scholarly journals Best Practice Focused Occupationally-Directed Education, Training and Development Practice Prospects Linked to Workplace E-learning

2018 ◽  
Vol 11 (2) ◽  
pp. 4
Author(s):  
Cindy Londt ◽  
Lize Moldenhauer
Keyword(s):  
South Africa ◽  
Computer Literacy ◽  
Economic Status ◽  
Learning Model ◽  
Training And Development ◽  
Learning Opportunities ◽  
Socio Economic Status ◽  
E Learning ◽  
Education Training ◽  
Development Practice

<p><span lang="EN-US">Currently, South Africa offers learning that is credit bearing and directly linked to workplace based learning programmes and qualifications. However, e-learning in South Africa is under-developed, and information is not readily available on how universities and colleges are dealing with the advent of e-learning, and how it is linked to occupational learning based qualifications. </span></p><p><span lang="EN-US">Learning has changed over the years, but it is assumed that the e-learning model is aimed at people who are technologically more knowledgeable, and who wish to interact electronically with the learning experience.</span></p><p><span lang="EN-US">Considering the various challenges linked to all types of learning, providing critical research on the success of implementing an e-learning approach is required. In addition to this, it is necessary to identify the efficacy of such a model in specific industries.</span></p><p><span lang="EN-US"> Challenges are identified but not limited to:</span></p><p><span lang="EN-US">a)     The profile of the learner</span></p><p><span lang="EN-US">b)     Computer literacy of learners</span></p><p><span lang="EN-US">c)     Socio-economic status of learners</span></p><p><span lang="EN-US">d)     Collecting evidence from workplace </span></p><p><span lang="EN-US">e)     Learner motivation and its management</span></p><p><span lang="EN-US">Occupationally Directed Education Training and Development Practice is an innovative opportunity to create e-learning opportunities that are contextualized to industry specific needs. In addition to this, e-learning is no longer linked to a computer but all forms of devices that enable user interaction. Enabling learning to be shared through phones and tablets provides continuous opportunities for improvement of education and access to such education.</span></p><p><span lang="EN-US">In response to these needs, the e-learning model will attempt to offer learners support specifically for those in an industry where there are time constraints.</span></p><p><span lang="EN-US">This research attempts to clarify the debates that industry and academia are engaged with surrounding the efficacy of e-learning and how to create opportunities that are linked to the socio-economic status of a country. Furthermore, it provides a practical analysis of a learning intervention in which skills and knowledge are conventionally passed through workplace-based specific e-learning opportunities.</span></p>

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Socio-economic Status and Socio-emotional Health of Orphans in South Africa

2014 ◽  
Vol 40 (1) ◽  
pp. 92-102 ◽  
Author(s):  
Michele Pappin ◽  
Lochner Marais ◽  
Carla Sharp ◽  
Molefi Lenka ◽  
Jan Cloete ◽  
...  
Keyword(s):  
South Africa ◽  
Emotional Health ◽  
Economic Status ◽  
Socio Economic Status

scholarly journals On the Trail of Paediatric Liver Transplant in South Africa: Social Challenges to Equitable Distribution in Organ Transplantation

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Tina C. Sideris ◽  
June Fabian
Keyword(s):  
South Africa ◽  
Organ Transplantation ◽  
Social Factors ◽  
Economic Status ◽  
Organ Transplant ◽  
Access To Treatment ◽  
Equitable Distribution ◽  
Social Challenges ◽  
Socio Economic Status ◽  
Life Threatening

This paper tracks the journey of a family from a remote rural area in South Africa – a 2 year old child born with a life threatening liver disease, and his unemployed mother – who, by a series of contingencies, are sent on the trail of organ transplantation to land at the door of a private organ transplant centre. This case brings into focus the dilemmas that social factors present for equitable distribution of organ transplantation. The paper focuses on two interconnected issues: the link between socio-economic status and access to treatment, and existing practices of rationing. The uncritical conjunction of socio-economic status and organ transplantation disadvantages vulnerable sectors of the population. Yet, social circumstances impact the management of specialized medical treatment, which in itself imposes burdens on those with limited resources.  Similarly, although this paper poses questions about indiscriminate practices, it accepts the inevitable rationing of health care.

Explaining the Western Cape Performance Paradox

2018 ◽  
Author(s):  
Gabrielle Wills ◽  
Debra Shepherd ◽  
Janeli Kotzé
Keyword(s):  
South Africa ◽  
Learning Outcomes ◽  
System Performance ◽  
Economic Status ◽  
Eastern Africa ◽  
Western Cape ◽  
Primary School Students ◽  
School Students ◽  
Socio Economic Status ◽  
Hierarchical Governance

In this chapter we consider how well primary school students perform in the Western Cape when compared with their peers in other provinces and countries across Southern and Eastern Africa. We find that while the Western Cape is a relatively efficient education system within South Africa, particularly in serving the poorest students, a less-resourced country such as Kenya produces higher Grade 6 learning outcomes at every level of student socio-economic status. The system performance differentials are not explained away by differences in resourcing, teacher, school inputs, or indicators of hierarchical governance. The results point to the limits of strong Weberian bureaucratic capabilities for raising learning outcomes.

Prospects for and factors that militate against decolonising education in social work in South Africa

2020 ◽  
Vol 8 (3) ◽  
pp. 357-370
Author(s):  
Tatenda Manomano ◽  
Rumbidzai Nyanhoto ◽  
Priscilla Gutura
Keyword(s):  
South Africa ◽  
Social Work ◽  
Middle Class ◽  
Indigenous Peoples ◽  
Indigenous Population ◽  
Economic Status ◽  
Knowledge Systems ◽  
Post Colonial ◽  
Socio Economic Status ◽  
Cultural Experiences

The effects of both colonialism and the apartheid that succeeded it resulted in the indigenous peoples of South Africa being displaced, marginalised, excluded and exploited. For many generations, indigenous population groups were disenfranchised, their destinies were taken out of their hands and their socio-economic status was predetermined. As colonisers tended to perceive the knowledge systems of indigenous peoples as being inferior to their own, colonised countries inherited most of their infrastructure and administrations from their colonisers, and their influence continues to be felt in many post-colonial countries even today. The discipline of social work has often been criticised for being dominated by white, Western and middle-class discourses. Although education in social work in South Africa needs to be sensitive to African world views, attempts to decolonise it and to replace Western modes of thinking, being and feeling with modes that are relevant to African cultural experiences have yielded some undesirable consequences.

Sign in / Sign up

Export Citation Format

Share Document