To see the other types of publications on this topic, follow the link: Higher Curricula South Africa Case studies.
Journal articles on the topic 'Higher Curricula South Africa Case studies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Higher Curricula South Africa Case studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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 education curricula to promote cultural diversity and equity in education. The use of African languages can enhance the relevance and impact of academic research and facilitate greater community participation in educational programmes. This article critically analyses the status of teaching and learning African languages in 2 institutions of higher education in Kenya and South Africa. It adopted a qualitative methodology and comparative case study as a design. It generated data through documents analysis . The study revealed that the two countries are not at the same level in implementing African languages in their curriculum. Whereas universities in South Africa have African languages Programmes, the Universities in Kenya have no such programmes. Moreover, there are several challenges , including lack of resources and infrastructure to support language instruction and research, as well as a need for greater support for African languages in academic institutions. This study, concludes that the significance of African languages in higher education curriculum cannot be overstated. By promoting linguistic diversity, cultural heritage, , and enhancing the relevance and impact of academic research, the inclusion of African languages in higher education curricula can contribute significantly to the advancement of knowledge and equity in education.
2
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.
Full textAbstract:
<em>This study was informed by the persistent challenges faced by South African higher education institutions in implementing pre-service teachers’ 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’ preparations; (b) find out how the South African higher education institutions address the challenges they face in implementing the curriculum for pre-service teachers’ preparations; and (c) investigate the views of academic staff on continuous curriculum review for pre-service teachers’ preparation. Interpretive paradigm was well suited to the study that used a qualitative approach and case study method. Purposive sampling was also used to select Sixteen (16) academics as participants to this study. In-depth interviews were instruments in data collection. Through constructivist learning and experiential learning as theoretical framework, lack of contemporary material and equipment were noted while the rapid evolution of technology and lack of technical support were identifiedas findings of the study. Weak internet access, staff shortages, inadequate mentoring of pre-service teachers during teaching practice; were among the chief findings of the study. </em> <em>Originality/value: This is the only study that proposes the strategies that may be used to manage the challenges faced by rural South African higher education institutions in implementing pre-service teacher education curricularin the northern part of one of the provinces in South Africa. Other studies that have been conducted were used only to identify challenges that hinder the curricular implementation</em>
3
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.
Full textAbstract:
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 considered college programmes during their curriculum-review processes. Document analysis and semi-structured interviews were used to gather qualitative data. It was found that, instead of considering college curricula, curriculum review was driven by professional bodies, market demands and relevance. Moreover, institutional actors did not have the required agency to engage with the current misalignment of college–university academic programmes or curricula. The implication is that, while necessary, university policies for promoting academic curricula for articulation and programme interface are not adequate for resolving the problem of the misalignment between college and university curricula. To facilitate the interests of agents in articulation, the articulation officers at institutions of higher learning must ensure that articulation policies are in place in departments and that curriculum designers and related stakeholders are imbued with articulation principles during the review and realignment of curricula.
4
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.
Full textAbstract:
<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’s theory of cognitive development, transformation theoryand Maslow’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 Accounting. Semi-structured interviews and document analysis were used to generate data. Data was analysed using thematic content analysis which is mostly used in qualitative research studies. The findings revealed that many Accounting teachers have not adapted to the pedagogical content of the new curriculum due to the numerous fundamental challenges. The study recommended amongst others, that the Department of Basic Education (DBE) to consider reviewing Curriculum and Assessment Policy Statement (CAPS) regarding Economic and Management Sciences (EMS) in General Education and Training (GET) phase and make Accounting a stand-alone subject; and the DBE to work in collaboration with the Department of Higher Education and Training (DHET) to review Accounting and Mathematics as subject combinations into Accounting.</em>
5
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.
Full textAbstract:
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 programme at different times have helped shape the curriculum. It goes on to discuss the changing nature of the student intake, the curriculum content and structure and ends with a discussion of the impact of the course, on students, staff and on the university as a whole. One very visible impact of the diploma is to be seen in the students who have gone on to acquire other postgraduate qualifications in adult education studies. On a university-wide level, through the involvement of adult education lecturers in other programmes and curricula, knowledge of and interest in adult learning is shared and encouraged.
6
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.
Full textAbstract:
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 indicators for VET systems, and opinion surveys on adult learning. He now works independently on skill shortages. Prof. Penelope Engel-Hills Penelope Engel-Hills is an adjunct professor in the Professional Education Research Institute at the Cape Peninsula University of Technology and serves on the council of a technical and vocational education and training college. She is an active researcher and supervisor with international, national and regional collaborations in which she contributes research skills and experiences gleaned from a wide range of environments. Dr Tamaryn Jean Friderichs Tamaryn Friderichs is a senior lecturer at Rhodes University. She specialises in research on human capital, education, labour markets and inequality in South Africa. With expertise in quantitative data analysis, she has conducted research for government and non-governmental and international organisations, publishing widely on skills, training and labour market dynamics. Dr James Keevy James Keevy is an experienced policy researcher in South Africa, Africa and internationally. His specific areas of expertise include qualifications, the recognition of learning, digitalisation, and the professionalisation and migration of teachers. At present, his principal expertise lies in the ability to oversee extensive multinational research and large evaluation teams with a view to implementing programmes. Dr Mixue Li Mixue Li is currently a research fellow at Tsinghua University, China. She earned her PhD at the University of Nottingham in the United Kingdom. Her research focuses on skills formation, vocational education and training, comparative and international education, and arts and crafts. Mr Zihao Liu Zihao Liu is a PhD researcher in education at the University of Nottingham. His PhD research focuses on higher vocational education and training students’ post-college transition in China and the United Kingdom. He has extensive experience in work and research in relation to vocational education and training, in particular post-college transition, academic support and the post-COVID-19 field. Dr Monica Mawoyo Monica Mawoyo is a research associate at the University of the Western Cape’s Institute for Post-School Studies. Her research interests are initial teacher education, foundational mathematics and language, educational technology, open educational resources, student funding, innovative financing, quality teaching and learning, and measurement in technical and vocational education and training and national human resource development strategies. Dr Seamus Needham Seamus Needham, the director of the Institute for Post-School Studies at the University of the Western Cape, specialises in TVET (technical and vocational education and training) research, project management and academic planning. He led a five-year TVET research programme and conducted the largest graduate destination study of TVET graduates. Ms Tuletu Njengele Tuletu Njengele is the deputy principal in charge of registration services at the Lovedale Technical and Vocational Education and Training (TVET) College in the Eastern Cape. In her previous position at the Buffalo City TVET College, she was the deputy principal overseeing partnerships. She is currently engaged in doctoral studies in the field of business administration with a focus on TVET college and industry partnerships. Prof. Joy PapierJoy Papier holds the South African National Research Foundation Chair in Technical and Vocational Education and Training (TVET) at the Institute for Post-School Studies (of which she was the former director) of the University of the Western Cape. The Institute for Post-School Studies offers training and development in TVET, adult education and higher education studies and conducts extensive research and policy analysis. She is a founder member and current editor-in-chief of the Journal of Vocational, Adult and Continuing Education and Training (JOVACET) established in 2017 and has been active in post-school education, policy and development since 1996. Her current research interests include TVET teacher education, TVET policy and development, vocational curricula policy, workplace and institutional cultures, youth unemployment, and education opportunities for youths and adults. Dr Andrew PatersonAndrew Paterson is a research associate with JET Education Services. His research includes skills development, skills accreditation and the development of pathways into employment for marginalised people on the African continent such as international migrants, refugees and unemployed youths. Prof. Michael RoganMichael Rogan, an associate professor based at the Neil Aggett Labour Studies Unit at Rhodes University, has over a decade of experience in post-secondary tracer studies and labour market research. He has led national research teams, published widely and consulted for large organisations in the education, skills and training sector. Dr Jo-Anna RussonJo-Anna Russon is a senior research fellow at the School of Education, University of Nottingham. Her research resides within the field of business and development studies, focusing on the private sector and United Kingdom development aid in sub-Saharan Africa, with an interlinked research portfolio on technical and vocational education and training and community-led skills development. Ms Zaahedah VallyZaahedah Vally is a qualitative researcher with JET Education Services. Her areas of research include innovative financing in education, lecturer professionalisation relating to technical and vocational education and training, credentialing, and the post-school sector more broadly in South Africa and Africa. She is currently completing her master’s degree in management, specialising in development and economics.
7
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.
Full textAbstract:
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 (MRTEQ). The data gathered through the analysis, of course, guides intended to search for the link between the Life Science curriculum content knowledge and the plan to assess the competences promulgated by the South African Qualification Authority (SAQA). The findings pointed out that the course guide indicated learning outcomes, critical outcomes, and course and module outcomes; however, the assessment criteria were not aligned to the learning outcomes, module outcomes, and assessment techniques or tools. Therefore, the study recommends that academics in teacher education should explore and reflect on the models that could explicitly measure the performance of competencies (foundational, practical, and reflexive) authentically and reliably.
8
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.
