UFS Publications Platform (Univ. of the Free State)
Not a member yet
378 research outputs found
Sort by
Quantifying the socio-economic benefits of music festivals: The case study of Phalaphala FM Royal Heritage festival
Get PDFUnderstanding the socio-economic benefits of annual community festivals is vital for stakeholders like event planners and sponsors. This study, focused on Phalaphala FM Royal Heritage Festival, assumes festivals generate income for host communities and attract tourists. Using a dual approach (demand and supply perspectives), the study empirically evaluates these benefits, highlighting their impact on local economies and tourism. The aim is to assess and quantify the socio-economic advantages of music festivals for the host community. The research followed the quantitative method for both the demand and supply sides. The demand side collected data from sampled festival attendees; this was done face-to-face, while the supply collection of data from the SMMEs was done face-to-face and telephonically. The data was mainly analysed through descriptive analysis. The main findings revealed that retaining the earnings from the festival gains can be achieved by buying raw materials locally. Both the demand and supply sides depicted in the study show that the economic contribution of the festival involves the entire process of sourcing local produce from raw materials to finished products that may need to be done locally. However, the study established that buying locally might not be easy because some of the goods required are unavailable locally in the area. The festival greatly benefits both host communities and local businesses. The study recommends that there should be collaboration among local businesses to create packages (e.g., discounts for festivalgoers on food, accommodation, and transportation) to stimulate the local economy and to produce other raw materials locally
The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive education
Get PDFThis study explores the synergy among factors influencing Ghanaian pre-service science teachers’ perceptions of inclusive education. The factors considered were desirable outcomes (DO) of inclusive education, implementation of inclusivity (IM), and willingness to adopt inclusivity (W). The study employed the explanatory sequential variant of the mixed-methods research design, using 503 pre-service science teachers from the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development. The instruments used were a five-point Likert scale questionnaire and a semi-structured interview guide. Quantitative data were analysed using path analysis through structural equation modelling (SEM) employing Analysis of Moment Structures (AMOS) version 23. Qualitative data from the interviews were, however, analysed using thematic analysis. Quantitative findings revealed that the implementation of inclusive education significantly predicted Ghanaian pre-service science teachers’ perceptions of inclusive education. However, willingness to adopt inclusivity and desirable outcomes of inclusive education were not significant contributors. Qualitative findings, however, revealed that practical application and hands-on experience, availability of resources and support, self-efficacy, classroom diversity and time constraints, and the need for further training might have explained the non-significant influence of desirable outcomes of inclusive education and willingness to adopt inclusivity on the perceptions of Ghanaian pre-service science teachers regarding inclusive education. It was therefore recommended, among other things, that teacher training institutions in Ghana should prioritise experiential learning opportunities, such as intensive inclusive teaching practicums, classroom simulations, and mentorship programmes, which can bridge the gap between theoretical instruction and practical application
Towards decolonising the approaches of teaching and learning Indigenous African Music at a South African university: Insights from pre-service music teachers
Get PDFThe teaching of Indigenous African Music (IAM) in institutions of higher learning has received considerable attention due to the need to decolonise the curriculum. It is crucial to cultivate future educators who have a profound understanding of IAM and are capable of actively participating in the teaching and learning of African music within educational institutions. This inquiry aims to reveal the impact of the approaches used in the teaching and learning of IAM at universities in South Africa from the perspective of pre-service music teachers. The study is underpinned by Paulo Freire’s praxial theory. Data were collected from twelve participants within an interpretive paradigm integrated into a qualitative methodology. The ethnographic study design was used due to its capacity to capture the lived experiences of the participants and to comprehend the meanings they attribute to their participation in IAM lessons. Thematic analysis of journal entries and semi-structured interviews was employed to generate the data. The results unveiled the advantages of utilising a wide range of models, delivery methods, and approaches such as Ubuntu pedagogy, discussion groups and dialogue, the instructor’s approach, peer coaching, and the development of positive attitudes towards the teaching and learning of IAM in higher education. It is recommended that pedagogical strategies that foster positive attitudes and elevate IAM in music teacher preparation programmes be implemented in institutions of higher learning through the use of the approaches that emerged in this study, in an effort to remove barriers related to the marginalisation and discrimination of the subject
