Epistemological access: a case of academic development programmes at a university of technology

South Africa has made significant progress in expanding access to higher education since the end of the apatheid era. This gave opportunities to a larger portion of the population to pursue higher education studies, especially those from previously disadvantaged communities. The growth in student enrollment has not always correlate with academic success. High levels of failure and dropout rates amongst first-year students are a common challenge across universities. This implies that the challenges related to epistemic access at universities persist. To address these challenges, universities implemented academic development programmes providing targeted interventions and fostering a supportive learning environment that can help bridge the gap between formal access to universities and epistemic access. The study that informs this paper sought to explore how academic development programmes enable epistemological access to first-year students. This study employed a qualitative methodological approach and adopted a purposive sampling strategy to select the participants. The study interviewed twenty mentors participating in an academic development programme (mentorship) at a University of Technology. The findings highlights the role of academic development programme (mentorship programme) in enabling students to transition from unfamiliarity to familiarity within their chosen field of study, leading to an epistemic shift that alters their epistemological level. These findings can contribute to the broader discussions and advancements in higher education pedagogy by highlighting the importance of and understanding the mechanisms behind the mentorship programme. The implications of this study on higher education is to inform the design and implementation of effective initiatives that foster epistemological growth and empower students to engage with disciplinary knowledge more effectivel

Experiences of black women teacher educators in the South African higher education system

The documenting of black women’s past and current experiences within academia remains important despite the apparent opening up of opportunities for the formerly excluded. This is due to the need to confront the twin edifices of domination and marginalisation arising from the legacies of colonialism and apartheid. Within the context of discourses on transformation, it is critical to take stock of the extent to which universities have created supportive and enabling environments that take account of the diverse and unequal backgrounds of their academics – especially women. This introductory article serves to initiate aspects of the debates that inform the narratives of a group of black women academics who are university-based teacher educators and to raise questions about their positioning within tertiary institutions which remain relevant even under a democratic and inclusive dispensation

Citizenship Education in Malawi: A critique in defence of maximal citizenship

Faculty of Humanities, School of Education, Master of Education DissertationThis dissertation analyses assumptions about citizenship education in Malawi since the reintroduction of multiparty democracy in 1993 and reveals a minimalist conception of citizenship. It asserts that Malawi’s historical and traditional context require concerted efforts towards participatory citizenship if democracy is to be strengthened and protected. Central to the discussion are conceptual distinctions between minimal and maximal citizenship alongside a discussion of concepts of freedom, human rights and development, which can be attributed to minimal and maximal conceptions of citizenship. The dissertation argues that deliberative and participatory forms of democracy, with their parallel notions of contestatory and republican freedoms and rights, are more attuned to creating an active and strong citizenship while at the same time developing a positive relationship between democratic participation and participation in local and national development, a relationship which representative approaches in Malawi seemingly disavow

Is a liberal conception of university autonomy relevant to higher education in Africa?

Thesis (PhD (Education))--Stellenbosch University, 2008.The dissertation investigates whether liberal conceptions of autonomy are relevant to higher education in African. And if they are relevant, the dissertation further examines the extent to which liberal conceptions of autonomy can enhance governance arrangements of the higher education system. The focus of the research is on governance arrangements. It proceeds by exploring selected cases of African universities in order to show that these universities function autonomously along a continuum of less autonomous to more autonomous (or substantively autonomous) systems, and argues that universities with the least autonomy can be said to function as less liberal institutions and those with more autonomy function as liberal universities. Different philosophical conceptions of autonomy are examined (in Chapter 4) to foreground what may be considered as constitutive meanings or marks of liberal autonomy. The constituent elements include freedom, rationality and objectivity, authenticity and identity, responsibility, critical thinking, and the enhancement of a vibrant critical community. This discussion has considered autonomy from a specific historical context of conceptual theorisation. In view of this, autonomy can be considered as more liberal and / or less liberal depending on the characteristics of the constituent elements. A continuum exists in conceptions of autonomy. This dissertation argues for a liberal communitarian position of autonomy where the “encumbered self” is acknowledged together with its life circumstances (Callan, 1997; Sandel, 1984). The recognition of the situatedness of being further sustains the concept of a deliberative process of engagement and promotes the public good. The dissertation has also examined the development of higher education in Germany, England and the United States in order to understand how conceptions of autonomy in each of these systems have developed against the background of the particular societies at the different historical moments. For instance, Wittrock‟s (1993) account of the universities in Western Europe, England and iv America acknowledges that as much as universities are situational; that universities are neither disembodied nor mindless in terms of how they frame their missions, yet again the same universities represent a particular function and identity as reflective spaces in different societies across generations. This discussion has further looked at university autonomy through the symbolisms of the University of Reason, the University of Culture, and the University of Excellence (Readings, 1996). Chapter Five has argued that neoliberalism and globalisation can make university governance less autonomous. Despite that neoliberalism and globalisation have been ushered in to make the university space the most dynamic in research and technology, such an approach has ushered in a competition-concentrated model of higher education in Europe and America (Scott, 2006: 129-130). While acknowledging that “ economic and technological forces have impacted on the university, undermining some of its modernist assumptions based on the idea of autonomy and underpinned by academic self-governance”, Delanty (2004: 248-249) considers these shifts and forces as multidirectional and not uni-linear in the sense of one replacing another. The dissertation argues that the African higher education system has similarly been affected by globalisation and neo-liberalism. Despite their being founded on notions of freedom, globalisation and neoliberalism undermine the practice and governance of higher education on the African continent. This dissertation argues that the function of universities is not just to focus on its economic extension but also and more importantly its civic role, and proposes that higher education in Africa can fulfil its civic role by the creation of a cosmopolitan citizen. In this way, the African university has a real chance to widen its autonomy. In conclusion, the implications of this envisaged civic role of the university on academic freedom and institutional autonomy are also examined

