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Rethinking openness for learning in open distance learning institutions
Full text linkThe trends in open distance learning over the years and its evolution to higher education are interesting phenomena that continue to gain acceptance. While open distance learning serves as an intervening solution, initiated by most African higher institutions for students that missed out on the opportunity of studying in mainstream institutions, there is a need for her tertiary institutions to confront the challenge of making the Institutions open to meet the needs of upwardly enrolling higher education of adult students. However, this study argues that not only is this practice pedagogically unsound, but also clearly contradictory to the policy for open distance learning, for which the institutions were established in the specific context of the University of South Africa. It further highlights the rethink of the pedagogical approach by all stakeholders focusing more closely on the quality of openness in teaching and learning. It seeks guidelines for designing teaching and learning, particularly for Open Distance Learning (ODL) institutions, which only have a policy for distance and online learning and in contrast to the institutions’ agenda by creating opportunities through open distance e-learning nationally and on the African continent. The Transactional Distance Theory was adopted to underpin the study. Also, it highlights the openness in ODL and recommends different innovative ways to take the agenda of Open Distance Learning forward for optimal impact
Students’ transition experiences: positioning FYE interventions in a student transition model
Full text linkThe transition from high school to university can be a challenging and overwhelming experience for many students. As such, it is imperative for higher education institutions to implement effective interventions to support students during this critical period. This article examines the positioning of First-Year Experience (FYE) interventions within a student transition model. The study was conducted by reviewing existing studies, articles, and books related to FYE interventions and their impact on students' transition experiences. The researchers utilised various academic databases, such as EBSCO, JSTOR, and Google Scholar to gather relevant literature on the topic. The methodology used in this study involved systematically searching for and critically evaluating existing literature on FYE interventions and their role in students' transition experiences. The researchers then synthesized and analyzed the findings from the selected literature to identify trends and gaps in the existing research. Through a review of existing literature, this article explores the various factors that influence students’ transition experiences, the role of FYE interventions, and recommendations for future research and practice. The findings of this research indicate that students’ transition experiences are multifaceted, encompassing academic, social, and personal adjustments. Academic stress, social integration, and identity development are identified as key challenges, faced by students during their transition to university life. The role of FYE interventions in addressing these challenges is perceived to be crucial, highlighting the importance of academic support, mentorship, and opportunities for social connection, provided by these programs. The implications of this research suggest the need for a holistic student transition model that encompasses academic, social, and personal dimensions of the transition experience. FYE interventions are positioned within this model as a key component in supporting students through their transition to university life. The findings also emphasize the importance of tailoring FYE programs to meet the diverse needs of students, taking into account factors, such as cultural background, socioeconomic status, and individual learning styles. In conclusion, this research contributes to the understanding of students’ transition experiences and the positioning of FYE interventions within a comprehensive student transition model. It highlights the diverse challenges, faced by students during their transition to university, and underscores the importance of tailoring FYE programs to meet these challenges. The findings of this research have implications for the design and implementation of effective FYE interventions, emphasizing the need for a holistic approach that addresses the academic, social, and personal dimensions of students’ transition experiences
What drives citizens’ dissatisfaction with the police when crime is reported? A survey of Mthatha policing precinct in South Africa
Full text linkCitizens’ satisfaction with the police has a significant influence on their crime reporting behavior. This study explored the citizens’ dissatisfaction with the South African Police Service (SAPS) after reporting crime in the Mthatha policing precinct of the Eastern Cape Province. A total of 120 respondents were invited to participate in the study through stratified random sampling technique. Quantitative methodology was adopted, wherein a closed-ended questionnaire was used to gather data from the respondents. An analysis of the data gathered was done using Statistical Package for Social Sciences (SPSS) to reveal descriptive and inferential statistics. Findings revealed that citizens’ dissatisfaction with the police emanates from the discriminatory manner, in which the police treat citizens, failure to follow procedure and unfair treatment during contact with citizens. A regression analysis on the impact of the socio-demographic variables on citizens’ dissatisfaction with the police revealed the location of the respondents, socio-economic status and religion as significant predictors of citizens’ dissatisfaction with the police. In order to improve citizens’ satisfaction with the police, the study recommends strict adherence to the procedural justice theory. There is also a need for fairness and unbiased treatment of citizens, coupled with respect, courtesy and observance of citizens’ fundamental human right
