Pub Date : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a7
Hanna Girma Wedajo
{"title":"“I Spend My Time in Class Thinking of What I Would Eat After School:” Economically Disadvantaged Students’ Capability to Pursue Aspirations in Ethiopia","authors":"Hanna Girma Wedajo","doi":"10.31920/2633-2930/2023/v4n2a7","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a7","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83894830","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a8
Mudzunga G Neluheni, N. Isaacs, B. Moolman
{"title":"Decolonising Education on Adolescent Sexuality: Critiquing Human Rights Sex Education as a Continued Colonial Imposition in Africa","authors":"Mudzunga G Neluheni, N. Isaacs, B. Moolman","doi":"10.31920/2633-2930/2023/v4n2a8","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a8","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82634091","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a1
Havatidi Madzamba, Alois Matorevhu
{"title":"Assessing Performance expectancy, Effort expectancy and Social influence effects on Lecturer Technology acceptance and Use","authors":"Havatidi Madzamba, Alois Matorevhu","doi":"10.31920/2633-2930/2023/v4n2a1","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a1","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78356235","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a10
J-K.M Ramusi, M. J. Mothiba
{"title":"Contextual guidance and lexical mismatch in the Oxford School Dictionary (Pukuntšu ya Sekolo) (2007): focusing on cultural and scientific concepts in Northern Sotho - English Language Education","authors":"J-K.M Ramusi, M. J. Mothiba","doi":"10.31920/2633-2930/2023/v4n2a10","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a10","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80116097","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a0
Thaba-Nkadimene Kgomotlokoa Linda
{"title":"My personal reflection on Teacher Education alignment with the University Strategic Map","authors":"Thaba-Nkadimene Kgomotlokoa Linda","doi":"10.31920/2633-2930/2023/v4n2a0","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a0","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87341446","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 : 2023-08-01DOI: 10.31920/2633-2930/2023/v4n2a2
Khayelihle Excellent Khumalo
{"title":"A quest for an Afro-centric post-schooling curriculum in South Africa","authors":"Khayelihle Excellent Khumalo","doi":"10.31920/2633-2930/2023/v4n2a2","DOIUrl":"https://doi.org/10.31920/2633-2930/2023/v4n2a2","url":null,"abstract":"","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79494378","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}
H. Lotz-Sisitka, L. Sisitka, Gamucharai Chakona, Mandilive Matiwane, C. Matambo
This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger & Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWH&C) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development. Keywords: Vocational Education and Training, evaluation, social learning, value creation framework
本文重点介绍了一种评估模型和方法的开发和应用，用于评估南非职业教育与培训(VET)学习网络中的跨界社会学习，重点介绍了培训师培训(ToT)课程，该课程通过为期八年的两次课程迭代，帮助催化和加强了这一学习网络。本文分享了我们如何适应温格、特雷纳和德拉特(2011;Wenger & Wenger- traynor, 2020)在评估培训师的职业教育培训(ToT)计划和学习网络，该计划侧重于在南非东开普省的特定正式和非正式职业教育背景下吸收和循环雨水收集和保护(RWH&C)知识，那里的小农正在努力寻找生产粮食的水。经评估的ToT课程促进了在职业教育背景下建立跨界社会学习网络方法，将正式和非正式职业教育联系起来(Lotz-Sisitka等人，2016;Lotz-Sisitka et al.， 2022;Pesanayi, 2019);因此，我们认为开发适当的评估工具非常重要。本文的重点是分享我们是如何为这项工作开发一种评估方法的。我们分享了为不同类型的价值创造而开发的指标的见解，以及在以ToT课程为重点的跨界职业教育社会学习项目中使用这种评估方法的见解。简而言之，评估结果表明，跨界ToT课程具有强大的即时、潜在和应用价值，可以导致实现和重新定义价值，特别是如果在跨界ToT课程的初始参与之后得到持续学习网络活动的支持。随着时间的推移，这将导致变革价值，这对于实现这种社会学习的总体目标至关重要，即在通过更好地利用小农和家庭粮食生产者之间的雨水收集和保护来改善粮食安全是可持续发展的必要形式的背景下，使知识更具共同参与、可获取和有用。取向价值和赋能价值对其他类型价值的产生至关重要。评估模型还允许提升战略价值，这表明更广泛的吸收潜力。所有这些都为指标开发创造了可能性，这些指标开发有助于为跨界职业教育培训课程的迭代开发提供信息，这些课程用于刺激学习网络的共同构建和持续的社会学习，以促进可持续发展。关键词:职业教育与培训，评价，社会学习，价值创造框架
{"title":"TVET SI: Evaluating Boundary Crossing Social Learning in Vocational Education and Training: A value creation approach","authors":"H. Lotz-Sisitka, L. Sisitka, Gamucharai Chakona, Mandilive Matiwane, C. Matambo","doi":"10.4314/sajee.v39.04","DOIUrl":"https://doi.org/10.4314/sajee.v39.04","url":null,"abstract":"This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger & Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWH&C) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development. \u0000Keywords: Vocational Education and Training, evaluation, social learning, value creation framework","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75632180","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}
Mainstream vocational education and training (VET) has been complicit in unsustainable practices due to its longstanding relationship with productivism, extractivism and colonialism. However, it is beginning to address the need to balance its dominant focus on skills for employability with a growing awareness of the imperative to promote environmental sustainability, in terms of skills for sustainable production. There is also a sense that vocational institutions must also be sustainable in the wider sense of viability, durability, etc. While these positive steps are welcome, careful analysis is needed regarding how far recent initiatives are limited both by institutional capacities and wider disenabling environments, and how far they are meaningful steps towards sustainable VET for just transitions. Moreover, the current debate is also limited in its overwhelming focus on formal spaces of learning and work. Yet, most vocational learning and work sits outside this formal realm. We contribute to this debate by exploring four case studies of complex skills ecosystems with varying levels of (in)formality taken from both rural and urban settings in Uganda and South Africa. We consider how the dynamics of each ecosystem generate complex mixes of sustainability and employability concerns. We suggest that, in cases like the more formalised ones presented here, there is a possibility to look at the development of centres of skills formation excellence grounded in sector and place but that this also requires thinking about bigger challenges of just transitions. More radically, by highlighting the contexts of less formalised skills ecosystems in two other cases, we point towards new ways of thinking about supporting such ecosystems’ work on sustainable livelihoods in ways that enhance their durability. Although context always matters, we suggest that our arguments are pertinent beyond the countries or region of this research and have international salience. Keywords: vocational education and training, Africa, green skills, sustainable development, skills for sustainability
