Africa Education Review最新文献_第10页

Why Do Some Children Still Leave Primary School Early? Comparing Reasons in Three Regions of Kenya 为什么有些孩子仍然过早离校?比较肯尼亚三个地区的原因

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1505432

A. Ohba

引用次数: 4

Curriculum Implementation Challenges Encountered by Primary School Teachers in Bulawayo Metropolitan Province, Zimbabwe 津巴布韦布拉瓦约大都会省小学教师面临的课程实施挑战

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1549953

V. C. Ngwenya

{"title":"Curriculum Implementation Challenges Encountered by Primary School Teachers in Bulawayo Metropolitan Province, Zimbabwe","authors":"V. C. Ngwenya","doi":"10.1080/18146627.2018.1549953","DOIUrl":"https://doi.org/10.1080/18146627.2018.1549953","url":null,"abstract":"Abstract The primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. The paradigm underpinning the study was interpretivism, utilising a qualitative design. The public schools – in both low and highdensity suburbs – and participants were purposively selected as the study sought depth as opposed to breadth. The data was captured using a semi-structured interview protocol through face-to-face interviews and focus groups. Professional documents were scrutinised and the availability of resources was observed using a semi-structured observation checklist. The use of multiple data sources, triangulation, an audit trail, and member checking enhanced its credibility. The major barriers to effective curriculum implementation were human, physical, material and financial resources. Attempts have been made in developing human capital through various capacity building workshops whose facilitators were not pragmatic. Encouraging though, it was found that teachers have embraced the new curriculum despite the hardships they are encountering as they view it as competencebased and self-empowering through the entrepreneurial skills learners acquire. All that is needed is a collective approach in resource mobilisation, with the government being a major funder, if the inequalities and inequities in accessing education, which Zimbabwe attempted to abolish at post-independence, are not to mushroom.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"158 - 176"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1549953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023691","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: 10

Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa 南非东开普省农村中学教师对在教学中采用信息和通信技术的看法

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1491317

Grasia Chisango, Newlin Marongwe, Nomxolisi Mtsi, Thembisile E. Matyedi

{"title":"Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa","authors":"Grasia Chisango, Newlin Marongwe, Nomxolisi Mtsi, Thembisile E. Matyedi","doi":"10.1080/18146627.2018.1491317","DOIUrl":"https://doi.org/10.1080/18146627.2018.1491317","url":null,"abstract":"Abstract There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"1 - 19"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1491317","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46720645","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: 23

Decolonising the curriculum: Students' Perspectives 课程的非殖民化:学生的视角

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1519372

L. Meda

引用次数: 14

Nation Building and Quality Higher Education in Nigeria: Implications for Teacher Education 尼日利亚的国家建设与优质高等教育：对教师教育的启示

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1549952

O. Aluede, J. I. Oviawe, O. Imhangbe, Sebastian Ehiaguina

引用次数: 7

Towards a Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature 津巴布韦的后殖民课程:文献评论

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1507622

L. Sibanda, Jemimah L. Young

引用次数: 3

Chronicling the Causes of School Decline: The Case of Two Zimbabwean Schools 记录学校衰落的原因:两所津巴布韦学校的案例

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1514266

S. Mthiyane, Freedom Chiororo

{"title":"Chronicling the Causes of School Decline: The Case of Two Zimbabwean Schools","authors":"S. Mthiyane, Freedom Chiororo","doi":"10.1080/18146627.2018.1514266","DOIUrl":"https://doi.org/10.1080/18146627.2018.1514266","url":null,"abstract":"Abstract This article reports on the findings of a qualitative study on the causes of school decline at two schools located in Chipinge Education District, Zimbabwe. Specifically, the study focussed on schools that were previously known for excellent academic learner performance but had since declined. The data was generated through semi-structured interviews and observations with school heads, the school management team members and parents at each school. Content analysis was used to analyse the data. The results suggested that school decline was triggered by several intricate factors which included the: socio-economic and political conditions in Zimbabwe; ineffective instructional leadership; scarcity of funding and resources towards education; lack of incentives for teachers; departure of qualified and experienced teachers to neighbouring countries; low teacher morale; and the poor attitude of students to learning and misconceptions of children’s rights. While these factors contributed to school decline, the article posits that effective and visionary school leadership should be able to mitigate against some of these factors to mitigate the severe impact of external factors on school decline.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"73 - 87"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1514266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41968334","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: 2

Can Ghana Afford the Sustainable Development Goal on Education? 加纳能负担得起教育方面的可持续发展目标吗?

