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Spatial Distribution and Patronage of recreational Facilities in University of Ilorin, Nigeria
Full text linkThe paper examined the spatial distribution and patronage pattern of recreational facilities in the University of Ilorin (UNILORIN). The study used primary data, which were obtained through a structured questionnaire administered randomly to the selected academic and non-teaching staff of UNILORIN. Geo-spatial data on the locations of the recreational facilities were collected and analyzed with the use of Global Positioning System (GPS) and Nearest Neighbour Analysis respectively. Pearson’s Product Moment Correlation Analysis was employed to examine the relationship between residence and patronage of recreational facilities at 5% level of significance. With an Rn value of 1.47 (p=0.000378), the distribution of recreational facilities in UNILORIN was dispersed. The paper also observed that, there was no significant relationship between staff place of residence and their patronage of recreational facilities (r = 0.05, p value = 0.474). The study established that health benefits and pleasure with Enhancing Factor Index of 2.58 and 2.46 respectively, were the major enhancing factors of recreational facilities patronage. The paper concluded that locations of recreational facilities are far from each other and by implication the distribution is nor regular. The paper therefore recommended that future recreational facilities should be evenly distributed so as to foster more patronage by staff members of University of Ilorin
Flood Threats on Land Uses and Population in Lokoja, Kogi State Nigeria
Full text linkFlooding is a natural or man-made disaster that leads to voluntary or involuntary resettlement, which further causes population displacement and untold human misery. Lokoja, the capital town of Kogi State, Nigeria is prone to frequent flooding, posing significant threats to human settlements, infrastructure and economic activities. The study assesses the relationship between flood threat, land uses and population affected by flood in Lokoja metropolis. This research focused on flood occurrences of high to medium flood risk zones. Data were collected using both primary and secondary sources. 274 questionnaires were administered as sample sized to respondents across the strata of all the flood affected communities. Data were analysed using descriptive statistics (percentage distribution)and inferential statistics (Pearson’s moment correlation) in assessing the relationships between minimum water levels, land uses and population affected by flood. Findings from the analysis show that there is a strong positive correlation between minimum water level and farmland and open space with the greatest correlation coefficient of 0.986. Also, commercial land uses has a slightly stronger correlation (0.899) with minimum water levels.The study therefore conclude that flooding had a significant impact on residential, commercial, and particularly agriculture and open spaces, inflicting widespread property and infrastructure damage.This research serves as a critical tool for policy makers, urban planners and stakeholders to priotize on flood risk management and coordinated physicadevelopment in Lokoja metropolis
Reimaging South Africa's Urban Food Security and Nutrition through the Lens of Informal Food Sector
Full text linkThe African Food Security Urban Network (AFSUN)survey found that over 70% of low-income households in South Africa sourced their food from informal outlets. Despite the importance that the informal food retail sector plays in food security, it remains neglected by policy support and institutional funding. The paper focused on the role of local informal food markets in addressing urban household food security in Buffalo City Municipality (BCM), South Africa. This paper argued that informal food markets including food vendors have a potential to improve household food insecurity levels but face many barriers. The study sought to identify these barriers and make an understanding of how these local food markets adopt coping mechanisms in meeting their basic needs including addressing household food insecurity. A qualitative approach was adopted for this study. Data was collected from 40 food vendors, particualrly street vendors and home-based enterprises in the township of Duncan, through interviews, observations, and archival research. Interviews included semi structured interviews to gather insights from street vendors, while interviews with city officials provided key informant perspectives. This study’s findings show that households without access to networked infrastructure use informal food markets as: (i) a food source, (ii) a food kitchen and a cookstove and (iii) a refrigerator, to purchase their foodstuff and other ready-to-eat meals
Parent-teacher partnerships to enhance education for sustainable development: Early childhood development education learning centres in Zimbabwe
Full text linkEducation is one of the fundamental tools to achieve the global Sustainable Development Goals and Goal number 4 advocates for quality education for all. It is important for all children to have a sound educational foundation. This study focuses on the second target of Sustainable Development Goal 4, which advocates for early childhood development and universal pre-primary education. The main research question for this study has been: how can partnerships between parents and teachers be used to enhance education for sustainable development in rural early childhood development centres? The study was conducted in two different primary schools which are in Bulilima district of Matabeleland South province in Zimbabwe. The study was framed on Epstein’s parental engagement as the theoretical framework. A participatory action research design was deemed suitable for this qualitative study because it allowed participants to have equal opportunities to express their views in their natural settings. Data were generated by means of discussion meetings and reflections. The principles of Fairclough’s (1992) critical discourse analysis were employed for data analysis. The findings highlighted the importance of teacher-parent partnerships at early childhood development centres in promoting sustainable learning outcomes and children’s well-being. Furthermore, it was found that such partnerships promote alignment between the school culture and communities’ needs and enhance communication and decision making as well as providing the basis for change in the parents’ perception regarding early childhood development education. It is thus concluded that teachers and parents should work together at this level of education. 
