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

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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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.

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African languages have long been marginalized and underrepresented in higher education curricula, in Africa and globally. However, there is a growing recognition of the significance of African languages in academic settings, particularly as a means of preserving and promoting cultural heritage and facilitating communication and knowledge transfer among diverse communities. Studies have shown that language plays a critical role in shaping individuals' identities and their ability to access and engage with education. Therefore, there is a dire need for inclusion of African languages in higher ed

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Ntshangase, TC Mabusela MS Nzima DR. "Managing Challenges Faced By South African Higher Education Institutions In Implementing Pre-Service Teacher Education Curricular." Multicultural Education 8, no. 7 (2022): 88. https://doi.org/10.5281/zenodo.6908272.

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<em>This study was informed by the persistent challenges faced by South African higher education institutions in implementing pre-service teachers’ 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 continu

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Mantashe, Lunga. "Do universities have the articulation of college programmes in mind when reviewing their academic curricula?" Journal of Vocational, Adult and Continuing Education and Training 7, no. 1 (2024): 24. http://dx.doi.org/10.14426/jovacet.v7i1.392.

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In order to articulate academic programmes from college to university effectively, the curricula of the two institutional structures must be aligned. Studies show that this is not always the case, despite the existence of national and sectoral policies that are intended to promote alignment. In grappling with this reality, this study explored the level of interface of academic programmes between TVET (technical and vocational education and training) colleges and a comprehensive university in South Africa. It also investigated whether, and the extent to which, university policies and actors con

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Msomi, XA Mabusela MS Ntshangase TC. "Confronting Challenges Of Implementing Accounting Curriculum In A Context Of Curriculum Change In Selected South African Township Secondary Schools." Multicultural Education 9, no. 3 (2023): 1. https://doi.org/10.5281/zenodo.7707139.

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<em>This study engaged on the persistent challenges encountered by Accounting teachers oncurriculum implementation due to the ever-evolving curriculum since the introduction of a democratic state in South Africa. This study was underpinned by Piaget’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 Account

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Saldanha, June. "A Second Chance: The University of Cape Town's Diploma in Education." Gateways: International Journal of Community Research and Engagement 2 (November 3, 2009): 178–90. http://dx.doi.org/10.5130/ijcre.v2i0.1171.

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This paper describes a curriculum that gives men and women from predominantly black working class communities a second chance to acquire a formal qualification at a higher education institution in South Africa. The curriculum provides the space for adult students to think critically about themselves and their practice and to develop a confident voice to express themselves. Through this process they develop both learner and educator identities and begin to see how the two intersect. The paper gives some of the historical background of the course, and shows how lecturers who have taught on the p

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Robertson, Catherine. "Contributor biographies." Journal of Vocational, Adult and Continuing Education and Training 7, no. 2 (2024): 4. https://doi.org/10.14426/jovacet.v7i2.422.

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Dr George Afeti George Afeti is a mechanical engineer and skills development expert. He is a former university teacher, polytechnic principal and secretary-general of the Association of Technical Universities and Polytechnics in Africa. He recently served as a skills development advisor to the African Union Development Agency. Mr Steven Bainbridge From 1996 to 2024, Steven Bainbridge served as an expert at CEDEFOP (Europe’s vocational education and training (VET) agency) writing and contributing to reports and briefing notes on European VET policy, skill supply and demand, statistical indicato

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Khuzwayo, Mamsi Ethel, and Kwanele Booi. "Transformation of Assessment of the Pre-Service Life Sciences Teachers: Issues of Curriculum Development in Education and Training in South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 44–60. http://dx.doi.org/10.26803/ijlter.20.7.3.

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The Department of Higher Education intends to transform the traditional education theories and practices in the education and training of teachers for the twenty-first century. The attributes of a competent and qualified teacher underpin the envisaged changes in the curriculum to aptly prepare teachers. However, the realizations of the intentions of the department appear to be in vain. Accordingly, the current case studies conducted through qualitative procedures aimed to investigate how teacher educators adhere to the proposals of the Minimum Requirement of Teacher Education Qualifications (M

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Holness, Dave. "Improving Access to Justice Through Compulsory Student Work at University Law Clinics." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 16, no. 4 (2017): 327. http://dx.doi.org/10.17159/1727-3781/2013/v16i4a2417.

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In this paper an analysis is offered of compulsory so-called "live client" clinical legal education as part of the LLB as a means of improving access to justice for the indigent. This study first explores the factors which motivate which the establishment of a year’s compulsory community service during the LLB studies, and making clinical legal education compulsory. The motivation includes inducing law students and graduates to aid in the achievement of access to justice. The research then focuses on what the value of community service is in higher education generally. In the South African civ

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Windapo, Abimbola, and Nnedinma Umeokafor. "Editorial." Journal of Construction Business and Management 5, no. 2 (2022): v—vii. http://dx.doi.org/10.15641/jcbm.5.2.1309.

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Introduction  This is the tenth issue of the Journal of Construction Business and Management, a combination of the regular issue and a special issue of selected papers from Construction Business and Project Management CBPM 2021 conference proceedings. This issue contains five blind double peer-reviewed articles by seventeen scholars in Nigeria, South Africa, and Malaysia covering strategic management, environmental pollution, compliance with building standards, dispute resolution, and performance management. Despite the difference in the topics, one of the key issues highlighted by the p

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Bell, Diane, and Estelle Swart. "Learning Experiences of Students Who Are Hard of Hearing in Higher Education: Case Study of a South African University." Social Inclusion 6, no. 4 (2018): 137–48. http://dx.doi.org/10.17645/si.v6i4.1643.

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

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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.

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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 engage

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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.

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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 co

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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.

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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

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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.

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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 highe

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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.

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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 t

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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.

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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 q

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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.

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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 q

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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.

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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 expectation

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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.

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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

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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.

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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 unch

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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.

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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 pu

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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.

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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 engage

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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.

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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 st

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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.

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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 M

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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.

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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 awaren

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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.

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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

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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.

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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 appr

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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.

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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 develop

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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.

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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

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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.

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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 initiati

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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.

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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 adopt

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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.

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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 So

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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.

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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 se

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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.

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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 progr

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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.

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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................................

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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.

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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 s

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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.

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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

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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.

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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 A

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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.

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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

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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.

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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 th

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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.

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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

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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.

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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 operat

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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.

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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 a

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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.

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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 determina

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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.

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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 cohor

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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.

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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. Thir

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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.

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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

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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.

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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 experienc

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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.

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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 compl

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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.

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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

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