South African Education Research Articles

An exploration of workplace learning of centre managers and educators in South African Adult Education and Training centres

Workplace learning is a critical aspect of both continuing professional education and human resource development. However, often providers, scholars and even the learners themselves pay little attention to the learning that actually happens in the workplace. The study sought to obtain insights into workplace learning of Adult Education and Training, centre managers and educators. Qualitative data generated through interviews and focus group discussions with 62 conveniently selected educators and centre managers in 18 Adult Education and Training centres were thematically analysed through a seven-step process. Educator workplace learning emerged around judgement, decision-making and problem solving, awareness and understanding, role and task performance and team work and passion. Data also indicated that the learning was tacit, surface, context-rooted and consequential to managing crises in the Adult Education and Training centres. The study recommends adequate resource provisioning to this sector by the Department of Higher Education and Training to promote deep learning-in-practice and to minimise the surface learning in crisis management that is prevalent in the centres. Adult Education and Training has to fulfil its mandate of contributing to economic development and transformation of broader society; however, without resource supports, this crucial role will remain a dream, which may force educators into paying lip-service to the work of educating adults.

The Impact of Using Code Alternation in Teaching Life Science to English First Additional Language learners in South African Schools

The study aimed at investigating the extent to which English is used as a medium of teaching and learning Life Sciences in a South African rural high school. As the government has given recognition to the country’s multilingual, multi-ethnic and multicultural composition, School Governing Bodies are mandated to choose any of the eleven official languages as a medium of instruction (RSA, Act 108 of 1996), but the power of deciding which language to use as a medium of instruction has been taken by teachers to shield their own shortcomings. To be able to explore and understand the prevailing situation, the researchers employed a qualitative design which translated into researchers observing classes, evaluating learners’ written texts and interviewing the teachers as methods of collecting data. The findings are that: first, learners’ and teachers’ proficiency levels in English are very low, as such, the English language is not a pivot of learning and teaching in the South African education system. This emanates from the fact that although in theory the majority of the South African schools have adopted English as a medium of instruction, in practice, this is far from the truth as teachers employ code alternation in the form of code switching, code mixing and sentence translation as viable means of scaffolding the learning of content subjects.

Imagining a curriculum beyond compulsory heterosexuality in South African education

There is a critical need for sex, sexuality and relationships education to be LGBTQI inclusive. Numerous studies, internationally and in South Africa, highlight this need but what constitutes an inclusive curriculum has not been sufficiently addressed. This paper seeks to advance this conversation by imagining a curriculum beyond compulsory heterosexuality and considers what knowledges and practices are necessary for the South African context. To do this, the authors consider the corpus of research about how sexualities are characterized in schooling generally and in the teaching of sexuality education specifically. Using the theoretical tools offered by Freire and hooks on critical consciousness, three arguments are made. First, the authors argue for the theoretical and empirical contributions of the sociology of gender and sexualities which are social constructions informed by history, social relations and power. Second, there is a need for a curriculum to recognize the intersectionality of learners and how identity knowledges shape the way that youth sexualities are understood and experienced. Finally, the teaching and learning of an LGBTQI inclusive curriculum will steer away from moralistic and didactic instruction in favor of more participatory pedagogies that acknowledge young people as agents and legitimate sexual beings.

The educational research landscape on GIS integration and challenges – globally and in South Africa

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill-equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed-method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

Experiences of women students in Engineering studies at a TVET college in South Africa

This article explores the experiences of women students in an Engineering programme at a South African technical and vocational education and training (TVET) college. Drawing on the capabilities approach as the study’s theoretical framework, the author interprets what women go through as they navigate college and transition into the labour market. While there is a growing literature on post-school education, particularly on TVET, few studies focus on the experiences of women students in traditionally male-dominated programmes such as Engineering. Furthermore, South African education and training policies since 1994 make reference to a commitment to resolving the inequalities under the previous apartheid government, specifically with regard to gender inequality. Through a case study approach, the research reported on in this article sought to understand how the democratic government’s commitment to social justice was being implemented and experienced on the ground, and, more particularly, whether it is improving the position of women students. Qualitative data obtained through in-depth interviews were collected in two phases from 14 women in their final trimester of the National Accredited Technical Education Diploma (NATED) programme and about six months after that. The findings show that the students face various challenges while they persist with their education, and also in obtaining either internships or employment. By highlighting the experiences of women in TVET, it is hoped thatthis understanding will help to persuade the government to embrace social justice in the postschool sector so as to enhance the study and employment opportunities of women who enrol in Engineering.

