Pub Date : 2020-09-02DOI: 10.1080/18146627.2020.1868072
M. Gumbo
Abstract The South African Curriculum and Assessment Policy Statement (CAPS) technology Grades R–9 includes indigenous technology under its third aim, to appreciate the interaction between people's values, technology, society, and the environment, and the sub-aim emphasises that students learn how indigenous cultures use specific materials and processes to satisfy needs and become aware of indigenous intellectual property rights. This implies the need to integrate indigenous technology into the teaching of technology, which technology teachers are not doing in their lessons. Hence, this qualitative interpretive study explored technology teachers’ understanding of and attempt to integrate indigenous technology into their lessons. The integration of indigenous technology into technology lessons could make the teaching of technology more relevant in the South African school context. Twelve Grade 7 technology teachers from Mpumalanga were conveniently selected to participate in the study. The findings reveal that technology teachers understand indigenous technology but struggle to integrate it into their lessons.
{"title":"Technology Teachers’ Understanding of and Attempt to Integrate Indigenous Technology in Their Lessons","authors":"M. Gumbo","doi":"10.1080/18146627.2020.1868072","DOIUrl":"https://doi.org/10.1080/18146627.2020.1868072","url":null,"abstract":"Abstract The South African Curriculum and Assessment Policy Statement (CAPS) technology Grades R–9 includes indigenous technology under its third aim, to appreciate the interaction between people's values, technology, society, and the environment, and the sub-aim emphasises that students learn how indigenous cultures use specific materials and processes to satisfy needs and become aware of indigenous intellectual property rights. This implies the need to integrate indigenous technology into the teaching of technology, which technology teachers are not doing in their lessons. Hence, this qualitative interpretive study explored technology teachers’ understanding of and attempt to integrate indigenous technology into their lessons. The integration of indigenous technology into technology lessons could make the teaching of technology more relevant in the South African school context. Twelve Grade 7 technology teachers from Mpumalanga were conveniently selected to participate in the study. The findings reveal that technology teachers understand indigenous technology but struggle to integrate it into their lessons.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"39 - 55"},"PeriodicalIF":0.4,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2020.1868072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49286321","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 : 2020-09-02DOI: 10.1080/18146627.2021.1878377
K. Perumal, S. Maistry
Abstract Pedagogical competence is a nascent concept in higher education literature, and, in the field of marketing education, it is underutilised and remains imprecise hitherto. In South Africa, this problem is further intensified as there is a paucity of published research. This study sought to explore the pedagogical competencies of marketing educators at South African higher education institutions. Underpinned by an interpretivist paradigm, a qualitative research design was embraced. Using the purposive sampling technique, a sample of 16 experienced marketing educators participated in face-to-face semi-structured interviews. The interview data were transcribed and subsequently analysed by employing a thematic analysis. This study produced valuable insight into how South African marketing educators view pedagogical competence. Participants displayed a broad conception that challenged the conventional understanding of pedagogy, including relationship building and research competence. The findings make a significant contribution to our understanding of pedagogical competence and its composite dimensions.
{"title":"Pedagogical Competencies of South African Marketing Educators","authors":"K. Perumal, S. Maistry","doi":"10.1080/18146627.2021.1878377","DOIUrl":"https://doi.org/10.1080/18146627.2021.1878377","url":null,"abstract":"Abstract Pedagogical competence is a nascent concept in higher education literature, and, in the field of marketing education, it is underutilised and remains imprecise hitherto. In South Africa, this problem is further intensified as there is a paucity of published research. This study sought to explore the pedagogical competencies of marketing educators at South African higher education institutions. Underpinned by an interpretivist paradigm, a qualitative research design was embraced. Using the purposive sampling technique, a sample of 16 experienced marketing educators participated in face-to-face semi-structured interviews. The interview data were transcribed and subsequently analysed by employing a thematic analysis. This study produced valuable insight into how South African marketing educators view pedagogical competence. Participants displayed a broad conception that challenged the conventional understanding of pedagogy, including relationship building and research competence. The findings make a significant contribution to our understanding of pedagogical competence and its composite dimensions.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"31 1","pages":"56 - 75"},"PeriodicalIF":0.4,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2021.1878377","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59932977","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 : 2020-09-02DOI: 10.1080/18146627.2021.1954535
V. Msila
Abstract Teachers who lack professional maturity will never be able to be responsible teacher leaders; hence, school leaders who strive for school improvement constantly try to introduce various alternative practices, and teacher leadership may be among these. Teacher leadership is defined in numerous ways: Some understand it as teachers who have taken on leadership roles and additional professional responsibilities. The major argument in this paper is that teachers need to be professionally matured if they are to be able to be effective teacher leaders. Effective schools are likely to be those where leadership permeates throughout the entire organisation. This qualitative study was conducted in two Gauteng and two Eastern Cape historically black schools, and data were collected through interviews and observations. The results demonstrate that there are several reasons as to why some teachers may fail or be reluctant to be teacher leaders. Furthermore, the study reveals that teacher leadership needs visionary school leaders who will employ the critical practices of teacher leadership to attain school improvement.
