Research in Educational Policy and Management (E-Journal)
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Examining the Views of Unemployed Commercial Subject Educators on Their Preparedness to Become Entrepreneurs.
Full text linkThis study sought to establish the views of unemployed commercial subject educators on their preparedness to become entrepreneurs. The study was motivated by the fact that some of these educators have been exposed to entrepreneurship since they were in grade 7 through a subject such as Economic and Management Sciences. It is assumed that after graduation they have a good understanding of entrepreneurship, and they would be able to start their businesses instead of remaining at home unemployed. Only unemployed commercial subject educators were interviewed. Snowballing sampling was used to locate prospective participants since they were scattered all over South Africa. All the study participants were based in KwaZulu Natal Province. The study found that educators of commercial subjects have sufficient theoretical knowledge to become entrepreneurs, but they are afraid to venture into businesses because they feel that theoretical knowledge without practical experience will adversely impact their ability to become successful entrepreneurs. They are doubtful regarding their ability to use their theoretical knowledge to solve problems in real-life situations. The contribution of this study provides insight on the importance of students’ practical exposure to real life entrepreneurship for boosting their confidence to start businesses. The study ascertains that an entrepreneurial mindset, attitude, spirit and self-efficacy, without exposure to practical entrepreneurship, does not provide sufficient incentive for a person to start a business
Implementation of School Safety Policy in Primary and Secondary Schools
Full text linkThe educational environment within schools serves as a conduit for achieving the educational goals and objectives of each country. Research conducted over a period suggests that effective teaching and learning can only occur in a safe and secure environment. Yet, even with existing laws, policies, regulations, and programs on school safety, teachers and learners face persistent threats to their safety both inside and outside the school grounds in Naboomspruit Circuit Schools. This study examined the implementation of school safety policies in primary and secondary schools within the Naboomspruit circuit in the Waterberg District in Limpopo Province. The study population consisted of principals, teachers, school governing body members, and learners from five (5) schools within Naboomspruit circuit. Participants were selected using purposive sampling, including two schools from quintiles 1 to 3 (representing poor communities), two schools from quintiles 4 to 5 (representing affluent communities), and one combined school covering grades 1 to 12. The study's key features encompassed evidence-based practices to address school safety challenges. Codes were employed to protect the identities of participants and schools involved in the study. The study's trustworthiness was assessed through criteria like credibility, transferability, dependability, and confirmability. The study findings revealed that schools partially implemented school safety policies, often without communicating them to learners and/or stakeholders. The study concluded by offering recommendations for addressing school safety challenges, grounded in contextual factors. The findings and recommendations are relevant to education managers, NGOs, parents and stakeholders who possess full or partial interest in the field of education or school safety
Unblocking the System to Strengthen Implementation of Early Childhood Development Policies and Practice in South Africa
Full text linkGovernment sectors responsible for early childhood development (ECD) often have competing priorities and obligations which manifest through fragmentation, silo conflicts, and power dynamics, thus failing to implement ECD policies in South Africa effectively. This article aims to provide a framework for strengthening the implementation of ECD policies to enhance quality early childhood care and education (ECCE) in the Gauteng province of South Africa. Using a qualitative approach within an interpretive paradigm, data was obtained through open-ended semi-structured interviews, observations, and field notes. Key stakeholders, including ECD managers, practitioners, and education officials, were purposely sampled. The conceptual lens was used for exploring the current implementation of ECD policies at the systems level in the theoretical framework. The findings revealed communication and information blockages at the level of national, provincial, and district offices. As a result, ECD centers were left uninformed of the new policies and frameworks for implementation. A framework that stipulates standardized training for the Department of Education officials, support for ECD principals, managers, and practitioners, and open communication through bi-annual conferences and monthly community of practice (CoP) virtual meetings will ensure that policies are implemented and that quality ECD education is achievable in South Africa
