Browsing Research Articles (Education) by Title
Now showing items 1-12 of 12
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Kerfoot, Caroline; Geidt, Jonathan; Alexander, Lucy; Dayile, Nomvuyo; Groener, Zelda; Hendriks, Natheem; Walters, Shirley (Centre for Continuing and Adult Education (CACE), University of the Western Cape, 2001)[more][less]
Abstract: This study presents the results of an investigation into the impact of CACE courses for adult educators, trainers and development practitioners. The report describes how the courses affected the training practices and lives of past students. Case studies document and analyse the problems and successes of implementing capacity-building ABET training in the Northern Cape. URI: http://hdl.handle.net/10566/216 Files in this item: 1
KerfootABET2001.pdf (923.6Kb) -
Mohamed, Shehaamah; Fullard, Allison (2009)[more][less]
Abstract: African Higher Education Research Online (AHERO) is an international disciplinary repository for research texts that focus on the practice and development of higher education in Africa. Distributed researchers upload their documents to AHERO through a semi-automated process. Launched in January 2007, AHERO now holds 435 full text research texts relating to African higher education. The paper will outline the project’s objectives and present the results of findings emerging from the two year experience of liaison with researchers and publishers as we attempted to recruit papers for the disciplinary archive. Description: Paper presented at the African Digital Scholarship and Curation conference, 12-14 May 2009, CSIR Conference Centre, Pretoria, South Africa URI: http://hdl.handle.net/10566/31 Files in this item: 1
MohamedFullard2009.pdf (825.5Kb) -
Kerfoot, Caroline (Centre for Bilingual Research, Stockholm University, 2009)[more][less]
Abstract: This study aims to contribute to the growing body of knowledge on the circumstances under which adult education, in particular adult basic education, can support and occasionally initiate participatory development, social action and the realisation of citizenship rights. It traces developments in adult basic education in South Africa, and more specifically literacy and language learning, over the years 1981 to 2001, with reference to specific multilingual contexts in the Northern and Western Cape. The thesis is based on four individual studies, documenting an arc from grassroots work to national policy development and back. Study I, written in the early 1990s, critically examines approaches to teaching English to adults in South Africa at the time and proposes a participatory curriculum model for the additional language component of a future adult education policy. Study II is an account of attempts to implement this model and explores the implications of going to scale with such an approach. Studies III and IV draw on a qualitative study of an educator development programme after the transition to democracy. Study III uses Bourdieu's theory of practice and the concept of reflexivity to illuminate some of the connections between local discursive practices, self-formation, and broader relations of power. Study IV uses Iedema's (1999) concept of resemiotisation to trace the ways in which individuals re-shaped available representational resources to mobilise collective agency in community-based workshops. The summary provides a framework for these studies by locating and critiquing each within shifts in the political economy of South Africa. It reflects on a history of research and practice, raising questions to do with voice, justice, power, agency, and desire. Overall, this thesis argues for a reconceptualisation of ABET that is more strongly aligned with development goals and promotes engagement with new forms of state/society/economy relations. Description: Printed copies of this publication are available from the Centre for Research on Bilingualism, http://www.biling.su.se/pub/jsp/polopoly.jsp?d=13478&a=69198 URI: http://hdl.handle.net/10566/215 Files in this item: 1
KerfootChangingConceptions2009.pdf (429.9Kb) -
Clifford, Marian; Kerfoot, Caroline (Oxford University Press, 1992)[more][less]
Abstract: In this chapter, the ESL approaches adopted by seven different literacy organisations in South Africa are described and analysed. The approaches are identified in relation to developments in the field of applied linguistics and language teaching. The methods include formalist, functional/communicative approach, competency-based approach, natural growth approach, task-based process approach, popular education and ESL approach. The chapter concludes with principles for adult, popular second language learning curriculum and training. URI: http://hdl.handle.net/10566/217 Files in this item: 1
KerfootLanguageOfHope.pdf (1.060Mb) -
Kerfoot, Caroline (Centre for Education Policy Development (CEPD), 1995)[more][less]
Abstract: In anticipation of the reconstruction and development of the education and training system, the CEPD established a number of curriculum task teams to develop subject-specific curriculum frameworks in line with the vision and principles as outlined in the draft discussion document released by the African National Congress in January 1994 - "A Policy Framework for Education and Training". This chapter presents the interim report of the Adult Basic Education and Training task team. URI: http://hdl.handle.net/10566/218 Files in this item: 1
KerfootABETCurriculum1995.pdf (747.5Kb) -
Kerfoot, Caroline; Winberg, Chris (Juta & Company Ltd, 1997)[more][less]
Abstract: The book gives detailed and theoretically-grounded practical advice on how to proceed collaboratively through the various stages of the action research cycle, including building a repertoire of literacy practices and activities for teachers and learners to draw upon in the research process. URI: http://hdl.handle.net/10566/221 Files in this item: 1
KerfootActionResearch1997.pdf (3.278Mb) -
Ravjee, Neetha (UNISA, 2002)[more][less]
Abstract: This article investigates the tensions in the "mode 2" thesis, which suggests the emergence of new, global trends in the production and dissemination of knowledge. I explain its influence in recent South African higher education policy debates and research practices by referring to competing readings of "mode 2", which have allowed it to feed simultaneously into both liberal and critical discourses on higher education transformation in South Africa. Clear tensions emerge from the limitations of "mode 2" in speaking to existing inequalities and in informing non-corporate models of institutional transformation. URI: http://hdl.handle.net/10566/414 Files in this item: 1
RavjeeKnowledgeProduction2002.pdf (175.5Kb) -
Ravjee, Neetha (University of the West Indies, Distance Education Centre, 2007)[more][less]
