International Journal of Educational Development in Africa最新文献_第2页

Emergency Remote Education in Southern African Schools: Digital Transformation Bridging the Gap in the COVID-19 Era 南部非洲学校的紧急远程教育:数字化转型弥合COVID-19时代的差距

International Journal of Educational Development in Africa Pub Date : 2022-08-30 DOI: 10.25159/2312-3540/11609

S. Nkomo, W. Matli

{"title":"Emergency Remote Education in Southern African Schools: Digital Transformation Bridging the Gap in the COVID-19 Era","authors":"S. Nkomo, W. Matli","doi":"10.25159/2312-3540/11609","DOIUrl":"https://doi.org/10.25159/2312-3540/11609","url":null,"abstract":"The World Health Organization on 11 March 2020 declared the novel coronavirus (COVID-19) outbreak a global pandemic. Due to the spread of COVID-19 in 2020, several countries in Southern Africa implemented partial or complete lockdowns. This caused a halt to the physical learning process, with a need to move away from the usual face-to-face pedagogical methodologies and adopt emergency innovative instructional strategies that integrate digital technologies. This concept paper reviews the literature on the significance of digital transformation in empowering remote learning in times of crisis in Botswana, South Africa, Zambia, and Zimbabwe. These four countries were purposively selected because they play an integral part in the education sector in Southern Africa. Data were obtained from secondary sources. The findings are that, in Southern Africa, during the lockdowns, a variety of technological tools were used for emergency remote learning. These tools include the use of zero-rated applications such as television, radio, digital schools using Zoom and Google Classroom. The findings show that remote learning was the best emergency method to give learners access to education, although it had some challenges, including unfamiliarity with new technology, methods of dealing with the unknown, poor or no infrastructure, higher drop-out rates, and lowered academic achievement levels. From the findings, we conclude that the Southern African education sector massively adopted digital transformation in education, although some challenges were identified. A proposed integrated framework on digital transformation for schools in Southern Africa was crafted. The framework is likely to be feasible in the countries that are struggling to balance the learning process amid the new normal which is remote learning.","PeriodicalId":262655,"journal":{"name":"International Journal of Educational Development in Africa","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122228685","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}

引用次数: 0

Using Critical Race Theory to Analyse Community Engagement Practice in a Graduate Social Work Course 运用批判种族理论分析研究生社会工作课程中的社区参与实践

International Journal of Educational Development in Africa Pub Date : 2022-08-30 DOI: 10.25159/2312-3540/9769

Delores V. Mullings, K. Karki, S. Giwa, Sandra Garland, Lisa Brushett, Jordan Thomas

{"title":"Using Critical Race Theory to Analyse Community Engagement Practice in a Graduate Social Work Course","authors":"Delores V. Mullings, K. Karki, S. Giwa, Sandra Garland, Lisa Brushett, Jordan Thomas","doi":"10.25159/2312-3540/9769","DOIUrl":"https://doi.org/10.25159/2312-3540/9769","url":null,"abstract":"Post-secondary institutions are increasingly encouraging partnership engagement with the community; however, community engagement from an academic perspective does not necessarily benefit the community. This is partially due to the power differential in this relationship and the emphasis on students’ learning at the community’s expense. The content of this article is drawn from experiences gleaned from 11 students of the “Perspectives with Diverse Communities” (institute component) course at Memorial University, Canada. Of the group, eight identified as cisgender, heterosexual, white females. The professor—a Black woman—and two students deviated from this in terms of gender identity, sexual orientation, and race. During a week of on-campus education, the students participated in community engagement activities prompted by the 2017 United States ban on immigration and refugees. Through a Critical Race Theory (CRT) lens, the students acknowledged their own identities as mostly white cisgender women, given the institutional racism surrounding them. As graduate students, they are taught self-reflexive practice, but question whether this is enough to effectively work with Black, Indigenous, and racialised groups. During the course institute, they steered towards a course of action that was familiar to them instead of developing deeper levels of understanding in working with Black, Indigenous, and racialised populations. This article details one aspect and the process of community engagement undertaken by the class and provides a critical reflection on how the students could have better engaged the community and challenged power dynamics and epistemology while using CRT.","PeriodicalId":262655,"journal":{"name":"International Journal of Educational Development in Africa","volume":"307 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114866268","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}

