The COVID-19 pandemic has caused serious disruptions to higher education institutions across the globe, prompting even the ill-prepared ones to embrace virtual teaching and learning approaches. Academic-industry partnerships remain an under-utilised and under-researched mutually beneficial way of strengthening organisational performance. This study used the case of Zimbabwe to fill the gap in the literature by exploring the types and extent of cooperation between academic institutions and industry towards inclusive virtual learning in public and private universities during the COVID-19 pandemic. The study used electronic questionnaires and virtual interviews to collect data from a sample of 100 university staff and executives in industry. The findings revealed major challenges concerning infrastructure, facilities, high cost of data and intermittent power cuts. At present, particularly in public universities, academic-industry synergies were focused on internet and data provision. However, no support was made available for infrastructure and related facilities. The study recommended the need for strong academic-industry partnerships towards funding infrastructure and facilities to enhance virtual teaching and learning.
{"title":"Leveraging academic industry partnerships for inclusive virtual learning","authors":"P. Zvavahera, Evelyn Chiyevo Garwe, Sheppard Pasipanodya, Farai Chigora, Chipo Katsande","doi":"10.18820/2519593x/pie.v40.i1.18","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.18","url":null,"abstract":"The COVID-19 pandemic has caused serious disruptions to higher education institutions across the globe, prompting even the ill-prepared ones to embrace virtual teaching and learning approaches. Academic-industry partnerships remain an under-utilised and under-researched mutually beneficial way of strengthening organisational performance. This study used the case of Zimbabwe to fill the gap in the literature by exploring the types and extent of cooperation between academic institutions and industry towards inclusive virtual learning in public and private universities during the COVID-19 pandemic. The study used electronic questionnaires and virtual interviews to collect data from a sample of 100 university staff and executives in industry. The findings revealed major challenges concerning infrastructure, facilities, high cost of data and intermittent power cuts. At present, particularly in public universities, academic-industry synergies were focused on internet and data provision. However, no support was made available for infrastructure and related facilities. The study recommended the need for strong academic-industry partnerships towards funding infrastructure and facilities to enhance virtual teaching and learning.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87627394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i2.5
Lucinda L. Du Plooy
{"title":"A quasi-ethnographical exploration of how young learners establish their learning practices in their environmental space: The township community and their homes","authors":"Lucinda L. Du Plooy","doi":"10.18820/2519593x/pie.v40.i2.5","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i2.5","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75653090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i3.16
F. Leal, K. Finardi, Julieta Abba
{"title":"Challenges for an internationalization of higher education from and for the global south","authors":"F. Leal, K. Finardi, Julieta Abba","doi":"10.18820/2519593x/pie.v40.i3.16","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i3.16","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78890252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study investigated how the school management team of a primary school in Gauteng supported parents to ensure academic success during COVID-19. Therefore, the study explored the perspectives of parents on their experiences and challenges that they had to support learning at home during the COVID-19 lockdown. This study used a quantitative approach and participants were selected using quota sampling. The respondents were limited to parents of Grade 3–7 learners from a selected school in the Johannesburg municipality area. Data were collected using an item-format combined questionnaire. This study revealed how parents experienced the online learning process. It is recommended that the school should improve its communication system with its parents, and provide online training and workshops to parents and teachers on how to give support to learners in an online teaching environment.
{"title":"Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school","authors":"Chane de Jager, P. Triegaardt","doi":"10.38140/pie.v40i4.6635","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6635","url":null,"abstract":"The study investigated how the school management team of a primary school in Gauteng supported parents to ensure academic success during COVID-19. Therefore, the study explored the perspectives of parents on their experiences and challenges that they had to support learning at home during the COVID-19 lockdown. This study used a quantitative approach and participants were selected using quota sampling. The respondents were limited to parents of Grade 3–7 learners from a selected school in the Johannesburg municipality area. Data were collected using an item-format combined questionnaire. This study revealed how parents experienced the online learning process. It is recommended that the school should improve its communication system with its parents, and provide online training and workshops to parents and teachers on how to give support to learners in an online teaching environment.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90279917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i1.5
Edwin Darrell de Klerk, J. Palmer
Technology-based platforms in higher education institutions (HEIs), including online learning, require innovative approaches to ensure inclusive and transformative educational spaces for students living with disabilities. Achieving social equality, technology access and inclusion may contribute to ensuring a seamless instructional design for students living with disabilities in HEIs amid and beyond COVID-19. COVID-19 has obliged HEIs to adopt alternatives to learning and teaching, making the use of open distance learning (ODL) amid the pandemic more relevant. This theoretical paper considers the significance of ODL by demonstrating how to achieve technology inclusion for students living with disabilities through collaborative online international learning (COIL). Situated within the collaborative learning theory, this paper offers a disability perspective to learning in HEIs, through an analysis of stipulations in the Strategic Policy Framework on Disability for the Post-School Education and Training System (2018). The findings indicate that the application of COIL for students living with disabilities may transform their learning experiences and unlock new pathways for their development. The paper recommends that COIL may be used as a response to ensuring access and inclusive education provision for students living with disabilities in HEIs.
