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Decolonising AI: A critical approach to education and social justice
Get PDFArtificial intelligence (AI) technologies present significant opportunities for education, enabling personalised learning, data-driven decision-making, and innovative pedagogy, particularly in higher education environments. However, such technologies also pose ethical, cultural, and political challenges. Many scholars have not adequately considered social justice and inclusivity, which could highlight inequalities in higher education. A critical examination of AI’s use in teaching and learning spaces is therefore crucial to ensure that its implementation serves the common good and upholds human rights. This conceptual article foregrounds a decolonial and inclusive approach to the use of AI, exploring the techniques, outcomes, and obstacles faced by practitioners applying AI in their teaching, learning, and research practices. Drawing on theoretical frameworks such as the decolonised perspective, which aligns with and is supported by technological pedagogical content knowledge, facilitated the research underpinning this article. The results reveal the need for cultural responsiveness, ethical awareness, and critical engagement among stakeholders while addressing structural and systemic barriers to achieving social justice and equity in AI education. The article contributes to the literature on decolonising AI and levelling the proverbial \u27playing field\u27 in education. It advocates for sensitivity to culturally appropriate curricula in higher education to foster collaborative learning environments, ensure accountability, and promote diversity and inclusion among educators and learners
Assessment of Learners with Mild to Moderate Intellectual Disabilities
Get PDFIt is common practice to provide accommodations for learners who demonstrate mild to moderate intellectual disability (MID) in conventional assessments, including high-stakes examinations. Examples of these accommodations include extra time, readers and scribes, test formats and responses, and assistive devices. One concern is that even with these adjustments, academic success remains limited, as they do not address the cognitive load of the task. This study investigated the difficulties faced by learners with MID and how these challenges affect assessment practices. It followed a qualitative approach, using an online survey to collect qualitative data from 30 schools. Additionally, principals from six schools participated in semi-structured interviews. The data was analysed thematically. The findings indicate that learners with MID have limited cognitive abilities and, therefore, experience difficulties in processing and remembering large amounts of information at once. They also have limited executive functions, poor academic attitudes, and short attention spans. Regarding current assessment practices, the findings reveal that all formal tests consist primarily of various short-answer question formats; all summative assessments are brief and are sometimes administered once per semester, while practical assessments are given a higher weight than theoretical assessments. This study has uncovered that the use of conventional accommodations does not adequately provide learners with MID the opportunity to demonstrate their knowledge and competencies. It recommends that education policies be amended to address the current assessment challenges in order to encourage academic success for learners with MID
Chapter 12: Cooperative learning in classrooms
Get PDFChapter 12, titled "Cooperative Learning in Classrooms," presents the meaning of cooperative learning as a strategy. The authors, through cooperation in the sharing of ideas, explore cooperative learning as a means to develop 21st-century skills and core competencies necessary for the world of work in individual learners. The chapter differentiates between cooperative learning and group work, emphasising the benefits of inclusivity and the importance of learners working together to develop critical skills for thriving within communities. Cooperative learning is underpinned by several theories of learning, including cognitivism and social constructivism (Piaget 1985 and Vygotsky 1978). These theories emphasise that knowledge is formed when learners interact during the learning process, with both teachers and learners playing critical roles in achieving positive learning outcomes. Consequently, the roles of the teacher and learner in engaging with cooperative learning in the classroom, as well as the techniques for its effectiveness, are critically examined in this chapter. The advantages and disadvantages of cooperative learning are analysed to enable teachers to make informed decisions about using this strategy. The chapter concludes with a case study on the practical application of cooperative learning classrooms for enhancing English as a First Additional Language
Key Principles for Over-Arching National Assessment Policy: A South African Perspective
