Academic literature on the topic 'South African higher education context'
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Journal articles on the topic "South African higher education context"
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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. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers’ minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race Theory as a lens for this phenomenon. South African higher education curriculum has predominantly been Eurocentric and epistemic, reflecting Western dominance in post-apartheid South Africa. The study argues why and how South African higher education institutions can place teacher education at the centre of learning experiences, for students to adapt and maximize the realities in their contexts, and for responsive lived experiences. Thus, adding voices to a curriculum that promotes total rethink, reflections and reconstruction of students' minds in integrating the existing Eurocentrism and epistemic knowledge with African philosophy in higher education institutions.
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Makondo, Livingstone, and Otlina Makondo. "The Interplay between South African Higher Education Context and Academic Development." Anthropologist 17, no. 2 (2014): 301–9. http://dx.doi.org/10.1080/09720073.2014.11891438.
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Kessi, Shose. "Community social psychologies for decoloniality: an African perspective on epistemic justice in higher education." South African Journal of Psychology 47, no. 4 (2017): 506–16. http://dx.doi.org/10.1177/0081246317737917.
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The decolonisation of higher education in South Africa is closely linked to questions of knowledge production. The epistemic violence of the colonial encounter has put into question the possibilities and modes of doing research in marginalised communities. In this article, I argue that praxis in community social psychology can lead to more relevant and just research methods, especially when rooted in liberation thinking. In the South African and African context, this requires an engagement with the particularities of Blackness and the Black experience. Drawing on examples of participatory action research projects with young Africans using Photovoice methods, and the establishment of the Black Academic Caucus at the University of Cape Town, the article shows the links between praxis and epistemic justice as exercised within the cultural practices of the university, and between researchers and participants from marginalised communities.
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Whiston, Thomas G. "The Higher Educational and Industrial Challenges Facing South Africa." Industry and Higher Education 9, no. 2 (1995): 105–14. http://dx.doi.org/10.1177/095042229500900206.
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South Africa, following the dismantling of Apartheid, now faces enormous educational, industrial and economic challenges. Simultaneously it must address gargantuan social and infrastructural problems, attend to the most urgent basic needs while also encouraging significant economic growth. The author has recently completed an extensive survey and analysis of the South African higher education challenge within the context of the critical, social, industrial and environmental dilemmas which must be ameliorated. In this article, he provides an overview of the problems to be faced and suggests a national policy agenda to address those challenges and dilemmas. In one sense the South African ‘dilemma’ is a microcosm of the global ‘North–South’ divide.
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Morreira, Shannon. "Steps Towards Decolonial Higher Education in Southern Africa? Epistemic Disobedience in the Humanities." Journal of Asian and African Studies 52, no. 3 (2015): 287–301. http://dx.doi.org/10.1177/0021909615577499.
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In South African universities, a particular epistemic hierarchy exists within which African knowledge and resources are under-valued. This paper examines humanities courses that include content that deliberately aims to interrupt the existing knowledge hierarchies, through a qualitative analysis of spaces where African knowledge is granted importance. The paper provides a snapshot of the potentials for change in South African higher education today, and of the ways in which theories of Africa, for Africa, and about Africa, are being generated and taught.
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Ngqakayi‐Motaung, Nomsa. "Public and private higher education in South Africa in the context of the African renaissance." International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 1, no. 1 (2006): 91–110. http://dx.doi.org/10.1080/18186870608529708.
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Ndebele, Hloniphani. "Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context." Journal for Language Teaching 54, no. 1 (2021): 123–49. http://dx.doi.org/10.4314/jlt.v54i1.2.
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Research and praxis in the field teaching and learning in the South African higher education context has been characterised by calls to expand the languages of teaching and learning through the inclusive use of African languages in higher education. Such calls are based on the realisation of the critical role that students’ home language can play in cognitive and linguistic development, among other things, in education. The focus of this paper is to ascertain the perceptions of students about the inclusive use of isiZulu, an African language, as a language of teaching and learning. Data were gathered through a survey which employed a questionnaire targeting 120 students from a Faculty of Engineering at a South African university of technology. The study found that students’ understanding of the use of isiZulu for teaching and learning conflated issues of language as ‘problem’ and ‘resource’. The study also discovered elements of language ambivalence. The paper argues that helping students to shift their perceptions from a ‘problem’ viewof language to a view of language as a ‘resource’ could enhance their learning.
