EUREKA: Social and Humanities
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Gauging student readiness for university education: a transitional journey
Full text linkAccess to higher education in South Africa remains one of the principal components of the transformation agenda, driven by the Department of Higher Education and Training (DHET). During apartheid, access to education was racialised. Despite the massive participation rates by previously marginalised groups in the post-apartheid dispensation, epistemological access remains worrisome. Transformation of the higher education system is a key dimension the democratic government has undertook to use to measure the progress of social transformation, as an enabler for student readiness and smooth transition to university education. In this study, we use distributive analysis in a random sample of 1,940 first time-entering students (FTENs) from diverse population groups and backgrounds to establish readiness and the existence of a coordinated transition from basic to higher education. To establish readiness the study assesses first-year students’ academic attitudes and needs, background, and motivational factors, as well as general well-being. To establish the existence of a planned and coordinated transition, a specific attention is paid to career guidance, qualification choice, as well as background and motivational factors. The findings show that despite the clear theoretical framework for a transformed higher education system, there is still no pronounced and planned coordination between basic and higher education. Secondly, the preuniversity socioeconomic conditions signal a long journey still needing to be travelled to achieve a transformed higher education. This is demonstrated by skills gap, lack of basic academic and motivational support, needed to build a global competitive and ready student
Assessment of child protection policy awareness in secondary schools
Full text linkThis study was designed to assess the awareness of child protection policy in secondary schools. This is due to the widespread violence against children in many places, including schools. This study adopts a quantitative research design to explore the convenience sampling technique, used to sample 139 teachers in public and private schools in Lagos State, Nigeria. The collected data were analysed with a chi-square independent test at .05 significance level. The study found a relatively moderate awareness of child protection policy among the teachers. There was also a significant positive relationship between educational qualification, school ownership type, and teachers’ awareness of the policy. However, gender and years of teaching experience have no significant relationship with teachers’ awareness of the policy. The study’s finding implies that all educational stakeholders, especially policy planners and implementers, should go back to the drawing board and brainstorm ways to cover the loopholes in policy awareness strategies. Recommendations were made that the school management should set up a standing committee to create awareness of all policies emanating within and outside the school to bridge the communication and awareness gap among school community members, and as part of the induction programme for new teachers, training should be organised for teachers on child protection. This study is unique because it traces the root cause of policy failure and the problem of violence against children in society
A call for more entrepreneurship education in non-business programs at South African TVET colleges
Full text linkThere has been an increase in the number of unemployed Technical and Vocational Education and Training (TVET) graduates even though these institutions are meant to train students for a particular job, several employment opportunities or self-employment. While proactive higher learning institutions acted on the need to equip graduates with entrepreneurial skills, others have not. More concerning is that even those who do not include entrepreneurial education in their curricula expect their graduates to be self-employed if they cannot find employment upon graduation. This article ascertained the extent, to which TVET colleges equipped their graduates for self-employment by including entrepreneurial skills in their programmes. Grounded on the contingency organizational theory, this article ascertained the necessity to incorporate entrepreneurship education in non-business programmes at TVET colleges. Data was collected from the TVET colleges, websites, brochures and documents of all the public TVET colleges in South Africa. The findings indicated that only 42 % of the programmes offered entrepreneurship education in their curricula. Moreover and interestingly, the province with the highest prevalence of entrepreneurship education (49 %) in their programmes is Limpopo and not the Western Cape, the financial capital. Consequently, there is a vital need to implement entrepreneurship education in all non-business programmes, for it may increase business start-ups, innovation and improve on the employability rate of the graduate
Resource inequality and quality of secondary education: a study of uneven policy in rural schools of southwestern Nigeria
