Eclectic Contexts of Xenophobic Workplace Discrimination in Post-apartheid South Africa

Today, a fresher look at social structures shows that the possibility of living in a socially homogeneous society has lost its credibility. When any workplace is considered, migrant workers are exposed to both intended and unintended forms of xenophobic workplace discrimination daily in many migrant-receiving countries.  Xenophobic workplace discrimination has pernicious and ramifying consequences for migrant workers. This article uses a review of the literature methodology. Xenophobic-driven workplace discrimination towards migrant workers in the workplace may manifest itself through the following forms: institutional discrimination at work, wage discrimination, discriminatory assignment to hazardous jobs, and discriminatory assignment to precarious and ‘ghettoized’ jobs. Because in the post-apartheid South African context, it is black African migrants who bear the brunt of xenophobic-driven workplace discrimination, these researchers recommend that: firstly, workplace ethics regulating the employment of labour migrants in the post-apartheid context should be guided by Article 1 of the ILO‟s (International Labour Organisation) Convention Discrimination (Employment and Occupation) of 1958. Trade union federations should utilise their bargaining power to shield migrant workers from forms of workplace discrimination that are xenophobically driven. Finally, the contribution of migrant workers, who are often victims of xenophobic-driven workplace discrimination, constitutes a significant economic dividend that could benefit the country’s economic productivity and growth.  For this reason, it is of paramount importance for the government, business, and labour to collectively work together to eradicate the scourge of xenophobia as a form of discrimination in the workplace.  &nbsp

Episodes of Student Vandalism in Higher Education Institutions in South Africa

The South African higher education sector is annually buffeted with student unrest, ensuing costly vandalism of institutional property and jeopardy of academic progress. This paper explores episodes of vandalism in higher education institutions in South Africa. The literature review is utilised as a qualitative sub-methodology. 47 journal articles and one book chapter were accessed using data engines such as EBSCOhost, the Web of Science, Scopus, ProQuest and Google Scholar to analyse and synthesise thematic findings. The study established the following findings: Student indiscipline emanating from their social backgrounds, destruction of property, reputational deficits, and litigation consequences to students. The paper recommends that the next academic studies focus on determining the global, regional and South African statistical prevalence of student vandalism in higher education institutions

Enhancing Student Skills through the Integration of Online Learning in Kenya's Competency-Based Curriculum (CBC)

This study investigates the integration of online learning into Kenya's Competency-Based Curriculum (CBC), with the aim of improving educational access and equity. Although several educational reforms have been introduced in Kenya, challenges persist in fully implementing the CBC, including limited resources, technological gaps, and insufficient teacher training. The COVID-19 pandemic expedited the adoption of online learning, highlighting significant disparities in digital resource access between urban and rural areas. To evaluate the impact of online learning on student competencies, this research adopts a comparative approach, contrasting groups utilizing online tools with those relying on traditional teaching methods. The study employs cognitive diagnostic assessments to pinpoint specific areas of strength and weakness in students' knowledge and skills. In addition, concept mapping is utilized to visually organize and structure information, enhancing student understanding and retention. Findings from the study suggest that online learning can effectively increase student engagement, improve competency development, and provide more personalized learning experiences. To optimize the integration of online learning into the CBC framework, the study recommends key actions, including the enhancement of ICT infrastructure in rural schools to bridge the digital divide, the overhaul of teacher training programs to equip educators with digital pedagogical skills, and the implementation of inclusive policies ensuring equitable access to online resources for all students. Furthermore, the study encourages public-private partnerships to create tailored digital solutions addressing specific challenges in Kenya’s education system. These efforts could significantly enhance the CBC’s effectiveness, fostering more competent and skilled learners across the country

Podcasts or Vodcasts? Exploring First-Year Students’ Preferences for Enhancing Academic Writing Skills

