African Journal of Pedagogy and Curriculum
The African Journal of Pedagogy and Curriculum is an open-access, peer-reviewed journal. AJOPAC publishes original, high-quality scholarly contributions, including empirical research papers, theoretical and conceptual papers, systematic and literature reviews, on pedagogy and curriculum studies in the age of AI and digital transformation. This leading African journal brings together scholars from diverse disciplines to expand critical perspectives on innovative pedagogies and curriculum transformation.
Creative Commons Attribution 4.0 International license (CC BY 4.0)
Instructional Leadership Styles and Curriculum Delivery: Principals’ Perceptions in selective Limpopo Secondary Schools
This article presents a qualitative case study that examined secondary school principals’ perceptions of how instructional leadership styles support curriculum delivery in public secondary schools in Limpopo Province, South Africa. Guided by Role Perception Theory and Transformational Leadership Theory, the study focused on principals’ understandings and applications of transactional and transformational instructional leadership. A purposive sample of seven secondary school principals participated in face-to-face, semi-structured interviews. Thematic analysis was employed to interpret the data in relation to existing scholarship on instructional leadership and curriculum implementation. The findings show that principals perceive transactional instructional leadership as a structure-driven and compliance-oriented approach that emphasises rewards, sanctions, monitoring, and the achievement of short-term performance goals. In contrast, transformational instructional leadership was described as a relational, empowering, and developmental approach that motivates teachers, fosters collaboration, and cultivates a positive teaching and learning environment. Principals reported drawing flexibly on both leadership styles to supervise instruction, monitor curriculum coverage, support teacher professional development, and manage school performance, although their practices were shaped by policy demands and contextual constraints such as resource limitations and administrative workload. The study concludes that a balanced and contextually responsive integration of transactional and transformational instructional leadership is essential for strengthening curriculum delivery and improving learner outcomes. It is recommended that targeted professional development initiatives be implemented to enhance principals’ capacity to apply these leadership styles strategically and effectively within diverse school contexts.
Copyright (c) 2025 Professor. AS Mawela , Dr TM Msimeki (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Spearheading sustainable youth entrepreneurship through financial literacy training - A case of one TVET institution in Zimbabwe
Financial literacy is essential for sustainable entrepreneurship of youths. The main objective of the study was to examine the effects of financial literacy on sustainable youth entrepreneurship at one TVET institution, establish socio-economic factors that influence sustainable youth entrepreneurship, to ascertain the relationship between financial literacy and sustainable youth entrepreneurship, and suggest strategies to enhance the levels of financial literacy of youths towards sustainable youth entrepreneurship. The study adopted a case study research design. The population consisted of 500 youths in the division, and a sample of 218 was used. Factor analysis was used for data analysis, and it was concluded that financial literacy had an effect on sustainable youth entrepreneurship at the TVET institution implying that as levels of financial literacy increased, so does the chances of increased sustainable youth entrepreneurship. It was also found out that economic variables do affect sustainable youth entrepreneurship, whilst some social factors also affect sustainable youth entrepreneurship. It was recommended that the institution should improve the financial literacy levels of their youths through training, short courses or seminars, and infusing financial literacy aspects in entrepreneurship skills development to ensure that their youths are equipped for sustainable youth entrepreneurship. Youths were advised to partake in financial literacy seminars which would be organized by the institution so as to broaden the need for youths to personally invest in training programs and also attend courses to improve their financial literacy.
Financial literacy, sustainable youth entrepreneurship, financial skills, financial capability
Copyright (c) 2025 Clever Dhewa, Dr Shepard Makurumidze, Mr KP Mukapiku (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Experiences of teachers with the implementation of play-based pedagogy at Early Childhood Centres in Yilo-Krobo Municipality
This study examined early childhood teachers’ experiences in implementing play-based pedagogy in early childhood centres within the Yilo-Krobo Municipality. The research adopted a qualitative, interpretivist approach, using an exploratory case study design. Thirteen early childhood educators were selected purposively, and data were collected through a structured interview guide and analysed thematically. The findings revealed that a majority of the teachers reported an acute shortage of teaching and learning materials, which significantly impeded the effective use of play-based learning. Most participants indicated that training opportunities related to play-based pedagogy were infrequent and irregular, which limited their ability to consistently apply learner-centred strategies. Over half of the teachers expressed the need for sustained professional development and external support, particularly from NGOs such as Sabre, Right to Play, and World Vision, to strengthen their competence and confidence in using play-based approaches. Participants also emphasised the importance of continuous monitoring and evaluation to ensure the relevance and impact of training on classroom practices. The study recommends that the education directorate intensify advocacy and community awareness on the value of play-based learning and prioritise the provision of adequate resources and support systems to enhance its implementation in early childhood centres.
