Factors influencing the burden of caregivers of children with cerebral palsy in Namibia

The aim of this study was to investigate factors that influence the burden of caregiving on the caregivers of children with cerebral palsy (CP) in Windhoek, Namibia. Ethical approval was obtained from researcher’s university and Namibia Ministry of Health and Social Services ethics committee. A quantitative, non-experimental, descriptive and cross-sectional design in the form of a survey was used. Total population sampling technique was used to draw 91 respondents drawn from the patient register at the two public hospitals in Windhoek. A questionnaire adapted from the Zarit Burden Interview (ZBI) was used to collect data. Data which was obtained was complete and the researcher paid consistent attention to the data collection process. The results showed the following characteristics to be significantly related to increased burden among caregivers; living in the same household as a child with cerebral palsy, marital status, knowledge and understanding of cerebral palsy, ethnic group and caregiver having previously been treated for a physical ailment. It was recommended that the social grant and housing policies be reviewed, and support groups for caregivers and community awareness on cerebral palsy be introduced.Health StudiesM. P. H. (Public Health

South African Female Academics’ Work from Home Experiences during the COVID-19 Pandemic: Challenges and Opportunities

The COVID-19 pandemic has triggered pedagogical ramifications in many higher education institutions. The Work from Home (WFH) phenomenon as an offshoot of this development has not been adequately investigated in so far as female academics experienced it. This paper reports on ten female academics’ WFH instructional experiences with blended learning during the COVID-19 pandemic era. The WFH concept has necessitated the ‘virtualisation of pedagogy’ through blended teaching and learning of academics. The sample was purposively extracted from some higher education institutions in Gauteng, Free State and Eastern Cape Provinces of South Africa. The sample for this study was purposively selected irrespective of geographical location or ‘status’ of the institution. Each female academic responded to an open-ended structured questionnaire whose questions broadly focused on: their understanding of the Working From Home (WFH) phenomenon; the influence of home environment on their academic activities and the place of blended learning in a South African Higher education context. The data were collated and analysed for its content with supporting excerpts to discern and support themes. The female academics viewed WFH as relocating offices to their homes with the attendant plethora of academic challenges this entailed. The WFH constrained their abilities to complete academic activities particularly instructional related ones. Be that as it may, the pandemic has presented female academics with opportunities for professional growth through the blended mode of learning and newer perspectives on the apparently shifting gender roles. Such opportunities promote female academics’ quest for the reconfiguration of education pedagogy and gender autonomy in higher education post COVID-19

THE GLORIFICATION OF PATRIARCHY IN PAUL MATAVIRE’S MUSIC LYRICS

Published ArticleThe late blind Zimbabwean musician, Paul Matavire, mesmerised his audience with a music genre whose lyrics addressed and continue to address contemporary social issues. His music occupies a prominent place in Zimbabwe’s music history and continues to portray the normative values of an Afro-traditional music genre. Three of his late-1980s hits, Dhiyabhorosi Nyoka (Diabolical snake), Taurayi zvenyu (Just speak please!) and Tanga Wandida (Love me first), collectively glorify patriarchy while portraying women as subservient to the masculine gender. In Dhiyabhorosi Nyoka, Matavire controversially uses biblical inter-textual allusions, humour, and sarcasm to demonstrate that Eve’s original sin was the genesis of the challenges besetting contemporary society (and especially men). He deploys a gendered perspective and demeaning language in other songs considered in this article. This article is grounded in a narrative agency perspective in discussing how Matavire’s music portrays and glorifies patriarchy through vocal characterisations. The selected songs’ lyrics are also examined to determine their implications for educational management, such as gender tolerance and respect

USING REFLECTIVE PRACTICE FOR A MORE HUMANE HIGHER EDUCATION

Published ArticleThe rationale behind this article was to explore the importance for academics to reflect constantly and consistently on what they teach; why they teach what they teach; how they teach and assess, keeping in mind who they teach (calibre of their students); and the circumstances under which they teach. The authors posed the question: How is reflective practice used in fostering or creating a humane higher education? Using a desktop approach, the article delves into classroom practices, challenges and the influence of what happens ‘beyond the classroom’ on both the lecturer and students’ performance. The article is fundamentally a reflection of what the authors witness themselves in their daily encounters, to a large extent, with lecturers sharing their challenges, and to a lesser extent, with students seeking development and support in their endeavours to succeed in their studies. Reflective practice is offered as a plausible approach that can be used systematically to gain a deeper understanding of the teaching and learning process in a higher education context

Managing Instructional Challenges: Strategies Employed By Teachers in Supporting Multilingual Primary School Learners in South Africa