Full textAbstract:
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 civil justice system many ordinary people cannot afford to use the courts because of the expense involved, or because they are ignorant of their rights. This is particularly the case in civil as opposed to criminal matters, as legal aid is more frequently focused on criminal than on civil matters in this country. This paper will consider the role which senior law students may play in rendering pro bono work as part of clinical legal education in their LLB studies. In this regard particular focus will be made on the University of KwaZulu-Natal (UKZN), the only university offering law studies in greater Durban. As for pro bono work by students during their LLB, consideration could be given to making clinical legal education a compulsory part of such students' curricula. Possible compulsory community service for law graduates (ie post-LLB) as envisaged in the proposed Legal Practice Bill falls beyond the ambit of this paper.
9
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.
Full textAbstract:
Introduction 
 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 papers is the emphasis on improving education and awareness in the industry to address the issues identified in the papers. Following this introduction is the discussion of the papers, after which the conclusion follows.
 Discussion of the papers
 Compliance with construction regulations, standards and codes is fundamental to improving the key performance indicators, by implication, project performance (Umeokafor et al. 2022). Further, this means that it has implications for project risks. While developed countries still record compliance issues which have resulted in tragic events such as the Grenfell fire incident, the developing ones are not left behind, demonstrated to be worse in many indicators. Opawole, Alao, Yusuf, Adu and Ofoetan (2022) examine one of the major issues in building construction in Nigeria, construction materials-related building collapse. Using survey questionnaires, the authors assess the determinants of compliance with concreting materials standards in building projects in Nigeria, using one of the country's major cities, Lagos, as a case study. Being site-based and non-site based, the factors are in six categories, regulation, procurement, capacity, technical, performance and skills components. Production quality control, non-compliance with specified concrete mix, low concrete grade and supervision by incompetent persons are among the site-based factors. However, non-site-based ones include procurement policies and regulatory frameworks in efficiency and professionalism. It was also found that non-compliance with the national standards results in rework, project delays, additional costs, and environmental issues. To improve the quality of buildings through compliance with concreting materials and reduce or eliminate building collapse, the regulatory policies and enforcement mechanism, competencies and training, and ethical standards of stakeholders require more attention. While the generalisation of the findings is limited to Lagos state, given that it is one of the states with a high volume of construction, the study is, at least, indicative of what happens in major cities in Nigeria, such as Abuja and Port-Harcourt.
 The second paper, by Rambaruth, Adam and Krishna (2022), on strategic management in construction small and medium enterprises (SMEs), addresses another pertinent issue. SMEs outnumber the large enterprises, the heart of the economies of countries. Yet, they face challenges, which in many cases are different from their large counterparts, for example, limited access to funds and competent persons. Many of these SMEs in construction lack strategic planning, one of the factors for early failure (Rambaruth et al., 2022). Many policies, strategies and studies are informed by large enterprises' views and contexts, overlooking the SMEs. Consequently, the authors examine the determinants of a company's decision to adopt a strategic plan, the role of strategic planning in improving a company's performance, and the challenges associated with a strategic plan in place. Using the eThekwini region of South Africa as a case study, the study found that key factors for strategic management in the construction SMEs examined include increased productivity, the quest to gain competitive advantage and improved decision-making. It was good to find that most of them adopted strategic management practices to improve business performance. The authors conclude that one of the ways of improving strategic management in construction SMEs is through improved education and awareness education and broadened skills curriculum by the government. Government and tertiary institutions can also integrate strategic management into SME training programmes. The need for education and awareness, consistent with the recommendations of Opawole et al. (2022), highlights the need for more attention to education and training in the construction and property industry.
 Graduate architects are the future of tomorrow in the profession; they are yet to pass the professional examination but hold a master's degree in Architecture. The need to exploit education to improve the construction industry's performance is furthered in the third paper by Tiew, Hashim and Zolkafli (2022). Tiew et al. (2022). investigate the major performance barriers that graduate architects encounter in project implementation. These factors are skills-based, poor project documentation management, lack of soft skills, inadequate quality assessment management, and a shortfall in design management. While it highlights the areas the universities can focus on, adequately integrating them into the curricula is consistent with the recommendations of Opawole et al. (2022) and Rambaruth et al. (2022) in this issue.
 While education empowers the learners with knowledge, the process may have implications for their health and the environment. Addressing educational issues that have consequences for the environment and students' health is the focus of Nkeleme, Mbamali and Shakantu (2022). The authors measured the number of combustion pollutants generated while learning and teaching in laboratories at one of Nigeria's leading universities (Ahmadu Bello University Zaria) and their effect on indoor air quality. Nkeleme et al. found that the presence of CO during the combustion is above ASHRAE 62 and NAAQS limit of 9ppm reaching up to 45ppm at some points and oxygen at the critical level, 20.9 per cent or below 20.4 per cent. The authors also found that the laboratories are congested, and inadequate ventilation systems exacerbate the discomforting effects of combustion-generated pollutants. Adequate ventilation should be provided, which is one of the paper's recommendations. The students learning environment, including the physical ones, is one of the barriers to learning; it should facilitate and support education (Cleveland and Fisher 2014).
 Undoubtedly, COVID-19 has socio-economic and health implications globally. However, it has increased attention on technology, mental health and some aspects of risk management in construction. Amoo, Lukman and Musa (2022) is the last paper, focussing on dispute resolution methods in construction during COVID-19, where South Africa is used as a case study. The aim is to determine their appropriateness and effectiveness. The findings demonstrate the negative implication of an interest-based approach rather than the right-based approach to resolving disputes in construction. Further, the study shows that negotiation, mediation, and conciliation were adopted to resolve unforeseen delays, claims, and added costs during the pandemic. The pandemic draws attention to pricing methods as a significant source of dispute in the supply and demand chain network during the period. It highlights the imperativeness of clear language in contracts, risk management training, communication improvement, and dynamic project schedule documentation as some conflict and dispute resolution tools post-COVID. 
 Conclusion 
 This issue which contains five papers from seventeen scholars in Nigeria, South Africa, and Malaysia, covers strategic management, environmental pollution, compliance with building standards, dispute resolution, and performance management. While the findings vary, one consistent key finding or implication of this is the need for education and training to improve the construction industry's performance. This is in terms of performance improvement skills of graduate architects, risk management training for those with contract and risk management responsibilities, integrating strategic management education in curricula, and building materials standard compliance training.
 We thank the authors for their contributions and the reviewers for their efforts to improve the quality of the papers published by the journal. The journal editorial board and panel of reviewers also play a critical part in the higher quality assurance of the manuscript and in keeping the journal on the path to attaining the expected standard and quality. Criticisms, feedback, and suggestions from readers on improving the journal's quality are also welcome.
 References 
 Amoo, O. T., Lukman, Y. and Musa, N., 2022. Dispute Resolution Mathods adopted by Contractors during Covid-19 in Eastern Cape, South Africa: A Case Study. Journal of Construction Business and Management, 5(2): 54-67.
 Cleveland, B. and Fisher, K., 2014. The evaluation of physical learning environments: a critical review of the literature. Learning Environ Res, 17:1–28
 Nkeleme, E. I., Mbamali, I. and Shakantu, W. M. I., 2022. A Measure of Combustion-Generated Pollutants in University Laboratories and its Effects on Indoor Air Quality. Journal of Construction Business and Management, 5(2): 44-53.
 Opawole, A., Alao, O. O., Yusuf, A. O., Adu, E. T. and Ofoetan, M. A., 2022. Evaluation of Compliance of Concreting Materials to Standards in Building Projects in Lagos State, Nigeria. Journal of Construction Business and Management, 5(2): 1-19.
 Rambaruth, A., Adam, J. K. and Krishna, S. B. N., 2022. Elements and Issues to Strategic Management in the Construction Industry Among Small and Medium Enterprises: A Case Study in South Africa’s eThekwini Region. Journal of Construction Business and Management, 5(2): 20-28.
 
 Tiew, S. Y., Hashim, H. A. and Zolkafli, U. K. B., 2022. Performance Barriers affecting Graduate Architects in Architectural Firms: A Systematic Literature Review. Journal of Construction Business and Management, 5(2): 29-43.
 Umeokafor, N. I., Evangelinos, K. and Windapo, A. O., 2020. Strategies for Improving Complex Construction Health and Safety Regulatory Environments. International Journal of Construction Management.Doi.org/10.1080/15623599.2019.1707853.
10
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.
Full textAbstract:
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 but are not providing adequate academic support and inclusive curricula. Furthermore, in South Africa, almost no research has been conducted concerning students who are HOH in higher education regarding their teaching and learning needs or the coping strategies which they use to survive academically. However, what is known is that, of those HOH students who do enter higher education, many do not graduate successfully (up to 75%) and, of those that do graduate, many continue to be excluded from professions. The aims of this article were to report on the teaching and learning experiences of students who are HOH at a South African university, who prefer to make use of spoken language, to share the daily barriers with which they are faced, and to provide recommendations for teaching and learning, as well as curricula transformation. This study adds to the existing body of knowledge on this topic in South Africa and could be relevant in similar contexts.
11
Masoga, Mogomme. "African Indigenous Research to Decolonisation of African Universities’ Curricula." African Journal of Political Science 11, no. 2 (2024): 68–78. http://dx.doi.org/10.36615/r2wgm116.
