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1
Gichure, Christine Wanjiru. "Teaching Business Ethics in Africa: What Ethical Orientation? The Case of East and Central Africa." Journal of Business Ethics 63, no. 1 (January 2006): 39–52. http://dx.doi.org/10.1007/s10551-005-1129-9.
2
Stephens, Carla R. "Complementary Tools for Studying the Cold War in Africa." Journal of Black Studies 43, no. 1 (September 2, 2011): 95–101. http://dx.doi.org/10.1177/0021934711420259.
Анотація:
This review of Piero Gleijeses’ monumental historical text, Conflicting Missions: Havana, Washington and Africa, 1959-1976, and Jihan El-Tahri’s award-winning documentary, Cuba: An African Odyssey, not only examines the strengths and weaknesses of these powerful complementary texts regarding Cuban internationalism in Africa but also provides pedagogical guidance for their use in teaching about the Cold War in Africa. These texts demonstrate how central Africa was to the history of the period and provide a means for educators to undermine students’ preconceived notions of the power of the West, African insignificance, and the major actors in the Cold War. This review offers suggestions for how instructors might use the two media to stimulate students’ critical thinking about such broad historical and political themes as race and culture, imperialism and anticolonialism, nationalism, revolution, and nation building foundational to the discourse. Additionally, it suggests other resources—books, newspaper articles, and primary documents—that might also be used when examining this tumultuous historical moment.
3
Maluleke, T. S. "African culture, African intellectuals and the white academy in South Africa - some implications for Christian theology in Africa." Religion and Theology 3, no. 1 (1996): 19–42. http://dx.doi.org/10.1163/157430196x00022.
Анотація:
AbstractAttitudes towards African culture are central to the crisis of African intellectuals. This crisis is manifest in the issues of African identity, black self-love, black poverty, the stranglehold of the Western academy and white racism. For the debilitating aspects of the crisis to be converted to our advantage, African intellectuals must reconnect to African culture. However, such a reconnection must include not only an analysis and problematisation ofwhatAfrican culture is, but also the question of how best to connect to it. The call for African intellectuals to reconnect to African culture is not a call for the resuscitation of romantic views on African culture. Nor is it a call for a rehash of the often strident views of Western missionaries, philosophers and colonialists on African culture. It is also not a call for the self-hating castigation of African culture by Africans themselves. It is rather a call to a mature reappropriation of past and present manifestations of African culture within, because of and in spite of oppressive and racist conditions. This kind of appropriation will help African intellectuals emerge from the crisis. Such a reappropriation has significant implications for the teaching and the shape of Christian theology of Africa. Basic to these implications is the necessity to return to black and African theologies of liberation.
4
Hewlett, Barry S., and Casey J. Roulette. "Teaching in hunter–gatherer infancy." Royal Society Open Science 3, no. 1 (January 2016): 150403. http://dx.doi.org/10.1098/rsos.150403.
Анотація:
A debate exists as to whether teaching is part of human nature and central to understanding culture or whether it is a recent invention of Western, Educated, Industrial, Rich, Democratic cultures. Some social–cultural anthropologists and cultural psychologists indicate teaching is rare in small-scale cultures while cognitive psychologists and evolutionary biologists indicate it is universal and key to understanding human culture. This study addresses the following questions: Does teaching of infants exist in hunter–gatherers? If teaching occurs in infancy, what skills or knowledge is transmitted by this process, how often does it occur and who is teaching? The study focuses on late infancy because cognitive psychologists indicate that one form of teaching, called natural pedagogy, emerges at this age. Videotapes of Aka hunter–gatherer infants were used to evaluate whether or not teaching exists among Aka hunter–gatherers of central Africa. The study finds evidence of multiple forms of teaching, including natural pedagogy, that are used to enhance learning of a variety of skills and knowledge.
5
Amin, Martin E. "Six Factors of Course and Teaching Evaluation in a Bilingual University in Central Africa." Assessment & Evaluation in Higher Education 27, no. 3 (June 2002): 281–91. http://dx.doi.org/10.1080/02602930220138633.
6
McAuslan, Patrick. "Land Policy: A Framework for Analysis and Action." Journal of African Law 31, no. 1-2 (1987): 185–206. http://dx.doi.org/10.1017/s0021855300009323.
Анотація:
I chose the topic of land and land policy as my contribution to this collection of essays in honour of Tony Allott because it seemed to me that there are certain parallels between the role of land in society and the role of Tony Allott in the development of the study of African Law and indeed of the study of the law of pre-literate societies by lawyers in the United Kingdom. Land is central to the workings of any society, but especially is this so in respect of pre-literate societies and societies subjected to the impact of colonialism. So too has Tony's work been central to the growth of our understanding of the workings of customary law in African society and the manifold problems created by the impact of received law i.e. for the most part Western Europe law brought by the colonial powers, on customary law and society. Those of us who began our careers of law teaching and legal scholarship in Africa owe a great debt to Tony for his pioneering work in the field and for his tireless efforts to promote African legal scholarship. In going beyond Africa as I do in this essay, I am once again following in Tony's path for he long ago realised that law in Africa is a part only of the great family of law in the developing world and one can no more isolate African legal scholarship from that world than one can isolate land from the society of which it is a part. It is to this that I now turn.
7
Richmond, Edmun B. "Language-By-Radio in Sub-Saharan Africa." IALLT Journal of Language Learning Technologies 16, no. 2 (January 30, 2019): 20–27. http://dx.doi.org/10.17161/iallt.v16i2.9131.
Анотація:
In the summer of 1981, the author was engaged in pedagogicalresearch in language program development for the governments of Senegaland The Gambia. During that period, he further participated in an eight countrylanguage teaching survey throughout West, Central, and EastAfrica, under the sponsorship of the United States International CommunicationsAgency. Included in that survey was an analysis of the useof radio broadcasts as a means to teach foreign languages. This articlewill describe the language-by-radio programs in four countries, i.e.,Senegal, Burundi, Rwanda, and Kenya. Of special interest is the use ofradio to teach English.
8
Sanders, Paul. "Defining a relevant architecture in South Africa." Architectural Research Quarterly 4, no. 1 (March 2000): 67–80. http://dx.doi.org/10.1017/s1359135500002438.
Анотація:
Architecture in South Africa is at a crossroads. After years of repression and isolation during which contemporary architecture lost its way, there is now a desperate need for architects to respond to the social and cultural challenges of a society riven by massive material contrasts. Within architecture schools, a student body more representative of society than hitherto is engaged in projects which reflect the very diverse needs of the community. Central to the effectiveness of such teaching programmes is the presence of teachers fully engaged in practice, creating a responsible architecture for a renewed nation.
9
Gibson, Sarah. "Mobilizing Cultural Studies." Transfers 13, no. 1-2 (June 1, 2023): 32–54. http://dx.doi.org/10.3167/trans.2023.13010204.
Анотація:
Abstract This article reflects on the practice of teaching and learning cultural studies in the context of South Africa. It reflects on the curriculum design and teaching experiences of the “Cultural Studies in Practice” module of the Bachelor of Social Sciences Honors in Culture, Communication and Media Studies offered at the University of KwaZulu-Natal. The module is centered around a compulsory three-day field trip to the KwaZulu-Natal Battlefields Route in South Africa. While the battlefields visited are commemorations of past military mobilities, this article reflects on how mobilities is central to the curriculum design, pedagogies, and practices of the cultural studies module through (1) the field trip and (2) the mobile pedagogy of walking.
