CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO

The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study ‘talent’ is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university’s productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.

EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS

Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.

DIGITAL STORYTELLING AND LIFELONG LEARNING EDUCATION IN INFORMAL CONTEXTS: THE MEMEX PROJECT

This contribution intends to present the design, methodology and first results of MEMEX, a 3-year project (2019-2022) funded by the European programme Horizon2020, aimed at promoting social cohesion through collaborative, heritage-related tools that provide inclusive access to tangible and intangible cultural heritage (CH) and, at the same time, facilitates encounters, discussions and interactions between communities at risk of social exclusion. Cultural participation is conceived as a way to engage communities in lifelong learning processes taking place in informal contexts, aiming at promoting social inclusion and cohesion. To achieve these goals, MEMEX uses innovative ICT tools that provide a new paradigm for interaction with heritage through Digital Storytelling (DS), weaving heritage-related memories and experiences of the participating communities with the physical places/objects that surround them. The project encompasses the ICT tools and the use of DS in the framework of Audience Development (AD), defined as a strategic and dynamic process enabling cultural organisations to place audiences at the centre of their action. The use of DS applied to CH is highly related to lifelong learning processes, since it provides knowledge, understanding, awareness, engagement and interest, enjoyment and creativity. The evaluation of a number of DS produced by migrant women participating in a MEMEX pilot project in Barcelona confirms the validity and soundness of the methodology and the power of DS to engage in cultural experiences.

EDUCATION AND TECHNOLOGY DURING COVID-19 TIMES

It is difficult to separate technology from education because technology is embedded in teaching. The best technology for teaching is the one that does not interfere with the communication between the teacher and the students. In other words, it should be barely “noticeable” in how it is used, and easy enough to use that it does not require special training, such as window in a room to see the flowers outside, without interfering in any way. The technology used during an in-person classes is so basic, transparent, and simple, since it consists of a classroom, chairs, blackboard and pieces of chalk. However, a piece of chalk could break. In this case, the flow of information is interrupted; which is why the plastic whiteboards and markers are preferable and cleaner. An electronic board may seem to be better with its many improvements with computers; however, its higher technology could get in the way if it is not used properly. During the pandemic, different technologies, like computers and cell phones, connected to internet were massively used. Yet, computers and cell phones with the appropriate software and apps had an additional cost; with no guarantee of antivirus applications against viruses or worms, leaving aside protection for documents, software and hardware. On top of that, a Zoom, Google or any similar online platform was necessary. Using these platforms, other technologies had to be relied on, including Ethernet or a USB adapter. On the other hand, in developing countries before the pandemic, low-tech was used by most students to store and pass information to their peers and teachers. They would use mainly pens and notebooks to write notes, or CD-Rs or USB to pass information. However, during the pandemic, with the advances in internet speed, many students have now moved on to using e-mail and cloud drives where they can transport their files. All the electronics listed to make online education or tech-based education needed electricity to work. In other words: no electricity, no class; no electric supply or stored electricity in batteries, no class. In this paper we analyze the role of technology in education, and how this technology could enhance or obstruct the communication between the teacher and the students.

ORGAN DONATION: AN EDUCATIONAL PACK FOR HIGH SCHOOL STUDENTS

Blood, bone marrow and organ donation is a major issue that concerns all of us. Even though 18 is the age of eligibility to become a donor, awareness should be raised earlier through education. To this end, and given that this issue is marred by prejudice and misconceptions, we developed an educational pack, aimed at senior high school students, which may be delivered in the context of a biology or sociology course. The proposed teaching intervention follows a three-fold approach: (1) First, students are educated on monoclonal antibodies and relevant biotechnology tools and their role in organ transplantation via a board game, (2) Second, we promote empathy using a free writing exercise that employs art prompts and audiovisual material, (3) Third, we assign students with research projects that involve building questionnaires, collecting and analyzing data and producing a science poster to be posted on the school website. Importantly, the aim of this proposed intervention is to educate and to raise awareness while students build on their research, technology and writing skills.