Copyright (c) 2025 Michael Subbey, Priscilla Amoako Mensah (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Fourth Industrial Revolution (4IR) and new Colonialism: An Afrikan feminist-decolonialist perspective
This particular article offers an overview of the Fourth Industrial Revolution (4IR) and argues that it is part of a new form of digital colonialism which is exercised through the centralised ownership and control by the technologically advanced global economies (such as the United States and China) of the three core pillars of the digital ecosystem: software, hardware, and network connectivity (Muldoon and Wu, 2023). It further contends that work — and workers — in their current form may have a limited future in this digitally colonised world. This is because the brave new world of digital work expands existing social, racial, geographical, and gendered exclusions. This poses tangible concerns for the Afrika region, including a country like South Africa, where the rate of formal labour absorption is as low as 20 per cent and where most labour-eligible people work partially or fully in the parallel or 'informal' economy. The article recommends great caution as Afrikan states wholeheartedly trumpet this new era without adequate consideration for the existing structural deficits in the skills and labour market, and social, gender, racial and class prejudices that already dispossess large portions of society, rendering them 'surplus people'. Furthermore, this is a continent with a demographic bulge of young people. The prospects for creating an enabling, vibrant economy for them to thrive and sustain themselves and the broader community are further compromised by 4IR, a spectre of further dislocation and digital colonisation.
Afrikan feminsit-decolonialist perspective
Copyright (c) 2025 Dr Lebohang Liepollo Pheko (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Simulation Pedagogy and Learner Engagement in a Finance course: A South African Higher Education Perspective
The aim of this study was to examine the relationship between simulation-based experiential learning (SBEL) and overall student satisfaction, with deep and surface learning serving as mediating variables, at a higher education institution. The primary objective of the study was to assess the level of student satisfaction following the implementation of an SBEL project with students enrolled in finance-related courses. A quantitative cross-sectional research design was used with data collected from a sample of 288 finance and business students after the completion of a client simulation project. The sampling method was purposive. A partial least squares structural equation model was applied, with simulation-based experiential learning serving as an exogenous variable that predicts student satisfaction. The data was analysed using SmartPLS. The primary findings of the study revealed that simulation-based experiential learning had a direct, positive, and significant impact on student satisfaction and the adoption of deep learning approaches. A secondary finding included, deep learning approaches also had a direct positive impact on student satisfaction. The mediated path revealed that SBEL enhanced satisfaction through the deep learning approach, whereas the relationship with surface learning was found to be insignificant. The study contributes to the empirical evidence on SBEL in South African higher education from a finance and business students’ context. In conclusion, the study highlights the importance of aligning experiential learning with educational strategies. Policy recommendations included formal integration of SBEL into curricula, faculty training in simulation design, and assessment reforms that reward deep learning.
Copyright (c) 2025 Lawrance Seseni, Dr Musi, Mary-Ann (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Integrating Pneumatics and Hydraulics in STEM for 4IR-ready Technology Teacher Preparation
The rapid advancements of the Fourth Industrial Revolution (4IR) necessitated a transformation in Science, Technology, Engineering, and Mathematics (STEM) education, particularly in preparing pre-service and in-service teachers. As fundamental components of modern industrial automation, pneumatics and hydraulics are critical in equipping educators with the technical knowledge and pedagogical skills required to meet contemporary workforce demands. This study explores research-based effective content and pedagogical developments in technology education, emphasizing the integration of pneumatics and hydraulics into teacher training programs. Drawing from the Technological Pedagogical Content Knowledge (TPACK) framework and constructivist learning theories, the study investigates the challenges and opportunities associated with teaching these topics in a 4IR-driven educational landscape. A qualitative research approach, incorporating data from teacher training institutions, curriculum documents, and industry experts, was employed to analyze existing gaps and best practices. Findings highlight the need for competency-based, inquiry-driven instructional strategies, enhanced access to digital simulation tools, and strengthened industry-academia partnerships. The study concludes by recommending curriculum reforms and policy interventions to improve teacher readiness for the evolving technological landscape.
