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Phele, T., S. Roberts, and I. Steuart. "Industrial strategy and local economic development: The case of the foundry industry in Ekurhuleni Metro." South African Journal of Economic and Management Sciences 8, no. 4 (July 25, 2014): 448–64. http://dx.doi.org/10.4102/sajems.v8i4.1175.
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This article explores the challenges for the development of manufacturing through a case study of the foundry industry in Ekurhuleni Metropolitan Municipality. Ekurhuleni Metro covers the largest concentration in South Africa, but the industry’s performance has been poor over the past decade. The findings reported here highlight the need to understand firm decisions around investment, technology and skills, and the role of local economic linkages in this regard. The differing performance of foundries strongly supports the need to develop concrete action plans and effective institutions at local level to support the development of local agglomerations.
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N. Ngcobo, Raphael. "Credit provision by banks: a case study analysis of small businesses in South Africa." Banks and Bank Systems 12, no. 4 (November 30, 2017): 65–74. http://dx.doi.org/10.21511/bbs.12(4).2017.06.
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Small business sector is considered as an important economic driver by many countries. In South Africa, small business sector has been acknowledged as the driving force to boost the economic growth and an important source of job creation. This article aims at identifying factors that are a challenge in obtaining bank finance by small businesses in South Africa.Primary data for this study involved a survey questionnaire directed to owners of small businesses operating in Ekurhuleni Metropolitan area, Gauteng, South Africa. Factors that were deemed to influence bank loan decision were examined. The research findings revealed that factors such as age of business, business plans availability, educational background of business owner, experience of business owner and availability of a collateral have an influence on the bank loan decisions. This research also found that the accessibility of loan funding from banks was a constraint on business operations and growth. The findings of this study indicate that the mentioned factors are a challenge for small businesses in accessing bank loans to fund their operations.The findings of this study will be of great value to small business owners and policy makers in finding solutions to address the identified barriers.
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Bag, Surajit, Lawrence Kau, Arie Wessels, and Jan Harm Pretorius. "Predictive maintenance strategy to increase the availability of positive displacement pumps: a case study based in Ekurhuleni base metals in South Africa." International Journal of Services and Operations Management 32, no. 4 (2019): 468. http://dx.doi.org/10.1504/ijsom.2019.099478.
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Lange, Samantha Louise, Tobias George Barnard, and Nisha Naicker. "Effect of a simple intervention on hand hygiene related diseases in preschools in South Africa: research protocol for an intervention study." BMJ Open 9, no. 12 (December 2019): e030656. http://dx.doi.org/10.1136/bmjopen-2019-030656.
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IntroductionHand hygiene (HH) related illnesses such as diarrhoea and respiratory diseases, contribute to the burden of disease and are included in the top five causes of mortality in children under 5 years in South Africa. Children attending preschools are more susceptible to these infections due to the higher number of children in preschools. HH interventions have shown to reduce HH-related diseases by improving HH practices. In South Africa, there are no documented HH interventions or studies in children under 5 years. The purpose of the study is to determine whether an HH intervention can reduce HH-related diseases among 4–5-year-old preschool children and to improve HH practices in these children, their caregivers and their parents.Methodology and analysisThis is a protocol for a controlled intervention study to be conducted at preschools in Kempton Park, City of Ekurhuleni, Gauteng, South Africa. Preschools will be randomly distributed into control and experimental groups (n=70). The intervention includes interactive simulation learning, educational emails and education and poster reminders obtained from the WHO and the Global Handwashing Day website. Data collection, including the intervention, will take place during the calendar year as this coincides with the school year. Data will be analysed both preintervention and postintervention in the experimental group as well as between the experimental and control group. Data collected by means of questionnaires, observations, disease registers, hygiene inspections, semi-structured interviews and hand swabs will be analysed to determine these outcomes.Ethics and disseminationPermission has been obtained from the University of Johannesburg Ethics Committee and Ministerial Consent for Non-Therapeutic Research on Minors from the Department of Health National Ethics Research Council. Permissions for use of copyright protected materials has been obtained. Results of the study will be disseminated through peer-reviewed publications, and feedback within relevant structures through conference proceedings.
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Byrne, Deirdre C. "Science Fiction in South Africa." PMLA/Publications of the Modern Language Association of America 119, no. 3 (May 2004): 522–25. http://dx.doi.org/10.1632/003081204x20596.
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As has been said many times before, South Africa is a land of contrasts: Between races, landscapes, economic strata, political viewpoints, and lifestyles. A complex contrast, but one that is relevant to science fiction, is the disparity between levels of technological literacy. Some of the country's population have access to advanced technology, such as Internet connections and cell phones, but most citizens have a monthly income well below the comfort level. Illiteracy is extremely high, despite the efforts of a large number of educational organizations. The HIV/AIDS pandemic has reached crisis proportions; by 2010, approximately sixty-five percent of the country's adult population will have died of the disease if the current rate of infection continues unchecked. In this context, one cannot expect an advanced awareness of technological or scientific developments; neither can one assume even a basic acquaintance with published literature.
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Saal, Petronella Elize, Marien Alet Graham, and Linda van Ryneveld. "Integrating Educational Technology in Mathematics Education in Economically Disadvantaged Areas in South Africa." Computers in the Schools 37, no. 4 (October 1, 2020): 253–68. http://dx.doi.org/10.1080/07380569.2020.1830254.
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Hart, Samantha Anne, and Sumaya Laher. "Perceived usefulness and culture as predictors of teachers attitudes towards educational technology in South Africa." South African Journal of Education 35, no. 4 (November 30, 2015): 1–3. http://dx.doi.org/10.15700/saje.v35n4a1180.
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Green, Paul. "Factors Affecting the Improvement of Service Quality at Universities of Technology: The Case of South Africa." Journal of Economics and Behavioral Studies 6, no. 12 (December 30, 2014): 947–57. http://dx.doi.org/10.22610/jebs.v6i12.552.
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Several research studies have been conducted on the evaluation of service quality at conventional universities. However, this study focuses on universities of technology which are fast growing value-based educational institutions in South Africa. The uniqueness of this study highlights the issues that can affect the improvement of service at universities of technology. Three factors namely: Organizational issues, Educational issues and Staff &Student issues were extracted as the main foci in the improvement of service at universities of technology. A mixed method methodology and an action research approach were employed in this study. The results obtained using factor analysis provides a basis for driving an equation system for evaluating the impact of the issues with respect to the factors named above. The results also show that some extraneous factors that are external to service delivery, have a substantial effect on the quality of service at universities of technology.
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Chipps, Jennifer, and Mary Ann Jarvis. "Technology-assisted communication in older persons in a residential care facility in South Africa." Information Development 33, no. 4 (August 18, 2016): 393–405. http://dx.doi.org/10.1177/0266666916664388.
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Relocation to residential care facilities by older persons (60+) can decrease their social connectedness with their primary networks. The purpose of the study was to identify the use and acceptance of technology-assisted communication to increase social connectedness in older persons (N = 103) in an urban residential care facility in South Africa. The research design was a non-experimental quantitative descriptive survey using self-administered questionnaires based on the Technology Acceptance Model. All residents were included in the study. Perceived Ease of Use, Perceived Usefulness and Attitude scales were calculated and the Behavioural Intention for technology use was measured. Participants with the highest Behavioural Intention were residents in their first year of relocation, younger participants (60–74 years), divorced participants and participants with higher educational qualifications. Perceived Ease of Use and Perceived Usefulness were low and were directly correlated. Perceived Ease of Use contributed significantly towards Attitudes concerning technology use. The overall Behavioural Intention for technology use was good (60/75) and the Technology Acceptance Model pathway was confirmed using Structural Equation Modelling. Video chat offered greatest appeal for future use.
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MT, Gumbo, and Tholo JAT. "The Constraints Experienced by Educational Officials During the Implementation of Technology Education in North West Province, South Africa." Literacy Information and Computer Education Journal 5, no. 1 (March 1, 2014): 1492–98. http://dx.doi.org/10.20533/licej.2040.2589.2014.0199.
