Pub Date : 2020-03-03DOI: 10.1080/18146627.2018.1505432
A. Ohba
Abstract While free primary education (FPE) has made significant strides towards schooling for all Kenyan children, and dropout rates have been notably reduced, a regional disparity clearly persists. This means that many children in arid and semi-arid regions and informal settlements in urban areas leave school before completion. The purpose of this article is to report on a study that examined the reasons why some children still leave school early. Targeting the 7–17 year age group, a total of 83 children participated in the study, which was conducted in three counties in which government statistics showed low enrolment, namely, Nairobi, Garissa and Laikipia. It used both questionnaires and semi-structured interviews for data collection, and also collected evidence from government offices, primary schools, and a local non-governmental organisation (NGO). The findings indicated that a regular free meal programme and sensitisation of parents and communities are two intervention policies that are likely to help keep children in school.
{"title":"Why Do Some Children Still Leave Primary School Early? Comparing Reasons in Three Regions of Kenya","authors":"A. Ohba","doi":"10.1080/18146627.2018.1505432","DOIUrl":"https://doi.org/10.1080/18146627.2018.1505432","url":null,"abstract":"Abstract While free primary education (FPE) has made significant strides towards schooling for all Kenyan children, and dropout rates have been notably reduced, a regional disparity clearly persists. This means that many children in arid and semi-arid regions and informal settlements in urban areas leave school before completion. The purpose of this article is to report on a study that examined the reasons why some children still leave school early. Targeting the 7–17 year age group, a total of 83 children participated in the study, which was conducted in three counties in which government statistics showed low enrolment, namely, Nairobi, Garissa and Laikipia. It used both questionnaires and semi-structured interviews for data collection, and also collected evidence from government offices, primary schools, and a local non-governmental organisation (NGO). The findings indicated that a regular free meal programme and sensitisation of parents and communities are two intervention policies that are likely to help keep children in school.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"33 - 49"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1505432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48862632","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 : 2020-03-03DOI: 10.1080/18146627.2018.1549953
V. C. Ngwenya
Abstract The primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. The paradigm underpinning the study was interpretivism, utilising a qualitative design. The public schools – in both low and highdensity suburbs – and participants were purposively selected as the study sought depth as opposed to breadth. The data was captured using a semi-structured interview protocol through face-to-face interviews and focus groups. Professional documents were scrutinised and the availability of resources was observed using a semi-structured observation checklist. The use of multiple data sources, triangulation, an audit trail, and member checking enhanced its credibility. The major barriers to effective curriculum implementation were human, physical, material and financial resources. Attempts have been made in developing human capital through various capacity building workshops whose facilitators were not pragmatic. Encouraging though, it was found that teachers have embraced the new curriculum despite the hardships they are encountering as they view it as competencebased and self-empowering through the entrepreneurial skills learners acquire. All that is needed is a collective approach in resource mobilisation, with the government being a major funder, if the inequalities and inequities in accessing education, which Zimbabwe attempted to abolish at post-independence, are not to mushroom.
{"title":"Curriculum Implementation Challenges Encountered by Primary School Teachers in Bulawayo Metropolitan Province, Zimbabwe","authors":"V. C. Ngwenya","doi":"10.1080/18146627.2018.1549953","DOIUrl":"https://doi.org/10.1080/18146627.2018.1549953","url":null,"abstract":"Abstract The primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. The paradigm underpinning the study was interpretivism, utilising a qualitative design. The public schools – in both low and highdensity suburbs – and participants were purposively selected as the study sought depth as opposed to breadth. The data was captured using a semi-structured interview protocol through face-to-face interviews and focus groups. Professional documents were scrutinised and the availability of resources was observed using a semi-structured observation checklist. The use of multiple data sources, triangulation, an audit trail, and member checking enhanced its credibility. The major barriers to effective curriculum implementation were human, physical, material and financial resources. Attempts have been made in developing human capital through various capacity building workshops whose facilitators were not pragmatic. Encouraging though, it was found that teachers have embraced the new curriculum despite the hardships they are encountering as they view it as competencebased and self-empowering through the entrepreneurial skills learners acquire. All that is needed is a collective approach in resource mobilisation, with the government being a major funder, if the inequalities and inequities in accessing education, which Zimbabwe attempted to abolish at post-independence, are not to mushroom.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"158 - 176"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1549953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023691","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 : 2020-03-03DOI: 10.1080/18146627.2018.1491317
Grasia Chisango, Newlin Marongwe, Nomxolisi Mtsi, Thembisile E. Matyedi
Abstract There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.