Full text linkRecent Studies have investigated the influence of the resource factor on the quality of secondary education (QSE) in Nigeria. However, the research on the resource factor as a predictor of quality of secondary education in rural communities of Southwestern Nigeria remains scanty. This study, therefore, investigated the contributions of the resource factor (RF: Resource Adequacy-RA and Resource Utilization-RU) to QSE in rural communities of Southwestern Nigeria (RCSN). The study was located within a pragmatic paradigm that incorporated the convergent parallel design in the collection, analysis and interpretation of the qualitative and quantitative data. The multi-level mixed methods sampling technique was adopted in selecting 467 secondary school graduates, while total enumeration technique was adopted in selecting 134 teachers. 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. Two research questions were raised, and one hypothesis was formulated for the study. Two research instruments, namely, the Secondary School Graduate Aptitude Test (SSGAT) and Resource Factor Teachers’ Questionnaire (RFTQ), with reliability coefficients of 0.715 and 0.853, respectively, were used for the study. Quantitative data were analyzed using descriptive statistics and Pearson Product Moment Correlation, while qualitative data were analyzed with content analysis. The resource factor with resource adequacy (x=2.50) and resource utilization (x=2.77) influenced QSE. The resource factor (r=0.75) had a negative significant relationship with QSE. The study affirmed that addressing resource inequality in rural communities is urgently required to stem the ebbing tide of quality secondary education in Nigeria
The nexus between reward management and competitive advantage. A Kenya commercial bank's perspective
Full text linkThe foundation of reward management is the idea that people run organizations; they are the ones that generate value by utilizing company resources to provide goods and services that customers want, and they must be paid for their labour. However, as commercial banks compete for the same talent pool and the expenses are high, reward management is becoming a concern in the banking industry in the twenty-first century. Talent scarcity has existed since globalization allowed talented workers to advertise their skills internationally. Experts are worried about the potential for fierce global talent rivalry, which raises questions about how talent is acquired and kept. This study aimed to examine how the Kenya Commercial Bank's competitive advantage was affected by reward management. The Equity theory of motivation served as the study's theoretical cornerstone. The study's target group was 108 senior and mid-level executives at the KCB headquarters. It was conducted using a case study methodology. Census data were used because the population was not very large. A questionnaire was used to gather the information. The data was analyzed using descriptive statistics for frequency and percentages, Pearson correlation analysis, and simple and multiple linear regression. The study found that reward management significantly boosted commercial banks' competitive advantage (r= 0.786, p-value = 0.000). The simple linear regression analysis, used to test the null hypothesis, resulted in its rejection because the t-values were higher than the critical t-values. The majority of respondents maintained that KCB's competitive advantage was influenced by incentive management. Therefore, the study recommended that commercial banks should use suitable reward management to increase their competitive advantage
Financial literacy skills level among small and medium scale businesses: lessons for entrepreneurial decision-making in Lagos, Nigeria
Full text linkRemarking on the strategic significance of Small and Medium Scale Enterprise (SMEs) as critical to any economy growth and employment creation opportunities, there are evidence that support the poor possession of the appropriate financial literacy skills and knowledge, required by SMEs to effectively make entrepreneurial decision, needed for business growth and the overall economic development. Previous studies on the leitmotif of financial literacy skills have largely been interrogated through the prism of financial institutions and as an indicator for gauging inclusion leaving sparse research attention to understand its implications on entrepreneurial decision making among SMEs. This research chasm provoked this study. The aim of this paper to dissect and understand the place of financial literacy skills and knowledge in entrepreneurial decision-making of SMEs. A total of 15 SMEs were recruited on purpose with the semi-structure interview type, used in eliciting qualitative data. A collection of different themes and sub-themes were identified with the application of the NVivo (v.12) qualitative software and analysed with the content qualitative analytical tool. Pattern and level of financial literacy include understanding of financial decision, management of money and implementation of financial decision. SMEs’ financial literacy, required for effective entrepreneurial decision, includes knowledge on profitability, cash management skills and knowledge on investment with accompanied challenges, such as bad financial behaviour, financial irresponsibility and lack of basic education. The study makes a genuine case for the prioritization of the importance of financial literacy skills and knowledge for clear cut entrepreneurial decisionmaking and growth
Understanding preservice teachers’ perspectives on challenges experienced during work integrated learning
Full text linkThe demands on educational institutions in the 21st century are constantly changing, necessitating adapted teaching, and learning techniques both within and outside of the classroom. Central to these evolutionary changes is the teacher who is expected to initiate innovative teaching strategies that often come with a variety of challenges. This requires preservice teachers to consequently complete extensive work-integrated learning (WIL) for a defined period as part of their initial teacher training. The article sought to ascertain the challenges, faced by preservice teachers during WIL using the situated learning theory, which emphasises the relevance of the integration of new ideas and human actions in dealing with ongoing environmental challenges. The methodology of the study is built on an interpretive paradigm, employing a qualitative case study design. Data was collected through interviews from Fourteen B.Ed. Honours preservice teachers were selected through a non-probability sampling method, known as purposive sampling. Data analysis was done thematically and with the use of Atlas ti 9. The study found some degree of complexities and inter-relationship between the preservice teachers challenges and their inability to deliver content. Exceptionally, however, some challenges like the delegation of responsibilities, pedagogy and especially transportation issues show high-level association with an implication to WIL for preservice teachers. The study however makes some crucial recommendations to policy and practice, which include an expansion and emergency modification in teaching pedagogy to incorporate technology, mandatory professional training and induction programmes for mentors and the need to enhance the environmental approach to teachin