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Czerniewicz, Laura, and Kyle Rother. "Institutional educational technology policy and strategy documents: An inequality gaze." Research in Comparative and International Education 13, no. 1 (March 2018): 27–45. http://dx.doi.org/10.1177/1745499918761708.
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Issues of inequality in higher education have received considerable attention in recent decades, but the intersection of inequality and educational technology at an institutional level has received little attention. This study aims to provide a perspective on institutional educational technology policy informed by current understandings of inequality. The study takes the form of a content analysis of institutional educational technology policy and strategy documents of universities in the United Kingdom and South Africa. A preliminary review of the educational technology policy literature reveals low levels of engagement with issues of inequality in policy documents at an institutional level. Therborn’s typology of inequality provides the basis of a structured framework for the analysis, with Bourdieu’s concepts of capital being incorporated as markers of the various types of inequality. The study reveals regional differences in the approach to inequality as a policy matter, as well as a varied engagement with the issues of inequality related to educational technology at a policy level.
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Evoh, Chijioke J. "The Adoption and Sustainability of Technology-Enhanced Education in Higher Institutions of Learning in Africa." International Journal of ICT Research and Development in Africa 1, no. 3 (July 2010): 1–19. http://dx.doi.org/10.4018/jictrda.2010070101.
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This chapter explores factors that enhance and constrain the adoption and sustainability of Information and Communication Technologies in Universities and higher institutions of learning in South Africa. This study examines pedagogical, socio-economic and epistemological aspects of the paradigm shift in higher education delivery in Africa. Adopting and sustaining ICTs for educational improvement is a multifaceted process. As a dynamic process, all the vital elements of technology adoption need to be present in order to meet the goals of technology-enhanced higher education in Africa. It further argues that policy guidelines and strategic plans are essential for the successful adoption and sustainability of ICTs in higher education (HE) institutions in Africa. The chapter argues that the success of ICT-mediated higher education is not only technical but also political in nature.
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Neerputh, Shirlene. "INTEGRATING INFORMATION LITERACY IN THE GENERAL EDUCATION MODULE AT THE DURBAN UNIVERSITY OF TECHNOLOGY, SOUTH AFRICA." Mousaion: South African Journal of Information Studies 34, no. 1 (July 16, 2016): 43–55. http://dx.doi.org/10.25159/0027-2639/700.
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A university curriculum re-design process provides a promising opportunity for the Durban University of Technology (DUT) Library to become an active academic partner as it modifies its contribution to enhance teaching, learning and research in the twenty-first century information environment. This article provides a conceptual framework for the library to engage in the General Education Module (GEM) for first-year undergraduate students. The GEM at DUT emanated from a curriculum renewal strategy to enhance student-centred learning across all six faculties of the university. The GEM is underpinned by a humanistic educational university strategy. Constructivist theory underpins the compulsory credit-bearing information literacy (IL) programme in the GEM at DUT. The article shows how an academic library can become a cohesive instructional partner in contributing to academic success. The library, in addition to its traditional role as the gatekeeper of learning resources and information provision, offers an integrated credit bearing IL programme in the GEM. This also constitutes a paradigm shift for instructional design at DUT.
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Oyediran-Tidings, S. O., F. H. Nekhwevha, E. M. Ondari-Okemwa, and Oghenere Salubi. "Access to educational information enabled by ICT tools in the Fort Beaufort Education District (FBED), Eastern Cape, South Africa." Information Development 37, no. 3 (February 25, 2021): 402–16. http://dx.doi.org/10.1177/0266666921995232.
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The benefits of the application of ICT tools in the education of high school learners have been well-established in various studies. As developments in technology have increased the reach of electronic information resources and enhanced learners’ access to educational information, it is imperative that these tools be available and accessible without any hindrances whatsoever to high school learners. This study was set out to evaluate the state of ICT infrastructure available to high school learners for the advancement of access to educational information while accentuating the efforts by the South African government to promote computer access in schools. This study underscores the importance of ICT tools for high school learners in ensuring quality educational outcome. A triangulated design was adopted to collect both qualitative and quantitative data on the condition of ICT-enabled access to educational information from Grade 12 learners and teachers in the Fort Beaufort Education District, Eastern Cape South Africa. Results show that learners’ access to educational information is constrained by inadequate provision of ICT infrastructure, restricted access to ICT tools, regulations for use of personal ICT tools and absence of information literacy for high school learners. The study, therefore, recommends the improved and dedicated provision of ICT resources, ICT-enabled educational information literacy program and flexibility of rules regarding the use of personal ICT tools at school.
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Asvat, R., CA Bisschoff, and CJ Botha. "Factors to Measure the Performance of Private Business Schools in South Africa." Journal of Economics and Behavioral Studies 10, no. 6(J) (December 22, 2018): 50–69. http://dx.doi.org/10.22610/jebs.v10i6(j).2594.
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This article identifies the latent variables embedded within the model to measure the performance of private business schools. In the quantitative research design, 247 questionnaires, using a five-point Likert scale, were analysed after completion by private business school supervisors and managers. The data has high reliability with a Cronbach alpha coefficient of 0.974 and excellent sample adequacy with a KMO value of 0.926. The analysis identified ten latent variables (or factors), identified using exploratory factor analysis explaining a cumulative variance of 70.56%. These are Regulatory compliance, Strategic communication, Educational technology stack, Strategic finance, Organisational development, Customer orientation, Sales, Pricing, Socio-political influence and Market focus. The study also succeeded to simplify measuring performance by eliminating 26 questions with low factor loadings (<0.40) or those that are cross-loading highly onto more than one factor from the questionnaire while retaining a satisfactory level of reliability. The results are valuable to private business school managers and to the employees wanting to measure and improve the business performance of a private business school. Researchers and academia could also benefit from the contribution of the study to either build on business performance of private business schools or, alternatively, in adopting the methodology employed in this study for another application setting.
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Asvat, R., CA Bisschoff, and CJ Botha. "Factors to Measure the Performance of Private Business Schools in South Africa." Journal of Economics and Behavioral Studies 10, no. 6 (December 22, 2018): 50. http://dx.doi.org/10.22610/jebs.v10i6.2594.
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This article identifies the latent variables embedded within the model to measure the performance of private business schools. In the quantitative research design, 247 questionnaires, using a five-point Likert scale, were analysed after completion by private business school supervisors and managers. The data has high reliability with a Cronbach alpha coefficient of 0.974 and excellent sample adequacy with a KMO value of 0.926. The analysis identified ten latent variables (or factors), identified using exploratory factor analysis explaining a cumulative variance of 70.56%. These are Regulatory compliance, Strategic communication, Educational technology stack, Strategic finance, Organisational development, Customer orientation, Sales, Pricing, Socio-political influence and Market focus. The study also succeeded to simplify measuring performance by eliminating 26 questions with low factor loadings (<0.40) or those that are cross-loading highly onto more than one factor from the questionnaire while retaining a satisfactory level of reliability. The results are valuable to private business school managers and to the employees wanting to measure and improve the business performance of a private business school. Researchers and academia could also benefit from the contribution of the study to either build on business performance of private business schools or, alternatively, in adopting the methodology employed in this study for another application setting.
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Wright, Clayton R., and Sunday Reju. "Developing and deploying OERs in sub-Saharan Africa: Building on the present." International Review of Research in Open and Distributed Learning 13, no. 2 (April 13, 2012): 181. http://dx.doi.org/10.19173/irrodl.v13i2.1185.
