Cosmas Maphosa

Displacing or Depressing the Lecture System: Towards a Transformative Model of Instruction for the 21 st Century University

Abstract Teaching and learning are fast becoming more pronounced as core functions of a modern university. Traditionally research took preeminence over teaching and learning in universities. Teaching approaches in universities have evolved over time owing to changes in philosophical assumptions underpinning teaching and learning. As most universities strive for excellence in teaching and learning, a critical reflection on pedagogy for the 21st century university is important. The transmission model of instruction draws from the banking concept in education where the teacher is the all-knowing authority and students are passive and dependent on the teacher. The paper exposes the shortcomings of the transmission model in comparison to strengths of the transformative approaches. In the paper the researchers further evaluate the inherent challenges of embracing transformative approaches in teaching and learning while showing ways of dealing with the challenges and work to involve students in knowledge production.

How Chaotic and Unmanageable Classr ooms Have Become: Insights into Prevalent Forms of Learner Indiscipline in South African Schools

Abstract The study sought to establish teachers’ insights into the most prevalent forms of learner indiscipline and ascertain how the insights reflect on safety and security in schools and classrooms. The study was a descriptive survey which employed a combination of quantitative and qualitative approaches. It looked into insights of 125 teachers selected from 15 independent schools in Mthatha district in the Eastern Cape Province of South Africa. Data were collected from teachers thorough a semi-structured questionnaire and interviews. The SAS/SAT statistical package version 17 was used to analyze the quantitative data. Qualitative data were analysed through content analysis on emerging key issues led to themes that guided analysis. The study found that the following forms of indiscipline: noisemaking, non-submission of work for marking, leaving learning materials at home, talking without teacher’s permission, teasing other learners, absenteeism, swearing at others and non-completion of given assignments were prevalent in schools participating in this study whereas truancy, bullying, threatening other learners, theft, verbal attacks on fellow learners, assault on fellow learners, graffiti on classroom and toilet walls, vandalising school property, verbal attacks on teachers, substance abuse, sexual harassment, and indecent assaults on female learners were prevalent major forms of indiscipline. The study concluded that there were numerous disciplinary problems in schools as reported by teachers ranging from the minor to more serious ones and recommends that teachers should be always on the lookout for different forms of learner indiscipline in schools and classes in an attempt to create safe and conducive learning environments.

Professionalization of Teaching in Universities: A Compelling Case

Abstract Discourse in university often revolves around that teaching is common sense business and that anyone can teach. University lecturers as experts in their disciplines often feel they are able to teach and it is up to students to learn. It is against such discourse that calls for the professionalisation of teaching in universities continued to grow. This view is against the argument that despite being discipline specialists, academic staff need special training in teaching and learning to be effective teachers. In this paper the researchers interrogate the issue of professionalisation of teaching in universities. The meaning of professionalization of teaching and what it really entails are examined. The researchers discuss reasons why it is necessary for teaching to be professionalised in universities by centering on the main responsibilities of a university teacher which are curriculum organisation, teaching, assessment and dealing with of adult learners. The researchers further propose a model that could be utilised in the professionalization of teaching by way of deliberate teacher training programmes, short courses as well as research and publication in teaching and learning issues. Such approaches allow the imparting to university academic staff members knowledge, skills and values that ensure better facilitation of learning.

The Nature and Causes of Parasuicide Cases Handled By Traditional Leaders in Hurungwe District in Zimbabwe

Abstract The paper reports on an investigation carried out to ascertain the nature and causes of parasuicide cases handled by traditional leaders, as traditional African counsellors, in Hurungwe district in Zimbabwe. The study utilized a qualitative survey design. Phenomenological interviewing was used to collect the data on a purposefully selected sample of two chiefs and ten headmen and eleven family elders. The sample consisted of twenty-one male and two female traditional leaders. Content analysis, through emerging themes, was used in analyzing the data. The study revealed that traditional leaders offered counselling to victims of diverse suicidal attempts which included hanging and taking poison. Cases of parasuicide were reportedly caused by avenging spirits, marital, family and love disputes, financial problems and terminal illnesses. The study concludes that traditional leaders handled parasuicide cases of different types and causes. Recommendations were made that assistance be offered to traditional leaders to be better prepared to deal with the magnitude and complexity of parasuicide cases.

Factors Affecting Female Students' Career Choices and Aspirations: A Zimbabwean Example

Abstract The study sought to investigate the factors affecting female students’ career choices and aspirations in selected Zimbabwean schools. The study adopted a qualitative approach and used focus group interviews with a convenient and purposive sample size of 20 high school girls. Data were analysed through content analysis as emerging key issues led to themes that guided the analysis and discussion. The study revealed that career choices and aspirations for girls are influenced by a whole range of factors most notable of which are gender role socialization, parental expectations, teacher attitudes, the gender-typing of school subjects studied as well as the gendered occupational landscape in which they exist. The study concluded that there is a strong need for significant others, especially parents and teachers, to help girls and females by deconstructing the gender-role stereotypes or perceptions of roles society considers appropriate for girls or boys. The researchers thus recommend that female students be empowered to aspire for a stake in occupations or careers traditionally regarded as male-domains. The school curriculum, teachers, parents and older siblings need to be supportive of the need to minimize gender stereotypes in school subjects and career choices.

