Relevant bibliographies by topics / University of Swaziland

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Academic literature on the topic 'University of Swaziland'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "University of Swaziland"

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Woodson, Dorothy C. "The J. S. M. Matsebula Collection at the University of Swaziland." History in Africa 18 (1991): 381–97. http://dx.doi.org/10.2307/3172073.

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On 24 November 1989 the Library at the University of Swaziland in Kwaluseni formally received a large portion of the papers and manuscripts of the eminent Swazi writer, historian, statesman, and current chief executive of the Swaziland National Trust, J. S. M. Matsebula. The deposit of these papers has formed the nucleus of a small, but interesting and rapidly expanding, Swaziana Collection and this contribution, it is hoped, will inspire other prominent Swazis and scholars of Swaziland similarly to deposit their materials. The preeminent anthropologist, Hilda Kuper, has recently offered her large and valuable collection of manuscripts and field notes to the University of Swaziland, and the elder statesman, J. J. Nquku, founder of the Swaziland Progressive Party (among other accomplishments), is preparing his personal papers for the Collection as well. Additionally, it has just been learned that the Swaziland Oral History Project materials will be transferred to the University of Swaziland from the University of the Witwatersrand.James Shadrack Mkhulunyelwa Matsebula was born in 1918, outside Mbabane, the capital of Swaziland, into a family which has traditionally played a significant role in ritual Swazi royal life. The King's first wife is chosen from the Matsebulas and is known as laMatsebula. He was educated in Swaziland and South Africa and has written on a wide variety of topics in several genres and languages.
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Sukati, C. W. S., Nokuthula Vilakati, and Chandraiah Esampally. "HIV/AIDS education: what works for Swaziland University students?" Educational Research 52, no. 1 (February 2010): 101–13. http://dx.doi.org/10.1080/00131881003588352.

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Devi, Thiyam Satyabati. "User Perception of Social Networking Sites in the University of Swaziland." International Journal of Virtual Communities and Social Networking 7, no. 3 (July 2015): 51–58. http://dx.doi.org/10.4018/ijvcsn.2015070103.

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Internet has experiences tremendous growth in today's world and social networking sites have become highly significant in our lives. The present comparative study between the students of Agriculture and Health Science concentrate more precisely on the students who come to the library. The research explores how the students create identity for themselves in the virtual world and how they relate to others online. It analyzes the cultural differences from the youth perspective and discusses whether social networking sites isolate youngsters from the society or help them to build relationships; the participation in these sites is also explored. The study is based on a survey. Students completed a questionnaire which assessed personal use of social media when communicating with friends and family. The findings disclosed that social networking is gaining popularity among them. Facebook is the most popular and used social networking site followed by WhatsApp and Google plus.
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Matsenjwa, Lindiwe Rose, and S’lungile Kindness Thwala. "PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 74–87. http://dx.doi.org/10.33225/pec/13.55.74.

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The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers. Key words: assessment, knowledge, measurement, primary teachers, Swaziland.
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Masuku, Micah Bheki, Raufu M. O., and Tijani A. A. "The Use of ICT for Tertiary Education in Agriculture and Research in Swaziland: The Case of University of Swaziland (UNISWA) Students." Journal of Agricultural Studies 4, no. 1 (September 19, 2015): 1. http://dx.doi.org/10.5296/jas.v4i1.8142.

