024. http://dx.doi.org/10.36615/9781776460618.08.

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In South Africa’s context, the curriculum is critical to teacher education for the preparation of pre-service teachers who will be change agents in the country’s education sector. There is a growing demand for the decolonising of the teacher education curriculum, as a paradigm shift from a Eurocentric-dominated curriculum which spans from the apartheid era to the present democratic period in South African society. As posited by various extant studies, education had been used as a tool for the segregation and oppression of black people during the apartheid era in South Africa. Studies affirm th
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Mendoza, Arturo. "Promoting Student-Centred Language Learning Via eTandem The Case of Mexican and South African Students." In Studi e ricerche. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-529-2/005.

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eTandem is a type of virtual and synchronic way of learning an additional language in collaboration with peers who speak the target language and who are also learning their counterparts’ language. eTandem is usually incorporated as part of the activities that students have to complete whilst learning a language. However, these virtual activities are seldom part of the curriculum or the course syllabus and they are hardly ever part of the assessment process. The aim of this paper is to highlight the benefits of learning a language as the means of promoting a student-centred learning approach th
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Akhurst, Jacqueline, Lindy Wilbraham, Lisa Saville Young, and Benita Bobo. "Case Studies of Community-Based Service Learning in Honors Psychology at Rhodes University, South Africa." In Innovations in Higher Education Teaching and Learning. Emerald Publishing Limited, 2022. http://dx.doi.org/10.1108/s2055-364120220000047002.

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Myeni, Sifiso. "The State of Educator Skills and the Teaching Curricula During and Post COVID-19 in South Africa's Higher Education Sector." In Accessibility of Digital Higher Education in the Global South. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9179-9.ch010.

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This chapter will first discuss the Kurt Lewin change management model to provide some of the change to management processes that the education sector, as well as individuals within this sector, had to experience during this period. Covid-19 experiences in the global arena will be looked at and various practices drawn from dynamic and versatile countries around the globe. Further, the effect of Covid-19 on Africa's education system will be discussed with specific reference to the case study of Ethiopia. The South African higher education context, the state of skills and resource provision will
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Conference papers on the topic "Higher Curricula South Africa Case studies"

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Dhaouadi, Khansa, and Pierre Leclercq. "Rethinking architectural education to foster Sustainability: Literature Review of emerging trends and pedagogical approaches." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17360.

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Through a comprehensive literature review, this paper sheds light on emerging trends and innovative pedagogies to foster sustainability in architectural education worldwide. Over 700 published research outputs are analyzed and 250 are selected for this research. These considerations have been integrated across countries in North and South America, Europe, Asia, Africa, and Australia with a focus on both macro and micro scales. The findings show that 60% of the papers use case studies to evaluate the impact of sustainability education, while theoretical discussions and investigations only repre
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Lynch, Kathy, Aleksej Heinze, and Elsje Scott. "Information Technology Team Projects in Higher Education: An International Viewpoint." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3059.

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It is common to find final or near final year undergraduate Information Technology students undertaking a substantial development project; a project where the students have the opportunity to be fully involved in the analysis, design, and development of an information technology service or product. This involvement has been catalyzed and prepared for during their previous studies where the students have been told and shown how to develop similar systems. It is the belief that only through this ‘real’ project do they get the chance to experience something similar to what is expected of them whe
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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 priv
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Reports on the topic "Higher Curricula South Africa Case studies"

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, rec
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