UFS Publications Platform (Univ. of the Free State)
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Detoxification from brian-drain debate: A close review to bitter reality in reference to Nepal
Get PDFContrary to claims made by some scholars who have not thoroughly assessed the situation, this article argues that Nepal does not suffer from brain drain. The paper adopts an academic and archival approach, utilising qualitative desktop research methods to comprehensively examine the issue. The arguments presented are supported by the Delphi method and firsthand experiences. The study relies on secondary sources supplemented by personal observations and informal discussions to provide a well-rounded perspective. Recent publications accessed through widely used archiving platforms are given priority to ensure the credibility and relevance of the sources cited. Through this rigorous methodology, the paper concludes that the real issue plaguing Nepal is excessive labour drain, not brain drain. The analysis reveals that the notion of brain drain in Nepal is largely a misconception, with only a negligible number of individuals falling into this category. The departure of this small group has not significantly hampered the nation\u27s dignity or development. On the contrary, the labour drain has created a severe shortage of workers in critical sectors, impeding the nation\u27s progress and exacerbating economic vulnerabilities. Therefore, it is imperative to reorient strategies to address the labour drain by focusing on creating employment opportunities, improving working conditions, and offering incentives for workers to stay. By concentrating on these areas, Nepal can curb the outflow of its labour force and channel the energy and skills of its people towards national development. Consequently, the paper asserts that it is unnecessary to no longer concern oneself with brain drain
Advancing interdisciplinary management science: A pathway to sustainable development goals
Get PDFThe Interdisciplinary Journal of Management Sciences (IJMS) plays a crucial role in advancing the understanding and application of management science in various fields. This editorial paper explores the intersection between interdisciplinary research and management science, emphasising the Journal\u27s contribution to the Sustainable Development Goals (SDGs). IJMS encourages innovative research that addresses complex managerial issues, discourses, and challenges by incorporating principles from economics, engineering, social sciences, and technology. This paper highlights key areas of focus, such as decision-making, supply chain management, innovation, human resources, financial management, marketing, sustainability, educational management, conflict management, and governance. The relevance of each area to specific SDGs is discussed, showcasing how interdisciplinary approaches can provide comprehensive understanding and solutions to global issues. Despite the cognitive obstacles posed by disciplinary boundaries, methodological disparities, and pedagogical peculiarities inherent in interdisciplinary research, there are ample opportunities to leverage technological advancements and foster collaborative research for effective knowledge advancement. The IJMS\u27s commitment to bridging theory and practice not only advances knowledge in management science but also makes a significant contribution to achieving the SDGs. This editorial calls for increased support from scholars, practitioners, and policymakers to further recognise interdisciplinary research in line with the Journal\u27s vision for a future where management science drives sustainable development
Challenges of multipurpose cooperatives in the marketing of agricultural products in the southwest part of Ethiopia
Get PDFAgricultural cooperatives, particularly multipurpose cooperatives, are considered a valuable means of improving the livelihoods of small-scale farmers in developing countries. By collaborating with farmers, they can increase their collective bargaining power, negotiate better prices for their crops, and boost their incomes. However, despite their significant contributions, multipurpose cooperatives face challenges that can hinder their ability to play a significant role in agricultural product marketing. This study aimed to analyse the challenges of multipurpose cooperatives in the marketing of agricultural products in the southwest part of Ethiopia. A two-stage sampling technique was used to select a sample size of 196 members from four multipurpose cooperatives. A mixed research design, which combines both qualitative and quantitative data collection methods, was used. Quantitative data was collected through a structured questionnaire from primary sources, while qualitative data was collected through focus groups and key informant interviews. Descriptive statistics such as mean, chi-square, standard deviation, frequency, and percentage were used to analyse the data. The study revealed that the multipurpose cooperatives in the study area faced several internal and external constraints. The key internal challenges were a lack of capital, an unskilled workforce, and low commitment from committee members. On the other hand, the major external bottlenecks included inadequate and inconsistent technical assistance, deficiency in knowledge and skills, and inadequate documentation and information in the marketing of the multipurpose cooperatives. The study suggests that the government and other non-governmental organisations should provide financial and technical support to encourage cooperatives