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The primary goal of universities is to teach, provide community service, and conduct research. Empirical evidence has shown that innovative research can best be conducted with the aid of ICT. This study therefore, examines factors affecting the use of ICT for tertiary education and research for development among UNISWA students in the Faculty of Agriculture. Stratified random sampling technique was employed to select 113 UNISWA undergraduate and postgraduate students from whom data were obtained using structured questionnaires. Descriptive statistics and Tobit regression model were used to analyse the data.The results revealed that the radio and television, audio-graphic, email, computer file transfer and multimedia products were the main ICT facilities available. Accessing research and relevant materials online and the use of ICT in improving efficiency of communication among students and lecturers were ranked high by the respondents. Weak wireless services and unemployment were the greatest challenges to the use of ICT facilities by students. Estimated Tobit regression results revealed that availability, accessibility and necessity for ICT facilities significantly influenced their use for learning and research among the undergraduate students while family size, availability, necessity and proficiency were the main factors affecting the use of ICT facilities among the postgraduate students.In order to encourage the use of ICT among UNISWA students, the study is therefore recommending that (i) The university authorities should make ICT facilities available and accessible to all categories of students, (ii) Departments should incorporate the use of ICT facilities into their curriculum, and (iii) lecturers should give ICT based assignments and use ICT-based teaching methods.
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Dou, Paige. "Reviewer Acknowledgements for Review of European Studies, Vol. 11, No. 3." Review of European Studies 11, no. 3 (August 30, 2019): 84. http://dx.doi.org/10.5539/res.v11n3p84.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 11, Number 3 Alejandra Moreno Alvarez, Universidad de Oviedo, Spain Ali S.M. Al-Issa, Sultan Qaboos University, Oman Ani Derderian, WSU, USA Anna Grana, University of Palermo, Italy Annalisa Pavan, University of Padova, ITALY Edwards, Beverly L, Fayetteville State University Department of Social Work, United States Eugenia Panitsides, University of Macedonia, Greece Florin Ionita, The Bucharest Academy of Economic Studies, Romania Gabriela Gruber, Lucian Blaga University of Sibiu, Romania Gülce Başer, Boğaziçi University, Tukey Hiranya Lahiri, M.U.C Women’s College, Burdwan, India Ifigeneia Vamvakidou, University of Western Macedonia, Greece Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Johnnie Woodard, Independent Scholar, USA Karen Ferreira-Meyers, University of Swaziland, Swaziland Lena Arampatzidou, Aristotle University of Thessaloniki, Greece Maria Pescaru, University of Pitești, ROMANIA Meenal Tula, University of Hyderabad, India Pri Priyono, universities PGRI adi buana, Indonesia Ronald James Scott, Leading-Edge Research Institute, USA Sara Núñez Izquierdo, University of Salamanca, Spain Smita M. Patil, School of Gender and Development Studies, India Szabolcs Blazsek, Universidad Francisco Marroquin, Guatemala Tryfon Korontzis, Hellenic National School of Local Government , Greece Vicenta Gisbert, Universidad de La Laguna, Spain
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Dou, Paige. "Reviewer Acknowledgements for Review of European Studies, Vol 10, No. 1." Review of European Studies 10, no. 1 (February 26, 2018): 140. http://dx.doi.org/10.5539/res.v10n1p140.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org.Reviewers for Volume 10, Number 1 Efstathios Stefos, University of the Aegean, GreeceFlorin Ionita, The Bucharest Academy of Economic Studies, RomaniaJohnnie Woodard, Independent Scholar, USAMirosław Kowalski, University of Zielona Góra, PolandTryfon Korontzis, Hellenic National School of Local Government, GreeceLena Arampatzidou, Aristotle University Of Thessaloniki, GreeceCarmen Ramos, University of Oviedo, SpainIoanna Efstathiou, University of the Aegean, GreeceMichele Capurso, Università degli Studi di Perugia, ItalyAziollah Arbabisarjou, Zahedan University of Medical Sciences, IranRickey Ray, Northeast State Community College, USAFabio Nogueira, dismiss Centro Universitário do Espírito Santo, BrazilSkaidrė Žičkienė, Šiauliai University, LithuaniaMercedes Ruiz Lozano, University Loyola Andalucía, SpainKaren Ferreira-Meyers, University of Swaziland, SwazilandIoan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, RomaniaHyunsook Kang, Stephen F. Austin State University, United States
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Tsikati, Alfred, Marietta Dlamini, and Musa Dube. "Gap Analysis for Future Agricultural Education Research in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 64–74. http://dx.doi.org/10.5191/jiaee.2019.26205.

