Building a sustainable and democratic future in rural South African higher education institutions

Q3 Social Sciences

Perspectives in Education Pub Date : 2022-01-01 DOI:10.18820/2519593x/pie.v40.i3.2

B. Olawale, VS Mncube, Shephard Ndondo, B. Mutongoza

引用次数: 1

Abstract

Through these three university pillars, the global community is expected to achieve the 2030 Sustainable Development Goals (SDGs) agenda that will see an improved quality of life in all aspects of human endeavour (Awuzie&Abuzeinab, 2019;UN, 2020). The commitment to ensuring equitable quality education and promoting lifelong learning opportunities for all, underscored by SDG number 4 (UN, 2020), has broadened the role HEIs are expected to play. In line with the World Health Organisations' guidelines on the Covid-19 pandemic, HEIs responded by downsizing workers and students in offices and lecture rooms, respectively, and also resorting to virtual graduation ceremonies (Maitanmi et al., 2021;Reimers & Marmolejo, 2020;Mncube, Mutongoza & Olawale, 2021). [...]of institutional unpreparedness, a rush for educators and student's induction to digital platforms ensued.

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在南非农村高等教育机构建设可持续和民主的未来

通过这三个大学支柱，全球社会有望实现2030年可持续发展目标(SDGs)议程，这将在人类努力的各个方面提高生活质量(Awuzie&Abuzeinab, 2019;UN, 2020)。可持续发展目标4(联合国，2020年)所强调的确保公平优质教育和促进全民终身学习机会的承诺，扩大了高等教育机构应发挥的作用。根据世界卫生组织关于Covid-19大流行的指导方针，高等教育机构的应对措施是分别缩减办公室和教室的员工和学生人数，并举行虚拟毕业典礼(Maitanmi等人，2021年;Reimers和Marmolejo, 2020年;Mncube, Mutongoza和Olawale, 2021年)。[…由于机构准备不足，教育者和学生纷纷涌向数字平台。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Perspectives in Education Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Perspectives in Education is a professional, refereed journal, which encourages submission of previously unpublished articles on contemporary educational issues. As a journal that represents a variety of cross-disciplinary interests, both theoretical and practical, it seeks to stimulate debates on a wide range of topics. PIE invites manuscripts employing innovative qualitative and quantitative methods and approaches including (but not limited to) ethnographic observation and interviewing, grounded theory, life history, case study, curriculum analysis and critique, policy studies, ethnomethodology, social and educational critique, phenomenology, deconstruction, and genealogy. Debates on epistemology, methodology, or ethics, from a range of perspectives including postpositivism, interpretivism, constructivism, critical theory, feminism, post-modernism are also invited. PIE seeks to stimulate important dialogues and intellectual exchange on education and democratic transition with respect to schools, colleges, non-governmental organisations, universities and technikons in South Africa and beyond.