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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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.
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- 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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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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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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Status of geoinformatics education and training in Sub-Sahara Africa : initiatives taken and challenges
- Sumari, N.S., Shao, Z., Van Genderen, J.L., Musakwa, W., Ujoh, F., Washaya, P., Gumbo, T.
- Authors: Sumari, N.S. , Shao, Z. , Van Genderen, J.L. , Musakwa, W. , Ujoh, F. , Washaya, P. , Gumbo, T.
- Date: 2019
- Subjects: Sub-Sahara Africa , Education , Training
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/400010 , uj:33365 , Citation: Sumari, N.S. et al. 2019. Status of geoinformatics education and training in Sub-Sahara Africa : initiatives taken and challenges.
- Description: Abstract: It has been more than twenty-five years since the World Bank published its comprehensive report on “Guidelines for Education and Training in Environmental Information Systems in Sub-Saharan Africa: Some Key Issues”. Since this report was published, there have been considerable improvements in the region on implementing many of the actions proposed in that report relating to education, training and technology transfer. This paper presents an update on some of the activities that have taken place since the report was published and provides details on the current situation in the region. The paper shows how organizations such as the African Association on Remote Sensing of Environment (AARSE), the International Society of Photogrammetry and Remote Sensing (ISPRS), the European Association of Remote Sensing Companies (EARSC), the Group on Earth Observation (GEO), as well as several others have helped to increase the manpower resources in the region and strengthened the institutional capacity in the field of Geoinformatics, by means of capacity building, technology transfer, international cooperation and through the provision of internal African resources. After reviewing what has happened in the field of Geo-Informatics education and training, we focused on current initiatives taken and challenges in five Sub-Saharan countries namely, Ethiopia, Nigeria, South Africa, Tanzania and Zimbabwe. We reviewed GIS education and training in the private sector, government, information communications technology in higher education institutions, GIS application areas and challenges facing GIS education and training. The paper concludes that, change should involve education stakeholders such as students, teachers/instructors in all level of education. Sub-Saharan Africa countries should focus on improving the quality of the curriculum, strengthening international and regional cooperation by the means of exchange programmes to improve education and training in Geoinformatics.
- Full Text:
- Authors: Sumari, N.S. , Shao, Z. , Van Genderen, J.L. , Musakwa, W. , Ujoh, F. , Washaya, P. , Gumbo, T.
- Date: 2019
- Subjects: Sub-Sahara Africa , Education , Training
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/400010 , uj:33365 , Citation: Sumari, N.S. et al. 2019. Status of geoinformatics education and training in Sub-Sahara Africa : initiatives taken and challenges.
- Description: Abstract: It has been more than twenty-five years since the World Bank published its comprehensive report on “Guidelines for Education and Training in Environmental Information Systems in Sub-Saharan Africa: Some Key Issues”. Since this report was published, there have been considerable improvements in the region on implementing many of the actions proposed in that report relating to education, training and technology transfer. This paper presents an update on some of the activities that have taken place since the report was published and provides details on the current situation in the region. The paper shows how organizations such as the African Association on Remote Sensing of Environment (AARSE), the International Society of Photogrammetry and Remote Sensing (ISPRS), the European Association of Remote Sensing Companies (EARSC), the Group on Earth Observation (GEO), as well as several others have helped to increase the manpower resources in the region and strengthened the institutional capacity in the field of Geoinformatics, by means of capacity building, technology transfer, international cooperation and through the provision of internal African resources. After reviewing what has happened in the field of Geo-Informatics education and training, we focused on current initiatives taken and challenges in five Sub-Saharan countries namely, Ethiopia, Nigeria, South Africa, Tanzania and Zimbabwe. We reviewed GIS education and training in the private sector, government, information communications technology in higher education institutions, GIS application areas and challenges facing GIS education and training. The paper concludes that, change should involve education stakeholders such as students, teachers/instructors in all level of education. Sub-Saharan Africa countries should focus on improving the quality of the curriculum, strengthening international and regional cooperation by the means of exchange programmes to improve education and training in Geoinformatics.
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Teaching ethical behaviour as a remedy for corruption
- Suleman, Aamir, Rossouw, Dirk, Bounds, Maria
- Authors: Suleman, Aamir , Rossouw, Dirk , Bounds, Maria
- Date: 2019
- Subjects: Education , Corruption stakeholders , Curriculum content
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/397438 , uj:33032 , Citation: Suleman, A., Rossouw, D., & Bounds, M. 2019. Teaching ethical behaviour as a remedy for corruption.