{"title":"Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa","authors":"Grasia Chisango, Newlin Marongwe, Nomxolisi Mtsi, Thembisile E. Matyedi","doi":"10.1080/18146627.2018.1491317","DOIUrl":"https://doi.org/10.1080/18146627.2018.1491317","url":null,"abstract":"Abstract There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"1 - 19"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1491317","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46720645","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 : 2020-03-03DOI: 10.1080/18146627.2018.1519372
L. Meda
Abstract Universities in South Africa came to a standstill in 2016 because of students’ protests in the quest for a decolonised curriculum. The university of technology in South Africa under investigation was forced to close when students’ demands for a decolonised curriculum intensified. The higher education institution (HEI) is now challenged to come up with a guideline on decolonising the curriculum in the event that students make similar demands again. The purpose of the study reported on was to explore students’ perspectives about decolonising the curriculum. The study was done using a qualitative case study and Rawls’ theory of justice as a theoretical framework. Ten student representatives were purposively selected to participate in semi-structured interviews and complete open-ended questionnaires. The data was analysed using content analysis. It was found that students’ perspectives about decolonisation were distinct, congruent and unambiguous. They were not advocating for the eradication of Western knowledge in the curriculum, but rather for decentring it.
{"title":"Decolonising the curriculum: Students' Perspectives","authors":"L. Meda","doi":"10.1080/18146627.2018.1519372","DOIUrl":"https://doi.org/10.1080/18146627.2018.1519372","url":null,"abstract":"Abstract Universities in South Africa came to a standstill in 2016 because of students’ protests in the quest for a decolonised curriculum. The university of technology in South Africa under investigation was forced to close when students’ demands for a decolonised curriculum intensified. The higher education institution (HEI) is now challenged to come up with a guideline on decolonising the curriculum in the event that students make similar demands again. The purpose of the study reported on was to explore students’ perspectives about decolonising the curriculum. The study was done using a qualitative case study and Rawls’ theory of justice as a theoretical framework. Ten student representatives were purposively selected to participate in semi-structured interviews and complete open-ended questionnaires. The data was analysed using content analysis. It was found that students’ perspectives about decolonisation were distinct, congruent and unambiguous. They were not advocating for the eradication of Western knowledge in the curriculum, but rather for decentring it.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"103 - 88"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1519372","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47168122","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 : 2020-03-03DOI: 10.1080/18146627.2018.1549952
O. Aluede, J. I. Oviawe, O. Imhangbe, Sebastian Ehiaguina
Abstract Higher education is essential to the acquisition of human knowledge, development of the economy and reformation of the society in all nations. University education is the foremost source of providing the required knowledge that will help generate and accelerate knowledge flow for modern based economies. It plays invaluable roles in the production of quality manpower for the development of the nation. This article reports on a study that addressed the concepts of nation building; quality education; teacher education; current status of teacher education in Nigeria; and teacher education and nation building in Nigeria. The article further recommends strategies for improving teacher education and training (TET) in Nigerian universities, which include, retraining of academic staff in the Nigerian university system (NUS) to embrace ICT/e-learning/m-learning, curbing of financial wastage in the NUS; downsizing the number of support staff; and concentrating more attention on the recruitment of high quality academic staff for enhanced delivery.