{"title":"Technology inclusion for students living with disabilities through collaborative online learning during and beyond COVID-19","authors":"Edwin Darrell de Klerk, J. Palmer","doi":"10.18820/2519593x/pie.v40.i1.5","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.5","url":null,"abstract":"Technology-based platforms in higher education institutions (HEIs), including online learning, require innovative approaches to ensure inclusive and transformative educational spaces for students living with disabilities. Achieving social equality, technology access and inclusion may contribute to ensuring a seamless instructional design for students living with disabilities in HEIs amid and beyond COVID-19. COVID-19 has obliged HEIs to adopt alternatives to learning and teaching, making the use of open distance learning (ODL) amid the pandemic more relevant. This theoretical paper considers the significance of ODL by demonstrating how to achieve technology inclusion for students living with disabilities through collaborative online international learning (COIL). Situated within the collaborative learning theory, this paper offers a disability perspective to learning in HEIs, through an analysis of stipulations in the Strategic Policy Framework on Disability for the Post-School Education and Training System (2018). The findings indicate that the application of COIL for students living with disabilities may transform their learning experiences and unlock new pathways for their development. The paper recommends that COIL may be used as a response to ensuring access and inclusive education provision for students living with disabilities in HEIs.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72847365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i2.12
C. Nicol, Emmanuel Gakuba, Gonzague Habinshuti
{"title":"Students’ perceived science inquiry process skills in relation to school type and gender","authors":"C. Nicol, Emmanuel Gakuba, Gonzague Habinshuti","doi":"10.18820/2519593x/pie.v40.i2.12","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i2.12","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"10 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77484310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i2.11
Wilma Coetzee
{"title":"Measuring risks associated with students of introductory statistics: Scale development and implementation","authors":"Wilma Coetzee","doi":"10.18820/2519593x/pie.v40.i2.11","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i2.11","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83025388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
South Africa’s policy on screening, identification, assessment and support (SIAS) stipulates that teachers support learners with barriers to learning and development in their mainstream classrooms. This includes learners living with Attention-deficit/hyperactivity disorder (ADHD). Yet, little research has been conducted regarding Grade 1 teachers’ utilisation of support strategies for learners living with ADHD in mainstream classrooms. This study focused on Grade 1 teachers’ support for learners living with ADHD. An exploratory, interpretive, interactive, qualitative case study was employed. Twelve purposefully selected Grade 1 teachers, representing five public schools (varying from Quintile 1-5) and one private school from the West Coast Education District, South Africa, participated in an unstructured open-ended focus group interview resulting in an interview framework being developed. This interview framework directed the field observations of classroom visits and semi-structured individual interview questions of six purposefully selected Grade 1 teachers. Qualitative content analysis was used to analyse the transcriptions of the individual interviews, as well as the field notes. The study found that teachers were innovative in developing effective support strategies to support Grade 1 learners living with ADHD in their classrooms.
{"title":"Grade 1 teachers’ experiences of supporting learners living with attention-deficit/ hyperactivity disorder (ADHD)","authors":"Zandra de Villiers, E. Barnard","doi":"10.38140/pie.v40i4.6743","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6743","url":null,"abstract":"South Africa’s policy on screening, identification, assessment and support (SIAS) stipulates that teachers support learners with barriers to learning and development in their mainstream classrooms. This includes learners living with Attention-deficit/hyperactivity disorder (ADHD). Yet, little research has been conducted regarding Grade 1 teachers’ utilisation of support strategies for learners living with ADHD in mainstream classrooms. This study focused on Grade 1 teachers’ support for learners living with ADHD. An exploratory, interpretive, interactive, qualitative case study was employed. Twelve purposefully selected Grade 1 teachers, representing five public schools (varying from Quintile 1-5) and one private school from the West Coast Education District, South Africa, participated in an unstructured open-ended focus group interview resulting in an interview framework being developed. This interview framework directed the field observations of classroom visits and semi-structured individual interview questions of six purposefully selected Grade 1 teachers. Qualitative content analysis was used to analyse the transcriptions of the individual interviews, as well as the field notes. The study found that teachers were innovative in developing effective support strategies to support Grade 1 learners living with ADHD in their classrooms.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89589570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i2.18
Chidi Idi Eke
{"title":"Student leadership: Participation of the representative council of learners in the management of school violence in high school","authors":"Chidi Idi Eke","doi":"10.18820/2519593x/pie.v40.i2.18","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i2.18","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77897744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18820/2519593x/pie.v40.i3.3
Meg Milligan, John M. Mankelwicz, H. See
{"title":"Narcissism as a global barrier to education for sustainable development","authors":"Meg Milligan, John M. Mankelwicz, H. See","doi":"10.18820/2519593x/pie.v40.i3.3","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i3.3","url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85529524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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