Southern African Journal of Environmental Education最新文献_第2页

“I Spend My Time in Class Thinking of What I Would Eat After School:” Economically Disadvantaged Students’ Capability to Pursue Aspirations in Ethiopia “我在课堂上花时间思考放学后吃什么”:埃塞俄比亚贫困学生追求理想的能力

Southern African Journal of Environmental Education Pub Date : 2023-08-01 DOI: 10.31920/2633-2930/2023/v4n2a7

Hanna Girma Wedajo

引用次数: 0

Decolonising Education on Adolescent Sexuality: Critiquing Human Rights Sex Education as a Continued Colonial Imposition in Africa 青少年性教育的非殖民化:批判人权性教育在非洲的持续殖民强加

Southern African Journal of Environmental Education Pub Date : 2023-08-01 DOI: 10.31920/2633-2930/2023/v4n2a8

Mudzunga G Neluheni, N. Isaacs, B. Moolman

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Assessing Performance expectancy, Effort expectancy and Social influence effects on Lecturer Technology acceptance and Use 评估绩效预期、努力预期和社会影响对讲师技术接受和使用的影响

Southern African Journal of Environmental Education Pub Date : 2023-08-01 DOI: 10.31920/2633-2930/2023/v4n2a1

Havatidi Madzamba, Alois Matorevhu

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Can Domestic Labor delay Marriage? Observations from Rural Mali 家务劳动会推迟结婚吗?来自马里农村的观察

Southern African Journal of Environmental Education Pub Date : 2023-08-01 DOI: 10.31920/2633-2930/2023/v4n2a6

A’ame Joslin, B. Whitehouse

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Contextual guidance and lexical mismatch in the Oxford School Dictionary (Pukuntšu ya Sekolo) (2007): focusing on cultural and scientific concepts in Northern Sotho - English Language Education 牛津学校词典(Pukuntšu ya Sekolo)(2007)中的语境引导和词汇错配:关注北索托英语语言教育中的文化和科学概念

Southern African Journal of Environmental Education Pub Date : 2023-08-01 DOI: 10.31920/2633-2930/2023/v4n2a10

J-K.M Ramusi, M. J. Mothiba

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My personal reflection on Teacher Education alignment with the University Strategic Map 我个人对教师教育与大学战略地图相一致的看法

Southern African Journal of Environmental Education Pub Date : 2023-08-01 DOI: 10.31920/2633-2930/2023/v4n2a0

Thaba-Nkadimene Kgomotlokoa Linda

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A quest for an Afro-centric post-schooling curriculum in South Africa 对南非以非洲人为中心的教育后课程的探索

Southern African Journal of Environmental Education Pub Date : 2023-08-01 DOI: 10.31920/2633-2930/2023/v4n2a2

Khayelihle Excellent Khumalo

引用次数: 0

TVET SI: Evaluating Boundary Crossing Social Learning in Vocational Education and Training: A value creation approach 评价职业教育与培训中的跨界社会学习:一种价值创造方法

Southern African Journal of Environmental Education Pub Date : 2023-05-23 DOI: 10.4314/sajee.v39.04

H. Lotz-Sisitka, L. Sisitka, Gamucharai Chakona, Mandilive Matiwane, C. Matambo

{"title":"TVET SI: Evaluating Boundary Crossing Social Learning in Vocational Education and Training: A value creation approach","authors":"H. Lotz-Sisitka, L. Sisitka, Gamucharai Chakona, Mandilive Matiwane, C. Matambo","doi":"10.4314/sajee.v39.04","DOIUrl":"https://doi.org/10.4314/sajee.v39.04","url":null,"abstract":"This article focuses on the development and application of an evaluation model and approach for evaluating boundary crossing social learning in a Vocational Education and Training (VET) learning network in South Africa, with an emphasis on a Training of Trainers (ToT) course that helped to catalyse and strengthen this learning network via two iterations of the course over an eight-year period. The article shares how we adapted the value creation framework (VCF) of Wenger, Traynor and De Laat (2011; Wenger & Wenger-Traynor, 2020) in the evaluation of a VET Training of Trainers (ToT) programme and learning network that focussed on the uptake and circulation of rainwater harvesting and conservation (RWH&C) knowledge in a particular formal and informal VET context in the Eastern Cape, South Africa, where smallholder farmers were struggling to find water for producing food. The evaluated ToT course was catalytic in establishing a boundary crossing social learning network approach in a VET context that linked formal and informal VET (Lotz-Sisitka et al., 2016; Lotz-Sisitka et al., 2022; Pesanayi, 2019); hence we found it important to develop adequate tools for its evaluation. The focus of this article is to share how we developed an evaluation approach to this work. We share insights on the indicators developed for diff erent types of value created, and also insights gained into the use of this evaluation approach in a boundary crossing VET social learning project that took a ToT course as focus. In short, evaluation findings show that the boundary crossing ToT course off ers strong immediate, potential and applied value that can lead to realised and reframed value, especially if supported by ongoing learning network activities that follow the initial engagement in the boundary crossing ToT course. Th is leads, over time, to transformative value which is important in achieving the overall objective of such social learning, namely making knowledge more co-engaging, accessible and useful in the context where improved food security via better use of rainwater harvesting and conservation amongst smallholder farmers and household food producers is a necessary form of sustainable development. Orientation value, and enabling value were found to be vital for the emergence of other kinds of value. The evaluation model also allows for the lifting out of strategic value which points to wider uptake potential. All this creates the possibility for indicator development that can help inform iterative development of boundary crossing VET courses used to stimulate the co-construction of learning networks and ongoing social learning for sustainable development. \u0000Keywords: Vocational Education and Training, evaluation, social learning, value creation framework","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75632180","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