Full textAbstract:
The phrase African indigenous research (AIR) depicts a novel research thrust that seeks a global entrance into the mainstream research assortment as a competitive area of study. A discourse on decolonisation attempts to reverse the gains of colonialism. Existing studies show that most (South) African universities’ curricula can be traced to the colonial era. A rereading of available scholarly conversations depicts some reluctance on the part of education authorities towards decolonising the (South) African universities’ curricula. It is in the context of the above that the present study engages conversations on decolonisation in order to establish a common ground that affords AIR a notable articulation on decolonisation of (South) African Universities’ curricula. The present research is anchored on a critical race theory (CRT) in which narrative inquiry as a methodological approach is utilised. Although the phrase African universities’ curricula is employed, the study will focus on the (South) African universities’ curricula as representative examples. The (South) African scenario is preferred as a case study due to the author’s familiarisation with (South) African universities as well as African decolonisation discourses. The study attempts to answer the following three questions (1) what motivated research conversations on decolonisation? (2) why is the study on decolonisation of the curricula in (South) African universities necessary? and (3) what is the global impact of decolonisation processes in (South) Africa?
12
Madhav, Natasha, and Philip Baron. "Curriculum Transformation at a Private Higher Educational Institution: An Exploratory Study on Decolonisation." Scholarship of Teaching and Learning in the South 6, no. 3 (2022): 26–48. http://dx.doi.org/10.36615/sotls.v6i3.267.
Full textAbstract:
Decolonisation of higher education is an important subject which has gained much support in public universities in South Africa. While curricular and other changes are currently being implemented in public universities to align with decolonisation goals, there currently does not exist a decolonisation and transformation strategy for private higher education institutions (PHEIs). The private sector’s role in education is becoming increasingly important, with a higher growth rate than that of the public sector. Despite this, most studies on decolonisation continue to reflect the public sector context. There is little scholarly work, if any, that reflects decolonisation initiatives in the private educational sector. However, private higher education has an important role to play in South Africa, and decolonisation is thus also important in this domain. The purpose of this study is to explore ways to transform curricula at a private higher education institution in South Africa. This article, which is an exploratory study, aims at initiating conversations that support curriculum change and to unpack some of the obstacle’s lecturers face regarding transformation at a private tertiary educational institution.
13
Opoku, Maxwell Jnr, and Angela James. "PEDAGOGICAL MODEL FOR DECOLONISING, INDIGENISING AND TRANSFORMING SCIENCE EDUCATION CURRICULA: A CASE OF SOUTH AFRICA." Journal of Baltic Science Education 20, no. 1 (2021): 93–107. http://dx.doi.org/10.33225/jbse/21.20.93.
Full textAbstract:
In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multi-site ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts. Keywords: context sensitive curricula, pedagogical strategies, South African curriculum, Western worldview
14
JACKSON, Emerson Abraham. "Transforming Universities for 21st Century Africa: A Case Study of Sierra Leone." Journal of Research in Educational Sciences 15, no. 2 (2024): 77. https://doi.org/10.14505/jres.v15.2(18).01.
Full textAbstract:
This study aims to examine the critical transformation necessary for universities in Sierra Leone to remain relevant in the 21st century. It focuses on aligning academic programs with the demands of the market, integrating digital tools, and fostering industry-academia collaborations. The research employs a theoretical and narrative methodology. A theoretical approach is adopted to examine academic frameworks related to curriculum reform, digital integration, and industry partnerships. A narrative methodology is used to explore practical case studies and experiences within Sierra Leone's higher education landscape. The study relies on a combination of secondary sources, including contemporary literature and policy documents, to draw relevant insights into educational transformation in Africa. The study reveals significant barriers to transformation, such as inadequate funding, misaligned curricula, and insufficient technological infrastructure. However, it also highlights key opportunities for growth, including the adoption of innovative digital tools and the reform of curricula to meet market demands. This paper provides a comprehensive analysis of Sierra Leone's higher education system, contributing to the broader discourse on university transformation in Africa. It offers actionable recommendations for policymakers and educational leaders to implement strategic reforms that align with sustainable development goals.
15
Munyaradzi, Julliet, and Mlamuli Hlatshwayo. "Theorising the Voices of Senior Academics on Decolonising the University Curriculum in an Open Distance E-Learning Institution in South Africa." African Journal of Inter/Multidisciplinary Studies 7, no. 1 (2025): 1–16. https://doi.org/10.51415/ajims.v7i1.1685.
Full textAbstract:
In 2015 and 2016, respectively, South Africans witnessed an unprecedented emergence of the #FeesMustFall and #RhodesMustFall national protests in the South African higher education, with students and progressive academics lamenting the slow pace of transformation in the sector. While there is a plethora of literature post the fallist movements focusing on students, Black academics and government responses to the protests, the voices of senior, tenured academics at an open distance e-Learning institution in South Africa remain under-researched, particularly on how they conceptually understand the calls for decolonising the university curricula. In this paper, we attempt to explore and theorise the voices of senior academics on decolonising the university curriculum at an open distance e-Learning institution in South Africa. Through a qualitative case study, we purposively recruited sixteen (16) senior academics at the main campus of the institution in Gauteng province in South Africa and elicited data through an online qualitative questionnaire administered in line with the institutional COVID 19 and post COVID 19 protocols. Nancy Fraser’s social justice framework was employed to frame data analysis. The findings revealed that senior academics understood the calls for decolonising curricula as responding to the two key challenges; 1) confronting the deeply rooted coloniality of the mind, and 2), the need to challenge the unequal, hierarchical power relations between academics and students. We conclude that when stakeholder minds are decolonised, third spaces are created in which they partake in reflexive conversations which promote parity of participation to accommodate African content and knowledges as equally relevant ways of knowing and doing.
16
Dirsuweit, Teresa. "Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security." Journal of Geography Education for Southern Africa 5 (October 1, 2020): 42–68. http://dx.doi.org/10.46622/jogesa_5_2020_42-68.
Full textAbstract:
There is a food security crisis in South Africa and black working-class women are the shock absorbers of this crisis. It follows that where food studies are included in the South African curriculum, the relationship between women and food security should be understood and critiqued by learners. Improvements in gender equality have also been identified as one of the primary drivers of improvements in food security. In this paper, the South African curriculum is analysed in terms of food studies, gender studies and the promotion of gender equality. Using the lens of feminist pedagogy, a set of qualitative indicators were developed to assess the content and praxis of the curriculum. While there is content which deals with gender and with food, these are presented separately. In the Geography and Agriculture curricula, there is a marked lack of focus on gender concerns. This article concludes that the curriculum could be reoriented to include an awareness and critique of the nexus of women and food and that more positive representations of women as active and powerful agents are needed in the South African Curriculum Assessment Policy Statement (CAPS).
17
Dirsuweit, Teresa. "Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security." Journal of Geography Education in Africa 3, no. 1 (2020): 1–14. http://dx.doi.org/10.46622/jogea_3_2020_1-14.
Full textAbstract:
There is a food security crisis in South Africa and black working-class women are the shock absorbers of this crisis. It follows that where food studies are included in the South African curriculum, the relationship between women and food security should be understood and critiqued by learners. Improvements in gender equality have also been identified as one of the primary drivers of improvements in food security. In this paper, the South African curriculum is analysed in terms of food studies, gender studies and the promotion of gender equality. Using the lens of feminist pedagogy, a set of qualitative indicators were developed to assess the content and praxis of the curriculum. While there is content which deals with gender and with food, these are presented separately. In the Geography and Agriculture curricula, there is a marked lack of focus on gender concerns. This article concludes that the curriculum could be reoriented to include an awareness and critique of the nexus of women and food and that more positive representations of women as active and powerful agents are needed in the South African Curriculum Assessment Policy Statement (CAPS).
18
Klein, Melanie. "Creating the Authentic? Art Teaching in South Africa as Transcultural Phenomenon." Culture Unbound 6, no. 7 (2014): 1347–65. http://dx.doi.org/10.3384/cu.2000.1525.1461347.
Full textAbstract:
The question about what art and craft from Black individuals in South Africa should look like as well as how and for what purposes it could be created was of prominent importance within the contact zone of educational institutions from the 1930s onwards. Art teachers of mostly European origin established provisional art educational venues for African students first, within the curricula of mission schools and then as workshops and art schools in their own right. They transferred modernistic concepts from Europe into the South African context, yet were also confronted with divergent expectations of their students and the overarching policy of Bantu Education that was launched in 1953.
 A closer look at selected case studies reveals complex and ambivalent theoretical approaches that were negotiated and discussed in the seemingly autonomous context of art schools and workshops. The teachers’ attitudes seemed to oscillate between the search for an ‘authentic’ African idiom and the claim to partake in global archives or in the making of an art history that was imagined as universally applicable. Art educational institutions perceived as transcultural contact zones exemplify a genesis of modern art from South Africa that was formed by mutually influencing perspectives apart from the restrictions for and the re-tribalisation of Black people imposed by the apartheid regime.
19
Saleh, Ibrahim. "Media and Information Literacy in South Africa: Goals and Tools." Comunicar 20, no. 39 (2012): 35–44. http://dx.doi.org/10.3916/c39-2012-02-03.