Curriculum Leadership Training Modalities for Departmental Heads: Perceptions from South African
Full text linkThis qualitative interpretative study explores the modalities of curriculum leadership training and development for departmental heads. Participant sampling was purposeful, and data were generated through semi-structured questions. Twelve department head (DH) participants were purposefully selected from six secondary schools. The participants had three or more years of experience in their positions. The theory of adult learning supported by principles of adult learning anchored the arguments in the article, supported the literature review, and assisted in answering the research questions. The literature review revealed that training and development vary from country to country. The findings showed that induction, professional support forums, modules and short learning programmes are the primary modalities used to train and develop DHs in South Africa
Strategies for Sustaining the Accreditation of Bachelor of Social Work in South Africa
Full text linkThe Council on Higher Education (CHE) and the South African Council for Social Service Professions (SACSSP) play vital roles as accreditation bodies in ensuring the quality of Bachelor of Social Work (BSW) programmes in South Africa. However, the intermittent de-accreditation of BSW programmes poses a significant and recurring challenge for numerous South African higher education institutions (SAHEIs). This article, grounded in William Pinar's curriculum theory within a constructivist paradigm, proposes strategies to sustain BSW programmes in alignment with CHE and SACSSP norms and standards. Given the limited literature on this topic, a narrative literature review methodology was employed, drawing thematic insights from related articles, CHE and SACSSP documents, and my firsthand experience being involved in institutional audits. The thematic analysis of the findings reveals challenges, such as gaps in curriculum design, misalignment of norms and standards with CHE and SACSSP objectives, a shortage of qualified staff, infrastructural deficiencies, and insufficient capacity development. Therefore, the article proposes practical strategies to address the complex issues associated with de-accreditation of BSW programmes, aiming to help SAHEIs sustain accreditation for this crucial programme
Initial Teacher Education for Social Justice in South Africa: A Higher Education Policy Perspective
Full text linkThe Constitution of the Republic of South Africa envisions a socially just society where all citizens enjoy fundamental human rights. Education is regarded as significant in realizing social justice (SJ). Hence, South African education policy is underpinned by the conviction that teachers are drivers of societal change and instrumental in creating a socially just society. It is therefore expected that initial teacher education (ITE) programs to train prospective teachers will be infused with knowledge, competencies, values and attitudes to develop the dispositions that would facilitate social justice in a democratic and open South African society. In this desk-top study, we investigate the attributes and competencies promoted and advanced through the Minimum Requirements for Teacher Education Qualifications Policy (MRTEQ) (2015) concerning the training of prospective South African teachers for the realization of social justice. We gathered our data through a literature review and a policy analysis, and we drew from critical social theory (CST), which argues for social transformation, human emancipation, and capacitation to make sense of our findings. We found that the MRTEQ (2015) promotes and advances knowledge, contextual awareness, and critical pedagogy as significant attributes and competencies for realizing social justice through education and, more specifically, ITE. The implication is that all initial teacher programmes must be designed to equip prospective teachers with these attributes to contribute to realizing social justice and transforming society. Against this backdrop, specific recommendations are made to develop these attributes in prospective teachers
Strategies Used by Students in Correctional Facility for Accessing Educational Resources: The Case of a Namibian Correctional Facility
Full text linkThe purpose of the study was to examine strategies used by students at a Namibian Correctional Facility in accessing educational resources while studying in prison. The paper's central claim is that, despite their severe living conditions, inmates are motivated to further their studies. This research was carried out in a correctional facility in Namibia. This study was qualitative in nature, using interviews as a means of data collecting while adhering to an interpretive paradigm. A skilled transcriber transcribed the audio-recorded interviews verbatim, and the author was provided with the transcripts for interpretation. The analysis was conducted thematically. With regard to correctional facility services, Namibia's legal system saw significant transformations as it moved from an approach centred on punishment and isolation to one that emphasises rehabilitation and community reintegration. 