Abstract: Introduction: The appearance of information and communication technologies (ICTs) at the intersection of competing perspectives on higher education transformation in South Africa suggests that the increasing use of ICTs is not an automatic ‘good in itself’ but needs to be problematised. This paper first describes the new ICT-related practices emerging in South African higher education institutions, and then identifies and compares four broad approaches informing the relation of these new practices to higher education change. The first three approaches conceive of this relationship in terms of the role of ICTs in effecting specific changes in higher education institutions, while the fourth approaches the relation discursively. The final section describes access patterns in ‘dual-mode’ institutions, and asks whether the emerging trends are redefining the meanings of access to higher education. In thinking about how to re-imagine current elearning practices outside of the tight globalisation script, this paper supports a framework that both embraces the possibilities offered by online pedagogies, and problematises central aspects of the political economy and cultural politics of e-learning in higher education. URI: http://hdl.handle.net/10566/413 Files in this item: 1
RavjeeElearningICT2007.pdf (311.1Kb) -
Luescher-Mamashela, Thierry (Faculty of Education, University of the Free State, 2009)[more][less]
Abstract: The racial desegregation of the student bodies of historically white universities in South Africa has had significant political implications for student politics and university governance. I discuss two key moments in the governance history of the University of Cape Town (UCT) critically. The first involves the experience of racial parallelism in student governance in the late 1980s and early 1990s, making specific reference to the re-conceptualisation of the UCT Students’ Representative Council (SRC) as a ‘NUSAS-SRC’, along with the recognition of the political salience of race in the student body. The second traces the origins of the demographic representivity rule in the university’s statute to student demands for the dissolution of the UCT Council, and its replacement by a Transformation Forum in the early 1990s. I thus show that the recognition of race as politically significant in university governance is the outcome of a deliberate struggle, by students in general, and black students in particular, to de-privatise and politicise any sense of racial/racist marginalisation, and therefore to open up race as a topic for deliberation in the political realm of the post-apartheid university. Thus, the institutionalisation of race has come to serve the interests of the struggle for non-racialism. Description: Research article URI: http://hdl.handle.net/10566/226 Files in this item: 1
LuescherDesegregation2009.pdf (145.3Kb) -
Fullard, Allison (Library & Information Association of South Africa, 2007)[more][less]
Abstract: Open access publishing offers wide benefits to the scholarly community and may also afford relief to financially embattled academic libraries. The progress of the open access model rests upon the acceptance and validation of open access journals and open archives or institutional repositories by the academic mainstream, particularly by publishing researchers. To what extent are the key actors in the South African research system aware of the advantages of open access? This article reports on the findings of a recent survey undertaken to assess the current awareness, concerns and depth of support for open access amongst local researchers, research managers and policy makers in South Africa. The study focuses on issues of quality, article or author charges and the established academic reward system. It concludes that within the prevailing framework, there is little prospect that academics would choose to publish within open access journals. Recommendations for advocacy by the library community are proposed. URI: http://hdl.handle.net/10566/30 Files in this item: 2
ArticleSubmission.doc (150.0Kb)SurveyData.xlsx (82.55Kb) -
Luescher-Mamashela, Thierry (2011)[more][less]
Abstract: This paper proposes a framework for understanding student involvement in different domains of university decision-making based on the various reasons brought for and against student involvement. It briefly outlines the historical origins of student participation in university governance with specific reference to student activism and the experience of university democratisation of the 1960s and early 1970s. By means of a review of scholarship, the paper then discusses various reasons for and against student involvement in university decision-making debated in academic literature: with respect to students’ political power as an organised group and stakeholders in the university; with reference to students’ role and position as users and consumers (as against notions of community membership); in relation to democratic principles and the purposes of higher education in society; and on the grounds of the potential positive consequences of involving students in university decision-making. Finally the different reasons for student involvement in university governance and related conceptions of student are modelled against different domains of university decision-making as a way of providing a new lens for understanding (and changing) the involvement of students in university decision-making. The paper concludes by illustrating the application of the framework and its transferability to other educational contexts. Description: International Journal of Leadership in Education (ILJE) Emerging Scholar Manuscript Competition 2011 Awarded “Finalist” in the "Graduate Student Category" URI: http://hdl.handle.net/10566/220 Files in this item: 1
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Wangenge-Ouma, Gerald (Springer Verlag, 2012)[more][less]
Abstract: The funding of higher education in South Africa has in the recent past been a subject of animated debate. This debate has ranged from the adequacy of government funding of higher education, the suitability of the funding framework, to protestations against frequent tuition fee increases. At present, the debate is mainly about “free” higher education. Unlike most African countries, South Africa has an established history of cost sharing. But, for a while now, students, especially Black students, have been demanding tuition free higher education even though the country has a student financial aid scheme to support talented but poor students. The demands for tuition free higher education suggest, among others, the possible existence of financial barriers to higher educational opportunities. This paper is a sequel to the debate on free higher education in South Africa. It seeks, in the main, to understand and examine the rationale and drivers for the students’ demand for “free” higher education. What are the financial barriers to higher educational opportunities that the current funding architecture has failed to address? Secondly, why are students demanding free higher education when there is a scheme to support talented but poor students? Is cost sharing inconsistent with the country’s post-apartheid transformation policy in higher education? Finally, is “free” higher education the panacea to the access and participation challenges facing Black students? URI: http://hdl.handle.net/10566/310 Files in this item: 2
OumaTuitionFees2012.pdf (807.2Kb)Wangenge-Ouma2012.pdf (276.9Kb)
Now showing items 1-12 of 12