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Pedagogical Strategies for 21st-Century Classrooms
Get PDFThe book is a dual-purpose resource designed to enhance both teaching and learning processes within contemporary education. This book addresses a significant gap in educational literature by focusing on adaptable pedagogical methods that benefit both educators and students in diverse classroom settings. It is structured in two main parts: the first ten chapters present ten essential teaching strategies for educators at all levels, addressing real-world challenges with practical methods. Topics range from collaborative and cooperative teaching to inquiry-based instruction, visualisation, and technology-based teaching, each promoting inclusive, student-centred learning environments. The second part (Chapters 11-20) guides students in developing self-directed learning skills that are critical for modern education. It introduces various research-backed strategies such as collaborative learning, experiential learning, spaced practice, and imagery, empowering students to enhance retention, adaptability, and critical thinking. Collectively, these chapters provide a foundational framework for learners to approach their studies proactively and with resilience. Therefore, offering a comprehensive "2-in-1" approach, it emphasises a holistic view of education, supporting lifelong learning and positioning itself as a valuable tool for both educators and students in achieving sustained academic growth and adaptability in the 21st century
Challenges in early childhood care and education in impoverished rural communities in KwaZulu-Natal Province, South Africa
Get PDFThirty years after the abolishment of apartheid in South Africa, socio-economic inequalities persist, resulting in a life of adversity for most young children living in poverty. This is despite the government’s vision for 2030, which recognises the potential of early childhood care and education (ECCE) to alleviate poverty and inequality. Society\u27s most vulnerable members need access to quality ECCE programmes to realise this vision. One of the main aspects of quality in ECCE is a professional workforce, a play-based curriculum, a safe environment, and parent and community partnerships. This article reports on a case study that aims to explore the experiences of ECCE personnel in impoverished and marginalised rural communities in KwaZulu-Natal Province. Data were generated from photographs, written narratives, and semi-structured interviews based on their experiences in rural ECCE centres. Despite recognising ECCE as a critical foundation for the optimal development of children, the findings reveal that numerous challenges plague the centres in these areas. The findings highlight poor infrastructure, nutrition, and service delivery, as well as the intricate interplay between ecological systems and Maslow’s hierarchy of needs in shaping the quality of ECCE for young children. To achieve the goals of the National Development Plan, the study recommends that the government prioritise investment in ECCE programmes and support and collaborate with non-governmental organisations, especially in marginalised areas of KwaZulu-Natal
Decolonising mathematics education: Teachers’ initial experiences of using ethnomathematical games in the intermediate phase
Get PDFThe African Agenda 2063 strives to attain the goals of peace and prosperity, and to do so, there must be a process of political liberation and decolonisation. In the South African context, decolonisation involves transforming the mathematics curriculum to one that is African by employing cultural approaches such as ethnomathematics. However, South African mathematics teachers still rely on Eurocentric methods for teaching mathematics. To decolonise mathematics in the Intermediate Phase, a project was initiated that utilised indigenous games for teaching mathematics. This paper aims to identify whether such efforts to decolonise mathematics education will be accepted or rejected by the mathematics teachers involved in this study. The paper is framed by the Critical Mathematics Pedagogy Theory. A qualitative case study approach was employed to collect data through a focus group interview with ten mathematics teachers who teach in rural and semi-rural areas of KwaZulu-Natal, South Africa. The findings demonstrate that ethnomathematical games encourage mathematics learning, that teachers’ initial apprehensions gave way to enthusiasm, that learners were excited to play and learn, and that teachers found it effortless to integrate mathematical concepts such as addition, subtraction, multiplication, factorisation, and quadrilaterals with the indigenous games of Morabaraba, Tshetershere, Diketo, and Kgati. Recommendations include that mathematics educational policies incorporate ethnomathematics as a policy directive and that teachers receive training in alternative cultural pedagogical practices for teaching mathematics, such as the use of ethnomathematics. Future research endeavours should focus on finding avenues to sustain ethnomathematics in the classroom
Navigating Online Peer Assessment in Land Surveying Education: Enablers and Constraints