Copyright (c) 2025 Benjamin Seleke, Professor Nixon J. P. Teis (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The effect of a digital game-based learning strategy on students’ self-efficacy to perform visual analytical reasoning tasks
Educational institutions are incorporating digital game-based learning (DGBL) as a supplementary teaching tool to improve the self-efficacy of students in mathematics and other subject areas. There is, however, a gap in the literature that addresses how to incorporate DGBL into the curriculum to improve students’ self-efficacy to perform data tasks. The constructivist lens was utilized and adopted a quantitative pre-post design, rooted in self-efficacy and student-centered digital game-based learning theories. This paper presents the findings of a study that included n=174 respondents that investigated the effect that DGBL had on students’ self-efficacy to perform data tasks. The research findings corroborate the hypothesis that students’ self-efficacy was improved due to the use of digital game-based learning. The results revealed that using a digital game-based learning strategy impacted significantly students’ self-efficacy profiles.
student-centered digital gamme-based learning
Copyright (c) 2025 Dr. Junell L. McCall, Dr. Raphael D. Isokpehi, Prof. Micheal M Van Wyk (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Unemployed Engineering College Graduates’ Views on the Curriculum Offered by the South African TVET Sector
This paper determines the views of TVET College engineering graduates about how the engineering curriculum prepares them for employment opportunities and entrepreneurial endeavours in the South African labour market. A questionnaire was completed by purposive sampling of 210 unemployed NC (V) engineering graduates from three public TVET Colleges in Gauteng, South Africa. The study used descriptive statistics to analyse the data. Results revealed that the NC (V) engineering curriculum does not adequately equip TVET College engineering graduates for the demands of the engineering industry. Additionally, results showed that the TVET College curriculum should be revised in technological advancement and industrial contexts. These insights could enable vocational institutions and policymakers to revise the engineering curricula and prepare graduates for employment prospects while also propelling global economic growth and development.
National Certificate (Vocational) programme
Technical and Vocational Education and Training
Copyright (c) 2025 Nicholas Ndlovu (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The impact of feedback on the quality of assessment in a diverse schooling community
One of the most crucial educational challenges requires educators to develop learners with critical, creative and conceptual minds. Put differently, the development of the learner’s ability to solve increasingly complex problems in particular subjects as well as in daily life should be a central pre-occupation of the work in the classroom. This paper argues for teachers’ deeper apprehension of the need for learning to progress towards specific levels of skill and understanding by using formative assessment and feedback as teaching tools. Formative assessment helps both teacher and learners to identify and understand the gaps between learners’ actual and desired performances. The paper addresses how an enhanced understanding of the formative monitoring of learner progress, attention to cognitive domain considerations in the creation of formative assessment and the place of formative assessment in a larger educational system are able to meet the challenge of developing well-rounded and innovative learners. The focus in this paper is on the use of formative assessment practices: the value of effective questioning in eliciting evidence of understanding; the role of peer- and self-assessment; and how clear task- and assessment criteria can build in reflective thinking practices. Recognising the full range of learner achievement in a diverse teaching and learning community through constructive feedback allows learners to learn from the experience of the group. The motivational effect of such feedback, inspires learners to achieve their best. In this way the learner becomes a strategic and effective learner.
Copyright (c) 2014 https://creativecommons.org/licenses/by-nc-nd/4.0
Mirroring the teacher: What does the minimum requirement for teacher education qualifications say about character education?
This paper interrogates the position of the new policy document on minimum requirements for teacher education qualifications regarding character education for trainee teachers. The paper seeks to understand whether any legal and pedagogical framework exist in the document to support the teaching and learning of character education by students in training institutions. Character education encompasses the multiple layers of influences that enable the individuals to become morally responsible and self-disciplined citizens. The paper presents evidences from international literature to highlight the imperativeness of character education for initial teacher education as germane for the production of the right calibre of quality teachers for the South African schools. The paper suggests the need for a proper mandate and pedagogical framework on character education for teacher training institutions. Some curricula issues involved in character education are presented. Noting that the public holds schools and teachers accountable for societal demeanour, the paper concludes that policy-informed well structured character education would culminate in the raising of the right calibre of teachers that may be responsive to societal needs.
National Qualifications Framework Act 67 of 2008
Minimum Requirement for Teacher Education Qualifications
Teacher Educators’ Educational Orientations: Do They Support Learner Centred Education?