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From the late 1970s to the early 1980s, agriculture educators began to use research as a way of verifying, creating, disseminating and applying new knowledge. However, existing literature is inconclusive on research themes covered and yet to be covered in Agricultural Education in Eswatini. Thus, this study sought to identify themes and gaps for future research in Agricultural Education in Eswatini. This was a qualitative study employing desk review in data collection. Trustworthiness of the content analysis guide was ensured through the use of experts from the Department of Agricultural Education and Extension (AEE) at the University of Eswatini (UNESWA). Data analysis was performed using frequencies and percentages. Findings of the study revealed that in Agricultural Education, gaps existed in the following thematic areas: primary themes - programme delivery methodologies and curriculum programme planning; and secondary themes- creative thinking and problem-solving; innovative instructional technologies; teaching basic and academic skills; professional staff development; educational methodologies for teaching and learning; professional preparation and competence; and needs of future agricultural workforce. The study concluded that research conducted in Agricultural Education in Eswatini is imbalanced in both primary and secondary research themes. Therefore, the Department of AEE at UNESWA must establish a research agenda to ensure that the research conducted is thematically balanced. Keywords: Agricultural Education, primary themes, research project, research thematic areas, secondary themes, University of Eswatini
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Dou, Paige. "Reviewer Acknowledgements for Review of European Studies, Vol 11, No. 3." Review of European Studies 11, no. 3 (August 30, 2019): 94. http://dx.doi.org/10.5539/res.v11n3p94.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 11, Number 3 Alejandra Moreno Alvarez, Universidad de Oviedo, Spain Ali S.M. Al-Issa, Sultan Qaboos University, Oman Ani Derderian, WSU, USA Anna Grana, University of Palermo, Italy Annalisa Pavan, University of Padova, ITALY Edwards, Beverly L, Fayetteville State University Department of Social Work, United States Eugenia Panitsides, University of Macedonia, Greece Florin Ionita, The Bucharest Academy of Economic Studies, Romania Gabriela Gruber, Lucian Blaga University of Sibiu, Romania Gülce Başer, Boğaziçi University, Tukey Hiranya Lahiri, M.U.C Women’s College, Burdwan, India Ifigeneia Vamvakidou, University of Western Macedonia, Greece Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Johnnie Woodard, Independent Scholar, USA Karen Ferreira-Meyers, University of Swaziland, Swaziland Lena Arampatzidou, Aristotle University of Thessaloniki, Greece Maria Pescaru, University of Pitești, ROMANIA Meenal Tula, University of Hyderabad, India Pri Priyono, universities PGRI adi buana, Indonesia Ronald James Scott, Leading-Edge Research Institute, USA Sara Núñez Izquierdo, University of Salamanca, Spain Smita M. Patil, School of Gender and Development Studies, India Szabolcs Blazsek, Universidad Francisco Marroquin, Guatemala Tryfon Korontzis, Hellenic National School of Local Government , Greece Vicenta Gisbert, Universidad de La Laguna, Spain
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Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (September 23, 2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.

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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender significantly influenced attitudes towards FPE. The study found that the majority of the teachers (73%) had negative attitudes towards FPE mainly because of, among other things, large teacher-pupil ratios (1:70) which increased their workload; shortage of resources and infrastructure; being viewed as lowering educational standards; and the fact that the teachers were not consulted despite being the key implementers. Cramer’s V yielded an insignificant positive relationship (0.06) between gender and attitudes; and this meant that gender did not significantly influence the teachers’ attitudes towards the introduction of FPE. KEY WORD: Assessing; Teacher Attitudes; Free Primary Education; Increased Enrolments; Gender. ABSTRAKSI: “Menilai Sikap Guru-guru Sekolah Dasar terhadap Pendidikan Dasar Gratis di Swaziland: Kasus Daerah Shiselweni”. Penelitian dirancang untuk menilai sikap guru-guru Sekolah Dasar terhadap PDG (Pendidikan Dasar Gratis) yang baru-baru ini diperkenalkan di Swaziland, dengan tujuan akhir menentukan bagaimana perasaan para guru tentang perubahan tersebut mengingat meningkatnya pendaftaran murid di sekolah. Desain penelitian survei digunakan dalam penelitian ini. Data bersumber dari 118 guru (perempuan = 50%) yang diperoleh melalui kuesioner semi-terstruktur dan wawancara lanjutan. Data sebagian besar dianalisis melalui prosedur skala Likert, sedangkan V Cramer adalah statistik yang digunakan untuk menguji apakah jenis kelamin secara signifikan mempengaruhi sikap. Studi ini menemukan sebagian besar guru (73%) memiliki sikap negatif terhadap PDG terutama karena, antara lain, besarnya rasio guru-murid (1:70) yang meningkatkan beban kerja; kurangnya sumber daya dan infrastruktur; dipandang akan menurunkan standar pendidikan; dan fakta bahwa guru tidak diajak urun-rembug meskipun sebagai pelaksana kunci. V Cramer menghasilkan hubungan positif yang tidak signifikan (0.06) antara gender dan sikap; dan ini berarti bahwa gender tidak berpengaruh secara signifikan terhadap sikap guru. KATA KUNCI: Menilai; Sikap Guru; Pendidikan Dasar Gratis; Peningkatan Pendaftaran; Gender. About the Authors: T.D. Mushoriwa, Ph.D. is a Full Professor at the University of Fort Hare in South Africa; V.T. Mlangeni is a Teacher at the Nhlangano Central High School in Swaziland; and M. Kurebwa is a Lecturer at the Zimbabwe Open University, Midlands, in Zimbabwe. Corresponding author is: tmushoriwa@ufh.ac.zaHow to cite this article? Mushoriwa, T.D., V.T. Mlangeni & M. Kurebwa. (2016). “Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.143-150. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (July 16, 2016); Revised (August 17, 2016); and Published (September 30, 2016).
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Dissertations / Theses on the topic "University of Swaziland"