Unity sings against apartheid’s injustice: probing the historical consciousness and memory in three selected anti-apartheid songs
Full text linkSouth African history bears the painful legacy of apartheid and systemic oppression, destructively affecting Black South Africans, especially women and children of the lower class, who were, and still are, vastly sidelined. Various apartheid or silencing policies systemically dismissed the majority Black population and condemned their ancestral languages, depriving them of basic human rights. Forced community removals disrupted basic family structures and displaced individuals. Women and children not only faced racial segregation but also encountered gender-based discrimination, obstructing their access to key and strategic opportunities. In response to these violent challenges, South African music and songs emerged as powerful conduits to defy and reject imperialist mentalities, contributing to the struggle for transformation and liberation. Despite facing rejection from the state, anti-apartheid music and songs played a central role in contesting imperialist mentalities. In view of these indications, this article unmasks three anti-apartheid songs, applying post-colonial theory to uncover their interplaying meanings concerning historical consciousness and memory as they pertain to three selected anti-apartheid songs. Three notable findings emerge. First, South Africa’s apartheid-era music and songs played an imperative role in dismounting oppressive or imperialist systems, despite continuous rejection from the colonial and apartheid governments. Second, the selected songs evoke socio-economic and political commentaries in the post-colonial and post-apartheid contexts, underscoring the enduring elements of imperialism even in contemporary settings. Third, while there may be a temptation to escape South Africa’s bitter history, it remains crucial not to obliviate it as it offers critical lessons for contemporary contexts and beyond. Conclusively, this article underlines the necessity of recurrently examining South Africa’s history to uncover significant historical meanings and lessons, contributing to a profound discernment of the country’s rich past
Implementing school-based violence interventions from an ethics of care perspective: educators’ experiences
Full text linkEven though numerous measures have been implemented to combat this issue, school violence still poses a significant challenge in South African schools. School violence is not just a challenge in regular schools, special schools also have to deal with it. Educators’ experiences with school violence interventions are covered in this article. This empirical paper uses the results from my doctoral thesis, which examined strategies for reducing school violence in a special needs school. An interpretive paradigm and a phenomenological case study design were used to perform a qualitative investigation. Five educators and 10 learners from a school with learners with disabilities were specifically chosen to participate in the doctoral study. Semi-structured interviews, qualitative questionnaires, and documents were employed to collect the data. The study found that because the participants believed their efforts were not appreciated, they lacked the motivation to contribute to the reduction of school violence. They believed that the present interventions were ineffective, and some participants complained that the educational system was overly forgiving of the learners. Additionally, they said that the Department of Basic Education and the parents were not providing them with enough support
Evaluation of the nexus between student attitude, teacher teaching methods, and achievement in junior secondary school mathematics
Full text linkThis study investigated the relationship among students’ attitudes, teachers’ teaching methods, and mathematics achievement in Lagos State, Nigeria. The study employed a correlational research design. The population consisted of all the public junior secondary school students in Lagos State. The stratified sampling technique was used to select 30 junior secondary schools across the six education districts in the state, and the simple random sampling technique was used to select 900 students from the selected schools. Participants completed standardised instruments: the Student Attitude Questionnaire (α=0.77), the Teacher Teaching Methods Questionnaire (α=0.92), and the Mathematics Achievement Test (α=0.89). The data collected were analysed using frequency, percentage, Pearson product moment correlation, and multiple regression at α=0.05. The majority of the respondents (75 %) were between 12 and 15 years old, of which 341 were boys and 342 were girls. There is a low positive significant relationship between students’ attitudes and students’ mathematics achievement (r=0.24) and between teachers’ teaching methods and students’ mathematics achievement (r=0.17). The multiple correlation coefficients (R) of all the variables were 0.25. The adjusted R2, which estimates the variance of the dependent variable measured, was 0.06. This implies that all the independent variables students’ attitudes and teachers’ teaching methods—made a 6 % contribution to the variance in students’ achievement in mathematics (F=29.029). It is recommended that students be motivated to have the right attitude towards mathematics and that appropriate teaching methods be employed throughout the teaching-learning process
Pre-service teacher’s perceptions about the difficult nature of physics as a mathematics embedded course in a college of education: Introduction