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Open educational resources (OERs) have the potential to reduce costs, improve quality, and increase access to educational opportunities. OER development and deployment is one path that could contribute to achieving education for all. This article builds on existing information and communication technology (ICT) implementation plans in Africa and on the experiences of organizations and initiatives such as the African Virtual University (AVU), OER Africa, the South African Institute of Distance Education (SAIDE), and the Teacher Education in Sub-Saharan Africa (TESSA) Project, to present one view of the benefits, challenges, and steps that could be taken to realize the potential of OERs in sub-Saharan Africa. Thus, the article focuses on the factors necessary for creating and sustaining a vision for OER development and deployment; developing and distributing resources with an open license; improving technology infrastructure and reducing the cost of Internet access; establishing communities of educational collaborators; sustaining involvement in the OER initiative; producing resources in interoperable and open formats; establishing and maintaining the quality of OERs; providing local context to address national and regional needs and conditions; informing the public about OERs; and taking the initiative to build on the knowledge, skills, and experiences of others. In order to assist educators and decision makers, links to a variety of resources are provided.
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Urban, Boris. "The influence of the regulatory, normative and cognitive institutions on entrepreneurial orientation in South Africa." International Journal of Entrepreneurship and Innovation 20, no. 3 (September 6, 2018): 182–93. http://dx.doi.org/10.1177/1465750318796721.
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Understanding the impact that the institutional environment may have on entrepreneurial orientation (EO) in an under-explored African context is important, considering that researchers argue that firms can leverage entrepreneurship to respond to and take advantage of the institutional environment. Rather than merely use an EO aggregate, this article provides a more nuanced approach by analysing how the regulatory, normative and cognitive institutional environments influence each of the EO dimensions. The article hypotheses are confirmed where results highlight the importance of the institutional forces in shaping EO innovativeness, risk-taking and proactiveness. In particular, the cognitive institutional dimension plays a significant role in determining a firm’s EO levels, as educational attainments and other forms of human capital investments are in short supply in Africa, making them highly prized resources for firms engaged in EO. Implications suggest that firms in emerging market environments need to foster high levels of EO to effectively deal with the institution-specific conditions.
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Nkosi, Sidwell Sabelo, Rosemary Sibanda, and Ankit Katrodia. "Mobile Technology as a Learning Tool in the Academic Environment." Journal of Economics and Behavioral Studies 11, no. 2(J) (May 13, 2019): 92–102. http://dx.doi.org/10.22610/jebs.v11i2(j).2823.
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Education in South Africa is not equally accessible, and the quality of education is not the same across all educational institutions. Students from low-income societies are scoring lower marks in contrast to students from higher income societies. The influence on this is the unavailability of efficient educational resources and infrastructure. This study uses a focus group of 300 students from the University of KwaZulu-Natal (UKZN) School of Economics. It attempts to examine and explain the effect of the use of mobile technology in academic activities within the school of economics at UKZN. The study divides the sample size into two groups, half is given mobile technology and the remaining group is deprived of mobile technology. The data is recorded in two educational production functions, namely Ordinary Least Squares and Logistic Regression Model. The cumulative distribution function examines the probability, in form of Logit, that a student passes economic if using mobile technology for academic activities or studying. Study findings indicate that it is imperative that institutions invest in mobile technology as their learning tool to improve throughput rate and it allows efficiency in all academic activities. Mobile technology enables students to be disciplined, effective and work ready.
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Lumadirry, JeMutendwahothe Walter. "Remedying Misdemeanors At South African Higher Education And Training Institutions." Contemporary Issues in Education Research (CIER) 1, no. 1 (January 11, 2011): 13. http://dx.doi.org/10.19030/cier.v1i1.1206.
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In 2004 South Africa embarked on a mission of reforming its higher education system, merging and incorporating small universities into larger institutions, and renaming all higher education institutions university. The democratic country’s universities and technikons, which were incorporated with others and thus no longer exist, will be mentioned in this study. There are also a large number of institutions in South Africa, some are local campuses of foreign universities, some conduct classes for students who write their examinations at the distance education University of South Africa and some offer unaccredited or non accredited diplomas. Public universities in South Africa are divided into three types; traditional universities, which offer theoretically oriented university degrees; universities of technology, which offer practically-oriented diplomas and degrees in technical fields; and comprehensive universities, which offer a combination of both types of qualifications. Disciplinary problems at universities interfere with the educational process and place a burden on Management and academics. Misdemeanours have long been linked to negative outcomes for students, such as course failure and dropping out of universities. University senior management team is interested in keeping the institution safe and maintaining positive environment conducive to learning. To accomplish this mission, universities employ a range of policies and approaches to managing student behaviour, including positive behaviour support, exclusion, suspension and expulsions. Research was conducted in three types of South African universities. Management of each type of university was interviewed. From each type of university, three institutions were randomly selected. This left the researcher with a total of 9 universities out of 23. Responses from management of various institutions were related.
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van Rensburg, Roger, Bruce Mellado, and Cesar Augusto Marin Tobon. "Wireless mesh network data communications and reliability analysis for anti-theft application deployment in educational institutions." Journal of Engineering, Design and Technology 17, no. 3 (June 3, 2019): 474–89. http://dx.doi.org/10.1108/jedt-08-2018-0138.
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Purpose The purpose of this study is to locally develop low-cost wireless mesh networks for reliable data communications to devices that prevent the theft of these devices in learning institutions of South Africa. Design/methodology/approach A network test-bench was developed where millions of packets were transmitted and logged between interconnected nodes to analyze the quality of the network’s service in a harsh indoor building environment. Similar methodologies in “big data” analysis as found in particle physics were adopted to analyze the network’s performance and reliability. Findings The results from statistical analysis reveal the quality of service between multiple asynchronous transmitting nodes in the network and compared with the wireless technology routing protocol to assess coverage in large geographical areas. The mesh network provides stable data communications between nodes with the exception of reliability degradation in some multi-hopping routes. Conclusions are presented to determine whether the underlining mesh network technology will be deployed to protect devices against theft in educational institutions of South Africa. Research limitations/implications The anti-theft application will focus on proprietary firmware development with a reputable tablet manufacturer to render the device inoperable. Data communications of devices to the network will be monitored and controlled from a central management system. The electronics embedding the system-on-chip will be redesigned and developed using the guidelines stipulated by the chip manufacturer. Originality/value Design and development of low-cost wireless mesh networks to protect tablets against theft in institutions of digitized learning. The work presents performance and reliability metrics of a low-power wireless mesh wireless technology developed in a harsh indoor building environment.
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Alabi, Micheal Omotayo, Deon De Beer, and Harry Wichers. "Applications of additive manufacturing at selected South African universities: promoting additive manufacturing education." Rapid Prototyping Journal 25, no. 4 (May 13, 2019): 752–64. http://dx.doi.org/10.1108/rpj-08-2018-0216.
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Purpose This paper aims to provide a comprehensive overview of the recent applications of additive manufacturing (AM) research and activities within selected universities in the Republic of South Africa (SA). Design/methodology/approach The paper is a general review of AM education, research and development effort within selected South African universities. The paper begins by looking at several support programmes and investments in AM technologies by the South African Department of Science and Technology (DST). The paper presents South Africa’s AM journey to date and recent global development in AM education. Next, the paper reviews the recent research activities on AM at four selected South African universities, South Africa AM roadmap and South African AM strategy. The future prospects of AM education and research are then evaluated through a SWOT analysis. Finally, the paper looks at the sustainability of AM from an education perspective. Findings The main lessons that have been learnt from South African AM research activities within selected universities are as follows: AM research activities at South African universities serve as a platform to promote AM education, and several support programmes and investments from South Africa’s DST have greatly enhanced the growth of AM across different sectors, such as medical, manufacturing, industrial design, tooling, jewellery and education. The government support has also assisted in the actualisation of the “Aeroswift” project, the world’s largest and fastest state-of-the-art AM machine that can 3D print metal parts. The AM research activities within South Africa’s universities have shown that it is not too late for developing countries to start and embrace AM technologies both in academia and industry. Based on a SWOT analysis, the future prospects of AM technology in SA are bright. Practical implications Researchers/readers from different backgrounds such as academic, industrial and governmental will be able to learn important lessons from SA’s AM journey and the success of SA’s AM researchers/practitioners. This paper will allow the major investors in AM technologies and business to see great opportunities to invest in AM education and research at all educational levels (i.e. high schools, colleges and universities) in South Africa. Originality/value The authors believe that the progress of AM education and research activities within SA’s universities show good practice and achievement over the years in both the applications of AM and the South African AM strategy introduced to promote AM research and the educational aspect of the technologies.
