A framework for higher education and industry linkage in the Ghanaian built environment
- Alhassan, M., Aigbavboa, C.O., Atepor, L.
- Authors: Alhassan, M. , Aigbavboa, C.O. , Atepor, L.
- Date: 2016
- Subjects: Industry , Linkage , Education
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/216891 , uj:21567 , Citation: Alhassan, M., Aigbavboa, C.O & Atepor, L. 2016. A framework for higher education and industry linkage in the Ghanaian built environment.
- Description: Abstract: One of the challenges we face as a nation is the absence of relevance or responsiveness of the polytechnic training efforts to the changing needs of industry and society. The overall purpose of this study is to explore the effectiveness of industrial attachment collaboration between higher institutions and the industry. The objectives are to identify the relevance of the polytechnic curricula to industry and the world of work. To find how Polytechnics are actively involved in the monitoring and assessment of students’ industrial attachment. To determine the capacity of the polytechnics in the delivery of both theory and practical lessons. To identify major constraints faced by polytechnics and the Industry during attachment. To find out how mutual benefits between polytechnics and Industry are likely to strengthen collaborations. Existing research works were conducted in the research area. The industrial attachment is expected to give students the requisite practical skill and for that matter the needed manpower necessary for national development.
- Full Text:
- Authors: Alhassan, M. , Aigbavboa, C.O. , Atepor, L.
- Date: 2016
- Subjects: Industry , Linkage , Education
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/216891 , uj:21567 , Citation: Alhassan, M., Aigbavboa, C.O & Atepor, L. 2016. A framework for higher education and industry linkage in the Ghanaian built environment.
- Description: Abstract: One of the challenges we face as a nation is the absence of relevance or responsiveness of the polytechnic training efforts to the changing needs of industry and society. The overall purpose of this study is to explore the effectiveness of industrial attachment collaboration between higher institutions and the industry. The objectives are to identify the relevance of the polytechnic curricula to industry and the world of work. To find how Polytechnics are actively involved in the monitoring and assessment of students’ industrial attachment. To determine the capacity of the polytechnics in the delivery of both theory and practical lessons. To identify major constraints faced by polytechnics and the Industry during attachment. To find out how mutual benefits between polytechnics and Industry are likely to strengthen collaborations. Existing research works were conducted in the research area. The industrial attachment is expected to give students the requisite practical skill and for that matter the needed manpower necessary for national development.
- Full Text:
Agency and deliberative communication in the classroom
- Authors: Tavernaro-Haidarian, Leyla
- Date: 2020
- Subjects: Communication , Education , Public discourse
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/405702 , uj:34079 , Citation: Tavernaro-Haidarian, L. 2020. Agency and deliberative communication in the classroom.
- Description: Abstract: Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work “with” rather than “against” or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom.
- Full Text:
- Authors: Tavernaro-Haidarian, Leyla
- Date: 2020
- Subjects: Communication , Education , Public discourse
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/405702 , uj:34079 , Citation: Tavernaro-Haidarian, L. 2020. Agency and deliberative communication in the classroom.
- Description: Abstract: Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work “with” rather than “against” or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom.
- Full Text:
Agency and deliberative communication in the classroom
- Authors: Tavernaro-Haidarian, Leyla
- Date: 2020
- Subjects: Communication , Education , Public discourse
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/415665 , uj:35130 , Citation: Tavernaro-Haidarian, L. Agency and deliberative communication in the classroom. DOI: 10.1177/2158244020902077
- Description: Abstract: , Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work “with” rather than “against” or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom.
- Full Text:
- Authors: Tavernaro-Haidarian, Leyla
- Date: 2020
- Subjects: Communication , Education , Public discourse
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/415665 , uj:35130 , Citation: Tavernaro-Haidarian, L. Agency and deliberative communication in the classroom. DOI: 10.1177/2158244020902077
- Description: Abstract: , Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work “with” rather than “against” or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom.
- Full Text:
Agency and deliberative communication in the classroom
- Authors: Tavernaro-Haidarian, Leyla
- Date: 2020
- Subjects: Communication , Education , Public discourse
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/425982 , uj:36492 , Tavernaro-Haidarian, L.: Agency and deliberative communication in the classroom.
- Description: Abstract: Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work “with” rather than “against” or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom.
- Full Text:
- Authors: Tavernaro-Haidarian, Leyla
- Date: 2020
- Subjects: Communication , Education , Public discourse
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/425982 , uj:36492 , Tavernaro-Haidarian, L.: Agency and deliberative communication in the classroom.
- Description: Abstract: Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work “with” rather than “against” or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom.