Chapter 2: Cooperative teaching and learning in classrooms
Get PDFChapter 2, titled "Cooperative Teaching and Learning in Classrooms," explores the concept of cooperative teaching and learning. The chapter emphasises that effective learning hinges on cooperative teaching, where various educational stakeholders collaborate to achieve optimal outcomes in teaching and learning. Through cooperative learning, it is recognised that an individual cannot effectively engage in learning and teaching alone; instead, peers, parents, and teachers play significant roles. It is crucial for a teacher to understand that collaboration with various educational stakeholders is essential for the academic performance and well-being of any society. In this chapter, we demonstrate how to navigate a cooperative teaching and learning environment, as well as outline the advantages and disadvantages of cooperative teaching and learning. Let us begin by clarifying what cooperative teaching entails within the classroom
Tongue-tied: Language-based exclusion at a South African university
Get PDFThe post-apartheid government in South Africa adopted a multilingual education policy to provide education in learners\u27 home languages as a foundation for learning while promoting proficiency in at least two additional official languages. This marked a paradigm shift from the apartheid regime, which was characterised by racial segregation and discrimination, prioritising Afrikaans and English at the expense of indigenous African languages. Although widely celebrated, achieving the multilingual promise ushered in by the democratic dispensation remains a challenge for post-apartheid South African higher education. This study explored students\u27 experiences of language-based discrimination at a selected South African university. Using a qualitative approach, data were collected from 20 purposively sampled final-year students through an open-ended questionnaire that was distributed electronically to students in the Education faculty and analysed thematically. The findings revealed that minority language speakers grappled with feelings of invisibility, alienation, frustration, and exclusion in their academic and social lives, making it difficult for them to engage fully in university life. Various coping mechanisms were also reported, demonstrating the agency of these minority groups; however, these were found to be insufficient. The study thus recommended prioritising inclusive language policies and training that foster lingua-cultural empathy among students and staff, among other things
South Africa after 30 years of democracy: Land claims and transitional justice in the spotlight
Get PDFTransitional justice is a universal strategy employed worldwide to secure peace and avoid warfare when an authoritarian regime is succeeded by democratic rule. The short duration of the transitional process and the lesser priority placed on social justice have impacted rural poverty, unresolved land reforms, ideological differences, and inequalities. This literature review explores the disadvantages of transitional justice and government policies regarding land reforms. It traces the causes of conflicts surrounding land that have affected rural poverty by examining the roles played by transitional justice, land acts, and government policies over the past 30 years. The research is underpinned by the conflict theory of Karl Marx and Engels, which does not commit to socialism or capitalism while highlighting the conflict between the wealthy and the poor. The literature reveals that South Africa is experiencing conflicts rooted in socio-economic challenges, political differences, inequalities, and poverty due to unresolved land issues. Based on the findings, the paper concludes that transitional justice has adopted a neo-liberal angle that compromises the rights of Black individuals. The implication is that transformative justice is needed to represent the voices of the people, address inequalities, and enable access to land as a necessity for food security and residential purposes
Redefining Assessment Standards: A Framework for Examination Guidelines in South African Basic Education
Get PDFUmalusi quality assures assessments for exit qualifications such as the National Senior Certificate (NSC) through various processes, including the evaluation of examination guidelines. The NSC is examined by three assessment bodies, and each body must develop its own examination guidelines, which must be comparable across the assessment bodies. Previous research by Umalusi identified differences in the components contained in the examination guidelines of the three assessment bodies. These differences arose from the absence of a common framework for developing examination guidelines and pose a threat to the maintenance of NSC assessment standards over time, which could undermine the credibility of this qualification. This study aimed to address this gap by developing a framework specifying compulsory components for NSC examination guidelines. Data was collected through qualitative methodology, employing document analysis and systematic literature review. Purposive sampling was used to select six countries and four subjects for evaluation; the sampled subjects were also used to pilot the framework. The findings identified five compulsory components, including general information, subject-specific details, examinable content specifications and weighting, item specifications, and scoring and response specifications. The existence of a common framework is crucial for assessment bodies to produce comparable examination guidelines, ensuring the maintenance of NSC assessment standards. The study recommends that Umalusi adopt the proposed framework and use it as a standard for the development of NSC examination guidelines across assessment bodies. Furthermore, education researchers should consider conducting further research to extend this framework to other qualifications within and outside the Umalusi sub-framework