- Description: Abstract: Purpose: This study focuses on observations, thoughts and beliefs regarding ethical behaviour and corruption and, more specifically, ethics education as a remedy for corruption. Research: The study employed a quantitative survey design to collect data, using self-administered questionnaires from the respondents. The data were then analysed, using descriptive statistics. Reliability statistics were employed to test the reliability of each construct. An interpretivism research philosophy was adopted as the study sought to further elaborate on and investigate a social phenomenon through deconstructing the perceived views of a selected group of individuals. In addition, a qualitative approach was adopted, as this was identified as the best method to investigate and understand the efficacy of ethical behaviour and its impact on corruption, as it would rely on understanding the complex and undocumented opinions of individuals who were either involved in or had been exposed to curriculum content. Findings: Theorists and research have found that a focus on ethics within education, would probably lead to a decrease in corruption, and that ethics and ethical leadership education need to form part of basic, secondary and tertiary education. Value: The interviews provided rich insight into the understanding of respondents in relation to the impact of ethical leadership on corruption, its successes, failures and criticisms. Conclusion: An increased focus on ethical leadership could therefore result in a decrease in corruption, as an enhanced awareness of ethics through educational institutions would result in more ethical leaders being produced.
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- Authors: Suleman, Aamir , Rossouw, Dirk , Bounds, Maria
- Date: 2019
- Subjects: Education , Corruption stakeholders , Curriculum content
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/397438 , uj:33032 , Citation: Suleman, A., Rossouw, D., & Bounds, M. 2019. Teaching ethical behaviour as a remedy for corruption.
- Description: Abstract: Purpose: This study focuses on observations, thoughts and beliefs regarding ethical behaviour and corruption and, more specifically, ethics education as a remedy for corruption. Research: The study employed a quantitative survey design to collect data, using self-administered questionnaires from the respondents. The data were then analysed, using descriptive statistics. Reliability statistics were employed to test the reliability of each construct. An interpretivism research philosophy was adopted as the study sought to further elaborate on and investigate a social phenomenon through deconstructing the perceived views of a selected group of individuals. In addition, a qualitative approach was adopted, as this was identified as the best method to investigate and understand the efficacy of ethical behaviour and its impact on corruption, as it would rely on understanding the complex and undocumented opinions of individuals who were either involved in or had been exposed to curriculum content. Findings: Theorists and research have found that a focus on ethics within education, would probably lead to a decrease in corruption, and that ethics and ethical leadership education need to form part of basic, secondary and tertiary education. Value: The interviews provided rich insight into the understanding of respondents in relation to the impact of ethical leadership on corruption, its successes, failures and criticisms. Conclusion: An increased focus on ethical leadership could therefore result in a decrease in corruption, as an enhanced awareness of ethics through educational institutions would result in more ethical leaders being produced.
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The post-politics of aid to education : Rwanda ten years after Hayman
- Knutsson, Beniamin, Lindberg, Jonas
- Authors: Knutsson, Beniamin , Lindberg, Jonas
- Date: 2019
- Subjects: Education , Governance , International Aid
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/399505 , uj:33299 , Citation: Knutsson, Beniamin & Lindberg, Jonas. (2019). The post-politics of aid to education: Rwanda ten years after Hayman. International Journal of Educational Development. 65. 144-151. 10.1016/j.ijedudev.2018.04.003.
- Description: Abstract: Education aid in Rwanda is often portrayed as a success story. Based on original fieldwork, this article explores the governance arrangements that underpin performance in the sector. The paper follows up on developments since Hayman’s pioneering ’aidnography’ a decade back and adds new theoretical layers by employing theory of post-politics. The paper argues that while old tensions lurk beneath, a largely depoliticized environment has been created that facilitates everyday work in the sector. These post-political strategies can be understood as logical responses to the conflictuality that is constitutive of both international development and Rwandan society.
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- Authors: Knutsson, Beniamin , Lindberg, Jonas
- Date: 2019
- Subjects: Education , Governance , International Aid
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/399505 , uj:33299 , Citation: Knutsson, Beniamin & Lindberg, Jonas. (2019). The post-politics of aid to education: Rwanda ten years after Hayman. International Journal of Educational Development. 65. 144-151. 10.1016/j.ijedudev.2018.04.003.
- Description: Abstract: Education aid in Rwanda is often portrayed as a success story. Based on original fieldwork, this article explores the governance arrangements that underpin performance in the sector. The paper follows up on developments since Hayman’s pioneering ’aidnography’ a decade back and adds new theoretical layers by employing theory of post-politics. The paper argues that while old tensions lurk beneath, a largely depoliticized environment has been created that facilitates everyday work in the sector. These post-political strategies can be understood as logical responses to the conflictuality that is constitutive of both international development and Rwandan society.
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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.
- Full Text:
- 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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Use of BIM at higher learning institutions : Evaluating the level of implementation and development of BIM at built environment schools in South Africa
- Pillay, Nischolan, Musonda, Innocent, Makabate, Choeu
- Authors: Pillay, Nischolan , Musonda, Innocent , Makabate, Choeu
- Date: 2018
- Subjects: BIM , AEC , Education
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/279302 , uj:29992 , Citation: Pillay, N., Musonda, I. & Makabate, C. 2018. Use of BIM at higher learning institutions : Evaluating the level of implementation and development of BIM at built environment schools in South Africa.