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Aspekte van die ontwikkeling van verantwoordelikheid by adolessente
- Authors: Fourie, Cornelius Machiel
- Date: 2014-11-20
- Subjects: Adolescence , Responsibility , Education , Moral education
- Type: Thesis
- Identifier: uj:13012 , http://hdl.handle.net/10210/12898
- Description: D.Ed. (Psychology Of Education) , In this thesis an effort was made to propose a concept of the development of responsibility during adolescence. The intention, more specifically, was to describe the development of some aspects of responsibility in adolescents who have Afrikaans as mother tongue. The motivation for doing the research was: Firstly, it is an accepted fact that adolescents and youths receive less guidance today from home, church, and community than they did in the past, while guidance to reach adulthood also means guidance to accept responsibility. Secondly, to develop a sense of responsibility, and to fully accept responsibility, are seen as the ultimate aims of education. Thirdly, the different aspects of a sense of responsibility, and the influence of the community and the educational setting on the development of these aspects of responsibility, have not been established yet...
- Full Text:
- Authors: Fourie, Cornelius Machiel
- Date: 2014-11-20
- Subjects: Adolescence , Responsibility , Education , Moral education
- Type: Thesis
- Identifier: uj:13012 , http://hdl.handle.net/10210/12898
- Description: D.Ed. (Psychology Of Education) , In this thesis an effort was made to propose a concept of the development of responsibility during adolescence. The intention, more specifically, was to describe the development of some aspects of responsibility in adolescents who have Afrikaans as mother tongue. The motivation for doing the research was: Firstly, it is an accepted fact that adolescents and youths receive less guidance today from home, church, and community than they did in the past, while guidance to reach adulthood also means guidance to accept responsibility. Secondly, to develop a sense of responsibility, and to fully accept responsibility, are seen as the ultimate aims of education. Thirdly, the different aspects of a sense of responsibility, and the influence of the community and the educational setting on the development of these aspects of responsibility, have not been established yet...
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Attraction, education and retention of technical women in South Africa
- Authors: Nel, H. , Meyer, J.
- Date: 2016
- Subjects: Women in engineering , Education , Retention
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124127 , uj:20877 , Citation: Nel, H & Meyer, J. 2016. Attraction, education and retention of technical women in South Africa.
- Description: Abstract: Women engineers form a small but integral part of the South African and global engineering fraternity. The resultant gender disparity in all technical professions presents a significant challenge to women in the sector, as well as to governments, corporates and higher education institutions. If the future of engineering aims to be more gender equitable, the attraction, education and retention of technical women must be understood and addressed effectively. Research was conducted over a two-year period with nine technical women in South Africa to gain a deeper understanding of these factors. The respondents agree that a future exists for women engineers, but that current policies, education structures and financial systems must be restructured to make engineering a more attractive career for women. The paper presents the research findings and strategies for the future education and retention of technical women in the engineering and built environment sectors.
- Full Text:
- Authors: Nel, H. , Meyer, J.
- Date: 2016
- Subjects: Women in engineering , Education , Retention
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124127 , uj:20877 , Citation: Nel, H & Meyer, J. 2016. Attraction, education and retention of technical women in South Africa.
- Description: Abstract: Women engineers form a small but integral part of the South African and global engineering fraternity. The resultant gender disparity in all technical professions presents a significant challenge to women in the sector, as well as to governments, corporates and higher education institutions. If the future of engineering aims to be more gender equitable, the attraction, education and retention of technical women must be understood and addressed effectively. Research was conducted over a two-year period with nine technical women in South Africa to gain a deeper understanding of these factors. The respondents agree that a future exists for women engineers, but that current policies, education structures and financial systems must be restructured to make engineering a more attractive career for women. The paper presents the research findings and strategies for the future education and retention of technical women in the engineering and built environment sectors.
- Full Text:
CASE Disability survey for the Department of Health. Chapter 10
- Community Agency for Social Enquiry (South Africa)
- Authors: Community Agency for Social Enquiry (South Africa)
- Subjects: Disability survey - South Africa , Department of health - South Africa , Education , Community Agency for Social Enquiry (South Africa)
- Identifier: http://hdl.handle.net/10210/411484 , uj:34581
- Full Text:
- Authors: Community Agency for Social Enquiry (South Africa)
- Subjects: Disability survey - South Africa , Department of health - South Africa , Education , Community Agency for Social Enquiry (South Africa)
- Identifier: http://hdl.handle.net/10210/411484 , uj:34581
- Full Text:
Course evaluation for low pass rate improvement in Engineering education
- Authors: Ouahada, Khmaies
- Date: 2019
- Subjects: Education , Engineering , Evaluation
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/404695 , uj:33951 , Ouahada, K. 2019: Course evaluation for low pass rate improvement in Engineering education.
- Description: Abstract : A course evaluation is a process that includes evaluations of lecturers’ teaching performances and their course material moderations. These two procedures are usually implemented, whether officially by the faculty of engineering or by lecturers’ own initiatives, to help identify lecturers’ strengths and weaknesses and the ways forward to improve their performances and their qualities of teaching. This paper presents different ways of implementing these two criteria from students’ and professionals’ perspectives. Official questionnaires from the faculty of engineering, personal questionnaires using Google surveys, Moodle and special designed forms have been used for moderation and evaluations. The process of evaluation is the core of a feedback procedure followed by universities in order for them to monitor the teaching quality of their staff. Satisfactory results show that such a process can improve the lecturers’ teaching performances, courses material quality, students’ satisfaction and performances, and finally the pass rate of the class.