Full textAbstract:
The South African government has emphasized the need to expand the role of media education to promote equal access, with a level of quality and relevance that will empower disadvantaged groups. However, it is a challenging, time-consuming process, as well as requiring considerable and consistent expenditure and partnerships between many donor agencies. There is little research on the causes behind unequal access to technology, or comparative studies of the barriers that impede the diffusion and adoption of media and information literacy in South Africa. It is thus not surprising that the media and information literacy component is still missing from the agenda that lists Africa’s myriad problems, as well as the absence of qualified teachers, training for the trainers and the presence of IT literacy in the curricula, all of which are essential elements for any future development. The UNESCO model of curricula could help close the digital divide and promote social inclusion. As a contribution to that goal, this study investigates some of the pertinent issues related to media and information literacy via a sample of students at the University of Cape Town. This research offers some practical solutions on how to help raise the levels of media and information literacy among the disadvantaged, in the case in South Africa. El gobierno de Sudáfrica ha realizado recientemente un enorme esfuerzo en la expansión del papel de la educación en medios, con el objeto de ofrecer un acceso equitativo y de calidad a toda la población, especialmente hacia los grupos desfavorecidos. Sin embargo, este proceso requiere tiempo y recursos ingentes y constantes, además de la necesaria colaboración de otras instituciones. Actualmente, existe en Sudáfrica escasa investigación sobre las causas de las desigualdades de acceso a la tecnología o los obstáculos que existen para la difusión y puesta en marcha de la alfabetización mediática en Sudáfrica. No es sorprendente, por ello, que entre los múltiples problemas que existen hoy en África todavía la alfabetización mediática e informacional no sea una prioridad. Siguen existiendo muchos maestros con escasos conocimientos en esta materia, la capacitación de formadores es muy pobre y su incorporación en programas de alfabetización muy anecdótica. El Currículum UNESCO MIL de Alfabetización Mediática es un reto para ayudar a superar esta brecha digital y promover la inclusión social. Con este objetivo, este estudio analiza algunas cuestiones relacionadas con la alfabetización mediática a partir de una muestra de estudiantes de la Universidad de Cape Town, proponiendo algunas soluciones prácticas sobre cómo ayudar a mejorar los niveles de alfabetización mediática e informacional en las sociedades menos favorecidas, como es el caso de Sudáfrica.
20
Gumbo, Trynos. "A Social Realist Perspective in Urban Planning Curriculum Transformation for Sustainability Mainstreaming: Learning from the University of Johannesburg." International Conference on Education Research 1, no. 1 (2024): 68–74. http://dx.doi.org/10.34190/icer.1.1.3148.
Full textAbstract:
Transforming higher education curricula has gained traction in the past few decades, particularly in post-colonial Africa. The discipline of urban planning has not been spared especially in the context of South Africa. Numerous efforts have been exerted to infuse several aspects that among others include locally contextualized curriculum, the fourth industrial revolution tenets and sustainable development principles. However, the extent to which sustainability values have been successfully mainstreamed to ensure transformative practices that promote students’ access and success remains an unchartered territory. Consequently, in this paper, I explored the experiences of the urban planning department at the University of Johannesburg in transforming its curricula. In the paper, literature on curriculum development and reform in South African Higher Education was distilled. I adopted a case study research design and a qualitative research approach to gather qualitative data through the application of positionality and documents analyses to reveal the extent to which social realism perspectives have shaped curriculum transformation in the departmental programme development and reviews. The results reveal that curriculum development and reviews within department of urban and regional planning is a complex and messy reality that is shaped by Margeret Archer’s structural, cultural and agential emergent powers and properties. This is very evident within the Master in Sustainable Urban Planning and Development (MSUPD), an interdisciplinary programme which enables and supports lifelong and blended learning in sustainable development education. It trains a variety of professionals who find solutions to complex urban sustainability challenges. In conclusion, I recommend that concerted efforts are need to strengthen and infuse sustainability orientations and building blocks of sustainability education that include societal, institutional, environmental and economic imperatives.
21
Schneider, Helen, Woldekidan Amde, Corinne Carolissen, Brian Van Wyk, and Uta Lehmann. "Responsive public health doctoral education: experiences and reflections from a School of Public Health in South Africa." BMJ Global Health 9, no. 7 (2024): e015095. http://dx.doi.org/10.1136/bmjgh-2024-015095.
Full textAbstract:
Institutional capacity for doctoral training is key to addressing the complex challenges facing the global south. In the context of the need for skilled knowledge workers in health systems and growing demand for doctoral places, we reflect on the evolution of a public health doctoral programme in a South African School of Public Health. Through this case, we aim to contribute to wider debates on the form and content of emerging public health doctoral programmes in South Africa and the African continent. Drawing on a multi-level framework of ‘curriculum responsiveness’ we consider responsive public health doctoral education as simultaneously engaging macro-social, institutional/cultural, disciplinary and individual learning imperatives. We assess the responsiveness of the doctoral programme against these elements, describing the growth, institutional context and systems and pedagogical strategies introduced over the last decade, and areas for further development. We conclude by proposing the multi-level capacities required for responsive public health doctoral education. We highlight the need for diversified curricula (including professional doctorates) that support a wider set of graduate attributes and career trajectories beyond academia, greater investment in doctoral infrastructures within higher education institutions, and disciplinary practices and pedagogies that centre epistemic access and justice.
22
Researcher. "SOLVING AFRICA'S SOCIOECONOMIC COMPLEX PROBLEMS VS. THE STATUS OF THE CONTINENT MULTIDISCIPLINARY EDUCATION." International Journal of Management (IJM) 15, no. 6 (2024): 1–13. https://doi.org/10.5281/zenodo.14038607.
Full textAbstract:
This study examines the role of multidisciplinary education in addressing Africa's socioeconomic challenges, focusing on the contributions of Higher Learning Institutions (HLIs) in preparing graduates for real-world problem-solving. Africa faces complex issues, including poverty, unemployment, and health disparities, which require innovative solutions grounded in diverse knowledge areas such as economics, public health, and social sciences. The current reliance on top-down, system-dependent solutions in Africa overlooks the essential role of field-based research and local community engagement. This paper reviews the literature on Africa’s socioeconomic development, educational frameworks, and the impact of multidisciplinary approaches in building resilient leaders capable of handling complex, interrelated problems. Using a needs assessment methodology, the study highlights the gap between Africa’s HLI’s curricula and the skills needed for effective socioeconomic interventions. Through case studies and secondary data, the paper explores Africa’s community-based models, top-down versus bottom-up approaches, and the role of HLIs in achieving Sustainable Development Goals (SDGs) and fostering sustainable, localized growth. The findings suggest that a multidisciplinary education approach equips African graduates with the adaptability, resilience, and problem-solving skills necessary to address the continent’s evolving challenges, offering pathways for HLIs to integrate these elements into their curricula to bridge existing skill gaps and support socioeconomic transformation.
23
Awuzie, Bankole, and Fidelis Emuze. "Promoting sustainable development implementation in higher education." International Journal of Sustainability in Higher Education 18, no. 7 (2017): 1176–90. http://dx.doi.org/10.1108/ijshe-09-2016-0167.
Full textAbstract:
Purpose This study aims to review the zeal exhibited by universities in South Africa towards aligning institutional mandates of teaching, learning, research and community engagement to the sustainable development (SD) agenda. The implementation of the SD agenda across higher education institutions (HEIs) continues to draw attention from the wider society. This is because HEIs are increasingly being looked up to for leadership in this regard. However, although several studies are quick to identify various factors which have driven the adoption of sustainable practices in HEIs, the paucity of studies seeking to identify the drivers for SD implementation remains glaring. This is particularly so in developing countries like South Africa. Design/methodology/approach To confirm the exploratory data from desktop study on public university engagement with sustainability in South Africa, a single case study was conducted in the Central University of Technology (CUT). The single case study design adopted semi-structured interviews and document reviews as data collection techniques. Purposive snowballing sampling technique was strictly adhered to in the selection of interviewees. Interviewees were selected on the basis of their roles in the implementation of the CUT’s sustainability agenda. Findings Data emanating from these interviews were analysed thematically using qualitative content analysis. Although a plethora of drivers were identified, there appeared to be a consensus between most of the interviewees that the quest for cost reduction remained the most significant driver for the viable implementation of the sustainability agenda at CUT. Research limitations/implications It is expected that findings from this study would provide a platform for the development of effective implementation strategies in South African HEIs. Also, the findings contribute to filing the extant gap observed concerning implementation and drivers for engendering SD implementation in HEIs in sub-Saharan Africa (SSA) region. Practical implications By highlighting the drivers for SD implementation, this study contributes to the development of a more receptive social ontology among various stakeholders in an HEI towards the agenda, particularly within the SSA context where there is low level of awareness and buy-in by these stakeholders. Originality/value This study makes an original contribution to the research base of SD in HEIs and implementation.
24
Sibanda, Lucky, and Chux Gervase Iwu. "THE ACADEMIC JOURNEY OF ENTREPRENEURSHIP STUDENTS IN HIGHER EDUCATION INSTITUTIONS. THE SYSTEMS THEORY APPROACH." Education: Modern Discourses, no. 4 (December 20, 2021): 135–45. http://dx.doi.org/10.37472/2617-3107-2021-4-13.