TVET SI: Towards Sustainable Vocational Education and Training: Thinking beyond the formal TVET SI:走向可持续的职业教育和培训:超越正规的思考

Southern African Journal of Environmental Education Pub Date : 2023-05-23 DOI: 10.4314/sajee.v39.03

S. McGrath, Jo-Anna Russon

{"title":"TVET SI: Towards Sustainable Vocational Education and Training: Thinking beyond the formal","authors":"S. McGrath, Jo-Anna Russon","doi":"10.4314/sajee.v39.03","DOIUrl":"https://doi.org/10.4314/sajee.v39.03","url":null,"abstract":"Mainstream vocational education and training (VET) has been complicit in unsustainable practices due to its longstanding relationship with productivism, extractivism and colonialism. However, it is beginning to address the need to balance its dominant focus on skills for employability with a growing awareness of the imperative to promote environmental sustainability, in terms of skills for sustainable production. There is also a sense that vocational institutions must also be sustainable in the wider sense of viability, durability, etc. While these positive steps are welcome, careful analysis is needed regarding how far recent initiatives are limited both by institutional capacities and wider disenabling environments, and how far they are meaningful steps towards sustainable VET for just transitions. Moreover, the current debate is also limited in its overwhelming focus on formal spaces of learning and work. Yet, most vocational learning and work sits outside this formal realm. We contribute to this debate by exploring four case studies of complex skills ecosystems with varying levels of (in)formality taken from both rural and urban settings in Uganda and South Africa. We consider how the dynamics of each ecosystem generate complex mixes of sustainability and employability concerns. We suggest that, in cases like the more formalised ones presented here, there is a possibility to look at the development of centres of skills formation excellence grounded in sector and place but that this also requires thinking about bigger challenges of just transitions. More radically, by highlighting the contexts of less formalised skills ecosystems in two other cases, we point towards new ways of thinking about supporting such ecosystems’ work on sustainable livelihoods in ways that enhance their durability. Although context always matters, we suggest that our arguments are pertinent beyond the countries or region of this research and have international salience. \u0000Keywords: vocational education and training, Africa, green skills, sustainable development, skills for sustainability","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83793058","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

An Enlightened Common Sense Approach to Environmental Education, with Special Reference to Climate Change 环境教育的开明常识方法，特别是气候变化

Southern African Journal of Environmental Education Pub Date : 2023-05-23 DOI: 10.4314/sajee.v39.05

L. Price

{"title":"An Enlightened Common Sense Approach to Environmental Education, with Special Reference to Climate Change","authors":"L. Price","doi":"10.4314/sajee.v39.05","DOIUrl":"https://doi.org/10.4314/sajee.v39.05","url":null,"abstract":"This article argues that, in order for humanity to act timeously to ameliorate threats such as climate change, we would do well to heed the central tenets of Roy Bhaskar’s transcendental realism, which he also calls enlightened common sense. This is because transcendental realism is critical of the unnecessarily burdensome assumption allied with systems/complexity theory that statistical analyses and complex computer models are necessary and suffi cient to deal with complex systems such as climate. To the contrary, from the perspective of transcendental realism, it is knowing ‘how things work’ – being enlightened – that is necessary, and often sufficient, to deal with complex systems. For example, in terms of climate change, knowing how the Greenhouse Eff ect works – that is, knowing how extra carbon dioxide in the atmosphere heats the Earth – makes it as simple to decide to act to reduce carbon dioxide as knowing how gravity works makes it simple to decide not to step off a high-rise building. This does not detract from the further need to (preferably democratically) consider diff erent action options, for which computer models can be a helpful tool. Transcendental realism also has implications for how environmental educators define climate and climate change and it provides an antidote to certain challenges posed by climate change deniers. Much of the critique applied in this article to systems/complexity theory can also be applied to posthumanism. \u0000Keywords: climate change education, Roy Bhaskar, climate scepticism, complex systems, posthumanism","PeriodicalId":33490,"journal":{"name":"Southern African Journal of Environmental Education","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76013601","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