- Full Text:
- Authors: Ouahada, Khmaies
- Date: 2019
- Subjects: Education , Engineering , Evaluation
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/404695 , uj:33951 , Ouahada, K. 2019: Course evaluation for low pass rate improvement in Engineering education.
- Description: Abstract : A course evaluation is a process that includes evaluations of lecturers’ teaching performances and their course material moderations. These two procedures are usually implemented, whether officially by the faculty of engineering or by lecturers’ own initiatives, to help identify lecturers’ strengths and weaknesses and the ways forward to improve their performances and their qualities of teaching. This paper presents different ways of implementing these two criteria from students’ and professionals’ perspectives. Official questionnaires from the faculty of engineering, personal questionnaires using Google surveys, Moodle and special designed forms have been used for moderation and evaluations. The process of evaluation is the core of a feedback procedure followed by universities in order for them to monitor the teaching quality of their staff. Satisfactory results show that such a process can improve the lecturers’ teaching performances, courses material quality, students’ satisfaction and performances, and finally the pass rate of the class.
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Designing social value : informed programme development for future-focused social entrepreneurship in Africa
- Authors: Sheik, Adelaid Margaret
- Date: 2019
- Subjects: Design for social sustainability , Education , Programme design
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/483293 , uj:43857 , Citation: Sheik, A.M. 2019. Designing social value : informed programme development for future-focused social entrepreneurship in Africa.
- Description: Abstract: The emergence of young African social entrepreneurs who design social change could translate to significant social value design that, in turn, could improve the future of several communities. Nevertheless, the designed value will only benefit the continent if it is substantial and sustainable. The problem is that many social entrepreneurial endeavours are implemented without a long-term future focus or an understanding of how social value is conceptualised. For this reason, tertiary institutions in Africa should consider presenting training or education related to sustainable social value design. Social value design, taught in institutions in South Africa, is often linked to programmes in social entrepreneurship, but it could benefit other programmes as well. However, the educators who develop these programmes take on the role of a social sustainability designer when they respond creatively with relevant programme designs that address prevailing social, economic, educational, health and environmental problems. In addition, these educators have to be future-focused and have insight into what the end result (in this instance, the programme or module) should include. Those who enrol for these programmes or modules similarly have to design their projects to add intended social value, and they need a full understanding of what social value specifically entails. The relevant outcomes of these programmes should ideally be informed by practitioners who are currently engaged in the field and who are future-focused. This paper reports on research done to inform programme design at a university in South Africa with a particular focus on social value design. The research design was a multiple case study, and future-focused social entrepreneurs in practice were interviewed. A purposive sample of nine cases was selected from various countries on the African continent with one of the criteria being that the endeavours were sustainable for more than two years and reflected a particular interest in the future of those for whom they created social value. The objectives for this research focused on 1) how participants define social value within their context, and 2) why they see this as sustainable for the future...
- Full Text:
- Authors: Sheik, Adelaid Margaret
- Date: 2019
- Subjects: Design for social sustainability , Education , Programme design
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/483293 , uj:43857 , Citation: Sheik, A.M. 2019. Designing social value : informed programme development for future-focused social entrepreneurship in Africa.
- Description: Abstract: The emergence of young African social entrepreneurs who design social change could translate to significant social value design that, in turn, could improve the future of several communities. Nevertheless, the designed value will only benefit the continent if it is substantial and sustainable. The problem is that many social entrepreneurial endeavours are implemented without a long-term future focus or an understanding of how social value is conceptualised. For this reason, tertiary institutions in Africa should consider presenting training or education related to sustainable social value design. Social value design, taught in institutions in South Africa, is often linked to programmes in social entrepreneurship, but it could benefit other programmes as well. However, the educators who develop these programmes take on the role of a social sustainability designer when they respond creatively with relevant programme designs that address prevailing social, economic, educational, health and environmental problems. In addition, these educators have to be future-focused and have insight into what the end result (in this instance, the programme or module) should include. Those who enrol for these programmes or modules similarly have to design their projects to add intended social value, and they need a full understanding of what social value specifically entails. The relevant outcomes of these programmes should ideally be informed by practitioners who are currently engaged in the field and who are future-focused. This paper reports on research done to inform programme design at a university in South Africa with a particular focus on social value design. The research design was a multiple case study, and future-focused social entrepreneurs in practice were interviewed. A purposive sample of nine cases was selected from various countries on the African continent with one of the criteria being that the endeavours were sustainable for more than two years and reflected a particular interest in the future of those for whom they created social value. The objectives for this research focused on 1) how participants define social value within their context, and 2) why they see this as sustainable for the future...