Full textAbstract:
In its fifth report, South Africa’s Department of Higher Education and Training (DHET), published on 31 March 2020, called for institutions to carefully investigate undergraduate business education (curricula) after the business, economics, and management studies (in the Classification of Educational Subject Matter (CESM)) category presented the highest dropouts and lowest throughput rates. To understand the academic journey of entrepreneurship students, this study reviewed the literature through the lens of the General Systems Theory (GST), together with Tuckman’s (1999) Tripartite Model of Motivation for Achievement (TMMA). Accordingly, this study viewed the journey of students as a dynamic system with the students having some characteristics and motivations (inputs) when entering higher education, and what the higher education institutions should do (processes) to achieve improved academic performance (output) of students. From the literature reviewed, this study suggests the need to profile students based on their pre-enrolment information and capturing the perceptions of what they think influenced their academic performance in high school. Apart from this, the need to understand the entrepreneurial profile of students has been suggested considering the importance of entrepreneurship in employment creation, especially in South Africa, with an unemployment rate of 32.6%. Thus, it is necessary to produce graduates with the much-needed entrepreneurial capabilities in the South African economy.
25
Thornton, J. A., P. H. McMillan, and P. Romanovsky. "Perceptions of Water Pollution in South Africa: Case Studies from Two Water Bodies (Hartbeespoort Dam and Zandvlei)." South African Journal of Psychology 19, no. 4 (1989): 199–204. http://dx.doi.org/10.1177/008124638901900403.
Full textAbstract:
A questionnaire survey of over 3 000 recreational users of inland waters in the greater Pretoria and Cape Town areas was conducted during 1987/8 for the purpose of quantifying, as far as possible, the perceptions of the public towards water quality and water pollution in South Africa. Respondents indicated that excessive aquatic plant growth and other visually aesthetic factors were the principal determinants of water quality, regardless of demographic background. These results are comparable to results obtained in similar studies in north America and appear to be indicative of a rising awareness of environmental issues in South Africa. There was a general willingness among respondents to meet the higher costs associated with the achievement of improved standards of water quality and the elimination of the perceived problems enumerated above.
26
ZWANE, T. "Determinants of Savings in Urban and Rural Households: Case of South Africa." Demography and social economy, no. 4 (December 15, 2021): 151–68. http://dx.doi.org/10.15407/dse2021.04.151.
Full textAbstract:
Savings have been described as a significant fi nancial and economic matter and represent an essential driving force of economic growth and development. Despite this, many studies investigating the determinants of savings in South Africa have looked predominantly at the drivers of savings only at a national level, without focusing on urban and rural differences. This is critical as these localities are structurally different, with different characteristics. It is, therefore, likely that the determinants of savings in these unique geographical localities would differ, given the negative impact of past policies of marginalisation. The purpose of this paper is to examine the urban-rural disparities in savings for South African households. We used data sourced from the five waves of the National Income Dynamics Study (NIDS) observed from 2008-2017. The novelty of this study is in its application of a novel two-stage least square estimation technique which addresses possible endogeneity problems which might have plagued previous studies in this field. It was concluded from the research that the determinants of savings are different across samples (urban and rural). We found that having access to land is an important predictor of savings in rural areas where the poor live (positive and significant), but the coefficient is not significant in the urban sample. Although there was a positive correlation between income and savings across samples, but the income impact on savings is higher in absolute values for households residing in rural areas, compared to household living in urban areas. We also found that, despite the coefficient of employment being similar in the direction of the impact (positive and significant) across the samples, the magnitude of the coefficient was stronger in the rural sample. Based on the higher magnitude of the coefficient, we found that household size has more effect in urban than rural areas. The study recommends that government should design and implement policies that foster job creation, even low-skilled jobs, which will generate more income and reduce unemployment.
27
Kiravu, Cheddi, François Diaz-Maurin, Mario Giampietro, et al. "Proposing a master’s programme on participatory integrated assessment of energy systems to promote energy access and energy efficiency in Southern Africa." International Journal of Sustainability in Higher Education 19, no. 3 (2018): 622–41. http://dx.doi.org/10.1108/ijshe-04-2017-0048.
Full textAbstract:
Purpose This paper aims to present a new master’s programme for promoting energy access and energy efficiency in Southern Africa. Design/methodology/approach A transdisciplinary approach called “participatory integrated assessment of energy systems” (PARTICIPIA) was used for the development of the curriculum. This approach is based on the two emerging fields of “multi-scale integrated assessment” and “science for governance”, which bring innovative concepts and methods. Findings The application of the PARTICIPIA methodology to three case studies reveals that the proposed transdisciplinary approach could support energy and development policies in the region. The implementation of the PARTICIPIA curriculum in three higher education institutions reveals its ability to respond to the needs of specific contexts and its connection with existing higher education programmes. Practical implications Considering energy issues from a transdisciplinary approach in higher education is absolutely critical because such a holistic view cannot be achieved through engineering curricula. Deliberate and greater efforts should be made to integrate methods from “multi-scale integrated assessment” and “science for governance” in higher education curricula to train a new breed of modern-day energy planners in charge of coming up with solutions that are shared by all relevant stakeholders. Originality/value This paper presents an innovative higher education curriculum in terms of the attention given to energy access and energy efficiency that affect the southern Africa region and the nature of the methodology adopted to face these issues.
28
Moodley, K., P. L. A. Bill, and V. B. Patel. "Interferon alpha in subacute sclerosing panencephalitis: Case report and review of the literature." Southern African Journal of Infectious Diseases 31, no. 4 (2016): 130–34. http://dx.doi.org/10.4102/sajid.v31i4.76.
Full textAbstract:
Subacute Sclerosing Panencephalitis (SSPE) is a rare, rapidly progressive neurodegenerative disease caused by the measles virus. Spontaneous remission and survival longer than 4 years is rare. The disease commonly affects children and adolescents from less privileged socio-economic backgrounds. Prior to immunisation, the incidence of SSPE in South Africa (SA) was 2.6/100 000 people per year, which is higher than the global estimate of 1/1 000 000 per year. The post-immunisation incidence has dropped to 0.43/100 000 people per year. Currently, there is no curative treatment for SSPE. In developed countries, patients have been treated with antiviral therapy and interferon alpha (IFNα) with promising results. There have been no reported studies of children with SSPE treated with IFNα in South Africa. We report on a patient successfully treated with intraventricular INFα.
29
Styger, Anton, Gary Van Vuuren, and Andre Heymans. "Case Study Of Postgraduate Student Dropout Rate At South African Universities." International Business & Economics Research Journal (IBER) 14, no. 1 (2014): 1. http://dx.doi.org/10.19030/iber.v14i1.9027.
Full textAbstract:
Public funding for higher education in South Africa is a significant investment. Large amounts of funds are invested in students and there is a national shortage of high quality students in scarce skills - in particular, students with a postgraduate qualification. Students tend to take longer to complete their studies which contributes to the workload of academic staff. Dropouts are affecting the deliverance of these students in a negative way and priceless research from these students is never delivered and published. Not only are fewer students and research being delivered, but large amounts of funding and human capital are wasted on educating students who will never complete their studies. Postgraduate studies have a potential greater loss, and a beta distribution on the dropout can predict the expected and unexpected loss for these students. The latter is an area for concern and needs to be assessed and addressed as soon as possible.
30
Paterson, Andrew. "Articulation of Industrial R&D with Higher Education in the Telecommunications Sector in South Africa." Industry and Higher Education 19, no. 2 (2005): 179–88. http://dx.doi.org/10.5367/0000000053729851.
Full textAbstract:
This article shows how and why particular higher education-industry research and development networks articulate with the South African telecommunications sector. The range of competing and complementary data telecommunications technologies available in the South African market provide varying opportunities for enterprises to engage in R&D. Two case studies based in the South African telecommunications industry examine R&D interaction between industry and higher education institutions which have nascent rather than developed R&D capacity and which are dependent on industry initiatives. The analysis suggests that the origin of a particular industry-higher education R&D network is contingent on the growth trajectory of the industrial sector in which it is located and on the maturation of research capacity in the higher education sector with which it is linked.
31
Ngcamu, Bethuel Sibongiseni. "Human resources department in crisis: A case of a university in South Africa." Corporate Board role duties and composition 10, no. 3 (2014): 19–27. http://dx.doi.org/10.22495/cbv10i3art2.
Full textAbstract:
Human Resources (HR) departments in previously disadvantaged higher education institutions (HEI) in South Africa have contributed to the crisis that has led them to be governed by appointed Administrators assigned by the Ministry of Higher Education and Training. The malfunctioning of HR departments persists even in the post-Administrator’s era, with a prevalence of personal, interpersonal and operational challenges. This study aimed at interrogating challenges faced by the HR Department of the university concerned post the appointed Administrator era and its negative effects. This study adopted a qualitative research approach whereby in-depth interviews were conducted with a sample of 10 HR Department staff members. Focus group discussions were also carried out with 20 academic and non-academic university leaders. Further data was also collected through ethnographic observation and secondary data was also used. The non-probability purposive sampling was used for qualitative analysis and NVivo was used for organizing and analyzing data gleaned from the in-depth interviews. The study findings consistently revealed unclear roles and responsibilities, outmoded recruitment and selection processes and poor interpersonal relations amongst the HR department staff members as some of the challenges that still persist post the Administrator’s era, all of which have contributed to the paralysis of organizational culture. University leaders can use the study findings as a tool to devise and implement radical change management interventions aiming at re-engineering HR departments that are operating abnormally, as well as for designing a responsive HR Strategic Architect. This study will contribute to the body of knowledge in the HR fraternity as there is a dearth of published studies on the internal challenges faces by HR Departments (both interpersonal and operational), which have the potential to hamper smooth operations of higher education institutions.