10
Cox, John L. "An East African safari." Psychiatric Bulletin 13, no. 1 (January 1989): 25–26. http://dx.doi.org/10.1192/pb.13.1.25.
Анотація:
To have been external examiner for the Masters Degree in Psychiatry (M Med) of the University of Nairobi for the last three years was an unusually stimulating opportunity, not only for a ‘busman's holiday’ (as my registrar called it) and a ‘good enough’ reason for a return to Africa, but it also enabled me to contribute again to training East African psychiatrists – a task which I first undertook in 1972 when a lecturer at Makerere University in Uganda. Because of the civil wars in Uganda, however, the Department of Psychiatry in neighbouring Kenya has now flourished and become one of the most substantial Departments in Central and Southern Africa. The Department, which includes one ‘full’ professor, two associate professors, four lecturers, two tutorial fellows, will soon have its own teaching in Kenyatta National Hospital as well as accommodation at the Mathari Mental Hospital, made famous by the pioneer observations of Carothers. In addition to its commitment to postgraduate training the Department provides three months teaching for other doctors taking an M Med in Medicine and Paediatrics and also teaches 150 medical students each year.
11
Msabah, Barnabé Anzuruni. "From Crossroads to Holistic Impact: Charting a Praxical Course for Transforming Theological Education in Africa." Religions 15, no. 5 (May 16, 2024): 614. http://dx.doi.org/10.3390/rel15050614.
Анотація:
Theological education in Africa is currently at a crossroads and requires a thorough re-evaluation. The framework for teaching and learning introduced by missionaries during colonial times, which often prioritized Western perspectives and ignored indigenous African contexts, does not adequately address the complex issues and needs of African communities today. As a result, the impact of theological practice lacks both relevance and sustainability within grassroots communities. There is therefore a need for a theological framework that is more relevant, contextual, and responsive to the realities and aspirations of African people in the present context. This article advocates for the decolonization of theological education for a praxical approach rooted in lived experiences. It is essential to firmly anchor theological reflection and action in African traditions in order to effectively address contextual issues. This calls for action beyond academic reform towards meeting the pressing needs of the population. This article sheds light on the inadequacies of the colonial framework within theological education, serving as crucial indicators for holistic and sustainable transformation within the field. Case studies drawn from theological institutions, and local churches from selected countries in East, Central and Southern Africa provide nuanced insights into the importance of this transformative process.
12
Yallew, Addisalem Tebikew. "Expanding use of the English language for research and its Implications for Higher Education Institutions and Researchers." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 209–12. http://dx.doi.org/10.32674/jcihe.v11iwinter.1556.
Анотація:
The knowledge era or the knowledge society has made universities one of the central institutions for the production of new knowledge and scholarship. In line with this development, many African universities, that were often regarded as teaching-learning laden, are reorienting their mission and vision embracing research intensiveness as one of their aspirations with the goal of becoming globally or regionally competitive and locally relevant. This qualitiative research focusing on the use of the English language for research in selected African flagship universities in Ethiopia, Mozambique and South Africa is conducted against a backdrop where questions related to research productivity are becoming more central not only to higher education institutions but to higher educational research pertaining to the continent. Pierre Bourdieu's concepts of capital, field, and habitus in general and specifically that of linguistic capital as an aspect of cultural capital are used to inform the conceptualization and the analysis of the research. To explore issues pertaining to the interlinked concepts of language and (de)colonization in research, postcolonial perspectives on language and education are used to guide the study. The study is expected to contribute to our understanding of (English) language and research in African higher education.
13
Steinke, Kellie. "The Role of Dialogue in the Teaching of Reading in South Africa." International Journal of Education 15, no. 1 (March 6, 2023): 15. http://dx.doi.org/10.5296/ije.v15i1.20784.
Анотація:
The importance of classroom dialogue in promoting effective literacy skills is well documented. Despite comments in a recent paper that there is scant research on classroom observations around print in South Africa post-1994, there have in fact been several studies that have observed classroom practice around reading. The sum of these studies seems to indicate that teaching styles have changed very little over the past 30 years, and that meaningful classroom interaction between teacher and learner remains largely absent. This paper will focus on how the pedagogical content knowledge (PCK), of teachers affected their classroom interaction with Grade three and four learners in two semi-urban schools in the Midlands area of KwaZulu-Natal, South Africa. It forms part of a larger, 2019, mixed methods, multiple case study that involved eight teachers and their learners, and examined the effects of PCK on the teaching of reading in these Grades. Findings were that, despite some teachers using additional training, ultimately none were managing to move their learners from decoding to reading effectively, and that lack of meaningful interaction played a central role in this.
14
Ngitir, Victor Bayena, and Serge-Michaël Ebwa Ebwa. "Commemorating national cultures at Cameroon’s Museum of Civilizations." Issues of Museology 14, no. 2 (2024): 247–67. http://dx.doi.org/10.21638/spbu27.2023.209.
Анотація:
Of the 20 private museums recognized by the Cameroon government, the Museum of Civilizations, Dschang (Musee des Civilizations, MDC) stands out as a hub of national cultures, despite its poor visitation and low visibility. Conceived in 1996 and inaugurated in November 2010, MDC was located at the heart of Dschang town in the West Region of Cameroon (Central Africa). Its central theme is man at the heart of his cultural identity for a dialogue of civilizations. Today, MDC faces fierce challenges as it memorializes the cultures of the Fang-Beti-Bulu, Sudano-Sahelian, Grassfields and Sawa peoples of Cameroon. This paper revisits MDC among other things, as a melting pot of Cameroonian cultures and regional identities. Our central question is: “how, despite its multiple challenges, does MDC successfully memorialize Cameroon’s four principal cultural areas?” While cultural representations remain central, concerns of identity, research and the teaching of museology have also been highlighted. A blend of qualitative research, iconography and ethnography, analyzed on the basis of content, chronology and participatory observation, provide the methodological grounds for our findings. The Museum of Civilizations not only commemorates the cultures and civilizations of Cameroon and the Central African sub-region in general, but also provides an ideal hub for culture tourism, education and research.
15
Otiende, James E. "3 - Institutional Transformations and Implications for Access and Quality in Public and Private Universities in Kenya: A Comparative Study." Journal of Higher Education in Africa 4, no. 1 (September 24, 2006): 37–44. http://dx.doi.org/10.57054/jhea.v4i1.1659.
Анотація:
This paper discusses the implications of the rapid expansion and transformations in African universities on access and quality. Using the example of Kenya, it looks at both the transformations that have occurred in the number of institutions of higher learning and also in the structural diversity of programmes and enrolment. With public universities facing economic challenges, public-financed higher education is increasingly perceived to be wasteful economically and restrictive in access, and consequently working against the realization of equity and compromising quality due to dependence on receding central government finances. The paper situates this shift in thinking with the emergence of neo-liberalism in Africa in the 1980s and 1990s. It argues that these shifts, together with the fiscal crisis of African countries have accelerated the growth of private universities in Africa. This situation poses serious challenges to the quality of knowledge production and to teaching in private and public universities alike. To address issues of access and quality, the paper emphasizes the need for multidisciplinarity, diversification of courses, improved institutional management, greater equity, and quality monitoring and evaluation. The paper argues for improved institutional accountability through institutionaliza- tion of external quality control, and for mainstreaming and facilitating research. There is also need for government to assist private universities in sourcing the re- quired capital for their further development.
