Severino Machingambi

Causes and Structural Effects of Student Absenteeism: A Case Study of Three South African Universities

Abstract The aim of the study was to investigate the extent of student absenteeism in selected universities in South Africa, explore the reasons why student absent themselves from classes and examine the implications of student absenteeism. The study adopted the mixed methodology and used a survey research design as the operational framework for data gathering. Data were collected by self administered questionnaires and interviews with one hundred and twenty-six students from three universities in South Africa. The study revealed that student absenteeism is rampant in the universities under study due to reasons such as: lack of subject interest, poor teaching strategies by lecturers, unfavourable learning environment, too much socialization, part-time jobs to augment meagre bursaries granted by various sponsors and poor relations with the lecturers. The study also found an inverse relationship between student absenteeism and course performance.

Post Graduate S tudents' Experiences with Research Supervisors

Abstract This study examined the experiences and challenges of post graduate students with research supervisors. The study adopted an interpretive qualitative research methodology and a case-study research design. Data were collected through face-to-face interviews with 40 post graduate students from 2 South African Universities in the Eastern Cape Province. In addition, questionnaires were also used as the main instrument of obtaining the feedback from the students. The study found that only a few students claimed satisfaction with their supervisors. However, it is noticed that a significant percentage (75%) of respondents are not satisfied at all with supervisors’ feedback in relation to their research work. Their insufficient knowledge of the relevant field, change of supervisors due to transfer to other institutions, lack of supervisory support and supervisor’s other work load have been identified as challenges facing some of the post graduate students in this study. The study recommends training of supervisors in research supervision. Issues to be addressed in the training of supervisors should include training in research methodology, technical expertise, managing the supervision relationship, quality control, providing constructive criticism and feedback and ethical concerns.

University Lectur ers' Perceptions of Students Evaluation of Their Instructional Practices

Abstract This article examines lecturers’ perceptions of student evaluations on their instructional practices. A total of sixty lecturers from an institution of higher learning in South Africa participated in the study. Data were collected through a researcher- constructed 20–item Likert-type questionnaire. Data were analysed using frequency tables and the discussion revolved around the three research questions that formed the pillar of the study. The study established that generally university lecturers had negative perceptions of students’ evaluation of their instructional practices. The study specifically revealed that while lecturers were sometimes positive about the use of results of student evaluations for formative purposes, they were strongly opposed to the use of such information for summative purposes. The study, therefore, recommends that student evaluations of teaching must always be triangulated with other multidimensional evaluation methods so as to increase validity and reliability in the evaluation of teaching effectiveness in higher education.

Is Access to Higher Education a Sufficient Condition for Social Equity in South Africa? A Critical Analysis

Abstract Access to higher education in South Africa has become an urgent imperative after the demise of apartheid in a bid to redress the inequities of the past. This has given rise to the massification of higher education and the phenomenal increase in the number of students participating in higher education. As a direct consequence, debates and discourses in Higher Education (HE) have foregrounded access as a key component of successful higher education transformation. However, critics have argued that debates and discourses in higher education that are only driven by access as measured by rates of participation remain largely ineffective if they do not pay sufficient attention to access as measured by success and graduation rates as well as the quality of graduates produced. This is equal to saying that students of all races and social classes who participate in higher education should have equal chances of success in higher education so as to bring about social equity and equal educational opportunity in society. This paper, therefore, argues that while the issue of access to higher education is a necessary step towards social equity in South Africa, it is however, not sufficient on its own to bring about this noble ideal.

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.

What's the Use of Induction Courses? A Case Study of Three South African Universities

Abstract The provision of education for all children has resulted in huge increases in enrolment. The new staff induction can therefore help staff better understand higher education in the South African context. The aim of the study was to analyse the impact of the academic staff induction programmes in 3 Universities in South Africa. The study adopted the qualitative interpretive research methodology. Data were collected by self administered questionnaires and interviews with thirty-six lecturers. The findings revealed that academics are left on their own to work things out and only receive guidance and support very late during the course of the year. Universities are therefore encouraged to conduct induction workshops as soon as the new staff member arrives at the station.