First-year students in a distance learning institution face academic writing challenges arising from inadequate writing skills developed in high school, the need to adapt to new writing standards, and limited language proficiency. These challenges could potentially lead to higher dropout’ rates, increased failures, and delayed qualification completion. Specific writing challenges include producing suitable academic content, adhering to academic writing conventions, using one’s own voice, citation and referencing, and style. To aid these students, podcasts and vodcasts were introduced for a student body of approximately 30,000. Transactional Distance Theory and Community of Inquiry framework underpinned the study. In addition, the study collected data using online open-ended evaluation questions and focus group discussions. Vodcasts gained preference due to their visual-auditory approach, aligning with tech-savvy students’ preferences. Vodcasts effectively improve academic writing by demonstrating concepts visually. Vodcasts reduced transactional distance between students and lecturers, encouraging collaborative learning and reducing the isolation factor. While podcasts were less preferred, they enhanced listening skills and sparked interest in the subject matter. Based on the findings, the study proposed guidelines for impactful vodcast creation, showing vodcasts’ effectiveness in addressing distance learning writing issues, enhancing engagement, collaboration, and understanding

Power, Knowledge, and Marginalization: A Foucauldian Analysis of Children from Low-Income Immigrant Households in Norway

This study critically analyzes the discursive constructions of immigrant children from low-income households in Norwegian official publications between 2014 and 2024. The study uses Foucauldian discourse analysis to explore the representation of these children, the power dynamics and knowledge claims present in these discourses, and the implications for policy interventions and resource allocation. The analysis focuses on publications from key institutions, including the Directorate of Integration and Diversity, the Ministry of Children and Families, the Ministry of Labor and Social Inclusion, the Norwegian Labor and Welfare Administration, and Statistics Norway. The findings reveal that the portrayal of these children as vulnerable and socio-economically disadvantaged frequently exacerbates their challenges due to their immigrant background and poverty status. While such narratives drive targeted interventions aimed at alleviating poverty, they risk reinforcing hierarchical power dynamics and perpetuating the marginalization of immigrant families by focusing on remedial measures rather than addressing systemic inequalities. The study identifies a deficit-based framing that emphasizes dependency and vulnerability, which overlooks the potential, resilience, and agency of immigrant children. Instead, it advocates for a shift towards policies that address structural inequalities, promote social inclusion, and emphasize empowerment. A more comprehensive, intersectional approach to policy is recommended—one that not only provides economic support but also ensures equitable access to education, housing, and employment opportunities while dismantling systemic barriers. The findings underscore the necessity for transformative policies that challenge existing power structures and prioritize social justice, equity, and inclusive communities that better align with the host society’s values and social structure

Enhancing Pedagogical Development of Natural Science Teachers Through a Key Concepts in Science Project: A Social Constructivist Perspective

This study investigated whether the Key Concepts in Science Project influenced the pedagogical development of Natural Science teachers. Grounded in social constructivism, emphasising collaborative learning and hands-on interaction, the study employed qualitative methods to collect empirical data. Through photographic evidence, field notes, and focus group discussions with participating teachers, the study unveiled several themes, including the mastery of practical teaching approaches, horizontal and vertical knowledge articulation in syllabus delivery, sharing of best practices, and the significance of practical demonstrations in school settings. Field notes highlight rich information sharing and teacher commitment to professional development. The findings underscore the pivotal role of partnering with local community schools in fostering teacher optimism, resilience, and ongoing professional growth. This research offers valuable insights for educators seeking to enhance practical teaching skills and promote effective science education.&nbsp

The Impact of Autonomy and Decision Making on the Morale and Motivation of Technical Vocational Education and Training (TVET) Lecturers in the Eastern Cape, South Africa