 Keywords: African languages; IsiZulu; Teaching and learning; Higher education; South Africa
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Cherrington, Avivit M. "Research as hope-intervention: Mobilising hope in a South African higher education context." South African Journal of Education 38, no. 4 (2018): 1–9. http://dx.doi.org/10.15700/saje.v38n4a1706.
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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 qualitative approach and phenomenological research design and working with these frameworks as well as the Theory of Motivated Information Management, the researchers collected data using semi-structured individual interviews and group discussions from the University of Cincinnati (UC) and the Northwestern University (NWU) in Illinois, United States (US). This article presents the findings of an IM framework from these two US universities. After research was conducted at a South African university, a conceptual framework was developed for the IM for WIL based on the framework from the international universities that may be implemented at HEIs in South Africa. With time this framework could betested in a number of settings that could lead to the development of a model for IM for WIL in the South African context. The article, however, reports on the findings of the two international universities only and the conceptual framework requires further testing and validation before it can be published.
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Du Toit, Nina (HG). "Designing a Model for Facilitating the Inclusion of Higher Education International Students with Disabilities in South Africa." Social Inclusion 6, no. 4 (2018): 168–81. http://dx.doi.org/10.17645/si.v6i4.1666.
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Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.
Dissertations / Theses on the topic "South African higher education context"
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Weideman, Renee. "Evaluation criteria for selected administrative and support systems in South African higher education institutions." Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1082&context=td_cput.
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Mkonto, Patricia Nosisana. "The development and evaluation of a learning styles assessment tool for the South African higher education context." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2563.
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Philosophiae Doctor - PhD<br>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.<br>South Africa
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Mutemeri, Judith. "Teaching and learning of teacher education students in South African universities within a context of quality." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1978.
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Thesis (Dtech( Education))--Cape Peninsula University of Technology, 2010<br>The study focused on teacher education in South African universities. The major purpose was to examine how teacher educators in South African universities prepared teacher education students for teaching and learning within a context of quality. It is important to start with quality teachers before being able to speak about quality education because "you cannot give what you do not have" (Parliamentary Monitoring Group of South Africa, 2009:3).Consistent with the postmodern qualitative paradigm I used phenomenology as the strategy of research. The main epistemological assumption was that the way of knowing reality was through exploring the experiences of others regarding a specific phenomenon, in this case teaching and learning of teacher education students. To this end the stories, experiences and voices of the respondents were the medium through which I explored and understood reality embedded in the teaching and learning of teacher education students.The research sites included four Faculties of Education nationally. Purposive sampling was conducted to adequately capture the heterogeneity of institutions especially of those faculties that offer Initial Professional Education for Teachers (IPET) programmes.Purposive sampling was also used to select both students and lecturers because respondents were selected on the basis of some defining characteristic that made them holders of the data needed for the study.
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Le, Grange Lesly L. L. "Pedagogical practices in a higher education context : case studies in environmental and science education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/19380.
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Thesis (PhD) -- Stellenbosch University, 2001.<br>Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.<br>ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation
of post-apartheid teacher education. I examine two case studies of my own professional practice.
The first case study involves in-service education work that I performed with teachers in a local
community, Grassy Park. The second case study represents work I performed with students in a
pre-service education programme at the University of Stellenbosch. My study aims to:
• Critically examine the implications of social issues, particularly environmental issues, for
pedagogical practices generally and for South African pedagogical work in particular.
• Critically review the changing socio-historical determinants of pedagogical practices in South
African teacher education.
• Investigate changing pedagogical practices by describing and reflecting on work done in my own
professional contexts as a science/environmental teacher educator at a historically Afrikaner
university.
With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public
space, evaluative space, pedagogical space and institutional space from insulated space (hidden
from public scrutiny) to a more porous space. In this study I am concerned with pedagogical
space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and
what they learn (or teach), when and for how long and where'. I use these categories of
Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as
conceptual tools to frame my analyses of the cases. Although a significant part of my study
focuses on classroom practices, I take pedagogy to have a much broader meaning that
incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and
identities are formed'.
