scholarly journals Managing Diversity At Higher Education And Training Institutions: A Daunting Task

2008 ◽  
Vol 3 (4) ◽  
pp. 1-10 ◽  
Author(s):  
Mutendwahothe Walter Lumadi
Keyword(s):  
Higher Education ◽  
South African ◽  
Social Dynamics ◽  
Diversity Management ◽  
Education And Training ◽  
Managing Diversity ◽  
Academic Cultures ◽  
Daunting Task ◽  
Training Institutions ◽  
And Training

Higher Education and Training Institutions (hereafter referred to as HETIs) are changing rapidly world-wide. Traditional academic cultures and relationships are being challenged, bringing new social dynamics to higher education systems and increasing diversity and differentiation within and between institutions. Against the backdrop of these changes, this article will attempt to shed light on the significance of diversity management at HETIs in the democratic country of South Africa. Although the scope of the study is South African driven, its recommendations may be relevant to all institutions around the globe.

scholarly journals Assessing Muslim Higher Education and Training Institutions (METIs) and Islamic Studies Provision in Universities in Britain: An Analysis of Training Provision for Muslim Religious Leadership after 9/11

Religions ◽  
2019 ◽  
Vol 10 (11) ◽  
pp. 623
Author(s):  
Jawad Shah
Keyword(s):  
Higher Education ◽  
Training Model ◽  
Education And Training ◽  
Religious Leaders ◽  
Religious Leadership ◽  
Islamic Studies ◽  
Alternative Approach ◽  
Training Institutions ◽  
The University ◽  
And Training

The training of Imams and Muslim religious leaders has received much interest in the post-9/11 era, resulting in a vast amount of research and publications on the topic. The present work explores this literature with the aim of analysing key debates found therein. It finds that throughout the literature there is a pervasive demand for reform of the training and education provided by Muslim higher education and training institutions (METIs) and Islamic studies programmes at universities in the shape of a synthesis of the two pedagogic models. Such demands are founded on the claim that each is lacking in the appositeness of its provision apropos of the British Muslim population. This article calls for an alternative approach to the issue, namely, that the university and the METI each be accorded independence and freedom in its pedagogic ethos and practice (or else risk losing its identity), and a combined education from both instead be promoted as a holistic training model for Muslim religious leadership.

scholarly journals Submitting and tracking SADJ manuscripts to be facilitated by manuscript management systems - A professional development bulletin

2020 ◽  
Vol 75 (9) ◽  
pp. 475-477
Author(s):  
Nthabiseng Metsing
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
South Africa ◽  
South African ◽  
Online Publication ◽  
Education And Training ◽  
Political Information ◽  
Management Systems ◽  
Scientific Papers ◽  
And Training

The South African Dental Journal (SADJ) keeps you abreast of the latest developments in dentistry, and is the only Department of Higher Education and Training accredited scientific dental journal in South Africa for publication of scientific papers, clinical articles, current dento-political information and opinion, and trade information. Members are also able to attain their CDP points by completing the online questionnaires. All SADJ online CPD Questionnaires are valid for a two-year period from the date of online publication. If you are not able to load the questionnaire to your courses it may be as a result of expiry.

scholarly journals The development of a framework for blended learning in the delivery of Library and Information Science curricula at South African universities

2015 ◽  
Author(s):  
◽  
Mogiveny Rajkoomar
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
South African ◽  
Teaching And Learning ◽  
Education And Training ◽  
Research Approach ◽  
Pedagogical Issues ◽  
South African Universities ◽  
Learning Interventions ◽  
And Training

The core interest in blended learning lies in the need to provide more engaged learning experiences while recognizing the potential of ICTs which has a profound impact on all aspects of life including the Library and Information Service (LIS) field. This doctoral study was undertaken with the objective of exploring the educational and pedagogical issues in blended learning for the development of a framework for designing and implementing blended learning in the delivery of LIS curricula in South African universities. The target populations for this study included, LIS educators from higher education institutions in South Africa offering LIS education, LIS students from these institutions exposed to blended learning interventions and facilitators of blended learning (individuals in institutional teaching and learning units) from the various institutions offering LIS education and using blended learning. The study adopted a mixed method research approach using a fully mixed dominant status design to explore and understand the phenomenon of blended learning at a more detailed level by using qualitative follow-up data (for example, interviews with LIS educators and institutional facilitators of blended learning and focus group discussions with LIS students) to explain and explore the results of a largely quantitative Web survey. The theoretical framework that underpinned the study involved various learning theories, learning styles as well as blended learning models relating to the higher education environment. The key findings of the study reveal that blended learning remains a complex concept with no clear consensus on the key components that need to be blended, how much of each component to blend and the criteria that are needed for the interventions to be regarded as blended learning. This flexibility, to an extent, allows for institutions to tailor the concept and maximise the potential of blended learning while still being responsive to the diverse student populations at South African higher institutions. The framework for blended learning in the delivery of LIS curricula at South African universities proposed by this study is generated from the theories informing this study; the literature reviewed; existing frameworks for blended learning such as Khan’s octagonal framework and the Community of Inquiry (CoI) framework; the findings of this study; the researcher’s own educational experiences; and, is grounded in the larger field of higher education. The use of blended learning has the potential to transform LIS education and training by encouraging LIS educators to reflect on their teaching and learning practices and to use the proposed framework as a guideline to design and implement pedagogically sound blended learning interventions for LIS education and training.