Full text linkDespite the great importance attached to physics as a core science course that aids the learning of other subjects like mathematics, chemistry, agriculture, biology, computer, geography, and other vocational subjects in high schools to upgrade their knowledge on the physical world, some pre-service teachers still see physics as a very difficult subject that only exist in an abstract form. As a result of this, some pre-service physics teachers find it a challenge when offering or teaching physics as a course in colleges of education and high schools during their teaching practice. The reasons contributing to this is not far from; poor teaching and learning approach, lack of modern practical equipment, and incompetent lecturers among many others. As a result of this, this study finds it necessary to investigate the preserve teachers’ perceptions about the difficult nature of physics as a field of study in a college of education. In achieving this, the study was conducted among some college of education students taking physics as a major or minor field of study in a college of education. And this study was carried out using a quantitative approach of data collection among the 46 students taking physics as a course in a college of education in Nigeria. The result of the finding confirmed that there is a high percentage of the participants taking physics who reported that the teaching process, adopted when learning it, lacks some vital resources, such as motivation, good practical tools, and competent lecturers among many other. As a result of this, some students have taken physics as a difficult subjec
Digital support in chemistry education: the distinct project experience
Full text linkThe integration of digital technologies into chemistry education has transformed traditional teaching methods, offering innovative ways to enhance student motivation and engagement. This article explores the various digital tools and resources available for teaching and learning in chemistry, including interactive simulations, virtual laboratories, collaborative online environments, and educational software. The article examines the effectiveness and impact of digital tools on student engagement, comprehension, and application of complex chemical concepts, emphasizing the importance of digital literacy among educators and students. The article highlights the benefits of digital support in fostering active learning, improving accessibility, and utilizing diverse learning styles. Additionally, this article discusses the challenges and limitations, associated with the adaptation of digital technologies in chemistry teaching and learning, such as technological barriers, the need for teacher training, and the potential for digital distraction. Through a systematic review of current research and experience from the DISTINCT Project, the article aims to guide educators in incorporating technology into their teaching practices, to enhance both teaching efficiency and student outcomes in the field of chemistry education. The findings highlight the potential of digital tools to promote a more interactive and engaging learning environment and improve learning outcomes in the field of chemistry as well as in other fields of science educatio
Exploring the talent management strategies and practices at a South African municipality
Full text linkLocal government municipalities are wrought by poor service delivery owing to underqualified employees and poor reward systems for superiorly skilled and performing employees. Introducing TM practices may assist municipalities in overcoming these challenges and identifying, attracting and employing the right employees while rewarding them commensurately. This study aimed to identify the best TM strategies and practices for local governments in South Africa as existing evidence suggests that an integrated TM system can assist local government leadership in curbing service delivery issues and allow them to become employers of choice. The study employed a qualitative research approach, and semi-structured interviews were conducted to collect data from participants. The study sample consisted of 20 participants who were selected through purposive sampling. The findings of this study indicate that TM practices are not appropriately utilised in selected municipalities. TM is still relatively new to local governments and thus, its value remains underestimated. Further, the municipality lacks sufficient capacity to implement TM. Municipality leadership must prioritise implementing TM practices, especially regarding e-recruitment and incorporating technological systems, which are critical in the current and foreseeable future world of work. This study identified human resource management gaps within a local municipality and recommended various best TM practices, as the municipality was lagging in terms of HRM policies and practices
Priorities of digitalization in international trade: the experience of driver countries in digital transformation
Full text linkDigitalization has fundamentally transformed the landscape of international trade, unlocking opportunities to enhance the efficiency, transparency, and accessibility of trade processes. This study analyzes the priorities of digital transformation in international trade with a focus on the experiences of leading countries. Secondary data sources were used, including global reports, such as the Global Digitalization Index by Huawei, the E-Government Development Index, the World Digital Competitiveness Index, the Global Innovation Index, and the Digital Intelligence Index with its subindices: Digital Evolution and Digital Trust. Additionally, the AI Preparedness Index (AIPI) by the International Monetary Fund was employed to provide insights into countries' readiness to adopt artificial intelligence.
Trends in digitalization and trade were explored using data visualization and statistical analysis. Through correlation analysis, the index with the highest correlation to the World Digital Competitiveness Index was identified, allowing for a deeper examination of the factors influencing the digitalization of economies and trade over the past decade. The case study method was applied to analyze the top 10 countries, revealing best practices, lessons learned, and recommendations for leveraging digital technologies to enhance trade development.
The study's findings highlight the critical role of digital infrastructure, e-commerce penetration, ICT adoption levels, and regulatory frameworks in shaping trade dynamics. The conclusions offer practical recommendations for policymakers and stakeholders aiming to optimize digitalization strategies and improve competitiveness in international trade