EUREKA: Social and Humanities
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Democratization in the post-colonial era: shortcomings
Full text linkDuring colonialism, African countries were exposed to severe living circumstances and human rights abuses. African nations earned their independence and transitioned to democracy in the post-colonial period. Democracy was touted as a method of creating security, stability, and wealth in African countries, as well as demonstrating Africa's independence. The transition to democratic states was viewed as a necessary step for African countries in order to meet the needs of citizens who had previously been enslaved and whose rights had been violated by colonizers. This article examines the current position of democracy in African States post colonialization. This article argues that African leaders have failed to deliver on their promises of democracy, as evidenced by the fact that African countries are characterized by political instability, corruption, poverty, poor public service delivery, inequality, and low economic growth. Only the political elites in Africa have reaped the benefits of democracy, while the rest of the population has fared less favorably. The authors contend that the process of democratization has not afforded democratic African states the opportunity to acquire solutions. The authors acknowledge the progress, made by democratic states; nevertheless, in spite of this progress, a greater number of Africans continue to live below the poverty line. Those who are elected to positions of power have the appearance of being there to serve the people, but in reality, they only serve themselves and their own interests
Relationship between self-handicapping and academic buoyancy among final year students in secondary schools
Full text linkThe study examined the relationship between self-handicapping and academic buoyancy among final year students in secondary schools in Nsukka education zone of Enugu State of Nigeria. This study adopted the cross-sectional survey research design. Through multistage sampling technique, 120 final year students were selected. The questionnaires, such as Academic Buoyancy Scale (ABS) and Self-handicapping Scale were used to collect data. The internal validity of self-handicapping and academic buoyancy scales were ascertained using the Bartlett’s tests for Sphericity and it was reported to be highly significant (p< 0.05). The internal consistency of the questionnaires was ensured by using the Cronbach's alpha and a value of 0.844 and 0.867 was reported for the self-handicapping and academic buoyancy scales respectively. The quantitative data from questionnaires was analyzed using both descriptive and inferential statistics. The results showed that there was low negative insignificant relationship between the two variables (Beta=-.105; R=-.105; p < .253), indicating that high level self-handicapping is negatively associated with academic buoyancy among final year students in secondary schools. The study recommends that student counselors should develop structured and comprehensive cognitive behavioral therapy sessions to enhance the self-handicapping of final year students in secondary schools
The role of Technical Vocational Education and Training Colleges (TVET) in higher education teaching: a higher education provided at basic education standard
Full text linkThe paper investigates the role of Technical Vocational Education Training (TVET) Colleges in the provision of higher education in South Africa. The Technical Vocational Education Training Colleges are classified with universities as providers of higher education in South Africa’s education system under the Post School Education and Training (PSET) system. The status of a Technical Vocational Education Training College as an institution of higher learning is very questionable, however, many scholars do not prefer to enter that terrain of the argument. In this paper I argue that the TVET colleges do not seem to clearly fit the profile of institutions, offering higher education in South Africa. Higher education institutions, such as Traditional universities, Universities of Technology and Private universities, have certain standards of competencies, adhered to promote students to the next level of knowledge, which are similar, but highly different from TVET colleges’ promotion standards. The TVET Colleges are governed primarily through the Continuing Education Act, while the Universities are governed through the Higher Education Act 101 of 1997, which is a clear separation of their educational mandates. The paper argues that TVET Colleges are not institutions of higher learning and are not capable of providing education at the level of higher learning, considering the academic competencies in the sector and the level of knowledge, expected to be produced. They are indeed self-styled Basic education institutions, operating wrongfully as institutions of higher learning in the South African Higher education band. The paper concludes that if TVET colleges are to be transformed into institutions of higher learning, all standards of competencies of both students and staff will have to be overhauled to fit the level of expertise to produce a higher education graduate, fitting the standard of an independent graduate
Propaganda and the war on truth: examining informational inconsistencies governing South Africa’s Covid-19 policy response
