scholarly journals HIGHER EDUCATION: SUSTAINING THE FUTURE OF STUDENTS DURING A PANDEMIC

2021 ◽  
Author(s):  
Naziema Jappie ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Low Income ◽  
Teaching And Learning ◽  
Disadvantaged Students ◽  
The South ◽  
Digital Platform ◽  
The Future ◽  
Teaching Learning ◽  
The Impact

The COVID-19 challenge is unprecedented; its scale still is not fully understood. Universities in the South Africa do have plans in place to continue the academic year in 2021 but have no idea to what extent education will resume to normal face to face activity. Although the future is unpredictable, given the uncertainty in the epidemiological and economic outlooks, universities have to ensure quality and sustainability for the medium and long-term implications for teaching, learning, the student experience, infrastructure, operations, and staff. Amongst the range of effects that COVID-19 will have on higher education this year, and possibly into future years, admission arrangements for students is one of the biggest. It is also one of the most difficult to manage because it is inherently cross sector, involving both schools and higher education. There is no template in any country of how to manage education during the pandemic. However, there are major concerns that exist, in particular, regarding the impact on learners from low income and disadvantaged groups. Many are vulnerable and cannot access the digital platform. Post 1994, the South African government placed emphasis on the introduction of policies, resources and mechanisms aimed at redressing the legacy of a racially and ethnically fragmented, unjust, dysfunctional and unequal education system inherited from apartheid. Many gains were made over the past two decades especially, in higher education, two of which were access and funding for the disadvantaged students to attend university. However, the pandemic in 2020 disrupted this plan, causing the very same disadvantaged students to stay at home without proper learning facilities, poor living conditions or no access to devices and data. The paper argues that the tensions and challenges that dominated the Covid-19 digital educational reform have resulted in a significant paradigm shift focused on out of classroom experiences as expressed in the new ways of teaching and learning and possibly leaving certain groups of students behind. Consideration is given to three broad areas within higher education in South Africa. Firstly the current dilemma of teaching and learning, secondly, the access or lack thereof to the digital platform and challenges facing students, and the thirdly, the issue of admission to higher education. All three areas of concern represent the degree to which we face educational disruption during the pandemic.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals The Future of Teaching-learning in Africa: The Quest for Ubuntu Justice in Higher Education

2019 ◽  
Vol 1 (2-3) ◽  
pp. 460-471
Author(s):  
Yusef Waghid
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Student Autonomy ◽  
The Future ◽  
Teaching Learning ◽  
Pedagogical Relations

Much of the pedagogical work with which I have been involved over the last three decades in higher education directly concerns my relations with students and vice a versa. More recently (Waghid, 2019), I have given some thought to my pedagogical relations vis-à-vis the virtue of caring in an attempt to make sense of my encounters with students in higher education. This article reflects a closer look at pedagogical encounters between students and myself (as a university educator). In a way, I firstly reflect on my teaching and learning in a university context by making a connection between what it means to engage in pedagogical encounters through the act of caring. Secondly, I show how pedagogical encounters constituted by care could enhance both teacher and student autonomy, before, thirdly, tackling the notion that caring in pedagogical encounters cannot be remiss of deliberative iterations. Finally, I argue why caring pedagogical encounters are inextricably connected to an enactment of play which, in my view, corroborates the future of teaching.

scholarly journals Education Resilience in the Time of COVID-19

2021 ◽  
pp. 273-283
Author(s):  
Faisal Al Saidi ◽  
Issa Al Hinai ◽  
Basim Al Mushaifri
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Contingency Plans ◽  
The Government ◽  
The Individual ◽  
Teaching Learning ◽  
Learning Plans ◽  
Recurrent Patterns ◽  
The Impact