- Full Text:
Developing countries and the need for building engineering capacity
- Agbenyeku, Emmanuel Emem-Obong, Muzenda, Edison, Msibi, Innocent Mandla
- Authors: Agbenyeku, Emmanuel Emem-Obong , Muzenda, Edison , Msibi, Innocent Mandla
- Date: 2016
- Subjects: Education , Capacity , Infrastructure
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/123926 , uj:20852 , Citation: Agbenyeku, E.E., Muzenda, E & Msibi, I.M. 2016. Developing countries and the need for building engineering capacity.
- Description: Abstract: In the global fight for additional world security, stability and sustainability, the need for enhancing human, institutional and infrastructure capacity in developing countries is insistently of dire concern. To enhance the respective capacities, a concrete structure of technologically equipped people to efficiently advance their economies, quality and standard of living are drastically required. Such type of structure will enable the mixture of foreign capital via pulling in transnational corporations and establishments to invest in the developing country, aid in making the most of international aid funds, and offer a basis for business development by indigenous entrepreneurs. For these reasons, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and World Federation of Engineering Organizations (WFEO) are intensifying key efforts in developing countries as a synchronized approach towards technical capacity building. The paper therefore unpacks some basic attempts and outcomes by UNESCO and WFEO in empowering competent engineering and science graduates/ engineers towards building a sustainable circular economy.
- Full Text:
- Authors: Agbenyeku, Emmanuel Emem-Obong , Muzenda, Edison , Msibi, Innocent Mandla
- Date: 2016
- Subjects: Education , Capacity , Infrastructure
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/123926 , uj:20852 , Citation: Agbenyeku, E.E., Muzenda, E & Msibi, I.M. 2016. Developing countries and the need for building engineering capacity.
- Description: Abstract: In the global fight for additional world security, stability and sustainability, the need for enhancing human, institutional and infrastructure capacity in developing countries is insistently of dire concern. To enhance the respective capacities, a concrete structure of technologically equipped people to efficiently advance their economies, quality and standard of living are drastically required. Such type of structure will enable the mixture of foreign capital via pulling in transnational corporations and establishments to invest in the developing country, aid in making the most of international aid funds, and offer a basis for business development by indigenous entrepreneurs. For these reasons, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and World Federation of Engineering Organizations (WFEO) are intensifying key efforts in developing countries as a synchronized approach towards technical capacity building. The paper therefore unpacks some basic attempts and outcomes by UNESCO and WFEO in empowering competent engineering and science graduates/ engineers towards building a sustainable circular economy.
- Full Text:
Die volwassenheidsbeeld in die grootstad en die opvoedingseise wat dit stel
- Authors: Vos, Jacobus Andries Petrus
- Date: 2015-11-13
- Subjects: Education , Philosphy of education
- Type: Thesis
- Identifier: uj:14582 , http://hdl.handle.net/10210/15114
- Description: M.Ed. (Philosophy of Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Vos, Jacobus Andries Petrus
- Date: 2015-11-13
- Subjects: Education , Philosphy of education
- Type: Thesis
- Identifier: uj:14582 , http://hdl.handle.net/10210/15114
- Description: M.Ed. (Philosophy of Education) , Please refer to full text to view abstract
- Full Text:
Education, Covid-19 and care : social inequality and social relations of value in the South Africa and the United States
- Black, Sara, Spreen, Carol Anne, Vally, Salim
- Authors: Black, Sara , Spreen, Carol Anne , Vally, Salim
- Date: 2020
- Subjects: Covid-19 , Education , Crisis
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/440221 , uj:38330 , Black, S., Spreen, C.A., Vally, S. 2020: Education, Covid-19 and care : social inequality and social relations of value in the South Africa and the United States.
- Description: Abstract: , Education has not been spared during the Covid-19 pandemic that has exposed deep inequalities across the world along lines of ‘race’, class, gender and geography, as well as the digital divide. However, many of the policy responses and solutions proffered to mitigate the crisis fail to address the generative structures that made public education institutions so vulnerable to shocks in the first place. Using the work of Nancy Fraser and Social Reproduction Theory (Bhattacharya, 2017), we argue that understanding the prevailing capitalist social institutional order, and the relations it generates between spheres of production and spheres of reproduction (including education), is fundamental to theories of change that not only respond to the Covid-19 moment justly, but also avoid reproducing and deepening the conditions that made Covid so cataclysmic to begin with. By analysing the conditions of public education across South Africa and the United States comparatively, a case is built for distinguishing between affirmative responses that leave inequitable structures intact and transformative responses that seek to address the root causes of injustice and violence amplified by the pandemic.
- Full Text:
- Authors: Black, Sara , Spreen, Carol Anne , Vally, Salim
- Date: 2020
- Subjects: Covid-19 , Education , Crisis
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/440221 , uj:38330 , Black, S., Spreen, C.A., Vally, S. 2020: Education, Covid-19 and care : social inequality and social relations of value in the South Africa and the United States.