The desire to embrace learner centred approaches at all levels of Botswana’s education system has been echoed in almost every curriculum document produced in since Botswana’s independence. Although efforts have been made to entrench these approaches in the education system, teachers and teacher educators have found this to be elusive. Often, they fall back to the more familiar teacher centred approaches. This paper reports on a study to ascertain the educational orientation of teacher educators in colleges of education in Botswana and how this orientation influences their educational practices. Using a dichotomous typology of educational orientations developed by Hadley (in Quam 1998:17-36), whether ones educational orientation is pedagogic or andragogic, a questionnaire was administered to a selected number of teacher educators in colleges of education to ascertain their orientation. The findings revealed that most teacher educators who completed the questionnaire had a pedagogic rather than an andragogic orientation. A pedagogical orientation is associated with teacher centred practices and an andragogical orientation is associated with learner centred practices. Findings from interviews with student teachers confirmed these findings. Based on these findings a number of recommendations are made to address this situation.
exploratory qualitative-quantitative descriptive research design
Learning From ‘Good’ Practice: What Could African [Universities] Possibly Learn From The Bologna Process And European Students’ Mobility?
In June 1999, European Ministers of Education and representatives of higher education gathered in Bologna, Italy, and agreed to work towards achieving the European Higher Education Area through a package of structural reforms. This move heralded the Bologna Process (BP). Although the BP has been criticized variously across Europe and elsewhere, however, it appears to be the most profound change encountered by European Higher Education in the 21st Century. The Bologna Process has inspired a number of moves towards restructuring of higher education globally, notably in the United States, Canada, Latin America, Southeast Asia, the Caribbean, and the Arab countries. In this paper, the author assesses developments within Africa’s higher education in order to establish in what ways African Higher Education reform initiatives have responded to various global challenges posed by the emergence of the BP. The paper specifically addresses four key questions: i) Has Africa achieved the African Higher Education Area, AHEA? ii) What transparency tools are available within AHEA to enable the interpretation and conversion of academic work from one African country to academic work in another? iii) What mobility frameworks relative to the terms of the BP, are there for the African students? And finally, how does African Union (AU) governments’ commitment to higher education reforms differ from those of the European Union governments? The author emphasises that learning from good practice is a step in the right direction, and therefore concludes that Africa could still maintain her Africanness while adopting the good practices of other regions such as that offered through the Bologna Process. Doing so, would enable Africa to forge a compatible approach towards the positioning of Africa’s higher education to compete with other education systems at the global arena.
Exploring a multi-religious education curriculum: an imperative dialogue
The multi-religious curriculum in Botswana was introduced in 1996 and 2006 at junior and senior secondary school levels respectively following the Botswana’s Revised National Policy on Education of 1994 (Botswana Government, 1994).The key emphasis was education that affected positively the behaviours of young people. The paper shows how the present secondary school multi-religious form of Religious Education (RE) curriculum tackles the issue of the supposedly religious pluralism in Botswana public secondary schools. The paper points out that positive engagement is more than just being tolerant as this also brings about genuine religious pluralism in the teaching and learning of a multi-religious education curriculum.
Language myths alive: Educators’ beliefs about mother tongue use in three Zimbabwean rural primary schools
There is a growing body of knowledge that supports the use of the mother tongue in education, raising the question why the cognitive advantages of the mother language should remain untapped for the benefit of primary school pupils in ex-colonial African countries. The Zimbabwean Language-in-Education Policy (LiEP) of the 1987 Education Act, amended in 2006, stipulates that prior to Form One, learners may access the curriculum in their mother tongue. Contrary to the stated policy, primary school teachers continue to use English as the language of education at the expense of the mother tongue from Grade One up to Grade Seven. The purpose of this study was, thus, to explore the factors which act as barriers to the effective implementation of the mother tongue policy in rural primary schools in Masvingo District of Zimbabwe. The qualitative case study was informed by the postcolonial theory paradigm. Multiple data collection methods were employed and these included the semi-structured questionnaire and focus group discussions for teachers as well as individual interviews for primary school heads. The study participants who were purposefully selected included three school heads and fifteen rural primary school teachers. Data were analysed thematically. The findings of this study revealed that participants held beliefs in uninformed language myths which support the dominant role of English as follows: English was viewed as the only language of education as it allowed for easier communication locally and internationally, the mother tongue was regarded as not capable of becoming the language of education, it was believed that learners had to learn in English to improve proficiency in the second language and that maximum exposure would prepare learners for secondary school education and subsequent acquisition of good jobs upon completion of their studies. Recommendations were made on the role of teacher education institutions on the implementation of additive bilingual education in primary schools.