This research report offers a brief insight into the complexities of change at the micro-level of
classroom practices. But, importantly also contextualises these micro-level pedagogical practices
within broader socio-historical determinants and provides praxiological comments on postapartheid
education policies. The research also initiates an investigation into the social
organisation of trust in post-apartheid South Africa.<br>AFRIKAANSE OPSOMMING: In hierdie studie ondersoek ek die geleenthede vir die transformasie van onderwyseropleiding in
die post-apartheidsera. Ek bespreek twee gevallestudies uit my eie professionele praktyk. Die
eerste gevallestudie handel oor die indiensopleiding van onderwysers in Grassy Park, 'n
plaaslike gemeenskap. Die tweede gevallestudie handel oor die werk wat ek met studente in 'n
voorgraadse onderrigprogram aan die Universiteit van Stellenbosch gedoen het. Die studie het
die volgende ten doel:
• 'n Kritiese ondersoek na die uitwerking van sosiale aspekte, met die klem op
omgewingsaangeleenthede, op opvoedkundige praktyke in die algemeen en op die Suid-
Afrikaanse opvoedkundige praktyk in die besonder.
• 'n Kritiese oorsig oor die sosio-historiese veranderinge wat deeI vorm van die opleiding
van Suid-Afrikaanse onderwysers.
• 'n Ondersoek na veranderende opvoedkundige praktyke aan die hand van 'n beskrywing
van en refleksie op my eie professionele werk as dosent in die
wetenskap/omgewingsopvoeding aan 'n historiese Afrikaanse universiteit.
Ten opsigte van onderwyseropleiding beweer Pendlebury (1998) dat verskuiwings in die
publieke ruimte, evaluerende ruimte, pedagogiese ruimte en institusionele ruimte, plaasvind van
'n afgesonderde ruimte (verberg vir publieke waarnemimg/evaluasie) na 'n meer deursigtige
ruimte. In hierdie studie fokus ek op die pedagogiese ruimte wat, volgens Pendlebury
(1998:345), bepaal 'who may learn (or teach), how and what they learn (or teach), when and for
how long and where'. Ek gebruik Pendlebury (1998: 345) se kategoriee saam met Turnbull
(1997) se perspektiewe oor kennisproduksie as konseptuele raamwerk vir my analise van die
twee gevallestudies. Alhoewel 'n beduidende gedeelte van my studie op klaskamerpraktyke
fokus, moet die term pedagogie(k) volgens my 'n veel breer betekenis verband gesien word om
ook Hernandez (1997: 11) se 'all spaces in which knowledge is produced and identities are
formed' intesluit.
Hierdie navorsingsverslag lig die komplekse aard van transformasie op die mikro-vlak van
klaskamerpraktyke toe. Van groot belang is ook die kontekstualisering van opvoedkundige
praktyke op mikro-vlak binne die breer sosio-historiese veranderlikes en lewer praktykverwante
kommentaar op die opvoedkundige beleid van die post-apartheidsera. Die navorsing dien ook as
vertrekpunt om sosiale vertroue in die post-apartheids-Suid-Afrika te ondersoek.
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Arko-Achemfuor, Akwasi. "Accessing learner support services in a distance education context at UNISA Adult Basic Education Department." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013382.
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This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
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Coleman, Lynn. "Literacy practices and the curriculum context: exploring the production of assignments in a South African vocational higher education institution." Thesis, Open University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607630.
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This thesis explores curriculum construction and the production of assignments in two courses at a vocational higher education institution in South Africa, mainly film and Video Technology and Graphic Design. The influence of the vocational curriculum context on student and lecturer practices is examined through two analytical frameworks, literacy as social practice and Bernstein's concept of recontextualisation. An ethnographic methodology was used to investigate the broader curriculum context and literacy practices engaged in by students and lecturers. Fieldwork was carried out over a sixmonth period, while generating and collecting fieldnote, interview, documentary ahd photographic data. The analysis is presented as two separate case studies, one in each department. The study's interpretive approach is used to bring together the Bernstein focus on recontextualisation and curriculum with the Academic Literacies notion of literacy practice. The significant role of the curriculum context in the patterning of the literacy practices students engage in when producing their assignments is therefore recognised. The findings highlight the way the university of technology sectoral domain operates as a third aspect in the recontextualisation process alongside the professional and . disciplinary domains, resulting in conflicting messages. Primacy is given to texts and literacy practices that resemble those in the professional domains. However, essayist literacies are also foregrounded and reflect generic and decontextualized understandings of writing that function as an important mechanism through which the sectoral domain asserts its position in the academy. The research demonstrates that the Academic Literacies and Bernsteinian frames can successfully be combined in empirical research, allowing the individual studehts' experiences to be located within broader institutional and sectoral structures in a way that challenges deficit views of the student. A further conclusion drawn is how an Academic Literacies lens can help to identify the workings of the sectoral domain thus broadening the analytical frame beyond individual institutional conditions.