Full text linkA review of the intellectual and policy environment announces the absence of transparency and rational discourse in assessing the prevailing Covid-19 policy measures. Contextually, propaganda thrives in times of political uncertainty as it serves to either amplify confusion, induce moral dilemmas,or disguise meanings. To this end, this study examines the quality of political communication, underpinning South Africa’s public policy response to the Covid-19 pandemic. It aims to trace the influence of propaganda in informing policy origins and efficacy as it concerns the lethality of Covid-19. Importantly, informational irregularity must be treated with greater accountability and intellectual inquiry as it concerns masking and vaccine hesitancy. Following a qualitative approach and case study research strategy, this study begins by outlining the propagandistic assault on truth and rationality. Next, it confronts the seeming normality, with which the state, media, intellectual and scientific community have nonchalantly dismissed inconvenient truth in the name of misinformation. Of significance is the war on truth and the growing intellectual appetite for ideological realignment that esteems emotional triumph over empirical soundness. Ultimately, the research shows that scientific rationale has been demoted in favor of social solidarity. Finally, propagandist techniques and elements of deception theory entice the analytical appetite by exposing the modus operandi of deceptive operations at work in both masking and vaccine campaigns. The key findings indicate the use of propaganda and deception tactics at play in perception management with a view of influencing public action, corrupting public discourse and delegitimizing the need for factual accountability, concerning compliance with incoherent Covid-19 policy measures
Bloom’s taxonomy for the digital age student in a rural African context
Full text linkBloom’s Taxonomy serves as an important guide for teachers in building their student’s cognition from low to high order thinking. This taxonomy has been widely implemented in face-to-face settings worldwide. With the increased use of technology and blended and online learning on the rise, there is a need for teachers to warm up to digital learning. Teachers must be innovative in using technology to improve the quality of education and its delivery. Bloom’s Digital Taxonomy serves as an updated original Bloom’s Taxonomy for designing technology-rich instruction for quality outcomes. This qualitative study explores the use of technology and digital tools to facilitate student learning experiences and outcomes in the modern era. The secondary data collected and analyzed was gathered from existing sources of information. The study recommends that for teachers to be proficient and achieve the best outcomes and add incentives for the students, there is a need to follow the utilization of Bloom’s Digital Taxonomy and consolidate innovation, following the application will get students closer to accomplishing their learning objectives. Teachers need support to prevent forestall disdain and advancement weariness. To conclude the Bloom Digital Taxonomy is well practised in classrooms, and teachers can rest assured that the students they produce will make a difference in this world through the skills they have accumulated during their schooling years
The silence of black female voices in the course of learning english literature in South African secondary schools
Full text linkThis article explores patriarchal supremacist content in English secondary school Literature in postcolonial South Africa. In the course of colonization and Bantu Education, South African women, particularly Blacks were excluded in matters of education. They did not only endure racial, sexist, cultural, and other gendered-based atrocities in their societies and homes, they also suffered politically, economically, and intellectually. That made them more apprehensive than white women. For millennia black women, in particular, were treated as nurturers, caregivers and homemakers who were regarded as weak and dependent. Much of what secondary school literature, read in English classes, is written by males and follows a male protagonist. If women texts are involved, women are [were] portrayed differently from males, viewed as less capable or less significant. Although SA democratic constitution (Chapter 2) prescribed that everyone has a right to expression, in which everyone shares human rights, such as equality and freedom; black South African women still experience inequalities and lack of resourcefulness in the academic literary world. While women are the broad targets of myriad inadequacies and appalling atrocities in SA and have tried to raise their plights scholastically through literary writings and movements, they are deprived of chances to share these experiences in the literature that is scholastically acknowledged in secondary school Literature. As a result, this study examined the gender representation in English texts, read in SA secondary school Literature, regarding women representation in English first additional language (EFAL) Literature set-works in post-apartheid South Africa from 2009-2019 using a quantitative approach. Black Feminism Theory, which advocates equal representation of sexes, undergirds this study
In search for a new identity after spousal death: the desire to remarry among young widows in South Africa
Full text linkThe study aims to understand the desire of young widows in South Africa to remarry again after the loss of their spouse. These young widows lose their husband at very early stage of their lives and are faced with the challenges of raising their children alone. Semi-structured interviews were conducted with 10 young widows, no more than a year after their husbands’ deaths. They participate in the interview process to share the search for an identity after the spousal death. Data was analysed by using thematic content analysis. Their responses mainly highlighted their desire to remarry and escape poverty. The thematic analysis indicated that remarrying was influenced by age, sexual desire, financial pressure, companionship, and community pressure. The widows find it very difficult to find a perfect match, as many men of their age group are already married. They find themselves dating married men. This is as a result of the shortage of men of their age group. Four major themes emerged from the interviews, namely age of the widow, financial support, ccompanionship, and if ostracised by the community. The findings of the study revealed that there is a strong desire for young widows to remarry, and this desire is met with many obstacles they must overcome along the way. The study recommends that men must be gender sensitive when dating widows; they are human too and need to be treated with respect
