scholarly journals The experience of using the newsflash approach to democratise teaching, learning and assessment at a South African university

2016 ◽  
Vol 27 (1) ◽  
Author(s):  
Betty C Mubangizi ◽  
Frances O'Brien
Keyword(s):  
South African ◽  
Teaching Learning

Serving Higher Purposes: University Mergers in Post-Apartheid South Africa

2020 ◽  
Author(s):  
Ihron Rensburg
Keyword(s):  
South African ◽  
Visionary Leadership ◽  
Social Entrepreneur ◽  
University Mergers ◽  
Solid Foundation ◽  
Shared Futures ◽  
Teaching Learning ◽  
The University ◽  
Creativity And Innovation ◽  
Meaningful Role

"Universities of the 21st century and beyond must be about teaching, learning, research excellence, creativity and innovation as much as they must be about enabling the destiny of students, communities and nations to realize their potential. UJ succeeded in her vision and responsibilities to transform the divisions, prejudices and limitations that often restrain the advancement of society. The story of UJ’s transition to an inclusive, diverse, dynamic, bold and purposeful institution of learning demands to be read by everyone, South African, African and beyond. It is a story of how to be an object rather than the subject of history, while dynamically shaping our shared futures, laying a solid foundation for future generations to be advocates and architects for social change and cohesion. It is a story of courageous and visionary leadership. The book offers our nation profound lessons in leadership that should enrich all our efforts to transform institutions in a sustainable way, to play a meaningful role in building ONE NATION. - DR WENDY LUHABE, Economic Activist, Social Entrepreneur, First Chancellor of the University of Johannesburg "

scholarly journals On not taking language inequality for granted: Hymesian traces in ethnographic monitoring of South Africa’s multilingual language policy

Multilingua ◽  
2014 ◽  
Vol 33 (5-6) ◽  
Author(s):  
Nancy H. Hornberger
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
South African ◽  
Program Implementation ◽  
African Languages ◽  
Current Implementation ◽  
Kwazulu Natal ◽  
Teaching Learning ◽  
The University ◽  
South African Higher Education

AbstractSouth African higher education is at a critical juncture in the implementation of South Africa’s multilingual language policy promoting institutional status for nine African languages, English, and Afrikaans. South African scholars, not content merely to comment from the sidelines on the policy, its promise, and challenges, have also engaged in implementation efforts. This article explores two such initiatives, both focusing on the use of African languages in higher education institutions where English is already established as the medium of instruction, and both undertaken with explicit goals of righting South Africa’s longstanding social injustices. I collaborated with colleagues at the University of Limpopo and the University of KwaZulu-Natal to assess current implementation and identify next steps and strategies for achieving truly multilingual teaching, learning, and research at their institutions. Taking up Hymes’ (1980) call for ethnographic monitoring of bilingual education, I sought in each case to jointly describe and analyze current communicative conduct, uncover emergent patterns and meanings in program implementation, and evaluate program and policy in terms of social meanings. I argue that ethnographic monitoring in education offers one means toward

scholarly journals A conceptual framework to facilitate clinical judgement in nursing: A methodological perspective

2017 ◽  
Vol 22 ◽  
Author(s):  
Anna C. Van Graan ◽  
Martha J.S. Williams
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
South African ◽  
Action Plan ◽  
Theory And Practice ◽  
Clinical Judgement ◽  
Undergraduate Nursing Students ◽  
Strategic Objectives ◽  
Undergraduate Nursing ◽  
Teaching Learning

The South African health care and education systems are challenged to provide independent, critical thinking nurses who can cope with diversity in a creative way and define their role in a complex, uncertain, rapidly changing health care environment. Quality clinical judgement is an imperative characteristic that newly qualified professional nurses should possess. To accommodate these needs, SANC in line with the SAQA Act, advocated the development of teaching and learning strategies to balance theory and practice opportunities together with an outcome-based, student centred approach and appropriate clinical supervision. This resulted in a positive outcome to facilitate the integration/fusion of theory and practice. The purpose of this study was to synthesise a teaching–learning strategy for creating an enabling learning environment to facilitate clinical judgement in South African undergraduate nursing students. The proposed teaching–learning strategyis grounded in modern-day constructivist approach of learning. The conceptual or theoretical framework of this study aimed to link the central concepts that were identified from the conclusions of four (4) strategic objectives of the two preceding phases of the study into a new structure of meaning that served as a basis for the proposed strategy. The implementation of the proposed action plan to achieve the stated strategic objectives should empower the relevant role players to facilitate clinical judgement in undergraduate nursing students and thereby promote autonomous and accountable nursing care.