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Morse, Rachel M., Hanlie Myburgh, David Reubi, Ava E. Archey, Leletu Busakwe, Anthony J. Garcia-Prats, Anneke C. Hesseling, et al. "Opportunities for Mobile App–Based Adherence Support for Children With Tuberculosis in South Africa." JMIR mHealth and uHealth 8, no. 11 (November 11, 2020): e19154. http://dx.doi.org/10.2196/19154.
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Tuberculosis is the number one infectious cause of death globally. Young children, generally those younger than 5 years, are at the highest risk of progressing from tuberculosis infection to tuberculosis disease and of developing the most severe forms of tuberculosis. Most current tuberculosis drug formulations have poor acceptability among children and require consistent adherence for prolonged periods of time. These challenges complicate children’s adherence to treatment and caregivers’ daily administration of the drugs. Rapid developments in mobile technologies and apps present opportunities for using widely available technology to support national tuberculosis programs and patient treatment adherence. Pilot studies have demonstrated that mobile apps are a feasible and acceptable means of enhancing children’s treatment adherence for other chronic conditions. Despite this, no mobile apps that aim to promote adherence to tuberculosis treatment have been developed for children. In this paper, we draw on our experiences carrying out research in clinical pediatric tuberculosis studies in South Africa. We present hypothetical scenarios of children’s adherence to tuberculosis medication to suggest priorities for behavioral and educational strategies that a mobile app could incorporate to address some of the adherence support gaps faced by children diagnosed with tuberculosis. We argue that a mobile app has the potential to lessen some of the negative experiences that children associate with taking tuberculosis treatment and to facilitate a more positive treatment adherence experience for children and their caregivers.
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Index, Referees. "World Journal on Educational Technology (WJET)." World Journal on Educational Technology 7, no. 3 (December 30, 2015): 1. http://dx.doi.org/10.18844/wjet.v7i3.157.
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<p align="center"><strong>Referees Index</strong></p><p>The academicians listed below have acted as referees since December 2015 for manuscripts in which the review process of which have been completed, as well as for those paper submissions which have been cancelled by the authors for some reason and for those that have been rejected. The editorial board members are grateful to all referees who have contributed to World Journal on Educational Technology.</p><table width="678" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="307"><p>Abdullah Kuzu</p></td><td valign="top" width="371"><p>Anadolu University, <strong>Turkey</strong></p></td></tr><tr><td valign="top" width="307"><p>Antonella Carbonaro</p></td><td valign="top" width="371"><p>University of Bologna, <strong>Italy</strong></p></td></tr><tr><td valign="top" width="307"><p>Birikim Ozgur</p></td><td valign="top" width="371"><p>Near East University, <strong>Cyprus</strong></p></td></tr><tr><td valign="top" width="307"><p>Christine Harmes</p></td><td valign="top" width="371"><p>James Madison University, <strong>United States</strong></p></td></tr><tr><td valign="top" width="307"><p>Cigdem Hursen</p></td><td valign="top" width="371"><p>Near East University, <strong>Cyprus</strong></p></td></tr><tr><td valign="top" width="307"><p>Hafize Keser</p></td><td valign="top" width="371"><p>Ankara University, <strong>Turkey</strong></p></td></tr><tr><td valign="top" width="307"><p>Huseyin Uzunboylu</p></td><td valign="top" width="371"><p>Near East University, <strong>Cyprus</strong></p></td></tr><tr><td valign="top" width="307"><p>Murat Tezer</p></td><td valign="top" width="371"><p>Near East University, <strong>Cyprus</strong></p></td></tr><tr><td valign="top" width="307"><p>Ray Webster</p></td><td valign="top" width="371"><p>Murdoch University, <strong>Australia</strong></p></td></tr><tr><td valign="top" width="307"><p>Sirin Karadeniz</p></td><td valign="top" width="371"><p>Bahcesehir University, <strong>Turkey</strong></p></td></tr><tr><td valign="top" width="307"><p>Sonia Maria Suaez-Garaboa</p></td><td valign="top" width="371"><p>University of A Coruña, <strong>Spain</strong><strong></strong></p></td></tr><tr><td valign="top" width="307"><p>Steven Ross</p></td><td valign="top" width="371"><p>John Hopkins University, <strong>United States</strong></p></td></tr><tr><td valign="top" width="307"><p>Thirusellvan Vandeyar</p></td><td valign="top" width="371"><p>University of Pretoria, <strong>South Africa</strong></p></td></tr><tr><td valign="top" width="307"><p>Tse-Kian Neo</p></td><td valign="top" width="371"><p>Multimedia University, <strong>Malaysia</strong></p></td></tr></tbody></table><p> </p>
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Solovieva, Yuliana, and Mingjun He. "National systems of technology transfer of BRICS countries: features of formation." SHS Web of Conferences 114 (2021): 01023. http://dx.doi.org/10.1051/shsconf/202111401023.
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The article considers the features of creation and development of organizational systems of technology transfer in the BRICS member countries (Brazil, Russian Federation, India, China, South Africa), interaction of participants in the innovation process. The author identifies the significant role of the regional component in the formation of effective national innovation systems. The purpose of the article is to analyze the national innovation systems of the BRICS member countries, since each of these countries has gone its own way of innovative development, justified by regional characteristics. Based on the analysis of transfer systems operating in the BRICS countries, the author identifies key and most promising areas for the development of the integration of the scientific and educational, production spheres and the state in order to form special mechanisms for organizing innovative processes that ensure effective interaction between all its participants, contributing to the formation of competitive high-tech products.
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Kritzinger, Elmarie. "Improving Cybersafety Maturity of South African Schools." Information 11, no. 10 (October 4, 2020): 471. http://dx.doi.org/10.3390/info11100471.
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This research investigated the current maturity levels of cybersafety in South African schools. The maturity level indicates if schools are prepared to assist relevant role players (teachers and learners) in establishing a cybersafety culture within the school environment. The research study measured the maturity levels of cybersafety in 24 South African schools by evaluating the four main elements that are needed to improve cybersafety within schools. These elements are (1) leadership and policies, (2) infrastructure, (3) education, and (4) standards and inspection. The study used a UK-approved measurement tool (360safe) to measure the cybersafety maturity of schools within South Africa, using five levels of compliance (Level 1: full compliance, to Level 5: no compliance). The data analysis clearly indicated that all the schools that participated in the study had a significantly low level of cybersafety maturity and compliance. Schools are starting to adopt technology as part of their educational and social approach to prepare learners for the future, but there is a clear lack of supporting cybersafety awareness, policies, practices and procedures within South African schools. The research proposed a step-by-step approach involving a ten-phase cybersafety plan to empower schools to create and grow their own cybersafety culture.
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Rambe, Patient, and Mpho Agnes Mbeo. "Technology-Enhanced Knowledge Management Framework for Retaining Research Knowledge among University Academics." Journal of Economics and Behavioral Studies 9, no. 1(J) (March 12, 2017): 189–206. http://dx.doi.org/10.22610/jebs.v9i1(j).1572.