Epistemological access: a case of academic development programmes at a university of technology
Full text linkSouth Africa has made significant progress in expanding access to higher education since the end of the apatheid era. This gave opportunities to a larger portion of the population to pursue higher education studies, especially those from previously disadvantaged communities. The growth in student enrollment has not always correlate with academic success. High levels of failure and dropout rates amongst first-year students are a common challenge across universities. This implies that the challenges related to epistemic access at universities persist. To address these challenges, universities implemented academic development programmes providing targeted interventions and fostering a supportive learning environment that can help bridge the gap between formal access to universities and epistemic access. The study that informs this paper sought to explore how academic development programmes enable epistemological access to first-year students. This study employed a qualitative methodological approach and adopted a purposive sampling strategy to select the participants. The study interviewed twenty mentors participating in an academic development programme (mentorship) at a University of Technology. The findings highlights the role of academic development programme (mentorship programme) in enabling students to transition from unfamiliarity to familiarity within their chosen field of study, leading to an epistemic shift that alters their epistemological level. These findings can contribute to the broader discussions and advancements in higher education pedagogy by highlighting the importance of and understanding the mechanisms behind the mentorship programme. The implications of this study on higher education is to inform the design and implementation of effective initiatives that foster epistemological growth and empower students to engage with disciplinary knowledge more effectivel
Perceptions of educators on ICT integration into the teaching and learning of economics
Full text linkThis study explored educators’ perceptions of the integration of Information and Communication Technology (ICT) into the teaching and learning of Economics. Guided by an interpretive paradigm this qualitative study used a case study design. The purposively selected sample comprised eight Economics teachers, selected from four public Secondary Schools, located in KwaZulu Natal (Umlazi district). Data were collected using three instruments (semi-structured interviews, observations, and document review). From the findings, it emerged that teachers had the positive perception that ICT integration positively affects the teaching and learning of Economics and it promotes the teaching of Economics. However, the findings also showed that teachers face challenges in integrating ICT when teaching Economics. Contrariwise, the findings further revealed that some teachers, due to the lack of ICT skills, perceive ICT integration as a waste of time and thus, they remain attached to the traditional teaching methods, which hinder the use of ICT in teaching Economics. Based on the findings, the study recommends that teachers should be workshopped to enhance their ICT skills, there should be school-based ICT specialists to promote ICT integration in teaching, and also the education system should make ICT subjects compulsory from grade R- to grade 12, so that both teachers and learners get used to ICT gadgets
SADC'S transport infrastructure: enhancing the AFCFTA’s prospects through regional economic integration
Full text linkThere is considerable significance, associated with the fact that the African Continental Free Trade Agreement (AfCFTA) has the potential to lift 68 million people out of moderate poverty. If fully implemented, the AfCFTA is estimated to increase regional income by 7 % by 2035. Operationalizing and implementing the African Continental Free Trade Area strategy, including regulating the regional economies' transport infrastructure, requires a great deal of work. It is the purpose of this article to examine how Regional Economic Communities (RECs), such as the Southern African Development Community (SADC), can contribute to the AfCFTA.
In comparison with other regional blocs, intra-SADC trade represents only 10 to 14 percent of member countries' total trade [1, 2]. Despite Southern African trade routes and infrastructure being among the best. In terms of infrastructure coverage, Southern African countries still lag behind the rest of the world, whether it's road and telecommunications technology (ICT), population density, or power generation. Whether at the national or regional level, these types of infrastructure weaknesses reinforce the infrastructure deficit and exacerbate unemployment, inequality and poverty in the region.
For the purposes of this article, a qualitative approach is being used to examine primary and secondary literature, including statistics, reports, and journal articles. According to the results of the study, the REC's infrastructure strategy will positively affect trade and, in turn, boost AfCFTA by improving trade among member states. To spawn structural transformation and create transnational growth corridors capable of driving economic growth and technological advancement, new transformative strategies are required