African Education System Research Articles

Positive psychology constructs associated with academic success in South African secondary schools: A scoping review

In the South African education system, there is consistent concern about academic success and how it can be supported. Using a positive psychology lens could add additional insight on aspects of positive psychological functioning that may be associated with academic success. This scoping review examined literature on positive psychology constructs identified in association with academic success in South African secondary schools. Databases and other relevant sources were searched for studies implemented between 2007 and 2022. The search strategy yielded 15 studies for analysis. The results indicate that out of 46 potential positive psychology constructs, only 25 have been investigated in South African literature. The most researched construct was social support, followed by achievement motivation, and hope.

The Relevance of Kwame Nkrumah’s Education for Pan-Africanism in Decolonizing the Nigerian Educational System.

It is often contended that the system of education which the colonial masters brought to Nigeria was not entirely for the good of the citizens. It was a system of education that was meant to serve the colonialists without adding any meaning to the individual. The formulators of Nigerian Educational system, instead of formulating a unique policy of education that integrates our indigenous African educational system with essential elements from colonial education system, still continued with the structures of colonial elements which are not of great benefits to the Nigerian educational system like, the use of the English language as mode of communication in schools, the acceptance and inclusion of the Colonizers’ cultures and religion in the curriculum with the neglect of the indigenous cultures and religions, the too much emphasis on theoretical academic certification rather than merging both the theoretical and practical technical knowledge together for better development. This article presupposes the relevance of Kwame Nkrumah’s Education for Pan-Africanism in Decolonizing the Nigerian Educational System. It acknowledges the legacy of Nkrumah’s education for Pan-Africanism and contends that it can be used as a paradigm in recommending ways of decolonizing the Nigerian educational system. The article contends that with Nkrumah’s education for Pan-Africanism we can remove the colonial educational elements in the Nigerian Educational system that neither edify the indigenous educational system nor efficiently address the needs and problems of the people of Nigeria.

Curriculum Digitalization and the Fourth Industrial Revolution: An Assessment of the Prospects and Challenges of South African Education

The shift from traditional paper-based teaching to digital methods has sparked discussions about reshaping and enhancing the curriculum. There has been ongoing debate among scholars about the preparedness of South Africa’s education system for digital teaching and the implications of the fourth industrial revolution. The COVID-19 pandemic has underscored the significance of a digital society, highlighting the need for transformation within the education system. The fourth industrial revolution has prioritized technological advancement and digitization across various sectors, emphasizing the importance of initiating these changes at the educational level, thus calling for a review of the curriculum. Thus, this study aims to explore the potential prospects and challenges facing South Africa’s education system in the context of digitizing the curriculum and coping with the fourth industrial revolution. It used a qualitative research method, analyzing accredited journal articles, reports, and books to gain insights into the subject matter. The findings of the study suggest that challenges such as inadequate funding, unpreparedness of the sector, and lack of technological development in the education sector are hindering the progress of digital curriculum development, particularly in light of the COVID-19 pandemic. The study therefore concludes that the education sector has overlooked the significance of the fourth industrial revolution, which became evident during the pandemic. Henceforth, the study recommends that to effectively implement curriculum digitization, the industry needs to embrace technological advancements in line with the fourth industrial revolution. In addition, technological development in the education sector be prioritized, making curriculum digitization easier to implement for both learners and educators, especially in the face of challenges like the COVID-19 pandemic. Keywords: Curriculum Digitalization, COVID-19, The Fourth Industrial Revolution, Prospects, Challenges of the South African Education System.

Challenging violence in South African education: a feminist pedagogical and legal analysis

AbstractThis study investigates the relevance of violence in the context of South African education, a country which has a history of institutionalised violence against the oppressed, including women. Using a feminist pedagogy as a theoretical lens, violence and its implications for the South African educational system are examined. Scholars such as Freire believe that in order to engage the topic of violence in education, it needs to be framed not only from a physical, but also from a structural and symbolic way since violence is deeply rooted in social inequalities and power imbalances. Violence can be perpetuated through education, which can reproduce dominant ideologies and structures which are biased against women. Therefore, Freire advocates a pedagogical approach that challenges violence and empowers students to become critical agents of social change. In the South African educational environment, violence is a prevalent issue, especially for women and girls who face high rates of gender-based violence and sexual harassment in schools. This research also examines the relevant legal frameworks and policies in South Africa that address gender-based violence and education. This research proposes a feminist pedagogy can help create safe and empowering learning environments that promote social justice and equality.