- Description: Abstract: , Education has not been spared during the Covid-19 pandemic that has exposed deep inequalities across the world along lines of ‘race’, class, gender and geography, as well as the digital divide. However, many of the policy responses and solutions proffered to mitigate the crisis fail to address the generative structures that made public education institutions so vulnerable to shocks in the first place. Using the work of Nancy Fraser and Social Reproduction Theory (Bhattacharya, 2017), we argue that understanding the prevailing capitalist social institutional order, and the relations it generates between spheres of production and spheres of reproduction (including education), is fundamental to theories of change that not only respond to the Covid-19 moment justly, but also avoid reproducing and deepening the conditions that made Covid so cataclysmic to begin with. By analysing the conditions of public education across South Africa and the United States comparatively, a case is built for distinguishing between affirmative responses that leave inequitable structures intact and transformative responses that seek to address the root causes of injustice and violence amplified by the pandemic.
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Edupreneurship : preparing young education graduates beyond the classroom teaching
- Olaniran, Sunday Olawale, Perumal, Juliet
- Authors: Olaniran, Sunday Olawale , Perumal, Juliet
- Date: 2021
- Subjects: Entrepreneurship , Opportunities , Education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/482926 , uj:43809 , Citation: Olaniran, S.O. & Perumal, J. 2021. Edupreneurship : preparing young education graduates beyond the classroom teaching. , DOI: 10.5281/zenodo.5234011
- Description: Abstract: While there is broad consensus about the role of entrepreneurial skills for job creation, there is a dearth of research about the type of entrepreneurial opportunities that are available for young graduates that studied education-related courses at undergraduate and postgraduate levels. Although individuals with teaching qualifications like Bachelor of Education (B.Ed.)and Post-Graduate Certificate in Education (PGCE) are considered first for teaching positions, opportunities also abound for such individuals with a passion for entrepreneurship within the sector. This article presents different entrepreneurship opportunities which young people with education degrees can explore to become self-reliantand employers of labour. It is expected that the article will serve as a road map for young people desiring to become successful entrepreneurs, job creators and active contributors to sustainable development and prosperity of Sub-Saharan Africa.
- Full Text:
- Authors: Olaniran, Sunday Olawale , Perumal, Juliet
- Date: 2021
- Subjects: Entrepreneurship , Opportunities , Education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/482926 , uj:43809 , Citation: Olaniran, S.O. & Perumal, J. 2021. Edupreneurship : preparing young education graduates beyond the classroom teaching. , DOI: 10.5281/zenodo.5234011
- Description: Abstract: While there is broad consensus about the role of entrepreneurial skills for job creation, there is a dearth of research about the type of entrepreneurial opportunities that are available for young graduates that studied education-related courses at undergraduate and postgraduate levels. Although individuals with teaching qualifications like Bachelor of Education (B.Ed.)and Post-Graduate Certificate in Education (PGCE) are considered first for teaching positions, opportunities also abound for such individuals with a passion for entrepreneurship within the sector. This article presents different entrepreneurship opportunities which young people with education degrees can explore to become self-reliantand employers of labour. It is expected that the article will serve as a road map for young people desiring to become successful entrepreneurs, job creators and active contributors to sustainable development and prosperity of Sub-Saharan Africa.
- Full Text:
Equipping 21st Century Construction Graduates: a review of key skills in fostering infrastructural development
- Aliu, John, Aigbavboa, Clinton
- Authors: Aliu, John , Aigbavboa, Clinton
- Date: 2016
- Subjects: Construction Industry , Education , Employability
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/122837 , uj:20712 , Citation: Aliu, J., & Aigbavboa, C. 2016. Equipping 21st Century Construction Graduates: a review of key skills in fostering infrastructural development.
- Description: The construction industry continues to be a significant part of the global economy and shapes the built environment and quality oflife for people around the world. It is an industry which is regarded as uncertain and continuously changing, requiring the services of competent professionals such as engineers, architects, surveyors amongst others, inthe execution of construction activities to achieve timely results. This inherent complexity that characterizes the construction industry requires, not only graduates possessing a strong academic foundation, but also the right skills to meet up with the challenges. However, the construction industry has been plagued with a shortage of skilled graduates in proffering solutions to emerging problems. This paper aims to identify relevant skills that construction graduates need to possess in order to contribute meaningfully to the future of the building construction industry. A review of relevant literatures was conducted from journals and conference articles from databases including Taylor and Francis online, Springer, Emerald, ASCE, Scopus amongst others. Various skills were identified in the literature which further helped pinpoint the most important ones after a random study across further literatures were conducted. Notable findings from this study revealed that communication, teamwork, technology skills, problem solving skills, individual values, technical skills, leadership, numeracy and adaptability are all essential to construction graduates ahead of the construction industry. The study further makes recommendations to HEI's emphasizing the need to revise their curricula to better prepare construction students for success in the industry. In order to ease the transition from the world of the Higher Education Institutions (HEI) to the world of employment, it is of crucial importance for HEI's to provide university students with on-the-job skills to enable them cope and meet the ever increasing, changing and challenging needs of the construction industry in this 21"1 century and beyond.