Gazing at South African higher education transformation through the potential role of the Wesleyan quadrilateral: A theological approach

The 2015–2016 South African higher education student movements evoked critical conversations regarding the extent to which institutions of higher learning have transformed into democratic and inclusive spaces. One of the key gaps in this field is the paucity of research that explores the potential role of theology in steering the direction of transformation in South African higher education system. Through a Wesleyan approach, the paper argues that the four quadrilaterals of the Wesleyn approach, scripture, tradition, reason and experience will be used as a theological tool to weight beliefs in the levels of dogma and doctrine, opinion and so as not to confuse critical reflection with negativity and judgmentalism in critically reflecting on the South African higher education struggles for transformation and decolonization. In our attempt to contribute meaningfully to the broader debates, started by scholars such as Nadar and Reddy ( 2015 ) and more recently, Phiri and Nadar ( 2018 ), who locate their work in theology to think through gender, curriculum and African feminism differently, counter-hegemonically. In this paper, we aim to contribute to this emerging body of work by arguing that theology has a critical role to play in helping us to imagine what a transformed, inclusive and socially just higher education could look like.

Empathetic-Reflective-Dialogical Restorying for decolonisation: an emancipatory teaching-learning strategy for Religion Education

ABSTRACT This article argues for the inclusion of Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy for Religion Education. This strategy, employed in three small-scale research projects in a South African Higher Education Institution, addresses decolonisation of the Religion Education curriculum in the following ways: changing how teaching-learning takes place; transdisciplinary engagement; empowering students as agents of their own learning; depatriarchisation; and dispelling the myth of African inferiority. Both self-dialogue and self-narrative were used to create open space stories when approaching content that is relevant to the lived experience of gender (in)equality and patriarchy. Engaging in a safe space in Communities in Conversation, Communities in Dialogue, and Communities for Transformation, students troubled entrenched beliefs and worldviews and co-constructed (restoried) understandings. They expressed the view that this emancipatory teaching-learning strategy has the potential to facilitate classroom praxis that is both reflective and reflexive. This can be transformative for the greater society.

Student Voice in an Extended Curriculum Programme in the Era of Social Media: A systematic Review of Academic Literature

Student voice in this digital age and across higher learning institutions is increasing exponentially with the function of social media. Student voice provides a vibrant communication pathway to extended curriculum programme students in higher education institutions. Social media ensures active participation of extended curriculum programme students in generating views and ideas that define the higher learning environment and experience towards better learning conditions and outcomes. A systematic literature review was used in gathering scientific papers through trusted academic databases. The systematic literature review was conducted between the period of 1 April 2019 and 28 September 2019, by looking into the contents of articles covering the current research objectives. The study’s findings show that social media provides an effective and instant spread of the extended curriculum programme students’ voice across higher education learning institutions. It also allows the students in the extended curriculum programme to engage with each other and the institutional management promptly. Social media promotes extended curriculum programme students’ voice in reaching the right audience at the right time. The results of this study are key for extended curriculum programme students, lecturers, and university management in understanding and applying social media effectively and in bringing transformation to South African higher education institutions and beyond.

Academics' views of adaptive e-learning technology in a South African university

The current study draws on research conducted on cognitive enhancement and adaptive e-learning technologies at a South African higher education institution. The research was motivated by the failure of implementation processes or delayed adoption rates regarding Adaptive E-Learning (AEL) technologies as compared to other industries or environments. This study was conducted involving ten academics recruited from a South African university. The design was exploratory in which participants' experiences were analysed via discourse analysis. This study found that too many of the university faculty participants lacked sufficient understanding of AEL for AEL to be adequately implemented and used at the university.

Instructional Leadership Practices of Principals through the Lens of School Management Teams

South African Education system has undergone numerous transformations, which gave rise to a new complexion in the instructional leadership practices in schools. As a developing country that is striving to match the global standard of education, incorporating new ideologies in leading and managing curriculum for the well-being of its learners has been a great leap that is commendable. The ideals of effective instructional leadership are among others that school principals in previously disadvantaged backgrounds are still grabbling with so far. This phenomenological empirical study sought to investigate the instructional leadership practices that school management team members perceived to be working well or not working well in their different schools. The manuscript captured some of the successes and hiccups and presents research findings from data collected from school stakeholders who expressed their desire to see growth and development that aims at improving schools for the better. Qualitative findings made showed that constructive interaction with teaching staff and other role players, creation of a positive working climate, equitable personnel work distribution, interchangeable leadership styles, and curriculum support worked well in schools. The study came up with the following in tackling what did not work well: communication, unnecessary disruptions by teacher unions, meagre and inequitable work distribution, as well as limited and poor parental support.