16
Shava, Elvin. "Reinforcing the Role of ICT in Enhancing Teaching and Learning Post-COVID-19 in Tertiary Institutions in South Africa." Journal of Culture and Values in Education 5, no. 1 (March 28, 2022): 78–91. http://dx.doi.org/10.46303/jcve.2022.7.
Анотація:
The use of Information Communication Technology (ICT) in higher education is becoming more and more prevalent with the over-proliferation of technological development we find ourselves in. The educational landscape in South African tertiary institutions has been affected by the COVID-19 pandemic, resulting in increased use of ICT. In turn, this has transformed these institutions' teaching, learning, and research. Central to this transformation has been challenges facing both teachers and administrators, including the need for a great demonstration of the value of ICT through improved output on teaching, learning and research. This paper examines the use of ICT in enhancing teaching and learning in South African tertiary institutions during and post COVID-19. Using an extensive secondary review approach, the report observes that ICT has been widely embraced in tertiary institutions during the COVID-19 pandemic lockdown. However, a minority of students and lecturers still lack the technological expertise to utilise modern technologies. In addition, limited funding in some rural universities hinders the purchasing of modern ICT equipment to support teaching and learning in tertiary institutions. The paper recommends increasing the value of ICT usage in the teaching and learning process post-COVID-19. Regular workshops and in-service training of both teaching staff, students and administrators in pedagogical issues and administration should be increased.
17
Hewlett, Barry S., Hillary N. Fouts, Adam H. Boyette, and Bonnie L. Hewlett. "Social learning among Congo Basin hunter–gatherers." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1567 (April 12, 2011): 1168–78. http://dx.doi.org/10.1098/rstb.2010.0373.
Анотація:
This paper explores childhood social learning among Aka and Bofi hunter–gatherers in Central Africa. Existing literature suggests that hunter–gatherer social learning is primarily vertical (parent-to-child) and that teaching is rare. We use behavioural observations, open-ended and semi-structured interviews, and informal and anecdotal observations to examine the modes (e.g. vertical versus horizontal/oblique) and processes (e.g. teaching versus observation and imitation) of cultural transmission. Cultural and demographic contexts of social learning associated with the modes and processes of cultural transmission are described. Hunter–gatherer social learning occurred early, was relatively rapid, primarily vertical under age 5 and oblique and horizontal between the ages of 6 and 12. Pedagogy and other forms of teaching existed as early as 12 months of age, but were relatively infrequent by comparison to other processes of social learning such as observation and imitation.
18
Mbura, Japhet Gabriel. "The rule of traffic forecasting in railway logistics: the case of the central corridor in East Africa." Emerald Emerging Markets Case Studies 2, no. 8 (October 17, 2012): 1–12. http://dx.doi.org/10.1108/20450621211312938.
Анотація:
Subject area This case study intends to add knowledge and understanding of supply chain management particularly with respect to international logistics. Study level/applicability The case study can be used in both undergraduate and postgraduate levels. Students pursuing Master of Science in Logistics, Supply Chain Management and those doing bachelor degrees in the same areas can have a better insight and special interest of the case. Professional boards may also use the case to empirically make students understand this area. Case overview The railway sub-sector in East Africa – Tanzania in particular – is an important transport mode but has a declining performance. The market share is estimated at only 4 percent of the freight market. Still knowledge about traffic, particularly for freight, is scant. The main dilemma is whether traffic of the central corridor is more intra- or inter-Tanzania. The case studies techniques appropriate for meaningful traffic forecasting and through a simple regression model it resolves the freight conflicts between Kenya rail and the Central Corridor. It provides students with applied traffic forecasting tools. Expected learning outcomes The case focuses on techniques of traffic forecasting, development of traffic scenarios and on issues related to intermodal transport especially between road, rail and ocean. At the end of using this Case students should be able to: explain the methods, techniques and models used in traffic forecasting; understand intermodal linkages in international Logistics; use different approaches to make logistics market assessment; and forecast traffic in all modes using different scenarios. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or e-mail support@emeraldinsight.com to request teaching notes.
19
Cullinan Cook, Shashi. "Emerging response-abilities: a reflection on the 2019 SOTL in the South conference." Scholarship of Teaching and Learning in the South 4, no. 1 (April 28, 2020): 69. http://dx.doi.org/10.36615/sotls.v4i1.135.
Анотація:
The second biennial ‘SOTL in the South’ conference was held at the Central University of Technology (CUT) in Bloemfontein, South Africa, in October 2019. Scholarship of Teaching and Learning (SOTL) is gaining increasing traction in South African universities, and this conference was a collaboration between the Centre for Innovation in Learning and Teaching at CUT, and SOTL in the South. The theme of this conference was ‘Creating space for Southern narratives on Teaching and Learning’ and the keynote speakers were Boaventura de Sousa Santos, Joanne Vorster, Sabelo Ndlovu-Gatsheni and Catherine Manathunga. In this piece I reflect on the conference and identify some of the narratives that emerged from it. I share some of the discussions by keynote speakers and presenters which help to expand discourses on the interconnectedness of decolonisation, and economic, social and environmental justice, and I explain why I look to ‘Southern SOTL’ for guidance in negotiating contradictions in my teaching and learning context. In this piece I consider the response-abilities of higher educators to contribute to these urgent matters.Key words: SOTL in the South, research in teaching and learning, global South, north-south, decolonisation, 4IR, fourth industrial revolution, response-abilityHow to cite this article:Cullinan Cook, S. 2020. Emerging response-abilities: a reflection on the 2019 SOTL in the South conference. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 69-85. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=135This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Young, Taryn, Anke Rohwer, Jimmy Volmink, and Mike Clarke. "Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative study." South African Family Practice 57, no. 6 (November 1, 2015): 7. http://dx.doi.org/10.4102/safp.v57i6.4317.
Анотація:
Background: The increasing disease burden in Africa requires medical graduates to have problem-solving abilities. Interviews were conducted to assess module convenors’ perspectives on evidence-based health care (EBHC) teaching and learning.Methods: Qualitative research methods were used. Faculty convening medical undergraduate teaching modules were purposively sampled. Data collection was done using focus-group or individual interviews. Trained interviewers conducted interviews. Investigators conducted data analysis and interpretation.Results: Five focus groups and 10 individual interviews were conducted with convenors responsible for theory and clinical modules across various disciplines. Interviewees felt that EBHC teaching and learning were not optimal and indicated varying support for enhancing this. They identified various factors to be considered: contextual factors within the faculty (e.g. recognition for teaching), health sector issues (e.g. clinical workload), access to research, lecturer factors (e.g. competing priorities) and learners (e.g. motivation). They emphasised the key roles of lecturers as role models. Planning together to identify opportunities to integrate teaching and assessment, while ensuring coherence, clear explicit outcomes and promoting faculty development, was regarded as central to strengthening EBHC teaching and learning.Conclusions: The perspectives of module convenors are key to informing strategies to enhance EBHC teaching and learning.