- Full Text: false
- Authors: Aliu, John , Aigbavboa, Clinton
- Date: 2016
- Subjects: Construction Industry , Education , Employability
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/122837 , uj:20712 , Citation: Aliu, J., & Aigbavboa, C. 2016. Equipping 21st Century Construction Graduates: a review of key skills in fostering infrastructural development.
- Description: The construction industry continues to be a significant part of the global economy and shapes the built environment and quality oflife for people around the world. It is an industry which is regarded as uncertain and continuously changing, requiring the services of competent professionals such as engineers, architects, surveyors amongst others, inthe execution of construction activities to achieve timely results. This inherent complexity that characterizes the construction industry requires, not only graduates possessing a strong academic foundation, but also the right skills to meet up with the challenges. However, the construction industry has been plagued with a shortage of skilled graduates in proffering solutions to emerging problems. This paper aims to identify relevant skills that construction graduates need to possess in order to contribute meaningfully to the future of the building construction industry. A review of relevant literatures was conducted from journals and conference articles from databases including Taylor and Francis online, Springer, Emerald, ASCE, Scopus amongst others. Various skills were identified in the literature which further helped pinpoint the most important ones after a random study across further literatures were conducted. Notable findings from this study revealed that communication, teamwork, technology skills, problem solving skills, individual values, technical skills, leadership, numeracy and adaptability are all essential to construction graduates ahead of the construction industry. The study further makes recommendations to HEI's emphasizing the need to revise their curricula to better prepare construction students for success in the industry. In order to ease the transition from the world of the Higher Education Institutions (HEI) to the world of employment, it is of crucial importance for HEI's to provide university students with on-the-job skills to enable them cope and meet the ever increasing, changing and challenging needs of the construction industry in this 21"1 century and beyond.
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Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa
- Baron, Philip, Baron, Anne Catherine
- Authors: Baron, Philip , Baron, Anne Catherine
- Date: 2019
- Subjects: Cybernetics , Education , Ethics
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/293587 , uj:31926 , Citation: Baron, P. & Baron, A.C. 2019. Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa.
- Description: Abstract: When comparing pre‐school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven+1 common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators...
- Full Text:
- Authors: Baron, Philip , Baron, Anne Catherine
- Date: 2019
- Subjects: Cybernetics , Education , Ethics
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/293587 , uj:31926 , Citation: Baron, P. & Baron, A.C. 2019. Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa.
- Description: Abstract: When comparing pre‐school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven+1 common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators...
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Exploring the driving factor on prepaid electricity meter rejecting the largest township of South Africa
- Kambule, Njabulo, Yessoufou, Kowiyou, Nwulu, Nnamdi, Mbohwa, Charles
- Authors: Kambule, Njabulo , Yessoufou, Kowiyou , Nwulu, Nnamdi , Mbohwa, Charles
- Date: 2019
- Subjects: Electricity consumption , Education , Prepaid electricity meter
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/406836 , uj:34221 , Citation: Kambule, N. et al. 2019. Exploring the driving factor on prepaid electricity meter rejecting the largest township of South Africa.
- Description: Abstract: Technology rejection phenomenon manifests itself differently across different societies. Over the past two decades, low income households in Soweto have persistently rejected prepaid electricity meters. Until now, the basis of the rejection in the region remains scientifically underexplored. We therefore conduct an exploratory study of pertaining prepaid meter rejection in Soweto. Through triangulation research and survey approach, 88 households based in Orlando East and Diepkloof were interviewed by means of a questionnaire. Our findings show that three aspects contributing to this phenomenon, namely: lack of quality consultation and education, the high levels of electricity consumption, and unattainable politically motivated promises are the main reasons that currently fuel prepaid meter rejection. We emphasise that the current state of the Free Basic Electricity (FBE) (2003) policy also fuels rejection, as it remains socio-economically inadequate and irrelevant for indigent households. We therefore note the need for an FBE policy review and update as well as the establishment of a policy monitoring committee to ensure implementation and enforcement.
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- Authors: Kambule, Njabulo , Yessoufou, Kowiyou , Nwulu, Nnamdi , Mbohwa, Charles
- Date: 2019
- Subjects: Electricity consumption , Education , Prepaid electricity meter
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/406836 , uj:34221 , Citation: Kambule, N. et al. 2019. Exploring the driving factor on prepaid electricity meter rejecting the largest township of South Africa.
- Description: Abstract: Technology rejection phenomenon manifests itself differently across different societies. Over the past two decades, low income households in Soweto have persistently rejected prepaid electricity meters. Until now, the basis of the rejection in the region remains scientifically underexplored. We therefore conduct an exploratory study of pertaining prepaid meter rejection in Soweto. Through triangulation research and survey approach, 88 households based in Orlando East and Diepkloof were interviewed by means of a questionnaire. Our findings show that three aspects contributing to this phenomenon, namely: lack of quality consultation and education, the high levels of electricity consumption, and unattainable politically motivated promises are the main reasons that currently fuel prepaid meter rejection. We emphasise that the current state of the Free Basic Electricity (FBE) (2003) policy also fuels rejection, as it remains socio-economically inadequate and irrelevant for indigent households. We therefore note the need for an FBE policy review and update as well as the establishment of a policy monitoring committee to ensure implementation and enforcement.