{"title":"TVET SI: Towards Sustainable Vocational Education and Training: Thinking beyond the formal","authors":"S. McGrath, Jo-Anna Russon","doi":"10.4314/sajee.v39.03","DOIUrl":"https://doi.org/10.4314/sajee.v39.03","url":null,"abstract":"Mainstream vocational education and training (VET) has been complicit in unsustainable practices due to its longstanding relationship with productivism, extractivism and colonialism. However, it is beginning to address the need to balance its dominant focus on skills for employability with a growing awareness of the imperative to promote environmental sustainability, in terms of skills for sustainable production. There is also a sense that vocational institutions must also be sustainable in the wider sense of viability, durability, etc. While these positive steps are welcome, careful analysis is needed regarding how far recent initiatives are limited both by institutional capacities and wider disenabling environments, and how far they are meaningful steps towards sustainable VET for just transitions. Moreover, the current debate is also limited in its overwhelming focus on formal spaces of learning and work. Yet, most vocational learning and work sits outside this formal realm. We contribute to this debate by exploring four case studies of complex skills ecosystems with varying levels of (in)formality taken from both rural and urban settings in Uganda and South Africa. We consider how the dynamics of each ecosystem generate complex mixes of sustainability and employability concerns. We suggest that, in cases like the more formalised ones presented here, there is a possibility to look at the development of centres of skills formation excellence grounded in sector and place but that this also requires thinking about bigger challenges of just transitions. More radically, by highlighting the contexts of less formalised skills ecosystems in two other cases, we point towards new ways of thinking about supporting such ecosystems’ work on sustainable livelihoods in ways that enhance their durability. Although context always matters, we suggest that our arguments are pertinent beyond the countries or region of this research and have international salience. \u0000Keywords: vocational education and training, Africa, green skills, sustainable development, skills for sustainability","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83793058","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}
This article argues that, in order for humanity to act timeously to ameliorate threats such as climate change, we would do well to heed the central tenets of Roy Bhaskar’s transcendental realism, which he also calls enlightened common sense. This is because transcendental realism is critical of the unnecessarily burdensome assumption allied with systems/complexity theory that statistical analyses and complex computer models are necessary and suffi cient to deal with complex systems such as climate. To the contrary, from the perspective of transcendental realism, it is knowing ‘how things work’ – being enlightened – that is necessary, and often sufficient, to deal with complex systems. For example, in terms of climate change, knowing how the Greenhouse Eff ect works – that is, knowing how extra carbon dioxide in the atmosphere heats the Earth – makes it as simple to decide to act to reduce carbon dioxide as knowing how gravity works makes it simple to decide not to step off a high-rise building. This does not detract from the further need to (preferably democratically) consider diff erent action options, for which computer models can be a helpful tool. Transcendental realism also has implications for how environmental educators define climate and climate change and it provides an antidote to certain challenges posed by climate change deniers. Much of the critique applied in this article to systems/complexity theory can also be applied to posthumanism. Keywords: climate change education, Roy Bhaskar, climate scepticism, complex systems, posthumanism
{"title":"An Enlightened Common Sense Approach to Environmental Education, with Special Reference to Climate Change","authors":"L. Price","doi":"10.4314/sajee.v39.05","DOIUrl":"https://doi.org/10.4314/sajee.v39.05","url":null,"abstract":"This article argues that, in order for humanity to act timeously to ameliorate threats such as climate change, we would do well to heed the central tenets of Roy Bhaskar’s transcendental realism, which he also calls enlightened common sense. This is because transcendental realism is critical of the unnecessarily burdensome assumption allied with systems/complexity theory that statistical analyses and complex computer models are necessary and suffi cient to deal with complex systems such as climate. To the contrary, from the perspective of transcendental realism, it is knowing ‘how things work’ – being enlightened – that is necessary, and often sufficient, to deal with complex systems. For example, in terms of climate change, knowing how the Greenhouse Eff ect works – that is, knowing how extra carbon dioxide in the atmosphere heats the Earth – makes it as simple to decide to act to reduce carbon dioxide as knowing how gravity works makes it simple to decide not to step off a high-rise building. This does not detract from the further need to (preferably democratically) consider diff erent action options, for which computer models can be a helpful tool. Transcendental realism also has implications for how environmental educators define climate and climate change and it provides an antidote to certain challenges posed by climate change deniers. Much of the critique applied in this article to systems/complexity theory can also be applied to posthumanism. \u0000Keywords: climate change education, Roy Bhaskar, climate scepticism, complex systems, posthumanism","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76013601","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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