The paradox of civic education in Malawi's education system: regaining the missed opportunities

There is a common assumption that the removal of civics from the curriculum between 1995 and 2002, when Malawi became a democracy might have deformed citizenship and civic education (CE). This narrative assumes that civics, as a discipline, was critical for instilling democratic and civic values among Malawians. This then prompted the Tonse Alliance Government (TAG) to change the Ministry of Civic Education and Culture (MoCC) to the Ministry of Civic Education and National Unity (MoCENU) as the first step. Additionally, the then Minister of MoCENU proposed a policy change to reintroduce civics in schools arguing that, it is only through this subject that democratic citizenship can be realized. Accordingly, this paper sought to argue that mere changing of MoCC to MoCENU, and reintroducing civics in schools may add nothing toward the creation of democratic citizenship when we consider global trends. This paper therefore utilized qualitative research design especially Critical Hermeneutics to analyze available literature on citizenship and CE trends, its conceptions and common issues around the globe. In doing so, the paper sought to explain whether Malawi's CE projects have been on the right trajectory or not, and how power-relations and political interests have shaped its development. Mainly, we ascribed to the epigram that, straightening a tree is better done in its sapling. In other words, the best spaces for behavior change and habit formation remain the schools because they are naturally designed to prepare children for such roles and functions. While our arguments might not be final, we still understand that many researches have held a fragmented view of citizenship and CE. We thus sought to analyze these two concepts in the lenses of Critical Pedagogy as suggested by Paulo Freire and Henry Giroux who understood schools as political spaces where the hegemony captures the curriculum to oppress society while protecting their interests. By advocating for a democratic model of education anchored in humanization, problem-posing, and critical conscientization, Critical Pedagogy molds students into future citizens who values critical thinking, transparency and democratic values

A comparison of teacher’s involvement in curriculum development in developing and developed countries: a case study of Namibia

Curriculum development is an on-going process which involves different stakeholders such as teachers, parents, curriculum specialists, academic institutions and the general public. The involvement of all these stakeholders is essential for the success of any curriculum. This study sought to determine how teachers are involved in the curriculum development processes in Namibia. It did this by examining related literature from selected developing and developed countries on teacher involvement in the curriculum development processes. It further deployed a qualitative research approach which had a sample size of 11 secondary school teachers and six NIED officials who were interviewed. The empirical data alongside the reviewed literature, and the theoretical framework were thematically analysed. The findings revealed that secondary school teachers in Namibia did not meaningfully participate during the key stages of the curriculum development processes. These findings further affirmed the assumptions that teacher’s voices are mostly discounted during curriculum development processes despite the centrality of their roles and functions. The study further established that Namibia, like many African countries, use the top-down approaches when developing their curricula unlike developed countries such as Australia, Finland and Singapore

Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities

In this conversational article, we consider cultivating decoloniality in university education by drawing upon Jacques Ranci ere’s (2010) notion of a living philosophy. Ranci ere’s (2010) living philosophy holds the possibility of both a medium and a space for a re-thinking and a re-contemplation of what life is in relation to what it might be. Through engaging and sharing real human experiences from and within African societies and universities, we (re)imagine decoloniality as a fiction brought to life through a living philosophy of education. In this regard, we proffer eight points of departure and reflection

Group B Streptococcus vaccine development: present status and future considerations, with emphasis on perspectives for low and middle income countries.

Globally, group B Streptococcus (GBS) remains the leading cause of sepsis and meningitis in young infants, with its greatest burden in the first 90 days of life. Intrapartum antibiotic prophylaxis (IAP) for women at risk of transmitting GBS to their newborns has been effective in reducing, but not eliminating, the young infant GBS disease burden in many high income countries. However, identification of women at risk and administration of IAP is very difficult in many low and middle income country (LMIC) settings, and is not possible for home deliveries. Immunization of pregnant women with a GBS vaccine represents an alternate pathway to protecting newborns from GBS disease, through the transplacental antibody transfer to the fetus in utero. This approach to prevent GBS disease in young infants is currently under development, and is approaching late stage clinical evaluation. This manuscript includes a review of the natural history of the disease, global disease burden estimates, diagnosis and existing control options in different settings, the biological rationale for a vaccine including previous supportive studies, analysis of current candidates in development, possible correlates of protection and current status of immunogenicity assays. Future potential vaccine development pathways to licensure and use in LMICs, trial design and implementation options are discussed, with the objective to provide a basis for reflection, rather than recommendations

Experiences of black women teacher educators in the South African higher education system: initiating debate

The documenting of Black women’s past and current experiences within academia remains important despite the apparent opening up of opportunities for the formerly excluded. This is due to the need to confront the twin edifices of domination and marginalisation arising from the legacies of colonialism and apartheid. Within the context of discourses on transformation, it is critical to take stock of the extent to which universities have created supportive and enabling environments that take account of the diverse and unequal backgrounds of their academics, especially women. This introductory paper serves to initiate aspects of the debates that inform the narratives of a group of Black women academics who are university-based teacher educators and to raise questions about their positioning within tertiary institutions which remain relevant even under a democratic and inclusive dispensation. Key words: Black women, academics, identity, narrative, teacher education, South Africa, universit