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Given the challenge of retaining the research knowledge of an aging, experienced professoriate at South African Universities of Technology, institutions with a nascent tradition of scholarly research, this paper explores the feasibility of a technology-enhanced knowledge management framework for generating, sharing and retaining tacit research knowledge to leverage research outputs at the Central University of Technology (CUT), Free State, South Africa. Since digital trails of established-novice researcher interactions are left behind whenever they interact in online platforms, an examination of such interactions can provide insights into the sharing and transferring of tacit research knowledge from senior researchers to novices. This theoretical study draws on Nonaka and Takeuchi’s Theory of Organisational Knowledge Creation, an emerging technology platform, SharePoint, mainstream literature and the authors’ reflective experiences to develop a technology-enhanced knowledge management model. The paper argues that tacit knowledge can be assimilated from a comprehensive examination of the knowledge production interactions between senior academics and novices enabled by low threshold technology and collaborative sharing of content. This study’s insights are relevant to Higher Educational Institutions (HEIs) struggling to create a sustainable culture of scholarly research and grow a new generation of competent researchers amid the attrition of senior academics and the prevalence of systemic blockages in knowledge transfer processes.
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Rambe, Patient, and Mpho Agnes Mbeo. "Technology-Enhanced Knowledge Management Framework for Retaining Research Knowledge among University Academics." Journal of Economics and Behavioral Studies 9, no. 1 (March 12, 2017): 189. http://dx.doi.org/10.22610/jebs.v9i1.1572.
Full textAbstract:
Given the challenge of retaining the research knowledge of an aging, experienced professoriate at South African Universities of Technology, institutions with a nascent tradition of scholarly research, this paper explores the feasibility of a technology-enhanced knowledge management framework for generating, sharing and retaining tacit research knowledge to leverage research outputs at the Central University of Technology (CUT), Free State, South Africa. Since digital trails of established-novice researcher interactions are left behind whenever they interact in online platforms, an examination of such interactions can provide insights into the sharing and transferring of tacit research knowledge from senior researchers to novices. This theoretical study draws on Nonaka and Takeuchi’s Theory of Organisational Knowledge Creation, an emerging technology platform, SharePoint, mainstream literature and the authors’ reflective experiences to develop a technology-enhanced knowledge management model. The paper argues that tacit knowledge can be assimilated from a comprehensive examination of the knowledge production interactions between senior academics and novices enabled by low threshold technology and collaborative sharing of content. This study’s insights are relevant to Higher Educational Institutions (HEIs) struggling to create a sustainable culture of scholarly research and grow a new generation of competent researchers amid the attrition of senior academics and the prevalence of systemic blockages in knowledge transfer processes.
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Omariba, Alice, Samson Rosana Ondigi, and Henry Okello Ayot. "Challenges Facing Teachers in Integrating Educational Technology into Kiswahili Teaching. A Case of Selected Secondary Schools in Kisii County, Kenya." International Journal for Innovation Education and Research 4, no. 12 (December 31, 2016): 23–39. http://dx.doi.org/10.31686/ijier.vol4.iss12.42.
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Information and Communication Technology (ICT) has brought about profound changes in this 21st century era.ICT has changed the way people communicate and do business. In education, the role of ICT and whether or not it positively influences the learners’ attitudes to work and particularly in language (Kiswahili) has been a matter of much debate. Globally, Kiswahili is taught as a language in universities such as Harvard, Yale, Germany, Osaka-Japan, China, South Korea, South Africa, Ghana and Nigeria just to mention a few. Further, the African Union meetings recognize Kiswahili as one of the languages of communication. The use of ICT creates an environment which moves away from the traditional teacher-centered approaches that have been devoid of learner enjoyment and explorativeness which are important characteristics of effective and meaningful learning. ICT allows learners to create, collect, store, use knowledge and information; and it enables learners to connect with people and resources all over the world (Alberta Learning, 2000). The emphasis of teaching Kiswahili language in Kenya is becoming commonplace. The professional development of teachers on the use of ICT enables them develop and update themselves on the ever changing trends and techniques of integrating Educational Technology (ICT-based ) in teaching. The Ministry of Education in Kenya as in many countries in the world realized and accepted the importance of ICT in teaching. It was with this regard that New Partnership for Africa Development (NEPAD) a pilot project was started with an aim of trying to find out the possibility of realizing the dream of integrating ICT in teaching in secondary schools. However, like any new project, there is a possibility of certain challenges such as students’ attitudes and how to impart knowledge and skills which may first need to be addressed in order to guarantee full implementation and success of the project in Kenyan secondary schools. The presenters of this paper did a study of selected secondary schools in Kisii County Kenya. The purpose of the study was to investigate the professional preparedness of the Kiswahili teachers in integrating educational technology into the teaching of the language and establish challenges teachers face while trying to integrate technology into Kiswahili instructional process. The findings have important implications for the future integration of educational technology in the teaching of Kiswahili in Kenya. Will this dream come true? The presenters will share their findings and experience.
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Laugksch, Rüdiger C., and Peter E. Spargo. "Construction of a paper-and-pencil Test of Basic Scientific Literacy based on selected literacy goals recommended by the American Association for the Advancement of Science." Public Understanding of Science 5, no. 4 (October 1996): 331–59. http://dx.doi.org/10.1088/0963-6625/5/4/003.
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We describe the construction of a paper-and-pencil Test of Basic Scientific Literacy (TBSL) specifically designed for high-school leavers entering technikon and university in South Africa. The `true-false-don't know' scientific literacy test-items are based on a pool of 472 items developed previously from selected literacy goals recommended by the AAAS in Science for all Americans. Test-items were pilot-tested on 625 technikon and university students and were included in the 110-item TBSL on the basis of item discrimination, item difficulty and student feedback. The TBSL consists of three subtests based on Jon Miller's three constitutive dimensions of scientific literacy: the nature of science (22 items); science content knowledge (72 items); and the impact of science and technology on society (16 items). About 260 South Africa-based members of various South African professional science and engineering associations participated in setting a performance standard for each of the three dimensions of scientific literacy. These standards were validated using a `contrasting groups' approach. The internal consistency of the individual TBSL subtests, and the reliability of mastery-nonmastery classification decisions based on the performance standard, was found to be about 0.80. The reliability of the overall 110-item TBSL was 0.95.
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A. K. Buitendag, Albertus, Frederik Gerhardus Hattingh, and Matt Hains. "Towards the Realization of the ICT Education Living Lab – The TechTeachers.co.za Success Story." Issues in Informing Science and Information Technology 12 (2015): 055–70. http://dx.doi.org/10.28945/2159.
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This paper presents the success story of the intuitive vision of an Information and Communication Technology (ICT) high school educator in South Africa. The growth and evolution of a Community of Practice towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices, and lessons learned in the establishment and running of two web based technologies to support secondary school ICT subjects is discussed. The researchers present a motivation for the use of living labs to address some of the issues identified and highlights how the existing platforms fits into bigger design.
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Bonisile, Ngxito, Kahilu Kajimo-Shakantu, and Akintayo Opawole. "Assessment of alternative building technologies (ABT) for pre-tertiary school infrastructure delivery in the Eastern Cape Province, South Africa." Management of Environmental Quality: An International Journal 30, no. 5 (August 5, 2019): 1152–70. http://dx.doi.org/10.1108/meq-06-2018-0111.
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Purpose Anecdotal evidence indicates that there is a backlog in the pre-tertiary school infrastructure in the Eastern Cape Province of South Africa. The purpose of this paper is to assess the adoption of alternative building technologies (ABT) for pre-tertiary educational infrastructure delivery with a view to providing empirical evidence that could guide policy responses towards its wider adoption. Design/methodology/approach The study adopted a mixed methodology approach. This comprises a triangulation of a questionnaire survey and interviews. In total, 100 participants were randomly selected from 182 built environment professionals namely quantity surveyors, architects and engineers (electrical, mechanical, civil and structural) from the Department of Roads and Public Works (DRPW), who are currently involved in the Eastern Cape School Building Program (ECSBP). The questionnaire survey was supplemented by semi-structured interviews conducted with four top government officials (three from the Department of Education (DoE) and one from DRPW) who were also part of the questionnaire survey. Data collected were analyzed using descriptive statistics and phenomenological interpretation respectively. Findings The key findings showed that the level of adoption of ABT for pre-tertiary school infrastructure in the Eastern Cape province is primarily influenced and explained by perceptions that ABT offers inferior quality products compared to the conventional method, and limited awareness of its benefits. Research limitations/implications The study provides useful insights into the implications of the limited awareness of ABT as a an alternative technology for educational infrastructure delivery and policy responses towards its wider adoption and environmental sustainability. Originality/value Empirical evidence from this study indicates that the main motivation for the adoption of ABT is the limited government’s budget to cope with school infrastructural backlog, while environmental sustainability benefit is only secondary. Nonetheless, the realization that the backlogs in the provision of school infrastructure has resulted from sole reliance on the use of the conventional method is an indication of the potential that the adoption of ABT holds for minimizing of the backlog.
