School–community interventions to curb learner dropout: The perceptions of key education stakeholders in a rural South African school neighbourhood

2021 ◽  
Author(s):  
Tawanda Runhare ◽  
James Bill Ouda ◽  
Maria Tsumbedzo Vele ◽  
Ndileleni Mudzielwana
Keyword(s):  
South African ◽  
School Community ◽  
Community Interventions ◽  
Rural South ◽  
South African School ◽  
Education Stakeholders

Promoting critical-analytic thinking through teacher discourse moves and pedagogical principles: The case of a rural South African secondary school

2021 ◽  
Vol 54 (2) ◽  
pp. 95-117
Author(s):  
Sheila Tshegofatso Sefhedi ◽  
Margaret Funke Omidire ◽  
Liesel Ebersöhn ◽  
P. Karen Murphy
Keyword(s):  
Teacher Training ◽  
South African ◽  
Analytic Thinking ◽  
Rural South ◽  
Teacher Discourse ◽  
Qualitative Research Methodology ◽  
South African School ◽  
Training And Support ◽  
Pedagogical Principles

This article reports a case study in a rural South African school on promoting critical-analytic thinking through teacher discourse moves and pedagogical principles. The study investigated the use of teacher discourse moves and pedagogical principles as a component of the Quality Talk model. The Qualitative research methodology and a case study design that entailed the use of interviews, classroom observations and document analysis were used. Data was gathered from an English teacher and 52 Grade 8 students. The data was coded using Quality Talk model indicators and analysed thematically. The findings revealed evidence that teacher training and support in the use of a range of teacher discourse moves and pedagogical principles could enhance students’ development of critical-analytic thinking. It is therefore recommended that teacher training in the use of pedagogical approaches that enhance the development of critical-analytic thinking should be incorporated in professional development programmes.

scholarly journals Relationship between Physical Activity, Fitness and Educational Achievement of Rural South African Children

2006 ◽  
Vol 12 (1) ◽  
pp. 48-54
Author(s):  
M. J. THEMANE ◽  
L. L. J. KOPPES ◽  
H. C. G. KEMPER ◽  
K. D. MONYEKI ◽  
J. W. R. TWISK
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
South African ◽  
Educational Achievement ◽  
Developed Countries ◽  
Cross Sectional ◽  
Rural South ◽  
Standing Long Jump ◽  
South African School ◽  
Long Jump

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to investigate the relationships of physical activity and physical fitness with educational achievement in rural South African school children aged 7 to 14 years (n= 212). All boys and girls underwent the following physical fitness tests: standing long jump, bent arm hang, sit ups, 10 x 5m shuttle run, 50 meter run, 1,600 meter run, flamingo balance, sit and reach, and plate tapping. All tests were performed in accordance with the European Tests of Physical Fitness (EUROFIT) and American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) protocols. A questionnaire was used to gather physical activity information concerning indoor and outdoor household activities, games and sports performed during the week days and weekend days. Educational achievement was assessed by means of the Educational Achievement Tests in Mathematics and English designed by South African Human Sciences Research Council. In contrast to what has been found in developed countries, the results of the present study did not show strong evidence for the hypothesis that physical activity and physical fitness are positively associated with educational achievement. Explanations for this finding may be that: first, the children in this population are confronted by a number of educational problems that may have confounded the relationship. Second, because all these children have high levels of physical activity it may be difficult to measure its influence on educational achievement, and third, the cross-sectional nature of this study.本文旨在探討南非鄉鎮地區小學生身體活動量與學業的關係，以問卷方式進行調查，訪問了212名學童，並評估他們的體適能狀況，結果未能顯示出兩者呈現關係，這現象可能受到文化及敎育等因素影響所致，結果呈現兩種動作類，顯示對於下肢的偏向是取決於動作的。作者提出看法，認為各個不同孩童的互動、動作和環境的轉換都對下肢偏向起著影響。

scholarly journals TheMpondombiliProject: Preventing HIV/AIDS and Unintended Pregnancy among Rural South African School-Going Adolescents

2006 ◽  
Vol 14 (28) ◽  
pp. 113-122 ◽  
Author(s):  
Joanne E Mantell ◽  
Abigail Harrison ◽  
Susie Hoffman ◽  
Jennifer A Smit ◽  
Zena A Stein ◽  
...  
Keyword(s):  
South African ◽  
Unintended Pregnancy ◽  
Rural South ◽  
South African School ◽  
Hiv Aids

scholarly journals Investigating competencies needed by European-trained doctors in rural South African hospitals

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
James R. Barnacle ◽  
Oliver Johnson ◽  
Ian Couper
Keyword(s):  
South Africa ◽  
South African ◽  
Online Survey ◽  
Rural District ◽  
Eastern Cape ◽  
Rural Medicine ◽  
Rural South ◽  
District Hospitals ◽  
Kwazulu Natal ◽  
Postgraduate Diploma

Background: Many European-trained doctors (ETDs) recruited to work in rural district hospitals in South Africa have insufficient generalist competencies for the range of practice required. Africa Health Placements recruits ETDs to work in rural hospitals in Africa. Many of these doctors feel inadequately prepared. The Stellenbosch University Ukwanda Centre for Rural Health is launching a Postgraduate Diploma in Rural Medicine to help prepare doctors for such work.Aim: To determine the competencies gap for ETDs working in rural district hospitals in South Africa to inform the curriculum of the PG Dip (Rural Medicine).Setting: Rural district hospitals in South Africa.Methods: Nine hospitals in the Eastern Cape, KwaZulu-Natal and Mpumalanga were purposefully selected by Africa Health Placements as receiving ETDs. An online survey was developed asking about the most important competencies and weaknesses for ETDs when working rurally. The clinical manager and any ETDs currently working in each hospital were invited to complete the survey.Results: Surveys were completed by 19 ETDs and five clinical managers. The top clinical competencies in relation to 10 specific domains were identified. The results also indicate broader competencies required, specific skills gaps, the strengths that ETDs bring to South Africa and how ETDs prepare themselves for working in this context.Conclusion: This study identifies the important competency gaps among ETDs and provides useful direction for the diploma and other future training initiatives. The diploma faculty must reflect on these findings and ensure the curriculum is aligned with these gaps.

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