ethanporcaro/eric-fulltext-meta huggingface dataset:
On Extending the Truncated Parameters of Transformation in Higher Education in South Africa into a Language of Democratic Engagement and Justice
Author: Davids, Nuraan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Democracy,Social Development,Social Justice,College Role,College Students,Racial Bias,Violence,Social Change

Universities, in their multiplex roles of social, political, epistemological and capital reform, are by their constitution expected to both symbolise and enact transformation. While institutions of higher education in South Africa have been terrains of protest and reform -- whether during apartheid or post-apartheid -- the intense multiplex roles which these institutions assume have metaphorically come home to roost in the past 2 years. Not unlike the social-media-infused rumblings, coined as the 'Arab Spring', the recent cascades of #mustfall campaigns have brought to the fore the serious dearth of transformation in higher education and have raised more critical questions about conceptions of transformation, and how these translate into, or reflect, the social and political reform that continues to dangle out of the reach of the majority of South Africans. What, then, does transformation mean and imply? How does an institution reach a transformed state? How does one know when such a state is reached? These are a few of the concerns this article seeks to address. But it hopes to do so by moving beyond the thus far truncated parameters of transformation -- which have largely been seeped in the oppositional politics of historical advantage and disadvantage, and which, in turn, have ensured that conceptions of transformation have remained trapped in discourses of race and racism. Instead, this article argues that the real challenge facing higher education is not so much about transformation, as it is about enacting democracy through equipping students to live and think differently in a pluralist society.
Cash Transfers and Early Childhood Care and Education in Zimbabwe: A Critical Inquiry to Discourse, Theory and Practice
Author: Nyamukapa, Hilton
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Foreign Countries,Access to Education,Access to Health Care,Food,Pilot Projects,Program Descriptions,Caregiver Attitudes,Intervention,Grants,Public Policy,Preschool Children,Child Development,Family Income,Financial Support,Health Needs,Program Effectiveness

Cash transfer based social protection can potentially contribute positively upon targeted beneficiaries on a variety of developmental aspects. This study explored the pilot and scaled-up phases of the Harmonised Social Cash Transfer program to determine impacts towards improving under-eight children's access to food, education, and health services. Stories of significant change were gathered in retrospect from purposively sampled caregivers and children beneficiaries. Based on thematic and guided analysis, it emerged that the programmes' theoretical and practical approaches renders the interventions less effective as impact assessment is narrowed to the early childhood cohort. This is furthered by relatively insufficient size of grants disbursed per household and commodity supply-side challenges. Consequently, a review to theoretical and practical tenets of the cash transfer approach becomes imminent in the Zimbabwean context. Targeting criteria needs refinement and supplemented with policy and multi-faceted public investment to address underlying limitations to impact on young children.
Rethinking Early School Transitions as Social Transactions
Author: Nieuwenhuizen, Elaney
Date: 2014-12-00
Type: Journal Articles
Subjects: Early Childhood Education,Primary Education,Elementary School Students,Case Studies,Twins,Elementary School Teachers,Preschool Teachers,Preschool Children,Student Adjustment,Stress Variables,Coping,Friendship,Skill Development,Social Development,Self Control,Foreign Countries,Daily Living Skills,Semi Structured Interviews,Mothers,Observation,Age Differences

The purpose of the study was to explore the transitions of two individuals within a twinship from Grade R through to Grade 2, and to offer an in-depth description of their transition experiences and perspectives. The transitions were investigated with a focus on variables such as stress, stressors, emotions, coping and life skills. The inquiry was conducted as an interpretive case study. The participants were two monozygotic boys within a twinship, their mother and their Grade R, Grade 1 and Grade 2 teachers. The findings suggest that the transition was predominantly uncomplicated from Grade R through to Grade 2, and that the transition to Grade 2 was more stressful than that to Grade 1. The findings also indicate that although the life skills taught by the researchers helped the boys to cope with negative stressors, their personal support structures were probably the most important factors in easing their transitions from Grade R through to Grade 2. The life skills learned mostly helped the two children to deal effectively with bullies, to contract and maintain satisfying friendships, and to control their personal emotions.
An Overview of Key Data Sets in Education in South Africa
Author: van Wyk, Chris
Date: 2015-12-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Decision Making,Data Analysis,Foreign Countries,Comparative Analysis,Management Systems,Information Systems,Elementary Secondary Education,Academic Achievement,Achievement Tests,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Reading Achievement,Reading Tests,Grade 4

