4 research outputs found
Research-informed development of comprehensible isiXhosa teaching material: the Department of Basic Education Mental Starters doubling and halving unit
No full textOne of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context.Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 202
Research-informed translation of mental strategy teaching materials into isiXhosa
No full textBackground: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the ‘South African Grade 3 Mental Starters Assessment Project (MSAP): Teacher Guide’. Teaching in home languages is encouraged in the Foundation Phase, but unfamiliar standardised isiXhosa translations in support materials often contain barriers to understanding and/or distortion in meaning.
Aim: The article addresses three questions: (1) To what extent is there fidelity and alignment of the translated isiXhosa materials to the original mathematical meaning? (2) To what extent do the selected terms align with the everyday isiXhosa that learners are accustomed to? (3) What are the implications for future translation of such materials?
Setting: Analysis of the isiXhosa translation of a doubling and halving teaching unit and adapted translation for use in a Grade 3 classroom in the Eastern Cape.
Methods: This qualitative research uses Toury’s Descriptive Translation Studies theory.
Results: The findings highlight several ambiguities and incoherent translations. The article advocates for a comprehensive approach to translation, emphasising the importance of maintaining conceptual fidelity and clarity.
Conclusion: The authors suggest the need for transliteration techniques in translations to support teacher and learner access to mathematical sense-making.
Contribution: This research provides insights for translators of materials and implications for teachers, proposing an approach to translation. In particular, it argues that the involvement of Foundation Phase teachers in the translation of such materials is crucial
Introducing open learning as a means towards social justice in post-school education and training
No full textDATA AVAILABILITY : The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials.
This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive.
This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.The South African Department of Higher Education and Training.https://www.scienceopen.com/hosted-document?doi=10.47622/9781928502425am2023Education InnovationSDG-04:Quality Educatio
Innovative Open Education: Fostering Resilient Societies for Sustainable Economic Development. Conference Proceedings – PCF11 Selected Papers
No full textThis book of proceedings presents selected papers from the Eleventh Pan-Commonwealth Forum (PCF11), co-hosted by the Commonwealth of Learning (COL) and the Government of Botswana in Gaborone from 10–12 September 2025. The purpose of this publication is to curate and disseminate high-quality, peer-reviewed contributions that reflect both scholarly insight and practical innovation. It serves as a resource for advancing policy, practice and research in open and distance learning (ODL) in support of Sustainable Development Goal 4 on inclusive, equitable quality education and lifelong learning.
The central theme of PCF11, also reflected in the title of this book—Innovative Open Education: Fostering Resilient Societies for Sustainable Economic Development—highlights the role of openness in building social resilience, widening access, reducing inequities and supporting sustainable economic growth. The book is organised around four interrelated sub-themes that structure the proceedings and frame contemporary debates in the field: (1) changing mindsets for inclusive open education; (2) gender, technology and innovation in open education; (3) skills development through lifelong open education; and (4) sustaining communities of learning and practice in innovative open education.
The volume includes a carefully selected set of papers identified through a rigorous two-phase blind peer review process, with sub-theme leaders nominating the highest-ranked contributions for publication. Together, these papers illustrate diverse experiences, evidence-based practices and policy-relevant insights from across the Commonwealth.
The primary target audience for this book comprises policymakers, development practitioners, academics, researchers, technology innovators, COL stakeholders and partner institutions engaged in open, online and flexible learning. As such, the proceedings aim to inform decision-making, inspire innovation and strengthen collaboration in pursuit of resilient, inclusive and sustainable education systems.
