scholarly journals Exploration of the academic lives of students with disabilities at South African universities: Lecturers’ perspectives

2017 ◽  
Vol 6 ◽  
Author(s):  
Oliver Mutanga ◽  
Melanie Walker
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Human Rights ◽  
Students With Disabilities ◽  
South African ◽  
Literature Report ◽  
Persons With Disabilities ◽  
Policy Debates ◽  
South African Universities ◽  
Academic Lives

Background: A decade has passed since South Africa signed and ratified the Convention on the Rights of Persons with Disabilities, a human rights treaty that protects the rights and dignity of people with disabilities. However, not much have changed for students with disabilities. Objectives: The aim of this study was to explore lecturers’ experiences with, and perspectives on, disability as well as with students with disabilities. It was hoped that this would contribute to the ongoing policy debates about diversity, inclusion and support for students with disabilities at universities.Methods: In an effort to understand the lives of students with disabilities better, a study which included students with disabilities, lecturers and disability supporting staff was conducted at two South African universities – University of the Free State and University of Venda. The paper takes a snapshot view of four lecturers and their perceptions of the lives of students with disabilities at their respective universities. Results and Conclusion: Although most disability literature report students with disabilities blaming lecturers for their failure to advance their needs, this paper highlights that the education system needs to be supportive to lecturers for the inclusive agenda to be realised. An argument is made for a more comprehensive approach towards a national disability policy in higher education involving many stakeholders. Without a broader understanding of disability, it will be difficult to engage with the complex ways in which inequalities emerge and are sustained.

scholarly journals Wheelchair users, access and exclusion in South African higher education

2017 ◽  
Vol 6 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Ad Hoc ◽  
Persons With Disabilities ◽  
Wheelchair Users ◽  
Staff Members ◽  
Leading Role ◽  
South African Universities ◽  
The Right

Background: South Africa’s Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities.Objectives: To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures.Method: We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa.Results: Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users.Conclusion: South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.

scholarly journals Designing a Model for Facilitating the Inclusion of Higher Education International Students with Disabilities in South Africa

2018 ◽  
Vol 6 (4) ◽  
pp. 168-181
Author(s):  
Nina (HG) Du Toit
Keyword(s):  
Higher Education ◽  
South Africa ◽  
International Students ◽  
Students With Disabilities ◽  
South African ◽  
Higher Education Institutions ◽  
African Students ◽  
Persons With Disabilities ◽  
Education Environment ◽  
Role Players

Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.

scholarly journals Reimagining pedagogy for theological education at a South African University: An ethnographic exploration

2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Lindie Denny ◽  
Cas Wepener
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Practical Theology ◽  
Theological Education ◽  
Cultural Anthropology ◽  
Special Focus ◽  
South African Universities ◽  
Long Time ◽  
Curriculum Transformation

Curriculum transformation within Higher Education has been an ongoing process within South Africa Universities. For a long time, apartheid and the conception of race have shaped the education framework. Recently, decolonisation discourses have led to a rethinking about Curricula of Higher Education. Theological Education has been highlighted, as theological faculties within Universities perpetuate European epistemologies. In order to contribute towards curriculum transformation in South Africa, pedagogy for theological education within South African Universities is explored in this article, and a new praxis theory for a reimagined pedagogy is presented. This article presents only part of the research conducted within a South African University. A description and analysis of the empirical research are provided together with a reimagined pedagogy for theological education at a South African University.Intradisciplinary and/or interdisciplinary implications: The research was performed within the field of Practical Theology with a special focus on pedagogy; however, inter-disciplinary insights were gained from fields such as Education and History, and on an intra-disciplinary level, the research used qualitative methods from Cultural Anthropology and Rituals Studies to empirically study pedagogy as a practice.

scholarly journals Anchored in Place: Rethinking the university and development in South Africa

2018 ◽  
Author(s):  
Leslie Bank ◽  
Nico Cloete ◽  
François van Schalkwyk
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Local Level ◽  
National Policy ◽  
Policy Framework ◽  
Higher Education System ◽  
Education Planning ◽  
South African Universities ◽  
The University

Tensions in South African universities have traditionally centred around equity (particularly access and affordability), historical legacies (such as apartheid and colonialism), and the shape and structure of the higher education system. What has not received sufficient attention, is the contribution of the university to place-based development. This volume is the first in South Africa to engage seriously with the place-based developmental role of universities. In the international literature and policy there has been an increasing integration of the university with place-based development, especially in cities. This volume weighs in on the debate by drawing attention to the place-based roles and agency of South African universities in their local towns and cities. It acknowledges that universities were given specific development roles in regions, homelands and towns under apartheid, and comments on why sub-national, place-based development has not been a key theme in post-apartheid, higher education planning. Given the developmental crisis in the country, universities could be expected to play a more constructive and meaningful role in the development of their own precincts, cities and regions. But what should that role be? Is there evidence that this is already occurring in South Africa, despite the lack of a national policy framework? What plans and programmes are in place, and what is needed to expand the development agency of universities at the local level? Who and what might be involved? Where should the focus lie, and who might benefit most, and why? Is there a need perhaps to approach the challenges of college towns, secondary cities and metropolitan centers differently? This book poses some of these questions as it considers the experiences of a number of South African universities, including Wits, Pretoria, Nelson Mandela University and especially Fort Hare as one of its post-centenary challenges.