Interrogating Factors Affecting Students' Epistemological Access in a South African University

Abstract The study sought to establish lecturers’ views on factors affecting students’ performance in one School in a South African University. This qualitative study utilised a case study design in which twenty-three purposefully selected practising lecturers participated in the study. Data were collected through individual interviews with participating lecturers in one School in a rural-based university in South Africa. Interview proceedings were audio-taped, transcribed and analysed. The results were cross-checked with the participants. Data were analysed through content analysis where emerging themes were noted. The study found that there were numerous positive factors that affected students’ academic performance that included the existence of some lecturers with teaching qualifications and some who had attended professional development courses in teaching, assessment and moderation, the use of varied ways of presenting module content and effective handling of assessment and feedback. There were also negative factors such as general students’ under-preparedness, inability to use available resources, the unavailability of teaching and learning space, laboratories as well as students challenges in academic writing and study skills. The study concludes that positive factors should be tapped to improve student academic performance while negative factors need redress. Recommendations were made in the light of key findings of the study.

Teacher Accountability in South African Public Schools: A Call for Professionalism from Teachers

Abstract Many times teachers hide behind “The Department”, “The Standards”, “The Examinations”, and “The Resources” when taken to task about their poor instruction and lack of adequate care for learners and commitment to duty. A lot of public funds are used to finance education. Such huge funding has to be justified through calls for responsibility and accountability in schools, particularly by teachers. There is a general view that if public schools were managed in exactly the same way private companies were managed and the reward and punishment for teachers was on the basis of how much students learnt, teaching and learning would improve in schools. Teachers often see themselves as teaching learners without critically reflecting on the extent to which they are accountable to parents of the learners and to the learners they teach. Such a lack of a complete understanding of the view that teachers as professionals have high levels of accountability often see teachers exhibiting unprofessional conduct in wanton disrespect and despise of parents and learners. In this paper the researchers explore the concept teacher accountability. They further examine the different types of accountability teachers have and also outline some of the elements of unprofessional conduct teachers exhibit due to lack of accountability. The reasons why teachers should be fully accountable to parents and learners are outlined. In this paper the researchers also outline conditions that should be in place before teachers are made accountable and they recommend the licensing of teachers and the introduction of performance-related incentives as some of the measures that to ensure teacher accountability in public schools in South Africa.

Teachers' Awareness of Their Role in Planning and Implementing School-based Curriculum Innovation

Abstract Centrally planned curriculum in most developing countries follows a centre-periphery approach in which curriculum planned by a central authority is simply handed down to teachers for implementation. However, teachers as curriculum implementers still have the room to adapt and adopt curriculum to suit the conditions they face in schools. We sought to ascertain teachers’ awareness of their role in planning and implementing school-based curriculum innovation. A quantitative-cum-qualitative descriptive survey design was used. A semi-structured questionnaire was used to collect data from a convenient sample of 242 teachers drawn from schools in one educational district in Zimbabwe. Interviews were also held with a purposeful sample of teachers who had responded to the questionnaire. The SPSS statistical package version 17 was used to analyze quantitative data. Qualitative data was analysed through content analysis as emerging key issues led to themes that guided analysis. It emerged from the study that teachers were generally aware of their role in the planning and implementation of school-based curriculum innovation but their understanding of their role was as limited as their understanding of the concept curriculum. The study recommends emphasis on curriculum theory as a key component of teacher training and the implementation of short in-service courses to enhance teachers’ knowledge of curriculum and their role in planning and implementing school-based curriculum innovation.

Implementation of Talent Management Strategies in Higher Education: Evidence from Botswana

Abstract The present study examined talent management practices of private higher education institutions (PHEIs) in Botswana. The prime objective of this study, therefore, was to investigate the different talent management strategies PHEIs in Botswana employ to effectively manage talent. This quantitative study utilized a survey design in which data were collected from a stratified random sample of 300 respondents. Data were collected using a structured questionnaire and analyzed statistically with the aid of the Statistical Package of Social Sciences (SPSS) version 21. Results of this study showed that talent management strategies of private higher education institution in Botswana are still work in progress due to lack of knowledge and ability by managers in these institutions to plan and implement talent management programs.

Interr ogating the Role of Academic Developers in the Promotion of Scholarly Teaching and the Scholarship of Learning and Teaching

Abstract In this paper the researchers sought to examine the role of academic developers in universities in the promotion of scholarly teaching (ST) and scholarship of learning and teaching (SOLT). The concepts scholarly teaching and scholarship of teaching and learning in higher education are explained and their differences outlined. The researchers further discuss the significance of SOLT in the enhancement of teaching and learning in higher education. In the paper the researchers also examine the role academic developers should play in ensuring the nurturing and development of SOLT among academics by suggesting practical activities academic developers should engage in ensuring the promotion of SOLT. Possible hindrances and challenges in academic developers’ role in promoting SOLT are also evaluated and solutions suggested.