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Simpson, Angela Gumede. "Aptitude, school grades, Cambridge examination results and university performance : the Swaziland case." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720159.

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The purpose of this study was to examine the relationship among locality of school, type of school, gender of student, school GPA (GPA), aptitude (MEANAPT), Cambridge English Language (CAMENG), Cambridge class (CAMCLASS), and Cambridge aggregate (CAMAGGR). A second purpose of this research was to determine the relationship among GPA, MEANAPT, CAMENG, CAMCLASS, CAMAGGR, university registration status (STATUS), and average university grade (UNIMEAN) after 2 years at the University of Swaziland (UNISWA). The study was divided into two parts. In the first part, locality of school, type of school, and gender of student were the independent variables; GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR were the dependent variables. In the second part, performance at UNISWA, as measured by either STATUS or UNIMEAN, was the dependent variable; CAMENG, CAMCLASS, CAMAGGR, GPA, and MEANAPT were the independent variables.Answers to questions on Part 1 of the study were determined by computing means, standard deviations, and F-tests for differences between means for GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR for each of the general questions. Data were analyzed using Pearson r and multiple regression to answer Part 2 questions.The results of this study indicate that students enrolled in rural and government schools were outperformed by those attending urban and government-aided schools on all the measures. Although males outperformed females on the local Swaziland measures, school GPA and aptitude, there were no significant differences between males and females when the Cambridge examination scores were considered. The Cambridge examination appears to be neither efficient nor economical when used to identify the successful African student once he or she has been admitted to a local university. The same is true for the measures designed and currently used by local Swaziland educators. Swaziland officials may have to look elsewhere for predictors of university performance.
Department of Educational Psychology
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Motsa, Elizabeth Matfobhi. "Praxis-based assignments for professional development in the Rhodes University/Swaziland Participatory Course in Environmental Education : the case of assignment four." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003593.

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The aim of this study was to find out how praxis is fostered in professional development processes, through the assignment four of the Rhodes University / Swaziland Participatory course in Environmental Education (referred to as the Swaziland course), in the Swaziland context. The research aimed at exploring instances of praxis in assignment four development processes and in implementing the assignment ‘product’ in the field of participants’ practice at their schools. The research is intended to improve practice in professional development in the Swaziland course, and in the SADC region more broadly, although the case study does not assume generalisability. The study employed a naturalistic research methodology, involving the development of an interpretive case study to aid understanding of social phenomena in the natural setting. It is influenced by the belief that knowledge is socially constructed and the assumption that meanings are generated and shared through language. The research methods involved observing interactions in the course processes during tutorials sessions and I compiled a course processes profile. I also analyzed copies of assignment four products of two course participants, and observed them using their assignment ‘products’ in their workplaces. Using this data, I generated two ‘constructions’ of the two course participants’ experiences of praxis-based assignment work in the Swaziland course. I also interviewed two course tutors. Data was analysed with an intention to understand actions and interactions relating to praxis-based assignment work. Two ‘layers’ of data analysis were undertaken, to deepen understanding of the phenomenon studied. Through this research I have learnt that though assignment processes enable praxis basedlearning, there are problems encountered in participants’ field of practice due to power relations and participants articulation of the relationship between theory and practice. These, and other structural factors impinge on reflexive agency in the context of both educational and environmental praxis. The structures in the school system frustrate reflexive agency in environmental teaching and learning, and socio-political and socio-economic structures also constrain environmental praxis, hence false consciousness prevails. Given the above situation I recommend further research into the relationship between environmental and educational praxis in environmental education and further research into reflexive agency in environmental education contexts.
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Dlamini, Marietta P. "Factors related to the attitude of first-year university and college students toward the secondary agriculture components in Swaziland /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843314695581.