scholarly journals Higher Education Cloud Computing in South Africa: Towards Understanding Trust and Adoption issues

2014 ◽  
Vol 55 ◽  
Author(s):  
Karl Van Der Schyff ◽  
Kirstin Krauss
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Cloud Computing ◽  
Information Security ◽  
South African ◽  
Topic Area ◽  
Theoretical Contribution ◽  
Specific Focus ◽  
Key Stakeholders ◽  
South African Universities

This paper sets out to study the views of key stakeholders on the issue of cloud information security within institutions of Higher Education. A specific focus is on understanding trust and the adoption of cloud computing in context of the unique operational requirements of South African universities. Contributions are made on both a methodological and theoretical level. Methodologically the study contributes by employing an Interpretivist approach and using Thematic Analysis in a topic area often studied quantitatively, thus affording researchers the opportunity to gain the necessary in-depth insight into how key stakeholders view cloud security and trust. A theoretical contribution is made in the form of a trust-centric conceptual framework that illustrates how the qualitative data relates to concepts innate to cloud computing trust and adoption. Both these contributions lend credence to the fact that there is a need to address cloud information security with a specific focus on the contextual elements that surround South African universities. The paper concludes with some considerations for implementing and investigating cloud computing services in Higher Education contexts in South Africa.

scholarly journals Preparation of students with disabilities to graduate into professions in the South African context of higher learning: Obstacles and opportunities

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Sibonokuhle Ndlovu ◽  
Elizabeth Walton
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Theory And Practice ◽  
The South ◽  
Negative Attitudes ◽  
Self Advocacy ◽  
Persons With Disabilities ◽  
Education Support ◽  
Professional Degrees

Background: Persons with disabilities continue to be excluded from professions in South Africa despite legislation on non-discrimination and equity. Objectives: We sought to identify both the opportunities and obstacles that students with disabilities face in professional degrees. Method: Selected texts from the South African and international literature were analysed and synthesised. Results: Students with disabilities are afforded opportunities to graduate into professions through the current climate of transformation, inclusion and disability policies, various support structures and funding. These opportunities are mitigated by obstacles at both the higher education site and at the workplace. At university, they may experience difficulties in accessing the curriculum, disability units may be limited in the support they can offer, policies may not be implemented, funding is found to be inadequate and the built environment may be inaccessible. Fieldwork poses additional obstacles in terms of public transport which is not accessible to students with disabilities; a lack of higher education support extended to the field sites, and buildings not designed for access by people with disabilities. At both sites, students are impacted by negative attitudes and continued assumptions that disability results from individual deficit, rather than exclusionary practices and pressures. Conclusion: It is in the uniqueness of professional preparation, with its high demands of both theory and practice that poses particular obstacles for students with disabilities. We argue for the development of self-advocacy for students with disabilities, ongoing institutional and societal transformation and further research into the experiences of students with disabilities studying for professional degrees.

scholarly journals Editorial

2015 ◽  
Vol 18 (1) ◽  
pp. 0-0
Author(s):  
Christa Rautenbach
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Native Americans ◽  
South African ◽  
Basic Education ◽  
Mentally Ill Offenders ◽  
Specific Reference ◽  
Constitutional Court ◽  
Persons With Disabilities ◽  
Kwazulu Natal

The first edition of 2015 boasts 13 contributions dealing with a variety of topics. The first article, by Ben Coetzee Bester and Anne Louw, discusses the persistence of the "choice argument", which is based on the rationale that domestic partners who choose not to marry cannot claim spousal benefits, and arrives at the conclusion that legislation should differentiate between registered and unregistered domestic partnerships for the purpose of spousal benefits. Ernst Marais has written two articles on expropriation. In the first he examines the meaning and role of state acquisition in South African law and in the second he deals with the distinction between deprivation and expropriation in the light of Agri South Africa v Minister for Minerals and Energy 2013 4 SA 1 (CC), where the Constitutional Court recently revisited the distinction between the two concepts and held that the distinguishing feature of expropriation is that it entails state acquisition of property, whilst deprivation takes place where there is no such acquisition. The fourth article, by Emeka Amechi, explores the measures taken by the National Recordal System and Disclosure of Origins in leveraging traditional knowledge within the structure, content and conceptual framework of the patent system in South Africa. The South African Companies Act and the realization of corporate human rights responsibilities is the focus of Manson Gwanyanya's article. He comes to the conclusion that the wording of the Act is such that it prevent human rights abuses by companies. In her contribution Melanie Murcott discusses the development of the doctrine of legitimate expectations in South African law and the failure of the Constitutional Court to develop the doctrine even further in the recent case of Kwazulu-Natal Joint Liaison Committee v MEC for Education, Kwazulu Natal. The second last article, which is by Lucyline Murungi, considers the implementation of the UN Convention on the Rights of Persons with Disabilities (2006) to provide for inclusive basic education in South Africa, and the last article, which is by Matome Ratiba, examines the significance of places of worship for Native Americans and demonstrates the valuable lessons South Africa could learn from the earth jurisprudence that has developed in the USA and elsewhere. The first note, authored by Magdaleen Swanepoel, discusses legal issues with regard to mentally ill offenders with specific reference to the cases where mental illness is raised as a defence in criminal cases. The second note, by Michelle Fuchs, deals with recent legal developments relating to the formalities involved when a mortgagee wants to declare immovable property executable to satisfy outstanding debt. The last contribution in this edition is a case note by Elmarie Fourie. She considers the question of what constitutes a benefit in terms of section 186(2) of the Labour Relations Act 66 of 1995, which was examined in Apollo Tyres South Africa (Pty)Ltd v CCMA 2013 5 BLLR 434 (LAC).      

