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Journal articles on the topic 'Learning – South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Hoexter, Cora. "Administrative Justice in Kenya: Learning from South Africa's Mistakes." Journal of African Law 62, no. 1 (2018): 105–28. http://dx.doi.org/10.1017/s0021855318000025.

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AbstractThe wording of article 47 of Kenya's Constitution of 2010 is almost identical to that of the section 33 rights to just administrative action in South Africa's 1996 Constitution. Like section 33, article 47 mandates the enactment of legislation to give effect to these constitutional rights, and Kenya's Fair Administrative Action Act 4 of 2015 was strongly influenced by the equivalent South African legislation, the Promotion of Administrative Justice Act 3 of 2000 (PAJA). South Africa can thus be regarded as a sort of laboratory for Kenyan administrative justice. The aim of this article

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Sewankambo, Nelson K., and Achilles Katamba. "Health systems in Africa: learning from South Africa." Lancet 374, no. 9694 (2009): 957–59. http://dx.doi.org/10.1016/s0140-6736(09)61244-7.

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Cox, Amanda J., and Vaughn M. John. "Transformative Learning in Postapartheid South Africa." Adult Education Quarterly 66, no. 4 (2016): 303–18. http://dx.doi.org/10.1177/0741713616648376.

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J van Vuuren, Herman, Philip C van der Westhuizen, and JL van der Walt. "Leading and manage diverse schools in South Africa." Problems and Perspectives in Management 14, no. 2 (2016): 240–49. http://dx.doi.org/10.21511/ppm.14(2-1).2016.14.

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All school populations are diverse in many ways. The diversity in South African schools has been compounded since 1994 with the migration of Black learners to former ‘white’ schools. Some schools and their principals have succeeded in coping efficiently with the new social and cultural makeup of their schools, while others have been struggling and even resigned under the pressures of all the conflicting demands from stakeholders. The theoretical and empirical investigation reported in this paper shows that principals and schools could benefit enormously from learning from the experiences of th

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Iwu, Chux Gervase. "Kulula.com, South Africa – a case study." Emerald Emerging Markets Case Studies 1, no. 1 (2011): 1–3. http://dx.doi.org/10.1108/20450621111124433.

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Subject area Human resource management; primarily employment law impacting on employment relations. Study level/applicability Second year (or 200 level) students up to post graduate programmes in Business Management, Human Resources Management and Law. Case overview The world is still fascinated by South Africas transition to democracy; what with stories of massacre (Sharpeville, etc.) of those who dared challenge white supremacy and the battle for prominence between the African National Congress and the Inkatha Freedom Party. Since gaining independence, South Africa has attracted investors fr

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Julie, Hester, Priscilla Daniels, and Tracey-Ann Adonis. "Service-learning in nursing: integrating student learning and community- based service experience through reflective practice." Health SA Gesondheid 10, no. 4 (2005): 41–54. http://dx.doi.org/10.4102/hsag.v10i4.206.

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Domestic violence is a pervasive problem in South Africa.  Opsomming Huishoudelike geweld is ’n wydverspreide probleem in Suid-Afrika.  *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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Probyn, Margie. "Language and Learning Science in South Africa." Language and Education 20, no. 5 (2006): 391–414. http://dx.doi.org/10.2167/le554.0.

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Rosenberg, Eureta, Heila Betrie Lotz-Sisitka, and Presha Ramsarup. "The green economy learning assessment South Africa." Higher Education, Skills and Work-Based Learning 8, no. 3 (2018): 243–58. http://dx.doi.org/10.1108/heswbl-03-2018-0041.

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Waghid, Yusef. "On the Possibility of Cultivating Justice through Teaching and Learning: An Argument for Civic Reconciliation in South Africa." Policy Futures in Education 3, no. 2 (2005): 132–40. http://dx.doi.org/10.2304/pfie.2005.3.2.2.