- Description: Abstract: The introduction of Building Information Modelling (BIM) into the Architecture, Engineering and Construction industry (AEC) has completely revolutionized how we design and construct buildings. BIM shows significant positive changes for the consulting industry in terms of reducing errors, understanding buildings, realistic visualization, clash detection amongst other remarkable features. However, BIM is an ongoing course of complex processes and it is important that users are kept in the loop of new concepts, processes and workflows. Universities, the world over are making concerted efforts to introduce and implement BIM education for their built environment courses as it has become a component of a professionals practical training. However, it is necessary to determine at what level BIM education is being implemented at educational institutions. This research explores how South African built environment schools have implemented BIM in their teaching syllabus and level of implementation. Data was collected using questionnaires from representatives at built environment schools or departments in the public universities. Findings reveal that there is some usage of 2D and 3D CAD in design modules at some universities. However results suggest very little implementation of BIM methods and processes in many universities. This research will be useful for the AEC industry in terms of judging the level of education in the BIM spectrum and can assist with future training of professionals, regarding BIM.
- Full Text:
- Authors: Pillay, Nischolan , Musonda, Innocent , Makabate, Choeu
- Date: 2018
- Subjects: BIM , AEC , Education
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/279302 , uj:29992 , Citation: Pillay, N., Musonda, I. & Makabate, C. 2018. Use of BIM at higher learning institutions : Evaluating the level of implementation and development of BIM at built environment schools in South Africa.
- Description: Abstract: The introduction of Building Information Modelling (BIM) into the Architecture, Engineering and Construction industry (AEC) has completely revolutionized how we design and construct buildings. BIM shows significant positive changes for the consulting industry in terms of reducing errors, understanding buildings, realistic visualization, clash detection amongst other remarkable features. However, BIM is an ongoing course of complex processes and it is important that users are kept in the loop of new concepts, processes and workflows. Universities, the world over are making concerted efforts to introduce and implement BIM education for their built environment courses as it has become a component of a professionals practical training. However, it is necessary to determine at what level BIM education is being implemented at educational institutions. This research explores how South African built environment schools have implemented BIM in their teaching syllabus and level of implementation. Data was collected using questionnaires from representatives at built environment schools or departments in the public universities. Findings reveal that there is some usage of 2D and 3D CAD in design modules at some universities. However results suggest very little implementation of BIM methods and processes in many universities. This research will be useful for the AEC industry in terms of judging the level of education in the BIM spectrum and can assist with future training of professionals, regarding BIM.
- Full Text:
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.
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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.
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- 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.
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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.
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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.
- Full Text: false
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.
- Full Text:
- 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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Outcome-based module for continuous assessments in engineering education : case study department of electrical and electronic engineering science at the University of Johannesburg
- Authors: Ouahada, Khmaies
- Date: 2016
- Subjects: Education , Engineering , Assessments
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/216558 , uj:21521 , Citation: Ouahada, K. 2016. Outcome-based module for continuous assessments in engineering education : case study department of electrical and electronic engineering science at the University of Johannesburg.
- Description: Abstract: A big challenge for all engineering universities is the high quality of their graduated students to match the professional engineering qualities that industry need. In South Africa, the Engineering council of South Africa (ECSA) always asked for proof of evidence that students have demonstrated their capabilities to pass all the knowledge areas in each one of their modules in their engineering degree curriculum. The department of electrical and electronic engineering science at the University of Johannesburg has introduced a new continuous assessment framework based on outcomes in the offered modules. This framework allows for a deeper assessment of knowledge. Advantages and disadvantages of this new assessment scheme are discussed in this paper as well as the solutions proposed to make it a flexible and successful for all students.
- Full Text:
- Authors: Ouahada, Khmaies
- Date: 2016
- Subjects: Education , Engineering , Assessments
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/216558 , uj:21521 , Citation: Ouahada, K. 2016. Outcome-based module for continuous assessments in engineering education : case study department of electrical and electronic engineering science at the University of Johannesburg.
- Description: Abstract: A big challenge for all engineering universities is the high quality of their graduated students to match the professional engineering qualities that industry need. In South Africa, the Engineering council of South Africa (ECSA) always asked for proof of evidence that students have demonstrated their capabilities to pass all the knowledge areas in each one of their modules in their engineering degree curriculum. The department of electrical and electronic engineering science at the University of Johannesburg has introduced a new continuous assessment framework based on outcomes in the offered modules. This framework allows for a deeper assessment of knowledge. Advantages and disadvantages of this new assessment scheme are discussed in this paper as well as the solutions proposed to make it a flexible and successful for all students.
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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
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