Student teachers’ views of social media in an open distance learning teaching practice course
The challenge for institutions of higher learning is to make provision for a technology integrated teaching and learning mode other than the conventional face-to-face method to accommodate the digital natives and empowering the digital immigrants. We cannot teach as we were trained during the 1980’s compare to the current student profile which most of them born during the 1990’s. This paper explores the use of social media to support economics education student teachers’ engagement in teaching practice at an open distance learning institution. Only sixty nine student teachers (n=369) registered for the SDEC00N blog (subject didactics economics), which was a pilot study to use blogging as an educational tool to support them during teaching practice placements for the following academic year. Only Economics education students were invited by e-mail message, blog and discussion forum as announcements on myUnisa webpage to complete an online social media survey (SMS). Findings indicated that there was a positive correlation between the frequency of student use of social media and their relationship with their peers and instructors as well as how they describe the overall quality of instruction and the preservice program, the results also highlight that there are many questions still be to be answered. As is so often the case with preliminary research the end result can be the formulation of more questions rather than answers. Before one can put these finding into practice ones needs to consider the limitations of this study that had preservice teacher candidates as its participants. Preservice students generally have a long history of positive educational experiences and high academic achievement. Thus, the conclusions may not be generalizable to the general undergraduate student population. Despite this, the results may be useful to instructors and administrators that work primarily with students enrolled in professional programs.
Barriers to Learning English as a Second Language in two Higher Learning Institutions in Namibia
The effectiveness of learning language requires that users of a language be provided with the right knowledge to subsist with its complexity and demanding nature especially in the area of writing. In this sense, this paper seeks to draw attention to some of the important features of writing and speaking skills in the English language at two universities in Namibia. Namibia has now been independent for 24 years. English as medium of instruction was introduced in education immediately after independence but some students’ English proficiency is still relevantly poor, especially in writing and speaking skills. This is paper investigates the barriers that prevent students to write and speak well English in two universities in Namibia. The study used qualitative and explanatory approaches to gather data through the lens of syllabi, teaching of writing and speaking skills inter alia syntax and morphemes. Factors such as time allocation to teach the English courses need to be re-looked at and syllabi need to be reviewed to address the gap from secondary to tertiary education which hampers the students’ development in the English language. The conclusion drawn from the study was the fact that students’ communicative competency is very poor. Therefore, it is in the opinion of this researcher that the following recommendations were made that a framework for improvement is needed from all sides that is: syllabi content, teaching of speaking and writing skills, students’ admission criteria and time frame work allocated to these courses.
Investigating the use of student teams achievement division in teaching English First Additional Language in Kwazulu-Natal secondary schools
The Department of Basic Education (DBE) emphasizes inclusivity as a central part of organizing, planning and teaching at school (DBE, 2010). This calls for teachers who are well equipped and are able to exhibit a sound understanding of teaching techniques in order to overcome the barriers to learning through diversity in teaching. One learning technique that can guarantee effective teaching and learning and that caters for all learners in the English First Additonal Language (EFAL) class is the Student Teams Achievement Division (STAD). Hence this research looks into how EFAL teachers apply the technique in their classrooms. A sample of 262 EFAL teachers from four districts in the Kwazulu-Natal Province participated in this study. The cross-sectional survey approach was used in this study, allowing for the use of a likert scale survey questionnaire to be used for data collection. Result of the research indicated STAD is established as the strongest cooperative learning strategy and thus beneficial in the teaching of EFAL.