Policy, access, and resource factors as correlates of functionality of secondary education in rural communities
Get PDFEducational stakeholders are concerned about the functionality of secondary education, as many secondary school graduates, particularly in rural areas, lack basic skills for work and daily life. Therefore, this study investigated the contributions of policy, access, and resource factors to the functionality of secondary education in rural communities of Southwestern Nigeria. The study was conducted within a positivist paradigm and employed a descriptive survey design. A multi-stage sampling technique was used to select 600 secondary school graduates for the study. Two hypotheses were formulated and tested. Four research instruments, namely the Secondary School Graduate Aptitude Test (SSGAT), Policy Factor Questionnaire (PFQ), Secondary School Graduate Access Questionnaire (SSGAQ), and Resource Factor Questionnaire (RFTQ), were utilised with reliability coefficients of 0.715, 0.733, 0.753, and 0.853, respectively. Data were analysed using inferential statistics such as multiple regression. The policy, access, and resource factors made significant joint contributions to the functionality of secondary education (F (3, 597) = 266.740; Adjusted R2 = 0.571) and accounted for 57.1 percent of its variance. The policy factor (?= 0.451) and resource factor (?=0.374) made relative contributions to the functionality of secondary education, while the access factor (?= 0.084) did not. The study suggests that urgently addressing policy and resource issues is critical for restoring the functionality of secondary education and improving access to it in rural areas
Cultural significance of elderly guidance in shaping learner discipline management: A case of two secondary schools in Nigeria.
Get PDF: Learner indiscipline is a problem in schools worldwide, including Nigeria, which has caused uproar in school management. The problem of indiscipline in Nigerian secondary schools is examined through the lens of the Ubuntu, which is considered appropriate as it allows for an indigenous approach to addressing learner indiscipline. The study adopts an interpretive paradigm within a qualitative framework, focusing on the role of elderly advice in learner discipline management in selected secondary schools in Ado Ekiti, Nigeria. A case study research design was employed to gain an in-depth understanding of the phenomenon and management of learner discipline in two different secondary schools. The research involves six heads of department as participants, offering an in-depth exploration of their perspectives and experiences related to the guidance provided by elders in shaping disciplinary practices. The collected data is analysed using thematic analysis. The study reveals the cultural significance of teacher-elderly guidance on learner discipline, the impacts of such guidance on discipline strategies, and the challenges and opportunities in integrating teacher-elderly guidance into education. This study contributes to scholarship by contextualising the significance of teacher-elderly guidance as a unique way of managing learner discipline in secondary school
Darting from pillar to post: Policy inconsistency and stakeholder contestations in curriculum review
Get PDFOne of the most contentious issues facing politicians and scholars in the 21st century is the future of the school curriculum in a rapidly changing and highly digitised global village. This study explores stakeholder perspectives on Zimbabwe\u27s school curriculum and their input during its review amidst the challenge of balancing traditional education with emerging technological, economic, and social demands. This reflects a global dilemma where schools strive to adapt to rapid changes without overwhelming the curriculum, highlighting the critical role of policy reform in navigating these pressures. Using capability theory as the theoretical lens and critical discourse analysis as the research design, this qualitative study generated data from 19 primary documents published on Zimbabwe\u27s 2023 curriculum review. Parents, school administrators, teachers, and teacher trade unions complained about curriculum overload, the wrong timing of consultations, poor remuneration for teachers, and the need for a technical and vocational-oriented curriculum. While government policymakers argued that Curriculum Assessment Learning Activities (CALA) promote learners\u27 creativity, research, and problem-solving skills, the user system vehemently opposed the curriculum overload caused by CALA. Each learner was expected to do a CALA project in every subject they were taking. Stakeholder contestations pressured policymakers to dart from pillar to post in search of a curriculum to pacify competing and conflicting interests. Therefore, policy reformers must seriously consider curriculum review input from the users if impending curriculum changes are to be successful following the review process