Ethnomathematics in Intermediate Phase: Reflections on the Morabaraba Game as Indigenous Mathematical knowledge

Mathematics education remains a worrisome issue in the South African education system. This dilemma presents itself in the underperformance of learners in Intermediate Phase mathematics. In an effort to address this challenge and develop alternative approaches to the teaching of mathematics, a university-based project was initiated. As part of the project, this article reflects on the experiences of five project members who observed the implementation of Morabaraba, which is an Indigenous game, rich in mathematical relevance. This qualitative case study explored how mathematics teachers implemented the Morabaraba game to teach Intermediate Phase mathematics content. The method used to capture the data entailed reflections of the team that were derived from the observation of mathematics lessons in the Intermediate Phase. From these observations the researchers found that teachers invented their own rules when integrating mathematical concepts; they reinvented the game to cater for the complexity of mathematical content and experienced challenges in the playing of the game. We conclude that the Morabaraba game can be implemented, with practical adjustments, to comply with the objectives of the mathematics concept. The recommendation is that ethnomathematical games be employed as a teaching strategy as they are found to encourage active learning. Future research endeavours include exploring how ethnomathematical games can be sustained for future use.

Advancing Inclusivity, Equity, and Diversity in English Language Education: Empowering Underrepresented Students in Africa

This study investigates the effects of English Medium Instruction (EMI) on African educational systems, focusing on the barriers to education that students encounter due to limited English proficiency in countries where English is not the native language. The authors employed a mixed methods approach, uncovering students' systemic challenges, particularly the high English proficiency requirements for university admissions, which risk excluding those with lower English fluency. By addressing the complex challenges that African students face with EMI, this study advocates for an educational system that respects and aids students from various linguistic backgrounds. The research emphasizes the critical role of English language skills in students’ academic success across all subjects, given the exclusive use of English for teaching. Drawing from a dataset of 36 participants, the study offers a range of pedagogical and policy recommendations to advance inclusivity, equity, and diversity in EMI settings. These recommendations include recognizing student diversity, implementing fluency-centered teaching methods, differentiated instruction, task-based and flipped classroom approaches, cultural exchange activities, the integration of bridge English courses into higher education, parental involvement, curriculum reform, focused teacher training, professional development, equitable resource allocation, bilingual education programs, controlled translanguaging adoption, and gradual policy implementation. These recommendations will help educational systems accommodate diverse linguistic backgrounds, provide essential language support, and promote a supportive academic environment. This paper contributes to the broader discussion on inclusion, equity, and diversity in second-language education, offering valuable insights and recommendations for policymakers, educators, and researchers.

Post-colonial educational reforms in Zimbabwe: A fake badge of decolonisation of the curriculum

While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative study used Zimbabwe as a case to explore the progress made in the decolonisation of the education system to address the needs of the local population. The findings reveal that post-colonial educational reforms in Zimbabwe remain cosmetic and without meaningful thrust to assist in the socio-economic development and success of the once underprivileged. The study concludes that post-colonial education in Zimbabwe and other African states despite more than four decades of reforming the education system, the plight of the ordinary graduate seems little improved. It recommends that post-colonial states in Africa must interrogate the central purpose of education, the intended audience, the way people learn, and the subject matter and how it should be organised and presented. The study contributes to the topical debate on the need to transform the African education systems and their curricula in response to the decolonialisation agenda in the Global South.

Experiences of experts in intelligence measurement of South African school learners

This qualitative research study emerged from the essential need for reliable and valid intelligence test instruments for South African school learners, who are characterised as a diverse population with their variety in culture, ethnicity, and language, as well as having unequal socio-economic and educational backgrounds. The aim of this research study was to use a qualitative interpretive description research design to explore and describe the experiences of both experts in intelligence test development and/or adaptation as well as psychologists and psychometrists who have administered intelligence tests to South African school learners in various contexts. Twelve psychologists and/or psychometrists were interviewed, of which six were also experts in test development and/or adaptation, which yielded four themes after thematic analysis, namely, utilised intelligence measurements in the current South African school learner context are less relevant; the South African education system is a major issue specifically within lower socio-economic status (SES) contexts; it does not seem feasible to design or adapt suitable intelligence measures that are valid and reliable in the current South African school learner context; and key informants’ recommendations from their experiences.Contribution: This research study contributes to the understanding of the measurement of intelligence of South African school learners in diverse contexts. Findings of this research study can guide the strategic process to design an intelligence instrument suitable for a South African population of school learners, informing fair assessment practices for multiethnic equalisation.