{"title":"Nation Building and Quality Higher Education in Nigeria: Implications for Teacher Education","authors":"O. Aluede, J. I. Oviawe, O. Imhangbe, Sebastian Ehiaguina","doi":"10.1080/18146627.2018.1549952","DOIUrl":"https://doi.org/10.1080/18146627.2018.1549952","url":null,"abstract":"Abstract Higher education is essential to the acquisition of human knowledge, development of the economy and reformation of the society in all nations. University education is the foremost source of providing the required knowledge that will help generate and accelerate knowledge flow for modern based economies. It plays invaluable roles in the production of quality manpower for the development of the nation. This article reports on a study that addressed the concepts of nation building; quality education; teacher education; current status of teacher education in Nigeria; and teacher education and nation building in Nigeria. The article further recommends strategies for improving teacher education and training (TET) in Nigerian universities, which include, retraining of academic staff in the Nigerian university system (NUS) to embrace ICT/e-learning/m-learning, curbing of financial wastage in the NUS; downsizing the number of support staff; and concentrating more attention on the recruitment of high quality academic staff for enhanced delivery.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"137 - 157"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1549952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42075172","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 : 2020-03-03DOI: 10.1080/18146627.2018.1507622
L. Sibanda, Jemimah L. Young
Abstract The purpose of the study reported on was to explore the empirical literature related to the implementation and effectiveness of a postcolonial curriculum in Zimbabwe. A systematic review of the literature utilised an inductive analytical approach to characterise the results of previous empirical studies to proffer research-based conclusions and recommendations for the reimagination of a postcolonial curriculum from a Zimbabwean context. The results provided insights concerning enduring elements of colonialism that are present in a postcolonial curriculum. The chosen research approach focuses attention on Zimbabwean concerns, but calls attention to many challenges germane to postcolonial curricula across Africa. Thus, the study included implications regarding the development of an authentic postcolonial curriculum that is inclusive, reflective, and representative of the students’ needs. The study will contribute to the literature on postcolonial education as it further explored the nuanced implementations and conceptualisations present in the academic community.
{"title":"Towards a Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature","authors":"L. Sibanda, Jemimah L. Young","doi":"10.1080/18146627.2018.1507622","DOIUrl":"https://doi.org/10.1080/18146627.2018.1507622","url":null,"abstract":"Abstract The purpose of the study reported on was to explore the empirical literature related to the implementation and effectiveness of a postcolonial curriculum in Zimbabwe. A systematic review of the literature utilised an inductive analytical approach to characterise the results of previous empirical studies to proffer research-based conclusions and recommendations for the reimagination of a postcolonial curriculum from a Zimbabwean context. The results provided insights concerning enduring elements of colonialism that are present in a postcolonial curriculum. The chosen research approach focuses attention on Zimbabwean concerns, but calls attention to many challenges germane to postcolonial curricula across Africa. Thus, the study included implications regarding the development of an authentic postcolonial curriculum that is inclusive, reflective, and representative of the students’ needs. The study will contribute to the literature on postcolonial education as it further explored the nuanced implementations and conceptualisations present in the academic community.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"50 - 72"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1507622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47635823","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 : 2020-03-03DOI: 10.1080/18146627.2018.1514266
S. Mthiyane, Freedom Chiororo
Abstract This article reports on the findings of a qualitative study on the causes of school decline at two schools located in Chipinge Education District, Zimbabwe. Specifically, the study focussed on schools that were previously known for excellent academic learner performance but had since declined. The data was generated through semi-structured interviews and observations with school heads, the school management team members and parents at each school. Content analysis was used to analyse the data. The results suggested that school decline was triggered by several intricate factors which included the: socio-economic and political conditions in Zimbabwe; ineffective instructional leadership; scarcity of funding and resources towards education; lack of incentives for teachers; departure of qualified and experienced teachers to neighbouring countries; low teacher morale; and the poor attitude of students to learning and misconceptions of children’s rights. While these factors contributed to school decline, the article posits that effective and visionary school leadership should be able to mitigate against some of these factors to mitigate the severe impact of external factors on school decline.