{"title":"Revisiting Teacher Leadership in South Africa: A Study of Four Schools","authors":"V. Msila","doi":"10.1080/18146627.2021.1954535","DOIUrl":"https://doi.org/10.1080/18146627.2021.1954535","url":null,"abstract":"Abstract Teachers who lack professional maturity will never be able to be responsible teacher leaders; hence, school leaders who strive for school improvement constantly try to introduce various alternative practices, and teacher leadership may be among these. Teacher leadership is defined in numerous ways: Some understand it as teachers who have taken on leadership roles and additional professional responsibilities. The major argument in this paper is that teachers need to be professionally matured if they are to be able to be effective teacher leaders. Effective schools are likely to be those where leadership permeates throughout the entire organisation. This qualitative study was conducted in two Gauteng and two Eastern Cape historically black schools, and data were collected through interviews and observations. The results demonstrate that there are several reasons as to why some teachers may fail or be reluctant to be teacher leaders. Furthermore, the study reveals that teacher leadership needs visionary school leaders who will employ the critical practices of teacher leadership to attain school improvement.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"95 - 112"},"PeriodicalIF":0.4,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2021.1954535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45215132","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 : 2020-09-02DOI: 10.1080/18146627.2021.1920842
F. R. Aluko, M. F. Omidire
Abstract Higher education in emerging economies has taken advantage of several technology affordances for student assessment in the digital era. However, the use of educational technology remains an area of concern in this context because of unequal technology terrain. This issue is more difficult in distance education, where students live in and work in remote areas. Although distance education providers in emerging economies have started to adopt alternative student assessment strategies, their contexts often force them to continue using conventional assessment methods. Against this backdrop, through a pragmatic mode of inquiry, the authors describe a five-phase study in which they identified the student assessment elements in national quality criteria that are rooted in international standards. These elements were benchmarked against the practices at a higher institution, highlighting good practices and inherent challenges. The findings are discussed in light of the transactional distance theory (TDT), with possible implications for assessment in a digital era. Further research areas are highlighted.
{"title":"A Critical Review of Student Assessment Practices in Distance Education in an Emerging Economy: Benchmarking Practices against Policy","authors":"F. R. Aluko, M. F. Omidire","doi":"10.1080/18146627.2021.1920842","DOIUrl":"https://doi.org/10.1080/18146627.2021.1920842","url":null,"abstract":"Abstract Higher education in emerging economies has taken advantage of several technology affordances for student assessment in the digital era. However, the use of educational technology remains an area of concern in this context because of unequal technology terrain. This issue is more difficult in distance education, where students live in and work in remote areas. Although distance education providers in emerging economies have started to adopt alternative student assessment strategies, their contexts often force them to continue using conventional assessment methods. Against this backdrop, through a pragmatic mode of inquiry, the authors describe a five-phase study in which they identified the student assessment elements in national quality criteria that are rooted in international standards. These elements were benchmarked against the practices at a higher institution, highlighting good practices and inherent challenges. The findings are discussed in light of the transactional distance theory (TDT), with possible implications for assessment in a digital era. Further research areas are highlighted.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"76 - 94"},"PeriodicalIF":0.4,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2021.1920842","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47022340","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 : 2020-07-03DOI: 10.1080/18146627.2020.1868071
S. Shanmugasundaram, Divya Preya Chidamabaram
Abstract Recognising the usability challenges that are linked to tools like the Blackboard learning management system are significant. This paper presents the outcome of an assessment of adherence to design principles on Blackboard from the learner-user perspective at Botho University, Botswana. As the university is shifting from a conventional teaching mode to a more contemporary blended mode, slow progress in using Blackboard is observed among learners. It is critical to increase the usability of Blackboard by addressing imbalances, such as those observed in this study. Addressing these issues will increase the effective usage of Blackboard and they can be seen as the main agenda for the learning, teaching, and assessment strategy of Botho University. It is critical to gather the opinions of learners who study specific modules in programmes that could be offered by any of the faculties. The study was conducted using evaluation questionnaires completed by learners, who are the users of Blackboard. It is found that users are generally satisfied with the expectations concerning the tool's usage. The study identified issues of low internet bandwidth and the need for more training. These issues have been raised to increase and enhance the accessibility and usability of Blackboard.