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O., Omoruyi, and Chinomona E. "Modeling the Factors that Influence Employee Attitude and Service Delivery Behavior among Higher Education Professionals." Journal of Economics and Behavioral Studies 8, no. 5(J) (October 30, 2016): 146–58. http://dx.doi.org/10.22610/jebs.v8i5(j).1439.
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Good and well calculated service delivery is very essential for the smooth running of institutions and for life long learning of students. Looking at factors that lead to employee attitude and service delivery bevaviour helps the higher education professionals to build a strong positive relationships with peers, students, staff and university leaders. This paper will look at remuneration, professional development and Information Communication Technology (ICT) efficiency as factors that contribute to positive employee attitude and good service delivery behaviour. Efforts by higher education institutions to improve the quality and standards of education professionals have progressed through the use of various forms of student feedback and methods of evaluation in an attempt to understand what matters to students’ and educational professionals regarding their educational experience. Structured questionnaires were distributed to university professionals, which include all university staff like Deans of faculties, Heads of departments and lecturers at one University of Technology (UoT). A quantitative method using Smart PLS was employed to test the relationships among the four hypotheses. The positive relationship between the four proposed hypotheses validatesthat remuneration; professional Development and ICT efficiencyare instrumental strategy to stimulating employee attitude and service delivery behavior of employees.Practically, the study build on a new direction towards research based on consumer behaviour by opening up a discussion on the importance of marketing practices in the development and improvement of service delivery behaviours in one UoTs in South Africa. Based on the findings, recommendations will be made to both the university policy makers and the university professionals for efficacy reasons. The proposed study is expected to have practical and theoretical implications to policy makers for the university and university professionals. In addition, it will provide added insights and added new knowledge to the existing body of literature hitherto not studied extensively in South Africa and UoT in particular.
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Brown, Cheryl. "University Students as Digital Migrants." Language and Literacy 14, no. 2 (August 7, 2012): 41. http://dx.doi.org/10.20360/g2359j.
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South African university students are on the frontline of a global world. Whether they are attending university in the rural Eastern Cape or urban Johannesburg, the social practice of using Information and Communication Technologies (ICTs) has enabled virtual global mobility. The internet has opened up an opportunity for them to easily cross beyond the borders of South Africa and become part of an experience in another part of the world while the cellphone has facilitated this mobility anytime any place. This paper focuses on the students who are migrants into this digital world through analysis of their technology discourses and the role this has in how they engage with and within this digital environment. Using Gee‘s notion of big ‘D’ and little ‘d’ D(d)iscourses (1996), I have examined the meanings held by students in relation to technology. This analysis of language provides insights into students’ educational and social identities and the position of globalisation and the information society in both facilitating and constraining their participation and future opportunities.
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Van Zyl, J. Marinda, Christoffel Johannes Els, and A. Seugnet Blignaut. "Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness." International Review of Research in Open and Distributed Learning 14, no. 1 (January 22, 2013): 84. http://dx.doi.org/10.19173/irrodl.v14i1.1342.
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<p>A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives through professional development and training. In order to examine factors which affect the success of ODL offered by the North-West University in South Africa, a qualitative and quantitative research approach is used. Factors examined include face-to-face classroom contact, the implementation and use of ICTs, and e-readiness. The relationships between these factors are also discussed. A questionnaire was administered to 87 teacher-students in four Advanced Certificate in Education (ACE) programs to collect quantitative data regarding aspects of their classes and the e-readiness of students. This data was qualitatively elaborated upon by three semi-structured, open-ended focus-group interviews. Besides descriptive statistics, Spearman’s rank-order correlations (<em>r</em>) were determined between variables pertaining to negative feelings towards face-to-face classroom contact, ODL as students’ choice of delivery mode, and students’ positive attitude towards information and communication technology (ICT). Combined quantitative and qualitative findings were used to evaluate the effectiveness of contact classes as well as the e-readiness of students towards the attainment of ODL development Phase D. This phase refers to UNESCO’s description of ICT implementation, integration, and use. Relationships (Spearman’s rank-order correlations) between ODL, as teacher-students’ choice of educational delivery mode, and aspects of their e-readiness suggest that the e-readiness of teacher-students is implicit to their choice of ODL as educational delivery mode for professional development.</p>
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Ribeiro, Valério A. R. M., and Cláudio M. Paulo. "Astronomy in Mozambique." Proceedings of the International Astronomical Union 10, H16 (August 2012): 567. http://dx.doi.org/10.1017/s1743921314012186.
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AbstractWe present the state of Astronomy in Mozambique and how it has evolved since 2009 following the International Year of Astronomy. Activities have been lead by staff at University Eduardo Mondlane and several outreach activities have also flourished. In 2010 the University introduced its first astronomy module, Introduction to Astronomy and Astrophysics, for the second year students in the Department of Physics. The course has now produced the first students who will be graduating in late 2012 with some astronomy content. Some of these students will now be looking for further studies and those who have been keen in astronomy have been recommended to pursue this as a career. At the university level we have also discussed on the possibility to introduce a whole astronomy course by 2016 which falls well within the HCD that the university is now investing in. With the announcement that the SKA will be split between South Africa with its partner countries (including Mozambique), and Australia we have been working closely with the Ministry of Science and Technology to make astronomy a priority on its agenda. In this respect, an old telecommunications antenna is being converted by the South Africa SKA Project Office, and donated to Mozambique for educational purposes. It will be situated in Maluana, Mozambique.
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Jacobs, Heinz. "Chronological review of South African guidelines for residential average annual water demand with property size as independent variable." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 27, no. 4 (September 20, 2008): 240–65. http://dx.doi.org/10.4102/satnt.v27i4.94.
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Guidelines for residential average annual water demand (AADD) based on property size were introduced to the South African Civil Engineering fraternity in about 1960, with the most recent publication of such guidelines in 2008. The AADD forms the basis of calculations performed during the design and analysis of water systems. Over the years technology has improved, scientific progress was made and demand has changed, resulting in improved and updated guidelines for AADD. Changes in the guidelines over the years could be considered to be a result of improvement– larger and more accurate data sets are nowadays analysed statistically by improved computer technology. Also, the changes are considered to be the result of scientific advances in the fields of metering, modelling and analysis of water demand. Finally, actual changes in demand occur with time. This research provides the first documented review of the chronological development of AADD guidelines in South Africa. It is noted that only two guidelines were used for relatively long periods of time. In both cases the guidelines would not compare favourably to others from a pure research perspective, but their successful application is the result of a co-ordinated educational and marketing effort. The value of a sustained guideline structure (AADD versus stand size in this case) is also underlined.
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Brits, Hans J., and Chris Steyn. "Conducting a Graduate Tracer Study at a University of Technology: a Quest to Enhance the Learning Experience." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 10–18. http://dx.doi.org/10.2478/cplbu-2020-0002.