scholarly journals Empathetic-reflective-dialogical re-storying: A teaching–learning strategy for life orientation

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Janet Jarvis
Keyword(s):  
South African ◽  
Classroom Practice ◽  
Learning Strategy ◽  
Education Institution ◽  
Small Scale ◽  
School Of Education ◽  
Life Orientation ◽  
Bachelor Of Education ◽  
Teaching Learning ◽  
South African Higher Education

This article presents a teaching–learning strategy that has been employed in recent small-scale research projects at a South African higher education institution, and more specifically, in the School of Education. Bachelor of Education Honours students enrolled for a module entitled Contemporary Issues in Life Orientation participated in the studies in 2017 and 2018. The introduction of empathetic-reflective-dialogical re-storying as a teaching–learning strategy created a space for these male and female students to explore their self-dialogue in relation to their understandings and lived experiences of human rights issues, and in this case, gender inequality. This teaching–learning strategy created the opportunity for pre-service teachers to become agents of their own learning as they considered entrenched beliefs and worldviews and co-constructed (re-storied) previously held narratives. By sharing their self-narratives in a community in conversation and then in a community in dialogue with their ‘other’, the possibility existed for creating new knowledges. This strategy, serving a decolonisation agenda, adopts a transdisciplinary approach. It encourages reflection and reflexivity that can transform technicist classroom practice into potentially transformative classroom praxis.

scholarly journals Perspectives of GIS Education in High Schools: An Evaluation of uMgungundlovu District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 10 (5) ◽  
pp. 131
Author(s):  
Felicity Aphiwe Mkhongi ◽  
Walter Musakwa
Keyword(s):  
South Africa ◽  
High Schools ◽  
Information Systems ◽  
Geographic Information Systems ◽  
South African ◽  
Teaching And Learning ◽  
Full Potential ◽  
Kwazulu Natal ◽  
Gis Education ◽  
Teaching Learning

Geographic Information Systems (GIS) education in South Africa and elsewhere has been envisioned to be a strategy that can contribute to new ways of teaching, learning and understanding. However, very few studies have assessed how GIS is taught in South African high schools. Consequently, this study aims to analyze GIS education dynamics and perspectives in uMgungundlovu District, KwaZulu-Natal Province, South Africa. A survey with both open and close-ended questions was conducted with geography educators and geography students. Questions focused on GIS content, how the content is taught, challenges in GIS education, educators’ GIS proficiency and GIS education perspectives. The sample was guided by purposive sampling that intentionally selected schools with the desired qualities. From the results, it was evident that GIS is progressively taught in secondary schools. However, the full potential of GIS education has been restricted by challenges such as inadequate resources and limited exposure of students to GIS’s practical uses. Subsequently, the study recommends that GIS education in South African schools should be accompanied by appropriate hardware, software and opportunities for exposing students and educators to practical methods of teaching and learning GIS. Furthermore, educators should also be trained to be able to adequately equip students with GIS skills and knowledge.

Individualisation in the Multicultural Teaching-Learning Situation

1993 ◽  
Vol 9 (1) ◽  
pp. 59-63 ◽  
Author(s):  
Helen van Ryneveld Grove
Keyword(s):  
South African ◽  
Educational Needs ◽  
Learning Situation ◽  
The South ◽  
South African Population ◽  
Scientific Revolutions ◽  
Structure Of Scientific Revolutions ◽  
Cultural Plurality ◽  
Teaching Learning ◽  
Instructional Measures

This article aims to indicate that an individualised approach is imperative for the successful teaching of multicultural pupil populations. The cultural plurality displayed by the South African population is first dealt with, whereafter the educational needs which evolve from the cultural plurality are identified. The process of educational change is described in terms of Kuhn's idea of the structure of scientific revolutions as it pertains to the South African situation. Appropriate instructional measures for meeting evolving educational needs are suggested. These measures are largely based on Lynch's model of instructional strategies which illustrates the process of matching curriculum and pupil information with a view to achieving equity in educational provision.