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Nelson, Ludwig W. "Value-Added Tax apportionment methodology applied in the higher sector of South Africa : Is the apportionment method currently applied in the higher education sector effective and appropriate in a South African context?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20975.
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This dissertation focusses on the value-added tax apportionment methodology applied in the higher education sector of South Africa. The current apportionment method applied by universities is the varied input-based method. The research question that is posed, is whether the varied input-based method is effective and appropriate in the higher education sector in a South African context and whether or not there are other solutions which could apply to alleviate the burden that apportionment has placed on the universities. In addressing the research question the dissertation specifically discusses the principles of apportionment, turnover-based method, input-based method and varied input-based method. Furthermore, the dynamics of the higher education sector is discussed in detail with specific focus on the income streams and expense types of universities and how this influences the application of apportionment methods. Lastly, other solutions are considered such as a reduced Value-Added Tax rate for the supply of educational services and the zero-rating of the supply of educational services. It is concluded that the varied input-based method is definitely not the long term solution as the difficulty in its application and the financial burden makes it impracticable to use. Also, it is concluded that a possible solution is to zero-rate the supply of educational services by universities in terms of section 11 of the Value-Added Tax Act No. 89 of 1991. This would not only alleviate the burden of apportionment, but also result in universities being allowed to claim all the VAT it incurs (except for input tax denied in terms of section 17(2) of the Value- Added Tax Act No. 89 of 1991) and result in a net gain for the universities. Whatever is decided, the current investigation of apportionment methodology applied in the higher education sector of South Africa needs to be concluded as soon as possible and a clear practical and sustainable approach needs to be agreed upon, as it is in the best interest of all of the parties involved as well as South Africa and the education of its people as a whole.
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Wyrley-Birch, Bridget Diana. "Professional communication practices of radiotherapists in the workplace and classroom in higher education in the Western Cape, South Africa." Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1015&context=td_cput.
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Schreiber, Birgit. "An investigation into the scope, role, and function of student development and support within the context of higher education in South Africa." University of the Western Cape, 2012. http://hdl.handle.net/11394/4795.
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Philosophiae Doctor - PhD<br>This study is an investigation into the scope, role, and function of student development and support (SDS) within higher education in South Africa. The underpinnings and frameworks of SDS were explored during the research, as well as its integration into the institution and into organisational structures, the relationship between SDS and the policies of the Department of Higher Education and Training, and the influences from the national and international context of SDS. Policies emerging from the Department of Higher Education and Training heralded dramatic changes after the first democratically elected government in South Africa. The changes were amplified by the shifts in the international context of global explosion of knowledge production and neo-liberal influences on higher education in general and SDS in particular. The higher education system in South Africa has changed from an elite system to broad “massification”, which addresses issues of equity, access, participation and relevant skills development at medium and high level (DoE, 1997, p. 4). Changes have not only been in terms of governance and institutional mergers but also in terms of notions and discourses in education, teaching and learning, student development, and student support. The higher education system has become open, responsive, and relevant, and knowledge is understood to be relative and context-bound, co-created within the relationship to a heterogeneous group of students who have a range of capabilities and challenge traditional notions of inclusivity and diversity. The findings are extensive and liberal use of quotations from the participants substantiates the emerging themes. The key themes that emerged are clustered under the headings of: scope, role and function; theoretical framework; professionalisation; paradigms and alignments; SDS integration into the organisational structure; SDS in relation to the Department of Higher Education and Training; and SDS within the national and international context of globalisation. The discussion synthesises the findings and reveals that SDS is facing many challenges which require attention. Some challenges concern the lack of clarity around scope, role, and function, as well as issues around the lack of theoretical grounding and the paucity in local theory development. Challenges also surfaced regarding the integration of SDS into the academic life of the institution. Similar concerns appeared around the exclusion of SDS from governance issues. Tensions emerged from discussions on the need for a guiding framework for SDS, while preserving autonomy and acknowledging the heterogeneous character of institutions. The findings also suggest that non-elective operational standards and some kind of monitoring and evaluation systems for SDS are required. Despite these challenges, it appears that SDS is perceived as a key contributor to the shared goal of student success and that an expressed commitment to and alignment with national and institutional goals exists. This utilisation-oriented study, it is hoped, will make significant contributions to the understanding of the scope, role and function of student development and support within higher education. It may help illuminate the challenges and provide suggestions to enable more articulated contributions to the shared goals of higher education in South Africa. Recommendations include the development of an epistemic community which can generate contextual and constructivist paradigms for SDS in South Africa. This research study reveals the pressing need for a normative framework for SDS and identifies areas which need to be given serious consideration when developing such a framework.