21
Alexander, Dinesh, Mike Larvin, Bill Thomas, and Rory McCloy. "The Surgical Skills for Students Course: One Year On." Bulletin of the Royal College of Surgeons of England 94, no. 2 (February 1, 2012): 56–57. http://dx.doi.org/10.1308/147363512x13189526439232.
Анотація:
The Intercollegiate Basic Surgical Skills (BSS) course is approaching the end of a second decade of teaching and assessing basic skills for junior surgical trainees.1 BSS has rapidly become part of the fabric of UK and Irish surgical training and has gained wide recognition internationally, with versions being adopted in training schemes across Europe, the Middle East, Africa, Central America and the antipodes.2–5 Trainers see improvements in assisting and operating skills when trainees complete BSS and this has been confirmed by research.6–8
22
Palazzo, Anna. "An Experience of Integrated E-Learning in the Teaching of the Italian Language for Immigrated People." International Journal of Digital Literacy and Digital Competence 8, no. 4 (October 2017): 1–14. http://dx.doi.org/10.4018/ijdldc.2017100101.
Анотація:
The article discusses the planning and carrying out of a research project concerning the teaching of the Italian language for immigrated people. First of all, the dimensions of the phenomenon of immigration from non-EU countries in Italy and in Europe is reported (mostly from Northern and Central Africa and the East), and its evolution during last years is described, with a special attention to the change in the policy of reception and hospitality. Secondly, the theoretical framework for the virtual learning environment to be adopted to support the teaching of Italian language is highlighted. At last the planning of the teaching activity is analyzed and the features of the didactic process are discussed. The experience the author aims at carrying out can be considered a study case, but a comparison with more traditional experiences is made, and the implications for a good inclusion of the immigrants is analyzed.
23
Murrey, Amber. "Between appropriation and assassination." International Journal of Social Economics 46, no. 11 (November 4, 2019): 1319–34. http://dx.doi.org/10.1108/ijse-02-2019-0133.
Анотація:
Purpose Oriented to ongoing student and university momentums for decolonial futures, the purpose of this paper is to interrogate the role and status of mainstream international development curricula and pedagogies by critiquing two absences in the sub-discipline’s teaching formulae: appropriations and assassinations. Design/methodology/approach The author draws from a decade of research on oil extraction in Central Africa, including ethnographic work with two communities in Cameroon along the Chad–Cameroon Oil Pipeline; four years of research (interview-based and unofficial or grey materials) on the 1983 August Revolution in Burkina Faso and assassination of Thomas Sankara; and five years of experience teaching international development in North America, Western Europe and North and Eastern Africa. Findings Through a critical synthesis of political and rhetorical practices that are often considered in isolation (i.e. political assassinations and corporate appropriation of Indigenous knowledges), the author makes the case for what the author calls pedagogical disobedience: an anticipatory decolonial development curricula and praxis that is attentive to the simultaneity of violence and misappropriation within colonial operations of power (i.e. “coloniality of power” or “coloniality”). Originality/value This paper contributes to debates within international development about the future of the discipline given its neo-colonial and colonial constitutions and functions with a grounded attention to how this opens up possibilities for teaching praxis and scholarship in action.
24
Puni, Albert, Alex Anlesinya, and Patience Dzigbordi Akosua Korsorku. "Entrepreneurial education, self-efficacy and intentions in Sub-Saharan Africa." African Journal of Economic and Management Studies 9, no. 4 (December 3, 2018): 492–511. http://dx.doi.org/10.1108/ajems-09-2017-0211.
Анотація:
Purpose The purpose of this paper is to examine the mediating role of entrepreneurial self-efficacy (ESE) in the relationship between entrepreneurship education and intention in Ghana, Africa. Design/methodology/approach In all, 357 questionnaires from final year undergraduate students at a public university in Ghana are analysed using linear multiple regression. Findings The study reveals that entrepreneurship knowledge acquisition and opportunity recognition as dimensions of entrepreneurship education positively affect entrepreneurial intention (EI) and self-efficacy. Also, ESE increases the development of EI. The results further show that ESE mediated the relationship between the two measures of entrepreneurship education and EI. Practical implications The findings imply that when students are exposed to entrepreneurship knowledge and opportunity recognition skills via entrepreneurship education, they can develop high ESE and intention to engage in venture creation. Findings therefore urge stakeholders in the education sector in Africa to formulate policy guidelines for the design and teaching of entrepreneurship education. Such policies and guidelines should emphasise more students’ acquisition of adequate knowledge in venture creation and management, and the development of skills for identifying business opportunities while instilling confidence in their abilities to become successful entrepreneurs. Originality/value The mediating role of ESE in the relationship between entrepreneurship education and intention has been under-researched globally not just in Africa. Hence, this first study to the best of the knowledge in a Sub-Saharan African context, contributes further empirical evidence by demonstrating that ESE is a central psychological mechanism that can convert entrepreneurship education into EI. Besides, the study defies some of the findings in advanced economies by indicating that a theoretical entrepreneurship education course in Africa may work differently than in advanced economies and may actually foster the development of EI unlike in advanced economies.
25
Maaba, Brown Bavusile. "Lost and found." Journal of the South African Society of Archivists 53 (December 16, 2020): 80–89. http://dx.doi.org/10.4314/jsasa.v53i1.6.
Анотація:
In this paper, the author demonstrates that there is a range of primary sources on the Human Sciences Research Council (HSRC), South Africa’s foremost non-teaching social science research body and its predecessor, the South African National Bureau for Educational and Social Research, lodged in the country’s conventional and unconventional archives. The Central Records Department at Wits University is an example of the latter. Initially, scholars believed that the bulk of primary sources on the institution were not available. This has greatly affected the writing of the institution’s history and as a result it remains largely undocumented. This paper demonstrates that raw material on the institution can be and has been located through systematic research in various depositories around South Africa. The paper gives an overview of materials on the institution lodged in different archives and describes typical examples. Such primary sources can greatly assist scholars with a research interest in the HSRC and its predecessor, the Bureau.
26
Campbell, Patricia Shehan. "How Musical We Are: John Blacking on Music, Education, and Cultural Understanding." Journal of Research in Music Education 48, no. 4 (December 2000): 336–59. http://dx.doi.org/10.2307/3345368.
Анотація:
The distinguished music scholar John Blacking (1928-1990) made the study of music in culture and the nature of musical thought and behavior his lifelong quest. Although an anthropologist by training and an ethnomusicologist in his academic output, he produced a vast quantity of publications on the nature of musicality and musical development in the Venda children of northern Transvaal, South Africa. There are multiple purposes of this research, starting with a profile of the professional career of John Blacking, from his musical beginnings in England to his South African Odyssey of fieldwork and teaching of music as a social and cultural force, and finally to his teaching and scholarly contributions as an academic powerhouse and articulate advocate for the education of children in and through music in the United Kingdom, the United States, and internationally. An examination follows to gauge the extent of John Blacking's fieldwork and theoretical views relevant to music, education, and culture, with particular attention to Blackings approach to the study of children as a distinctive musical culture and the nature of their musicality, the central role of physical movement and dance as integrated within the musical experience, and the development of world musics in educational programs.
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Amin, Martin E. "Students' Sociocultural Background as a Discriminating Factor in the Evaluation of Teaching in a Bilingual University in Central Africa." Teaching in Higher Education 5, no. 4 (October 2000): 435–45. http://dx.doi.org/10.1080/713699181.