A SWOT Analysis of the Rise and Pedagogical Implications of the Social Constructivist Epistemology in Educational Practice

Abstract In this paper the researchers argue that constructivism is a term that should be used with caution because of its multifarious nature. It is widely used in many disciplines with very different meanings that make it appear ‘like a chimera’ creature whose real identity is a subject of debate. For instance, in education where it has been widely embraced as a modern progressive pedagogy as opposed to the traditional ‘jug and mug’ or banking concept (Freirre 1990), it is also used with many and varied meanings, for example, to describe learning and teaching as well as curricula and assessment. The researchers explore the rise of the social constructivist epistemology by focusing our attention on the Strengths, Weaknesses, Opportunities and Threats (SWOT) of the approach in pedagogical terms. In doing so, the researchers draw from the views of both apologists and critics of the social constructivist epistemology. The paper is basically a conceptual theoretical discursive analysis of a seemingly popular teaching philosophy. The analysis therefore unfolds with an examination of the genesis and development of the social constructivist epistemology and proceeds with a discussion of the merits and insights generated by the approach in pedagogical terms. This implies that the opportunities and threats the epistemology offers to classroom practitioners are dealt with. The paper thus seeks to offer a critique of the constructivist epistemology in education through the SWOT analysis strategy.

Philosophy for Children: A Possible Starting Point for Democratic Citizenship in Africa?

Abstract In this paper, the researchers suggest that the engagement of children in philosophical enquiry from an early age can help prepare them for democratic citizenship and help to create future leaders in Africa who are tolerant, respectful of others, committed to social justice and appreciative of the ‘otherness’ of the ‘other’. Although the desire for freedom may be innate, knowledge of how democracy functions must be taught and learnt. The researchers argue that the skills and values of democracy are socially learnt rather than innate and thus need to be modelled in formal schools. To this end, they posit that any society that wishes to remain free needs to ensure that its citizens (including children) are well educated in the theory and practice of democracy. The paper offers a critical philosophical exploration of the Matthew Lipman-initiated Philosophy for Children programme and the influence it may have on the production of democratic citizens.

Perceived Challenges of Implementing the Performance Management System in Zimbabwe

Abstract The study examined the challenges experienced by teachers when implementing the performance management system (PMS) in Zimbabwean high schools. A qualitative survey design was used. Forty school teachers and five school heads participated in the study. The sample for teachers was randomly selected while the school heads were purposively selected from five high schools in Masvingo province of Zimbabwe. Data were collected using questionnaires and interviews in this study. The study found that lack of training on performance management (PM), abuse of the system by school heads, failure by school management to provide staff development programmes, lack of meaningful reward as well as shortage of resources were the major obstacles affecting the implementation of the system. Recommendations thus mainly focused at ways of mitigating such challenges so as to revitalise the PMS.

The Impact of Globalisation on Higher Education: A Marxist Critique

Abstract Globalisation has for long been hailed as a process that brings with it immense benefits to society, social development and social systems. The globalisation process is largely credited for helping to create diversified and flexible learning systems as well as improved quality in communication systems that lead to greater efficiency in the delivery of Higher Education (HE). This view depicts globalisation as a process that is largely benevolent to society. However, this view has earned damaging criticism from Marxist scholars who among other things argue that globalisation tends to transform the higher educational system from a public service to a commercial commodity that is sold for profit with the ultimate result that students from lower social classes would not afford it. The critical issue is that globalisation imposes values and ethos in the HE system that lead to increased educational inequality and social disharmony. This conceptual paper adopts a Marxist theoretical approach to reflect and analyse the impact of globalisation on higher education (HE) practices and processes. It specifically explores how issues of access, equity, funding and national culture are constrained by forces of globalisation. It is based on a study of local and international literature on globalization. The paper also argues that values contained in the global HE system tend to neglect the rich cultures of developing societies and hence university leaders and governments are cautioned not to embrace globalisation uncritically.