scholarly journals The influence of rurality and its indigenous knowledge on teaching methods in higher education – lessons from Ukulange Mbusa of the Bemba people of Zambia

2020 ◽  
Vol 4 (2) ◽  
pp. 197
Author(s):  
Dennis Banda ◽  
Mulenga Kapwepwe
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Teaching Methods ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Social Deprivation ◽  
Higher Learning ◽  
Knowledge Systems ◽  
Creative Commons ◽  
Learning Institutions

This study was on the influence of rurality and its Indigenous Knowledge Systems (IKS) with reference to the Ukulange Mbusa (UM) ceremony of the Bemba people of the Northern Zambia. Rurality is a demographic and a social category and implies distance from urban centres, sparse population, lack of amenities, infrastructure and sometimes social deprivation. A lot of forms of indigenous knowledge are imparted on learners from rural areas before they join universities and meet other knowledge systems. The study tried to establish if some learning and teaching approaches, methods and techniques used in such traditional ceremonies and settings could influence the teaching and learning in higher learning institutions. Interviews, Focus Group Discussions (FGD), and documents analysis were used to collect data. The sample was drawn from traditional chiefs, women counsellors (alangizi) and university students initiated in the Ukulange Mbusa ceremony. Findings of the study are that the positive influences of rurality and their forms of indigenous knowledge are often minimised, misunderstood, ignored, viewed as backward, local, native, and therefore not suitable for use in higher learning institutions. However, this study argues that progressive indigenous forms of knowledge must be hybridized with the university ones, save negative ones such as those fuelling early marriages.   Keywords: Indigenous knowledge, Rurality, Folklore, Culture, ZambiaHow to cite this article:Banda, D. & Kapwepwe, M. 2020. The influence of rurality and its indigenous knowledge on teaching methods in higher education – lessons from Ukulange Mbusa of the Bemba people of Zambia. Scholarship of Teaching and Learning in the South. 4(2): 197-217. https://doi.org/10.36615/sotls.v4i2.148.This 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/

THE INFLUENCE OF SELF-DRIVE ON THE DEVELOPMENT OF MALAY LANGUAGE PROGRAMME: NON-NATIVE ADULTS’ PERSPECTIVE

2018 ◽  
Vol 6 (2) ◽  
pp. 74-83 ◽  
Author(s):  
Punitha Vathi Muniandy ◽  
Abdul Jalil B.Othman ◽  
Sharir Jamaluddin
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Foreign Language ◽  
Continuing Education ◽  
Research Method ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Continuous Assessment ◽  
Informal Adult Education ◽  
Learning Institutions

Purpose: The purpose of the study is to analyse non-native adults’ self-drive and ways that has influenced towards the development of Malay language programme in which the programme caters to their needs, expectations and self-drive in University of Malaya for Continuing Education. Methodology: This study aims to analyse non-native adults’ self-drive in an informal adult education at a higher learning institution in Malaysia using an action research method comprising 58 non-native adult learners which was implemented from January 2014 to December 2017. The evidence gathered through feedback, observation and continuous assessment. Findings: The outcome of this study reveals that strong self-drive among non-native adult learners encouraged and increased the effort towards the introduction of a Malay language programme that suits their needs and expectations. Research Limitations/Implications: It was reported that the development of new Malay programme would have been more successful and benefits more language instructors and academicians. Their involvement would provide more support and critical views in the research in order to validate the formulation of the Malay programme. Social Implications: The improvement in teaching and learning process undertaken has also accelerated adult learners’ attainment and competency in Malay language. As a result of non-native adult leaners’ excellent attainment has reinforced the Malay language educator to attract and increase the enrolment for continuing education at higher learning institutions that offer Malay programme as lifelong learning programme. Originality/Value: The study on self-drive among non-native adults and how it has influenced towards the development of a Malay programme that caters to their needs, interests and expectations is still new, and it is a first-hand study of its kind. The results will be useful for those who are involved in adult teaching and in steering Malay as Modern Foreign Language programme at higher education.