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1557532

Victor Osei Kwadwo, Obaa Akua Konadu

{"title":"Can Ghana Afford the Sustainable Development Goal on Education?","authors":"Victor Osei Kwadwo, Obaa Akua Konadu","doi":"10.1080/18146627.2018.1557532","DOIUrl":"https://doi.org/10.1080/18146627.2018.1557532","url":null,"abstract":"Abstract There was much euphoria and enthusiasm surrounding the advent of the 17 Sustainable Development Goals (SDGs) in 2015, but there was little empirical evidence regarding how much would be required of countries to achieve the goals. This article contributes to filling this gap by estimating what Ghana needs in fiscal terms to achieve SDG 4: Quality Education. The article estimated an education gap, which indicates the difference between what pertains to education indicators in Ghana and what SDG 4 sets to achieve. Further, the fiscal capacity needed to address the gap was estimated while taking cognisance of the nation’s education budget and fiscal space from tax revenues. The results indicated that Ghana is inefficient in its allocation of education resources. While the top-performing countries are, on average, spending less (4.18%) of their gross domestic product (GDP) on education and achieving more, Ghana is spending more (6.16%) of its GDP on education but achieving less. Thus, Ghana faces more of an allocation and efficiency challenge contrary to a resource challenge to attain SDG 4. Provided the nation wants to maintain its inefficiency track, it will need to allocate an additional 0.58 per cent of its GDP to education to boost its educational performance to the level of the top-performing countries.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"177 - 197"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1557532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47379109","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: 4

Unleashing the Power of Self-Directed Learning: Criteria for Structuring Self-Directed Learning within the Learning Environments of Higher Education Institutions 释放自主学习的力量：高校学习环境中构建自主学习的标准

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1494507

C. du Toit-Brits

引用次数: 21

Resistance to School Mergers by Traditional Leaders, Principals and Parents 传统领袖、校长和家长对学校合并的抵制

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Africa Education Review Pub Date : 2020-03-03 DOI: 10.1080/18146627.2018.1534548

S. Naicker, Ntiyiso N. Mkhabele

{"title":"Resistance to School Mergers by Traditional Leaders, Principals and Parents","authors":"S. Naicker, Ntiyiso N. Mkhabele","doi":"10.1080/18146627.2018.1534548","DOIUrl":"https://doi.org/10.1080/18146627.2018.1534548","url":null,"abstract":"Abstract This article reports on a study that was prompted by the resistance to school mergers by local communities in the rural region of Limpopo, South Africa. Traditional leaders, who are prominent people in rural communities, were at the forefront of protests against school mergers. Thus, it was necessary to investigate the tensions experienced by the community during the school merger process to determine the causes of the resistance. The study was conducted within a qualitative research approach using face-to-face, semi-structured interviews as the method of data collection. Six participants formed the sample comprising two traditional leaders, two principals and two parents. A significant finding was that resistance to school mergers stemmed from the cultural beliefs of the community who view schools as symbols of heritage. Another finding that emerged from the study was that a merger is precipitated by poor consultation between the Department of Education (DoE) and the community. A constraining factor in the school merger process is the provision of reliable transport for learners to travel to schools in neighbouring villages. Therefore, it is recommended that the DoE engages in discussions with stakeholders well before the merger process starts. Effective dialogue is required to discuss the community's concerns and find appropriate solutions.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"122 - 136"},"PeriodicalIF":0.4,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1534548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45250961","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: 2