{"title":"Learners’ Perceptions of the Design Principles of Blackboard","authors":"S. Shanmugasundaram, Divya Preya Chidamabaram","doi":"10.1080/18146627.2020.1868071","DOIUrl":"https://doi.org/10.1080/18146627.2020.1868071","url":null,"abstract":"Abstract Recognising the usability challenges that are linked to tools like the Blackboard learning management system are significant. This paper presents the outcome of an assessment of adherence to design principles on Blackboard from the learner-user perspective at Botho University, Botswana. As the university is shifting from a conventional teaching mode to a more contemporary blended mode, slow progress in using Blackboard is observed among learners. It is critical to increase the usability of Blackboard by addressing imbalances, such as those observed in this study. Addressing these issues will increase the effective usage of Blackboard and they can be seen as the main agenda for the learning, teaching, and assessment strategy of Botho University. It is critical to gather the opinions of learners who study specific modules in programmes that could be offered by any of the faculties. The study was conducted using evaluation questionnaires completed by learners, who are the users of Blackboard. It is found that users are generally satisfied with the expectations concerning the tool's usage. The study identified issues of low internet bandwidth and the need for more training. These issues have been raised to increase and enhance the accessibility and usability of Blackboard.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"56 - 71"},"PeriodicalIF":0.4,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2020.1868071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44963062","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 : 2020-07-03DOI: 10.1080/18146627.2020.1868073
M. Gumbo
Abstract This article contributes towards an indigenised version of technological pedagogical content knowledge (TPACK). It is a conceptual framework termed indigenous-and-Western technological pedagogical content knowledge (INDANDWEST-TPACK). The article critically discusses the knowledge systems which lead to the framework. Current TPACK lacks the integration of indigenous knowledge systems and Western knowledge systems despite the literature which has attempted to indigenise TPACK. INDANDWEST-TPACK, therefore, helps to integrate indigenous knowledge systems and Western knowledge systems, especially in an open distance and e-learning (ODeL) environment. Hence, this conceptual study addresses the question: How can TPACK be modified to cater for a balance between indigenous knowledge systems and Western knowledge systems? It is important for ODeL institutions such as the University of South Africa (Unisa) to de-Westernise (reduce Western dominance) technology and its pedagogical and content delivery function by integrating indigenous knowledge to benefit students from non-Western or indigenous cultural contexts. INDANDWEST-TPACK can, therefore, contribute towards Unisa's Africanisation of the curriculum project.