Get PDFThis paper presents an observational study focused on online student peer assessment within the context of land surveying education. Conducted over the course of one semester, the study aimed to identify the enablers, constraints, and impacts of peer assessment on learning outcomes among final-year land surveying students. Enablers included the promotion of critical thinking, collaboration, and self-reflection among students However, constraints such as time limitations and variability in peer feedback quality posed challenges to the effective implementation of peer assessment. From my perspective as an academic observer, online student peer assessment holds potential benefits for enhancing learning outcomes. When properly implemented, online peer assessment can serve as a valuable complement to traditional assessment methods, offering students a more holistic learning experience. However, allocating time and energy towards peer assessment must be carefully balanced against its perceived benefits for students. The implementation of online student peer assessment significantly influenced the outcomes of this particular module. Through online peer assessment activities, final-year students were encouraged to actively engage with course content, develop critical evaluation skills, and provide constructive feedback to their peers. This active involvement in the assessment process facilitated a deeper understanding of the module concepts and fostered a supportive learning community within the classroom. Despite challenges, the potential benefits of online peer assessment for learning outcomes justify its integration into educational practices. By leveraging online peer assessment effectively, educators can empower students to take ownership of their learning journey and cultivate essential skills for their future careers in the field
Towards a Framework for the Assessment and Quality Assurance of Non-Traditional Learning Experiences
Get PDFNon-traditional learning experiences have arguably gained momentum and prevalence in the education system due to their perceived flexibility, broader outreach, responsiveness, and inclusivity. However, the speed at which these alternative learning experiences have been institutionalised parallels growing concerns and antagonisms regarding their quality. First, the sluggish and rigid response to developing effective frameworks for assessing and quality-assuring non-traditional learning experiences can be counterproductive, stifling innovation and adaptation to new demands. Second, the lack of quality assurance hinders quality improvement, compromising the overall quality of the education system. These limitations have made it difficult for stakeholders to advocate for the uptake and integration of these non-traditional learning experiences into the broader education system. In light of these issues, the study employed a mixed-method approach to investigate what assessing and quality-assuring non-traditional learning experiences will entail, through the examination of literature and the development of survey questionnaires for participation from the following quality assurance bodies: Council on Higher Education (CHE), South African Qualifications Authority (SAQA), Council for Quality Assurance in General and Further Education and Training (UMALUSI), Quality Council for Trades and Occupations (QCTO), and Sector Education and Training Authorities (SETAs) provided valuable insights. The results indicated the key design considerations for institutions when developing their respective frameworks for quality assurance and assessment of non-traditional learning experiences. Respondents highlighted the importance of prioritising factors such as academic integrity, student information integrity, equity of access, and quality student experiences. The study\u27s findings are anticipated to significantly contribute to the body of knowledge regarding non-traditional learning experiences in South Africa, offering a promising future for these innovative learning methods
Affordability of electricity to rural consumers in Tanzania: An elephant in the room?
Get PDFAffordability of electricity in rural areas has received negligible concern, yet with equivocal information. Thus, this paper extrapolates this disregarded aspect by raising empirical debates on the affordability of electricity connection and consumption while also predicting the factors of domestic electrical appliances among rural consumers. Affordability of electricity connection was measured by a catastrophic approach through the index of utility Price Income Ratio (PIR) at a threshold of 10%. Consumption affordability was estimated through PIR at a 5% share of household income, coupled with a monthly basic electricity consumption of 30 kWh per household. A multiple regression model was adopted to determine electrical appliance ownership in the household. The paper reveals that electricity connection was not affordable to consumers in the lowest income quintile (61.76%), who spent up to 33% of their income. On consumption, electricity was affordable as consumers spent no more than 5% of their household income. Moreover, the paper explains that electricity affordability and the desire for wellbeing motivate consumers to use domestic electrical appliances. Measuring the affordability of energy has a paucity in the energy literature. Thus, the paper provides insight into the present debate regarding affordability measures. Although the paper uniquely uncovers the affordability of electricity connection and consumption as prime factors for policy consideration, energy policy should also consider that affordability does not end at connection; rather, it extends to consumption. Energy policy must prioritise free technical services for rural power connection and subsidise consumption costs for the economically disadvantaged
A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: A case of one rural university in South Africa