scholarly journals The accessibility of further education and training colleges to South African sign language users in KwaZulu-Natal

2018 ◽  
Author(s):  
◽  
Nqobile Lovable Sawula
Keyword(s):  
Higher Education ◽  
Sign Language ◽  
South African ◽  
People With Disabilities ◽  
Education And Training ◽  
Further Education ◽  
Deaf Community ◽  
Further Education And Training ◽  
Kwazulu Natal ◽  
And Training

After twenty-four years of democracy, the predicament of people with disabilities has finally become part of the transformation agenda. There has been a growing acceptance that people with disabilities can play active roles in both transforming their own lives and contributing to society. For this to transpire, access to proper education and training opportunities is fundamental. There is thus a need for higher educational institutions to divest themselves of all forms of discrimination against those with disabilities. This requires that people with disabilities be given equal opportunities to enter higher education programmes and to succeed in them. Despite the strong legislative and policy framework for addressing disability in the education sector, access to higher education for disabled students, particularly the South African Sign Language (SASL) users, is believed to be limited. Using the Social Model of disability, this study seeks to investigate the accessibility of Further Education and Training (FET) Colleges to SASL users in KwaZulu-Natal (KZN). In this investigation, a total number of fifty South African Sign Language users filled in questionnaires and two representatives from Further Education and Training (FET) Colleges in KwaZulu-Natal were interviewed. This study targeted SASL users who were out of school and wanted to further their studies at higher education institutions. The participants were recruited by inviting all d/Deaf and hard of hearing people from the four selected Deaf organizations/associations in KwaZulu-Natal to participate in the study. The study undeniably reveals that FET Colleges are not accessible to SASL users in KwaZulu-Natal. This is because FET Colleges in KwaZulu-Natal do not provide access services like SASL interpreters for the d/Deaf community, which violates d/Deaf people’s right to education and is a barrier to the d/Deaf students who want to further their studies. Furthermore, this research identified that the Deaf community in KwaZulu-Natal is not well informed about devices that can be used to assist them in classrooms in order to access information.

scholarly journals Reflections on the Role of Higher Education Institutions in Introducing Emerging Technologies Into the Educational Process in the Face of the Pandemic Challenge COVID-19

2021 ◽  
Vol 26 (4) ◽  
pp. 363-371
Author(s):  
George Bucăţa
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education And Training ◽  
Educational Process ◽  
The European Union ◽  
Member States ◽  
Training Systems ◽  
The Face ◽  
Training Institutions ◽  
And Training

Abstract The pandemic COVID-19 has had an impact around the world and in the European Union, putting unprecedented pressure on education and training systems. It has fundamentally changed the way we learn, teach, communicate and collaborate in our education and training communities. This has implications for students, families, teachers, trainers, institutional leaders and society as a whole. Most European Member States have decided to extend the physical closure of education and training institutions, while mobilising alternative solutions and support for distance education and learning, especially digital solutions. This transformation has challenged education and training systems and stakeholders in these areas in Member States, particularly students and families, as well as teachers and trainers, but it has also provided them with valuable learning and training experiences, accelerated the digital transformation of education and training institutions. Emerging and disruptive technologies have undergone numerous and sufficient changes to ensure this. Thus, they will change the face and vision of higher education institutions.

scholarly journals The Practical Work of Scholarship in Australian Technical and Further Education Institutions

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Fleur Goulding ◽  
Terri Seddon
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education And Training ◽  
Further Education ◽  
Vocational Education And Training ◽  
Regulatory Frameworks ◽  
Problematic Issue ◽  
Training Institutions ◽  
And Training ◽  
Programme Delivery

A recent trend in Australian education is the diversification of programme delivery outside institutions’ traditional sector of education, including delivery of bachelor degrees by some public vocational education and training institutions (known in Australia as technical and further education, or TAFE, institutes). The delivery of higher education programmes in non-traditional providers, such as TAFE institutes, has created significant challenges for teachers working in these settings. They work within a vocational education and training (VET) culture but confront the regulatory frameworks demanded of higher education providers. Scholarship is a particularly problematic issue because it has not been an expectation in VET providers but is a key feature in higher education. This article examines the emerging nature of scholarship in a TAFE institute offering higher education programmes. We report on an analysis of regulatory and quality assurance documentation, which begins to formalise the notion of ‘scholarship’ in VET. We then compare this emerging official definition with higher education TAFE teachers’ experience of scholarship using interviews. We argue that higher education teachers and their TAFE institutes are forming distinctive hybrid scholarly cultures and practices as they take on external expectations and navigate through existing orientations to industry, educational commitments to teaching and the absence of scholarly structures and values in TAFE.

scholarly journals Introduction of New Forms of Education in Modern Higher and Vocational Education and Training

2020 ◽  
Vol 9 (7) ◽  
pp. 107
Author(s):  
Liudmyla I. Berezovska ◽  
Galyna D. Kondratska ◽  
Anna A. Zarytska ◽  
Kateryna S. Volkova ◽  
Taras M. Matsevko
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Comparative Method ◽  
Developed Countries ◽  
Education And Training ◽  
Educational Process ◽  
Vocational Education And Training ◽  
National Education ◽  
And Training

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

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