Due to the world pandemic, COVID-19, higher education institutions (HEIs) have found themselves in an unprecedented situation. Like no other time before, this pandemic has posed a serious test of resilience of HEIs – hence, the current study sets off to seize this opportunity to study the resilience of Omani HEIs. HEIs in Oman have devised contingency plans in light of the directives and declarations received from the government Supreme Committee responsible for handling the impact of COVID-19. The study aimed at examining the directives received by Omani HEIs against the framework of the securitization theory in order to identify the substances of the basis on which HEIs built their teaching and learning plans. The study was also planned to closely investigate the individual experiences of various stakeholders directly involved in the implementation of the contingency of the teaching and learning plans. Data were collected using document analysis and analysis of reflective texts. Discourse content analysis was applied in order to understand the lived experiences of stakeholders and to identify what shaped their experiences. The discourse of the collected data was analysed using the approach of thematic analysis which helped to identify recurrent patterns concerning the teaching and learning plans of some Omani HEIs during COVID-19. A number of challenges along with the challenges of other HEIs worldwide were identified, such as uncertainty and lack of resources and experience in online teaching and learning. The discussion of the findings in this study revealed dichotomies, as well as agreement, in the way stakeholders perceive aspects of the contingency plans of teaching, learning and assessment. On the basis of this finding, the study calls for a more nuanced approach to strengthen the resilience of higher education. Particularly, the study recommends incorporating processes of normalization of teaching and learning as well as of assessment in HEIs delivery modes as a way to consolidate HEIs’ resilience.

Transitional trajectories of academic progress for low-status students at a University in South Africa

2019 ◽  
Vol 10 (1) ◽  
pp. 275-292
Author(s):  
Bhekimpilo Mpofu ◽  
Musawenkosi Khanyile
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Human Life ◽  
Academic Progress ◽  
Disadvantaged Students ◽  
Content Type ◽  
Academic Records

Purpose The purpose of this paper is to explore the perceptions of university undergraduate students who originate from disadvantaged South African schools. The perceptions probed are those that relate to their material circumstances, learning and teaching environment and academic progress. Design/methodology/approach The paper draws on a theoretical framework that underscores the primacy of the environment blended with transition theory to explain environmental influences on disadvantaged students’ academic progression at university. Data were gathered through detailed face-to-face interviews with eight participants and from the open-ended section of a questionnaire administered to 41 students from which the 8 students were drawn. Findings The findings demonstrate that disadvantaged students require both physical and socio-psychological support in order to succeed at university. Research limitations/implications A university in South Africa and the students from low quintile schools provide the case study for the explication of the findings of this study. Ethical issues such as seeking the informed consent of the participants to access their academic records weighed against the potency or robustness of the results of this study, because few of the participants allowed this researcher to access their results. Thus, this study focussed on potentially sensitive areas such as the academic records of students and poverty. As such it was extremely difficult to persuade disadvantaged students to participate in this study. Practical implications The study is thus useful for the school system, families and higher education institutions in the quest to provide the much-needed socio-psychological or “empathetic infrastructure” that acts as the cytoplasm for disadvantaged students’ academic progress at university. Social implications By invoking the primacy of the environment under the rubrics of epigenetics, this study also sought to contribute to the debate around the human genome – a grand ambitious global scientific project launched in the late 1980s to generate a catalogue of all the genes present in humans. However, this was a smokescreen because there are simply not enough genes to account for the complexity of the human life or human disease. By invoking the theory of transition, this study sought to fathom how to promote a favourable teaching and learning environment for poor students at university in a holistic manner. Originality/value This study utilised an empirically supported definition of disadvantage: that of students coming from no fee schools, as classified by the Department of Education based on Household Expenditure statistics of 2002 using the quintile system. The quintile system is based on average measures of income, unemployment rates and educational levels. To date, there is no published research utilising the school quintile system to define disadvantaged students in higher education in South Africa. This paper, which investigates such a sample from a university, is therefore ground-breaking and novel.

scholarly journals Practice-oriented training as a means of professionalisation of future education managers

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 66-72
Author(s):  
Marianna Ruchkina ◽  
Nataliia Сhernenko ◽  
Oksana Sakalіuk ◽  
Оleg Dolzhenkov
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Educational Activity ◽  
Educational Management ◽  
The Future ◽  
Teaching Learning ◽  
Future Education ◽  
The Impact ◽  
Education Managers