Get PDFThe South African system for education, training and development is framed by the National Qualifications Framework (NQF), intended to reform pre-democracy unfair practices. The NQF objectives of access, redress, mobility, progression, quality, and transparency are achieved by implementing the NQF policy suite, including policies for qualifications, assessment, and recognising learning. The National Policy for Designing and Implementing Assessment, developed by the South African Qualifications Authority (SAQA), frames assessment across diverse NQF contexts. This paper seeks to address the questions: (1) ‘What does the literature say about the features of good assessment policy? (2) ‘What aspects feature in the assessment policies of high-achieving schooling systems, higher education institutions and vocational bodies internationally?’ and (3) What lessons can be drawn from the literature and sourced policies. The paper presents a literature review on sought-after criteria in assessment policy and a qualitative analysis of the overarching national, schooling, higher education, and vocational assessment policies of the 16 countries selected. It draws on the literature and policies to develop recommendations to enhance South African assessment policy. The findings pointed to key aspects for development in South African national assessment policy, particularly in the areas of academic integrity and ethics; plagiarism; online assessment and technology and assessment; greater guidance in enabling and supporting diverse groups; closing the loop between current and future learning or work; and greater clarity in, and accessibility of, guidance for policy implementers. Drawing on these findings could potentially strengthen South African assessment policy in the NQF context
Rural tourism in South Africa: A local economic development strategy
Get PDFThis study aims to assess the potential of rural tourism as a strategy for local economic development in three rural villages in the Thulamela Local Municipality, which falls under the Vhembe District Municipality in the Limpopo province of South Africa. Rural tourism is considered a promising industry for rural development and a popular approach to local economic growth. Sustainable rural tourism is recognised as a crucial component of rural development and is particularly important in developing nations, such as South Africa, where substantial rural populations and limited economic activity exist. The study utilised a qualitative research approach, drawing on an exploratory design and interpretive paradigm. A purposive sampling technique was adopted to select participants. Focus group discussions were conducted with the participants, and content analysis was used to analyse the collected data. The study indicates that rural tourism could effectively promote local economic growth in the three rural villages by providing residents with employment opportunities, thereby reducing poverty rates in rural areas. However, challenges remain, including the lack of funding to support small tourism businesses and the need for human capital development in local communities. The study recommends a gradual approach to knowledge and skills development within local communities to support the business aspects of rural tourism development, as well as the provision of funding assistance
Dynamics of teaching practice in South Africa: A nexus between theory and practice
Get PDFTeaching practice is organized to prepare student-teachers by providing skilled supervision, practical experience, mentoring and support, collaborative learning, and insightful practice. However, it has been found that when student teachers embark on teaching practice, they find it hard to put into practice the theoretical knowledge they have acquired in teacher training institutions. The study aimed to explore how this program is organized to equip student-teachers with skills for handling learners\u27 academic needs in schools, the challenges encountered by student-teachers during teaching practice and possible solutions. For this interpretive, qualitative case study research, two universities were purposively sampled and in each of the universities, three university supervisors and four student teachers were selected. Semi-structured interviews and observations were used as data collection tools. The findings indicated that even though teaching practice is a well-organized programme, challenges were noted. The findings indicated that to a certain degree, teaching practice appears to be fragmented, thus ineffective in assisting student-teachers, and this was evident from the student-teacher’s inability to cope with teaching tasks. Conflicts between teachers and school managers, overcrowded classrooms, misbehaving learners, and unavailability of resources emerged as challenges. The study also reported a gap between theory and practice as student teachers failed to integrate theoretical knowledge with practice. The study recommended a close relationship between teacher training institutions and schools so that when students embark on teaching practice, they can relate to the real complexities of teaching in schools, thus this will bring about the implementation of theory to practical teaching experience
A participatory lens to enhance collaborative learning among university students in rural South Africa
Get PDFCollaborative learning has been recognised as a highly effective approach to enhancing critical thinking, problem-solving, and overall academic performance. However, rural university students face unique challenges that may hinder their participation and engagement in collaborative learning activities. This gap may subsequently affect their learning effectiveness, leading to poor academic performance. Therefore, this study explores the challenges faced by rurally located university students in collaborative learning and strategies to enhance their participation. The study is underpinned by social learning theory and framed within a transformative paradigm using a qualitative research approach. Participatory Research was employed as a research design to provide inclusive opportunities for participants to be actively involved in the process of finding solutions to their problems. Focus group discussions were conducted to elicit information from 10 randomly selected rural university students enrolled in a particular module at a selected university in the Eastern Cape province. Thematic analysis was utilised to analyse the data. The results indicate that the main challenges faced by rural university students in collaborative learning include limited access to resources and technology, conflicting time schedules, and the unavailability of students. In contrast, providing adequate access to resources and technology, along with social and institutional support, is essential for enhancing collaborative learning among students in rural universities. In conclusion, promoting collaborative learning among rural university students requires universities to invest in adequate resources, implement flexible learning schedules, and create supportive learning environments