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 MALAY LANGUAGE USE IN THE TEACHING AND LEARNING OF GENERAL SUBJECT IN PRIVATE HIGHER LEARNING INSTITUTIONS

2019 ◽  
Vol 2 (8) ◽  
pp. 95-108
Author(s):  
Rohaidah Mashudi ◽  
Mohd Hairul Anuar Razak ◽  
Hawa Rahmat ◽  
Nor Huda Abd Hamid ◽  
Nurhazlini Rahmat ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Language Use ◽  
Higher Learning ◽  
Learning Institutions ◽  
Ministry Of Higher Education ◽  
Good Move

Mata Pelajaran Umum (MPU) or Genaral Subject was introduced at Private Higher Learning Institutions to replace Mata Pelajaran Wajib (MPW). There are several subjects that must be handled in Malay as directed by the Ministry of Higher Education Malaysia such as Tamadun Islam dan Tamadun Asia, Hubungan Etnik, dan bahasa Kebangsaan A. The focus of this study is given on the use of Malay language in the teaching and learning of the MPU. The purpose of this study is to examine the use and understanding of students in the learning of MPU. Questionnaire was conducted and distributed through google form to 366 students from different backgrounds. The findings showed that there was significant correlation between respondents' perceptions towards MPU and the use of Malay language in the teaching and learning of MPU subjects. Thus, students can understand the teaching and learning of MPU in Malay. The findings of this study can serve as a good move to IPTS to help restore the glory of the Malay language in the country by offering a program through the process of teaching and learning in Malay language.

scholarly journals The Relationship between Maqasid Al-Shari’ah and Key Intangible Performance for Teaching and Learning: A Content Analysis in Light of Malaysia Education Blueprint 2015-2025 (Higher Education) (Hubungkait antara Maqasid Al-Shari’ah dan Prestasi Kerja Tidak Ketara dalam Bidang Pengajaran dan Pembelajaran: Analisa Pelan Pendidikan Malaysia 2015-2025 (Pengajian Tinggi))

2021 ◽  
Vol 18 (1) ◽  
pp. 137-162
Author(s):  
Shukran Abd Rahman ◽  
Luqman Zakariyah ◽  
Anis Syahirah Binti Saiful Bahrin
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Performance Appraisals ◽  
Higher Learning ◽  
Performance Measurements ◽  
Learning Tasks ◽  
Almost All ◽  
Learning Institutions ◽  
The Relationship

Performance measurement is vital to evaluate job performances and the quality of the work of employees. It is utilized by almost all job sectors including higher learning institutions. Most performance measurements adopt Key Performance Indicators (KPI) to measure performances. This, however, is viewed to be inadequate as it tends to ignore lecturers’ intangible performances. It is argued that there are many significant job and contextual performances which are not being included in their performance appraisals. This article discusses the concept of Key Intangible Performance in teaching and learning tasks by focusing on the relationship between Maqasid al-Shari’ah and KIP for teaching and learning. Specifically, it discusses the concept of Maqasid al-Shari’ah, highlights the KIP for teaching and learning in HEI, and discusses the relationship between Maqasid al-Shari’ah and KIP for teaching and learning using MEB (HE). Keywords: Maqasid al-Shari’ah, Key Intangible Performance, Malaysia Education Blueprint, Higher Education Institution, Teaching and Learning.                   Abstrak Pengukur prestasi sangat penting untuk menilai pelaksanaan dan kualiti kerja pekerja, ia telah digunakan oleh hampir semua sektor pekerjaan termasuklah institusi pengajian tinggi. Sebilangan besar pengukur prestasi yang digunakan secara meluas untuk menilai tahap prestasi seseorang pekerja ialah  Petunjuk Prestasi Utama (KPI). Namun, penggunaan KPI tidak memadai kerana ia lebih cenderung untuk mengabaikan kerja atau aktiviti tidak ketara di kalangan pensyarah. Dikatakan terdapat banyak prestasi kerja dan prestasi kontekstual yang tidak termasuk dalam penilaian prestasi menggunakan KPI ini. Artikel ini membincangkan konsep Petunjuk Prestasi Tidak Ketara (KIP) dengan memberi fokus terhadap hubungannya dengan Maqasid al-Shari’ah dalam pengajaran dan pembelajaran. Secara khususnya, ia membincangkan konsep Maqasid al-Shari’ah, menerangkan KIP dalam pengajaran dan pembelajaran di IPT, serta membincangkan hubungan antara Maqasid al-Shari’ah dan KIP dalam pengajaran dan pembelajaran menggunakan kerangka PPM (PT).            Kata Kunci: Maqasid al-Shari’ah, Prestasi Tidak Ketara, Pelan Pendidikan Malaysia, Institusi Pengajian Tinggi, Pengajaran dan Pembelajaran.  