Relevance. The current changes in the field of education require the systematic updating of educational and professional training programs intended for future managers, the developing of new competences and the using of innovative training technologies, which confirms the significance and necessity of the dominance of practice-oriented training in the training of modern education managers who must be competitive on the labour market . The purpose of the article is to identify the features of the practice-oriented training as a means of professionalisation and to justify the specifics of its implementation into the system of professional training aimed at future education managers. Research Methodology. These theoretical methods were used in the study: analysis, generalisation and systematisation of scientific literature in order to clarify the concepts “professionalisation”, “professionalism” as well as the features of the practice-oriented training; to identify the specificity of the training aimed at the future education managers at an institution of higher education. In addition, questionnaires were used as a method of empirical research to identify the difficulties experienced by the future education managers in the period of their professional training within Master programmes. It has been proved that the professionalisation of the future education managers is a process of professionalism development. The authors have generalised the twelve-year experience of the Department of Educational Management and Public Administration of Ushynsky University in training future education managers to use a practice-oriented approach; to consider the challenges of today and the modern requirements set as a result of the reforms and innovations; to improve the content and to choose training tactics, taking into consideration corresponding teaching / learning forms, methods and tools which provide for the ability to autonomously make decisions under conditions of uncertainty, identifying risks, the impact of internal and external factors on the development of a higher education institution in the period of changes. The necessity to use the information-factual base of reasonably expected situations in the process of the future education managers’ independent educational activity has been substantiated since it promotes the development of higher education seekers’ individual abilities, the creation of conditions for their active, fruitful educational and cognitive activities and provides for creative use of organisational forms and methods.

Decolonising higher education: creating space for Southern knowledge systems

2020 ◽  
Vol 4 (1) ◽  
pp. 4 ◽  
Author(s):  
Catherine Manathunga
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Knowledge Systems ◽  
Academic Disciplines ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Indigenous Knowledge Systems ◽  
Teaching Learning ◽  
Deep Listening

The complexity and scale of the globe’s current environmental and social problems requires genuine dialogue between all the world’s diverse knowledge systems. At present, despite decades of postcolonial, Indigenous and feminist research, higher education remains dominated by Northern, scientific knowledge. Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore calls for what de Sousa Santos calls ‘epistemic justice’. If we are to generate genuinely democratic approaches to knowledge production in higher education, a great deal of work needs to be done to decolonise teaching, learning and research in higher education. Decolonising higher education involves creating space for Southern knowledge systems. In this paper, I draw upon postcolonial/decolonial theories and historical transcultural understandings of deep, slow, ancient time to make a case for the importance of creating space for Southern, transcultural and Indigenous knowledge systems. I illustrate that decolonisation requires both quiet and gentle reflection as well as deep listening and courageous radical action. Finally, I highlight instances of what de Sousa Santos terms the sociology of emergences, within doctoral education from the global South.Key words:decoloniing higher educaiton, sociologies of emergence, global South, epistomologies of the South, Southern theoryHow to cite this article:Manathunga, C. 2020. Decolonising higher education: creating space for Southern knowledge systems. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 4-25. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=138This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Education Resilience in the Time of COVID-19

2021 ◽  
Author(s):  
Faisal Al Saidi ◽  
Issa Al Hinai ◽  
Basim Al Mushaifri
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Contingency Plans ◽  
The Government ◽  
The Individual ◽  
Teaching Learning ◽  
Learning Plans ◽  
Recurrent Patterns ◽  
The Impact

Due to the world pandemic, COVID-19, higher education institutions (HEIs) have found themselves in an unprecedented situation. Like no other time before, this pandemic has posed a serious test of resilience of HEIs – hence, the current study sets off to seize this opportunity to study the resilience of Omani HEIs. HEIs in Oman have devised contingency plans in light of the directives and declarations received from the government Supreme Committee responsible for handling the impact of COVID-19. The study aimed at examining the directives received by Omani HEIs against the framework of the securitization theory in order to identify the substances of the basis on which HEIs built their teaching and learning plans. The study was also planned to closely investigate the individual experiences of various stakeholders directly involved in the implementation of the contingency of the teaching and learning plans. Data were collected using document analysis and analysis of reflective texts. Discourse content analysis was applied in order to understand the lived experiences of stakeholders and to identify what shaped their experiences. The discourse of the collected data was analysed using the approach of thematic analysis which helped to identify recurrent patterns concerning the teaching and learning plans of some Omani HEIs during COVID-19. A number of challenges along with the challenges of other HEIs worldwide were identified, such as uncertainty and lack of resources and experience in online teaching and learning. The discussion of the findings in this study revealed dichotomies, as well as agreement, in the way stakeholders perceive aspects of the contingency plans of teaching, learning and assessment. On the basis of this finding, the study calls for a more nuanced approach to strengthen the resilience of higher education. Particularly, the study recommends incorporating processes of normalization of teaching and learning as well as of assessment in HEIs delivery modes as a way to consolidate HEIs’ resilience.