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Habedi, Marilyn Kgomoco. "Perceptions of home economics teachers and teacher educators regarding the home economics student teaching program at the University of Swaziland /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807821096.

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Mbanze, Carlos Vicente. "The management and legal frameworks for the establishment of the Southern Africa Nazarene University in Swaziland." Thesis, 2011. http://hdl.handle.net/10500/5056.

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This study of the legal and management frameworks for private higher education institutions in Swaziland provides a theoretical framework for the establishment and management of such institutions and especially the Southern Africa Nazarene University (SANU). A literature review of Swaziland’s education legislation and education system, the legal processes for the establishment of private higher education institutions, the types and legal status of these, their funding of, and their organisational and management structures provided the theoretical framework upon which the study was based. The review indicated that: a private higher education system in Swaziland was in the process of being developed; such institutions were established and operated within the overall higher education system; there were two legal instruments that could be used to establish these institutions – an Act of Parliament and a Certificate of Registration; the government was the major funder of private higher education institutions; and there are different organisational and management structures in existence. Against this background an empirical qualitative investigation was conducted. Data was collected from education managers, government officials, Church leadership, and legal representatives through in-depth interviews, focus group discussions, and participant observation. The findings of the empirical investigation complemented the findings obtained from the literature review. The underdevelopment of the private higher education system resulted in two major implications: uncertainty of the legal process for the establishment of SANU, and the development as well as immediate implementation of education legislation and policies. The application of the legal procedures outlined by the Higher Education Bill of 2007 to the establishment, management and funding of SANU affords a good example. Even though the people entrusted with the establishment of SANU selected the Act of Parliament for this process and developed the SANU Bill, government officials instead advocated and implemented the certification process regarding the establishment and management of SANU. Subvention, tuition fees, commercial farming and provision of short term occupational training programmes were identified as income-generating strategies for SANU. A unique organisational and management structure was developed for SANU. Based on those findings, several recommendations for the improvement of the management of the process of establishment of universities in Swaziland and especially SANU were made.
Educational Studies
D. Ed. (Education Management)
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Nsibande, Gciniwe N. "Face-to-face, print-based or e-learning? A case study of ICT integration in alternative instructional modalities at the University of Swaziland." Thesis, 2015. http://hdl.handle.net/10539/18228.

