Journal of Culture and Values in Education (JCVE)
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A Review towards Enhancing Geospatial Technologies in South African Rural Education
Full text linkThis study investigates the geospatial technologies in the South African rural schools. Despite the increasing importance of geospatial technologies, there is inadequate research examining their integration into rural education curricula. This gap in the literature raises questions about the effectiveness of current pedagogical practices in fostering proficiency in utilizing geospatial technologies among students preparing for careers in this field. The rationale behind this study lies in recognizing the critical role that geospatial literacy plays in contemporary professional practice. By identifying effective pedagogical practices, educators can enhance teaching and learning experiences, ultimately improving student outcomes, and the study addresses the broader societal need for skilled geospatial professionals in South African rural schools. The study employed a Systematic Literature Review (SLR) on geospatial technologies in South African rural schools. In addition, the inclusion and exclusion research design were adopted for the study, while the social constructivism theory guided the study. The review process resulted in a detailed analysis of 54 relevant articles utilized for the study. The findings reveal that the challenges to utilizing GIS in South African rural education curricula are multifaceted, encompassing infrastructural deficiencies, limited access to technology and resources, lack of teacher training, curriculum integration issues, The findings contribute to understanding how proficiency in geospatial technologies can be enhanced through innovative teaching methods, addressing the growing demand for geospatial skills in various professional domains. This study recommends the enhancement of geospatial technologies rural education programs and standardizing geospatial curriculum frameworks, hands-on learning experiences, and interdisciplinary collaborations
Student Support for Incarcerated Females in an Open Distance e-Learning Institution
Full text linkIn South Africa, higher education is a constitutionally enshrined basic human right and one of the cornerstones for accomplishing the ideals of offenders’ rehabilitation and preparation for life beyond bars. However, acquiring higher education whilst serving a sentence in a correctional centre is compounded by many institutional challenges especially towards incarcerated female students. Framed by the transactional distance theory (TDT), the qualitative study from which this paper emanates, used purposive and snowball sampling to recruit twenty-nine female distance learning students incarcerated at four female correctional centres across three provinces in South Africa. Based on the thematic content analyses of the data, the findings indicate that there is restricted access to learning resources, and that online participation in both learning and assessment is affected by erratic internet connectivity caused by UNISA-DCS hubs (computer laboratories) due to the security-focused nature of the correctional centres. Furthermore, the lack of direct access to the internet, smartphones, or internet‐enabled devices exacerbates the digital marginalisation and exclusion of incarcerated students which engenders feelings of despondency against a system that is meant to empower them. Thus, owing to these findings, the paper recommends that practitioners, researchers, and policymakers must endeavour to design not only inclusive, but correctional centre-friendly student support. This entails acknowledging that incarcerated students do not have 24/7 access to the internet, the technological gadgets that make online learning possible and some incarcerated students having limited digital literacy. There is a need to design learning policies and strategies that are flexible to enhance the learning experiences and graduateness of incarcerated students
Chronological Versus Thematic History Teaching Debate: Analysis of the Ghanaian Primary School History Curriculum
Full text linkWhether history educators should teach history chronologically or thematically is one of the long-lasting debates in history education. We depended on the content of the Ghanaian primary school history curriculum to conduct a qualitative content analysis to assess the organization of contents in the curriculum in alignment with the chronological and thematic approaches to history teaching. Our analysis revealed that the Ghanaian primary school history curriculum designers adopted a mixed-method approach (chronological and thematic) of history teaching. Thus, they arranged the major themes and topics thematically but largely organized the sub-topics and themes chronologically. In implementing the curriculum, teachers should adopt pedagogical practices that support a mixed approach (thematic and chronological) to history teaching. We recommend that textbook authors design their materials in alignment with the principles of the two approaches of history teaching to promote historical understanding, critical thinking, and understanding of historical events in order of cause and effect. Combining the two approaches helps balance the shortfalls and the strengths of the two approaches to history teaching
Pre-Service Teachers’ Perceptions on the Use of Proctoring Tools and its Impact on their Well-Being during Online Examinations at an ODeL Institution