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Blayi, Mqondiso, Ndlelehle Skosana, and Samuel Khoza. "Teachers’ Pedagogical Content Knowledge in Technical Schools: The Case of Domestic Installation and Wiring Teaching." Research in Social Sciences and Technology 7, no. 3 (October 16, 2022): 36–48. http://dx.doi.org/10.46303/ressat.2022.17.
Анотація:
Domestic installation and wiring are still a concern among the secondary central district schools of Johannesburg. Students reach the to Grades 11 and 12 with signs of inadequate knowledge on the domestic installation and wiring concepts taught in 10. This is a qualitative research study involving six electrical technology teachers from schools within the central district of Johannesburg, South Africa. The teachers were purposively selected to take part in the study. The pedagogical content knowledge construct was used as a theoretical framework to underpin the study. Data were collected using face-to-face interviews with the teachers and by observing the classroom when teachers were teaching domestic installation and wiring concepts. Data were analyzed using verbatim quotes for face-to-face interviews and descriptively for classroom observations. Findings of the study revealed that teachers are being negatively affected by lack of resources and of adequate training. The study recommends that more resources be sought so that teachers can fully teach the practical component with ease and confidence. Recurrent refresher training events are also recommended for teachers to keep up with the electrical technology concept.
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Sinpeng, Nutwipa. "Human Monkeypox: What do we know so far?" International Journal of Science and Healthcare Research 7, no. 3 (August 26, 2022): 168–76. http://dx.doi.org/10.52403/ijshr.20220724.
Анотація:
The first known human infection of monkeypox was recorded in 1971. MPXV has been found in a number of human instances in West Africa. The majority of confirmed cases with travel histories indicated travel to Europe and North America rather than West or Central Africa, where the monkeypox virus is endemic. Monkeypox virus (MPXV) is a type of Orthopoxvirus, which also includes camelpox, cowpox, vaccinia, and variola viruses. Two oral drugs, brincidofovir and tecovirimat, have been approved for the treatment of smallpox. MPXV can infect people in areas that were previously known to be free of smallpox. In 2003, MPXV-infected West African rats brought into the U.S. infected prairie dogs intended for sale in the pet business. Although there were no fatalities, the virus was of a less dangerous West African strain. Since 1970, eleven African nations have recorded human cases of monkeypox. Most cases have been recorded from rural, rainforest parts of the Congo Basin. Nigeria has seen a significant epidemic, with over 500 suspected cases, over 200 confirmed cases and an approximate 3% case fatality rate. People living in or near wooded regions may be exposed indirectly or at a low level. Consuming meat and other animal products from diseased animals that have been improperly cooked is a potential risk factor. The longest known chain of transmission in a community has increased from six to nine person-to-person infections. Monkeypox is prevented by increasing public knowledge of risk factors and teaching individuals about the actions they may take to decrease their exposure. Keywords: Human monkeypox, monkeypox virus, orthopoxvirus, viral zoonosis
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Veblen, Kari K., Nathan B. Kruse, Stephen J. Messenger, and Meredith Letain. "Children’s clapping games on the virtual playground." International Journal of Music Education 36, no. 4 (May 14, 2018): 547–59. http://dx.doi.org/10.1177/0255761418772865.
Анотація:
This study considers children’s informal musicking and online music teaching, learning, playing, and invention through an analysis of children’s clapping games on YouTube. We examined a body of 184 games from 103 separate YouTube postings drawn from North America, Central and South America, Europe, Africa, Asia, Australia, and New Zealand. Selected videos were analyzed according to video characteristics, participant attributes, purpose, and teaching and learning aspects. The results of this investigation indicated that pairs of little girls aged 3 to 12 constituted a majority of the participants in these videos, with other participant subcategories including mixed gender, teen, adult, and intergenerational examples. Seventy-one percent of the videos depicted playing episodes, and 40% were intended for pedagogical purposes; however, several categories overlapped. As of June 1, 2016, nearly 50 million individuals had viewed these YouTube postings.
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Zabsonre, Denlewende Sylvain, Abdoulaye Adamou Babana, Yakouba Haro, Abdoulaye Sanou, Inoussa Zoungrana, Pacôme Yameogo, Julie Marie Adeline Wendlamita Kyelem Kafando, and Abel Kabre. "Actual epidemiological profile and management of central nervous system (CNS) malformations in a neurosurgery department in sub-Saharan Africa." Archives of Pediatric Neurosurgery 5, no. 1 (January 9, 2023): e1732023. http://dx.doi.org/10.46900/apn.v5i1.173.
Анотація:
Introduction: Central Nervous System (CNS) malformations usually leave the family in disarray and doctors’ staff powerless. In developed countries, the rigorous application of preventive measures has contributed to a significant reduction incidence of these malformations. In African societies, mystical-religious considerations and low socio-economic level contribute to the increased occurrence of these malformations. The purpose of this work was to evaluate the prevalence and management of CNS malformations in our neurosurgical department. Methods: This was a retrospective study conducted in the neurosurgery department of Yalgado Ouedraogo Teaching Hospital, in Ouagadougou, from 2016 to 2019. All cases of CNS malformations managed in the department with a workable medical record were reviewed. Results: Five hundred and twenty-four cases were selected. The prevalence of malformations was 7.05%. The mean age of patients was 1.48 years (1 day and 76 years). Thirty-one (5.9%) cases of CNS malformations were diagnosed antenatally. One hundred and twenty-four (23.6%) ultrasounds (including 51 antenatal), 418 CT scans (79.7%) and 9 MRIs (1.7%) were performed. Hydrocephalus [(n = 219 (41.7%)] and spina bifida [(n = 213 (40.6%)] were the most common pathologies. Surgical treatment was indicated in 435 cases (83%) of which 179 (41.1%) could be operated. After a follow-up of 15.8 months, there were 46.3% sequelae identified. Conclusion: CNS malformations are common in our context. They are not always prone to be treated surgically and are at the origin of many neurological sequelae and lifelong disability. Hence there is an urgent need to focus on improving preventive measures in Sub-Saharan Africa.
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Daniel N. Sifuna. "5 - Neoliberalism and the Changing Role of Universities in Sub-Saharan Africa: The Case of Research and Development." Journal of Higher Education in Africa 12, no. 2 (June 28, 2014): 109–30. http://dx.doi.org/10.57054/jhea.v12i2.1532.
Анотація:
With some specific examples from Kenyan universities, this article re- views the role of the post-independence African university in research and development, and the effect of neo-liberalism and funding on these activities. It was established that since their inception in the colonial era, the academic purpose of universities in Africa was essentially similar to that of universities the world over; to teach and advance knowledge by disinterested research and to maintain standards of teaching at a level which could be clearly related to those established in other countries. Fol- lowing the achievement of independence, universities were designated as ‘development universities’, which meant, they were expected to undertake research and participate in the development of their respective countries. Most African universities tried in a variety of ways to further the idea of the development university, but due to inherent internal structures as well as the prevailing political climate, it failed to emerge as a ‘development university.’ However, such challenges to the development university did not diminish the central role of the African universities in research and develop- ment. African universities, as others the world over, are required to respond to a variety of needs and fulfil many aims, and this is not a matter of external demands, but of the multifaceted commitment rooted in the traditions of the universities themselves and of the academic profession. This article demonstrates that the neo-liberal ideology which required a significant with- drawal of the state in social provision through drastic reductions in social expenditure, which includes education, contributed to drastic reduction in public expenditure in higher education. This reduction in funding has had a far-reaching effect on the quantity and quality of research in most African universities. The virtual lack of research has serious implications on the role of the university which is characterised by disciplinary specialisation and basic research; which means public universities in Africa are increas- ingly losing out on their role as producers and disseminators of researched knowledge for the development of their countries.