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A thesis submitted in fulfilment of the requirements of the degree of DOCTOR OF PHILOSOPHY SCHOOL OF EDUCATION THE UNIVERSITY OF WITWATERSRAND July, 2014
This study seeks to establish key differences in pedagogical practices associated with and facilitated by different modalities of course delivery. These are: face-to-face instruction in a traditional university lecture-based environment; print-based course delivery, whereby off- campus distance learning students attend face-to-face lectures and tutorials on campus from time-to-time, and Moodle-based online course delivery integrated into the lecture and tutorial-based environments. The key aspect of the study concerns changing pedagogy as a consequence of the introduction of online learning tools within the traditional delivery modalities. I investigate the nature of and extent to which a Moodle platform has been introduced into the traditional face-to-face teaching and learning situation. This is done to ascertain exactly how the pedagogies established and practiced within the traditional delivery modalities are recontextualised in the digital delivery modality. Recontextualisation in this context refers to how the curriculum and pedagogic practice are transformed when interpreted and delivered by instructors to both full-time and distance education students through the three teaching and learning delivery modalities used at UNISWA. The extent of the recontextualisation is accounted for through an experiential case study of four different instances in which the same course is taught by the same instructor to the two student groups. The content and aim of each course is identical, but the pedagogy is not intended by each instructor to be the same in each case. This scenario provided a distinctive, perhaps even unique, opportunity to study the recontextualisation of pedagogic content, pedagogic practices, and assessment practices in a controlled manner across the three modalities. The research goal was realised by employing a multiple-case study design where four faculty staff members completed a 36 item Likert scales type questionnaire. On the basis of a content analysis of this limited quantitative data, each instructor was interviewed in-depth on their pedagogical practices to establish what lay beneath their beliefs in teaching and learning and espoused practices. Key themes were identified and continuous comparison was executed to analyse the transcribed questionnaire data against the interview data. I strengthened the qualitative aspect of this study by means of documentary analysis of course texts ranging from printed course learning materials, such as; course outlines, handouts, modules and Moodle web pages. I also conducted, 3 recorded and transcribed face-to-face as well as content and learning pathway (Moodle) observations, to once more contrast enacted pedagogic practice against espoused pedagogic beliefs. I use Bernstein’s (1990, 2000) theory of pedagogic discourse extensively,particularly his notions of classification and framing principles. Weak classification (-C), specifically in the case of this study, means the more there is reference to online lessons, materials, assignments, feedback and so on or use of e-learning in face-to-face instruction,the more e-learning is integrated into the traditional modalities of teaching. In the same way, strong classification (+C) denotes that the more face-to-face and e-learning are kept apart, the less integration of e-learning into traditional modalities of teaching is taking place. Likewise, the framing principle relates to the transmission of knowledge through pedagogic practices. Strong framing (+F) is used to indicate a visible pedagogic practice that is traditional and therefore opposed to a constructivists approach expected when teaching distance education students and when using e-learning. Weak framing (-F) is applied to indicate an invisible pedagogic practice that is closely related to the mandated constructivist approach. The research findings answered the research question of whether an instructor’s pedagogic practice remains unchanged whichever delivery modality is used. Bernstein’s classification and framing principles are employed to check and establish the instructor’s pedagogical practice and provide the framework for presenting the main findings of this study. With the exception of one out of four case study instructors, the practice is strong classification and framing (+C/F) throughout. This reflects that the traditional approach is predominantly applied in the classroom. This study thus recommends that multiple pedagogical approaches should be acknowledged and applied in all teaching and learning.
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"HIV testing among married couples in Swaziland: Social and economic determinants and association with condom use and fidelity." Tulane University, 2011.

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8

Nsibande, Njabuliso H. "The development and management of an educational change innovation: the case of the Institute of Distance Education (IDE) at the University of Swaziland." Thesis, 2014.

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This research contributes to the on-going search for solutions in the management of distance education in a conventional university. It focuses on the development and management of distance education (DE) in a dual mode university system. A conceptual framework is developed in this study and uses a case study to analyze issues related to the management and development of distance education change as the University of Swaziland (UNISWA) transforms its delivery mode. The conceptual framework was developed to inform the research and questions Were built around the following issues: Origins of distance education at the University of Swaziland at IDE; planning for the introduction and development of distance education;implementation; and evaluation of the programs. The results that merit attention are those that question the nature and form of the leadership and the way distance education was introduced,planned, implemented and monitored at UNISWA.
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Books on the topic "University of Swaziland"

1

Swaziland, University of. University of Swaziland. Kwaluseni, Swaziland: Publications Office, University of Swaziland, 2000.

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National Workshop on the National Research Council of Swaziland: Its Vision for the New Millennium (2000 University of Swaziland). National Research Council of Swaziland: Its vision for the new millennium : proceedings of a workshop organised by National Research Council of Swaziland, University of Swaziland, Kwaluseni, Swaziland, 15 June 2000. Edited by Kunene E. C. L and Swaziland National Research Council. [Mbabane?]: National Research Council of Swaziland, 2000.

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Keregero, K. J. B. Report of the Consultancy and Training Centre needs assessment study. Kwaluseni, Swaziland]: University of Swaziland, 2001.

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Seminar on African University Day and Science Day (2002 University of Swaziland). African University Day and Science day: Proceedings of a Seminar on African University Day and Science Day : held at the University of Swaziland, Kwaluseni, Swaziland, 15 November 2002. Edited by Sukati C. W. S, Edje Oghenetsavbuko Todo 1940-, and University of Swaziland. Kwaluseni, Swaziland: University of Swaziland, 2002.

