1,720,959 research outputs found
Lifelong Learning in the Age of Data: Opportunities and Policy Impact
No full textThis article entitled "Lifelong Learning in the Age of Data: Opportunities and Policy Impact", Author, Mpho M. Dichaba, published in Volume 9, Issue 1, pp 64-70 retracted by the publisher due to containing THE data without authorisation for use
The perspectives of in-service teachers on the challenges of the cascade model
No full textABET and Youth Developmen
School drop-out and success in the trades: A paradox or a reality of South Africa?
Full text linkABET and Youth Developmen
Funding and staffing as challenges facing prison adult education and training centres in the Mmabatho, Potchefstroom and Klerksdorp Districts
Full text linkMEd, North-West University, Mafikeng Campus, 2000The purpose of this research was to investigate funding and staffing as challenges facing prison adult education centres. The data was collected from Mmabatho, Klerksdorp and Potchefstroom districts in the North-West Province. Unstructured interviews were employed as the main instrument of research because of their various advantages. It emerged from the research findings that the Department of Correctional Services lacks the financial capabilities to pursue the implication of rehabilitation. It also emerged that as a result of overcrowding in prisons, prison learners have inappropriate and inadequate resources, for instance, lack of support materials and the learning environment (like accommodation) is not conducive for learning. Furthermore, the research findings indicated that the adult education section of the Department of Correctional Services is woefully understaffed to cover every registered prisoner. It also emerged that prison educationists are not adequately
empowered or equipped to teach prison learners and are unable to deal with their (prisoners ' ) emotional problems. This calls for a continuous training of prison educationists in order to help them to be clearly grounded to prison adult learning and methodologies. This study comprises five chapters which have been discussed as indicated below. The first chapter is the orientation of the study, concerning the statement of the
problem wherein the rationale of this study was presented. It further outlined the hypothesis, the method to be followed, the purpose of the study, the definition of terms which the research found necessary to explain.
Chapter two conducts a review of relevant literature and examines prison adult education in certain developed and developing countries to determine the pertinence of these cases to the South African context. It also provides an overview of the past and current status of the South African penal system. Chapter three examines the method used for the collection of data, which encompasses procedures followed for data collection. Chapter four focuses on the analyses and interpretation of the data. Chapter five summarises the main points of the study. Accordingly, this chapter offers, by way of conclusion, a number of recommendations for the provision of need-orientated education and training of prisoners.Master
Investigating the Factors Contributing to the Underrepresentation of Female Lecturers in STEM Disciplines at a TVET College
Full text linkSouth Africa has prioritized science and technology studies as key sectors for national economic growth. Despite the increasing importance of science, technology, engineering, and mathematics (STEM) education in today's world, gender disparities persist in these fields. This study aims to examine the underrepresentation of female lecturers in STEM fields at a technical and vocational education and training (TVET) college in South Africa. STEM education in TVET colleges has the potential to support innovation, productivity, and economic development, yet women remain underrepresented due to ingrained biases that deter them from pursuing STEM-related careers. The study employs a theoretical framework based on social cognitive theory and gender stereotype threat, examining how gender stereotypes affect perceptions of capability and impact career choices. An active case study research design was used, involving one-on-one interviews with male and female lecturers, followed by three focus group sessions with lecturers and female engineering students. The analysis shows that gender stereotypes are prevalent in this context, with participants indicating that these stereotypes and associated biases are ingrained from an early age, shaping career decisions. The study findings reveal that gender norms and systemic barriers continue to hinder women's success in academia within the TVET sector
The effectiveness of the cascade model in the in-service training of adult basic education and training (ABET) educators in the North West Province
No full textThesis (PhD.(Education) North-West University, Mafikeng Campus, 2010This study investigated the effectiveness of the cascade model in the in-service training of
ABET educators in the North West Province with special reference to its dissemination and
application at the workplace. To seek an overview of longer term gain from the cascade
model of training, the Kirkpatrick model of training evaluation was employed. The evaluation
sought to obtain post training perception of the effectiveness of training and its longer term
impact. To achieve this goal, qualitative and quantitative research approaches were employed
to gather information. A survey questionnaire was used to collect data regarding the
biographic information of 103 ABET educators from five Area Project Offices and to
determine factors that impede or facilitate the effectiveness of the cascade model of training.
Also, interviews were conducted with one ABET Provincial trainer and five APO ABET
specialists.
This study's significant contributions are its realization that ABET educators are not
adequately involved in the planning of their in-service training programme. It further
identifies nine factors that impede the effectiveness of the cascade model of training. The
factors include the existence of gaps between the training of various levels, inadequate
resources for training at the centre levels, negative attitudes of colleagues at the cantres,
insufficient knowledge of ABET educators to conduct workshops at their centres,
misinterpretation of information and ABET educators not confident to cascade what they
have learned from the in-service workshops, low morale of ABET educators, pressures of
work and limited time at the centres to cascade training to colleagues, ABET educator's
attrition, among others.
To circumvent these factors, this study recommends twelve intervention mechanisms namely:
involving ABET educators in the planning of their in-service training, basing training on
careful assessment of ABET educators' needs, using work-related situations in training,
providing support during training, limiting time gaps between the training of various cascade
levels, evaluating the impact of in-service training, among others. Finally the study suggested
areas of further study on ABET educators' attrition, ABET educators' conditions of service
and transfer of learning and the cost-effectiveness of the cascade model and the quality of in-service
training of ABET educators. Insights from this study are beneficial to educators,
educational managers, policy makers, in-service trainers, NGOs, researchers, facilitators and
students.Doctora
A narrative analysis of South African women lived experiences: A case of Mapula Embroidery Project
No full textABET and Youth Developmen
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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