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Ogbonnaya, Ugorji I. "Opportunity to Learn Euclidean Geometry in Two Mathematics Textbooks of Tenth Grade in South Africa." Edumatika : Jurnal Riset Pendidikan Matematika 4, no. 2 (November 5, 2021): 112–25. http://dx.doi.org/10.32939/ejrpm.v4i2.976.
Анотація:
Textbooks play a central role in the teaching and learning of mathematics. In some schools, textbooks serve as the only resource material available to teachers and students. Yet, little is known about the learning opportunities in mathematics textbooks in most countries. This study investigated the opportunities to learn Euclidean Geometry in two textbooks of tenth-grade mathematics in South Africa. It examined the content coverage, content organization, and the type of tasks used in teaching the topic in the textbooks. This study followed a case study research design and a qualitative approach. The Curriculum and Assessment Policy Statement's (CAPS) grade 10 Euclidean geometry curriculum and Gracin's mathematical activity types served as frameworks for the analyses. The data were analyzed following the deductive content analysis approach. The result shows that the contents of Euclidean geometry were well covered in both textbooks following the curriculum and the contents were presented in logical and sequential order to enhance learning. In addition, it was found that the tasks in the textbooks were predominantly of argumentation and reasoning type. It was concluded that the textbooks offer sufficient opportunities for learning Euclidean geometry as specified in the curriculum for the grade level. However, the inclusion of a wider range of tasks in the future editions of the textbooks was recommended.
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Maree, J. G., J. M. Molepo, J. H. Owen, and R. Ehlers. "Problem-based approach to mathematics in grades 9 and 11 in the Limpopo Province." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 24, no. 4 (September 23, 2005): 124–33. http://dx.doi.org/10.4102/satnt.v24i4.181.
Анотація:
Teachers of schools in the central region of the Limpopo Province of South Africa received training in a problem-based approach to the teaching and learning of mathematics and introduced these principles into their classes. Follow-up visits to schools took place on a monthly basis for one year. 800 learners in Grades 9 and 11 completed the Study Orientation Questionnaire in Mathematics (SOM). Mean age in Grade 11 was 17.5 yr. (SD = 1.4), and in Grade 9, 15.1 yr., (SD = 1.2). The differences between the post- and pre-test marks for the two groups were compared. The means for marks in mathematics were significantly different for the two groups.
35
Dunn, Joe. "Using First-Person Sources To Teach The Vietnam War." Teaching History: A Journal of Methods 28, no. 1 (April 1, 2003): 29–36. http://dx.doi.org/10.33043/th.28.1.29-36.
Анотація:
As an avid proponent of student-active teaching pedagogy, one of the various methods that I employ is to build an entire course around discussion of a body of readings. First-person sources serve as one of the best media for this approach. Two of my most popular offerings, "Women's Lives in Asia and Africa" and "The Civil Rights Era," focus on a film and the discussion of one or more first-person accounts each week. My course "The Vietnam Experience" is more heavily lecture-oriented, but reading, discussing, and writing about first-person sources is a central component of this course as well.
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Pruitt, John. "History, Hollywood, and the Hood: Challenging Racial Assumptions in Rural Central Wisconsin." Teaching English in the Two-Year College 35, no. 1 (September 1, 2007): 46–53. http://dx.doi.org/10.58680/tetyc20076514.
Анотація:
In light of research on diversity learning and teaching, an introductory course on cinematic depictions of African Americans taught at a predominately white, rural university campus leads students to see the impact of history and Hollywood on their own local and statewide communities.
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Ogunmodede, J. A., P. M. Kolo, M. O. Bojuwoye, B. F. Dele-Ojo, A. J. Ogunmodede, and A. B. Omotoso. "Characteristics of patients with acute heart failure in North Central Nigeria." Research Journal of Health Sciences 9, no. 3 (July 7, 2021): 221–35. http://dx.doi.org/10.4314/rejhs.v9i3.3.
Анотація:
Objectives: Heart failure (HF) is an important cause of hospital admission in Nigeria. HF is increasingly prevalent because the population is aging and HF epidemiology is changing. We aimed at profiling the socio-demographic, clinical and echocardiographic (Echo) characteristics of patients admitted for acute HF. This is one of the largest cohorts of HF patients profiled in Nigeria so far.
Methods: Cross sectional design. Socio-demographic, clinical and Echo data were collected from 455 patients admitted for AHF at University of Ilorin Teaching Hospital, North central, Nigeria.
Results: Mean age of patients was 58.9± 15.7years, (men were older than women, P= 0.006). 265(58.2%) were males, most patients were aged >60 years, 4.8% had pre-existing Type2 Diabetes mellitus. 53.2% of patients presented in New York Heart Association Stages III and IV. Median duration of admission was 11days (IQR, 6-17), intrahospital mortality- 11.6%. Hypertension was the commonest aetiological factor (62.4%), followed by dilated cardiomyopathy 17.6%, rheumatic heart disease (6.6%), Peripartum cardiomyopathy (5.3%), and others.
Conclusion: AHF patients in our study are older than those in previous studies in Nigeria and sub-Saharan Africa. Hypertension is main driver of AHF, and patients largely present with clinically advanced disease necessitating stronger public health education about risk factors and early presentation.
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Ulanova, Natalya S. "Promising plans and practical use of ICT in education: Sub-Saharan Africa perspectives." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 487–500. http://dx.doi.org/10.32744/pse.2021.2.34.
Анотація:
Introduction. Information and communication technologies (ICT) in the field of education have become indispensable for many countries. Digital transformation of school has conquered the minds of many educationists in Sub-Saharan Africa which long suffered from low attendance rates and lack of qualified teachers. This is a developing region with unstable educational opportunities and ICT use is believed to be a central form solution for the future effective functioning of learning programmes. Materials and methods. General scientific theoretical methods and comparative analysis were used to analyze actual statistical data, take insight into existing online learning platforms, expert’s accounts. Results. Both the general problems of ICT application in education and its functioning in the context of national educational systems in such countries as Uganda and Kenya were analyzed. Unique evidence from this rapidly developing region underscores the need of a balanced and comprehensive approach to the strategies of the digital education reforms at school. Сonclusions. ICT introduction risks not to be an effective factor in the management of educational process without taking into account behavioral and sociocultural context as well as without thorough development of all levels of educational system. Though the article is addressed to the experts in the field of education and African studies, it will be of considerable interest to all practitioners concerned with the implementation of ICT in teaching practice.
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Roberts Kabeba Muriisa. "4 - Rethinking the Role of Universities in Africa: Leadership as a Missing Link in Explaining University Performance in Uganda." Journal of Higher Education in Africa 12, no. 1 (May 20, 2014): 69–92. http://dx.doi.org/10.57054/jhea.v12i1.1538.