The educational research landscape on GIS integration and challenges – globally and in South Africa

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

TRANSFORMING SOCIAL WORK: CONTEXTUALISED SOCIAL WORK EDUCATION IN SOUTH AFRICA

Despite significant transformation efforts in South African social welfare, social work education still inducts students into prevailing paradigms. Critics suggest that dominant social work is ineffective in that it is culturally inappropriate, marginalises other knowledges, overlooks structural issues, is expensive and is mismatched to local needs. The term “contextualised social work education” as used in this article incorporates the local focus on decolonisation/decoloniality and indigenisation. This article highlights the work of 12 South African educators in offering contextualised social work education. In exemplifying their decolonising work, the imperatives, challenges, supports and future pathways/options identified by participants are discussed.

The South African higher education strategic planning process : compliance or shaping the future

The South African higher education strategic planning process : compliance or shaping the future

The complexity of leadership in South African universities

ABSTRACT The South African campus protests of 2015–17 in demand of decolonisation and free tertiary education presaged similar demonstrations on campuses throughout the English-speaking world and revealed the dilemmas of university leadership under conditions of sustained crisis. This research examines the typology of leadership exercised by senior administrators in South African higher education in the period just prior to these events, when the tensions that led to them were already manifest. It proposes a new conceptual model for leadership in higher education that will allow leaders to move beyond the bureaucracy and enable a conception of leadership as a complex interactive dynamic through which adaptive outcomes can emerge. Complexity theory frames the study, as it reconceptualises leadership by focusing on the dynamic interactions between all individuals within organisations; explains how those interactions can, under certain conditions, produce positive outcomes; and takes into account the properties of non-linearity, uncertainty, ambiguity and disequilibrium under which universities worldwide operate. A Likert-scale survey of senior higher-education leaders produced data that were analysed using both linear and non-linear statistical methods. The study finds that no distinctive leadership characteristics are evident at the senior levels of South African higher education management and that there are no significant differences between the leadership characteristics of senior managers in the country’s historically white, historically black, and post-apartheid universities. An appreciation for complexity is critical within a university environment where bureaucratic assumptions are often the mode of operation. This article proposes a new model for leadership in higher education that will allow leaders to move beyond the bureaucracy and enable a conception of leadership as a complex interactive dynamic through which adaptive outcomes can emerge.

Between a Formalist Rock and a Contextually Hard Place: The Gaps and Tensions Challenging Visual Arts Curricula in South African Higher Education

ABSTRACT This article explores approaches to visual arts curricula within the institutional setting of a South African university and considers the characteristics and experiences of undergraduate students. The notion of cultural literacies provides a useful entrance to a discussion of the paradoxes affecting this field. Criteria for academic achievement in visual arts are idiosyncratic and difficult to articulate, while the discourses of contemporary art practice sometimes contradict institutional assessment requirements. The implicit tensions between contextual, relativist practices and formalist outcomes are manifest in institutions globally but exacerbated locally. The disjuncture between students’ and lecturers’ knowledge, skills and expectations are layered with the contextual realities of higher education and the nature of the “artworld” in South Africa. Recent literature on the drive to decolonise curricula is discussed in relation to social realist conceptions of knowledge and knowers, drawing on Bourdieu, Bernstein and Maton. This lens has promise for understanding how visual arts programmes can become more epistemologically diverse, while identifying and retaining “powerful” knowledge. This frames empirical evidence and reflections on challenges facing an undergraduate curriculum in visual arts. The article draws conclusions about the often-tacit nature of visual culture and art practice. Dialectical, research-based approaches suggest the possibility of more responsive and effective curricula.

Pedagogical Competencies of South African Marketing Educators

Pedagogical competence is a nascent concept in higher education literature, and, in the field of marketing education, it is underutilised and remains imprecise hitherto. In South Africa, this problem is further intensified as there is a paucity of published research. This study sought to explore the pedagogical competencies of marketing educators at South African higher education institutions. Underpinned by an interpretivist paradigm, a qualitative research design was embraced. Using the purposive sampling technique, a sample of 16 experienced marketing educators participated in face-to-face semi-structured interviews. The interview data were transcribed and subsequently analysed by employing a thematic analysis. This study produced valuable insight into how South African marketing educators view pedagogical competence. Participants displayed a broad conception that challenged the conventional understanding of pedagogy, including relationship building and research competence. The findings make a significant contribution to our understanding of pedagogical competence and its composite dimensions.