Assessing the conditions and ingridients of political clientelism within the South African context
Full text linkThe study examines the conditions, associated with political clientelism, as well as the ingredients of clientelism within the South African context. The study brings the understanding about the relationship between politicians who go out on a periodic basis to canvass for votes and then not much happens in the lives of ordinary people. Despite this, a large number of the same politicians is re-elected to another five-year term. The broad argument in this study is that there seems to be an observable patronage type of relationship between elected parties (politicians) and citizens, and that no matter what service delivery challenges citizens confront (coupled with violent protest in some cases), voting patterns do not change much come election time. The study adopted a conceptual approach, relying on secondary data. Clientelism refers to the relationship that exists between citizens/voters (clients) and politicians (patrons) who make electoral promises in order to gain office. The first section describes what clientelism entails, followed by a discussion of clientelism’s relevance to the present study. Then, anecdotal evidence from the research site will be examined to demonstrate some elements of clientelism, as well as its significance and utility in examining service delivery challenges in local government. Following that, essential components of democratic states will be explored because they have an impact on available research evidence, showing clientelistic elements are prevalent in democracies around the world. The chapter's closing will shed some light on how leadership will be approached in this study, which stems from the fact that leadership is a key concept in this research and is implied in clientelis
The relational effects of perceived leadership 4.0, workplace ostracism, and innovative work behavior on organizational performance in the fourth industrial revolution (4IR)
Full text linkThis study evaluates the correlational effects of perceived leadership 4.0, workplace ostracism, innovative work behavior, and organizational performance within work organizations. The sample for this investigation was extracted from ten (10) organizations in Oyo and Lagos States, Nigeria. They are organizations from Nigeria’s service, financial, and manufacturing industries. Guarantee Trust Bank Plc, FullRange Microfinance Bank Limited, First Bank Plc, Evans industries Limited, Nestlé Nigeria Plc, Friesland Campina Nigeria Plc, IBFC Alliance Limited, United Bank for Africa Plc, DHL Courier Service, and Martyns Consulting Limited. This investigation has adopted a cross-sectional survey method, where the current scholar randomly distributed the study’s questionnaires. Nonetheless, from the 500 questionnaires floated, 478 were suitable for investigation and analyzed with a Statistical Packages for Social Sciences (SPSS version 27). This investigation noted a significant correlation between Leadership 4.0, workplace ostracism, innovative work behavior, and organizational performance. It further stated the significant joint influence of Leadership 4.0, workplace ostracism, innovative work behavior on organizational performance within Nigeria’s work organizations in the 4IR. Managers and leaders of work organizations are encouraged to investigate and adopt the most suitable leadership styles (for instance, Leadership 4.0) for the diverse situations and challenges, presented by the 4IR. They should also consistently encourage workplace support, using further employee/workplace family support in job-sharing programs. Besides, they should promote innovative management practices, as they are essential in overcoming the challenges, posed by the 4IR
The predictive influence of access factor on quality of secondary education in remote areas of Southwestern Nigeria
Full text linkThe dichotomy in the distribution of educational opportunities across African countries has become a recurring phenomenon between rural and urban communities. However, the remote and rural communities seem to be bearing the brunt of uneven access to quality education than cities. Thus, improving access to quality education in remote areas where educational advantages are scarce or not available remains a great challenge in Nigeria. This study, therefore, investigated the influence of access factor (AF: Physical Access-PA and Economic Access-EA) on Quality of Secondary Education (QSE) in remote areas of Southwestern Nigeria (RASN). The study was located within a post-positivist paradigm that incorporated the convergent parallel design. The multi-level mixed methods sampling technique was adopted in selecting 467 secondary school graduates. Six participants for the Key Informant Interviews comprised three principals and three senior officials from the Teaching Service Commission and Ministry of Education from three selected states in Southwestern Nigeria. Secondary School Graduate Aptitude Test (SSGAT) and Secondary School Graduate Access Questionnaire (SSGAQ) instruments were used for data collection. Quantitative data were analyzed using descriptive statistics and Pearson Product Moment Correlation, while qualitative data were analyzed with content analysis. The access factor with physical access (67.3percent) and economic access (61.3percent) influenced QSE. The study concluded that enhancing access to QSE should be improved in RASN