Department of Applied Educational Sciences

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Browsing Department of Applied Educational Sciences by Subject "Africa"

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    A systematic review on the fourth industrial revolution: African basic schools' readiness
    (Jurnal Bidang Pendidikan Dasar, 2023) Awodiji, Omotayo Adewale; Katjiteo, Ancia
    This systematic review's primary goal is to determine how prepared African basic schools are for implementing 4IR tools and how well-versed in 4IR the teachers in African basic schools are. A systematic review approach was adopted. Data base such as Johannesburg e-library, ProQuest, and Google scholar was used to search for relevant study used. It was determined that the findings were valid and rigourous through the use of PRISMA. Out 106,859 resource generated, the review included 18 studies that met the inclusion and exclusion criteria. The study highlights the necessity for African basic schools to enhance their preparedness for the Fourth Industrial Revolution (4IR). Funding is crucial to provide the necessary 4IR infrastructures, suggesting the allocation of resources by the African government for procurement and deployment of 4IR tools. Additionally, implementing a program to train teachers and school leaders in 4IR technologies is recommended to enhance their capabilities
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    Education for democratic citizenship and cosmopolitanism: The case of the republic of Namibia
    (2011) Shanyanana, Rachel N.
    This thesis analyses some of the major education policies in Namibia since the introduction of a democratic government in 1990. The analysis reveals that democratic participation through stakeholder representatives is an ideal framework to promote democracy in education discourses, that is, in policy formation, school governance and teaching and learning. However, there is a dilemma of a lack of inclusion, which is incommensurable with modern democratic theorists' conceptions of democratic citizenship (both Western deliberation and African ubuntu). The thesis asserts that Namibia's historical and cultural background has to be taken into consideration if a defensible democratic citizenship education is to be engendered and advanced. An examination and interpretation of the three phases of Namibia's historical background, its pre-colonial, colonial/apartheid and post-apartheid education systems, were carried out in order to understand the current state of education and the type of citizens the country is developing through its education system. Central to this investigation were different conceptions of democratic citizenship, which indicate that deliberation, inclusion, equality, reasonableness, publicity, belligerence, hospitality, compassion and African humanness (ubuntu) are the features of a defensible democratic citizenship education. The exploration of the distinction between deliberation and ubuntu shows that Namibia's context requires a minimal democratic citizenship framework with ubuntu if a lack of inclusion is to be eliminated. The discussion on democratic conceptions also draws on a minimalist and maximalist continuum of democratic citizenship education. The thesis argues that a minimalist form of democratic citizenship education, in conjunction with African ubuntu - which constitutes less deliberation and non-belligerence with more compassion, careful listening, respect and dignity - engenders conditions for an inclusive policy framework, school governance, and the cultivation of democratic citizenry through teaching and learning in Namibian public schools, and may eventually promote a defensible democratic citizenship education. This framework may create a favourable environment and potential for all participants to co-exist, and for the marginalised groups to also contribute to conversations. This framework is also considered plausible because it takes into account the local people's historical background and cultural practices. Complementing the argument of this thesis is the exploration of the link between Namibia's education system, the New Partnership for Africa's Development (NEPAD) and the Millennium Development Goals (MDGs). Moreover, an appeal is made for the Namibian citizenship education system to consolidate the idea · of cosmopolitanism, that is; hospitality and forgiveness, if the NEPAD initiative is to be successful and if certain Millennium Development Goals were to be achieved by 2015.
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    The evolution of science and technology policy dialogue in post-colonial Africa
    ([s.l], 2012) Chinsembu, Kazhila C.; Kasanda, Choshi D.
    This paper describes the dialogue around Science and Technology (S and T) policy in post-colonial African countries with a special emphasis on Southern Africa. It traces the evolution of S and T policy dialogue from several global and African conferences held in the 1960s. In post-colonial Africa, S and T policy dialogue was founded on the Monrovia declaration of 1979 and the Lagos Plan of Action of 1980. In the new millennium, African S and T policy dialogue has been driven by the New Partnership for Africa’s Development (NEPAD). In Southern Africa, the S and T policy environment is guided by several treaties of the Common Market for Eastern and Southern Africa (COMESA) and the Southern African Development Community (SADC). Although African S and T policies are well discussed and articulated, implementation of the S and T agenda has been poor, hence the authors recommend that NEPAD institutes an S and T peer-review mechanism to monitor performance of S and T indicators in member states.
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    Science, technology and mathematics education in Africa
    (University of Botswana, 1999) Kapenda, Hileni M.; Kasanda, Choshi D.
    This paper briefly reviews the education system in Namibia before and after independence. It also provides an avervie» of the rolu of science and technology education in school curriculum in the country. The paper also looks into the extend of female students' participation in science and technology courses at tertiary level. II identifies and discusses the .factors that hinder female swdems' participation in these subjects and provides ways of addressing these factors