20 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
Adult Basic Education Teachers’ Experiences about the Cascade Model of Training: An Appreciative Inquiry
No full text
Promoting lifelong learning in Ethiopian higher education institutions: insights from colleges of education and strategies for improvement
No full textLifelong learning (LLL) is increasingly recognised as vital for individual and societal development in an interconnected world. This study investigates the role of Ethiopian higher education institutions (HEIs), particularly Colleges of Education, in promoting LLL. Focusing on the perspectives of postgraduate students and academic staff, the research employs a mixed-methods approach. Data were collected through closed-ended questionnaires, structured interviews and document analysis to evaluate the effectiveness of current LLL strategies. Participants included 206 survey respondents and 12 interviewees, selected using a combination of purposive, convenience, stratified and random sampling methods to capture a diverse and representative sample. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were examined thematically. The findings reveal challenges to implementing LLL, including limited resources, rigid curricula, insufficient faculty support and weak collaboration with external stakeholders. Furthermore, gaps were identified in integrating sustainability education and fostering research cultures within HEIs. Despite these barriers, participants acknowledged LLL’s potential to enhance workforce readiness and drive socio-economic development. The study advocates strategic alignment with global LLL frameworks, increased resource allocation and the cultivation of research-driven cultures within HEIs. Recommendations include curriculum reforms, flexible learning models and strengthened international collaborations. This research offers practical solutions to improve LLL implementation in Ethiopia’s higher education sector, contributing to academic discourse and policy development
Autoethnography and cognitive adaptation: two powerful buffers against the negative consequences of workplace bullying and academic mobbing
No full textWork is undoubtedly fundamental to human life, social development and the economic development of individuals, organizations and nations. However, the experience of working is not always pleasant as there are many instances where relationships between workers could deteriorate, leading to practices and behaviours that could be characterized as workplace bullying and/or mobbing. The current study is an exploratory study which used autoethnography to investigate experiences of academic bullying and mobbing, and relates the practices to power structures in academic institutions. Specifically, the author shares personal experiences and explores the physical and emotional pain of being bullied and mobbed. The author also outlines how both autoethnography and meaning in life strategies were used to cope with the physical and emotional distresses associated with the negative experiences. By outlining the success of the meaning in life strategies, the author hopes to inspire other “victims” to move from victims to being survivors of bullying and mobbing
Predictors of sensitivity towards being the target of upward comparison (STTUC): a study of female employees in Botswana
No full textIncludes abstract.Includes references.Research has examined various factors that may inhibit the career progress of females but, as far as the researcher has been able to ascertain, STTUC has not been sufficiently investigated as a factor that may hamper such progress. This study suggests such a focus because the work setting constantly places individuals in positions where they are obliged to present their abilities and/or achievements. In order to address the evident gap in existing research, this study investigated the STTUC framework within the organisational context in Botswana, Africa. The main aim of this study was to investigate the antecedents of STTUC and to explore gender differences in the STTUC experiences of black employees in Botswana. The antecedents explored included individual characteristics (specifically, collectivistic cultural orientation, traditional gender role orientation, affiliative needs, interpersonal sensitivity and competitiveness), family-work variables (specifically, instrumental support from the spouse/partner and family-work conflict), and organisational variables (focusing specifically on masculine values within the organisational culture)
The role of Umkhonto we Sizwe (MK) in the national liberation struggle in South Africa with reference to the rural far northern Transvaal, 1976-1990
No full textIncludes bibliographical references (leaves 250-275)
Author Correction: perceptions of the appropriate response to norm violation in 57 societies
No full textThis article corrects the following: "Perceptions of the appropriate response to norm violation in 57 societies", https://hdl.handle.net/2134/31007536The original version of this Article contained an error in the author affiliations. Cecilia Reyna was incorrectly associated with ‘Universidad Nacional de Córdoba (UNC). Facultad de Psicología (UNC), Ciudad Universitaria, Bv. de la Reforma esquina, Enfermera Gordillo s/n, Córdoba, Argentina.’ instead of the correct ‘Instituto de Investigaciones Psicológicas (IIPsi), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), CABA, República Argentina.’ This has now been corrected in both the PDF and HTML versions of the Article.</p
Bringing financial literacy and education to low and middle income countries : the need to review, adjust, and extend current wisdom
No full textThis paper presents a World Bank led and Russia trust fund financed work program to measure financial capability and the effectiveness of financial education in low and middle income countries. The two activities and their staging have been motivated by the lessons of high income countries with financial literacy programs and the deviating characteristics of low and middle income countries. While progress has been made in high-income countries to measure financial capability, there is little robust empirical evidence thatfinancial education can improve it. While applying the financial capability concept in low and middle-income countries looks promising it will need to be adjusted to their characteristic and supported by innovative interventions and rigorous impact evaluation to improve it.Financial Literacy,Access to Finance,Access&Equity in Basic Education,Education For All,Poverty Impact Evaluation