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Wigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.
Full textBooks on the topic "South African higher education context"
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Kenya) Africa Society of Evangelical Theology (Conference) (7th 2017 Nairobi. Governance and Christian higher education in the African context. Edited by Ngaruiya, David K., editor, writer of preface and Reed Rodney L. editor. Langham Global Library, 2019.
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Mabokela, Reitumetse Obakeng. Voices of conflict: Desegregating South African universities. Falmer Press, 2000.
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Bunting, Lisa, Nico Cloete, and Ian Bunting. Transformation indicators applied to two South African higher education institutions. CHET, 2002.
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Dreijmanis, John. The role of the South African government in tertiary education. South African Institute of Race Relations, 1988.
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Howell, Colleen. Higher education monitor: South African higher education responses to students with disabilities : equity of access and opportunity? Council on Higher Education, 2005.
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Speedy, Sandra. Women using action learning & action research: The South African context. Southern Cross University Press, 2003.
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G, Subotzky, ed. The skewed revolution: Trends in South African higher education, 1988-1998. Education Policy Unit, University of the Western Cape, 2001.
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Munene, Ishmael I. Transforming the academia: Exploring African universities in a comparative context. Nova Science Publishers, 2009.
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Beekman, Litha, C. D. Cilliers, and Jager André de. Student counselling and development: Contemporary issues in the southern African context. Unisa Press, University of South Africa, 2012.
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Walters, Shirley. Towards a future agenda for South African adult education research within the context of the Southern African region. UNESCO Institute for Education, 1994.
Find full textBook chapters on the topic "South African higher education context"
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Xing, Bo, Lufuno Marwala, and Tshilidzi Marwala. "Adopt Fast, Adapt Quick: Adaptive Approaches in the South African Context." In Higher Education in the Era of the Fourth Industrial Revolution. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0194-0_8.
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Timmis, Sue, Thea de Wet, Kibashini Naidoo, et al. "The historical context of higher education in South Africa." In Rural Transitions to Higher Education in South Africa. Routledge, 2021. http://dx.doi.org/10.4324/9780429356490-1.
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de Wet, Annamagriet, and Shan Simmonds. "Human Rights Education in the South African Higher Education Context: (Im)possibilities for Human Rights Literacies." In Interdisciplinary Studies in Human Rights. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99567-0_8.
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Ramrathan, Labby. "Compassion in the Context of Higher Education Transformation in South Africa." In The Pedagogy of Compassion at the Heart of Higher Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57783-8_7.
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Seepe, Sipho. "Higher Education Transformation in South Africa." In Knowledge and Change in African Universities. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-842-6_8.
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Strydom, Kalie. "Globalisation, Regional Responsiveness and a Developing South African Higher Education System." In Higher Education Dynamics. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0579-1_11.
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Sabata, Siya, and Monwabisi K. Ralarala. "Exploring Decolonization in South African Higher Education." In Faculty Perspectives on Vocational Training in South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9781351014311-9.
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Liccardo, Sabrina. "Decolonising the South African Higher Education System." In Psychosocial Pathways Towards Reinventing the South African University. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49036-2_2.
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Badat, Saleem. "Academic Inbreeding: The South African Case." In Academic Inbreeding and Mobility in Higher Education. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137461254_8.
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Lolwana, Peliwe. "The Role of Stakeholders in the Transformation of the South African Higher Education System." In Higher Education Dynamics. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_13.
Full textConference papers on the topic "South African higher education context"
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Morreira, Shannon. "Pandemic Pedagogy: Assessing the Online Implementation of a Decolonial Curriculum." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12861.
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The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.
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Adonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.
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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Dowelani, Musimuni, and Faith Dowelani. "Curriculum development in South Africa: the role of professional bodies." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11188.