Using a reliability factorial analysis design to measure teacher' attitudes toward economics education in Free State secondary schools
Economics teachers in the Further Education and Training (FET) phase currently find themselves in a transitional phase between the traditional teaching approach and the National Curriculum and Assessment Policy Statement (CAPS) based on a problem-based learning approach. The purpose of this paper is to measure teachers' perception of economics education by using an exploratory factor analysis in a South African context. It makes use of an exploratory, descriptive, contextual research design, implementing the quantitative research method. A closed structured forty-five item questionnaire, the Attitude Toward Economics Education (ATEE scale) was constructed to survey teachers' perceptions (n=319) of the economics subject in relation to some demographic information. Factor analysis was applied to the 45-item ATEE questionnaire and six factors extracted as the latent variables for forty five items, with one item dropped due to low factor loadings. Reliability analysis shows that the internal consistency of factors was between acceptable (α = 0.786) and excellent (α = 0.881). The six underlying factors were related to the following themes: value of economic education; difficulty of economics as a subject; knowledge and skills for the enhancement of economic literacy; enjoyment of economics; academic application; and facilitation during workshop sessions. The instrument can therefore be used for further research to determine the effects of other variables including learning styles, teaching styles, retention, assessment and absenteeism that may have direct effects on the performance of economics teachers in South African schools.
National Curriculum and Assessment Policy Statement
Attitude Toward Economics Education (ATEE scale)
Copyright (c) 2015 https://creativecommons.org/licenses/by-nc-nd/4.0
Mentoring And The Development Of New Business Lecturers In South African Tvet Colleges
A characteristic of South African Technical and Vocational (TVET) colleges is that more than half the teaching staff employed do not meet the State’s professional qualification requirements, which is a four-year post-school qualification. The employment of lecturers without the required qualification necessitates that lecturers’ professional capacities are developed by means of informal learning processes, one of which could be described as mentoring. This paper uses a combination of forms of discourse analysis used to map the initial skills development process of business lecturers at TVET colleges. It provides a discussion of forms of mentoring involved in the initial development of TVET lecturers and the application thereof as seen from the perspective of new business lecturers. This paper contributes towards an understanding of challenges involved in applying a critical methodological paradigm. It also contributes towards understanding initial staff development by challenging the neo-liberal notion of mentoring in which the point of power is located in the mentor.
An evaluation study of student teachers’ preparedness and attitudes towards “Thuto” electronic teaching and learning device – a case study of the National University of Lesotho.
The ICT- based education seems to take a huge stride in universities in the 21st Century. The culture of teaching and learning has shifted from traditional context classrooms where a teacher was a prominent figure with knowledge, to an electronically guided classroom interaction with less teacher- based lessons. The National University of Lesotho (NUL), like other universities of the world, has introduced an ICT device, “Thuto”. This is used specifically to improve classroom teaching and learning. Thuto is accessible to every staff member and student of the university. With Thuto in place, it is expected that communication should be spearheaded within all University structures. This article presents a research study relating the preparedness and attitudes of student- teachers towards a wider use of Thuto. A sample of one hundred student teachers was selected to respond to a two part questionnaire. The questionnaire with a 5 point likert scale of strongly agrees as 5, and strongly disagrees as 0 was designed to seek information on student teachers’ preparedness for and attitudes towards Thuto. A frequency count with percentages analysis was employed to show the results of the study. Research results have confirmed that a few student teachers use the device. These are the students with computer skills and interest. The student teachers with deficiencies in computer skills seem reluctant to get immersed in the use of Thuto. The conclusion is that Thuto is still not a popular device with student teachers who have less computer skills. This being the case, they do not benefit from the device. As a result, there is a need to hold induction lessons with students to increase their potential if Thuto is expected to achieve the stated objective.
The efficacy of implementing character education programmes that can sustain learners’ behaviour in secondary schools
The purpose of this article was to determine the efficacy of implementing character education programmes that can sustain the behaviour of secondary school learners. It points out programmes that are suitable to apply when dealing with character education so as to reinforce this domain. A confirmation sample consisted of teachers and learners from disadvantaged and multi-racial schools. A total of 740 grades(s) eight and eleven learners and two hundred and six teachers took part in this study. Dilemmas affecting schools were considerable by collecting data from all 13 participated schools. Findings have been discussed and recommendations have been made.
