KovsieJournals - University of the Free State (UFS)
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Leading and managing an induction programme for first-year students at a higher education institution in South Africa
Full text linkThe transition into higher education represents a pivotal stage in the academic journey of first-year students, marked by significant social and academic changes. These adjustments often expose readiness gaps that can impede student success in this new environment. To address these challenges, higher education institutions frequently implement induction programmes designed to prepare students for their new surroundings. This article critically evaluates the induction programme for first-year students at a private higher education institution through a qualitative case study approach within an interpretivist paradigm. The study scrutinises the influence of distributed, servant, and transformational leadership in fostering an effective, collaborative, and adaptable learning environment. Through interviews with six managerial-level participants, the research delves into the complex dynamics of managing these programmes, underscoring the essential role of leadership in enhancing programme efficacy. Key emerging themes include leadership and management strategies, engagement challenges, feedback mechanisms, and programme structure, all of which are crucial in shaping the induction experience for new students
Beyond decoloniality of educational policy and planning: A review of the transcendental political economy of African higher education in the 21st knowledge-based societies
Full text linkThis paper critically examines the role of transcendental capabilities in the decoloniality of educational policy and planning, to ascertain how trans-coloniality can enable the African political economy to reposition itself through higher education knowledge management best practices. In this paper, I argued that African educational policy and planning must capture the knowledge hierarchies of African intellectual systems because the knowledge hierarchies are fundamental and responsive tools to the strategic political economy of education. Furthermore, the blend of innovative and endogenous knowledge management practices in higher education will have a responsive impact on institutional governance across the continent. Additionally, the valorisation and revaluation of African knowledge systems through recognising and integrating African theories, methodologies, and conceptual frameworks will reshape the African scientific and political landscapes. This paper anchors on the complex adaptive systems theory. The premise here is identifying the complex knowledge foresight of educational policy and planning, asserting intensification of the indigenisation of knowledge management practices as pragmatic responses to the imperialists’ mentality. This study employed a qualitative research approach with a mixed systematic review of current literature in decoloniality studies, educational policy and planning, political economy and knowledge management in African higher education. The data was categorised into themes, theories, concepts, subregions, journals, articles, book chapters, policy documents, books and methodologies to determine the current body of knowledge and debates on decoloniality as an epistemic object in educational policy and planning research in African higher education. From the critical analysis I propose a “Transcendental Afrocentric knowledge governance model (TAKGM).” The transcendental perspective intends to provide indicators for developing a competitive African knowledge-based economy. Therefore, the decoloniality of educational policy and planning through endogenous knowledge systems represents a strategic approach to building a competitive and responsive higher education in Africa. Emphasising, the transcoloniality of higher education policies and planning will foster endogenous socio-economic development, effective institutional knowledge sovereignty, innovation and knowledge resources mobilisation. These will ultimately promote inclusive growth, robust industrialisation, human capital development, practical institutional assessment, structural transformation, continuous improvement, and efficiency and effectiveness of institutional governance across the continent
Nurse educators’ role in fostering self-leadership amidst the COVID-19 Pandemic: A scoping review
Full text linkGlobal disruptions, notably the COVID-19 pandemic, have challenged nursing education by necessitating rapid shifts to online learning and requiring educators to support students’ emotional and academic needs. In this context, nurse educators’ self-leadership has become essential for maintaining educational quality and student well-being during periods of crisis. The review utilised the Joanna Briggs Institute (JBI) scoping review methodology to investigate how nurse educators applied self-leadership to modify student support strategies during educational disruption, particularly amid the COVID-19 pandemic. A total of 194 records focusing on nurse educators during the COVID-19 pandemic and published between 2020 and 2024, were identified. After screening and duplicate removal, nine articles met the inclusion criteria. The review identifies practices that foster self-leadership and resilience, informing future approaches to support nurse educators in dynamic environments. Five themes described nurse educators’ adaptive strategies: cognitive, emotional, proactive, connected, and committed engagement. Self-leadership empowered educators to adjust teaching methods, provide psychological support, foster resilience, and innovate with digital tools and flexible assessment. Key practices included clear communication, enhanced digital literacy, flexible deadlines, and integrating self-care into teaching. Collegial and student connections and ongoing self-reflection were central to sustaining educational continuity and quality. The unprecedented challenges of the COVID-19 pandemic highlighted the significance of self-leadership for nurse educators, enabling them to modify their teaching methods and student support practices in rapidly changing circumstances. Fostering self-leadership and resilience is essential for preparing nurse educators for future disruptions, institutional support for self-leadership development and integration of resilience-building into nursing curricula