Scheduling online oral assessments using an iterative algorithm: A profound software for educational continuity
Get PDFIn response to the socioeconomic effects of the global COVID-19 pandemic, including the disruption of educational continuity, an online oral assessment solution is proposed. While the next pandemic is unpredictable, the need for effective student assessment during lockdown is essential. This paper presents an iterative algorithm for scheduling online oral examinations as a profound software innovation capable of securely assessing students remotely while adhering to COVID-19 safety requirements. The efficacy of the software was tested by university tutors and undergraduate students for 60 days on local and web hosts. The results show that the algorithm offers optimal performance despite extraneous factors such as bandwidth capacity, operating system type, and client-side web browsers. The software manages the systematic random pairing of examiners, sessions, courses, and candidates, as well as the automated generation of question papers with a marking rubric. This invention would largely provide assessment entities with significant pedagogical, financial, and technological benefits while ensuring educational continuity regardless of the pandemic\u27s status
English as a language of preference in mathematics learning: perspectives from high school learners in township contexts
Get PDFThe exploration of language preference among mathematics learners in multilingual contexts remains a significant area of study. The aim of this study is to identify the most effective linguistic tools that contribute to the academic achievement of secondary school learners in mathematics. This study specifically examines English as a preferred language for mathematics instruction among high school learners in a Soshanguve community in the Tshwane West District of South Africa. It investigates the attitudes of mathematics learners towards the use of English as the medium of instruction and the reasons for their preference for learning mathematics in English. The study uses a non-experimental quantitative descriptive survey with a sample of 101 high school mathematics learners. Data was collected using a self-administered survey questionnaire conducted on paper. The primary data was analysed using descriptive statistics. The results indicate that English is the preferred language for learning mathematics. The study also demonstrates that the inclination towards the English language among high school learners is driven by factors such as pedagogical, social, linguistic competence, and economic considerations. The research findings suggest that the use of English as the medium of instruction is crucial for the acquisition and achievement of mathematics skills. This is because learners\u27 indigenous African languages are inadequate as a medium of instruction in mathematics classroom conversations among high school learners. Therefore, it is recommended that the Department of Basic Education and mathematics educators should enhance learners\u27 English language competence by implementing intense and enriched language programmes
The dynamics embedded in COVID-19 pandemic responses in South Africa: Implications for public healthcare delivery
Get PDFSouth Africa recorded the highest number of COVID-19 cases and deaths in Africa despite having what seemed to be one of the best government response mechanisms on the continent. This paper explores the responses of both the government and the citizens of South Africa to the COVID-19 pandemic. Through a literature review, the study established that the government\u27s response to the pandemic was influenced by various factors, including the responsibility to protect citizens\u27 lives, the need to defend the state\u27s sovereignty, and compliance with global health imperatives. This was achieved through strict and coercive government measures, which left little room for public participation in decision-making. The findings also indicate public dissent towards government directives, which may be attributed to a lack of public awareness and preparedness in public health emergencies. The social contract theory provides a useful framework for analysing and understanding the actions of the government and citizens in response to COVID-19 in South Africa. Understanding these aspects is crucial for drawing informative lessons for effective public health and socio-economic interventions in future pandemics and health-related emergencies
The The influence of education on knowledge and character