A Study on University Primary Student Teachers’ Information and Communication Technology Use and Integration Practices During School Based Studies
The systematic use and integration of Information and Communication Technologies CTs in the classroom practice of pre-service student is very important for student teachers to become more proficient in using and integrating technology in their teaching. The Namibian Government has made some innovative attempts to increase the use of ICTs) by teachers in schools as well as teacher educators at higher institution of learning. Through the Tech/NA!, the ICT Implementation Plan of the Ministry of Education and the ICT policy for Education, the Ministry of Education introduced various programmes, for example, International Computer Driver’s License (ICDL), in order to enhance and strengthen the skills of teacher educators so that they could effectively use and model ICTs in teaching and learning activities. Further, the Namibian Government has also acknowledged the fact that ICTs can play a significant role in driving the country’s aspirations towards becoming a knowledge-based society by 2030. Using a mixed method approach of interviews, observations, and a questionnaire, this case study investigated the university primary student teachers’ field experience of ICTs use and integration during school based studies. A total of 135 student teachers from 10 selected school, both rural and urban in Oshana educational region participated in this study. Findings strongly indicated that student teachers did not use ICT and the 2 & 3 dimensional teaching materials to fundamentally change their pedagogical practices, but instead were used to maintain the student teachers’ traditional pedagogical practices. Based on the findings of this study, it is recommended that student teachers should be guided and trained on the difference between the usage of ICTs and the integration thereof. This could result in the migration from teacher to learner collaboration to a more active learner to learner collaboration. Although a limited study due to the small sample size, the results should be of interest to those teacher educators who are concerned with the curriculum development and implementation of teacher education.
Information and Communication Technology
Technology Pedagogical and Content Knowledge
Integrated Media and Technology Education
An analysis of the factors that influence the participation of secondary school science learners in classroom communication
Teaching is a dynamic process involving teachers and learners in a meaningful and concerted efforts hence interacting with learners in the science classroom is of fundamental to the teacher in order to enhance the teaching and learning of science in schools. The purpose of this article is to ascertain factors influencing the participation of secondary school science learners in classroom communication (CC). Several factors that lead to classroom communication apprehension have been indicated. Besides, the results also suggest that science teachers used primarily teaching-learning procedures that did not conform (i.e. traditional methods) to the requirements of Outcomes Based education (OBE). The reason is not necessarily that they are ill-informed on OBE principles, but the practicality of their teaching situations necessitated it. In the process, learners do not acquire sufficient knowledge and skills needed for science classroom learning activities. This fails the main aim of enabling learners to participate in classroom communication. However, the results also indicate that although they generally warm and accepting they seem to be inflexible and lack dynamism when presenting lesson, which in turn affects learners’ participation in classroom. One method of approach has been applied, i.e. a quantitative method. A questionnaire was compiled to investigate learners’ level of participation in science classroom communication (CC). A total of 235 Grade 8 learners were randomly selected from twelve (12) schools. Data collection used was structured. Findings as well as recommendations have indicated to augment the participation of learners during science teaching in schools.
Shifting from teacher-centred to learner-centred approach to teaching English First Additional Language: the use of the Cooperative Learning Approach
Historical antecedents to the establishment of cooperative learning precedes the second world war when Allport, Watson, Shaw, Mead and other social scientist began establishing cooperative learning theory after they found that group work was more effective and efficient in both quantity and quality, as well as, overall productivity when compared to working alone (Gilles and Adrian, 2003). The idea of cooperative learning gained much grounds when May and Doob (1937) researched and established that when people worked cooperatively, the synergic effect of their individual contribution to the group made them more successful than those who worked to complete the same goals independently. Over time, cooperative learning was embraced in the teaching and learning enterprise as the most effective approach when it comes to putting learners in the centre of teaching to make them work cooperatively. The motive behind embarking on this study was to investigate how English First Additional Language teachers use cooperative learning as a learner-centred approach to teach the subject and identify reasons why they use the approach.
The Impact Of The Pastor’s Immoral Life In The Community: A South African Pastoral Investigation
Pastors and ministers are highly regarded not only by church, but also by the society, the government, companies, media and other sectors of our society. That is why the pastor’s wrong doing easily find its way to front pages of our media and also affect many people, including no-church members. The escalation of public offences like rape, crime, killing, theft, robbery and violence has always been expected to be the deeds of non-christians and non-church members. The most worrying factor is that without condoning the immoral behavior and actions of the ordinary people, pastors and ministers who should be preaching peace and condemn all signs of immorality are becoming part of the problem rather than of the solution. It is therefore the intention of this article to unveil by way of research that for the pastors and ministers to be on front pages of the media for wrong reasons is the betrayal of the trust which the community, society and the country at large has invested in them, and that is playing a pivotal role in the growth of criminal acts as we observe. The article will also evaluate and give some pastoral guidelines as to the church’s responsibility in eliminating pastor’s immoral actions. The context of the study focuses amongst some of the impacts of South African pastors not only towards the church, but also in the entire community, considering that the society view the pastors as custodians of the moral regeneration also. It is within these confines that the church may through its pastoral leadership play a role in regenerating the morals which the country is already groaning about.