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In this article the author explores possibilities for cultivating justice with reference to teaching and learning in (South African) universities. It is argued that teachers and learners ought to become responsive, democratic and critical – they need to act justly in order to break with South Africa's apartheid legacy. The author discusses why readiness, deliberation and responsibility – acts of justice – ought to unfold in South African university classrooms and, more importantly, how each characteristic can potentially engender responsiveness, democracy and criticism respectively. Finally, s

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Urban, Boris, and Elena Gaffurini. "Social enterprises and organizational learning in South Africa." Journal of Entrepreneurship in Emerging Economies 10, no. 1 (2018): 117–33. http://dx.doi.org/10.1108/jeee-02-2017-0010.

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Purpose The purpose of this study is to determine the relationship between different dimensions of organizational learning capabilities (OLC) and levels of social innovation in social enterprises. Design/methodology/approach The empirical strategy adopted is a cross-sectional study based on primary survey data. Following a survey of social enterprises in South Africa, statistically analysis is conducted using regression analyses to test the study hypotheses. Findings The findings show that the OLC dimensions of knowledge conversion, risk management, organizational dialogue and participative de

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M Maithufi (In Memory) and CA Maimela. "Teaching the “Other Law” in a South African University: Some Problems Encountered and Possible Solutions." Obiter 41, no. 1 (2020): 1–9. http://dx.doi.org/10.17159/obiter.v41i1.10545.

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African customary law is a legal system that is recognised in South Africa and forms part of the law of the indigenous people of South Africa. Due to colonialism and apartheid, this legal system was rejected and underdeveloped in favour of common law. The supremacy of the Constitution and its recognition of African customary law as an independent legal system, separate from the common law, aimed to correct past injustices that flowed from the underdevelopment of this important legal system. Whether the Constitution and higher learning institutions have attained the goal of developing African c

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Obagbuwa, Ibidun Christiana, and Ademola P. Abidoye. "South Africa Crime Visualization, Trends Analysis, and Prediction Using Machine Learning Linear Regression Technique." Applied Computational Intelligence and Soft Computing 2021 (June 8, 2021): 1–14. http://dx.doi.org/10.1155/2021/5537902.

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South Africa has been classified as one of the most homicidal, violent, and dangerous places across the globe. However, the two elements that pushed South Africa high in the crime rank are the rates of social violence and homicide. It was reported by Business Insider that South Africa is among the most top 15 ferocious nations on earth. By 1995, South Africa was rated the second highest in terms of murder. However, the crime rate has reduced for some years and suddenly rose again in recent years. Due to social violence and crime rates in South Africa, foreign investors are no longer interested

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Klop, Daleen, and Monique Visser. "Using MAIN in South Africa." ZAS Papers in Linguistics 64 (August 31, 2020): 207–10. http://dx.doi.org/10.21248/zaspil.64.2020.575.

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   South Africa is a country marked by cultural and linguistic diversity with 11 official languages. The majority of school children do not receive their formal schooling in their home language. There is a need for language assessment tools in education and rehabilitation contexts to distinguish between children with language learning problems and/or SLI, and language delay as a result of limited exposure to the language of learning. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) provides clinicians and researchers with an appropriate and culturally relev

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F. Webber, Charles, Kobus Mentz, Shelleyann Scott, Janet Mola Okoko, and Donald Scott. "Principal preparation in Kenya, South Africa, and Canada." Journal of Organizational Change Management 27, no. 3 (2014): 499–519. http://dx.doi.org/10.1108/jocm-07-2013-0125.

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Purpose – The International Study of Principal Preparation (ISPP) informs principal preparation in relation to change in schools. The paper aims to discuss this issue. Design/methodology/approach – The three-stage ISPP study utilized a mixed-methodological approach. Data were gathered in Kenya, South Africa, and Alberta, Canada utilizing a survey instrument that contained items that focussed on: problematic leadership responsibilities, prior leadership development experiences, and perceived adequacy of leadership preparation experiences. Findings – Leadership preparation in Kenya and South Afr

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Collins, Kathleen, and Maria Millard. "Transforming education in South Africa: comparative perceptions of a South African social work learning experience." Educational Review 65, no. 1 (2012): 70–84. http://dx.doi.org/10.1080/00131911.2011.648168.