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The function and main goal of higher education has evolved over time; studies show that there is a shift in focus from pure intellectual exploration to job preparation. Curriculum development literature argues that the collaboration between universities and industries is critical for skills development and provides alignment between skills required in the workplace and skills transferred through higher education. This desk study aimed to synthesis the role of professional bodies as representatives of industry in curriculum development in the South African context. Observations show that a significant number of professional bodies mandate curriculum, by accrediting qualifications offered by universities. Not all programs require professional body accreditation or approval, however approximately 60% of all university programmes in South Africa are subject to the accreditation of professional associations. Without the accreditation from professional bodies, universities would not be able to offer qualifications in certain disciplines such as health and engineering. There is evidence that professional body involvement in curriculum development ascertains a level of quality.
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"South Africa’s Quest for Smart Cities: Privacy Concerns of Digital Natives of Cape Town, South Africa." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4071.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The objective of this study is to investigate the impact of awareness, perceived benefits, types of data collected and perceived control on the privacy concerns of digital natives living in what is considered the smart city of Cape Town, South Africa. Background: Smart city projects have been known to bring benefits such as sustainable economic development to cities. However one may wonder what and how certain factors influence the privacy concerns that come along with the implementation of smart cities particularly in the African context. In a time when information can be easily transferred, accessed and even shared, it is no surprise that people may have inclinations to be very protective of their personal information. Methodology: The study is quantitative in nature. Data has been collected using an online survey and analysed statistically. Contribution: This study contributes to scientific literature by detailing the impact of specific factors on the privacy concerns of citizens living in an African city Findings: The findings reveal that the more impersonal data is collected by the Smart City of Cape Town, the lower the privacy concerns of the digital natives. The findings also show that higher the need of the digital natives to be aware of the security measure put in place by the city, the higher their privacy concerns Recommendations for Practitioners: Practitioners (i.e. policy makers) should ensure that it is a legal requirement to have security measures in place to protect the privacy of the citizens while col-lecting data within the smart city of Cape Town. These regulations should be made public to appease any apprehensions from its citizens towards smart city implementations. Less personal data should also be collected on the citizens. Recommendation for Researchers: Researchers should further investigate issues related to privacy concerns in the context of African developing countries as they have unique cultural and philosophical perspectives that might influence how people perceive privacy. Impact on Society: Cities are becoming “smarter” and in developing world context like Africa, privacy issues might not have as a strong influence as is the case in the developing world. Future Research: Further qualitative studies should be conducted to better understand issues related to perceived benefits, perceived control, awareness of how data is collected and level of privacy concerns of digital natives in developing countries.
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Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.
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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
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"Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.
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[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.
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Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt, and Anna Bella Siriban Manalang. "Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63254.
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Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.
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A. Johnston, Kevin. "What It Means To Be a Teacher in a Higher Education Context Today, With Emphasis on South Africa." In InSITE 2010: Informing Science + IT Education Conference. Informing Science Institute, 2010. http://dx.doi.org/10.28945/1248.
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Vilaplana Prieto, Cristina. "Teaching experience: Inequalities in prices of drugs to fight against COVID-19." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12549.
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As the Sars-CoV2 pandemic continues to grow, researchers around the world are urgently seeking new treatments to prevent infection, cure those infected, or lessen the severity of the disease. Although there are several recently approved vaccines, clinical trials are underway to "re-use" drugs normally indicated for other diseases. This teaching experience studies the market for 8 pharmaceutical products used to fight the pandemic (remdesivir, favipiravir, lopinavir/ritonavir, chloroquine, hydroxychloroquine, sofosbuvir, pyrfenidone and tocilizumab) in 13 countries (Bangladesh, Brazil, China, Egypt, France, India, Malaysia, Pakistan, South Africa, Sweden, Turkey, United Kingdom and United States). Through the analysis of prices and costs, we reflect on the difficulty of access to treatment according to the country.The objective is to deepen knowledge of the pharmaceutical market: (i) to demonstrate in a tangible way the differences between production costs and final prices of medicines, (ii) to perceive the difficulty of access to certain treatments depending on the country, (iii) to reflect on what initiatives should be implemented in an international emergency context such as the one we are experiencing.
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Fosu, Agyei. "Readiness of Universities for the 21st Century Digital Economies: A Look at Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province, South Africa [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4593.
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[The full paper was previously published in the International Journal of Community Development & Management Studies, 3, 65-77.] Aim/Purpose: The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background: The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research has been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology: Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution: This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings: The results indicated that the participating lecturers need to be trained and supported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners: Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous support and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendations for Researchers: There is the need to explore in depth the other two components suggested by Mishra and Koehler that can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society: The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research: Checking technological skills of students are critical in this context.
Reports on the topic "South African higher education context"
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.