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Guns and butter : child mortality and the mediators of militarization
- Authors: Carlton-Ford, S.
- Date: 2019
- Subjects: Militarization , Child motality , Education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/407054 , uj:34248 , Citation: Carlton-Ford, S. 2019: Guns and butter : child mortality and the mediators of militarization.
- Description: Abstract: Which types of militarization affect child mortality? Which type appears to lower it; which appears to push it higher? This paper focuses on social militarization (i.e., troops as a proportion of workforce-aged population) and praetorian militarization (i.e., the military’s control or strong influence over the government), investigating their impact on child mortality using pooled time series analysis covering 142 countries from 1996 through 2008. We find that social and praetorian militarization have opposite effects even after controlling for potentially confounding influences. Access to basic public health infrastructures and education mediate between each type of militarization and child mortality.
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- Authors: Carlton-Ford, S.
- Date: 2019
- Subjects: Militarization , Child motality , Education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/407054 , uj:34248 , Citation: Carlton-Ford, S. 2019: Guns and butter : child mortality and the mediators of militarization.
- Description: Abstract: Which types of militarization affect child mortality? Which type appears to lower it; which appears to push it higher? This paper focuses on social militarization (i.e., troops as a proportion of workforce-aged population) and praetorian militarization (i.e., the military’s control or strong influence over the government), investigating their impact on child mortality using pooled time series analysis covering 142 countries from 1996 through 2008. We find that social and praetorian militarization have opposite effects even after controlling for potentially confounding influences. Access to basic public health infrastructures and education mediate between each type of militarization and child mortality.
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Incentivized time preferences, level of education in a household and financial literacy : laboratory evidence
- Mudzingiri, Calvin, Muteba Mwamba, John W., Keyser, Jacobus Nicolaas
- Authors: Mudzingiri, Calvin , Muteba Mwamba, John W. , Keyser, Jacobus Nicolaas
- Date: 2018
- Subjects: Time preferences , Financial literacy , Education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/286281 , uj:30974 , Citation: Mudzingiri, C., Muteba Mwamba, J.W. & Keyser, J.N. 2018. Incentivized time preferences, level of education in a household and financial literacy : laboratory evidence. Journal of Economics and Behavioral Studies, 10(2):103-119. , ISSN: 2220-6140
- Description: Abstract: This study investigates the impact of financial literacy, level of education in a household and gender differences on time preferences of students at a university in South Africa. The study relies on a convenient sample of (N=85, female=48%) pursuing a financial literacy course. The study uses a questionnaire, a financial literacy test and a simple binary choice experimental game that elicited individual time discount rate to gather data. Ten percent of the participants were paid (in South African rands) for their time preference choices by way of quota random sampling. Female university students’ individual time discount rate was found to be on average higher than that of their male counterparts, indicating that female university students are generally impatient, especially those with low levels of financial literacy. Our results (using a Negative Binomial Regression analysis and Ordinary Least Squares regression analysis) show that time preferences of university students aresignificantly influenced by highest level of education in the household. The OLS regression model shows that financial literacy, measured using financial literacy test, significantly influence time preferences for all subjects. The study concluded that patience levels among male university students increase as financial literacy increases. Gender, income, age and family size significantly influence time preferences of university students. Highest level of education in a household, financial literacy and gender differences have a bearing on individual time preferences.
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- Authors: Mudzingiri, Calvin , Muteba Mwamba, John W. , Keyser, Jacobus Nicolaas
- Date: 2018
- Subjects: Time preferences , Financial literacy , Education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/286281 , uj:30974 , Citation: Mudzingiri, C., Muteba Mwamba, J.W. & Keyser, J.N. 2018. Incentivized time preferences, level of education in a household and financial literacy : laboratory evidence. Journal of Economics and Behavioral Studies, 10(2):103-119. , ISSN: 2220-6140
- Description: Abstract: This study investigates the impact of financial literacy, level of education in a household and gender differences on time preferences of students at a university in South Africa. The study relies on a convenient sample of (N=85, female=48%) pursuing a financial literacy course. The study uses a questionnaire, a financial literacy test and a simple binary choice experimental game that elicited individual time discount rate to gather data. Ten percent of the participants were paid (in South African rands) for their time preference choices by way of quota random sampling. Female university students’ individual time discount rate was found to be on average higher than that of their male counterparts, indicating that female university students are generally impatient, especially those with low levels of financial literacy. Our results (using a Negative Binomial Regression analysis and Ordinary Least Squares regression analysis) show that time preferences of university students aresignificantly influenced by highest level of education in the household. The OLS regression model shows that financial literacy, measured using financial literacy test, significantly influence time preferences for all subjects. The study concluded that patience levels among male university students increase as financial literacy increases. Gender, income, age and family size significantly influence time preferences of university students. Highest level of education in a household, financial literacy and gender differences have a bearing on individual time preferences.