Navigating the road home: Challenges hindering the reintegration of street children with their families in Harare, Zimbabwe
Get PDFThe reintegration of street children with their families in Harare, Zimbabwe, is a significant social issue that is characterised by numerous challenges. Therefore, this research paper aims to identify the challenges that hinder the successful reintegration of street children with their families in Harare, using the bioecological model as a theoretical lens. A qualitative research approach, underpinned by a phenomenological research design, was employed with a purposefully selected sample of ten social development officers who are directly involved in working with street children. Data was obtained through semi-structured interviews conducted with the social development officers. The data was analysed using thematic analysis. The findings revealed various challenges, such as rejection and discrimination, economic hardship, disintegrated family structures, and lack of trust. Based on the findings, the study recommends the need to strengthen and expand support services that offer counselling, mediation, and practical assistance to families and children to ensure an effective reintegration process. Additionally, the study recommends the implementation of programmes that focus on poverty alleviation and economic empowerment for families. Moreover, social development officers should be capacitated with dispute resolution and cognitive restructuring skills to change the thinking patterns of members of the original families. Developing and prioritising sensitisation programmes to raise awareness about the issues faced by reintegrated street children and their families is also recommended
Gender differences in banana productivity in Tanzania
Get PDFBanana is one of the key crops produced by farmers in Tanzania. The productivity of bananas among smallholder farmers is very low. One of the core reasons for this lower agricultural productivity in Tanzania is gender inequality in production. This study aimed to establish gender productivity differences in banana production in Tanzania. The study used panel data and a correlated random effects (CRE) model to determine these differences. It finds a 19% difference in banana productivity in favour of male managers, highlighting their (plot managers\u27) characteristics, input use, and banana plot characteristics. The area of banana cultivation by zones, namely Lake, Northern, Southern Highlands, and Eastern zones, was found to increase banana productivity. The use of organic fertiliser and receiving government extension services have a positive influence on banana productivity. On the other hand, being a female manager, an increase in banana plot area, and an increase in the usage of pesticides have a detrimental effect on banana productivity. The findings of this study suggest the need for proper banana plot management, farmer training on skills such as the timing and amount of inputs that can be applied to banana plots sustainably, and the availability of extension services to all plot managers, regardless of their gender. Additionally, the study advocates for the sustainable use of pesticides by adopting good agricultural practices like Integrated Pest Management (IPM) and using appropriate planting materials that are disease-resistant
Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats
Get PDFThis study investigated how collaborative learning, as a teaching and learning approach, can be enhanced to promote pre-service teachers\u27 participation in university classrooms in rural areas of South Africa. The study aimed to identify the conducive conditions that support collaborative learning, as well as the threats that may hinder the implementation of collaborative learning in rural classrooms. Asset-based community development served as the theoretical framework for this study. A transformative paradigm was adopted, employing a participatory research design to bring together individuals with relevant experiences and opinions. The study involved fifteen participants, including five lecturers with more than five years of experience, five third-year students, and five fourth-year students from a selected university. Data was collected through focused group discussions and interviews. Thematic analysis was used to analyse the data. The findings of the study revealed that connecting activities to assessment, proper planning, linking content to students\u27 lives, and establishing a positive classroom culture were conducive conditions for collaborative learning. On the other hand, language barriers, unconducive classroom infrastructure, and lack of infrastructure were identified as factors that could hinder the implementation of collaborative learning in this study. The study recommends the creation of favourable conditions, such as aligning activities with assessments and effective planning, to promote collaborative learning among pre-service teachers in rural university classrooms in South Africa