{"title":"Chronicling the Causes of School Decline: The Case of Two Zimbabwean Schools","authors":"S. Mthiyane, Freedom Chiororo","doi":"10.1080/18146627.2018.1514266","DOIUrl":"https://doi.org/10.1080/18146627.2018.1514266","url":null,"abstract":"Abstract This article reports on the findings of a qualitative study on the causes of school decline at two schools located in Chipinge Education District, Zimbabwe. Specifically, the study focussed on schools that were previously known for excellent academic learner performance but had since declined. The data was generated through semi-structured interviews and observations with school heads, the school management team members and parents at each school. Content analysis was used to analyse the data. The results suggested that school decline was triggered by several intricate factors which included the: socio-economic and political conditions in Zimbabwe; ineffective instructional leadership; scarcity of funding and resources towards education; lack of incentives for teachers; departure of qualified and experienced teachers to neighbouring countries; low teacher morale; and the poor attitude of students to learning and misconceptions of children’s rights. While these factors contributed to school decline, the article posits that effective and visionary school leadership should be able to mitigate against some of these factors to mitigate the severe impact of external factors on school decline.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"73 - 87"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1514266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41968334","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 : 2020-03-03DOI: 10.1080/18146627.2018.1557532
Victor Osei Kwadwo, Obaa Akua Konadu
Abstract There was much euphoria and enthusiasm surrounding the advent of the 17 Sustainable Development Goals (SDGs) in 2015, but there was little empirical evidence regarding how much would be required of countries to achieve the goals. This article contributes to filling this gap by estimating what Ghana needs in fiscal terms to achieve SDG 4: Quality Education. The article estimated an education gap, which indicates the difference between what pertains to education indicators in Ghana and what SDG 4 sets to achieve. Further, the fiscal capacity needed to address the gap was estimated while taking cognisance of the nation’s education budget and fiscal space from tax revenues. The results indicated that Ghana is inefficient in its allocation of education resources. While the top-performing countries are, on average, spending less (4.18%) of their gross domestic product (GDP) on education and achieving more, Ghana is spending more (6.16%) of its GDP on education but achieving less. Thus, Ghana faces more of an allocation and efficiency challenge contrary to a resource challenge to attain SDG 4. Provided the nation wants to maintain its inefficiency track, it will need to allocate an additional 0.58 per cent of its GDP to education to boost its educational performance to the level of the top-performing countries.
{"title":"Can Ghana Afford the Sustainable Development Goal on Education?","authors":"Victor Osei Kwadwo, Obaa Akua Konadu","doi":"10.1080/18146627.2018.1557532","DOIUrl":"https://doi.org/10.1080/18146627.2018.1557532","url":null,"abstract":"Abstract There was much euphoria and enthusiasm surrounding the advent of the 17 Sustainable Development Goals (SDGs) in 2015, but there was little empirical evidence regarding how much would be required of countries to achieve the goals. This article contributes to filling this gap by estimating what Ghana needs in fiscal terms to achieve SDG 4: Quality Education. The article estimated an education gap, which indicates the difference between what pertains to education indicators in Ghana and what SDG 4 sets to achieve. Further, the fiscal capacity needed to address the gap was estimated while taking cognisance of the nation’s education budget and fiscal space from tax revenues. The results indicated that Ghana is inefficient in its allocation of education resources. While the top-performing countries are, on average, spending less (4.18%) of their gross domestic product (GDP) on education and achieving more, Ghana is spending more (6.16%) of its GDP on education but achieving less. Thus, Ghana faces more of an allocation and efficiency challenge contrary to a resource challenge to attain SDG 4. Provided the nation wants to maintain its inefficiency track, it will need to allocate an additional 0.58 per cent of its GDP to education to boost its educational performance to the level of the top-performing countries.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"177 - 197"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1557532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47379109","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 : 2020-03-03DOI: 10.1080/18146627.2018.1494507
C. du Toit-Brits
Abstract Self-directed learning (SDL) has been recognised as an imperative skill for students. To meet the demands in today's educational atmosphere, SDL is indispensable. Numerous higher education institutions (HEIs) have made SDL a part of the curriculum. The main persistence of education for students must be to cultivate the skills of inquiry, and more decisively, to continue obtaining new knowledge effortlessly and skilfully for the rest of their lives. It is no longer practical to outline the persistence of education as conveying what is known; thus, it is imperative for students to continuously scale new heights of knowledge effortlessly and competently. Continuous SDL has been acknowledged as a vital ability for students. This theoretical article deals specifically with criteria on how SDL can be structured within the learning environments of HEIs in order to cultivate and empower students as continuous self-directed students.