32
Modisaotsile, Botlhale. "Industrial Policy in Post-Apartheid South Africa: An Outlook on Technology and Industrial Policy in the cases of Brazil and South Korea." Thinker 101, no. 4 (2025): 65–79. https://doi.org/10.36615/c8bqs993.
Full textAbstract:
South Africa is a country that has experienced premature deindustrialisation due to its inability to move out of middle-income status. The role of industrial policy in South Africa is pivotal to taking the country to greater economic heights and a higher-income status. South Africa’s historical context indicates that the country experienced its highest GDP growth rates during the apartheid economy.Since the demise of apartheid, the post-apartheid economy has experienced poverty and economic inequality that the South African government cannot eradicate. This research addresses the failure of South Africa to overcome premature deindustrialisation, and it discusses the state of the political economy and economic growth in a pre-apartheid and post-apartheid context. The thesis also addressed the significance of industrial policy through the establishment of the Industrial Policy Action Plan (IPAP). The shortcomings and successes of IPAP form a critical part of the research and present an analysis of different economic sectors. This research also assesses the state of industrial policy using two countries as case studies: Brazil and South Korea.
33
Olawale, Babawande Emmanuel. "Decolonising mathematics education: Towards a culturally relevant pedagogy." Interdisciplinary Journal of Education Research 7, no. 1 (2025): a26. https://doi.org/10.38140/ijer-2025.vol7.1.26.
Full textAbstract:
This study investigates the existence of Eurocentric biases in mathematics teacher education programmes within South African higher education, focusing on the experiences and viewpoints of mathematics lecturers, mathematics student teachers, and department heads. It seeks to fill gaps in understanding how these biases impact educational practices and how the incorporation of culturally responsive pedagogy can eliminate them. Underpinned by an interpretivist paradigm, this study employed a qualitative research approach and a case study design. A purposive sampling technique was used to select two mathematics lecturers, ten mathematics student teachers in their fourth year of study, and a head of department, resulting in a total of thirty-nine samples from three purposively selected traditional universities across two provinces in South Africa. Thematic analysis was used to examine data gathered from semi-structured interviews, observational notes, and documents. Thematic coding was performed inductively, leading to the identification of principal themes that represent participants’ perspectives. Findings reveal a significant recognition of Eurocentric biases in mathematics education, with participants expressing concerns about the lack of culturally relevant content and pedagogical approaches. Based on the findings, the study concludes that addressing these biases is crucial for fostering inclusive educational environments and enhancing the effectiveness of culturally responsive teaching in mathematics. It underscores the need for mathematics teacher education programmes to align their curricula with the diverse cultural contexts of South Africa, promoting social justice and equity in mathematics education.
34
Amana, Sarah, and Dr Alex Tamunomiegbam. "Bridging the Financial Knowledge Gap: Innovative Approaches to Financial Literacy in Africa." American Journal of Finance 10, no. 3 (2024): 24–42. http://dx.doi.org/10.47672/ajf.2280.
Full textAbstract:
Purpose: This study seeks to examine the importance of financial literacy, the current state of financial literacy in Africa, barriers to financial literacy on the continent, and innovative approaches to financial literacy. The study further explores how the UK's Money Advice Service and Singapore's National Financial Literacy Programme can be leveraged to bridge the financial knowledge gap in African countries such as Nigeria, Kenya, South Africa, and Ghana. Case studies from these countries highlight the impact of integrating financial education into national curricula, community-based programmes, and leveraging mobile technology to enhance financial behaviours and inclusion. Materials and Methods: The study is anchored on the human capital theory and employed a qualitative research design. Content analysis was used to interpret and synthesize data from various institutional and academic publications. Findings: Findings revealed that innovative financial literacy initiatives, such as gamification and digital platforms, significantly improve financial literacy and inclusion. Tailored financial literacy programmes that consider cultural and linguistic diversity are crucial for effective financial education in Africa. Implications to Theory, Practice and Policy: Based on the above, the study recommended among other things that there is need develop localized financial literacy content to align with the cultural and linguistic diversity of African populations.
35
Fosu, Agyei. "E-Learning and Conventional Learning in 21st Century Information Age: A Case Study Of Students from Selected Universities in Buffalo City Metropolitan Eastern Cape South Africa." International Journal of Community Development and Management Studies 3 (2019): 031–41. http://dx.doi.org/10.31355/39.
Full textAbstract:
NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose................................................................................................................................................................................................. The main aim of the study is to critically examine the forces that can impede or support students to use e-learning in higher education teaching and learning environment which require not only pre-technological literacy’s but easy access to the e-learning platform and ICT devices. Background................................................................................................................................................................................................. The concept of e-learning has grown considerably in the past three or four decades, which according to Pollock and Cornford, (2003) has prompted a great deal of interest in using and integration of technology into teaching and learning environment thereby transforming the very nature of the traditional higher education system. Murphy et al (2001) have highlighted that not only does the new technologies supplement the conventional course delivery in institutions of higher learning, but they have also become a catalyst for change in higher education. South Africa as a developing nation has adopted the introduction of ICTs in the education system with the hope that it may offer some solutions to the challenges of education in South Africa. The South African Department of Education believes that developments in ICTs and its introduction to the education system creates access to learning opportunities, redresses inequalities, improve the quality of learning and teaching, and deliver lifelong learning (Department of Education, 2004). Even though internet access and ICT devices are becoming more common in South Africa, the use of them for teaching and learning purposes are limited. According to the White Paper on E-education in South Africa (SA, 2004), the Province of Eastern Cape has ranked lowest in terms of number of schools with computers for teaching and learning and as a result many students from Eastern Cape Province who enter higher education do not have adequate technological literacy levels to cope with the demands of higher education teaching and learning environment. Methodology................................................................................................................................................................................................. The design of the study was a case study and it utilized quantitative method. The number of sample units in the study was 65 students from Walter Sisulu University, University of South Africa, Pearson Institute of Higher Education (formerly called CTI) and University of Fort Hare campuses based in East London Eastern Cape Province South Africa. The data were analyzed using MS Excel spreadsheet database for conversion into percentages for the descriptive statistics. Contribution................................................................................................................................................................................................. It is essential to understand the forces that can impede or support e-learning. Possible solutions can be suggested for successfully integrating e-learning into higher education teaching and learning environment to meet 21st century students’ needs. The South Africa case study identified that a number of respondents indicated that the resources are available for e-learning on their university campuses. But these available resources are not efficiently used by most respondents to support their studies. Findings......................................................................................................................................................................................................... The results indicated that in the area of infrastructure required for e-learning, the majority of respondents indicated that the resources are available for e-learning on the campuses of the sampled universities. But these available re-sources are not efficiently utilized by respondents to support their studies. Recommendations for Practitioners............................................................................................................................................................... While universities and other institutions of higher education are encouraging integration of e-learning into the curriculum, it is also imperative that their teaching and learning strategies and policies take into account that some students are unevenly challenged in terms of technological skills and still require additional support. Recommendation for Researchers................................................................................................................................................................ There is the need to explore in depth the aspects that lead to the successful integration of e-learning into conventional lecture method of courses delivery. Impact on Society........................................................................................................................................................................................... With the dawn of 21st century digital and knowledge-based economies evolution where the integration of computers and other ICTs tools in higher education teaching and learning environments have been found to be very beneficial to students, hence not only pre-technological literacy’s of students but easy access to the e-learning platform and ICT devices are critical to higher education learning environment. Assessing students technological skills and access to e-learning platforms to which this study contributes will assist in improving quality education which has a greater impact on society. Future Research............................................................................................................................................................................................... In the context in which this study was conducted further examination of the technological skills of academic staff of the successful integration of e-learning into curriculum would be advisable.
36
Lindeque, AS, and Chris Cloete. "Public participation in lower and higher socio-economic areas in South Africa." Acta Structilia 12, no. 2 (2006): 25–40. https://doi.org/10.38140/as.v12i2.1731.
Full textAbstract:
A prominent feature of public life in South Africa the last decade has been an increasing demand for more participation in the formulation and making of decisions affecting the public’s quality of life. This demand has also become a focus of political activism. Public participation in plan formulation and in decision making has to be seen as a reality, and not as an optional extra. It can be argued that unless plan formulation and decision making take cogni sance of different political traditions and cultures and are inclusive and parti cipatory it has little chance of producing long lasting solutions. The aim of this research is to compare the public participation process in a lower socio economic area with that in a higher socio economic area to de termine if the process and focus of the public participation process differ in accordance with the socio economic status of an area. The study compares the public participation process in two case studies: the Mabopane and Muckleneuk areas in Pretoria, with specific reference to the Mabopane Inter modal Facility Redevelopment Project and the Gautrain Rapid Rail Project going through the Muckleneuk neighbourhood, respectively. Findings indicate that the driving force for participation in the higher socio economic areas is based on the effect that the proposed development plan ning would have on the area as a whole, whereas the focus of public partici pation process in the area with a lower socio economic status tends to be on the influence on job creation and the impact it has on the affected individual.
37
Stander, Sunelle. "Subordination vs. agency/resistance in South Africa: Virgins bargaining their way through higher education." STJ | Stellenbosch Theological Journal 2, no. 2 (2016): 431–45. http://dx.doi.org/10.17570/stj.2016.v2n2.a20.