Reflections on racism levelled against Black learners at Historically White South African schools

ABSTRACT Alumni discussions about racism and discriminatory practices experienced by Black learners at Historically White Schools (HWSs) in South Africa were triggered by the 2020 George Floyd incident. Several HWSs were accused of racist acts and discrimination by learners and alumni on social media forums during the Black Lives Matter (BLM) demonstrations. It is concerning that after 28 years of democracy, racism still exists in South African schools, specifically HWSs. Many media and social media outlets continue to feature learners’ stories and encounters with racist behaviour. It is against this backdrop that this reflective paper engages with racism levelled against Black learners attending HWSs, precipitated by the BLM. The findings display that hashtag social campaigns in South Africa, after the appearance of the George Floyd incident in the United States, highlighted racism and various discriminatory practices in several HWSs in South Africa. The postings seem to have compelled some multicultural schools to effect genuine change and to locate diversity at the helm of a transformed South African educational system. This study recommends that education authorities initiate country-wide dialogues around anti-racism in HWSs, equip prospective teachers with skills, and deal with White privilege to address racism.

Pedagogical relations as a decolonisation tool in African higher education: Reflection on the ethics of care, respect, and trust

This article uses the findings obtained from a study that delves into the perceptions of students on their relationship with their higher education (HE) lecturers and how it affects their academic success, to respond to the issue of decolonisation in South African HE, and to approach the question of decolonising HE in Africa. The article argues that it is essential to prioritise student well-being, amplify their voices, and promote a caring culture towards addressing the issue of decolonisation in African education systems. The study shows that African HE students hold higher expectations of their lecturers beyond being professionals. This expectation includes respect for students’ thoughts and incorporation of epistemology that aligns with fostering African development, culture and thoughts (without necessarily conforming to neoliberal norms). The four categories of the teacher’s role, which include academic development, respect and trust, social relationships, and ethics of care are highly demanded by HE students. Borrowing the study outcome, this article holds the view that students’ high expectations of their lecturers to foster social relationships should be channelled to incorporate the African student as a collaborator in the business of education and as a response to the demands of HE students to decolonise African education system. These four categories are not only institutional strategies for effective teaching and learning but also a way to address the non-inclusive impact of Western epistemology on historically racial institutions in Africa.Contribution: This article proposes that adopting mainstream pedagogical relationships can be a powerful tool in incorporating the African students’ thoughts and a step towards liberating the HE system in Africa. It recommends these four cardinal themes as institutional strategies for restricting teaching and learning that relegate students to the receiving end thus systems that refute students as collaborators of knowledge sharing especially at historically racial institutions.

Exploring the Implications of the Articulation Gap on Grade 6 EFAL Learners’ Essay Writing Skills

The purpose of the study was to explore the implications of the articulation gap on Grade 6 EFAL learners’ essay writing skills. A qualitative approach was followed with a Case study research design. The research paradigm used in this study was the interpretive paradigm. Purposive sampling was used to select 18 English First Additional Language (EFAL) teachers in 3 primary schools at Malamulele Central Circuit. Document analysis, focus group interviews and lesson observation were used to collect data. Vygotsky’s sociocultural theory, the Garrison theory of teaching essay writing and the strength-based approach were aligned with the interpretivist paradigm. The study found that EFAL learners are unable to write essays that are academically acceptable in terms of the stipulated standard in the Curriculum and Assessment Policy Statement (CAPS) document. Such an articulation gap results in a difficult transition from the foundation to the intermediate phase which has contributed to the high failure rate in Grade 6. The study concluded and recommended that the curriculum during transitioning from the foundation to the intermediate phase (Grade 6) should be revised and the Teaching and Learning Language (TLL) in the Foundation Phase should be English in order to build a strong foundation. This research study is of practical importance to various sectors of the South African education system and abroad as it contributes invaluable information to curriculum developers and implementers within the education department and to the entire stakeholders in the schooling system. Keywords: Articulation Gap; Essay; Writing Skills; Instant Feedback

Educating for expected failure?