No full textIt is commonly assumed that formal education fosters both knowledge and character development. However, this study questions the integrity of this assumption. This research aims to investigate whether education and obtaining higher qualifications genuinely lead to enhanced general knowledge and a heightened awareness of one\u27s ignorance regarding certain topics. Cross-sectional data from the World Values Survey (N > 90,000) on educational levels, general knowledge, and the acknowledgement of ignorance were analysed. Education levels corresponded with elevated general knowledge; however, both educated and less educated individuals displayed similar tendencies to acknowledge their unfamiliarity with certain topics. The hypothesis proposing that higher levels of education correlate with superior general knowledge was supported by the data, but the commendable trait of acknowledging one\u27s ignorance does not appear to be cultivated among those with higher degrees. This research raises important questions about the value of advanced education as a builder of character and could constitute a call to universities to incorporate more formal ethics training into their curriculum
Parental involvement as a convergence of understanding by teachers and parents
Get PDFThis qualitative interpretative study aimed to investigate parents\u27 and teachers\u27 understanding of parental involvement and its implications for improving relations between schools and parents. The study employed the theoretical framework of Community Cultural Wealth, which emphasises the importance of listening to and including multiple educational stakeholders in order to leverage their expertise. This framework helped us analyse the existing literature on parental involvement and the responses we received from participants. For data collection, we conducted individual interviews with three parents and three teachers who were purposefully selected from three different schools in the Mangaung Metropolitan Municipality, Free State, South Africa. We prompted participants to articulate their understanding of parental involvement using an open-ended question. Through thematic analysis, we found that both teachers and parents perceive parental involvement as encompassing communication, parenting, participation in extracurricular activities, and assistance with learning activities. Based on our findings, we recommend that schools and parents engage in ongoing discussions to (re)negotiate and (re)formalise their understanding of parental involvement to enhance collaboration and efficiency between schools, teachers, learners, and parents
Proceedings of the 40th AEAA Annual Conference on Reimagining Educational Assessment in the Age of Multiple Dimensions of Learning in a Global Society
No full textThe 40th AEAA Annual Conference Proceedings presents a collection of peer-reviewed articles that critically explore contemporary challenges and innovations in educational assessment. Under the theme "Reimagining Educational Assessment in the Age of Multiple Dimensions of Learning in a Global Society," these contributions examine transformative approaches to assessment within diverse educational contexts, with a strong focus on African and global perspectives. The twelve articles featured in this volume cover a range of pertinent topics, including frameworks for quality assurance in online assessments, strategies for enhancing learning outcomes through partnerships, and the role of formative assessment in self-regulated learning. Other discussions highlight emerging trends in school-based assessment, the integration of technology in assessment practices, and the evolving needs of learners with intellectual disabilities. Contributions also explore critical themes such as the authenticity of e-assessment policies, peer assessment in technical disciplines, and the alignment of national assessment standards with contemporary educational demands. Providing a rigorous analysis of current and emerging assessment methodologies, this volume offers valuable insights for educators, policymakers, and researchers. It serves as a foundational resource for enhancing assessment strategies that are responsive to evolving pedagogical landscapes, ensuring equitable, inclusive, and high-quality education
Chapter 15: Learning, relearning and unlearning
Get PDFChapter 15, "Learning, Unlearning, and Relearning (LUR)," explores these three interconnected concepts as essential for adapting to the rapid changes of the 21st century. Learning is defined as the continuous acquisition of skills relevant to personal and professional growth. Unlearning involves discarding outdated knowledge and assumptions to make way for new insights while relearning builds upon previous experiences, updating understanding as situations evolve. The chapter highlights LUR as a strategy for addressing knowledge gaps and fostering lifelong learning. It discusses principles for creating a productive LUR environment, emphasising engagement, reflection, and feedback. Techniques such as self-directed learning, critical questioning, and collaborative experiences encourage adaptability. Advantages include enhanced critical thinking, resilience, and professional development, although challenges, such as attachment to old knowledge and time constraints, are noted. Case studies illustrate practical applications, demonstrating LUR’s impact on personal growth and professional adaptation. The chapter concludes by advocating LUR as a vital tool for educators and learners to remain relevant and effective in a dynamic world