Reviewof the Usage of E-learning Facilities by Economics Teachers in Eastern Cape Secondary Schools, South Africa

2015 ◽  
Vol 9 (3) ◽  
pp. 305-313 ◽  
Author(s):  
Olusesan A. Adelabu ◽  
Emmanuel O. Adu
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Eastern Cape ◽  
E Learning

scholarly journals The Food and Nutrition Environment at Secondary Schools in the Eastern Cape, South Africa as Reported by Learners

2020 ◽  
Vol 17 (11) ◽  
pp. 4038
Author(s):  
Alice P. Okeyo ◽  
Eunice Seekoe ◽  
Anniza de Villiers ◽  
Mieke Faber ◽  
Johanna H. Nel ◽  
...  
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Nutrition Education ◽  
Nutrition Knowledge ◽  
Overweight And Obesity ◽  
Dietary Guidelines ◽  
Eastern Cape ◽  
Nutrition Environment ◽  
Food And Nutrition ◽  
The Government

Overweight and obesity are growing concerns in adolescents, particularly in females in South Africa. The aim of this study was to evaluate the food and nutrition environment in terms of government policy programs, nutrition education provided, and foods sold at secondary schools in the Eastern Cape province. Sixteen schools and grade 8–12 learners (N = 1360) were randomly selected from three health districts comprising poor disadvantaged communities. Based on age and sex specific body mass index (BMI) cut-off values, 13.3% of males and 5.5% of females were underweight, while 9.9% of males and 36.1% of females were overweight or obese. The main food items purchased at school were unhealthy energy-dense items such as fried flour dough balls, chocolates, candies, and crisps/chips. Nutrition knowledge scores based on the South African food-based dietary guidelines (FBDGs) were poor for 52% to 23.4% learners in Grades 8 to 12, respectively. Female learners generally had significantly higher nutrition knowledge scores compared to their male counterparts (p = 0.016). Questions poorly answered by more than 60% of learners, included the number of fruit and vegetable portions required daily, food to eat when overweight, foods containing fiber, and importance of legumes. It was noted that the majority of teachers who taught nutrition had no formal nutrition training and their responses to knowledge questions were poor indicating that they were not familiar with the FBDGs, which are part of the curriculum. Nutrition assessment as part of the Integrated School Health Program was done on few learners. Overall however, despite some challenges the government national school meal program provided meals daily to 96% of learners. In general, the school food and nutrition environment was not conducive for promoting healthy eating.

Open Distance E-Learning Student Teaching Practice Mentorship Experience in Selected Secondary Schools in South Africa

2019 ◽  
pp. 256-277
Author(s):  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Single Case ◽  
Sampling Technique ◽  
Structured Interviews ◽  
E Learning ◽  
The University

Open distance learning (ODeL) approach is used worldwide to offer different qualifications. In studying towards obtaining a teaching qualification at UNISA, students are required to participate in teaching practice sessions before they can obtain their teaching qualification. This study aims at exploring ODeL institution student teachers' teaching practice experience in selected secondary schools in Vhembe District of South Africa. This qualitative single case study employed an interpretivism paradigm and personal theory of teaching practice. Convenient purposive sampling technique was used to sample six (n=6) student teachers from the University of South Africa who were currently conducting teaching practice in secondary schools during this study. Semi-structured interviews were used to collect data that was later analyzed through the use of themes and categories. The findings indicate a lack of knowledge, which requires ODeL student teachers to be trained prior teaching practice. Mentor teachers require professional development.

Students' Readiness for Using E-learning in South African Rural Universities: A Case of Walter Sisulu University

2021 ◽  
Vol 12 (1) ◽  
pp. 100-100
Author(s):  
Jose Manappattukunnel Lukose ◽  
Adelin Kantore ◽  
Agyei Fosu
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Eastern Cape ◽  
Technological Readiness ◽  
Institutions Of Higher Learning ◽  
Rural Settings ◽  
The World ◽  
E Learning ◽  
Ict Infrastructure

In recent timesE-learning receives greater attention among educational practitioners. All over the world, many institutions of higher learning are using E-learning as a supplementary tool to the traditional ways of teaching and learning. Covid-19 pandemic has forced institutions all over the world to adopt E-learning as the preferred mode of teaching and learning. Though many African universities have adopted E-learning as a response to Covid-19 pandemic, success of it, in particular among the institutions located in rural settings depends heavily on the e-readiness factor of the learners these institutions enrol at undergraduate levels. Though most universities in South Africa implemented E-learning, little is known about E-learning readiness in formerly under-privileged universities. Walter Sisulu University (WSU) is a higher education institutions situated in the Eastern cape province which is considered as one of the disadvantaged provinces with very low CT penetration. This selected institution predominantly enrols students who are hailing from the rural and townships population of the province with schools that are characterised by lack of essential ICT infrastructure and teachers with basic computer skills though a very low percentage of the student population constitute students from other provinces and countries outside South Africa. This research study investigated the readiness of learners enrolled at level-one of undergraduate programmes in WSU to use E-learning as tool to enhance their learning. Keywords: E-learning, African rural University, technological readiness

Teachers Exodus In South African Schools: A Smoke With Burning Fire

2011 ◽  
Vol 1 (3) ◽  
pp. 31 ◽  
Author(s):  
Mutendwahothe Walter Lumadi
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
South African ◽  
National Level ◽  
Poor Performance ◽  
School Curriculum ◽  
Hiv And Aids ◽  
School Level ◽  
Eastern Cape ◽  
Teaching Learning

African teachers in general and South Africans in particular face tremendous challenges, several of which are curriculum related. These challenges manifest themselves at various levels and in various areas, that is, from national level to within the classroom. There are various role players who may make a contribution towards overcoming these challenges. It is imperative that each role player must be able to make a significant contribution. Clair and Adgers (2001:17) are of the opinion that school reform efforts must ensure that schools become centres of excellence for all students. This creates certain challenges for teachers, and in turn, demands a certain empowerment of them in order to achieve the vision of excellence in a diverse society with diverse needs (Carl, 2002:03).  The purpose of this study was to explore the challenges experienced by South African teachers in the school curriculum and the causes of their poor performance in the teaching-learning situation. It became evident that some of the challenges are as a result of current and recurrent changes in the school curriculum. The researcher used a qualitative research methodology whereby a case study design was followed. The study used purposive sampling where four schools including both primary and secondary schools from the Eastern Cape (hereafter referred to as EC) Province were selected as sites for the study.  EC Province is more disadvantaged in terms of resources as compared to the other Provinces in South Africa. Four teachers from each school were chosen as respondents. Data was collected through interviews and observations. Although the study was conducted in EC, it became evident from the findings that it is still a mammoth task country wide for teachers to implement the curriculum effectively. In the South African context, the problem manifests itself in a special way and the question remains, namely, what challenges do teachers in primary and secondary schools experience? The following challenges were identified when research was conducted; inadequate resources, a poor career path, HIV and AIDS pandemic, contractual employment, low remuneration, heavy workload and placement. These are critical issues of compliance if South Africa is going to overcome its past and build a culture of learning and tolerance that embraces and defines its political and educational future. The imbalances of international influences at the expense of teachers need to be rigorously redefined at school level. The study recommends that the National Ministry of Education (MOE) should have some mechanisms in place for remedying this unenviable situation.

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