Education In Southern Africa Research Articles

BRICS, sub-imperialism and education in Mozambique

ABSTRACT Are changing geo-political dynamics, and an increasingly multi-polar world, significant for education? We explore this question by engaging a debate on whether BRICS (Brazil, Russia, India, China and South Africa) can be considered as a form of sub-imperialism or not. We use a limited form of the concept and focus on connections between the BRICS countries and education in southern Africa - specifically South Africa and Mozambique. Drawing on selected secondary and primary sources, we argue that while South Africa fulfils some of the criteria of a ‘dependent regional sub-centre with influence,' relationships in education between BRICS members and Mozambique are not extensive, although displaying similar characteristics to the `aid colonialism' of traditional donors. The article explores modalities of involvement and shows that even in the case of South Africa educational relationships do not yet appear to extend to policy. However, policy accommodation is a key dimension of these relationships.

Implementing extended reality (XR) and artificial intelligence (AI) in health professions education in southern Africa

Background. The rapid uptake and pace at which digital transformation tools have impacted educational provision in health professions education (HPE) may reshape our teaching and learning practices in southern Africa. This article explores some ideas about the implementation using extended reality (XR) and artificial intelligence (AI) in HPE. Objectives. The objective of this article is to offer potential uses for implementing XR and AI in HPE in the southern African context. Methods. This article used a desktop approach to curate some novel ideas regarding the use of XR and AI in HPE. Results. The outcome of this article presents 10 novel ideas to implement XR and/or AI in the classroom, such as delivery of quality education, personalised learning and simulation and training. Conclusion. The use of XR and AI may improve training of students, improve patient outcomes, and ensure adequate professional development of staff in HPE.

A Necropsy of the COVID-19 Pandemic and Poverty Penalty in Rural Education in Southern Africa

A Necropsy of the COVID-19 Pandemic and Poverty Penalty in Rural Education in Southern Africa

Towards an African education research methodology: decolonising new knowledge

South Africa has a number of policies to protect and promote indigenous knowledge (IK). The increasing interest in research into indigenous knowledge and science education in southern Africa has led not only to the production of publications, but also to numerous conferences, seminars, research centres, projects, learning materials, and postgraduate courses. However, research methods that are aligned to indigenous knowledge systems (IKS) are yet to develop to the extent that IK policy, publications, and interest groups have. Notwithstanding some authoritative texts (Chilisa, 2012; Odora Hoppers, 2004; Smith, 1999), there is a need for research-based examples from the southern African context that can offer authentic and nuanced suggestions for IK researchers of what an African research methodology might be. In this paper we present a brief overview of arguments for research methods that are consistent with IKS, propose features of such research orientations, and some examples of research processes. We synthesise some of the knowledge we have gained in this field in South Africa and offer considerations and reflections that will contribute to the conversation and exploration of creative, culturally relevant, and ethical ways forward for participative IK research.

Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa

Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.

Information Ethics education in Southern Africa: A conceptual approach and curriculum model for university level instruction

This article proposes the Information Ethics Curriculum Model, a university-level educational heuristic aimed at promoting safe, responsible, and advantageous information use in multicultural settings across Southern Africa. The Model is designed to raise awareness of the ethical challenges posed by modern information and communication technologies (ICTs) amongst inhabitants of the Southern African region. It also seeks to equip students with the knowledge, understanding, and skills needed in their search for and use of information critical to their own and others’ empowerment. The article describes the Model’s theoretical and conceptual foundation and provides basic guidelines for applying the Model at undergraduate and graduate levels.

Special and Inclusive Education in Southern Africa

Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), literature on its development and practice in Sub Saharan African countries is somewhat scattered and inconclusive. This study reviewed special education policy, special education teacher professional development, and challenges to successful special education practice in five Southern African countries: Zimbabwe, Zambia, Malawi, Botswana, and Namibia. An understanding of special education policy development and challenges is imperative to develop a more successful practice.