Title: Recognition of Prior Learning and Micro-credentials for Enhancing Inclusion, Access and Success in the UCT Postgraduate Diploma in Blended and Online Learning Design: A Social Justice Lens
Author(s): Tabisa Mayisela; Shanali Govender; Daniela Gachago Pages: 11–22
DOI: https://doi.org/10.56059/11599/6064.001
Title: Changing Mindset for Open and Distance Learning System: University of The Gambia Experience
Author(s): Kayode S. Adekeye; Ousainou Sarr; Raphael K. Ayeni; Mbemba Hydara; Jane-Frances Agbu; Francisca U. Ezike
Pages: 23–42
DOI: https://doi.org/10.56059/11599/6064.002
Title: Unlocking the Potential of Open Educational Practices in Bangladesh — Why Mindset Shift Matters
Author(s): Mostafa Azad Kamal; Jane-Frances Agbu; Md. Mahfuzur Rahman
Pages: 43–54
DOI: https://doi.org/10.56059/11599/6064.003
Title: Pedagogy of Care in a Blended Teaching and Learning Distance Teacher Education Programme
Author(s): F. R. Aluko; M. A. Ooko
Pages: 55–64
DOI: https://doi.org/10.56059/11599/6064.004
Title: Enhancing Teacher–Student Interaction through Open Education in Hybrid Learning in Cameroonian Universities
Author(s): Shaibou Abdoulai Haji; Jane-Frances Agbu
Pages: 65–77
DOI: https://doi.org/10.56059/11599/6064.005
Title: Leveraging Technology-Enabled Learning and Open Educational Resources for Educational Equity: A Case Study in a Small Island State
Author(s): Romeela Mohee; Anjusha Durbarry
Pages: 79–88
DOI: https://doi.org/10.56059/11599/6064.006
Title: Empowering Future Teachers: Skills Development and Training Needs for AI Integration in ODL Teacher Education
Author(s): Geesje van den Berg
Pages: 89–99
DOI: https://doi.org/10.56059/11599/6064.007
Title: Leveraging AI-Driven Chatbots to Enhance First-Year Student Support: The USP SEM ZERO-GPT Initiative
Author(s): Raveena Goundar; Rajni Chand; Mohammed Hussein Pages: 100–110
DOI: https://doi.org/10.56059/11599/6064.008
Title: The Use of Artificial Intelligence in Teacher Education Students’ Assessment Practices in Open Distance E-learning
Author(s): Patience Kelebogile Mudau
Pages: 111–124
DOI: https://doi.org/10.56059/11599/6064.009
Title: Gender and Disability-related Influences on Teachers’ Access to Technology-Mediated Professional Learning in Tanzania
Author(s): Sara Hennessy; Kristeen Chachage; Saalim Koomar; Calvin Swai; Taskeen Adam; Fika Mwakabungu; Winston Massam; Jonathan H. Paskali; Nidhi Singal
Pages: 125–139
DOI: https://doi.org/10.56059/11599/6064.010
Title: The Vocational Training Development Institute: An Investigation into the Utilisation of Digital Learning Strategies in TVET to Facilitate Accessibility, Flexibility, Engagement and Skills Development
Author(s): Jacqueline Solomon-Wallder; Mark McKnight; Roxanne Hinds
Pages: 141–164
DOI: https://doi.org/10.56059/11599/6064.011
Title: Implementing Blended Delivery in TEVET: Insights from a Preparatory (PBDT) Course in Zambia
Author(s): Twaambo Chiinza; Alice P. Shemi
Pages: 165–178
DOI: https://doi.org/10.56059/11599/6064.012
Title: Engaging NEET Youths through Vocational Education: A Case of the Open School of Bangladesh Open University
Author(s): Md. Mizanoor Rahman; Santosh Panda
Pages: 179–187
DOI: https://doi.org/10.56059/11599/6064.013
Title: Open Schooling in Southern Africa: Progress, Challenges and Opportunities
Author(s): Ephraim Mhlanga
Pages: 188–197
DOI: https://doi.org/10.56059/11599/6064.014
Title: Building Resilient Graduates: Moi University’s Model for Enhancing Employability and Lifelong Learning in a Dynamic Labour Market
Author(s): Lumala Masibo; Jako Olivier
Pages: 198–208
DOI: https://doi.org/10.56059/11599/6064.015
Title: Stakeholders’ Perceptions of the Adoption of E-apprenticeship Programmes in Technical and Vocational Education and Training in Nigeria
Author(s): Michael Shittu; Robert Okinda; Anthony C. Achuenu; Alabi M. Olowo
Pages: 209–223
DOI: https://doi.org/10.56059/11599/6064.016
Title: Towards a Commonwealth Credit Transfer Framework for Micro-Credentials: Advancing Education for a More Resilient Workforce Author(s): Jako Olivier; Jane-Frances Agbu; Schontal Moore; Sanjaya Mishra; Betty Ogange; Evode Mukama; Robert Okinda Pages: 225–236
DOI: https://doi.org/10.56059/11599/6064.017
Title: Collaborative Approaches in Open Education: Leveraging OER Creation, Adaptation and use for Sustainable Development Author(s): Shepherd Mlambo; Nokulunga Sithabile Ndlovu; Thabo Gina
Pages: 237–248
DOI: https://doi.org/10.56059/11599/6064.018
Title: Empowering Voices in Open Education: Reflections and Future Directions from the Global OER Graduate Network’s 10th Anniversary Author(s): Robert Farrow; Carina Bossu; Beck Pitt
Pages: 249–257
DOI: https://doi.org/10.56059/11599/6064.019
Title: Collaborative Peer Learning for International Course Development in the Empowering Women and Girls (EWG) Project: Challenges and Lessons Learned Through this Case Study
Author(s): Philip Uys
Pages: 258–268
DOI: https://doi.org/10.56059/11599/6064.020
Title: Building Sustainable Communities of Practice Through Mentor-Supported OER Development: An Iterative Approach in Pacific STEM Education
Author(s): Amanda Grey; Betty Ogange; Rajni Chand; Ashish Agrawal
Pages: 269–282
DOI: https://doi.org/10.56059/11599/6064.02