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Integrating digital pedagogies into a typical student learning lifecycle and its effect on exam performance
- Coovadia, Husain, Ackermann, Christo
- Authors: Coovadia, Husain , Ackermann, Christo
- Date: 2020
- Subjects: Accounting Education , Blended Learning , Education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/483397 , uj:43870 , Citation: Coovadia, H. & Ackermann, C. 2020. Integrating digital pedagogies into a typical student learning lifecycle and its effect on exam performance. DOI: 10.1080/09639284.2020.1811993
- Description: Abstract: The aim of this paper is to determine whether the integration of digital pedagogies into the entire student learning lifecycle can improve exam performance. Since the inception of the so-called internet age, the use of technology has been explored as a platform for knowledge transfer. In formal education, this phenomenon has prompted higher education institutions to enhance their teaching and learning practices by integrating digital pedagogies into their courses. Accounting education, however, has been criticised for lagging behind mainstream educational developments in this area. This study bridges this gap by assessing whether the integration of digital pedagogies into the entire student learning lifecycle improves exam performance. An exploratory sequential mixed methods design was used in order to build the digital pedagogy, which was co-constructed with students. The pedagogy was then implemented and tested. The findings revealed that the treatment group outperformed the control group in exam performance (p < 0.01). This article contributes to the existing body of knowledge on accounting education by presenting an approach to working together with students to co-construct and integrate digital pedagogies into the entire student learning lifecycle. The study also proves that this holistic approach of technology integration can be effective in improving student exam performance.
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- Authors: Coovadia, Husain , Ackermann, Christo
- Date: 2020
- Subjects: Accounting Education , Blended Learning , Education
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/483397 , uj:43870 , Citation: Coovadia, H. & Ackermann, C. 2020. Integrating digital pedagogies into a typical student learning lifecycle and its effect on exam performance. DOI: 10.1080/09639284.2020.1811993
- Description: Abstract: The aim of this paper is to determine whether the integration of digital pedagogies into the entire student learning lifecycle can improve exam performance. Since the inception of the so-called internet age, the use of technology has been explored as a platform for knowledge transfer. In formal education, this phenomenon has prompted higher education institutions to enhance their teaching and learning practices by integrating digital pedagogies into their courses. Accounting education, however, has been criticised for lagging behind mainstream educational developments in this area. This study bridges this gap by assessing whether the integration of digital pedagogies into the entire student learning lifecycle improves exam performance. An exploratory sequential mixed methods design was used in order to build the digital pedagogy, which was co-constructed with students. The pedagogy was then implemented and tested. The findings revealed that the treatment group outperformed the control group in exam performance (p < 0.01). This article contributes to the existing body of knowledge on accounting education by presenting an approach to working together with students to co-construct and integrate digital pedagogies into the entire student learning lifecycle. The study also proves that this holistic approach of technology integration can be effective in improving student exam performance.
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Muslim schools: their formation, development and impact on southern african communities
- Authors: Haton, Muhammed
- Date: 2016
- Subjects: Education , Southern Africa , Educational Development
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/92620 , uj:20249 , Citation: Haton, M. 2016. Muslim schools: their formation, development and impact on southern african communities.
- Description: Abstract: Though Southern Africa may not be regarded as a multi-religious region as is the case in other parts of the (Western) world, it is among those regions that have adopted an open-door policy towards religious traditions. As a consequence, the regional governments have generally permitted the establishment of private religious educational institutions (such as the Muslim schools). In this presentation the focus intends to be on the Muslim educational institutions with specific reference to the primary/secondary Muslim schools that have been established. Whilst it will reflect on Muslim schools in South Africa as such, it however wishes to specifically zoom in on Botswana where such schools have been around for almost two decades and where they have made an indelible impression on the Gaborone community.
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- Authors: Haton, Muhammed
- Date: 2016
- Subjects: Education , Southern Africa , Educational Development
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/92620 , uj:20249 , Citation: Haton, M. 2016. Muslim schools: their formation, development and impact on southern african communities.
- Description: Abstract: Though Southern Africa may not be regarded as a multi-religious region as is the case in other parts of the (Western) world, it is among those regions that have adopted an open-door policy towards religious traditions. As a consequence, the regional governments have generally permitted the establishment of private religious educational institutions (such as the Muslim schools). In this presentation the focus intends to be on the Muslim educational institutions with specific reference to the primary/secondary Muslim schools that have been established. Whilst it will reflect on Muslim schools in South Africa as such, it however wishes to specifically zoom in on Botswana where such schools have been around for almost two decades and where they have made an indelible impression on the Gaborone community.
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