Full text linkAcademic integrity has been a serious concern in online assessments, resulting in most higher education institutions (HEIs) using proctoring. This paper explored pre-service teachers’ perceptions regarding proctoring tools during online examinations at an ODeL institution and investigated its potential impact on their well-being. This qualitative study used document analysis on the twenty e-mails purposively selected to provide narratives exposing pre-service teachers’ underlying emotions and anxieties when taking proctored online examinations. The theory of planned behaviour and the PERMA model assisted the researcher in conducting document analysis using ATLAS.ti 23 software to generate codes. Similar codes were later merged to formulate themes for a deeper exploration of experiences, emotions and concerns that students raised about using the proctoring tool. The results revealed that pre-service teachers experienced challenges like slow network or load-shedding and technical challenges that hindered them from accessing exam papers and uploading their answer scripts. This triggered negative emotions like frustration and sadness, affecting their well-being. By understanding students’ experiences, educational institutions, policymakers and technology developers can collaborate to make informed decisions regarding implementing proctoring tools. The study recommends that higher education institutions consider students’ well-being during online assessments, by providing workshops on coping strategies and proctoring processes before online examinations are taken, to prepare students and alleviate fear and anxiety. Institutions should also ensure that their software service providers regularly update their proctoring tools to reduce the challenges that these tools might pose during online examinations
Ubuntugogy as a Viable Pedagogical Construct in African Education: A Literature Review
Full text linkUbuntugogy as a method of teaching and learning emerged from the African theory and philosophy called Ubuntu. Ubuntugogy was introduced by Bangura (2005) as a proposed strategy for teaching and learning in the African classroom. For almost three centuries Africa has been subjected to and/or implementing Western methodologies, thus suppressing the notions of Ubuntu in African classrooms. This paper aims to critically analyse the literature and attempt to portray the viability of Ubuntugogy as a feasible pedagogical construct in education. It is also important to take note of the limitations that come with Ubuntugogy as a pedagogical construct. Utilising the SWOT analysis framework, this paper discusses the strengths and limitations that come with the practice of Ubuntugogy in the African context. Literature has revealed that Ubuntugogy has the potential to promote communalism, collaboration, respect in the classroom and appreciation of African knowledge systems. In contrast, literature has also indicated that Ubuntugogy can face challenges like individualism, stereotypical mentalities, and lack of interest from the stakeholders. Taking into account the analysis, it is safe to mention that Ubuntugogy is a viable pedagogical construct to be utilised in the African classrooms. This paper recommends a change in stakeholders’ mindsets, the practice of collaborative instruction and collaborations between the stakeholders and students. Taking into consideration the literature presented in this article, it is proposed that the teaching and learning paradigm should change from non-Africa philosophies to African-based theories and philosophies
The Effect of the Relationship between Principals and School Governing Bodies on Grade 12 Learner Performance
Full text linkThis case study explores the effect of the relationship between the principal of a secondary school within a poor community and the school governing body (SGB) on Grade 12 learner performance. The paper challenges the negative stereotype of the relationship between school principals and SGBs in lower-quintile schools. Much of the literature reports on allegations by principals that SGBs do not contribute to the improvement of schools; rather, they interfere negatively with the management thereof. This paper is couched in the collegial model. Using a single case study, the findings are based on qualitative data collected during interviews conducted with the principal and the chair of the SGB as well as observations in the classrooms and on the school grounds. The study found that there was a good relationship between the principal and the SGB chair. The paper concludes that a harmonious relationship between the principal and the SGB allows the SGB to support the school, resulting in enhanced Grade 12 academic performance in mathematics. A harmonious relationship between the principal and SGB forms the foundation for the academic performance of learners, as the majority of the SGB is represented by parents of the school. The data collected during the research study suggests that the greater school community must ensure that the chair of the SGB and the school principal have a good relationship and that the SGB is supportive of the school in advancing its educational activities
Chronicling the Experiences of Life Sciences Teachers and Learners on the Usage of Enquiry-Based Learning in Enhancing Learners’ Academic Performance
Full text linkLife sciences research provides critical insights into disease processes and allows for the development of novel treatments and innovative medical technologies, thereby directly improving human health and technology. Despite the widely acknowledged relevance of life sciences, there has been a long-term pattern of low performance. This is due to inefficient teaching methods, as how a lesson is delivered influences the learners' level of understanding, among other things. Hence, the present study examined the experiences of life sciences teachers and learners in using IBL to enhance the academic performance of life science learners. This study was underpinned by the interpretivism paradigm, a qualitative approach, and a participatory research approach. The study population consisted of all life sciences learners in a rural school in the Amathole West district, Eastern Cape province of South Africa, from which 2 life sciences teachers and 14 learners were conveniently sampled. Data were collected using interviews, observations, and document reviews, and they were analysed using thematic analysis. The research findings revealed that enquiry-based learning has the potential to foster the development of critical thinking, problem-solving, and communication skills among life sciences learners. However, several issues make it difficult to successfully implement enquiry-based learning in the context of teaching and learning life sciences, including a lack of resources, time constraints, misreading of instructions, a lack of support or supervision, and a lack of pedagogical topic expertise among teachers. The study concludes that enquiry-based learning, when done right, can help learners understand life sciences concepts deeper and remember what they have learnt for a longer period