Student Mobility, Brain Drain and the Internationalisation of Higher Education in Southern Africa

Student Mobility, Brain Drain and the Internationalisation of Higher Education in Southern Africa

WE WANT TO SPEAK FOR OURSELVES…!”, THE AGENDA OF AFRICAN INITIATED CHURCHES ON DECOLONISED AND TRANSFORMATIVE THEOLOGICAL EDUCATION IN SOUTHERN AFRICA

The noise is very loud around what could be a relevant decolonized education in Africa, South Africa in particular. We saw protested matches at tertiary institutions crying out loud against what is called a colonized education and curriculum. There was a need for a decolonized education based on a relevant curriculum as a solution to the problem at hand. Theological education is not immune to this problem because it is also a product of the apartheid and colonial project. The answer to the question as to what is a relevant theological education today, that is decolonized based on a ‘peoples’ curriculum still stands unanswered. This article seeks to present a contribution of the ignored or rather despised voice on this debate, the African Initiated Churches (AICs). It proposes a solution from the AICs perspective where they speak by themselves, hence the title of this articles; “We want to speak for ourselves…!” I will approach this project by investigating who the AICs are, their ecclesiology and ecumenical mission praxis, their position on social justice as a means of understanding the strength behind their anti-colonial drive. At the end, a relevant theological education curriculum will be proposed.

Review on the state of GIS application in secondary schools in the southern African region

ABSTRACTThe use of geographical information systems (GIS) is attracting growing global enthusiasm among scholars and in the scientific world. Due to the significance of GIS and the increased demand for its use, its application in secondary school education has also become very important at both national and international levels. This paper reviews the current state of GIS application in southern African secondary schools. Although GIS is included in the education curriculum in several African countries, some countries still trail behind. Furthermore, despite the fact that good progress has been made with GIS education, many learning institutions in Africa still face challenges regarding its development and application as a teaching and learning tool. The main problems identified in this review include the absence of GIS education in secondary school curricula; the shortage of experienced teachers; the lack of knowledge and technical expertise; the unwillingness of teachers to change their mode of teaching; a shortage of funds, and inadequate resources. This review is hoped to inform bodies of scholars about the state of GIS application in secondary school education in southern Africa and to infuse interest and collaboration across borders to exchange knowledge and support.

Advancing Geography Education in Southern Africa

The purpose of this article is twofold. Firstly, to affirm the establishment of the Southern African Geography Teachers’ Association (SAGTA) and the Journal of Geography Education for Southern Africa (JoGESA) , and secondly, to comment on how these two partner organisations can (and should) play a role in strengthening and advancing geography education in South Africa and further afield. The key challenges facing geography education in South Africa are also discussed. These include the strength of its scholarly voice, the state of school geography and teacher education. The article raises key questions and makes some suggestions of how they could be addressed in relation to the work of these two organisations. The insights provided by this article may provide talking points that help to set an agenda for strengthening and enhancing Southern African geography education.

Fake Qualifications and the Challenge of regulating Higher Education in Southern Africa

This article examines the prevalence and implications of fake qualifications and the need for an effective regulatory regime to contain fake higher education qualifications. Fake qualifications by definition refer to false academic and professional credentials, regardless of the source, which means they may be acquired from illegitimate institutions, superficially legitimate institutions or through illegitimate means from legitimate institutions. The qualifications are in this sense illegitimate both in the manner in which they are obtained and also in terms of what they signify. The research for this article shows that the clandestine nature of the production and issuance and its global reach make it difficult to quantify, but also to control the use of fake qualifications and to manage their impact locally, nationally and globally. Drawing from several cases, it is apparent that the phenomenon of fake qualifications defies the integrity and legitimate expectations from an education system and is a serious challenge to education and ethical standards. It is further argued that given the challenges presented by the proliferation of fake qualifications generally, and in southern Africa in particular, it is imperative for higher education institutions, regulatory bodies, employers and the general public to develop a keen interest in the subject of fake qualifications and to cooperate in order to contain the menace.