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Leep, Albert. Swaziland Teacher Training Project: Project number 645-0214, 1984-1990 : final report. [Mbabane?]: The Project, 1990.

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Swaziland, University of. 25 years of academic development, 1982-2007. 2nd ed. [Swaziland]: Publications & Information Office, UNISWA, 2008.

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Seminar 'Social Sciences in Swaziland' (1986 Vrije Universiteit te Amsterdam). Scenes of change: Visions on developments in Swaziland : papers presented at the Seminar 'Social Sciences in Swaziland', Free University Amsterdam, February 1986. Edited by Tieleman H. J. Leiden, The Netherlands: African Studies Centre, 1989.

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Rosalie, Michel. The situation of poverty in the Seychelles: Regional workshop in Swaziland : University of Swaziland, 25-28 February 2002, at the International Conference Centre. [Mahe]: Ministry of Social Affairs and Employment, Social Development Division, 2002.

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Swaziland), National Seminar on Tertiary Education in Swaziland (1990 University of. Tertiary education: Future directions : proceedings of the National Seminar on Tertiary Education in Swaziland, University of Swaziland, Kwaluseni Campus, 31 January-1 February, 1990. [Kwaluseni, Kingdom of Swaziland]: University of Swaziland, 1990.

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BOLESWA Conference (2008 University of Swaziland). Proceedings of the BOLESWA Conference held at the University of Swaziland on 24th-27th February, 2008. [Kwaluseni, Swaziland: s.n., 2009.

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Book chapters on the topic "University of Swaziland"

1

Sorokhaibam, Satyabati Devi, and Ntombikayise Nomsa Mathabela. "Information Needs and Assessment of Bioinformatics Students at the University of Swaziland." In Biotechnology, 1666–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8903-7.ch069.

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A survey was carried out of the information landscape within the students of Computer Science, Biology and Mathematics in the University of Swaziland which examined the research problems, important sources of information, the methods of access, information needs and seeking behavior of the users their assessment and the role of the Libraries since Librarian have to identify the information needs, uses and problems faced to meet the needs and requirement of the user. A total of 200 questionnaire were distributed. The survey indicated that majority of the students believe that the online resources play a very important role for their research and show positive attitude toward future bioinformatics usage and training. The study concluded that the training preferences of students need to be further explored.
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Sorokhaibam, Satyabati Devi, and Ntombikayise Nomsa Mathabela. "Information Needs and Assessment of Bioinformatics Students at the University of Swaziland." In Library and Information Services for Bioinformatics Education and Research, 188–98. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1871-6.ch011.

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A survey was carried out of the information landscape within the students of Computer Science, Biology and Mathematics in the University of Swaziland which examined the research problems, important sources of information, the methods of access, information needs and seeking behavior of the users their assessment and the role of the Libraries since Librarian have to identify the information needs, uses and problems faced to meet the needs and requirement of the user. A total of 200 questionnaire were distributed. The survey indicated that majority of the students believe that the online resources play a very important role for their research and show positive attitude toward future bioinformatics usage and training. The study concluded that the training preferences of students need to be further explored.
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"Lions and merlions: critical reflections on the introduction of new technologies in higher education in Swaziland and Singapore: Neil Hanley and Stewart Marshall." In Changing University Teaching, 122–33. Routledge, 2012. http://dx.doi.org/10.4324/9780203046074-15.

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Browne, Dallas L. "William Alfred Shack." In The Second Generation of African American Pioneers in Anthropology, 27–36. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042027.003.0003.

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This chapter focuses on the life and accomplishments of Africanist anthropologist William Shack. Known to all as Shack, he had a career that included field research in Ethiopia and Swaziland, teaching in African universities as well as at the University of Illinois and the University of California, Berkeley. This chapter can offer hope and encouragement to graduate students of anthropology who may be in departments that are not as supportive or encouraging as they might wish, because William Shack faced major obstacles in completing his Ph.D. Despite the obstacles he faced, Shack went on to a distinguished career as an anthropologist and university administrator.
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Kamwendo, Gregory Hankoni, and Nosisi Percis Dlamini. "Language planning at a cross-border university in Swaziland: the case of teaching and learning, research and institutional administration." In Language Policy and Planning in Universities, 79–91. Routledge, 2018. http://dx.doi.org/10.4324/9780203732106-6.

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