引用次数: 0

The Convolutions of the Concept of Age of Consent amongst Primary School Teachers in Zimbabwe 津巴布韦小学教师同意年龄概念的曲折

International Journal of Educational Development in Africa Pub Date : 2022-08-30 DOI: 10.25159/2312-3540/9933

Agnes Pakombwele, K. Zvokuomba

{"title":"The Convolutions of the Concept of Age of Consent amongst Primary School Teachers in Zimbabwe","authors":"Agnes Pakombwele, K. Zvokuomba","doi":"10.25159/2312-3540/9933","DOIUrl":"https://doi.org/10.25159/2312-3540/9933","url":null,"abstract":"The world over the age of consent is used as a child empowerment and protective tool. It has been argued that the age of consent supports teenagers as they negotiate the most profound aspect of childhood transition into adulthood. During this period, children and teenagers face abuse, bodily violence and exploitation. The study sought to analyse the perceptions and views of primary school teachers about age of consent within the educational setting. The study was guided by the interpretivist philosophy and was methodologically underpinned by the qualitative research design, particularly regarding data, which was collected utilising in-depth interviews and focus group discussions to solicit research participants’ opinions, feelings, and thoughts that represent their world views. The study established that teachers had little knowledge about the age of consent due to misrepresentation in the legal frameworks and inconsistencies in the law on the matter. In addition, customary, cultural, and religious practices remain “blind” in the way they approach children’s rights issues. Thus, the article advocates for a child-centred framework when dealing with issues that affect the well-being of children as a way of demystifying the age of consent in the educational sector, which should also be informative not only to teachers but traditional leaders and legal practitioners so as to have a shared understanding of the concept. It is recommended that the age of consent should be the same for both boys and girls just as the age of majority, which is at 18 years.","PeriodicalId":262655,"journal":{"name":"International Journal of Educational Development in Africa","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133672702","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}

引用次数: 0

Teacher Educators’ Conceptualisation of Technology in Malawi: A Critical Perspective 马拉维教师教育工作者对技术的概念化:一个批判的视角

International Journal of Educational Development in Africa Pub Date : 2022-08-30 DOI: 10.25159/2312-3540/11639

Foster Gondwe

引用次数: 0

Lifelong Learning towards the Achievement of Environment and Sustainable Development in Ghana 终身学习以实现加纳的环境和可持续发展

International Journal of Educational Development in Africa Pub Date : 2022-08-30 DOI: 10.25159/2312-3540/10777

R. Donkoh, Portia Oware Twerefoo, J. Donkor, Solomon A Boateng, W. Lee

{"title":"Lifelong Learning towards the Achievement of Environment and Sustainable Development in Ghana","authors":"R. Donkoh, Portia Oware Twerefoo, J. Donkor, Solomon A Boateng, W. Lee","doi":"10.25159/2312-3540/10777","DOIUrl":"https://doi.org/10.25159/2312-3540/10777","url":null,"abstract":"\u0000\u0000\u0000\u0000The government of Ghana has demonstrated its ambition to achieve Sustainable Development Goals SDGs—presently a global catch-cry—through numerous educational developments. However, Ghana still battles with the tensions of environmental degradation such as illegal mining, water pollution, bad farming practices, and improper waste disposal, among several others. Therefore, this paper explores lifelong learning and sustainable development in Ghana. This is done through the implementation of retrospective literature evaluation and qualitative methods. The paper employs available literature and a hands-on study, which commences by tracking the history of lifelong learning, the importance of lifelong learning, and how Ghana demonstrates its support of lifelong learning to ensure sustainable development. A critical analysis is conducted on the reasons why Ghana persistently battles with environmental degradation. Numerous examples are presented as evidence to support the findings and formulate recommendations. The identification of these obstacles to achieving SDGs will enable the government, policymakers and citizens of Ghana to contribute their quota to the achievement of SDGs. This study will also help Ghana to redeem its natural resources, which have deteriorated over time.\u0000\u0000\u0000\u0000","PeriodicalId":262655,"journal":{"name":"International Journal of Educational Development in Africa","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129179411","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}