Анотація:
The subject of this paper is the place of leadership in redefining the role of the university in Africa in general and Uganda in particular. The ‘African University’ today, like any other university, has clear mandates and roles; research, teaching and community service, clearly laid down on paper in many of the universities’ manuals and strategic plans. But, in reality, these roles are not performed at all or are performed in a manner that may not warrant clear roles. Increasingly, it is observed that less quality teaching, less research, and less community service are being done. This situation calls for rethinking what role should universities play. While many expla- nations have been offered for the declining performance of the university, in this paper I contend that leadership plays a significant role not only in influencing escalation of crises but also in averting them, especially in Ugandan universities. The paper answers mainly three research questions: (i) How do changes and transitions taking place in the university sector affect the role of universities in Uganda? (ii) How does leadership respond to the challenges faced by universities? and (iii) What are the challenges faced by leadership and how do these challenges influence their response to university challenges? Using different documents, and basing on the behaviour approaches to study organisations the study makes an analysis of the role of leadership in the functioning of the university. The paper concludes faced with many challenges, universities have changed course and focus and that they need rethinking their roles. It is concluded that the role of leadership has been overlooked yet they occupy a central role in the performance of the university.
40
Dreyer, Jacob, Jonathan Hannay, and Robert Lane. "Teaching the Management of Surgical Emergencies Through a Short Course to Surgical Residents in East/Central Africa Delivers Excellent Educational Outcomes." World Journal of Surgery 38, no. 4 (October 30, 2013): 830–38. http://dx.doi.org/10.1007/s00268-013-2320-2.
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Suknunan, Sachin, and Manoj Maharaj. "The role of knowledge management in institutional strategy development and competitiveness at leading African universities." Knowledge and Performance Management 3, no. 1 (July 22, 2019): 19–30. http://dx.doi.org/10.21511/kpm.03(1).2019.03.
Анотація:
The role of knowledge management as a strategic intervention in higher education in developing economies has not been studied extensively. Higher education plays a central role in a country’s economy through knowledge creation and dissemination to its stakeholders. The main purpose of this article was to examine the role and influence of knowledge management in decision-making and strategy formulation at leading universities in Africa and to establish if knowledge management was adding value and competitiveness to the institutions. A survey across 20 leading African universities was conducted in 2014. A mixed method of quantitative and qualitative approaches was adopted. The results show that knowledge management does have the potential to positively influence institutional strategy formulation, but should ideally be represented at executive level for its potential to be fully realized. More knowledge management practice is needed in the areas of academic teaching and learning, and research. There was a lack of sophisticated and powerful knowledge management Information Systems in most of Africa’s leading institutions. Those institutions that utilized KM more strategically, inclusive of specialized KM Information Systems were the higher ranked institutions. This suggests that knowledge management could play a crucial role in a University’s success and competitiveness.
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Saville, Adrian David, Mluleki Shongwe, and Amy Fisher Moore. "The South African Reserve Bank’s response towards calls to pursue unconventional monetary policy." Emerald Emerging Markets Case Studies 13, no. 4 (November 20, 2023): 1–29. http://dx.doi.org/10.1108/eemcs-07-2023-0256.
Анотація:
Learning outcomes On completion of the case study, students will understand the following learning objectives: the characteristics of quantitative easing (QE) and when it may be appropriate to implement QE; how QE differs from a conventional bond purchasing programme; the impact of direct financing of the fiscus by the central bank on its independence; how the macro-economic and political environments affect and influence national economic policy; the difference between traditional and unconventional monetary policies and potential implications for an economy like South Africa. The learnings from this case study can be used in other global economic environments, particularly in emerging markets. This case study provides valuable insights into decision-making, institutional independence, policy coordination, deficit financing, causes and consequences of price inflation, risks relating to monetary instability and the correct application of monetary policy. Case overview/synopsis After the announcement of the COVID-19-related lockdown in March 2020 and the subsequent slow-down of economic activity in South Africa, the South African Reserve Bank (SARB) had to consider appropriate macro-economic tools to ensure both price and financial stability in South Africa. The macro-economic policy tools had to be considered in light of the South African economic context, which included acknowledgement of South Africa’s debt crisis and slow economic growth. The central bank responded by introducing the following measures: reducing interest rates to a record low of 3.5% to give consumers financial relief and to promote spending in the economy; purchasing government bonds in the secondary markets to stabilise financial markets; facilitating the loan guarantee scheme that was aimed at providing financial relief to small- and medium-sized enterprises; relaxing the capital and liquidity adequacy requirements that commercial banks are required to meet; and ensuring availability of liquidity to banks through facilities such as the weekly repo auctions. However, despite introducing these interventions, the SARB faced calls from politicians, analysts and academics to do more. Various commentators argued that the SARB could introduce QE and directly finance government spending by purchasing government bonds. Some commentators argued that the reluctance of the SARB to pursue these suggestions was a result of the close alignment and relationship between the SARB and National Treasury. The dilemma faced by Governor Lesetja Kganyago of the SARB was threefold, namely, whether it was appropriate for the central bank to pursue the initiatives and, if so, whether the bank could pursue them without compromising its independence, and if the introduction of those initiatives would not adversely affect the ability of the central bank to fulfil its mandate of price stability and financial stability. In this regard, the governor and his executive team were required to consider the long-term implications of introducing the initiatives on consumer price inflation, independence of the SARB and the appropriate use of monetary policy tools to fulfil the central bank’s mandate. But the question was: What policies should the governor favour? Complexity academic level This case study is based on various macro-economic theories. Therefore, it would be useful to teach this case study in macro-economic courses in the following programmes: master’s in business administration, bachelor of commerce, bachelor of economic sciences and business science studies, as well as on executive education programmes, which consider macro-economic policy. In general, students who undertake economics, business and general management, finance, legal, commerce and banking studies could learn from this case study. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.
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Zinn, Bernd, Kevin Raisch, and Jennifer Reimann. "Analysing training needs of TVET teachers in South Africa: An empirical study." International Journal for Research in Vocational Education and Training 6, no. 2 (August 29, 2019): 174–97. http://dx.doi.org/10.13152/ijrvet.6.2.4.
Анотація:
Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted.Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques.Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.
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EKPO, Omotolani Ebenezer. "The Eurhythmics of Swange Dance of the Tiv People of Central Nigeria." Journal of Advance Research in Social Science and Humanities (ISSN: 2208-2387) 7, no. 12 (December 31, 2021): 01–09. http://dx.doi.org/10.53555/nnssh.v7i12.1127.
Анотація:
Eurhythmics in Dalcroze study is defined as the engagement of human body in rhythmic movement and active listening. Jaques-Dalcroze’s involvement of Eurhythmics in music pedagogy is aimed at securing steady position for the body and mind as well as a calculated and unconstrained expression of rhythm. African indigenous music and dance is predominantly functional with intensive assignation of the body and soul of the participants to satisfy the rhythmic drum patterns provided by the musicians. The teaching of music in traditional African settings may be generally informal, yet deliberate. The training technique of the notable indigenous dances in Nigeria informally employ the Dalcroze Eurhythmics teaching technique in the step by step movement pattern and dynamics employed during their group practices, especially with younger members of the group. Among the various traditional dance found in the Tiv clan of central Nigeria, the Swange dance is purposefully selected for this study to validate the relevance of Dalcroze to indigenous Nigerian culture, with regard to music and movement. This paper employ the ethnographic study approach; it combines participatory and observation research methodologies, theoretical engagement, and ample illustrative style of writing, to portray the everyday complexities of music/dance learning among the people.