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Bick, Geoff, John Luiz, and Stephanie Townsend. "MTN South Africa: one group, one vision, one brand." Emerald Emerging Markets Case Studies 1, no. 1 (2011): 1–17. http://dx.doi.org/10.1108/20450621111126765.

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Subject area Marketing. Study level/applicability This case can be used in an international marketing course or module, at executive or MBA level, and is particularly suitable as a case on global branding. Case overview MTN was launched in 1994 as a leading provider of communication services, offering cellular network access and business solutions. After building up a successful operation in South Africa, achieving a market share of some 38 per cent (second only to Vodacom, the dominant mobile telecommunications provider), the group began its expansion into the rest of Africa in 1998. It was t

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Ferro, Trenton. "Review: The Learning Spirit: Lessons from South Africa." Adult Learning 6, no. 6 (1995): 6. http://dx.doi.org/10.1177/104515959500600604.

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18

Prinsloo, Johan. "Service learning in custodial settings in South Africa." Journal of Psychology in Africa 25, no. 2 (2015): 151–55. http://dx.doi.org/10.1080/14330237.2015.1021532.

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Martin, Ludwig, and David Root. "Emerging contractors in South Africa: interactions and learning." Journal of Engineering, Design and Technology 8, no. 1 (2010): 64–79. http://dx.doi.org/10.1108/17260531011034655.

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AITCHISON, JOHN. "Lifelong learning in South Africa: dreams and delusions." International Journal of Lifelong Education 23, no. 6 (2004): 517–44. http://dx.doi.org/10.1080/026037042000311451.

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McArthur, Tom. "English in the world, in Africa, and in South Africa." English Today 15, no. 1 (1999): 11–16. http://dx.doi.org/10.1017/s0266078400010646.

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Vally, Salim, Mphutlane wa Bofelo, and John Treat. "Worker Education in South Africa: Lessons and contradictions." Articles 48, no. 3 (2014): 469–90. http://dx.doi.org/10.7202/1021915ar.

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Worker education played a crucial role in the development of the trade union movement in South Africa and in the broader struggle for social transformation. This article reviews key moments and dynamics in the trajectory of worker education in South Africa. We argue that international developments, the rise of neoliberalism, and the negotiated compromise between the African National Congress (ANC) and the apartheid state, as well as corporatism resulted in changes to worker education. While the latter as it existed in the past has weakened, the centre of gravity has shifted to community organi

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Ogunyemi, F. Taiwo, and Elizabeth Henning. "From traditional learning to modern education: Understanding the value of play in Africa’s childhood development." South African Journal of Education 40, Supplement 2 (2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1768.

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Rhymes, poetry, stories, wrestling, music and dancing were essential cultural elements through which childhood play was promoted in traditional Africa. “Modernisation” brought about by colonialism led to distortion and decline in the use of traditional play for childhood education in many parts of Africa. This work assessed the value of play in Africa’s childhood education, using documentary analysis and a survey of views from South African and Nigerian childhood educators. The documentary analysis involved a review of existing research to give an overview of traditional play in Africa, while

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E. Fourie, Letitia. "How South African open distance learning students use social media: a survey." Problems and Perspectives in Management 14, no. 1 (2016): 71–78. http://dx.doi.org/10.21511/ppm.14(1).2016.08.

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Various studies have been conducted on the use of social media but there is a gap in the literature with regard to social media use in South Africa as well as the difference in social media usage between Generation Y and older students. Thus the main purpose of this article is to determine how open distance learning (ODL) students use social media and if age makes a difference in social media usage. An online self-administered questionnaire was sent to a sample of first year ODL students via email that consisted of a Likert scale that surveyed how they used social media. The results indicate t

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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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Pretorius, Rudi, Andrea Lombard, and Anisa Khotoo. "Adding value to education for sustainability in Africa with inquiry-based approaches in open and distance learning." International Journal of Sustainability in Higher Education 17, no. 2 (2016): 167–87. http://dx.doi.org/10.1108/ijshe-07-2014-0110.

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Purpose – Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so in open and distance learning (ODL – perceived as theoretically inclined) and in regions of educational need (such as the Global South, of which Africa forms part). The purpose of this paper is to map the benefits and challenges of using inquiry-based learning (IBL), with reference to ODL and the value added by IBL in terms of education for sustainability (EfS) in Africa. Design/methodology/approach – Evidence-based reflection is used to provide a narrative assessment of the ex

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Wildsmith, Rosemary. "The African languages in South African education 2009–2011." Language Teaching 46, no. 1 (2012): 120–24. http://dx.doi.org/10.1017/s0261444812000420.

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South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdevelope

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Excell, Lorayne. "Interrogating quality in early childhood development: Working towards a South African perspective." South African Journal of Childhood Education 6, no. 1 (2016): 9. http://dx.doi.org/10.4102/sajce.v6i1.406.

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<p>Within the South African context, early childhood development (ECD) is receiving increasing attention at both government and civil society levels. This has resulted in children accessing ECD services in increasing numbers. But although access may open the doors to learning, it does not ensure a quality early learning experience for children. The pivotal factor is quality. Quality ECD has the potential to drive redress and realise the promise inherent in the South <br />African Constitution. The study draws on the three dimensions of a community of practice, to explore how new di

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Haron, Muhammed. "South Africa’s Institutions of Higher Learning." American Journal of Islamic Social Sciences 31, no. 3 (2014): 50–69. http://dx.doi.org/10.35632/ajiss.v31i3.284.

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As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities as well as Christian seminaries, Muslim communities have clamored for the appointment of Muslim staff at universities to teach courses on Islam. On the whole, these educational developments bode well for the teaching and studying of Islam regionally, even though the purpose and objectives for doing so

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Haron, Muhammed. "South Africa’s Institutions of Higher Learning." American Journal of Islam and Society 31, no. 3 (2014): 50–69. http://dx.doi.org/10.35632/ajis.v31i3.284.

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As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities as well as Christian seminaries, Muslim communities have clamored for the appointment of Muslim staff at universities to teach courses on Islam. On the whole, these educational developments bode well for the teaching and studying of Islam regionally, even though the purpose and objectives for doing so

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Ackermann, Anton, and Gustav Visser. "Studentification in Bloemfontein, South Africa." Bulletin of Geography. Socio-economic Series 31, no. 31 (2016): 7–17. http://dx.doi.org/10.1515/bog-2016-0001.

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Abstract Studentification is a global phenomenon that has been prominent in urban geographical discourse since the large-scale expansion of higher education in the early 1990s. In many developed and developing world countries, expansion in student enrolment has outstripped the ability of institutions of higher learning to provide adequate accommodation. Similar trends have been recorded in South Africa. The task of this paper is to investigate studentification as experienced in one of South Africa’s secondary cities. The paper draws attention to the economic, socio-cultural, and physical chara

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Dichaba, Mpho M. "Lifelong Learning in the Age of Data: Opportunities and Policy Impact." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 1 (2021): 64–70. http://dx.doi.org/10.6000/2292-2598.2021.09.01.8.

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Lifelong learning as a concept and academic field of study is growing, particularly in developing countries. In South Africa, lifelong learning means to respond to socio-economic and political challenges through continuous learning. The capacity buildings at adulthood in developing countries require proper policy management and implementation. This article provides insights into the conceptual understanding of lifelong learning from a policy angle and argued for data transformation in education for South Africa to achieve sustainable development. Thus, the analysis includes unravelling the mea

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Marsh, Tyson E. J., and Christopher B. Knaus. "Fostering Movements or Silencing Voices: Learning from Egypt and South Africa, Leading Against Racism." International Journal of Multicultural Education 17, no. 1 (2015): 188. http://dx.doi.org/10.18251/ijme.v17i1.969.

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In this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided (by race, religion, and/or class) and as models of resistance and conscious activism. We draw upon experiences working as, or with, school principals in South Africa and Egypt to reveal how the context of education is negatively shaped by schooling practices that foster race and class-based inequalities. Using personal narratives of school principals, we situate educat

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Rudwick, Stephanie. "Englishes and cosmopolitanisms in South Africa." Human Affairs 28, no. 4 (2018): 417–28. http://dx.doi.org/10.1515/humaff-2018-0034.

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AbstractAgainst the background of South Africa’s ‘official’ policy of multilingualism, this study explores some of the socio-cultural dynamics ofEnglish as a lingua franca(ELF) in relation to how cosmopolitanism is understood in South Africa. More specifically, it looks at the link between ELF and cosmopolitanism in higher education. In 2016, students at Stellenbosch University (SU) triggered a language policy change that enacted English (as opposed to Afrikaans) as the primary medium of teaching and learning. English has won recognition astheacademic lingua franca for at least two socio-polit

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Hlongwane, Ike. "Legislative framework for implementing recognition of prior learning." Higher Education, Skills and Work-Based Learning 9, no. 4 (2019): 775–87. http://dx.doi.org/10.1108/heswbl-10-2018-0111.

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Purpose The purpose of this paper is to identify and highlight the key constructs of an enabling policy environment and their probable impact on development and implementation of recognition of prior learning (RPL) process in higher education and training in South Africa with reference to library and information science (LIS) field. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. The study used a combination of quantitative and qualitative methods to collect data from all the ten LIS schools in the South Afr

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Descheemaeker, Eric. "New Directions in Unjustified Enrichment: Learning from South Africa?" Edinburgh Law Review 18, no. 3 (2014): 414–16. http://dx.doi.org/10.3366/elr.2014.0236.

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Van Wyk, Berte. "Learner Diversity and Learning: A Perspective from South Africa." Procedia - Social and Behavioral Sciences 7 (2010): 247–53. http://dx.doi.org/10.1016/j.sbspro.2010.10.035.

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Hirschmann, David. "Civil society in South Africa: Learning from gender themes." World Development 26, no. 2 (1998): 227–38. http://dx.doi.org/10.1016/s0305-750x(97)10021-3.

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Zuze, Tia Linda, and Andrea Juan. "School leadership and local learning contexts in South Africa." Educational Management Administration & Leadership 48, no. 3 (2018): 459–77. http://dx.doi.org/10.1177/1741143218814006.

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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent diff

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Wetmore, Hugh. "Living in South Africa Learning the Ways of God." Transformation: An International Journal of Holistic Mission Studies 3, no. 2 (1986): 11–15. http://dx.doi.org/10.1177/026537888600300205.

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Morris, Mike, and Justin Barnes. "Organising cluster cooperation and learning networks in South Africa." African Studies 65, no. 1 (2006): 79–104. http://dx.doi.org/10.1080/00020180600771790.

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Valodia, Imraan. "Trade policy, productivity and learning: Evidence in South Africa." Development Southern Africa 16, no. 3 (1999): 531–46. http://dx.doi.org/10.1080/03768359908440097.

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René Benecke, Dalien, and Rose‐Marie Bezuidenhout. "Experiential learning in public relations education in South Africa." Journal of Communication Management 15, no. 1 (2011): 55–69. http://dx.doi.org/10.1108/13632541111105259.