{"title":"Indigenising Technological Pedagogical Content Knowledge in Open Distance Learning","authors":"M. Gumbo","doi":"10.1080/18146627.2020.1868073","DOIUrl":"https://doi.org/10.1080/18146627.2020.1868073","url":null,"abstract":"Abstract This article contributes towards an indigenised version of technological pedagogical content knowledge (TPACK). It is a conceptual framework termed indigenous-and-Western technological pedagogical content knowledge (INDANDWEST-TPACK). The article critically discusses the knowledge systems which lead to the framework. Current TPACK lacks the integration of indigenous knowledge systems and Western knowledge systems despite the literature which has attempted to indigenise TPACK. INDANDWEST-TPACK, therefore, helps to integrate indigenous knowledge systems and Western knowledge systems, especially in an open distance and e-learning (ODeL) environment. Hence, this conceptual study addresses the question: How can TPACK be modified to cater for a balance between indigenous knowledge systems and Western knowledge systems? It is important for ODeL institutions such as the University of South Africa (Unisa) to de-Westernise (reduce Western dominance) technology and its pedagogical and content delivery function by integrating indigenous knowledge to benefit students from non-Western or indigenous cultural contexts. INDANDWEST-TPACK can, therefore, contribute towards Unisa's Africanisation of the curriculum project.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"72 - 86"},"PeriodicalIF":0.4,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2020.1868073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44295223","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 : 2020-07-03DOI: 10.1080/18146627.2020.1868070
A. Shaame, J. Anatory, K. Osaki, Salehe I. Mrutu
Abstract The adoption of the learning management system (LMS) in secondary schools is scaling up around the globe. Many educational institutions use the LMS to mainstream teaching and learning. This study examined the effectiveness of the Moodle LMS in teaching and learning geometry in secondary schools. A quasi- experimental design was employed to generate data from two groups of students: the control group and the treatment group. The treatment groups learned geometry using the developed Moodle LMS while the control group learned geometry using the traditional chalk and talk method. Both the treatment and control groups did pre-test and post-test to track the impact of the intervention. The analysis of covariance (ANCOVA) test was employed to compare the pre-test and post-test scores and to make statistical analysis. The analysis revealed that the students who were taught geometry through the Moodle LMS outperformed those taught geometry through the traditional chalk and talk method. It is established in the study that for students to learn geometry better through the Moodle LMS, the system should be used to start teaching from the first topics of Form I to upper topics. Also, students should be given enough time to access the Moodle LMS to learn mathematics. The study concludes that the integration of the LMS in teaching and learning mathematics is a means by which failure in mathematics can be minimised.
{"title":"Exploring a Learning Management System as a Way to Improve Students’ Understanding of Geometry in Secondary Schools","authors":"A. Shaame, J. Anatory, K. Osaki, Salehe I. Mrutu","doi":"10.1080/18146627.2020.1868070","DOIUrl":"https://doi.org/10.1080/18146627.2020.1868070","url":null,"abstract":"Abstract The adoption of the learning management system (LMS) in secondary schools is scaling up around the globe. Many educational institutions use the LMS to mainstream teaching and learning. This study examined the effectiveness of the Moodle LMS in teaching and learning geometry in secondary schools. A quasi- experimental design was employed to generate data from two groups of students: the control group and the treatment group. The treatment groups learned geometry using the developed Moodle LMS while the control group learned geometry using the traditional chalk and talk method. Both the treatment and control groups did pre-test and post-test to track the impact of the intervention. The analysis of covariance (ANCOVA) test was employed to compare the pre-test and post-test scores and to make statistical analysis. The analysis revealed that the students who were taught geometry through the Moodle LMS outperformed those taught geometry through the traditional chalk and talk method. It is established in the study that for students to learn geometry better through the Moodle LMS, the system should be used to start teaching from the first topics of Form I to upper topics. Also, students should be given enough time to access the Moodle LMS to learn mathematics. The study concludes that the integration of the LMS in teaching and learning mathematics is a means by which failure in mathematics can be minimised.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"17 - 40"},"PeriodicalIF":0.4,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2020.1868070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46495078","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 : 2020-07-03DOI: 10.1080/18146627.2020.1868075
H. Mokiwa
Abstract Linguistic diversity in many schools is high such that science teachers face complex issues regarding appropriate ways of mediating social and academic language in multilingual classrooms. The relationship between these aspects and the task of teaching science (i.e., pedagogy) remains a mystery to many teachers. This paper provides a narrative and shared discoveries of the understanding of this differentiated instruction problem in order to forge the path ahead. Qualitative methods of lesson observations and semi-structured interviews were used to collect data from four participants in the province of KwaZulu-Natal, South Africa. Analysis of data revealed a domination of English as a medium of discourse. The paper argues that teachers’ pedagogy and language of instruction are essentially related to the quality of science being taught in multilingual classrooms. The findings highlight the fundamental importance of the language of instruction within a multilingual science classroom and lay a foundation for further research.