Perspectives on Curriculum Restructuring in distance education
Curriculum innovation (restructuring) in distance education has been of concern to many universities and institutions of higher learning. The technological changes and the increasing numbers of students entering institutions of higher learning, access and cost of managing higher education all calls for restructuring and innovative approaches to survive. Thus, to meet the challenges of the 21st century education institutions of higher learning are restructuring their curriculum to meet environmental uncertainties. Most of these curriculums either in the subject matter or whole curriculum have been done without much consideration to the issue at stake and stakeholders. It is often politically motivated and imposed from outside. This article tries to examine the basis upon which curriculum could be restructured and implemented over time. The assumption here is that there is the need to understand the difference between change and innovations as well as the role teachers, or lecturers, students and others will play in planning and implementing the desired change.
African Universities and Community Relevance: The Role of Continuing Education
This paper examines the role and community relevance of African universities, against the backdrop of similar developments in the developed world. The paper submits that the demystifying of university education and the widening of tertiary education access have not been the preserve of foreign universities. Universities in sub-Saharan Africa, especially those with a British colonial past, right from inception, pursued a ‘marriage of the town and the gown’, and sought to be relevant to their communities. This paper discusses the models and programmes of continuing education in sub-Saharan African universities, the challenges faced, and possible mitigation. It addresses the need for enhancing technology and understanding continuing education uniqueness; suggests its usefulness in addressing new sustainable development goals; and defends its continued use for accessing education. The paper also asks for the need to avail resources for it, explore new approaches and utilize existing and new global collaborative opportunities for its promotion.
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Exploring the lived experiences of undergraduate education students in conducting research projects
The undergraduate degree program in Education at the University of Namibia includes a compulsory module in Educational Research at the third year level. The module aims to equip students with basic knowledge and skills of planning, conducting and reporting on educational issues. Educational research module is a prerequisite for the research project at the fourth year level. At the time of this study, fourth year students were conducting their research project under the guidance of their respective supervisors and most of them were experiencing challenges in completing their project. Therefore, it is important to explore the challenges that students experience in conducting research projects and ways to overcome them. In this paper, we used a phenomenological case study design to describe the challenges that the selected undergraduate education students were faced with when conducting their research projects. The data were gathered through focus group discussions. By exploring the challenges facing students when conducting research, this paper provided insights for bridging the gaps between studying research module and conducting research projects. The findings of this study have implications on teaching strategies and ways to improve students’ research project supervision.
The role of teachers in sustaining moral and character development of learners in the classroom in secondary schools
The main focus of this paper is based on the role of the teacher in sustaining moral and character development of learners in the classroom. However, teaching act is perceived as a continuously dynamic, reflective and complex decision-making process which involves ethical aspects. The method involved a quantitative with questionnaires distributed to (N=13) schools. A sample of (N=740) grade 8 and 11 learners (N=30) per grade was randomly selected. All teachers in the (N=13) schools participated in completing the questionnaires. We analysed data from socio-cultural perspective on learning focusing on the teachers’ role to sustain moral and character development of learners in classrooms. Several strengths that teachers can apply to foster the development of cognitive, social, moral, character and participation of learners in whole class activity. In spite of this, the results showed that for this, there is continue to be a significant lack of dynamism and inflexibility on the part of teachers. However, teacher engagement was encouraged by learning classrooms that were comfortable, open, flexible, keen and appealing.
Harnessing new fatherhood initiative in ECD contexts: A necessary family-school synergy for achieving social transformation in South Africa?
Recent studies which highlight the benefits of father participation in early childhood development (ECD) coincide with an era of ‘father starved’ children, especially in developing nations. This paper presents findings from an interview study of ten fathers in one township in the Eastern Cape Province of South Africa, which investigated strategies to encourage fathers’ participation in ECD. The data was analysed using qualitative content analysis method. The findings suggest that the participants embrace the new fatherhood initiative, which encourages fathers to play more caring roles toward their children. The findings also highlight the need for multi-stakeholder collaborations between families, schools, governing bodies and civic organisations. Employing the ecological model as a theoretical lens, the paper argues that fathers are instrumental in forging home-school collaborations at the micro-systemic level. The paper concludes that the new fatherhood initiative is critical in synergising home-school partnerships as a gateway for achieving social transformation.