引用次数: 1

Managing Burnout among Teaching Staff at Private Universities in Uganda: A Case Study 乌干达私立大学教师职业倦怠管理:个案研究

International Journal of Educational Development in Africa Pub Date : 2022-08-30 DOI: 10.25159/2312-3540/10233

M. Yawe

{"title":"Managing Burnout among Teaching Staff at Private Universities in Uganda: A Case Study","authors":"M. Yawe","doi":"10.25159/2312-3540/10233","DOIUrl":"https://doi.org/10.25159/2312-3540/10233","url":null,"abstract":"The focus of this study was to examine the causes of burnout among teaching staff and, based on the findings, to suggest a framework to manage burnout among teaching staff at private universities in Uganda. A qualitative research approach with a multiple case study design was adopted in the study. Individual and focus group interviews as well as document analysis aided data collection from 50 lecturers, 40 senior lecturers, 20 faculty deans and five registrars across five chartered private universities in the Central Region in Uganda. Empirical data revealed that burnout was mainly due to institutional causes specifically from their workplaces such as conflicting directives, teaching staff’s need to accomplish tasks by a known deadline, delays in the issuance of teaching staff contracts, job insecurity, teaching staff’s incompetence due to skills gaps, limited teaching staff support, students’ disruptive behaviour, and workload. In a second classification, interpersonal causes such as unresolved family challenges, being overly ambitious, failing to progress academically, financial obligations and limited resources also caused burnout among teaching staff. The recommendations that were made include mandatory workouts to boost morale and mood through continuous aerobic exercises, mandatory rest and repair of the lost resources through a paid annual leave, identification of alternative sources of income to supplement salaries, open communication channels, and employee assistance programmes, among others. The study suggests a framework to manage burnout among teaching staff at private universities in Uganda.","PeriodicalId":262655,"journal":{"name":"International Journal of Educational Development in Africa","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129545854","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}

引用次数: 0

Inclusive Education Implementation Challenges Facing Selected Primary and Secondary Schools in Mashonaland East Province in Zimbabwe 津巴布韦东马绍纳兰省部分中小学实施全纳教育面临的挑战

International Journal of Educational Development in Africa Pub Date : 2022-02-23 DOI: 10.25159/2312-3540/9690

Gideon Mazuruse, B. Nyagadza, T. Makoni

{"title":"Inclusive Education Implementation Challenges Facing Selected Primary and Secondary Schools in Mashonaland East Province in Zimbabwe","authors":"Gideon Mazuruse, B. Nyagadza, T. Makoni","doi":"10.25159/2312-3540/9690","DOIUrl":"https://doi.org/10.25159/2312-3540/9690","url":null,"abstract":"Despite many efforts put forth for the successful implementation of inclusive education in primary and secondary schools in Watershed cluster, Marondera district in Mashonaland East province, Zimbabwe, there are numerous challenges being faced in this area. The study aimed at investigating the challenges faced in the implementation of inclusive education in public primary and secondary schools housed in Watershed cluster, Marondera district in Mashonaland East province. Two secondary schools and one primary school were targeted in this study. The study adopted a qualitative design and conducted a few numerical analyses to examine the challenges faced by schools in implementing inclusive education. Thirty learners and 15 teachers were sampled and data was collected through questionnaires, focus group discussions and observations. The research findings indicate that a lack of support from the society, negative attitudes from the teachers, incapacitation of schools and inadequate physical resources that would assist in the implementation of inclusive education were the major challenges. This means that the Zimbabwean Ministry of Primary and Secondary Education (MoPSE) should consider increasing the availability of special needs courses and workshops and conferences for teachers and create funds for renovating and building schools.","PeriodicalId":262655,"journal":{"name":"International Journal of Educational Development in Africa","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132216361","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}