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AbstractThe university is a complex open system with a range of stakeholders each with a variety of (different) expectations. It is important for universities to be aware of these expectations and to ensure that they are achievable (Ulewicz 2017:93). Universities are key role players in improving employability and to enhance economic growth. They are preparing students with the knowledge and skills required for the contemporary labour market (Tran 2016, 58-59) and should respond to governments’ neoliberal pressures in finding ways to address the requirements of the labour market and to apply mechanisms to safeguard their graduates from unemployment. Vaal University of Technology (VUT) in South Africa, conducted a Tracer Study to gather information on graduate’s experience and to evaluate their abilities and skills as employees. This is important as knowledge of the outcomes of the educational experience forms the basis for quality enhancement.This presentation focuses on tracer studies as mechanisms to enhance programme quality and will reflect on the methodology that VUT followed, how the results inform the development of institutional remedial action plans and lessons learnt. This study may contribute to the dearth of research available on tracer studies in the sector.
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Yesufu, Shaka. "The socio-economic impact of the Covid-19: a South African perspective on its impact on the socio-economic, inequality, security, and food systems." ScienceRise, no. 4 (August 31, 2021): 68–79. http://dx.doi.org/10.21303/2313-8416.2021.002036.
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The objects of this research are: first, to highlight some of the socio-economic impact, arising out of the government's strict lockdown rules due to the Covid-19 pandemic. Second, to explore the psychological effects of the new normal on citizens, arising out of the lockdown.
The author investigated the following problems: social problems, caused by restricted movements, increase interpersonal violence crimes, and economic problems due to job losses, emanating from several businesses closures.
The main results of the research are: very high number of death rates with over (78 000), succumbing to coronavirus in South Africa, high unemployment, threats of food scarcity, educational setbacks due to schools closure, economic inequality gap, more widely pronounced, and hospitals, put under severe pressure due high patients needs.
The area of practical use of the research is for all citizens, directly affected by the global pandemic. The research highlights the significance of the use of technology to inform and support lifelong learning using more e-learning platforms as an alternative for the old pedagogic delivery of lectures.
The innovative technological products, arising out of the lockdown, were several e-learning softwares introduced. Apps like ‘uber eats; Vromo; Open Table; and ChatFood were all introduced and made delivery of fast food to our homes relatively easy. Several e-learning products were made popular: Microsoft teams; Zoom; Skype; Canvas; Ariculate 360; 7 taps; Spayee and teachable.
The Scope of the innovative technology products were more pronounced in both the hospitality, catering industries, and educational institutions.
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Masango, Michack Mandla, Linda Van Ryneveld, and Marien Alet Graham. "Electronic Textbooks in Gauteng Public Schools." International Journal of Information and Communication Technology Education 15, no. 4 (October 2019): 41–57. http://dx.doi.org/10.4018/ijicte.2019100104.
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The Gauteng Department of Education (GDE), a basic education department, is responsible for the management and administration of public educational institutions in the largest province in South Africa. The provision of learning and teaching support materials (LTSMs), including textbooks, is one of its core strategic obligations. GDE has introduced an information and communication technology (ICT) project through which schools are provided with LTSM in electronic format (e-LTSM). The first phase entailed the provision of smart-boards, laptops and tablets to grade 12 teachers and learners. This article addresses the research question on the envisaged advantages and disadvantages of electronic textbooks. A mixed method approach was utilised where 356 schools were selected to be given questionnaires and 35 schools would be interviewed. The theoretical framework applied was the technology acceptance model (TAM), with the focus on the perceived usefulness variable. The data analysis shows that the majority of schools regard the use of electronic textbooks as useful.
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Louw, Quinette, Réna Isabel Kriel, Yolandi Brink, Sjan-Mari van Niekerk, and Nassib Tawa. "Perspectives of spinal health within the school setting in a South African rural region: A qualitative study." Work 69, no. 1 (May 26, 2021): 141–55. http://dx.doi.org/10.3233/wor-213464.
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BACKGROUND: Spinal pain is one of the leading causes of morbidity globally. There is an increase in the number of children and adolescents who experience spinal pain and the lifetime prevalence of adolescent spinal pain varies between countries. In Africa, one in two adolescents experiences spinal pain and the prevalence is increasing. OBJECTIVE: This study reports on the knowledge and perspectives of school-attending children, adolescents, teachers, and parents/guardians regarding spinal health. METHODS: We conducted a descriptive qualitative case study with an interpretative and phenomenological approach. Data coding, management and analysis was done using ATLAS.ti computer software. RESULTS: Ninety-three participants (66 women and 27 men) were enrolled in the study. The barriers associated with students’ spinal health were multifactorial, including low levels of physical activity, dangerous gameplay, sports risks, poor ergonomics, school bags, insufficient knowledge, and pregnancy risks. Participants proposed strategies to improve spinal health including the provision of students’ lockers, advice on appropriate school bag types, embedding spinal education in the curriculum, general advocacy for spinal health, and integration of technology in teaching and learning. CONCLUSION: There is a need for further engagement on school-based spinal health promotion programs that consider local socio-economic, educational, and cultural factors.
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Dalu, Mwazvita T. B., Ross N. Cuthbert, Hulisani Muhali, Lenin D. Chari, Amanda Manyani, Current Masunungure, and Tatenda Dalu. "Is Awareness on Plastic Pollution Being Raised in Schools? Understanding Perceptions of Primary and Secondary School Educators." Sustainability 12, no. 17 (August 21, 2020): 6775. http://dx.doi.org/10.3390/su12176775.
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Plastic pollution is a major global issue and its impacts on ecosystems and socioeconomic sectors lack comprehensive understanding. The integration of plastics issues into the educational system of both primary and secondary schools has often been overlooked, especially in Africa, presenting a major challenge to environmental awareness. Owing to the importance of early age awareness, this study aims to investigate whether plastic pollution issues are being integrated into South African primary and secondary education school curriculums. Using face-to-face interviews with senior educators, we address this research problem by investigating (i) the extent to which teachers cover components of plastic pollution, and (ii) educator understandings of plastic pollution within terrestrial and aquatic environments. The results indicate that plastic pollution has been integrated into the school curriculum in technology, natural science, geography, life science, life skills and life orientation subjects. However, there was a lack of integration of management practices for plastics littering, especially in secondary schools, and understanding of dangers among different habitat types. This highlights the need for better educational awareness on the plastic pollution problem at both primary and secondary school level, with increased environmental programs needed to educate schools on management practices and impacts.
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Khan, Faraz Yusuf, and Shrish Bajpai. "Electrical Engineering Education in India: Past, Present & Future." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 72–81. http://dx.doi.org/10.2478/rpp-2018-0044.
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Abstract The present paper deals with the issue of Electrical Engineering, particularly its impact and standard of education in India from its initiation till present date. We have explored the transition of Electrical Engineering from disciplines of science to a discipline of engineering and technology. A comprehensive study of Electrical Engineering education framework in India at various stages has been done along with a comparison of educational institutes among BRICS nations, namely Brazil, Russia, India, China and South Africa. We have also acknowledged Electrical Engineering as an important domain of engineering and technology. Indian Government’s efforts to improve the quality of Electrical Engineering education in India through internet based interactive online tools and its endeavors to decrease the rising levels of greenhouse emissions for the betterment of our environment has been appreciated in this paper. We have analyzed a plethora of Electrical Computer Aided Design (ECAD) simulation tools, available for the welfare of electrical engineering academia, as well as industry based electrical engineering applications. Electrical Engineers are destined to play a decisive role in the socio-economic future of India and the world, as they have been doing this since the 19th century. Keeping this fact in mind, we have decided to refer to the present employment opportunities available in India covering the private sector as well as the public one. The role of renewable energy in the creation of numerous sustainable jobs for the already huge and exponentially growing youth population of India has a mention in this paper. In conclusion we have formulated some recommendations to educational institutes and Indian Government which will help Electrical Engineering academia-industry flourish in the near future.
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Makwanya, Comfort, and Olabanji Oni. "E-Books Preference Compared to Print Books Based on Student Perceptions: A Case of University of Fort Hare Students." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 12 (December 18, 2019): 236. http://dx.doi.org/10.3991/ijim.v13i12.10840.