Published ArticleWe investigated strategies employed by teachers in supporting non-isiXhosa speaking primary school learners in South Africa’s Mthatha district. IsiXhosa is the language of learning and teaching (LOLT) in the schools. This qualitative study adopted a case study design. Data were collected from seven purposively sampled teachers using face-to-face tape recorded interviews. Data were thematically analysed. Results revealed that teachers employed the generic teaching strategies mainly grouping and code-switching. Barriers militating against effective learning and teaching included: using isiXhosa, learner absenteeism and indiscipline, and limited parental involvement. We implore teachers to use multi-pronged teaching strategies in linguistically diverse classrooms alongside implementing the national language policy

School heads and mentors in cahoots? Challenges to teaching practice in Zimbabwean teacher education programmes

Published ArticleMentors and school heads play cardinal roles in teacher education programmes in most countries, including Zimbabwe. The side-effects of such symbiosis have not yet been investigated fully. This article used a qualitative methodological approach to investigate the perceptions of some Zimbabwean student teachers regarding their teaching practice experiences. A sample of 10 exteaching practice students from a teacher education college was selected and interviewed during data collection using a semi-structured interview schedule. The participants reported a high prevalence of sexual harassment/aggression of the students by the host schools’ heads and mentors, irrespective of student gender. The form of aggression included seeking sexual favours and intimidation. Most perpetrators used metaphors and satirical or sarcastic language to convey their intentions. The female student teachers reported higher incidences than did the male students. Constant workshopping is imperative to remind mentors and school heads of their professional and social obligations regarding teacher education

Drug abuse by learners in South Africa: a replication and extension study

Published ArticleThis study sought to determine the nature, extent and causes of drug abuse in South African township schools. Interview data were collected from a convenience sample of 24 participants from 4 schools (10 learners, 8 school personnel and 4 School Governing Board (SGB) members, a social worker and one Department of Education (DoE) official responsible for handling drug abuse by learners in the district. Document analysis was also conducted using the social worker’s records. The study found that dagga, tobacco and alcohol were the most readily available, commonly used and abused drugs by learners in these schools. The study also found that learners tended to use cocktails of drug combinations

ADOLESCENT GIRLS’ PERCEPTIONS ABOUT HIV AND AIDS-RELATED RISKY BEHAVIOURS: ARE WE CLOSER TO COMBATING THE PANDEMIC AMONG SOUTH AFRICA’S YOUTH?

Published ArticleSouth Africa has reportedly the largest number of people living with HIV and AIDS in the world. Although adolescents as a group comprises the greatest portion of infected people, their behaviours and perceptions about the disease leave a lot to be desired. The purpose of this article is to explore some South African adolescent girls’ risky behaviours and perceptions about HIV and AIDS. A qualitative case study approach, using a school in Soweto, Johannesburg, was adopted. The paradigmatic position was interpretive. Twelve adolescent girls aged between 15 and 19 were purposively selected to participate in semi-structured interviews. Data were qualitatively processed to discern themes. Results showed that adolescent girls have comprehensive knowledge about HIV and AIDS, but they indulge in risky sexual behaviours because of ignorance, peer influence and a need to access government child support grants. The study concludes that unless there is a sharp turn-around in the youthful adolescent girls’ perspectives on HIV and AIDS, the country’s efforts to attain a Sustainable Development Goal of combatting HIV and AIDS, will remain elusive

Managing the Link between Academic Development and the Scholarship of Teaching and Learning: The Case of South African Universities

Published ArticleThe link between Academic Development (AD) and the Scholarship of Teaching and Learning (SoTL) in the South African Higher education quality context is as blurred as the conceptualisation of the terms. Academic development is a relatively ‘young’ discipline. It has come into being due to a wide variety of education pressures and needs locally and worldwide. Currently in South Africa, there appears to be no unified understanding of the purpose, role and practices among Academic Development practitioners. As such, managing AD practices is still quite ‘ad hoc’ and needs driven to the extent that even in one institution there are possible differences in how the practitioners conceptualise their roles and practices as data herein will show. Using three South Africa Universities and the ‘Best Practices’ frame of reference, this paper attempts to reveal the assumptions and perceptions that underline AD practitioners’ understanding of their (AD management) roles which ultimately shape their (scholarship of) teaching and learning practices. The intention is to establish if respective AD models and practices influence significantly on teaching and learning within respective institutions. Five purposively selected AD practitioners responded to a questaview that sought to unravel these assumptions and perceptions. Data were qualitavely analysed to discern trends if any. Recommendations and implications on higher education quality and access and teaching and learning policy are discussed within the context of the results

Progress in the control of schistosomiasis in Zimbabwe since 1984

A clinical study on the measures taken in the management and control of Schistosomiasis as a public health problem in Zimbabwe since 1984.Schistosomiasis remains the second most important parasitic disease in Zimbabwe. In terms of its combined morbidity and prevalence, schistosomiasis is thought to be the most important helminth infection of man. Since 1984, a number of control programmes have commenced around the country and a national control programme aimed at reducing morbidity is being implemented. The strategy adopted in Zimbabwe is a community based approach integrated in the primary health care syste