A snapshot of early childhood care and education in South Africa: institutional offerings, challenges and recommendations

This article draws from a research report on the Project for Inclusive Early Childhood Care and Education (PIECCE), which surveyed attitudes, training strategies, materials and entrance requirements across most relevant higher education institutions (HEIs), non-governmental organisations (NGOs) and technical and vocational education and training colleges (TVETs). The aim of this study was to identify what institutions were offering in terms of training teachers in the birth-to-four age group, to identify the challenges and provide recommendations based on the findings

Avoiding the elephant in the room: The real reasons behind our research crisis

Abstract : Problemification: In recent years, the so-called publication crisis has reached alarming proportions, and the psychology and industrial psychology profession are not left unscathed. Efendic and van Zyl investigated the crisis and emphasised on open science practices as a strategy to address the issues. Implications: This article argues that the problem is much deeper than a matter of replication and should be approached from a systemic and holistic perspective. The author argues that the root causes can be grouped into four main categories, namely policies, ethics, systemic or institutional and research methodology. Unless the root causes are not addressed, the crisis will deepen. Purpose: The purpose of this article is to reflect on Efendic and van Zyl’s analysis and offer additional insights. Recommendations: A number of additional strategies are offered to address the real problems behind the replication problem

Mentorship and sustainable research output : a case study of the University of Johannesburg

Abstract: Higher education institutions (HEIs) in South Africa are facing challenges arising as a result of the shift from traditional teaching activities to a combination of research and teaching. Increasing emphasis on research, an integral part of this transformation of higher education, has required HEIs to develop and implement capacity development strategies to enable those new to research to engage in research output; and mentorship is a strategy that is enjoying increasing popularity. This article explores the challenges faced in the implementation of a formal research mentorship programme (REMP), using the University of Johannesburg as a case study. A quantitative approach was adopted to obtain the perceptions of academic staff of REMP as a strategy for building research capacity. The findings reveal that whilst the REMP is strongly favoured by academics as a means of guiding novice researchers, key factors need to be addressed to ensure its success. This article examines the challenges for both mentors and mentees and suggests actions to help mentorship programmes make sustainable contributions to the development of research capacity

Youth unemployment in South Africa revisited

One of the most pressing socio-economic problems of the South African economy is high youth unemployment. Recent studies only briefly examined how the youths fared since the transition by comparing the 1995 October Household Survey (OHS) with a Labour Force Survey (LFS), and hardly investigated whether the discouraged workseekers are different from the unemployed. Moreover, a new labour market status derivation methodology has been adopted since the inception of Quarterly Labour Force Survey (QLFS) in 2008. Although the unemployed in QLFSs are derived similarly as in OHSs and LFSs, the discouraged workseekers are distinguished very differently. This paper applies the QLFS methodology with minor revisions on all LFSs to derive comparable youth labour market trends since 2000, before re-examining the extent of youth unemployment. The characteristics of discouraged workseekers and narrow unemployed are then compared, before investigating whether different policies are needed to boost youth employment in each group.International Bibliography for Social Science

Bridging skills demand and supply in South Africa: the role of public and private intermediaries

Demand-led skills development requires linkages and coordination between firms and education and training organisations, which are major challenges considering that each represents a ‘self-interested’ entity. The need for a ‘collaborative project’ involving government, firms, universities and colleges, and other bodies is thus increasingly recognised. However, the crucial role of intermediaries has been largely overlooked. The article addresses this gap by investigating the main roles of public and private intermediaries across three case studies: sugarcane growing and milling, automotive component manufacturing, and the Square Kilometre Array sectoral systems of innovation. The research highlights the need for a move towards systemic thinking, to bridge across public and private objectives. It shows that private intermediaries play a larger role than is recognised in policy; that public–private intermediaries play crucial roles in coordination; and the potential for public intermediaries to contribute more effectively to systemic functioning

Contextualising school readiness in South Africa: Stakeholders’ perspectives

Preparing children for mainstream school occurs in systems that act as an overarching context. The perspectives of stakeholders influence how they prepare children for mainstream education.The aim of this study was to develop an understanding of the contextual factors that affect school readiness as identified by stakeholders. School readiness was conceptualised as a function of contextual influences and connections between individual and systemic factors enabling the child to benefit from the curriculum

The delivery of primary school physical education in South African public schools : the perceptions of educators

Abstract: Background: Physical Education (PE) is a fundamental cornerstone for childhood development as it promotes lifelong participation in physical activities for holistic health. School educators play a key role in creating school environments that lead to developmentally appropriate and high-quality PE lessons. Aim: The aim of this study was to determine educators’ perceptions on the state and status of PE in selected public primary schools in all nine provinces of South Africa. Setting: Data were collected on the campus of the selected primary schools within 150 km of a university. In the absence of a university within the stated radius, an airport was used as an initiated point of departure. Methods: The mixed-methods approach (quantitative: questionnaires and qualitative: semistructured interviews and focus group discussions) was used to collect data. The purposive sampling method was used to select the participants. Quantitative data were analysed using descriptive statistics in the form of percentages, and presented using graphs and tables. Qualitative data were analysed using themes. Results: The findings revealed that the educators from quintile 4 and 5 schools especially are of the opinion that challenges, such as a lack of resources, qualified PE specialist educators, and facilities and equipment negatively affected the delivery of PE at their schools. Conclusion: Participants perceived that there are varying contextual and socio-economic school settings affecting the delivery of PE in the Curriculum Assessment Policy Statement (CAPS) curriculum. The researcher recommends that all learners have access to the adequate provision of PE programmes

Youth marginalisation as a faith-based concern in contemporary South African society: Introducing a research contribution

The aim of this article is to introduce a special collection of articles focused on the topic ‘Youth marginalisation as a faith-based concern in contemporary South African society’. In meeting this aim the discussion begins by alluding to an international research project known under the acronym YOMA (Youth at the Margins: A Comparative Study of the Contribution of Faith- Based Organisations to Social Cohesion in South Africa and Nordic Europe) as the source that inspired the undertaking of the collection. This recognition thereupon leads the article in subsequent sections to give some more detailed recognition to the YOMA project but also to a larger corpus of recent scholarly contributions as the most evident manifestations to date of an emerging South African research engagement with the topical focus under discussion. From this vantage point the article then proceeds to present the current special collection as a concerted attempt to give further momentum to the emerging focus. Importantly, however, this is done by presenting a more elaborate argument about the imperative of interdisciplinary engagement within the topical focus and how such engagement defines the nature and scope of the present collection. This finally leads the discussion to conclude with a summary of the contributing articles

Designing a social work online self-coaching program: Integrated support and joint ownership

The paper explores critical success factors (CSFs) in relation to the support structure for an online self-coaching pilot project, by the Centre for Innovative Education and Communication Technologies of the University of the Western Cape (UWC) in South Africa, in collaboration with UWC’s Social Work Department and the University of South Africa (Unisa). The CSFs focus on concepts of structure and agency. The research study is primarily qualitative but employs supporting quantitative data, and entails an interpretivist approach. The researchers highlight unfolding processes which led to an Instructional Designer (ID) taking on the role of an e- Coach within the pilot study. The importance of the creation of a well-designed environment to strengthen partnerships, and an effective learning pathway for student development is deliberated. The importance of the selection of appropriate eTools is emphasized in order to promote students’ personal learning and eSkills. Moreover, the pilot project is aligned to national imperatives within a South African context, namely student “access” and “success”. We recommend the expansion of online self-coaching programs to social work students to assist with their self-development and growth