Victor Justice Pitsoe

The challenges and prospects of access to higher education at UNISA

This article debates access and success at the University of South Africa (UNISA). UNISA is an open distance learning (ODL) institution that provides higher education opportunities to working adults who would otherwise not have the opportunity to acquire a higher education qualification at full-time contact institutions. The article sketches the challenges and prospects of ODL. It teases out the challenges of ODL articulation, learner support, recognition of prior learning, and poor throughput rate. Substantively though, the article argues a case for well managed ODL programs to provide access to quality higher education to previously marginalised individuals and to enable developing countries such as South Africa to make a meaningful contribution to the global economy through knowledgeable citizenry and workforce.

Teacher Attrition in South Africa: Trends, Challenges and Prospects

Abstract Teacher attrition is a universal challenge and has a negative impact on global policies. A growing body of research around the world shows that most countries are experiencing a substantial decline in meeting their teacher demand. In this article, I argue that teacher attrition has far-reaching implications for the quality of teaching and learning and for the achievement of Education For All (EFA) and Universal Primary Education (UPE) targets and Millennium Development Goals (MDGs). Drawing from the incentive theory of motivation and teacher attrition literature, this article (1) explores the emerging trends in teacher attrition and the challenges it presents; (2) critically analyses the South African teacher retention policies; (3) investigates the implications of teacher attrition on the quality of teaching and learning; (4) explores different avenues to reduce teacher attrition rate; (5) proposes a framework of rethinking teacher attraction and retention policies.

Teaching Values in Education as a Political Act for Social Change

Abstract The concept of values education has gained popularity and is amongst one of the fastest growing approaches in the world, supported by policy makers, educationists and governments. It plays a fundamental role in the development of an active citizenry of a country; and encourages adults to model values and to give time for reflective practices that empower individuals to be effective students and good citizens. In line with this, the shift towards the democratic dispensation in South Africa has far reaching implications in the dominant value system. The purpose of this article is to explore the role of the schools in promoting social change. Drawing from critical pedagogy framework and Bourdieu’s Social Reproduction Theory, this article argues that teaching values education, as a political act, can serve to challenge, enforce, or reconstruct societal norms and values.

The Changing Landscape in the Conditions of Service for Teachers in South Africa

Abstract This article highlights the changes in the conditions of service for teachers in South Africa. Prior to 1994, teachers used to get salary increments without being evaluated. Using Clarke’s Situational Matrix theory, this article explores the conditions of service of teachers with the Occupational Specific Dispensation in South Africa. Occupational Specific Dispensation is to ensure efficient and effective labour relations and improved conditions of service for educators. Occupational Specific Dispensation, among others, focuses on fifteen core management criteria for assessing performance of employees; and requires an employee to have a Personal Development Plan (PDP). The purpose of the PDP enables the manager/principal and the employee/educator in identifying skills development requirements and to agree on steps to be followed in addressing those gaps.

Teaching human rights education: a Foucauldian Discourse

Abstract There is a growing interest in Human Rights Education in both developed and developing countries. In spite of the array of changes in the education policy, namely state infrastructure and legislation, there is a missing link between theory and practice in the South African education policies. This article sets out to investigate the discrepancy between theory and practice in the South African education policies. It seeks to make a modest contribution to the teaching of HRE theory and practice. Drawing from Gramsci’s framework and Foucault’s theory of discourse, this article: (1) conceptualises human rights education; (2) investigates the genesis of human rights education; (3) explores Foucault’s theory of discourse and Human Rights Education; (4) argues teaching Human Rights Education as practice of hegemony; and (5) analyses the post-apartheid education policies in terms of the human rights included in the curriculum.

Quality and Quality Assurance in Open Distance Learning (ODL) Discourse: Trends, Challenges and Perspectives

Abstract Quality assurance in higher education is a global concern. With the increasing acceptance of Open Distance Learning (ODL) as widening access to higher education in the developed and developing countries, research suggests that it has become increasingly crucial that quality assurance process is developed and maintained if the ODL provision is to be relevant and more functional that the products recognized the conventional higher education in emerging open learning environment. Accordingly, this article does not only seek to contribute to the global discourse in the promotion of quality assurance, it explores trends, challenges and perspectives in quality assurance in ODL. Drawing from Moscovici’s social representations theory and Schon’s reflective practice, we argue quality assurance as an ideology and a reflective practice.

From an Instructionist to a Constructivist Classroom Management: A Dialogue

Abstract Since the democratic era, South Africa’s the Department of Basic Education implemented Curriculum 2005 and National Curriculum Statement policies in the public schools. However, during the training of teachers on these flawed Curriculum 2005 and National Curriculum Statement policies, much time was devoted to teaching them about the principles of learner-centred teaching approach and the outcomes to be achieved. Very little attention, if any, was given to training them on changing their approach to classroom management. Drawing from Paulo Freire’s work, Nieuwenhuis’ Matrix of Paradigmatic Value Systems and social constructivism, this paper argues that classroom management in a learner-centred setting should be approached from a situational perspective.

Teaching Practice as Communities of Inquiry

Abstract Often teaching practice is seen as a single, linear process and not as a multi-connections process with focal points at various sub-components of the process. Within each component, education world-wide is faced with pressures which are controlled and managed at most or partly or never managed. Although these pressures or challenges are numerous and complex, the level of challenge or pressure varies. In this paper the researchers argue that teaching practice as a component of teacher education needs to be framed as communities of inquiry, in order to underscore the interconnectedness and reflexive nature of the teaching practice environment, and how such an approach would enhance organisation and insights into the teaching practice process, and could therefore be applied as an organiser of teaching practice (TP) in an open distance learning (ODL) context.

Education Managers' Perceptions of Teamwork: A Pilot Case Study in the Nkangala District, South Africa

Abstract The objectives of the pilot case study carried out in the Nkangala District in South Africa were twofold: Firstly, to determine whether a quantitative measuring instrument could be designed to measure the perceptions of education managers on teamwork in schools; secondly, to determine teamwork training needs of school managers through the application of the instrument. The questionnaire administered to 23 education managers determined their perceptions and training needs in ten aspects of teamwork identified through a literature study. The results for five aspects are presented in the article, while the rest are shortly summarised. The analysis results on scale reliability proved it was possible to design and test manager perception trends reliably, which could then be used to determine training needs in effective teamwork.

Globalization, Sustainability and Ethics: What are the Critical Links for Present and Future Generations?

Abstract Global policy imperatives, implemented through United Nations (UN) social organs, have undoubtedly refocused humanity’s commitment to responsible and accountable agendas directed at resolving global challenges and crises in environmental, ecological and development complexities and uncertainties and contradictions in the understanding of present day realities. All these policy obligations imply bold steps to re-orientate educational, cultural and environmental programmes towards possibilities to foster human and ecological wellness. Sometimes it is less obvious that the linkages are emerging from ordinary people’s (grassroots) local practice, which is then being utilized to shape and inform ‘global powerful ideas’ for ethically grounded and sound practice. The purpose of this document review is to critique the various linkages that exist between the global obligatory policies and their intended practice on the ground. The critique highlights the linkages between globalization, environment, sustainable development and ethics. It advances the notion of the multiplicity and interconnectedness processes of knowledge creation.