Digital media, the body and agency in a South African education institution from the perspective of narrative research

In developing countries, digital media have created uneven nexuses of literacy, power and societal adjustment. Whilst literacy and power have been the subject of much research in South Africa, often supporting a conception of digital media as a resource (the access to and advantages of specific devices or applications), this study also sought to reflect on personal and societal change as bodily and ontological experience. The aim was to contribute to redefining what the digital media represents in education, and to do so through an exploration of the journey of a tertiary education student who used digital media to negotiate his academic and interpersonal environment. This constituted a local, ethnographic investigation into digital media through the narrative analysis of a series of accounts told by the participant over 2 years. The accounts were firstly examined in terms of the three axes of gesture, gaze and audition, and instrumentalisation. These three axes had resulting implications for conceptions of digital media as resource or as bodily and ontological experience. The agentive implications of the accounts were then discussed in terms of the same three axes in order to question orality and community, gestural experimentation, embedding and the co-constitution of the human and the technical. The findings were that digital media engage the body and that aspects of one’s being in the world, such as culture, community and disorders such as attention deficit hyperactivity disorder (ADHD), can fundamentally inform and transform what digital media mean and how we interact with them.

How large is the missing middle and what would it cost to fund?

ABSTRACT The concept of the missing middle has gained currency within South African post-school education and training (PSET) discourse in recent years. The term has been defined as representing those too wealthy to benefit from National Student Financial Aid Scheme (NSFAS) funding, but who struggle to afford higher education. The missing middle currently refers to those students from households with incomes between R350 000 and R600 000. Whilst some 6% of South African households have incomes between R350 000 and R600 000, differing participation rates and average household income levels, amongst students from different race groups result in an estimated size of the missing middle in 2019 of 343 000 students out of a total PSET population of 1.4 m. The cost of funding full bursaries for all these students at 2019 prices is estimated at R19.2 bn. If a sliding scale of support is introduced, the total cost falls to R11.4 bn.

Public-Private Partnerships in South African Education: Risky Business or Good Governance?

This article discusses the globalised phenomenon of public-private partnerships, which involve the private and public sector collaborating to provide infrastructure and service delivery to public institutions. Within the education sector, the most commonly known public-private partnerships exist in the United States as charter schools and the United Kingdom as academies. Discussing this phenomenon in the South African context, this article draws on the Collaboration Schools Pilot Project as an example for understanding how the involvement of private partnerships within public schooling is being conceptualised by the Western Cape Education Department. Framed within the debate of public-private partnerships for the public good, the article provides a critical discussion on how these partnerships are enacted as a decentralisation of state involvement in the provision of public schooling by government. The article concludes by noting that the Collaboration Schools Pilot Project, which involves significant changes in policy regarding how schools are governed and managed, requires more rigorous and critical dialogue by all stakeholders as the model unfolds in schools in the Western Cape.

Guidelines for promoting organisational resilience in South African schools

Sustaining educator resilience is increasingly important in transitional societies which have a higher risk for dysfunction from coping with adjustments to emerging organisational practices with no local precedent. This would be the case for South African schools that have weathered transition in their organisational climate the past two decades. Our critical review aimed to survey the evidence on educator resilience within the school setting to inform the South African education system. For this critical review, we searched Business Insights – Essentials; Expanded Academic ASAP; PsycINFO; Academic Search Premier; OAlster; ERIC; Regional Business News; MasterFILE Premier; Teacher Reference Center; Newspaper Source; SocINDEX with Full Text; Health Source – Nursing/Academic Edition; Library, Information Science & Technology s; Africa-Wide Information; and Google Scholar for publications on school educator resilience since 2008. We included scientific literature that focused on organisational resilience within the school context by reviewing certain keywords (title, abstract, and/or full text). Conference proceedings and studies published in other languages than English were excluded. The search initially yielded 740 research studies of which 12 were finally extracted for thematic analysis. Four main themes emerged: importance of leadership; improving school climate/culture; creating a supportive work environment; and ethics of care. The findings suggest a circular model for school organisational resilience premised in interdependent relationships between each of the extracted themes. Future studies should seek to apply this conceptual model to study education resilience in South African schools prior to wider adoption and dissemination.