A Comparative Study on Midwifery Education Accreditation Standards in Iran and Some Other Countries
Full text linkQuality midwifery education is critical to creating a decent workforce and improving mothers' and infants' health. Although international educational standards have been defined worldwide for the quality of midwifery education, there is a wide variety of types and natures of midwifery educational programs in different cultures. The purpose of this research is to compare the accreditation standards of midwifery education in Iran and other countries. This descriptive study was conducted using a comparative approach and the Beredy model, which was conducted in 2021. The inclusion criteria were program accreditation standards for midwifery undergraduate degrees and valid documents. Hospital accreditation standards, postgraduate accreditation standards, electronic and printed information that have not been approved by reputable publications, as well as reports, ideas, editorials, and views were among the exclusion criteria of this study. In this study, the standards used for midwifery accreditation in Iran and other countries and Organizations (the United States, the United Kingdom, Australia, the United Arab Emirates, the West African Health Organization, and ICM) were compared. According to the findings, the framework of midwifery accreditation standards, the mission and objectives, curriculum, students, faculty, resources and facilities, government financial management and administrative capacity, complaints and grievance, educational governance and quality, and environmental and participatory conditions. In line with the results of this study, it is suggested that due to the conditions and facilities of the community, the necessary changes be applied in the midwifery educational program accreditation in Iran
The Evolution of Assessment Methods in Higher Education Due to the Shift to Remote Learning: A Case Study
Full text linkThe purpose of this study was to investigate the evolution of assessment methods in higher education due to the shift to remote learning, focusing on the challenges and adaptations across different disciplines. Studies have indicated that higher education institutions faced significant challenges in maintaining academic integrity and ensuring effective student evaluation during the rapid transition to online learning. The study adopted a qualitative approach following a multi-case study design. Using purposive sampling, a total of three participants, comprising teacher educators from curriculum studies, social science education, and mathematics education who met the research criteria were selected. Data were elicited using semi-structured interviews, followed by thematic data analysis to unveil rich narratives and patterns within the research inquiries. The findings of the study revealed that the shift to digital assessment platforms significantly altered evaluation practices across disciplines. Issues such as ensuring academic integrity, adapting assessment types, and enhancing feedback mechanisms created stark disparities between pre-pandemic and current assessment practices. The study also highlighted the impact of disciplinary contexts on assessment innovation as one of the pressing considerations in evolving evaluation methods. The research underscored the need for a balance between technological integration and pedagogical considerations in assessment design. Recommendations were made for enhancing digital literacy among educators, promoting cross-disciplinary collaboration in assessment design, and ongoing research into the long-term impacts of evolved assessment methods
Are You the First Lady? A Demand for Resilient Leadership Practices for Women Leading Selected South African Rural Primary Schools
Full text linkThis paper examines the leadership practices of three women school principals in leading schools in rural contexts. Some rural contexts are confronted with challenging circumstances and multiple deprivations which are unique to them. Women school principals experience unfair gendered expectations which demand them to provide exceptional leadership skills and prove to be resilient amid these contextual factors. The aim was to explore how women in rural school leadership cope with the demand of gendered performance and must prove to be resilient, amid the contextual challenges that rural schools face. Embedded within the social role theory, which argues that society has expectations for individuals to comply with actions that are proportionate to their social roles. These roles may be formed based on race, age, religion, or gender, but for the purposes of this paper, we focused on gender. Couched within the qualitative interpretive paradigm and using phenomenology as the mode of inquiry, and through individual face-to-face interviews, this paper focused on the lived experiences of three rural primary school female principals. Data were analysed thematically. Findings revealed the resilient leadership strategies used by female school principals in rural areas, with an emphasis on the intricate problems brought on by gendered expectations. The paper recommends a comprehensive strategy for dismantling ingrained gender prejudices in educational leadership including implementing gender-sensitization programs, specialized leadership training, promotion of inclusive leadership styles, community engagement, and advocacy for policy changes