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<p class="0abstract">Technology advent has been transforming students’ perceptions and preferences mostly on how they acquire information and learn. The way students perceive e-books and print books significantly influences the format they prefer to use for academic purposes. Recently, the accessibility of e-books on assorted mobile gadgets is substituting the conventional print based resources which are regarded costly in production, sharing and also heavy. Differing views on the format (e-book or print) that students prefer for academic purposes to improve their educational experience exist of which most studies have been done in developed countries. Therefore, a research that reveals students’ perceptions and preferences towards the two book formats in the nation of South Africa can afford a better understanding and conclusion on an African student. This study aimed to determine students’ preference on using e-books and print books in meeting academic information needs based on perceptions. The study adopted a cross-sectional research design and a questionnaire as a research instrument which was administered to students at the University of Fort Hare. Findings revealed that students preferred using both (e-books and print books) for their academic needs. Moreover, they perceived e-books to be as good as print books, easy and friendly to use and capable of providing sufficient information to meet educational needs.</p><p class="0keywords"> </p>
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Paul, Prantosh Kumar. "The Context of IST for Solid Information Retrieval and Infrastructure Building." International Journal of Information Retrieval Research 8, no. 1 (January 2018): 86–100. http://dx.doi.org/10.4018/ijirr.2018010106.
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Development and progress mainly depends on education and its solid dissemination. Technologies as well as engineering solutions are important for the business and corporate houses. In this context, educational initiatives and programs play a vital role. Developing countries are suffering from many problems and therefore fostering new academic innovation and researches on economic development in today's context. Information Technologies and management science are important for solid business solutions. Therefore, education and knowledge dissemination play an important and valuable role. In many developing countries, gaps between industrial needs and the availability of skilled labor are limited. Information Sciences and Computing are the most valuable areas of study in today's knowledge world. The components, subsets, and subfields of Information Sciences and Technology are rapidly emerging worldwide. Among the emerging and popular areas, a few include Cloud Computing, Green Computing, Green Systems, Big-Data Science, Internet, Business Analytics, and Business Intelligence. Developing countries (like China, Colombia, Malaysia, Mauritius, India, Brazil, South Africa) depend in many ways on knowledge dissemination and solid manpower for their development. Thus, there is an urgent need to introduce such programs and the majority of these programs have been proposed here. Information Science and Technology (IST) with programs such as Bachelors, Masters, and Doctoral Degrees have been listed here with academic and industrial contexts. This article highlights these programs with proper SWOT analysis.
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Fosu, Agyei. "Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa." International Journal of Community Development and Management Studies 3 (2019): 065–77. http://dx.doi.org/10.31355/42.
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NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.
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Lally, Vic, Madeleine Sclater, and Ken Brown. "Technologies, learning and culture: Some emerging themes." Research in Comparative and International Education 13, no. 1 (March 2018): 227–35. http://dx.doi.org/10.1177/1745499918770951.
Full textAbstract:
This paper reflects on some of the themes emerging from a consideration of recent research at the nexus of technologies, learning and culture. The authors comment on the expansive nature of the concept of learning spaces in papers featuring an investigation of technology enhanced learning (TEL) and communication design studios in the UK and Australia, the use of interdisciplinary research collaborations to develop novel implementations of TEL learning spaces, and the challenges of developing an e-university in Malawi. They also examine a comparative study focused on classroom-based learning spaces augmented by computer-based assessment technologies, and the role of TEL both within and in response to protests at universities in South Africa. Massive open online courses are then considered as distinctive educational designs that may offer diverse student experiences, either formal or informal. The next emerging theme considers the sources of tension and richness arising from the widely divergent values that can be embedded in TEL. This is followed by consideration of infrastructural issues and the technologies–learning–culture nexus, followed by the use of theory in TEL work, leading to interdisciplinary theory-informed TEL projects that may be beneficial in the wider project of reimagining higher education for work and study. Finally, the paper examines the theme of mobile TEL and the hegemonic issues surrounding the building of sustainable and authentic foundations for learning with mobiles in the globalised South. The theme points to the methodologically challenging and problematic aspects of this hegemonic analysis and considers how the arguments may be further developed.
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Ngubane-Mokiwa, Sindile A., and Simon Bheki Khoza. "Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments." Education Sciences 11, no. 4 (March 29, 2021): 152. http://dx.doi.org/10.3390/educsci11040152.
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Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an online learning setting. The paper employs the Community of Inquiry, which sees the effective online learning environment through three elements: cognitive, social, and teaching presence. The findings shed light on the use of vision-based approaches in course design; limited implementation of open-access policies, and the academic faculty’s lack of knowledge on how to facilitate inclusive learning. The paper concludes by presenting a proposed student-centred framework that seeks to facilitate inclusive teaching and learning towards positive and inclusive learning experiences for students. The proposed framework could be beneficial during pandemic situations.
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Jameson, Jill. "The Digital Abyss in Zimbabwe." International Journal of ICT Research and Development in Africa 1, no. 3 (July 2010): 65–91. http://dx.doi.org/10.4018/jictrda.2010070104.
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Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In terms of global power relations involving ICT capability, Zimbabwe has little influence in any world ranking of nations. A history of oppression, economic collapse, mismanagement, poverty, disease, corruption, discrimination, public sector breakdown and population loss has rendered the country almost powerless in ICT terms. Applying a critical social theory methodology and drawing on Freirean conceptions of critical pedagogy to promote emancipation through equal access to e-learning, this chapter is written in two parts. In the first place, it analyzes grim national statistics relating to education and to the digital divide in Zimbabwe, situating these in the wider context of Africa; in the second part, the chapter applies this information in a practical fictional setting to imagine life through the eyes of an average Zimbabwean male farm worker called Themba, recounting through narrative an example of the impact on one person’s life that could result from, firstly, a complete lack of educational and ICT resources for adults in a rural farming situation and, secondly, new opportunities as a migrant to become engaged with adult and higher education, including ICT training and facilities. Access to education, to book publications, to ICT facilities, in dialogue with others during a long process of conscientization, are seen to open up democratising and liberating opportunities for Themba in South Africa. The powerful transformation that takes place Themba’s life and propels him towards many achievements as an e-learning teacher is inspired by Freire’s critical pedagogy: it provides a message of hope in an otherwise exceptionally bleak educational and technological situation, given the current difficult socio-economic and political situation that has resulted in a digital abyss in Zimbabwe.
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Manganyana, Collen, Sonja Van Putten, and Willem Rauscher. "The Use of GeoGebra in Disadvantaged Rural Geometry Classrooms." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (July 31, 2020): 97. http://dx.doi.org/10.3991/ijet.v15i14.13739.
Full textAbstract:
The aim of this study was to investigate how the implementation of GeoGebra by teachers who had recently attended a GeoGebra training course, impacts on learner experience and achievement. The study was conducted in four disadvantaged and under resourced schools situated in rural areas of the Mpumalanga Province of South Africa. Despite the curriculum’s encouragement to use educational technology in the mathematics classroom, and evidence of the benefits of such use, literature indicates that most mathematics teachers still struggle with effective technology integration into their classrooms. Within the non-equivalent quasi-experimental design of this study, a quantitative approach was used. The conceptual framework involved the first two levels of Kirkpatrick’s (1996) four level framework. Four Grade 10 classes comprising of 165 learners participated in this research. Data collection involved a questionnaire administered to the experimental group, as well as pre- and post-tests assessing the achievement of the learners regarding the properties of quadrilaterals administered to both the experimental and control groups. Results from the quantitative data analysis showed a significant difference in the mean scores with a mean difference of 6.5 in favour of learners taught with GeoGebra compared to a chalk and talk method. Implementation of and enthusiasm about GeoGebra had a positive influence on learner achievement. Analysis of the questionnaire responses indicated a positive reaction towards the use of GeoGebra in learning about quadrilaterals. Based on the results, it was concluded that GeoGebra as a pedagogical tool can work effectively in deep rural schools where geometry is hardly taught.