Confronting contradiction: Diversity experiences at school and university

Transformation and the embracing of diversity remains a major challenge at South African universities. This article reflects on the contradictory nature of first-year university students’ experiences of diversity and highlights the difficult terrain that students need to navigate, often with hardly any preparation for the university environment based on their schooling experiences. Using the capabilities approach as the guiding theoretical framework, the article interprets these contradictory diversity experiences in the first year in light of data on encounters with diversity at high school. It draws on the results of a large-scale mixed methods study. Qualitative data, using focus group and visual methodologies, was collected from 270 first-year students in 2009 and 2010. In addition, a total of 2.816 high school learners selected from a diverse sample of 20 local schools completed a mainly quantitative survey that included various items about interaction with diverse peers and the broader community as well as engagement with complex and diverse ideas. The school-level data provides important contextual background for understanding and interpreting students’ experiences. Such understanding is critical if we are to confront and challenge the contradictory diversity experiences during the first year at university

Theorising a capability approach to equal participation for undergraduate students at a South African university

This article applies a capability approach to the problem of unequal participation for working-class, first-generation students at a South African university. Even though access to higher education institutions is increasing for historically excluded students, when race and class disaggregate completion rates, there are persistent patterns of unequal participation. In the first part of the article, the capability approach is used to conceptualise dimensions of equal participation, which include resources, agency, recognition and practical reason. In the second part of the paper, these four principles are applied to an empirical case study, which is drawn from a longitudinal research project that tracked the equality of participation of undergraduate university students at a South African university. The article makes the case for pedagogical and institutional arrangements that enable equal participation for students who are precariously positioned at higher education institutions

Capabilities expansion for marginalised migrant youths in Johannesburg: The case of Albert Street School

In this article, we used the capability approach as normative grounding to analyse a particular faith-based intervention targeting ‘youth at the margins’ – in this instance, marginalised migrant youths from Zimbabwe living in Johannesburg, South Africa. We used Albert Street School (AS School), run by Johannesburg’s Central Methodist Church, as our case study to show how this faith-based organisation, through its focus on education, created not only spaces for marginalised youths to aspire towards a better life but also practical opportunities to convert their aspirations into action. Drawing on first-hand accounts of 12 Zimbabwean migrant youths who had completed schooling at AS School, as well as of representatives of both the school and the CMC, the article first sketches the Zimbabwe-South Africa migration context post 2000. A discussion then follows of AS School as a faith-based intervention which addresses the constrained capability for education amongst marginalised migrant youths

Artificial intelligence capacity in Sub-Saharan Africa : compendium report

Artificial Intelligence for Development (AI4D) Africa supported research on three key stakeholders involved in AI capacity building in sub-Saharan Africa (SSA): Centres of Higher Education and Training; Governments; and the broader AI community in the region. A comprehensive desktop literature review was also conducted. Taking available data into account together with the desktop review of literature and the findings from the UNESCO report, this detailed paper provides takeaways from the research. In line with the recommendations presented here, the key to creating a vibrant AI ecosystem is committed stakeholder engagement that pushes individual countries forward by building capacity in key areas

Too Hot to Handle: Unprecedented Seagrass Death Driven by Marine Heatwave in a World Heritage Area

The increased occurrence of extreme climate events, such as marine heatwaves (MHWs), has resulted in substantial ecological impacts worldwide. To date metrics of thermal stress within marine systems have focussed on coral communities, and less is known about measuring stress relevant to other primary producers, such as seagrasses. An extreme MHW occurred across the Western Australian coastline in the austral summer of 2010/2011, exposing marine communities to summer seawater temperatures 2‐5 °C warmer than average. Using a combination of satellite imagery and in situ assessments, we provide detailed maps of seagrass coverage across the entire Shark Bay World Heritage Area (ca. 13,000 km2) before (2002, 2010) and after the MHW (2014, 2016). Our temporal analysis of these maps documents the single largest loss in dense seagrass extent globally (1,310 km2) following an acute disturbance. Total change in seagrass extent was spatially heterogenous, with the most extensive declines occurring in the Western Gulf, Wooramel Bank and Faure Sill. Spatial variation in seagrass loss was best explained by a model that included an interaction between two heat stress metrics, the most substantial loss occurring when degree heat weeks (DHWm) was ≥ 10 and the number of days exposed to extreme sea surface temperature during the MHW (DaysOver) was ≥ 94. Ground‐truthing at 622 points indicated that change in seagrass cover was predominantly due to loss of Amphibolis antarctica rather than Posidonia australis, the other prominent seagrass at Shark Bay. As seawater temperatures continue to rise and the incidence of MHWs increase globally, this work will provide a basis for identifying areas of meadow degradation, or stability and recovery; and potential areas of resilience

Access, participation and capabilities: Theorising the contribution of university bursaries to students’ well-being, flourishing and success

For the last 10 years, universities in England have been expected to offer financial support to low-income students alongside that provided by government. These bursaries were initially conceived in terms of improving access for under-represented groups, but attention has turned to their role in supporting student retention and success. This paper reports on two qualitative studies undertaken by contrasting universities that have been brought together due to their complementary findings. Semi-structured interviews were undertaken with a total of 98 students. Students’ views on bursaries and how they impact on their lives are reported and used to develop a descriptive model of the web of choices that students have in balancing finances and time. This is contextualised within Sen’s ‘capabilities approach’, to argue that providing access to higher education is insufficient if disadvantaged students are not able to flourish by participating fully in the university experience

Happiness in higher education

This article reviews the higher education literature surrounding happiness and related notions: satisfaction, despair, flourishing and well-being. It finds that there is a real dearth of literature relating to profound happiness in higher education: much of the literature using the terms ‘happiness’ and ‘satisfaction’ interchangeably as if one were tantamount to the other, such conflation being due to the move towards consumerism within higher education and the marketization of the sector. What literature there exists that actually deals with the profound happiness of students in higher education generally argues that in the UK institutions do not currently do enough to promote happiness in higher education. The findings of this review imply that flourishing, contentment and well-being should be regarded as legitimate goals of higher education, alongside satisfaction and related economic outcomes that are currently promoted across academic and policy literature, university rankings, and the National Student Survey

50 years with Down syndrome: A longitudinal study

Background: A population sample of people with Down syndrome, studied from infancy, has now been followed up at the age of 50 years. From the original sample of 54, there were 27 still in the study at the age of 50, all but four of the losses resulting from deaths. Methods: Intelligence and language skills were tested and daily living skills assessed. Memory/cognitive deterioration was examined using two test instruments. Other aspects of the people’s lives were examined via carers’ reports. Results: Scores on verbal tests showed little change. Those on a non-verbal test, on self-help skills and on both memory tests showed some decline, even when the scores of those already suffering from dementia were discounted. Conclusions: At the age of 50, those not already diagnosed with dementia showed some decline on most tests. While this may include scores of people who subsequently develop dementia, it may also reflect the normal ageing process in this population