Teachers Exodus In South African Schools: A Smoke With Burning Fire

2011 ◽  
Vol 1 (3) ◽  
pp. 31 ◽  
Author(s):  
Mutendwahothe Walter Lumadi
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
South African ◽  
National Level ◽  
Poor Performance ◽  
School Curriculum ◽  
Hiv And Aids ◽  
School Level ◽  
Eastern Cape ◽  
Teaching Learning

African teachers in general and South Africans in particular face tremendous challenges, several of which are curriculum related. These challenges manifest themselves at various levels and in various areas, that is, from national level to within the classroom. There are various role players who may make a contribution towards overcoming these challenges. It is imperative that each role player must be able to make a significant contribution. Clair and Adgers (2001:17) are of the opinion that school reform efforts must ensure that schools become centres of excellence for all students. This creates certain challenges for teachers, and in turn, demands a certain empowerment of them in order to achieve the vision of excellence in a diverse society with diverse needs (Carl, 2002:03).  The purpose of this study was to explore the challenges experienced by South African teachers in the school curriculum and the causes of their poor performance in the teaching-learning situation. It became evident that some of the challenges are as a result of current and recurrent changes in the school curriculum. The researcher used a qualitative research methodology whereby a case study design was followed. The study used purposive sampling where four schools including both primary and secondary schools from the Eastern Cape (hereafter referred to as EC) Province were selected as sites for the study.  EC Province is more disadvantaged in terms of resources as compared to the other Provinces in South Africa. Four teachers from each school were chosen as respondents. Data was collected through interviews and observations. Although the study was conducted in EC, it became evident from the findings that it is still a mammoth task country wide for teachers to implement the curriculum effectively. In the South African context, the problem manifests itself in a special way and the question remains, namely, what challenges do teachers in primary and secondary schools experience? The following challenges were identified when research was conducted; inadequate resources, a poor career path, HIV and AIDS pandemic, contractual employment, low remuneration, heavy workload and placement. These are critical issues of compliance if South Africa is going to overcome its past and build a culture of learning and tolerance that embraces and defines its political and educational future. The imbalances of international influences at the expense of teachers need to be rigorously redefined at school level. The study recommends that the National Ministry of Education (MOE) should have some mechanisms in place for remedying this unenviable situation.

scholarly journals Status of undergraduate community-based and public health physiotherapy education South Africa

2013 ◽  
Vol 69 (1) ◽  
Author(s):  
K. Mostert-Wentzel ◽  
J. Frantz ◽  
A. J. Van Rooijen
Keyword(s):  
South Africa ◽  
Service Learning ◽  
South African ◽  
Learning Strategies ◽  
The South ◽  
Or Education ◽  
Study Guides ◽  
The Government ◽  
Teaching Learning ◽  
The University

Curricula of health education institutions need to be periodically revised to be aligned with its context. This study explored the status of physiotherapy curricula in South Africa as point of departure for benchmarking by individual institutions. A document analysis was done of the university physiotherapy departments (N=8) in South Africa. institutional ethical clearance and permission from the heads of departments were obtained. Content analysis was used to analyse the South African Qualifications Authority exit-level outcomes and the university study guides for community placements. Most universities employed a form of service-learning, with interventions in a range of settings. Five themes emerged: practice of evidence-based physiotherapy, rendering physiotherapy services, acting professionally, communication, and collaboration. The country’s priority conditions were addressed. Teaching-learning strategies included group activities (class or education sessions), community projects, home visits and portfolios of evidence. Personal and small-group reflections were prominent. The undergraduate community physiotherapy curricula in South Africa address the health profile of the population and priorities in the health system to different degrees. The variation between universities should be interpreted with caution as the study guides only gave a limited snapshot into each institution’s curriculum. However, findings suggest that each physiotherapy university department may have gaps in preparing physiotherapy undergraduate students for the needs of the South African population and expectations of the government. Possible ways to share teaching-learning resources are recommended

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