This paper provides an overview of the various data sets pertaining to education in South Africa that are informing or could inform policy making in education. The paper serves as an inventory for anyone interested in understanding what data is available, how it may be accessed, what the quality of the data is, and in what formats it may be accessed. The paper is divided into three parts. The first part provides a description of existing education data sets and the basic data elements contained in each of these data sets. When discussing each of the existing education data sets, the paper addresses the quality of the education data available in South Africa. The first part also refers to the policy implications and the important role that data plays in policy formulation. No information system on its own is comprehensive enough to provide all the information needed in strategic decision-making. Hence, part two of this paper discusses the need for data integration as an important data management strategy. The third part examines the effectiveness of implementing a learner unit record system nationally in comparison with the EMIS system that is currently in place and that is based on aggregate or summary institution-level data.
&apos;Every Mother Dances Her Baby&apos;: Contextually Responsive Narratives of Early Childhood Care and Education in Kenya and Uganda
Author: Okwany, Auma
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Young Children,Barriers,Indigenous Populations,Indigenous Knowledge,Culturally Relevant Education,Child Development,Child Care,Social Influences,Longitudinal Studies,Focus Groups,Interviews,Well Being,Females,Mothers,Parent Role,Males,Fathers,Gender Differences,At Risk Persons,Civil Rights

Despite major steps towards providing early childhood care and education (ECCE) services in Kenya and Uganda, access to responsive services is still out of reach for many young children, and where available, they are often out of touch with local realities. In this paper, I trouble the universalising and totalising tendencies of the dominant narrative of ECCE as a template of thought and action and highlight the role of indigenous knowledge as a critical but often missing link in ECCE policy and practice. I draw on the situated experiences of caregivers and local communities, which counter the dominant narrative and argue that culturally responsive ECCE requires contextually sensitive policy and programmes. Such policies should affirm and support the important role of local knowledge in the care and socialisation of young children. Policies should also recognise the informal resilient social protection system without obscuring the role of the state in addressing structural vulnerability.
&apos;Community of Learning&apos; for African PhD Students: Changing the Scene of Doctoral Education?
Author: van de Laar, Mindel
Date: 2017-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Communities of Practice,Foreign Countries,Computer Mediated Communication,Research Skills,Interpersonal Relationship,Cooperative Learning,Student Attitudes,International Cooperation,Intercultural Communication,Program Descriptions,Information Technology,Educational Change,Capacity Building,Needs Assessment

African PhD fellows who are interested in completing (part of) their research in Europe cannot always afford to leave their place of residency for prolonged periods of time. Yet, young researchers from African countries might be searching for particular guidance from experts in their field that might not be accessible in their home countries. Consequently, both PhD fellows and universities and postgraduate research institutes require more flexible educational formats that cater for these circumstances. With the growing availability and potential of online tools and methodologies, it is possible to choose from a range of options for PhD education. Communities of Learning (CoL) have emerged as an approach to support the exchange of knowledge and experience among participants on the Internet. Participants can collaborate in developing research skills, while at the same time creating a feeling of belonging, which helps individuals to establish personal ties and relations. The paper introduces the research and educational project: Community for Learning for Africa (CoLA). It was designed to help participating actors from Africa and Europe to get and to stay connected online, to collaborate in joint training activities and projects, as well as to openly exchange ideas and thoughts, all in relation to underlying PhD research trajectories via the Internet. The paper offers results from a needs assessment undertaken in spring 2015, among PhD fellows and supervisors in Africa on what they would need CoLA to include, as well as template of what CoLA could include.
A Social Constructionist Approach to Resilience for Lesbian, Gay, Bisexual, Transgender, Intersex, Queer and/or Questioning Academics and Students in South African Universities
Author: Rothmann, Jacques
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Homosexuality,Sexual Orientation,Sexual Identity,College Students,Social Influences,Ideology,Resilience (Psychology),Identification (Psychology),Social Attitudes,Social Bias

This article provides a theoretical contemplation on how reciprocation of an assimilationist, liberationist and/or transgressive approach by lesbian, gay, bisexual, transgender, intersex, queer and/or questioning (LGBTIQ+) individuals on university campuses may encourage transformation initiatives in South African universities. The author ascribes to the contributions of previous research studies on a social constructionist approach to resilience to debate how individuals potentially navigate the disparity between sexual structure and agency within their ideological and physical construction and enactment of their academic and student persona. A theoretical basis is provided for the influence of social resilience to emphasise the localised, intersectional and plural experiences of LGBTIQ+ individuals as opposed to a monolithic and universal 'either/or' account of their being solely docile victims or free agents in a heteronormative context.
Reliability of the Functional Auditory Performance Indicators to Monitor Progress in 5-Year-Old Children with Autism Spectrum Disorder
Author: Muller, Carlien
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Young Children,Auditory Perception,Performance,Auditory Stimuli,Measures (Individuals),Test Validity,Interrater Reliability,Preschool Education,Preschool Children,Special Schools,Foreign Countries,Auditory Discrimination