Full textAbstract:
Oppression manifests itself in various ways, such that intersections between different forms of oppression can be identified. This is also true for women living in South Africa, a country that has for years been plagued by many forms of oppression (racism, sexism, classism, etc.). Women are, amidst various forms of oppression, often left with few alternative options but to bargain with various forms of gender relations as a means to obtain basic human rights (like education). Recent student protests have highlighted the discriminating ways in which black students are kept from obtaining higher education. The so called “maidens bursary”, awarded to underprivileged girls who vow to stay virgins throughout their studies, will be used as a case study that examines an alternative route to which underprivileged women may resort in order to obtain a quality education. The notion of patriarchal bargaining will then be used to illumine the often unrecognized, complex and interwoven relationship between subordination and agency/resistance that operates within the South African context.
38
Ismail, Fatima, Cornelius Myburgh, and Charlene Downing. "Interprofessional education interventions in undergraduate students of musculoskeletal healthcare professions: a scoping review protocol." BMJ Open 14, no. 3 (2024): e078483. http://dx.doi.org/10.1136/bmjopen-2023-078483.
Full textAbstract:
IntroductionEnhancing interprofessional education (IPE) fosters collaborative efforts among healthcare professionals specializing in musculoskeletal (MSK) care. This approach presents a valuable opportunity to address the pressing MSK disease burden in developing countries, with high prevalence rates and limited resources. While an abundance of literature on the various elements of IPE among healthcare students and professionals exists, shared contexts of practice of South African MSK disciplines are not currently developed through IPE at higher education level, establishing a need for South African formalised curricular IPE interventions with an explicit focus on undergraduate students of MSK healthcare professions.Methods and analysisThe intended scoping review protocol is guided by the framework set out by Arksey and O’Malley, where the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews will guide the process of reporting. English sources (qualitative and quantitative methodological studies, conference papers and proceedings, systematic reviews, grey literature, unpublished materials, theses and dissertations) from the electronic databases PubMed, Scopus, ERIC and ProQuest with no date restriction will be included. A researcher, an independent reviewer and research librarian will search and extract data from abstracts and full texts for this scoping review, where any arising disagreements will be resolved by discussion. Reference lists of relevant literature will be scrutinised. Relevant literature will be recorded on a referencing software and deduplicated. The data collection will take place between May and October 2023. The findings will be reported narratively with the use of tables.Ethics and disseminationThis scoping review does not require ethical approval as all literature used already exists in the public domain with no involvement of human participants. The findings from this planned review will be submitted to peer-reviewed journals and will be presented at higher education conferences. This scoping review protocol was registered on Open Science Framework with the registrationosf.io/c27n4.
39
Vezi-Magigaba, Makhosazana Faith, and Reward Utete. "Enhancing Graduate Employability: Inculcating Soft Skills into the Tertiary Institutions’ Curriculum." Journal of Curriculum and Teaching 13, no. 5 (2024): 62. http://dx.doi.org/10.5430/jct.v13n5p62.
Full textAbstract:
The perennial issue of graduate employability remains topical in today’s turbulent labour market environment. Most graduates bear the brunt of unemployment especially in developing countries. Most qualifications offered by higher education institutions specifically focus on technical skills. With the unremitting demands of soft skills in the corporate world, there is a widespread concern and transcending need for the redesign of the curriculum to inculcate the soft skills. In dynamic environment, the tertiary institutions are required to produce highly competent graduates to bode well and meet the relentless demands of South African economy. An avalanche of diversification, globalisation, internationalisation of workplaces has a strong bearing on skill sets employees are expected to possess in South Africa. Against this backdrop, the study sought to investigate soft skills that can be inculcated into the South African’s Tertiary Institutions curriculum to improve graduate employability. Using systematic review method, a total of 85 peer reviewed articles were considered as final studies for review to achieve the primary objective of this paper. From the content analysis, the findings revealed several soft skills. The paper also gave directions on how soft skills can be embedded into the university curricula to prepare graduates for the world of work.
40
Groome, Michelle J., Jacqueline E. Tate, Marion Arnold, et al. "Evaluation of Intussusception After Oral Monovalent Rotavirus Vaccination in South Africa." Clinical Infectious Diseases 70, no. 8 (2019): 1606–12. http://dx.doi.org/10.1093/cid/ciz431.
Full textAbstract:
Abstract Background Postlicensure studies have shown an association between rotavirus vaccination and intussusception. We assessed the risk of intussusception associated with Rotarix (RV1) administration, at 6 and 14 weeks of age, in an upper-middle-income country, South Africa. Methods Active prospective surveillance for intussusception was conducted in 8 hospitals from September 2013 through December 2017. Retrospective case enrollment was done at 1 hospital from July 2012 through August 2013. Demographic characteristics, symptom onset, and rotavirus vaccine status were ascertained. Using the self-controlled case-series method, we estimated age-adjusted incidence rate ratios within 1–7, 8–21, and 1–21 days of rotavirus vaccination in children aged 28–275 days at onset of symptoms. In addition, age-matched controls were enrolled for a subset of cases (n = 169), and a secondary analysis was performed. Results Three hundred forty-six cases were included in the case-series analysis. Post–dose 1, there were zero intussusception cases within 1–7 days, and 5 cases within 8–21 days of vaccination. Post–dose 2, 15 cases occurred within 1–7 days, and 18 cases within 8–21 days of vaccination. There was no increased risk of intussusception 1–7 days after dose 1 (no cases observed) or dose 2 (relative incidence [RI], 1.71 [95% confidence interval {CI} .83–3.01]). Similarly, there was no increased risk 8–21 days after the first (RI, 4.01 [95% CI, .87–10.56]) or second dose (RI, .96 [95% CI, .52–1.60]). Results were similar for the case-control analysis. Conclusions The risk of intussusception in the 21 days after the first or second dose of RV1 was not higher than the background risk among South Africa infants. Clinical Trials Registration South African National Clinical Trial Register (DOH-27-0913-4183).
41
Mujinga Tshiani, Valerie, and Maureen Tanner. "South Africa’s Quest for Smart Cities: Privacy Concerns of Digital Natives of Cape Town, South Africa." Interdisciplinary Journal of e-Skills and Lifelong Learning 14 (2018): 055–76. http://dx.doi.org/10.28945/3992.
Full textAbstract:
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 that 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 the digital natives have higher privacy concerns when they express a strong need to be aware of the security measure put in place by the city. 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 collecting 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. Such is the case since the population of these countries might have unique cultural and philosophical perspectives that might influence how they 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.
42
Mawonde, Albert, and Muchaiteyi Togo. "Implementation of SDGs at the University of South Africa." International Journal of Sustainability in Higher Education 20, no. 5 (2019): 932–50. http://dx.doi.org/10.1108/ijshe-04-2019-0156.
Full textAbstract:
Purpose The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations. Design/methodology/approach Data were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators. Findings The research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well. Research limitations/implications This research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible. Originality/value There are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus.
43
Greyling, M., and J. L. Van Rooy. "Hydrogeological Properties of Gypseous soils in South Africa." South African Journal of Geology 122, no. 3 (2019): 389–96. http://dx.doi.org/10.25131/sajg.122.0029.
Full textAbstract:
Abstract Gypseous soils occur in the western arid and semi-arid regions of South Africa and Namibia. These soils exhibit a complex nature and abnormal behaviour due to their gypsum content and as such they have become more prevalent in research. As these soils are finding more use in industry, an astute understanding of their hydrogeological properties and behaviour is required. Powdery gypseous soil samples collected from the Northern Cape (Geelvloer) and Western Cape (Rooiberg and R355) Provinces, as well as a prepared sample, are subject to XRD analysis, particle size distribution determination and falling-head permeability tests using both water and brine. The testing served as preliminary research to guide further studies into the topic. The prepared sample, with 19% fines, comprises 35% gypsum and 65% sand. Geelvloer samples, with 91.95% gypsum content, are comprised mostly of sand-sized particles with 45% fines. Rooiberg samples contain 75% fines with a slightly lower gypsum content of 83.25%, while R355 samples have 50% fines with 75.35% gypsum. It is generally understood that particle size distribution contributes to the hydraulic conductivity of soils, where a higher portion fines will result in a lower conductivity. In the case of gypseous soils, the solubility is of importance as well, as it may have long term effects. With the intent of evaluating the effect of the aforementioned factors on the hydraulic conductivity of gypseous soils in South Africa, the samples taken represent differences in particle size distribution and origin. Geelvloer had k-values in the order of 8.82×10-6 m/s, with the brine sample giving 9.43×10-6 m/s, while the k-values for Rooiberg and R355 were in the order of 3.90×10-6 m/s and 5.87×10-6 m/s, respectively. The brine resulted in 5.63×10-6 m/s for Rooiberg and 9.90×10-6 m/s for the R355 sample. The made sample, having less fines, had k values in the order of 2.15×10-5 m/s, and 4.19×10-5 m/s for the brine. The differences between the results are largely negligible and show that despite what is believed to influence the hydraulic conductivity, in the case of gypseous soils in South Africa, on a small scale, it remained unaffected.