Globalisation Perspective of Libraries as Curators of Oral Tradition and Storytelling Activities
Full text linkIn today's increasingly globalised world, libraries have emerged as crucial institutions for preserving and promoting oral traditions and storytelling activities. This paper explores the globalisation perspective of libraries as curators of oral tradition and storytelling activities. The methodology adopted for this study was a systematic method, using relevant literature through a highly rigorous and systematic process. The systematic review of oral tradition in libraries highlighted that libraries had embraced the digital age and utilised technological advancements to digitise and archive oral traditions, making them accessible to a broader audience. Despite the growing significance of libraries as curators of oral tradition and storytelling activities, there is inadequate research and empirical evidence on the globalisation perspective of libraries regarding this. Consequently, this research gap hinders the development of strategies and frameworks that can effectively harness the globalisation potential of libraries as curators of oral tradition and storytelling activities. The linguistic model for this review was chosen to demonstrate how traditional oral forms convey perception and experience. Libraries, as curators of oral tradition and storytelling activities, contribute to preserving cultural heritage, enriching knowledge, and promoting cross-cultural understanding in an interconnected world. These will contribute to preserving, promoting, and sharing worldwide oral traditions, thereby deepening cross-cultural understanding and facilitating meaningful cultural exchange. Future research should explore using digital technologies and online platforms to reach global audiences and effectively bridge cultural divides
Unpacking Challenges within South African Institutions of Higher Learning in Addressing Student Grievances: A Literature Review
No full textThe persistent episodes of violence have been a thorn in the flesh of many South African institutions of higher learning. This predicament has tarnished the reputation of these institutions and compromised the overall quality of education provided. Employing a qualitative narrative literature review as the methodology and the theory of anomie, this paper examines and delineates the challenges confronted by higher learning institutions in addressing student grievances. The findings reveal many factors motivating student grievances and subsequent campus protests. These factors encompass administrative and managerial deficiencies in handling student grievances, inadequacies in managing student financial challenges, distorted perceptions among students regarding their rights and responsibilities, and substandard student accommodation and learning facilities. The discourse presented herein aspires to influence a transformation in the operational frameworks of higher learning institutions. The researchers envisage that their insights will diminish instances of violence and catalyse policy shifts to mitigate student exclusion
Correlating Educational Attainment and Single Parenting in Nigeria
Full text linkThis study delves into the intricate connection between educational achievement and decisions regarding family planning, alongside the escalating prevalence of single parenting. Existing literature suggests that children raised in single-parent households, particularly those led by mothers, may develop positive attributes. However, conversely, this scenario can also give rise to negative traits, contributing to societal issues. Moreover, choices related to engaging in unprotected sex, initial pregnancies, and assuming the role of a single parent may be influenced by one's educational attainment. Nevertheless, the study acknowledges the contradictory conclusions within the literature regarding the correlation between education and single parenting for unmarried women. This necessitates a thorough examination. Employing a mixed research methodology that is non-experimental, incorporating both quantitative and qualitative techniques, the study conducted an online survey via Facebook with the Nigerian Single Parent Lounge group due to the constraints imposed by the COVID-19 pandemic. The findings indicate that among highly educated women, education is linked to reduced fertility rates and delayed childbirth. The study identifies several contributing factors to single parenting, including heightened independence, delayed marriage, and the financial autonomy of educated women. Consequently, the paper proposes targeted family planning awareness initiatives, enhanced accessibility to contraceptives, and policy adjustments to assist women in managing their personal and professional lives. To address the complexities involved, the study recommends the introduction of programs aimed at aiding women in navigating family planning decisions in tandem with their employment. Additionally, cultural attitudes hindering highly educated women from entering into marriage should be addressed, fostering a more inclusive societal perspective