scholarly journals PELAKSANAAN PENGAJARAN DAN PEMBELAJARAN KURSUS PENGAJIAN MALAYSIA: KAJIAN TINJAUAN DI UNIVERSITI ISLAM ANTARA BANGSA SELANGOR

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Hairol Anuar Hj Mak Din ◽  
Khairul Hamimah Mohd Jodi ◽  
Faridah Che Hussain
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Teaching Staff ◽  
Graduation Requirement ◽  
Teaching Aids ◽  
Institutions Of Higher Learning ◽  
Implementation Assessment ◽  
General Studies

The Malaysia  Education Blueprint 2015-2025 clearly shows the aspirations of the Higher Education Ministry on the importance of applying national identity among graduates at Higher Education Institutions. In line with the wishes, the course of Malaysia Studies is a major medium for the building of patriotism values among students. Hence, the Malaysian Studies Course was strengthened and used as one of the General Subjects (MPUs) conducted by all Institutions of Higher Learning. All citizens and non-citizens are required to attend and pass the Malaysian Studies Course as a graduation requirement. In order to make the course more interesting and interactive, the Teaching And Learning method is always improved to achieve the predetermined learning outcomes. Thus, a study using a quantitative approach has been undertaken to identify students' responses to the implementation of the Malaysian School of Excellence in KUIS. The Teaching And Learning implementation assessment for this course is based on scoring components, teaching staff and teaching aids. The findings show that Teaching And Learning implemented in Malaysian Studies courses is relevant and capable of applying the elements of identity and patriotism among students. Keywords: Teaching And Learning, General Studies subjects, Malaysian Studies Course

A Case Study of Translanguagingin Bilingual Teaching and Learning in Public Universities in Malaysia

2021 ◽  
Vol 12 (3) ◽  
pp. 381-389
Author(s):  
Zuraini Ramli Et.al
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Public Universities ◽  
Higher Learning ◽  
Medium Of Instruction ◽  
Bilingual Teaching ◽  
Audio Recordings ◽  
Learning Institutions ◽  
Cross Language

This study aims to explore the cross-language learning, referred astranslanguaging in bilingual teaching and learning(T&L) at the level of higher learning institutions, through the analysis of case studies conducted at three Public Universities (UA) in Malaysia. This study uses a case study method involving three lecturers in three UAs in Malaysia. Data is derived from audio recordings of three lectures per lecturer, in-class observations, as well as interviews with lecturers and a group of students from each class.Alllecture recordings and interviews were transcribed and qualitatively analysed.This study shows that translanguaging occurs in all recorded T&L sessions.Translanguagingbecomes the practice for bothlecturers and students as it encourages students to be more interactive and responsive and to prepare students to join the broaderscientific community on an international level.This study is equally crucial for both partiessince the use of a language ​​other than the medium of instruction should be given space in T&L in public universities which uses English as the medium of instruction.

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools

2017 ◽  
Vol 118 (3/4) ◽  
pp. 170-184 ◽  
Author(s):  
Rekai Zenda
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Physical Sciences ◽  
Content Type ◽  
Face To Face ◽  
Hands On

Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

scholarly journals STUDENTS’ PROBLEMS IN LEARNING ENGLISH AS A SECOND LANGUAGE AMONG MDAB STUDENTS AT UITM MALACCA

2019 ◽  
Vol 2 (7) ◽  
pp. 01-12
Author(s):  
Khalijah Mohd Nor ◽  
Masliza Mohd Razali ◽  
Nashrah Talib ◽  
Nurbarirah Ahmad ◽  
Siti Rosnita Sakarji ◽  
...  
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Higher Learning ◽  
Language Experience ◽  
Reading And Writing ◽  
Office Management ◽  
Learning Institutions ◽  
Learning English

This study examined students’ problems in learning English as a second language in higher learning institutions. This paper reports on the results of an interview of 30 randomly selected MDAB students of Diploma in Office Management and Technology at UiTM Melaka. The aim of this paper is to identify the factors that contribute to the decreasing of students’ achievement in the English language. The discussion revealed the different reasons that students face in speaking, listening, reading and writing skills. In learning a second language, it is of utmost importance that learners receive maximum support in terms of a supportive and conducive learning environment as well as an adequate and meaningful language experience. This research hopes to enlighten students in learning the English language so that they may strive to improve their English skills, thus making language teaching and learning more effective and meaningful for both lecturers and students.

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