引用次数: 1

Grade 9 Learner Perceptions on Teacher-learner Relationship Influencing their Mathematics Performance in Tshwane 九年级学生对师生关系的认知影响其数学成绩

International Journal of Educational Development in Africa Pub Date : 2022-02-23 DOI: 10.25159/2312-3540/10014

Bamidele Segun Donald Odeyemi, R. Chireshe

引用次数: 1

Government Support to Selected Primary School Learners with Disabilities in the Kingdom of Eswatini 斯威士兰王国政府对选定的小学残疾学生的支持

International Journal of Educational Development in Africa Pub Date : 2022-02-23 DOI: 10.25159/2312-3540/9917

Elmon Jabulane Shongwe

{"title":"Government Support to Selected Primary School Learners with Disabilities in the Kingdom of Eswatini","authors":"Elmon Jabulane Shongwe","doi":"10.25159/2312-3540/9917","DOIUrl":"https://doi.org/10.25159/2312-3540/9917","url":null,"abstract":"The study sought to establish the governmental support for a selected primary school in Eswatini to realise the right to education of learners with disabilities in accordance with the Suitability, Availability and Equitability (SAVE) Framework. The regular schools in Eswatini fail to educate learners with disabilities, which is against the right to education of learners with disabilities. A qualitative approach was used, employing a case study design to study one primary school. The participants included two teachers, the school principal, a National Curriculum Centre director, a senior inspector of Special and Inclusive Education, and a parent of an out-of-school child with a disability. The researcher used the findings to produce a framework that could assist the school to work with the government to comply with the SAVE Framework to realise the right to education of learners with disabilities. The study shows that government support for the school did not comply with the minimum standards of the SAVE Framework; hence, the school was not ready to educate learners with disabilities. The government grants to the school did not accommodate learners with disabilities and the school has never contacted the government for assistance in handling learners with disabilities. The school must work with the government to assist learners with disabilities. The findings of this study suggest that people should educate their children with disabilities within their community. Quantitative research that could involve many primary schools in investigating the state’s compliance with policies in all primary schools is necessary. Researchers should investigate teachers’ attitudes when teaching learners with disabilities in regular schools.","PeriodicalId":262655,"journal":{"name":"International Journal of Educational Development in Africa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131641609","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}

引用次数: 1

Examining Learners’ Understandings of Algebraic Variables: Evidence from Modelling in the Classroom 检验学习者对代数变量的理解:来自课堂建模的证据

International Journal of Educational Development in Africa Pub Date : 2022-02-23 DOI: 10.25159/2312-3540/9636

Solomon Ketema

{"title":"Examining Learners’ Understandings of Algebraic Variables: Evidence from Modelling in the Classroom","authors":"Solomon Ketema","doi":"10.25159/2312-3540/9636","DOIUrl":"https://doi.org/10.25159/2312-3540/9636","url":null,"abstract":"In response to difficulties in learning algebra, researchers claim that the modelling approach is a powerful tool to build a foundation for learning mathematics at the middle school level. This article explores the conceptual difficulties and understandings of variables that Grade 8 learners have when they work in a modelling activity after these concepts have been learned from Grades 5–8. To this end, 25 Grade 8 learners in one school (in one classroom) in North Wollo district were conveniently sampled to participate in this qualitative methods study. In this study, data were collected using audio recordings of communicative events and analysed using learners’ conversational statements during their discussion to solve the modelling activity. The findings in this study indicate that participating learners’ understandings of algebraic concepts (variables, constructs and sub-constructs) after these concepts were taught using the traditional method of teaching from Grades 5–8 did not equip them with the necessary skills to understand variables as unknown quantities involved in real-life problem situations. This study provides an insight for teachers to incorporate modelling in their classrooms by exploring the strategies in the textbook to explain concepts in mathematics through the lens of Action, Process, Object, Schema theory. It could also serve as a catalyst for further investigation on the effectiveness of the teaching treatment implemented in this study in other domains of mathematics with the aim of helping learners develop a sound conceptual understanding.","PeriodicalId":262655,"journal":{"name":"International Journal of Educational Development in Africa","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115135012","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}

引用次数: 0