44
Bwalya, Kelvin Joseph. "Virtual Reality and Learning in an African University Environment." International Journal of Art, Culture and Design Technologies 1, no. 1 (2011): 36–49. http://dx.doi.org/10.4018/ijacdt.2011010104.
Full textAbstract:
Incorporating Virtual Reality aesthetics and semantics can contribute towards transforming the education landscape in both the developed and developing world. This can be realized by VR’s capacity to enable the design of more vibrant and dynamic/interactive multimedia applications that are user centric. VR has a positive impact on e-Learning, which is an emerging education model in Africa. This paper uproots the different initiatives, experiences, and challenges that have been met by various endeavors to employ VR as a tool for education, especially in African universities. Using exploratory approaches, two universities in South Africa and Botswana are reviewed as case studies in order to ascertain the status of VR use in higher education in Africa. The paper finds that the potential of VR education is evident in Africa but needs to be unearthed.
45
Kajogoo, Violet Dismas, Sylivia Sarah Swai, and Sanyukta Gurung. "Prevalence of occult hepatitis B among HIV-positive individuals in Africa: A systematic review and meta-analysis." SAGE Open Medicine 10 (January 2022): 205031212110727. http://dx.doi.org/10.1177/20503121211072748.
Full textAbstract:
The prevalence of hepatitis B virus among HIV-seropositive individuals is believed to be high, and yet the disease remains neglected in many areas of the continent. Little is known about occult hepatitis in HIV individuals. This review assessed occult hepatitis B infection and its prevalence in the different regions of the African continent. It also determines its prevalence in the HIV population which is endemic in the region. Studies were searched from the Cochrane, google scholar, PubMed/Medline, and African Journals online. Authors included cross-sectional studies, case controls, and cohorts, from 2010 to January 2021, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and Participants, Interventions, Comparisons, Outcomes, and Study design frameworks to develop the search strategy. All studies had participants who were HIV-positive, covering different regions of the continent. Risk ratio was used to measure effect size, and Stata 14 software was used for analysis. Eleven studies met the eligibility criteria, with 2567 participants. Overall prevalence of occult hepatitis B was 11.2%. Regional prevalence was 26.5% for the south, 11% for the north, 9.1% for the east, and 8.5% for the western region. Approximately 10% of HIV-seropositive individuals were co-infected with occult hepatitis B virus. Regionally, the prevalence was highest in the southern region and lowest in the west. The prevalence of occult HBV infection was compared between the southern region and the other regions. It was higher in the south compared to the east (risk ratio = 0.87, 95% confidence interval (0.83–0.91)). It was also higher in the south compared to the north (risk ratio = 0.82, 95% confidence interval (0.79–0.85)), and it was also higher in the south compared to the west (risk ratio = 0.85, 95% confidence interval (0.82–0.87)). Public health measures and interventions are required to raise awareness, increase prevention, and reduce spread of the disease. More evidence-based studies need to be carried out.
46
Mucha, Witold, and Maximilian Wegener. "No voice for the Global South – analysing the Annual Convention of the International Studies Association (ISA)." Acta Academica: Critical views on society, culture and politics 55, no. 1 (2023): 84–107. http://dx.doi.org/10.38140/aa.v55i1.6978.
Full textAbstract:
The article contributes to the postcolonial and decolonial debate on epistemic inequality in International Relations (IR) research by analysing the global representation of universities at the Annual Convention of the International Studies Association in Toronto in 2019. The results are fourfold. First, the overwhelmingly represented Western countries are mostly located at universities in North America and Europe. Second, universities located in Brazil, Russia, India, China, and South Africa (BRICS) are largely underrepresented compared to their population size and number of universities. Third, even in so- called Global South panels, the representation of scholars from the Global North is much higher than that of academics from the Global South. Fourth, the representation gap also holds true when analysing researcher mobility and individual publication records. The implications of the case study results shed light on the difficulties of analysing epistemic violence without contributing oneself to the prevalent asymmetries.
47
Antwi, Michael, and Clarietta Chagwiza. "Factors influencing savings among land reform beneficiaries in South Africa." International Journal of Social Economics 46, no. 4 (2019): 474–84. http://dx.doi.org/10.1108/ijse-06-2018-0309.
Full textAbstract:
Purpose The purpose of this paper is to determine the effects of socio-economic factors of land redistribution for agricultural development project beneficiaries on savings in the North West Province, South Africa. Design/methodology/approach A binary logistic regression model was employed to determine the effects of socio-economic factors of project beneficiaries on their savings. Findings The results show that the average number of trainings attended by the beneficiaries, the proportion of youth per project and the average net farm income of the project positively and significantly influence the level of savings by the beneficiaries. About 62 percent of the beneficiaries did not have savings; thus, only 38 percent of beneficiaries had savings. Of the 38 percent who had savings, the majority (77 percent) had an annual net farm income of less than R1,000. Only 2 percent of the projects had an annual net farm income of more than R10,000. Research limitations/implications The findings of this study are valuable to policymakers dealing with the issue of land reform and could shed some light on how land redistribution can achieve its intended purposes. These findings should be granted serious consideration when formulating policies aimed at improving savings within collective groups. Practical implications The findings of this study have revealed the importance of training and participation of youth in influencing savings. As well, the findings imply that an organization or household with a health income have a higher propensity of saving. Social implications The research findings point out to the importance of saving. With savings, a household is in a better position to deal with situations that arises in case of emergency. Originality/value This paper is among the few studies to analyze the determinants of savings at a group or project level. Most studies are done at household or individual level.
48
Mdakane, Mbongiseni, Bongani Nkambule, and Sindile Ngubane. "Caught in the spider’s web: The collateral consequences of the criminal record on higher education, professional registration, and employment opportunities." International Journal of Research in Business and Social Science (2147- 4478) 13, no. 4 (2024): 362–73. http://dx.doi.org/10.20525/ijrbs.v13i4.3253.
Full textAbstract:
Abstract Although significant research has already been conducted on the intricacies of the criminal record in South Africa and internationally, literature points to a disjuncture between research and policy, especially around topics relating to access to higher education (HE) and admission to professional registration councils by formerly incarcerated students (FIS) with a criminal record. This qualitative case study incorporated a discourse analysis approach to determine the tone of 23 policy documents. In addition, twelve participants were purposefully sampled to share their lived experiences regarding the regulation and reintegration of FIS when applying for admission to HE and professional registration councils and potential employment upon completion of their studies. The findings indicate that the construction of legal documents and application forms allows higher education institutions and professional registration councils to access students' personal data, such as their criminal records. This leads to implementing measures that exclude certain individuals, which in turn obstructs the effective social reintegration of formerly incarcerated individuals into the workforce. The study recommends the implementation of a South African research-based HE policy aimed at addressing the systemic injustices that regulate the simultaneous admission and rejection of FIS when applying to access HE and admission to professional registration councils. Keywords: higher education, professional registration councils, criminal record checks, offender reintegration, South Africa.
49
VAN WYK, Brenda. "Exploring Metacognitive Awareness and Metaliteracy Skills Towards Becoming a Self-Determined Postgraduate Student: A Case Study." International Conference on Education Research 1, no. 1 (2024): 365–71. http://dx.doi.org/10.34190/icer.1.1.2782.
Full textAbstract:
Research and scholarly output are essential in the advancement of knowledge and society as a whole. In South Africa, the Council for Higher Education (CHE) requires that learning and teaching at higher education institutions (HEIs) must be informed by research done by universities. With high dropout rates these aspirations are not attainable. The question that this study addresses is: firstly, what motivates emerging researchers and postgraduate students to enrol for research and postgraduate programmes at a South African higher education institution, and secondly, what motivates them to complete their studies. Following a qualitative approach, this case study explores self-determination awareness among a group of master’s students in a supervisory context. It interrogates requisite metaliteracy competencies and the core metacognitive attributes underpinning human motivation. The aim is to ascertain how students doing research could be supported and developed to become self-directed and motivated to conduct and complete quality research. The value of the study lies in adding new knowledge to an under-explored area and to propose steps to close the current gap.
50
RANKOANA, Sejabaledi. "A Review of Rural Communities’ Vulnerability to Climate Change: The Case of Limpopo Province in South Africa." International Journal of Environmental, Sustainability, and Social Science 4, no. 6 (2023): 1742–54. http://dx.doi.org/10.38142/ijesss.v4i6.722.
Full textAbstract:
Climate change threatens the livelihood of rural communities that depend on climate-sensitive resources. The risks and consequences of climate change, to which rural areas are especially susceptible, are discussed in this review. The review summarizes previous studies on rural communities' susceptibility to the impacts of changing climatic conditions. Previous studies on climate change in South Africa's Limpopo Province provide the information used in this review. The findings indicate that rural communities are vulnerable to rising temperatures and unpredictable precipitation. The communities are exposed to higher temperatures, less rainfall, and intermittent drought. Subsistence agricultural and livestock production and water supplies are two examples of climate-dependent livelihood resources vulnerable to weather variability and change. These resulted in food insecurity and water scarcity in many rural areas. This review helps fill a gap in understanding the importance of assessing the vulnerability of rural communities with climate-dependent livelihood resources. The study recommends detailed community-based adaptation measures to counteract the detrimental effects of climatic stresses on people's means of subsistence. Adaptation policies to climate change could be strengthened by incorporating indigenous adaptation techniques and community voices into response efforts.