The study focused on the impact of autonomy and decision making on the morale and motivation of TVET college lecturers in the Eastern Cape Province of South Africa. The study also exposed the autonomy and decision-making factors affecting the lecturers and it gave possible ways to minimise the negative impact on the teaching and learning programmes of the colleges. The research sample comprised of 40 female and male participants whose ages ranged from 25 to 60 years and were drawn from two randomly selected colleges. The study followed a mixed methods approach where both questionnaire and interview instruments were used to collect data giving rise to both qualitative and quantitative data respectively. The findings uncovered that autonomy and decision making among lecturers is negatively affecting lecturers’ morale and motivation. Factors that are making autonomy and decision-making problematic include participation prohibition, leadership restrictions and reduced self-reliance at work

The Mantle of Teachers’ Mathematics Pedagogical Content Knowledge in Teaching and Learning of Grade 12 Mathematics

This exploratory qualitative case study inquired into teachers' Mathematics Pedagogical Content Knowledge and the teaching and learning of Grade 12 Mathematics at two selected secondary schools. Four Mathematics teachers shared their enactment of the teaching and learning of Grade 12 Mathematics when semi-structured interview questions were posed. Further, the teachers' pedagogical content knowledge impacts positively on the learning of Gr 12 learners in Mathematics in the context of a child-centred paradigm of teaching and learning. In addition, the research findings suggest that Mathematics teachers should be subject specialists, generate instructional content that will promote higher-order cognition in learners, can facilitate independent and group work to encourage learners' achievement levels striving towards high Grade 12 achievement still-general exit. Further, Mathematics teachers are expected to use a range of methodological practices relevant to the diverse learning capabilities and needs of all learners in the classroom, therefore enabling students to master content through learner-centred activities. Teachers have to facilitate learning by making abstract content concrete and interactive and get learners actively involved in collaborative group activities for Grade 12 Mathematics learners a success. The study also suggested that Grade 12 Mathematics teachers require professional development to learn learner-centred strategies in the teaching and learning of Mathematics

Application of Physical Sciences Scientific Language Register in Tshivenḓa to Shape Meaningful Learning

This study employed a qualitative interpretative case study methodology, involving two teachers and one class of learners from two selected schools. The researcher used observation to address a critical question: How does the application of the Tshivenḓa scientific language register shape meaningful learning? The findings reveal that the application of the Tshivenḓa scientific language register in classrooms fosters interactive and meaningful learning experiences compared to when English is used. Therefore, this study recommends conducting further research and collaboration to develop a comprehensive Tshivenḓa scientific language register with standardized terminology. This would require input from linguists, educators, and other relevant stakeholders to ensure accuracy and consistency.&nbsp

Educators’ Role in Mitigating Suicidal Propensities among Zimbabwe Rural Secondary Male Learners: An Exploration of Challenges and Interventions Mechanisms

This qualitative study explores the role of educators in addressing and mitigating suicidal propensities among male rural secondary school learners in Zimbabwe. Then, it focuses on educators’ challenges and intervention mechanisms to provide insights into practical strategies for supporting mental health in this vulnerable population. Grounded in a phenomenological approach, the study utilizes a case study design to explore the lived experiences of 14 participants, including educators, parents, and health professionals. Data collection through focus group discussions enables a nuanced understanding of the complexities surrounding suicide prevention in rural educational settings. Research findings indicate that educators frequently struggle to identify suicidal tendencies among male learners due to cultural stigma surrounding mental health and lack of training in psychological assessment. Communication gaps with parents and health professionals further complicate these challenges. Conversely, successful intervention mechanisms identified in the study include peer support programs and mental health awareness campaigns, which create supportive environments and empower learners to seek help and engage in open discussions about mental health. Based on these findings, the study recommends that educational authorities implement comprehensive training programs for educators to equip them with the necessary skills to identify and address suicidal propensities among learners. Such training should encompass mental health education, communication strategies, and cultural sensitivity. Furthermore, establishing partnerships between schools and local health services can enhance the support system for vulnerable learners. Collaborative initiatives should be developed to facilitate regular mental health screenings and provide accessible resources for learners and their families.&nbsp