This contribution takes as a point of departure an assessment of the impact of the digital divide with specific reference to the education sector in the South African context. A core problem is clearly that such a large proportion of learners drop out of secondary schools, while the pass rates at Bachelors level are also alarming. Does this imply that education takes place with a view to expected failure? This contribution explores the question what perspective Christianity and Christian theology can bring to this social reality. It suggests that this perspective is related to the perplexing question what education is there for in the first place. It surveys various options in this regard (knowledge, skills, virtues, values, worldviews) and then argues that education is also about developing interpretative and integrative frameworks, learning to see the world around us in a way that makes sense. On this basis various strategies to cross the deep divides in the South African education system are suggested. However, it is argued that “crossing” the digital divide should not be reduced to offering soteriological answers to questions regarding the nature of education that are primarily ontological in nature.

The Impact Of The Covid-19 Pandemic On The South African Education System

The Impact Of The Covid-19 Pandemic On The South African Education System

Linking Global Industrial Revolutions to Advancements of African Educational Systems: What We Learn from the Literature

The present article explored and discussed the literature in line with the advancements and achievements of African educations systems vis-à-vis the global industrial revolutions. Specifically, the aspects of streamlining the teaching and learning processes that make ease the work of both teachers and students have been discussed. In addition, the search of the literature talked elements related to the progress made by African schools in relation to the electrification of schools, ICT in education, internet connectivity as well as the learning content digitization. Even though progress is remarkable, however, there is a need to prioritize rural areas by aligning the requirements of the fourth industrial revolution and the fulfilment of sustainable development goals. Keywords: Teachers, students, wellbeing, mental health, electricity, internet connectivity, education, digitization, quality teaching & learning, communication, computers, artificial intelligence, robotics, innovation, interconnectedness.

The multidimensional role of the principal in post-apartheid-South-Africa

The end of apartheid in 1994 brought about radical changes in the South African education system, especially for school principals to manage their own affairs as promulgated in the South African Schools Act. These developments have changed the principal's position irrevocably. However, these changes did not result in the expected outcome in the majority of schools for a number of reasons. Teachers are frequently unsure whether the anticipated changes will have the desired impact in schools. Moreover, principals and teachers have different views on how these changes will affect schools and their work. This paper adopts a conceptual approach that draws on various theories and concepts from the literature on school leadership and management. Understanding the challenges of the school principal's job after apartheid was the aim of the research. The Standards for School Principalship (2015) provided the theoretical framework and basis for this conceptual paper. It should be noted that principals are the most crucial persons in education since they serve as managers and major delivery agents in the educational system. They are the driving force behind improved educational outcomes in South Africa after apartheid. However, it is increasingly uncommon for principals to carry out their multifaceted tasks alone because of how significantly their positions have altered since 1994. All the parties concerned with running a school should receive training and orientation in this respect. The main findings of this paper are that, since the end of apartheid, principals face various challenges in their role, such as lack of resources, support, autonomy, accountability, collaboration, diversity, equity, quality, innovation, and professionalism.

Teacher’s Pedagogical Strategies in Under-Resourced Rural Schools in South Africa

The persistent and severe under-resourcing of rural public schools is one of the challenges that the South African educational system is faced with. Extensive research has conclusively demonstrated that adequate resources are one of the essential elements that augment quality teaching. However, rural schools are faced with disparities due to a lack of resources that negatively shape teaching and learning. This study explored teachers’ pedagogical strategies in rural schools with limited resources and how they teach to ensure that teaching and learning occur under such dire circumstances. The study was based on an interpretive paradigm, using a qualitative approach with a case study research design. The data was collected through semi-structured interviews with 14 teachers in two schools purposively selected as participants. The study’s findings showed that teachers in under-resourced rural schools use various pedagogical strategies such as background-based knowledge teaching and cooperative learning to ensure effective classroom instruction and learning. The study concluded that the various pedagogical strategies of teachers in rural under-resourced schools assist in mitigating the challenges of under-resourcing. Thus, approaches directly focused on supporting rural schoolteachers such as customised teacher professional development and establishing a sustainable funding model for rural school developments should be established to improve instruction and learning standards in rural schools. Keywords: Pedagogical Strategies, Rural Schools, Under-Resourced Schools

21st-century South African teachers in turbulent educational waters

Teachers in the South African education system face numerous challenges that negatively affect their well-being and contribute to the high attrition rate in the teaching profession. Given that few studies in the South African context focus on teacher well-being, this article fills that gap by exploring how teachers experience profession-related challenges and how these affect their well-being. By merging the force field model (Samuel & van Wyk, 2008) and the PERMA model (Seligman, 2011) as theoretical frameworks, four forces, namely contextual, institutional, programmatic, and biographical, were used as a lens to explore the push and pull factors that impact the well-being of teachers. Data were collected using eight electronic open-ended questions and eight semi-structured individual interviews (case studies). The findings revealed that factors teachers identified as pushing them away from the profession were unsatisfactory remuneration, lack of resources, uninvolved parents, learner diversity, and an overwhelming workload. Pull factors that attracted them to the profession were the stability and convenience of following a teaching career, feeling valued, and being passionate about facilitating learning.