Get PDFIn this empirical study, we explore the challenges faced by lecturers at a rurally located university in South Africa as they try to balance the demands of research and teaching. Universities in rural areas play a crucial role in providing higher education access to underprivileged communities and promoting regional development. Our study is based on role theory, which emphasises the intended and unintended purposes of lecturer roles in society. Through a qualitative study of six lecturers, we examine the various issues they encounter when managing research and teaching commitments. We adopt a case study design within an interpretive paradigm. Semi-structured interviews were conducted with six new lecturers from the university to understand their personal experiences and perspectives on the tension between research and teaching, as well as the potential consequences for their research productivity. We use thematic analysis to analyse the collected data. The findings reveal that the participants at the university struggle to balance the demands of research and teaching, encountering various challenges in the process. These challenges include a lack of funding for research, limited research resources and facilities, and an overwhelming teaching workload. Based on the findings, the study suggests solutions and strategies to guide university administrators, policymakers, and lecturers in navigating this challenging landscape and fostering a supportive environment that values research and teaching contributions. This study contributes to the knowledge by proposing a model that lecturers can follow to balance their work roles
Stakeholder dynamics and territorial disputes in nature reserves management: A case of Cwebe community, Eastern Cape, South Africa
Get PDFNature reserves are important ideational spaces where global goals on environmental conservation can be achieved. However, their management is complex and challenging when multiple stakeholders claim ownership and control. This study was centered on this debate and explored stakeholder dynamics and territorial disputes around nature reserves, with a focus on Mhlanganisweni and eLalini Villages situated adjacent to Cwebe Nature Reserve (used interchangeably with \u27the Nature Reserve\u27) in South Africa. The aim was to understand the dynamics of the relationship between local communities and the Nature Reserve management, and to investigate how these factors contribute to territorial disputes and their consequences. Qualitative data was collected from women, youth, the elderly, and traditional authorities on one hand, and the management of the Nature Reserve on the other. The study found complex stakeholder relationships among stakeholders, with local communities frequently losing out in territorial disputes. This outcome is evident from the territorial disputes that arise over exclusion in decision-making, natural resource exploitation, and conservation policies within and around the Nature Reserve. The study recommends the implementation of a more inclusive conservation framework that acknowledges the perspectives of multiple stakeholders
Addressing gender-based violence through policy implementation: Key stakeholders and survivors’ perceptions in a selected university in South Africa
Get PDFUniversities have been stricken by gender-based violence (GBV). The high prevalence of GBV within universities is clear evidence of attacks on educational settings. To address GBV, universities have adopted policies that focus on deterring its occurrence. Shockingly, GBV incidents continue to manifest within universities despite these policies. This study aims to explore stakeholders\u27 and survivors’ perceptions of the effectiveness of the adopted university policy in managing GBV at the University of Fort Hare. The rational choice theory (RCT) underpins this study, informing how university policies should be implemented to effectively manage GBV. A qualitative approach, supported by an exploratory design, was employed to gain nuanced insights from participants’ perspectives. In gathering data, ten purposefully sampled participants (two survivors of GBV, staff members from the GBV unit, counselling unit, HIV unit, and South African Police Service (SAPS) members) were interviewed one-on-one through semi-structured interviews. Data was analysed thematically. Findings based on participants’ perceptions revealed that the UFH harassment, sexual harassment, and GBV policy fails to effectively manage and avert GBV at the UFH, there is poor policy implementation regarding the reporting of GBV cases, a failure to execute justice in GBV cases, and inadequate support for survivors of GBV. Based on the research findings, we recommend strengthening university policies, establishing confidential and accessible reporting channels, conducting ongoing policy evaluations, and adopting multi-sectoral approaches to better manage GBV within university campuses. Such measures would help create a more supportive and accountable environment free from GBV
School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda
Get PDFThis study examined the influence of school resources on the effective implementation of e-learning in secondary schools in Kasese Municipality, Uganda. Specifically, the study investigated the impact of tangible resources, intangible resources, and school capabilities on e-learning in these schools. Using quantitative research approach, the study employed a correlational research design and collected data from 170 teachers using a self-administered questionnaire. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results of the SEM analysis revealed that school resources, namely tangible resources (? = 0.266, t = 3.612, p = 0.000<0.05), intangible resources (? = 0.234, t = 2.351, p = 0.019<0.05) and capabilities (? = 0.456, t = 5.129, p = 0.000<0.05), had a significant positive influence on e-learning. Based on these findings, the study concluded that tangible and intangible resources and school capabilities are necessary for the effective implementation of e-learning in secondary schools. The study recommends that the Ministry of Education, school directors, and head teachers ensure that schools have sufficient tangible resources for e-learning. Additionally, directors and head teachers should also ensure that schools possess adequate intangible resources and capabilities to support the effective implementation of e-learning. The practical significance of this study lies in its demonstration of how existing resources in schools can be utilised to implement e-learning in secondary schools effectively