{"title":"Unleashing the Power of Self-Directed Learning: Criteria for Structuring Self-Directed Learning within the Learning Environments of Higher Education Institutions","authors":"C. du Toit-Brits","doi":"10.1080/18146627.2018.1494507","DOIUrl":"https://doi.org/10.1080/18146627.2018.1494507","url":null,"abstract":"Abstract Self-directed learning (SDL) has been recognised as an imperative skill for students. To meet the demands in today's educational atmosphere, SDL is indispensable. Numerous higher education institutions (HEIs) have made SDL a part of the curriculum. The main persistence of education for students must be to cultivate the skills of inquiry, and more decisively, to continue obtaining new knowledge effortlessly and skilfully for the rest of their lives. It is no longer practical to outline the persistence of education as conveying what is known; thus, it is imperative for students to continuously scale new heights of knowledge effortlessly and competently. Continuous SDL has been acknowledged as a vital ability for students. This theoretical article deals specifically with criteria on how SDL can be structured within the learning environments of HEIs in order to cultivate and empower students as continuous self-directed students.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"20 - 32"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1494507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178142","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 : 2020-03-03DOI: 10.1080/18146627.2018.1534548
S. Naicker, Ntiyiso N. Mkhabele
Abstract This article reports on a study that was prompted by the resistance to school mergers by local communities in the rural region of Limpopo, South Africa. Traditional leaders, who are prominent people in rural communities, were at the forefront of protests against school mergers. Thus, it was necessary to investigate the tensions experienced by the community during the school merger process to determine the causes of the resistance. The study was conducted within a qualitative research approach using face-to-face, semi-structured interviews as the method of data collection. Six participants formed the sample comprising two traditional leaders, two principals and two parents. A significant finding was that resistance to school mergers stemmed from the cultural beliefs of the community who view schools as symbols of heritage. Another finding that emerged from the study was that a merger is precipitated by poor consultation between the Department of Education (DoE) and the community. A constraining factor in the school merger process is the provision of reliable transport for learners to travel to schools in neighbouring villages. Therefore, it is recommended that the DoE engages in discussions with stakeholders well before the merger process starts. Effective dialogue is required to discuss the community's concerns and find appropriate solutions.
{"title":"Resistance to School Mergers by Traditional Leaders, Principals and Parents","authors":"S. Naicker, Ntiyiso N. Mkhabele","doi":"10.1080/18146627.2018.1534548","DOIUrl":"https://doi.org/10.1080/18146627.2018.1534548","url":null,"abstract":"Abstract This article reports on a study that was prompted by the resistance to school mergers by local communities in the rural region of Limpopo, South Africa. Traditional leaders, who are prominent people in rural communities, were at the forefront of protests against school mergers. Thus, it was necessary to investigate the tensions experienced by the community during the school merger process to determine the causes of the resistance. The study was conducted within a qualitative research approach using face-to-face, semi-structured interviews as the method of data collection. Six participants formed the sample comprising two traditional leaders, two principals and two parents. A significant finding was that resistance to school mergers stemmed from the cultural beliefs of the community who view schools as symbols of heritage. Another finding that emerged from the study was that a merger is precipitated by poor consultation between the Department of Education (DoE) and the community. A constraining factor in the school merger process is the provision of reliable transport for learners to travel to schools in neighbouring villages. Therefore, it is recommended that the DoE engages in discussions with stakeholders well before the merger process starts. Effective dialogue is required to discuss the community's concerns and find appropriate solutions.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"122 - 136"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1534548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45250961","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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