{"title":"The Pedagogy of Learning and Teaching Science in a Multilingual Classroom: Teachers’ Perspectives","authors":"H. Mokiwa","doi":"10.1080/18146627.2020.1868075","DOIUrl":"https://doi.org/10.1080/18146627.2020.1868075","url":null,"abstract":"Abstract Linguistic diversity in many schools is high such that science teachers face complex issues regarding appropriate ways of mediating social and academic language in multilingual classrooms. The relationship between these aspects and the task of teaching science (i.e., pedagogy) remains a mystery to many teachers. This paper provides a narrative and shared discoveries of the understanding of this differentiated instruction problem in order to forge the path ahead. Qualitative methods of lesson observations and semi-structured interviews were used to collect data from four participants in the province of KwaZulu-Natal, South Africa. Analysis of data revealed a domination of English as a medium of discourse. The paper argues that teachers’ pedagogy and language of instruction are essentially related to the quality of science being taught in multilingual classrooms. The findings highlight the fundamental importance of the language of instruction within a multilingual science classroom and lay a foundation for further research.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"87 - 103"},"PeriodicalIF":0.4,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2020.1868075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49119282","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 : 2020-07-03DOI: 10.1080/18146627.2020.1868074
Adri du Toit, Elizabeth Kempen
Abstract Entrepreneurship is valued for its economic and social benefits, but also to cultivate the characteristics required by learners to deal with the demands of the twenty-first century. Entrepreneurship education develops learners’ entrepreneurship knowledge, skills, characteristics, and mindsets. Several serious economic and social dilemmas (including high youth unemployment) occur in South Africa, and entrepreneurship education could contribute to addressing these dilemmas. Previous research revealed that entrepreneurship education appears infrequently and in isolated subjects in the South African school curriculum. These entrepreneurship education shortcomings in the South African school curriculum therefore needed to be investigated in an effort to revisit the curriculum to present learners with more opportunities to benefit from effectual entrepreneurship education. To support this quest, a literature review grounded in a constructivist approach to determine international best practice was used to explore how entrepreneurship education is being approached globally. The set of best practices was analysed and compared to current entrepreneurship education in South Africa, using curriculum document analysis, which revealed several areas for improvement of entrepreneurship education in this school curriculum. These insights were used to develop a set of guidelines that could be used to address the entrepreneurship education inadequacies in the current South African school curriculum, thereby contributing to the improvement of South African learners’ entrepreneurship education. An advantageous ripple effect could be expected for South Africa if learners utilise their entrepreneurship education to address the economic and social dilemmas that the country has to deal with.
{"title":"Effectual Structuring of Entrepreneurship Education: Guidelines for Overcoming Inadequacies in the South African School Curriculum","authors":"Adri du Toit, Elizabeth Kempen","doi":"10.1080/18146627.2020.1868074","DOIUrl":"https://doi.org/10.1080/18146627.2020.1868074","url":null,"abstract":"Abstract Entrepreneurship is valued for its economic and social benefits, but also to cultivate the characteristics required by learners to deal with the demands of the twenty-first century. Entrepreneurship education develops learners’ entrepreneurship knowledge, skills, characteristics, and mindsets. Several serious economic and social dilemmas (including high youth unemployment) occur in South Africa, and entrepreneurship education could contribute to addressing these dilemmas. Previous research revealed that entrepreneurship education appears infrequently and in isolated subjects in the South African school curriculum. These entrepreneurship education shortcomings in the South African school curriculum therefore needed to be investigated in an effort to revisit the curriculum to present learners with more opportunities to benefit from effectual entrepreneurship education. To support this quest, a literature review grounded in a constructivist approach to determine international best practice was used to explore how entrepreneurship education is being approached globally. The set of best practices was analysed and compared to current entrepreneurship education in South Africa, using curriculum document analysis, which revealed several areas for improvement of entrepreneurship education in this school curriculum. These insights were used to develop a set of guidelines that could be used to address the entrepreneurship education inadequacies in the current South African school curriculum, thereby contributing to the improvement of South African learners’ entrepreneurship education. An advantageous ripple effect could be expected for South Africa if learners utilise their entrepreneurship education to address the economic and social dilemmas that the country has to deal with.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"41 - 55"},"PeriodicalIF":0.4,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2020.1868074","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44519452","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：