African Indigenous education in the postcolonial period: A critical reflection
Full text linkThis article examines African indigenous education in the pre-colonial period, focusing on its key elements, characteristics, and educational significance within the broader context of the decolonial education discourse. By delving into primary forms and practices of indigenous African education, we aim to shed light on how these systems contribute to understanding the educational landscape and the challenges faced in the wake of colonialism. Additionally, we explore the transformative role played by indigenous education in Africa in addressing the hegemonic influence of western education during the post-colonial era. Drawing on existing literature and critical analysis, we critically reflect on the nature of a decolonial turn in African indigenous education. Through this examination, we aim to contribute to the ongoing discourse on decolonizing education and provide insights into the potential benefits of embracing indigenous knowledge systems in contemporary African societies by recognizing the importance of valuing diverse knowledge systems in fostering inclusive and relevant educational practices
Exploring the rationale for lesson design as a tool for developing and evaluating science pre-service teachers’ topic-specific pedagogical content knowledge
Full text linkThe primary goal of initial teacher education programmes is to develop pre-service teachers' Pedagogical Content Knowledge (PCK). In science education, there have been calls for programmes to help pre-service teachers develop this knowledge at a topic-specific level. In this study, I investigated how lesson planning using a specific guideline called the Rationale for Lesson Design (RfLD) can be used as a tool to develop science pre-service teachers’ Topic Specific Pedagogical Content Knowledge (TSPCK). This study is positioned within the collective PCK realm of the refined consensus model of PCK and the five components of TSPCK. The participants were six third-year Biology pre-service teachers. Data were collected through lesson plans on the topic of evolution and narrative interviews. A four-point scale rubric was developed to score the quality of pre-service teachers’ PCK in terms of the five components of TSPCK in each section of the RfLD. Results indicate that the pre-service teachers showed higher levels of PCK in various sections of the RfLD. I argue how these scores can be attributed to the RfLD guidelines. I further offer some recommendations for science pre-service teacher programmes in understanding the value of the RfLD in developing pre-service teachers’ PCK
Residential Gated Communities Implication for KwaDukuza Municipality KwaZulu Natal South Africa
Full text linkThis paper explored the implications of residential gated communities in KwaDukuza municipality. Qualitative research method was adopted to respond to the objectives of the study. Findings revealed that these communities contribute to social and spatial segregation, hindering integrated development efforts and contradicting the principles of the Spatial Planning and Land Use Management Act (SPLUMA), which aims to address apartheid-era inequalities. The studyalso noted potential negative effects on environmental sustainability. Despite these issues, homeowner associations have improved local services like security and waste management, benefiting the community. Factors driving the growth of gated communities include security, quality services, and social status. However, they pose challenges for local authorities by obstructing the municipality’s spatial vision outlined in the Spatial Development Framework andIntegrated Development Plan. Therefore, establishing a regulatory framework for gated community development is recommended to prevent further segregation and manage their expansion
Positive psychology constructs associated with academic success in South African secondary schools: A scoping review
Full text linkAbstract
In the South African education system there is consistent concern about academic success and how it can be supported. Using a positive psychology lens could add additional insight on aspects of positive psychological functioning that may be associated with academic success. This scoping review examined literature on positive psychology constructs identified in association with academic success in South African secondary schools. Databases and other relevant sources were searched for studies implemented between 2007 and 2022. The search strategy yielded 15 studies for analysis. The results indicated that out of 46 potential positive psychology constructs, only 25 have been investigated in South African literature. The most researched construct was social support, followed by achievement motivation, hope, love of learning and self-regulation.
 
Spatial Consumption Patterns in South African Coastal Cities
Full text linkUrban landscapes constantly evolve, reflecting the complex interplay between anthropogenic activities and the natural environment. Land use and land cover (LULC) changes are critical indicators of urban dynamics, environmental sustainability, and socio-economic development. Understanding these indicators and dynamics is essential for fostering sustainable urban development in rapidly growing cities. This study conducts a comparative analysis of LULC changes in two major coastal cities of South Africa: Cape Town and Durban. These cities, characterized by distinct geographical, climatic, and socio-economic contexts, have undergone significant transformations since the end of apartheid in 1994. By employing advanced remote sensing techniques and geographic information systems (GIS), this research analyzes satellite imagery over a 30-year period to track changes in urban built-up areas, vegetation, water bodies, and bare land. The study reveals notable differences in urban expansion patterns, driven by factors such as population growth, economic development, and policy changes. Cape Town with its unique biodiversity and conservation efforts, faces challenges in balancing urban growth and environmental protection. Durban on the otherhand, deals with rapid informal settlement growth and integration of peri-urban areas. Additionally, both cities are impacted by climate change, influencing land use decisions and urban planning strategies. The findings underscore the legacy of apartheid spatial planning, which continues to shape urban form and land use patterns, resulting in persistent spatial disparities. The comparative analysis highlights the effectiveness of post-apartheid spatial transformation policies and offers insights into urban sustainability strategies. The study provides a comprehensive understanding of the drivers of LULC changes in these coastal cities, by integrating socio-economic data and policy analysis. The results aim to inform urban planners, policymakers, and researchers, contributing to the broader discourse on sustainable urban development in rapidly urbanizing regions
An investigation of pedagogical change with novel technology in fee paying and no-fee schools during COVID 19
Full text linkFollowing the reopening of schools after the national lockdown in March 2020, the DBE implemented the School Reform Plan to mitigate the impact of the COVID-19 pandemic on loss of learning and teaching in schools. To date, limited information is available on the extent to which these measures have impacted on pedagogical practices of teachers across the different poverty quintile schools. This paper reports on teachers’ perceptions of how novel technological tools, introduced during the pandemic, altered their pedagogy practices across no-fee and fee-paying schools? Data was obtained from 1098 teachers and analysed using Cultural Historical Activity Theory as the framework. Findings indicate two broad, ideal pedagogical types that emerged in both no-fee and fee-paying schools from the use of technology into schools during COVID, reinforcement pedagogy and collaborative pedagogy. While reinforcement pedagogy is motivated by the need to cover the curriculum, collaborative pedagogy is motivated by the need to develop students’ understanding of concepts in class