scholarly journals Enhancing the Entrepreneurial and Intrapreneurial Attributes of Engineering Graduates: A Review Proposal for Metallurgy and Materials Engineering Undergraduate Curricula at Two African Universities

2018 ◽  
Vol 9 (1) ◽  
pp. 4 ◽  
Author(s):  
Elias Matinde
Keyword(s):  
South Africa ◽  
Problem Solving ◽  
Best Practices ◽  
Comparative Education ◽  
Teaching And Learning ◽  
Present Form ◽  
Learning Space ◽  
Inquiry Based Learning ◽  
Materials Engineering ◽  
Bcc Lattice

This paper explores the potential opportunities to enhance the entrepreneurial and intrapreneurial attributes of graduates in the Metallurgy and Materials Engineering curricula at two universities in Zimbabwe and South Africa. Due to the diminishing geographical constraints between Zimbabwe and South Africa, and the strong juxtaposition between the two economies, this paper adopts a simplified comparative education methodology to benchmark education best practices between these two countries. While the reviewed curricula in their present form may be providing learners with opportunities for disciplinary problem solving and inquiry-based learning, this paper proposes a body-centred cubic (bcc) model to integrate a new dimension of entrepreneurial and intrapreneurial education into the teaching and learning space. Based on the 3D bcc lattice with six planes, where the first five planes represent the current curricula, pedagogy practices and desired attributes, the sixth plane is taken to represent the additional dimensions of the desired entrepreneurial and intrapreneurial attributes.

scholarly journals Bricolising Retired Teachers in South Africa: Challenges and Opportunities

2021 ◽  
Vol 12 (1-2) ◽  
Author(s):  
Bekithemba Dube
Keyword(s):  
South Africa ◽  
Best Practices ◽  
Rural Schools ◽  
Teaching And Learning ◽  
Poor Performance ◽  
Policy Framework ◽  
Challenges And Opportunities ◽  
Retired Teachers ◽  
Available Resources

ABSTRACT This paper interrogates the challenges and opportunities related to re-engaging retired teachers in mainstream curriculum practice in South Africa. Some rural schools report poor performance, whereas retired teachers in their locality could help to mitigate this challenge. The paper used bricolage as a theoretical lens, because of its emphasis on using available resources to address ambivalence. The qualitative paper responds to two questions: What are the challenges facing integration of retired teachers? and How could retired teachers assist to mitigate poor performance? The paper found that many retired teachers are still active and can assist with mentoring and teaching and learning; however, there is no policy framework to guide their re-engagement. The paper argues that South Africa should tap into best practices of retired teachers through formulation of a policy framework that ensures the knowledge of retired teachers is not wasted, but harvested to address various trajectories, including poor performance.

“Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Steven Dillon Shallard
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Primary School ◽  
Teaching And Learning ◽  
Achievement Gains ◽  
Inquiry Based Learning ◽  
Achievement Data ◽  
Research Questions ◽  
High Level ◽  
The Impact

<p>Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way of addressing these underachievement issues. Ongoing underachievement impacts on students’ confidence which may exacerbate underachievement in a downward spiral. Research has shown that both confidence and achievement can be positively influenced by IBL, therefore IBL was trialled here at All Saints School. This thesis describes a research project which sought to determine the impact of an IBL teaching intervention with the aim of improving outcomes for students underachieving in mathematics. It examines the impact on students’ attitude, confidence and achievement that resulted from the introduction of IBL into the mathematics teaching and learning programme of three classes, Years 3, 4 and 6, in a high socio-economic status (SES), high achieving, urban Catholic full primary school. The intervention drew on a professional learning community where the participant teachers explored literature on IBL and worked together to assist each other to add IBL to the teaching and learning programme for mathematics.  The study design was a mixed methods case study. Qualitative data were gathered through student interviews and surveys. The intervention was undertaken over a full school year, so quantitative achievement data were gathered from the school’s usual assessment methods without the introduction of further external testing or assessment.  Student surveys and interviews from three classes totalling 51 students informed the research questions on student attitude and confidence. Over-all Teacher Judgement (OTJ) and Progressive Achievement Tests (PAT) provided quantitative data which informed the research questions on the impact IBL had on student achievement and the achievement gap between the highest and lowest achievers.  In this school setting students began the intervention with a very positive attitude to mathematics and only minor variations to this were observed. Students also began with a high level of confidence in their overall mathematical ability, but very low confidence in their problem-solving ability specifically. By the end of the intervention, their high level of confidence had extended to their problem-solving confidence also.  PAT achievement data revealed the Year 3 class and the Year 4 underachieving students both made mean achievement gains of a statistically significant level. The Year 4 class only just reached national averages, but the Year 3 and 6 classes exceeding national average results for their year level. A deeper exploration of the data revealed that the low achieving students made major achievement gains for the intervention year. The low achieving Year 4 and 6 students made gains that exceeded both national averages and their high achieving classmates by large margins. Taken together these results further add to the body of evidence that argues for the inclusion of IBL in schools’ mathematics programmes.</p>

“Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Steven Dillon Shallard
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Primary School ◽  
Teaching And Learning ◽  
Achievement Gains ◽  
Inquiry Based Learning ◽  
Achievement Data ◽  
Research Questions ◽  
High Level ◽  
The Impact

<p>Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way of addressing these underachievement issues. Ongoing underachievement impacts on students’ confidence which may exacerbate underachievement in a downward spiral. Research has shown that both confidence and achievement can be positively influenced by IBL, therefore IBL was trialled here at All Saints School. This thesis describes a research project which sought to determine the impact of an IBL teaching intervention with the aim of improving outcomes for students underachieving in mathematics. It examines the impact on students’ attitude, confidence and achievement that resulted from the introduction of IBL into the mathematics teaching and learning programme of three classes, Years 3, 4 and 6, in a high socio-economic status (SES), high achieving, urban Catholic full primary school. The intervention drew on a professional learning community where the participant teachers explored literature on IBL and worked together to assist each other to add IBL to the teaching and learning programme for mathematics.  The study design was a mixed methods case study. Qualitative data were gathered through student interviews and surveys. The intervention was undertaken over a full school year, so quantitative achievement data were gathered from the school’s usual assessment methods without the introduction of further external testing or assessment.  Student surveys and interviews from three classes totalling 51 students informed the research questions on student attitude and confidence. Over-all Teacher Judgement (OTJ) and Progressive Achievement Tests (PAT) provided quantitative data which informed the research questions on the impact IBL had on student achievement and the achievement gap between the highest and lowest achievers.  In this school setting students began the intervention with a very positive attitude to mathematics and only minor variations to this were observed. Students also began with a high level of confidence in their overall mathematical ability, but very low confidence in their problem-solving ability specifically. By the end of the intervention, their high level of confidence had extended to their problem-solving confidence also.  PAT achievement data revealed the Year 3 class and the Year 4 underachieving students both made mean achievement gains of a statistically significant level. The Year 4 class only just reached national averages, but the Year 3 and 6 classes exceeding national average results for their year level. A deeper exploration of the data revealed that the low achieving students made major achievement gains for the intervention year. The low achieving Year 4 and 6 students made gains that exceeded both national averages and their high achieving classmates by large margins. Taken together these results further add to the body of evidence that argues for the inclusion of IBL in schools’ mathematics programmes.</p>

Amâlî (Imla) As Arabic Writing Technique

Metahumaniora ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 128
Author(s):  
Dicky Rachmat Pauji
Keyword(s):  
Middle East ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Wide Scope ◽  
Writing Style ◽  
Learning Space ◽  
Islamic School ◽  
Related Literature ◽  
Language And Literature ◽  
The Subject

Amâlî (Imla) is a methodology used in studying Arabic language and literature that has a very wide scope. Amâlî (Imla) itself can be translated as: to dictate, to add, to fill in and etc. Amâlî (Imla) may also be interpreted further by the following narration: A teacher (ustadz) comes to a place like a mosque, an Islamic school or any learning space in general. In the process of teaching and learning, all that are spoken by the teacher is written down by the students on pieces of paper they had prepared earlier then be compiled into a book which will be preserved. This paper presents a brief summary of Amâlî (Imla) as a methodology which is discussed in many Amâlî (Imla) related literature works written from the beginning of 7th century until the 14th century. The subject Amâlî (Imla) is written in exceedingly diverse manner, unique to each of numerous known authors. This paper also discusses about various meaning of the word Amâlî (Imla) that has been interpreted differently among authors. In addition, the method of separating chapters and other minor distinct writing style that each of various groups of Amâlî (Imla) authors had developed was presented in this work. And lastly, this paper discusses the fact that Amâlî (Imla) related textbook authors were not only originated from the Middle East, but also from regions such as Iran (Huzistan) and Andalusia

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

The Science of Wisdom in a Polarized World: Knowns and Unknowns

2020 ◽  
Author(s):  
Igor Grossmann ◽  
Nic M. Weststrate ◽  
Monika Ardelt ◽  
Justin Peter Brienza ◽  
Mengxi Dong ◽  
...  
Keyword(s):  
Individual Differences ◽  
Problem Solving ◽  
Best Practices ◽  
Cognitive Sciences ◽  
Methodological Challenges ◽  
The Common ◽  
Empirical Approaches ◽  
And Training ◽  
Contextual Differences

Interest in wisdom in the cognitive sciences, psychology, and education has been paralleled by conceptual confusions about its nature and assessment. To clarify these issues and promote consensus in the field, wisdom researchers met in Toronto in July of 2019, resolving disputes through discussion. Guided by a survey of scientists who study wisdom-related constructs, we established a common wisdom model, observing that empirical approaches to wisdom converge on the morally-grounded application of metacognition to reasoning and problem-solving. After outlining the function of relevant metacognitive and moral processes, we critically evaluate existing empirical approaches to measurement and offer recommendations for best practices. In the subsequent sections, we use the common wisdom model to selectively review evidence about the role of individual differences for development and manifestation of wisdom, approaches to wisdom development and training, as well as cultural, subcultural, and social-contextual differences. We conclude by discussing wisdom’s conceptual overlap with a host of other constructs and outline unresolved conceptual and methodological challenges.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This 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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