scholarly journals The expenditure and foreign revenue impact of international students on the South African economy

2011 ◽  
Vol 4 (2) ◽  
pp. 391-406 ◽  
Author(s):  
Naum Aloyo ◽  
Arnold Wentzel
Keyword(s):  
Higher Education ◽  
South Africa ◽  
International Students ◽  
South African ◽  
Impact Analysis ◽  
Balance Of Payments ◽  
Economic Effects ◽  
Nelson Mandela ◽  
Internationalisation Of Higher Education ◽  
South African Universities

In South Africa, there is still no clear policy of internationalisation of higher education, partly due to limited research. So far, only two efforts – at Nelson Mandela Metropolitan University (NMMU) in 2004 and Rhodes University in 2005 – have been made to determine the expenditure and foreign revenue impact of international students on South Africa. Each of these papers sampled only a single university, so they are of limited use for national impact analysis. To build on these studies, this research was conducted at six South African universities that admit the largest number of international students and also included the economic effects of spending items hitherto neglected. We show that international students (mainly from Africa) contribute significantly to South African GDP and balance of payments, but that South Africa still lags behind in exploiting and enhancing these benefits.

scholarly journals Foremost causes of high academic turnover rate at some South African universities

2016 ◽  
Vol 7 (2) ◽  
pp. 106-114
Author(s):  
Solly Matshonisa Seeletse ◽  
Joel Lehlaba Thabane
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Turnover Rate ◽  
Higher Education Institutions ◽  
Monetary Cost ◽  
Exit Interviews ◽  
The Poor ◽  
South African Universities

The paper focuses on experiences of resigning academics in higher education institutions (HEIs) of South Africa. The concern was the huge monetary cost involved, and student delays due to these resignations. The networks of the researchers benefitted this study by being alerted to resignations of academics in HEIs and arranging some of the interviews that were held. In some cases, exit interviews were also used. The study shows that these HEIs are negligent by failing to develop the appropriate policies for the new dispensation, and the bad practices of appointing managers. In addition, the improperly appointed managers lack skill and knowledge in management. As a result they discriminate, victimize and make job unbearable for some employees. Some of these employees who end up rising. Moreover, the decisions taken by the improperly appointed managers are also not monitored. Hence,the poor decisions made are not being over-ruled. The recommendations are that policies should be designed to align with the laws stated, and suitably experienced and qualified officials be appointed to enforce the policies. Also, interventions are needed regarding the powers given to improperly appointed managers

scholarly journals Public pastoral care as nexus and opportunity for a transformed practical theology within decolonisation discourse in South African higher education

2018 ◽  
Vol 52 (1) ◽  
Author(s):  
Vhumani Magezi
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Pastoral Care ◽  
South African ◽  
Practical Theology ◽  
Current Situation ◽  
African Higher Education ◽  
The World ◽  
South African Universities ◽  
South African Higher Education

The discussion on decolonisation of universities that started in 2015 has been raging in different spaces within South Africa and other parts of the world. The question of the relevance of the curriculum in universities, which is a curriculum that is responsive to South African and African issues, has come to the forefront. The discipline of Theology has also been challenged to reflect on its curriculum. Given these developments, this article considers practical theology within the on-going discussion of decolonisation in South African universities. In doing so, it attempts to address the question: What are some of the issues to consider in decolonisation of practical theology in South Africa universities? Firstly, the article sketches the background to the context of the discussion. Secondly, it provides a synopsis of the discussion of decolonisation in universities. Thirdly, it highlights some colonial entanglements of practical theology evident from the current situation. Fourthly, it proposes pointers for basic steps towards decolonisation of practical theology. Fifthly, it concludes by highlighting the threats to the proposed decolonisation attempts. The article assumes a coloniality and decoloniality framework even though it is not explicitly stated.

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