De/colonising Theoretical Literatures and the Educational Qualifications to Unpack the Grotesque Skills Gap in South Africa

The research uses decolonial theory to delineate the conceptualisation of the academic qualifications provided by South African tertiary institutions and their relevance to closing the national skills gap. Decolonising the South African educational system represents a progressive approach that is new to both students and educators. Both government and employers acknowledge a skills shortage in South Africa. However, the question of where the skills should be provided is unanswered. Graduates are expected to have specific skills before entering the labour market. The study uses desktop research that focuses on secondary data to explore the phenomenon. The research has two objectives: to present a decolonial explanation of the relationship between academic qualifications and national skills needs and to explore ways of integrating current academic qualifications offered by educational institutions in South Africa to address the national skills gap. The study explores how the content of the National Qualification Framework and its relevance in skills development can be decolonised. The study found that the existing educational qualification programmes in South African tertiary institutions are unable to address the skills gap effectively due to emerging needs highlighted in recent literature. To address this issue, there is a need to restructure academic qualifications to better align them with the country's skill shortages or explore alternative approaches to aligning knowledge and skills. The study recommends examining the national skills shortage beyond the higher education institutions’ academic structure and looking at other factors, such as workplace discrimination in training and development. Collaboration between stakeholders, employers and tertiary education institutions should be encouraged for curriculum development and alternative means of skills acquisition.

The Effects of School Progression Policy on the Progressed Grade 12 Learners’ Well-Being At Schools – A Case Study of the Motheo Education District, South Africa

The School Progression Policy is an intervention strategy to decrease unnecessary, high dropout rates in the South African Education system. It allows learners to move from one grade to another and thus advance in their careers and exit the basic education school system with a qualification. However, due to this intervention, some learners have experienced social and emotional problems at school, which may affect their well-being. This study explored the effects of the School Progression Policy on the progressed Grade 12 learners’ well-being in schools. It adopted a qualitative research methodology within a constructivist paradigm and used a case study research design. Thirty-seven learners (23 females and 14 males) and fifteen teachers and SMTs were purposively selected from four schools in the Motheo Education District. Semi-structured interviews were employed for data collection. Thematic results revealed that this policy implementation positively and negatively affected progressed Grade 12 learners’ well-being. This study recommended constant empowerment and motivation for the progressed learners and comprehensive orientation at the beginning of the year to prepare and capacitate them to handle the expectations and challenges of Grade 12. Keywords: School Progression Policy, Progressed Grade 12 learners, Retention, Learners’ well-being

Rethinking South African Higher Education Institutions Role Towards Curriculum Restructuring

The article shed light on the crucial process of restructuring the curriculum and emphasized the need for proactive engagement, despite the challenges that impede effective learning and teaching. The transformation of education in South Africa is a topic that deserves more attention, particularly considering the positive impact of the Covid-19 pandemic, which accelerated the integration of technology into learning and teaching worldwide since 2020. This acceleration has prompted urgent changes in various operational aspects of higher education institutions (HEIs). The main focus of this article was to highlight how higher education institutions should approach the restructuring of the curriculum to ensure sustainable transformation. Although the need for this transformation has long been recognized, there has been limited resistance against the prevailing Eurocentric model upon which South African university’s foundational academic organization is built. The author argued that despite efforts to counter Eurocentrism, the South African educational system remains dominated by it in all aspects. To assess the role of higher education institutions in promoting effective learning and teaching through curriculum restructuring, this theoretical paper thoroughly examined the topic of restructuring the curriculum at South African universities. The theoretical framework for this study drew upon the principles of socio-cultural theory, curriculum development and the role of HEIs in curriculum reform. These approaches aim to comprehend how higher education institutions sustain and perpetuate exclusion through Eurocentric epistemology and pedagogical practices. Based on the findings, it was concluded that the struggle to normalize higher education must continue. The article emphasized the ongoing need for change and transformation in higher education institutions to address the deficiencies caused by Eurocentric influences and ensure an inclusive and effective learning environment. Keywords: Higher Education Institutions, Socio-Cultural Theory, Curriculum Development, Decolonisation, Transformation