Capacity Building Initiatives in Mineral Education in Southern Africa: Opportunities for Collaboration

Many countries in Southern Africa are generally endowed with a wealth of minerals. For example, South Africa and Zimbabwe are host to approximately 80% of the world's Platinum Group Minerals (PGMs) and chromite resources. Vast deposits of coal, both thermal and metallurgical, occur and are mined in significant quantities in Botswana, Malawi, Mozambique, South Africa, Zimbabwe and Zambia. However, the region has over the years experienced a shortfall in skilled personnel as well as well-resourced training institutions to convert the comparative advantage arising from the rich mineral endowment to a competitive advantage through efficient extraction, beneficiation and value addition. In recent years, Governments in the sub-region have responded to this unfavorable situation by opening a number of universities and other tertiary institutions focussing on educating and training a new generation of mineral professionals. This study reviewed the recent developments in the region and assessed the extent to which capacity shortfalls are being addressed in the minerals sector. The methodology included questionnaires and interviews, and the analysis was mainly qualitative. The main findings of the study were that although several mineral education institutions were being opened in the region, there is an inadequate number of professionals in the mining and minerals field in the region for teaching and research, and there are few well-equipped modern facilities for teaching and research such as laboratories and lecture rooms. This situation presents an opportunity for collaborative initiatives, not only within the region but internationally, aimed at addressing these shortfalls and ensuring that appropriate skills are developed for the mining industry and also for the academic institutions.

Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts

Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms – viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.

Environmental education in southern Africa: a case study of a secondary school in the Okavango Delta of Botswana

This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results also illustrate the potential value of place-based education in redressing the legacy of southern Africa’s colonial past in schools in Botswana and southern Africa.

Growing wilderness and expedition medicine education in southern Africa

Growing wilderness and expedition medicine education in southern Africa

The Goodhall-Nielsen Report and the Formation of the United Church of Zambia Theological College

Following resolutions of the World Missionary Conference of May 1948, Norman Goodhall and E. W. Nielsen were assigned by the International Missionary Council to conduct a survey of theological education in southern Africa. The present article discusses the Goodhall-Nielsen report and its recommendations for theological education in Africa. It reflects on how the Goodhall-Nielsen report inspired the formation of the United Church of Zambia Theological College at Mindolo mission station in Zambia. The article traces the development of this college and its search for a paradigm shift in theological education and ministerial formation.

Studying sexuality: LGBTI experiences in institutions of higher education in Southern Africa

Although there are several studies internationally on gender and sexual orientation diversity, these are limited in the Southern African Development Communities’ (SADC). This special issue contains articles written from different Institutions of Higher Education (IHE) in the SADC region on experiences of LGBTI individuals covering sexual health, teaching and training, advocacy and interventions. The aim of publishing this research is to disseminate information for broader advocacy to destabilise hetero- and cis-normativity. The study sites included rural and metropolitan-based institutions and diverse research designs were used. Most of the research findings presented here indicate that the institutions of higher education in SADC are still heteronormative and LGBTI staff and students are marginalized, prejudiced and discriminated against. Some studies report that there are activities in a few institutions harnessed in order to create conducive teaching and learning environments for and about sexual orientation and gender identity in the SADC.

The goodhall-nielsen report and the formation of the united Church of Zambia theological college

Following resolutions of the World Missionary Conference of May 1948, Norman Goodhall and E. W. Nielsen were assigned by the International Missionary Council to conduct a survey of theological education in southern Africa. The present article discusses the Goodhall-Nielsen report and its recommendations for theological education in Africa. It reflects on how the Goodhall-Nielsen report inspired the formation of the United Church of Zambia Theological College at Mindolo mission station in Zambia. The article traces the development of this college and its search for a paradigm shift in theological education and ministerial formation.

Towards an African education research methodology: decolonising new knowledge

South Africa has a number of policies to protect and promote indigenous knowledge (IK). The increasing interest in research into indigenous knowledge and science education in southern Africa has led not only to the production of publications, but also to numerous conferences, seminars, research centres, projects, learning materials, and postgraduate courses. However, research methods that are aligned to indigenous knowledge systems (IKS) are yet to develop to the extent that IK policy, publications, and interest groups have. Notwithstanding some authoritative texts (Chilisa, 2012; Odora Hoppers, 2004; Smith, 1999), there is a need for research-based examples from the southern African context that can offer authentic and nuanced suggestions for IK researchers of what an African research methodology might be. In this paper we present a brief overview of arguments for research methods that are consistent with IKS, propose features of such research orientations, and some examples of research processes. We synthesise some of the knowledge we have gained in this field in South Africa and offer considerations and reflections that will contribute to the conversation and exploration of creative, culturally relevant, and ethical ways forward for participative IK research.