Digital Literacy Skills as Prerequisite for Teaching and Learning in Higher Education Institutions

Mousaion ◽  
2021 ◽  
Vol 39 (2) ◽  
Author(s):  
Tlou Maggie Masenya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Mobile Technologies ◽  
Effective Use ◽  
The Impact

The advent of digital technologies has brought about new opportunities and challenges to the education system globally. The use of digital technologies by educators in Higher Education Institutions (HEIs) is a portal for innovative teaching and learning. While there is a gradual increase in the use of these innovative technologies by HEIs in South Africa, there is still a long way to transform the educational system fully. Effective use of digital technologies in teaching and learning needs a certain level of digital literacy. Digital literacy enhances teaching and learning by helping educators integrate and use digital technologies, while equipping students with skills to access the internet effectively. The impact of digital technology has beaconed the need of educators to acquire 21st-century skills. Digital literacy skills are critical in realising the potential and benefits of digital technologies. This paper investigates the importance of digital technologies in education and the impact of digital literacy skills on the effective use of these technologies in HEIs in South Africa. Data collection was primarily based on a critical review of literature relating to the application of mobile technologies in HEIs in South Africa. The results revealed various barriers inhibiting educators from adopting mobile technologies in teaching and learning, including lack of digital literacy skills, time constraints, unwillingness to change, lack of educator confidence, poor technological infrastructure, and lack of digital or mobile devices. The study provides recommendations to enable and inspire educators in HEIs to use mobile digital technologies effectively.

scholarly journals The 3M National Teaching Fellowship: Findings from a National Questionnaire on the Impact of the Program

2017 ◽  
Vol 10 ◽  
pp. 15-26
Author(s):  
Arshad Ahmad ◽  
Denise Stockley ◽  
Ron Smith ◽  
Amber Hastings
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Teaching And Learning ◽  
Fellowship Program ◽  
Teaching Fellows ◽  
30Th Anniversary ◽  
Starting Point ◽  
The Future ◽  
The Impact

In 2016 the 3M National Teaching Fellowship reached a milestone in celebrating the 30th anniversary of the first fellowship in 1986. The fellowship is the premier award of the Society for Teaching and Learning in Higher Education and each year up to 10 fellows are announced. Thus far, there has not been a systematic review or evaluation of the fellowship program. This study is a starting point to engage the various stakeholders and gather their perspectives regarding the fellowship program. This paper highlights the findings of a national questionnaire that targeted 3M National Teaching Fellows, administrators, educational developers, faculty, and students. The findings provide a snapshot of the awareness of the fellowship, the impact of fellows on their institutions and beyond, and recommendations for the future of the program.

scholarly journals Changes That Should Remain in Higher Education Post COVID-19: A Mixed-Methods Analysis of the Experiences at Three Universities

2021 ◽  
Vol 11 (0) ◽  
Author(s):  
Águeda Benito ◽  
Kubra Dogan Yenisey ◽  
Kavita Khanna ◽  
Manuel Felipe Masis ◽  
Rosa Maria Monge ◽  
...  
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Hybrid Education ◽  
Positive Effects ◽  
Study Results ◽  
The Future ◽  
Or Practice ◽  
Teaching Learning

Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education. Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for hybrid education. Participants provide recommendations to institutions regarding what students and faculty would like to keep for a more effective learning experience when the new normal comes. Conclusions: COVID-19 has had terrible consequences; however, the pandemic has brought along some positive effects and improvement opportunities in higher education, and, if the results of the present study are any indication, the future of face-to-face higher education should be hybrid. Implication for Theory and/or Practice: The study results can provide recommendations and inform decision-making by institutional leaders and policy makers regarding the necessary enhancement of the digital component of the teaching and learning process in higher education.

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