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Ajani, Oluwatoyin A., and Bongani T. Gamede. "Decolonising Teacher Education Curriculum in South African Higher Education." International Journal of Higher Education 10, no. 5 (2021): 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.

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Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization.

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Brink, Roelien, Martie Mearns, and Tanya Du Plessis. "MANAGING INFORMATION FOR WORK-INTEGRATED LEARNING AT HIGHER EDUCATION INSTITUTIONS." Mousaion: South African Journal of Information Studies 32, no. 3 (2016): 13–28. http://dx.doi.org/10.25159/0027-2639/1666.

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Higher education institutions (HEIs) in South Africa require teaching and learning to include work-integrated learning (WIL) within specific learning offerings. The different learning options provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departments results in different processes being followed, which can impact negatively on the optimal utilisation of WIL. Frameworks for IM for WIL, however, have been developed at international HEIs. Using a qualitati

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Dube, Bekithemba. "Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach." Multidisciplinary Journal of Educational Research 10, no. 2 (2020): 135. http://dx.doi.org/10.17583/remie.2020.5607.

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This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural l

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Hlela, Zamokwakho. "Learning through participation: towards defining adult learning in an African rural village context." Community Development Journal 54, no. 4 (2018): 660–76. http://dx.doi.org/10.1093/cdj/bsy028.

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AbstractThis article analyses the studies of adult learning in Africa, where they exist, often draw uncritically on Western theoretical and methodological frameworks such as andragogy, experiential learning, and transformative learning. These frameworks are informed by individualistic conceptions of learners and learning, shaped by industrial and postindustrial political economy, liberal democratic politics and consumerist culture. Such structures are then imposed on African ‘territories’ of learning, much like a colonial template for carving up the continent, for and under Western eyes. This

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Chakuzira, Wellington, and Armstrong Kadyamatimba. "The perceived benefits and barriers to the application of mobile and social networking technologies in Higher Learning Institutions." Problems and Perspectives in Management 15, no. 3 (2017): 343–51. http://dx.doi.org/10.21511/ppm.15(3-2).2017.04.

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This research investigated on the perceived benefits and barriers to the application of mobile and social networking technologies in South African Higher Learning Institutions (HLIs). A quantitative orientation was used in carrying out the study through self-administered questionnaires and a descriptive quantitative method of analysis was applied. The research population consisted of some students and lecturers from University of Venda (Univen) and University of Limpopo (UL). The research results showed that indeed HLIs in South Africa enjoy some benefits using mobile and social networking tec

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Rwodzi, C., K. L. Mphela, and M. J. Mogoboya. "Renaming University Teaching and Learning Facilities in South Africa: towards the Africanisation of Higher Education." Journal of African Education 1, no. 3 (2020): 130–43. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a7.

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In South Africa, students and lecturers have been asking university management and government to rename teaching and learning facilities in line with the higher education transformation agenda. Strikes, demonstrations and debates regarding the decolonisation and Africanisation of higher education have been used as ways to communicate the need to fast-track the renaming process. Renaming lecture rooms, lecture theatres, laboratories, sports facilities, halls of residence, campus roads and other facilities help to embrace African culture, values and beliefs. This paper explores Africanisation by

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Motsoenyane, Molefi. "Teaching in extended programmes in South Africa by Lynn Coleman." Scholarship of Teaching and Learning in the South 4, no. 1 (2020): 86. http://dx.doi.org/10.36615/sotls.v4i1.144.

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In this review of Lynn Coleman's Teaching In Extended Programmes In South Africa, Molefi Motsoenyane explains how the book ably acts as a point of reference for teaching diverse students in a range of subjects, while also considering various administrative issues relating to extended curriculum provision.Key words: extended curriculum programmes, undergraduate students, teaching and learning, active learning, diversityHow to cite this article:Motsoenyane, M. 2020. Book review: Coleman, L. 2018. Teaching In Extended Programmes In South Africa. Cape Town, South Africa: Fundani, Centre for Higher

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