THE TEACHER TRAINING DURING COVID-19 PANDEMIC: AN EXPLORATORY STUDY ABOUT ONLINE LABORATORIES QUALITY

The spread of novel Corona Virus and the resulting Covid-19 Pandemic has had a profound impact in our lives and most of daily activities have been upset. Negative effects crushed education and all around the world schools, universities and tertiary institutions had to shut down moving to Distance Learning. Distance Learning was in fact the global answer to continue educational activities and preserve students’ right to education. The United Nations Organization for Culture and Education (UNESCO) reports that ten months after rising pandemic, more than 331 million students worldwide are affected by the Pandemic and in 28 countries the schools are still closed (updated 09.12.2020). During the months of the first contagion curve, only 15% of teaching activities were delivered remotely, globally, thanks to Distance Learning. More than 1.5 billion students worldwide are or have been touched by the closure of schools and universities due to the Covid-19 Pandemic. Teachers and instructors world-wide had to find the best solution to fix the pedagogical challenge. For this reason, teaching strategies, methods and materials have been adapted to the online learning environment. Distance Learning refers to an electronic learning environment; generally, it is used if time and/or geographic conditions do not allow a direct contact between educators and students (King, Young, Drivere-Richmond & Schrader, 2001). UNESCO (2002) asserts that Distance Learning includes learning process carried out separately in time and space, through artificial electronic or print media; this holds also for a part of the educational process. Distance Learning requires specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process (Benigno & Trentin, 1999). This article is a part of a wider research that wants to investigate the students’ experience about online Laboratory classes during Pandemic crisis. Based on a quantitative, non- experimental and ex-post-facto research, this article specifically investigates the strategies used during remote Labs students attended during the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. A voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeums in Southern Italy, at the end of their last second semester. Results from the closed-response questions show the use of a variety of strategies whose effectiveness should be assessed based on empirical evidence.

COGNITIVE AND LINGUISTIC SKILLS ASSESSMENT PROTOCOL: ADAPTATION AND VALIDATION FOR EUROPEAN PORTUGUESE

Linguistic and Cognitive skills play an essential role in the development of communication, language and literacy. Therefore, their assessment of school children is crucial since it allows the child's cognitive and linguistic profile characterisation, according to the school year she attends. This study intended to describe the adaptation and validation process of the instrument – Cognitive and Linguistic Skills Assessment Protocol. This Protocol was adapted from a Brazilian (Portuguese) version to a European Portuguese version to evaluate the cognitive-linguistic skills of school children (1st to 5 th grade). It consists of two versions, the collective version and the individual version. The collective version consists of writing, arithmetic, auditory processing and visual processing skills; the individual version consists of reading, metalinguistic, auditory processing, visual processing and processing speed skills. After adapting the linguistic aspects (morphosyntactic and semantic), a pilot study was carried out to verify whether the instrument was well-adapted and easy to understand for the study’s target population. The sample consisted of a class for each school year, excluding children with special educational needs or intellectual/auditory deficits. A total of 75 children were evaluated: 12 children of the 1 st grade; 18 of the 2 nd grade; 15 of the 3 rd grade; 15 of the 4 th grade; and 15 of the 5 th grade. The results showed that the protocol was, in general, well adapted. The instrument was then applied to a larger sample (2 classes per school year) in a total of 157 children (without special educational needs or intellectual/auditory deficits), and the data were processed in the statistical program IBM SPSS. In general, the mean values were the expected ones in all subtests of the Protocol Collective Version and some tests of the Individual Version, from the 1 st to the 4 th grade, but not the 5 th grade, which showed non-expected mean values. This work provided the possibility for developing the subsequent phase of the study, where percentiles will be calculated to obtain the standard/normalised values to classify children’s performance as standard, above average or lower than expected.

PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE

The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.

STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY

According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not specifically created for pedagogic purposes while authentic tasks require students to learn, practise and evaluate material the same way as they would do in real life. The focus of the use authentic materials has so far been mostly on foreign language teaching and learning. However, they have a huge potential in acquiring cultural knowledge as they offer both current and historical information. The aim of the study was to find out future primary school teachers’ opinions about the authentic materials and tasks used during the course “The Child in Estonian Cultural History”. 25 first-year students who attended the course participated in the study. The data was collected from the students’ written reflection and analysed qualitatively. The results revealed that the students understood the relevance of authentic materials and tasks in acquiring and appreciating one’s cultural history. They believed that authentic materials and tasks enrich the teaching and learning process, and help to make connections to their everyday life. It also became evident that the students needed better instructions of how to find appropriate authentic materials and exploit them effectively in their future teaching career.

BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM

Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.