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Silas, Olugbenga A., Adeyi A. Adoga, Agabus N. Manasseh, Godwin O. Echejoh, Barnabas M. Mandong, and Rahila Olu-Silas. "The Role of Necropsy in Diagnostic Dilemmas as Seen in a Tertiary Hospital in North Central Nigeria." Journal of Tropical Medicine 2009 (2009): 1–3. http://dx.doi.org/10.1155/2009/718984.
Анотація:
Background. Necropsy (autopsy) has helped medical science and law. It has given rise to numerous diagnostic surprises as it explains cause of death, pathogenesis of diseases, and circumstances of death. It also explains reasons for most therapeutic failures. In spite of its usefulness, the rate has dropped worldwide and Africa is worse hit. This work aims to highlight the role autopsy (Necropsy) plays in demystifying diagnostic dilemmas and to encourage its patronage by medical practitioners, law enforcement agents and society.Methods. This is a retrospective review of autopsy and clinical reports of cases seen by pathologists and physicians in the Jos University Teaching Hospital (JUTH), Jos, North central Nigeria.Results. A total 166 cases were studied out of which 52 had same diagnosis for both attending physician and pathologist, 106 had different diagnoses and in eight cases diagnoses remained unknown even after autopsy was performed.Conclusions. Autopsy remains an important tool for obtaining definitive diagnosis, determining cause of death to explain pathogenesis of diseases, medical auditing and a vital source of data for health statistics and planning.
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Awuzie, Bankole, and Fidelis Emuze. "Promoting sustainable development implementation in higher education." International Journal of Sustainability in Higher Education 18, no. 7 (November 6, 2017): 1176–90. http://dx.doi.org/10.1108/ijshe-09-2016-0167.
Анотація:
Purpose This study aims to review the zeal exhibited by universities in South Africa towards aligning institutional mandates of teaching, learning, research and community engagement to the sustainable development (SD) agenda. The implementation of the SD agenda across higher education institutions (HEIs) continues to draw attention from the wider society. This is because HEIs are increasingly being looked up to for leadership in this regard. However, although several studies are quick to identify various factors which have driven the adoption of sustainable practices in HEIs, the paucity of studies seeking to identify the drivers for SD implementation remains glaring. This is particularly so in developing countries like South Africa. Design/methodology/approach To confirm the exploratory data from desktop study on public university engagement with sustainability in South Africa, a single case study was conducted in the Central University of Technology (CUT). The single case study design adopted semi-structured interviews and document reviews as data collection techniques. Purposive snowballing sampling technique was strictly adhered to in the selection of interviewees. Interviewees were selected on the basis of their roles in the implementation of the CUT’s sustainability agenda. Findings Data emanating from these interviews were analysed thematically using qualitative content analysis. Although a plethora of drivers were identified, there appeared to be a consensus between most of the interviewees that the quest for cost reduction remained the most significant driver for the viable implementation of the sustainability agenda at CUT. Research limitations/implications It is expected that findings from this study would provide a platform for the development of effective implementation strategies in South African HEIs. Also, the findings contribute to filing the extant gap observed concerning implementation and drivers for engendering SD implementation in HEIs in sub-Saharan Africa (SSA) region. Practical implications By highlighting the drivers for SD implementation, this study contributes to the development of a more receptive social ontology among various stakeholders in an HEI towards the agenda, particularly within the SSA context where there is low level of awareness and buy-in by these stakeholders. Originality/value This study makes an original contribution to the research base of SD in HEIs and implementation.
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Samuel Fongwa, Lochner Marais, and Doreen Atkinson. "2 - Universities and Regional Development: Lessons from the OECD Regional Assessment of the Free State, South Africa." Journal of Higher Education in Africa 12, no. 2 (February 19, 2014): 29–52. http://dx.doi.org/10.57054/jhea.v12i2.1529.
Анотація:
For the past few decades, the debate surrounding the ‘third mission’ of universities in South Africa has been dominated by the notion of univer- sity-community engagement. At the same time, the notion of regional development has come under the spotlight internationally. Drawing on existing literature on the relationship between universities, knowledge, the economy and community engagement, this paper scrutinises the OECD review of university-regional engagement in the Free State province in order to identify key lessons. Our contention is that, because the notion of regional engagement has become a central part of university manage- ment, assessment and even rankings, it should be viewed as an integral part of a university’s core activities of teaching and research, rather than as a separate third mission. Furthermore, findings reveal that a university’s engagement with its region also depends on regional assets and structures to support such processes.
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Chiba, Manoj Dayal. "Back to basics: understanding the numbers behind COVID-19." Emerald Emerging Markets Case Studies 11, no. 1 (April 8, 2021): 1–15. http://dx.doi.org/10.1108/eemcs-05-2020-0161.
Анотація:
Learning outcomes The learning outcomes are as follows: How to establish credibility of data sources; measurement scales of data; the importance of descriptive statistics and generating the following based on the type of data: mean, median and standard deviation; graphical methods; and test for differences: t-test and analysis of variance. Case overview/synopsis The case is set during the COVID-19 pandemic and the South African Government’s response to the pandemic. A brief timeline is provided as part of the introduction to the case study, with the following being a timeline of the events: 14 March 2020, 114 South African citizens were repatriated from Wuhan the epicentre of the COVID-19 outbreak; 15 March 2020, South Africa’s President, Cyril Ramaphosa declares a National State of Disaster, and this includes various measures to protect against the spread of COVID-19, while the health-care system is geared up to deal with the pandemic. Among the measures implemented, travel bans from high-risk countries and closing of air-traffic, closing of land ports and banning of gatherings of more than 100 people; 23 March 2020, President Cyril Ramaphosa announced a national lockdown beginning on 27 March 2020 for three weeks; 9 April 2020, President Ramaphosa extends the national lockdown by a further two weeks. The World Health Organisation (WHO) had commended South Africa on the swift action taken to curb the spread of the virus. Individuals and organisational leaders are grappling to make sense of the spread of the virus, and the barrage of the information that is being communicated through multiple channels, formal and informal. To make sense of the information, the case is premised on getting access to the raw data and conducting the analysis based on the publicly available data. The central requirement of the case is to compare the number of positive cases per million, based on the population data contained in the data set, of South Africa to a comparable country. Complexity/Academic level Post-graduate students learning statistics as part of a degree programme. The case assumes no prior statistics knowledge and therefore is aimed at teaching the importance of the basics of statistical analysis and then progressing to tests for differences. Subject code CSS 7: Management Science Supplementary materials Teaching Notes are available for educators only.
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Zenda, Rekai. "Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools." Information and Learning Science 118, no. 3/4 (March 13, 2017): 170–84. http://dx.doi.org/10.1108/ils-03-2017-0014.
Анотація:
Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.
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Pretorius, Rudi Wessel, Ryan Anderson, Anisa Khotoo, and Richelle Pienaar. "Creating a context for campus sustainability through teaching and learning." International Journal of Sustainability in Higher Education 20, no. 3 (March 4, 2019): 530–47. http://dx.doi.org/10.1108/ijshe-02-2019-0066.
Анотація:
Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences.