Politics or Pedagogy?

2019 ◽  
pp. 26-56
Author(s):  
Ronel Blom
Keyword(s):  
South Africa ◽  
Conceptual Framework ◽  
Educational Value ◽  
Economic Problems ◽  
Learning Practices ◽  
Holistic Curriculum ◽  
Epistemological Views ◽  
Enhanced Learning ◽  
Value Of Learning ◽  
Critical Social

This chapter deals with the struggle in South Africa to make sense of the phenomenon of workplace-based learning. Education institutions and policymakers alike recognize that there is enormous value in the practice. However, this value is being interpreted from different perspectives: education institutions see the practice in terms of enhanced learning, while policymakers view workplace-based learning as a means to solve critical social and economic problems. Consequently, the opposing epistemological views may seriously undermine the educational value of learning through work. The chapter provides an analysis of the prevailing workplace-based learning practices in South Africa. Using an emerging conceptual framework to evaluate current practices, it was found that most practices could successfully enhance a holistic curriculum seeking to balance learning at institutions and work, as an important vehicle for enhanced learning.

scholarly journals Making sense of international variations in lesson study and lesson study-like practices

2018 ◽  
Vol 7 (3) ◽  
pp. 201-216 ◽  
Author(s):  
Brahm Norwich
Keyword(s):  
Conceptual Framework ◽  
Professional Learning ◽  
Lesson Study ◽  
Learning Approaches ◽  
Content Type ◽  
Group Problem Solving ◽  
Making Sense ◽  
Learning Practices ◽  
Learning Development ◽  
Definition Of

Purpose The purpose of this paper is to examine variations within lesson study (LS) practices and their connections with related traditions: teacher research/enquiry approaches, professional development models, professional learning communities and group problem-solving approaches. Questions are addressed about the relationships between different professional learning approaches in terms of definitions and frameworks. Design/methodology/approach Academic databases and website sources were searched in a purposive way to identify 20 practices associated with these traditions for comparative analysis. Findings A conceptual framework consisting of eight dimensions was constructed to account for the variations within and between these professional learning traditions: for instance, about the settings in which the practices take place, the purposes of the practices and the specific procedures involved. By illustrating how specific practices fitted within this framework it is concluded that the variations within the LS tradition are wide enough to make it difficult to identify a set of necessary and sufficient features of LS to distinguish LS practices from the other non-LS professional learning practices. Reasons are also given for considering whether a polythetic type of definition of professional learning/development practices might be constructed. Research limitations/implications The possibility for a more systematic review of professional learning approaches for the construction of a conceptual framework is discussed. Practical implications Ways in which this kind of conceptualisation can be useful in promoting clarity about professional learning practices and in developing these practices are discussed. Originality/value The originality of this paper lies in the construction of a conceptual framework to analyse similarities and differences within and between various professional learning traditions.

Does Facebook Provide Educational Value?

2014 ◽  
pp. 311-336 ◽  
Author(s):  
Stefania Manca ◽  
Maria Ranieri
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Management System ◽  
Ethical Issues ◽  
Technology Enhanced Learning ◽  
Educational Value ◽  
Research Areas ◽  
Emerging Trends ◽  
Educational Paradigms ◽  
Enhanced Learning

Facebook has received considerable attention in a number of research areas. However, its educational value has not been fully confirmed and results from the mainstream educational paradigms are contradictory. A number of experiences related to the educational use of Facebook as a technology-enhanced learning environment are also flourishing. In these, Facebook has been used as a unique, or at least as one, learning management system tool, or as a platform for educational purposes. This chapter focuses on these issues, providing a wide overview of the current literature on the educational value of Facebook considering both theoretical positions and empirical findings. Furthermore, a few preliminary guidelines about Facebook usage are provided, pertaining to pedagogical, institutional, technological, and ethical issues. The chapter finally provides some hints about emerging trends and areas that deserve further research, such as professional development, academic practice, and location-based learning.

Readiness of academic libraries in South Africa to research, teaching and learning support in the Fourth Industrial Revolution

2020 ◽  
Vol 41 (6/7) ◽  
pp. 355-368 ◽  
Author(s):  
Dennis N. Ocholla ◽  
Lyudmila Ocholla
Keyword(s):  
South Africa ◽  
Conceptual Framework ◽  
Information Literacy ◽  
Academic Libraries ◽  
Industrial Revolution ◽  
Academic Library ◽  
Theory And Practice ◽  
Library Services ◽  
Content Type ◽  
Fourth Industrial Revolution

PurposeIn this paper, we refer to the World Economic Forum in Davos, Switzerland, in 2016, where the concept of the Fourth Industrial Revolution (4IR) was coined by Klaus Schwab, with the reference that it would be building on “the Third, the digital revolution” and would be “characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres”. While acknowledging that the 4IR will impact on everything, everywhere, including research and libraries, we conceptualize 4IR, and we compare current academic library services/trends in South Africa with 4IR requirements, through the analysis of 26 public university library websites.Design/methodology/approachBesides conceptualization of 4IR, a content analysis of websites of 26 public universities’ libraries in South Africa was achieved followed up with verification of the data by respective libraries through a preliminary research report circulated to them by email. 23 areas were identified as the trends in academic libraries, which included free Wi-Fi in the libraries; 24/7 study areas and access to library resources on and off campus; research commons; makerspace; borrowing ICTs (e.g. laptops); e-resources; e-catalogues; research data services (RDS; RDM, IR); open scholarship; information literacy and reference/bibliographic tools, library as a publisher, among others. Data obtained were captured in Excel and analyzed by the research questions.FindingsThe 4IR concept does not occur often in literature, in relation to academic libraries, but it is implied. The findings show that the libraries are responding well to the revolution through their services, with remarkable innovation and creativity on display. There was a 64% presence of the analyzed trends/services in the libraries, with emerging trends/services such as library as a publisher (4%), robotics/AI (4%), makerspace (8%), RDS (27%), borrowing of ICTs/devices (19%) and user experience (19%) scoring low, while information literacy and digital scholarship (e.g. IR) (88%), e-catalogue and e-resources (92%), group study area (85%) and off campus access (77%) scoring above 75%. The scatter of the trends/services among the university libraries is noted for knowledge sharing of best practice.Research limitations/implicationsIn order to improve accordance with trends, academic libraries have to be better resourced, accessed and used, as well as improve web visibility. The study expects library services to be responsive, resourced and accessible anytime and anywhere, and it provides a conceptual framework and a benchmark for further research and exploration in the country, region and perhaps elsewhere.Practical implicationsThe study can be used for benchmarking current and future academic library services in Africa. The conceptual framework provides an agenda for theoretical discussions and deliberations.Social implicationsThe trends, framework and 4IR representations in the study can inform theory and practice in LIS, particularly in Africa.Originality/valueLinking 4IR to current and future library services provides a tool for academic libraries services benchmarking and development and provides a conceptual framework for theoretical and practical debates and implementation. The study is quite current and appropriate for the ongoing discussions of 4IR implications to academic libraries.

Incentive Guidelines for South African Tourism: Implications and Challenges in the Context of Developing Socio-Political Trends

1995 ◽  
Vol 1 (1) ◽  
pp. 17-31 ◽  
Author(s):  
Jonathan Z. Bloom ◽  
Frederik J. Mostert
Keyword(s):  
South Africa ◽  
Conceptual Framework ◽  
South African ◽  
Tourism Industry ◽  
Significant Issue ◽  
The South ◽  
Decision Matrix ◽  
Fiscal Incentives ◽  
Tourism Policy ◽  
The Government

The need for some form of support from governmental sources to advance the tourism industry by means of financial and fiscal incentives has become a significant issue. This article provides a comparison of incentives found internationally with those available in South Africa. Various shortcomings pertaining to the types of incentives provided are discussed. The main aim of the paper is to analyse three incentive options in the context of tourism policy together with a decision matrix which could be used by the government to make a choice between alternative options. A conceptual framework is provided which could form the basis for the government in its choice of incentives. The implications and challenges of providing incentives for the tourism industry are discussed in the context of developing socio-political trends within the South African environment

scholarly journals A conceptual framework for designing Ambient assisted living services for individuals with disabilities in Uganda and South Africa

2019 ◽  
Vol 8 ◽  
Author(s):  
Michael Kyazze ◽  
Janet Wesson ◽  
Kevin Naudé
Keyword(s):  
South Africa ◽  
Conceptual Framework ◽  
Assisted Living ◽  
New Technologies ◽  
Physical Disabilities ◽  
Ambient Assisted Living ◽  
Interaction Techniques ◽  
Individuals With Disabilities ◽  
Practical Guidelines ◽  
User Friendly

Background: Individuals with disabilities experience difficulty in using various everyday technologies such as computers and smartphones.Objectives: To propose a conceptual framework that will lead to the development of practical and user friendly assistive technology.Method: A literature review of challenges faced by individuals with physical disabilities was carried out. Interviews with adults with physical disabilities in Kampala, Uganda, and Port Elizabeth, South Africa, identified three main challenges with regard to using technology: using a mobile phone, controlling an electronic environment and using a computer.Results: The challenges identified can be solved by taking into consideration the needs of individuals with disabilities. However, the design of new technologies and interaction techniques, such as natural hand gestures and voice, as input mechanisms has able-bodied individuals in mind. Individuals with disabilities are considered as an afterthought. The main reason for this is that individuals with a disability are a minority and hence it may not make economic sense for technology innovators to cater for their unique needs. A lack of practical guidelines on how to design for individuals with disabilities is another reason why designing for individuals with disabilities is often an afterthought.Conclusion: This article proposes a conceptual framework that can be used by researchers and technology designers in order to design products that could cater for the unique needs of individuals with disabilities. The article also emphasises the importance of exploring alternative interaction techniques, as they could enable individuals with disabilities to fully utilise technologies such as smart phones, computers and smart home electronics.

Orchestrating technology enhanced learning: a literature review and a conceptual framework

2011 ◽  
Vol 3 (6) ◽  
pp. 583 ◽  
Author(s):  
Luis P. Prieto ◽  
Martina Holenko Dlab ◽  
Israel Gutié ◽  
N.A. rrez ◽  
Mahmoud Abdulwahed ◽  
...  
Keyword(s):  
Literature Review ◽  
Conceptual Framework ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

Language Policy and Politics

2020 ◽  
pp. 812-820
Author(s):  
Kembo Sure
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Conceptual Framework ◽  
Language Policy ◽  
Behavior Patterns ◽  
Language Behavior ◽  
Public Recognition ◽  
Access Services ◽  
Policies And Practices

The chapter is a discussion of the nexus between language policy and the national sociopolitical policies and practices with regard to the distribution of opportunities, human rights, values, recognition, freedom, equity, fairness, and the resolution of disputes. Examples from Africa are discussed using a modified conceptual framework adopted from Patten (2001) in which he argues that “a language enjoys public recognition when it is possible to access services and/or conduct public business in that language.” Using the examples of South Africa and Ethiopia we see how the official multilingualism model fails to promote all languages in a complex plurilingual polity, as it inadvertently promotes strong languages to the detriment of weaker ones. The use of the language rationalization model also failed in Kenya, Tanzania, and Somalia, where the state’s tinkering with language behavior patterns only helps to privilege some languages and disadvantage others.

A Spatial Model of Authority-Dependency Relations in South Africa

1975 ◽  
Vol 13 (3) ◽  
pp. 483-490 ◽  
Author(s):  
Charles F. Schmidt
Keyword(s):  
South Africa ◽  
Conceptual Framework ◽  
South African ◽  
Spatial Model ◽  
The South ◽  
Alternative Means ◽  
Spatial System ◽  
Dependency Relations ◽  
The Many

Solutions to old problems are sometimes found in new paradigms and models which provide alternative means of approach and analysis. It is suggested here that South Africa's socio-economic and political problems, stemming from the country's multi-ethnic structure, may be viewed within a conceptual framework that emphasises the spatial dimensions of the associated conflict. A model suitable for understanding this will stress the many disparities and tensions between the white core élites and those black counter-élites – including the leaders in the Homelands – who are emerging from the subdominant peripheral groups. Moreover, an analysis of the interaction between core and periphery will highlight the transformation necessary to reduce and resolve the conflict between whites and blacks in the South African spatial system and so promote their more equitable development?

scholarly journals Engaged and Activist Scholarship for Socio-Economic Development in South Africa: A Conceptual Appraisal

2019 ◽  
Vol 1 (1) ◽  
pp. 23
Author(s):  
Paulin Mbecke
Keyword(s):  
South Africa ◽  
Economic Development ◽  
Human Rights ◽  
Conceptual Framework ◽  
Engaged Scholarship ◽  
Socio Economic Development ◽  
Activist Scholarship

<p><em>The debate around scholarship (engaged and activist) is new in South Africa. Currently, the practice of engaged scholarship and activist scholarship is poor or quasi-inexistent, yet, it is believed that these two approaches can contribute to human rights activism which favours socio-economic development. This paper identifies the patterns and principles of engaged scholarship and activist scholarship and their connection with socio-economic development. It argues that effective engaged and activist scholarship programmes can contribute to and facilitate socio-economic development. Thus, the paper suggests a model outlining four key principles forming a conceptual framework for an effective engaged scholarship and a supporting activist scholarship model that facilitates the awareness and participation of communities in socio-economic development efforts.</em></p>

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