Gender disparities in science, technology, engineering, and mathematics (STEM): A review of challenges and inclusion strategies in South Africa
Full text linkThe underrepresentation of women in science, technology, engineering, and mathematics (STEM) remains a persistent challenge, influenced by socio-cultural norms, educational barriers, workplace inequalities, and limited participation at various levels. The review examines the challenges contributing to gender disparities in STEM and explores interventions to foster inclusion in South Africa, including key factors affecting gender representation. Studies were selected using structured screening and data extraction processes. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included literature published between 2010 and 2025. A comprehensive search was conducted across multiple databases, including Elsevier, Google Scholar, Sabinet, Sage, Science Direct, Taylor & Francis, and institutional repositories. The findings highlight the importance of multifaceted interventions to bridge the gender gap, emphasising the promotion of role models, mentorship programmes, STEM education improvements at the high school level, professional development for educators, handson experiential learning, and parental involvement. This review provides insights into effective strategies that policymakers, educators, and industry stakeholders can implement to create a more inclusive and equitable STEM landscape
(Dis)empowering school management teams of non-fee-paying schools to collaborate with school governing bodies to manage school finances effectively
Full text linkNumerous research studies have examined the efficiency and efficacy of school governing bodies (SGBs) in managing finances in South African public schools. Findings show that in many non-fee schools, SGB members lack the financial expertise to find solutions to practical problems. The South African Schools Act No. 84 of 1996 does not make provision for school management teams (SMTs) as agencies to be represented on SGBs. Principals, by virtue of their authority, are members of SGBs, while other SMT members may be elected to serve on SGBs as teacher representatives. Using a qualitative approach within a phenomenological design, this study investigated the perceptions and experiences of stakeholders about the role of SMTs of non-fee schools in financial management. Semi-structured interviews with 16 participants were used to gather data, which were then inductively analysed to identify themes and sub-themes. The findings revealed that many non-fee schools have not made tangible efforts to promote collaboration between SMTs and SGBs. As a structure, SMTs are not permitted to attend SGB meetings and are thus denied addressing pertinent financial issues to govern schools effectively
Avoiding potholes in translation: A practical perspective on translation between English and isiZulu by Phindile Dlamini (University of KwaZulu-Natal Press, 2021)
Full text linkThis book is compact with about 154 pages in size, and with a gloss cover finish (hardcopy), that makes it convenient to use and handle for the students. It is available as a hardcopy (ISBN: 978 1 86914 472 2) at a price of about R210.00, as well as on softcopy (ISBN: 978 1 86914 473 9) at R978.55. The peritext comprises a comprehensive title and subtitle that talks to what the author seeks to achieve, table of contents with six chapters, preface and acknowledgements, abbreviations, references, and a captivating blurb. The overarching theme of the book is the curtailment of translation gaps such as the grammar, culture and context between the source language and target language in order to achieve maximum translation accuracy
The spiritual practices of South African clergy: State of the clergy
Full text linkTeh book "The spiritual practices of South African clergy: State of the clergy" by Joynt, S. (Ed.), (Lanham, MD: Lexington Books, 2024), pp. 193, ISBN 9781666922387, is reviewed
Apologetics in Africa: An introduction
Full text linkThe book "Apologetics in Africa: An introduction" by Ndereba, K.M. (ed.), (Bukuru: ACT and Langham Publishing, 2024), pp. 382, ISBN 9781839736629, is reviewed
The Christian God: Collected Essays
Full text linkThe book "The Christian God: Collected Essays" by Shutte, A. (Ed. Patrick Giddy), (Johannesburg: UJ University Press, 2024), ISBN 1923206370 is reviewed
Navigating educational challenges amidst civil unrest: An in-depth exploration of the impact on access in the north and south-west region of Cameroon
Full text link Expanded educational opportunities symbolise the development of civil society and reflect the government’s commitment to the nation’s people. Unlike other parts of Africa, such as Sudan, which is known for its high level of civil unrest, Cameroon has traditionally experienced relative tranquillity. However, recent years have seen a surge in civil unrest, particularly in the North-West and South- West regions, profoundly affecting educational access. Through indepth interviews, this qualitative research investigates the intricate dynamics of how civil unrest significantly impacts educational access for students, teachers, parents and community leaders in conflict-affected regions. By employing a phenomenological inquiry design, the study aims to capture the lived experiences and understanding of 16 purposefully selected stakeholders across the community. Findings from the interviews highlight a disruption of normalcy in educational institutions, with schools frequently forced to close because of security concerns, impacting the quality of education. Challenges in Commuting to and from schools present challenges and fears of abduction. Also, the imposed ‘ghost town’ school disruptions on Mondays have led to irregular attendance. The socio-political context also influences curricular content, shaping the perspectives and values imparted to students. The study aimed to inform policy formulation and intervention strategies. The need for practical recommendations to mitigate the adverse effects of civil unrest and its effects on educational access in conflict-ridden regions of Cameroon was essential. By understanding how civil unrest affects education, this study contributes to the growing body of research on the impact of conflict, providing a nuanced perspective that considers the local context and amplifies the voices of those directly affected