There is a need to dynamically monitor progress of functional auditory performance in young children with autism spectrum disorder (ASD). The Functional Auditory Performance Indicators (FAPI) is a monitoring tool for children with hearing loss but has not yet been described in children with ASD. The aim was to describe the overall performance of 5-year-old children with ASD on the FAPI and to determine the test-retest reliability and inter-rater reliability of the tool. The study was exploratory with a descriptive within-subjects design incorporating repeated measures. Twelve participants with ASD were purposely selected. Prerecorded sound and speech stimuli were used to elicit responses from participants in their familiar therapy rooms. For test-retest reliability, three data collection sessions per participant were conducted over a 2-week period. Video recordings were analysed by two independent raters, who were blind to the order of data sets. With an increase in complexity of auditory stimuli, a marked decrease in response was observed. The test-retest reliability was good, with a single difference in one category. Inter-rater reliability indicated a significant difference in two of the seven categories. These categories may be the most subjective in the tool. Despite subjectivity the FAPI was reliable to plot functional auditory difficulties in the sample group. Because the instrument relies on direct observation with limited demands to participate with the rater, it has potential for use in children with ASD. Further research is required to determine the tool's performance using natural sound conditions to monitor children's progress against themselves during intervention.
Transformation and Self-Identity: Student Narratives in Post-Apartheid South Africa
Author: Kamsteeg, Frans
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Change,Racial Segregation,Foreign Countries,Educational Change,Higher Education,Personal Narratives,Self Concept,College Students,Student Attitudes,Leadership Training,Ethnicity,Social Class,Gender Differences,Organizational Change

Organisational change processes are by nature complex and often highly contested. This is particularly true of the transformation South African institutions of higher education have been going through since the end of the apartheid era. Using a narrative approach, this article presents a multi-faceted range of stories by the University of the Free State (UFS) students who took part in a particular leadership programme designed to make a contribution to institutional, and even, societal change. The plurivocality of the identity work the UFS students' stories display is based on their ethnic, gender and class diversity. It is the context-sensitive 'tales of the field' they tell that might help to understand why the transformation concept as well the various transformation-driven practices in higher education are so ambiguous and contested.
Rage, Loss and Other Footpaths: Subjectification, Decolonisation and Transformation in Higher Education
Author: Becker, Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Higher Education,Social Change,Activism,Social Bias,Social Justice,History,Violence

The need to transform higher education in South Africa is indisputable. This article explores how the recent #mustfall protests, as an Event, could inform transformation. An Event follows three phases: reframing (shattering the frame through which we understand reality), the fall (the loss of a primordial unity which is a retroactive illusion) and enlightenment (subjectivity itself as an eventuality). In conclusion, I pose that a shift towards who comes into presence in higher education and not (a pre-determined) what comes into presence, could provide possible footpaths to decolonialisation and transformation. Through processes of subjectification, the subject(s) of higher education could reframe historic ontological othering and actively take part in the process(es) of becoming and being human in higher education in (post)colonial South Africa.
Interrogating the &apos;Artificial&apos; Divide between Health and Education for Children Aged 0-3 Years in Urban Poor Locales in Kenya
Author: Munene, Aurelia
Date: 2016-00-00
Type: Journal Articles
Subjects: Well Being,Foreign Countries,Holistic Approach,Child Health,Focus Groups,Participant Observation,Caregivers,Early Childhood Education,Urban Areas,Poverty,Infants,Toddlers,Young Children,Semi Structured Interviews,Social Bias,Access to Health Care,Teacher Competencies

Holistic integrated early childhood policies foster child well-being in the first 3 years of life. The normative framing of Early Childhood Care and Education (ECCE) entrenches segmentation and creates artificial divides between education and health. This segmentation persists yet development processes for children are intertwined and mutually reinforcing. We trouble this artificial divide by drawing on findings from a study which examined the discursive care spaces in an urban poor locale in Kenya. Data were produced through in-depth interviews; participant observation and focus group discussions with caregivers and both state and non-state care providers. Using a socio-ecological lens to analyse intra- and inter-household interactions among caregivers, our analysis exposes the assumptions and silences in ECCE health and education and presents caregivers' rich nuanced experiences and counter accounts. We conclude by calling for the imperative of bridging the divide between and within early childhood health and education to support integrated, adaptive and contextualised policy and practice.
Matsuyama University&apos;s Statistical Studies (Using Annual Paid Vacation Research as the Basis for Student Development) through the Use of a Student&apos;s Graduation Thesis Results
Author: Igusa, Go
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Research,Statistics,Introductory Courses,Liberal Arts,Private Colleges,Data Collection,Data Analysis,Research Problems,Research Papers (Students),Student Behavior,Student Satisfaction,Life Satisfaction

This publication seeks to consider statistics education in Japan while referencing a student paper. The paper to be considered is as follows: &quot;Gakusei no Koudou ga Gakusei Seikatsu Manzokudo ni Ataeru Eikyou&quot; (The Influence of Student Behavior on the Degree of Satisfaction Perceived in Student Life).
Relationship between Diversity Management with Organizational Growth of Erzurum Physical Education Teachers
Author: Burmaoglu, Gul Eda
Date: 2018-09-00
Type: Journal Articles
Subjects: Physical Education Teachers,Questionnaires,Correlation,Foreign Countries,Organizational Development,Individual Development,Faculty Development,Student Diversity,Consciousness Raising,Minority Group Students,Social Justice,Cultural Awareness,Values

The main goal of this study is to investigate relationship between diversity management and organizational development of the physical education teachers of Erzurum. This research is a descriptive - correlation study. 55 physical education teachers of Erzurum participated in this research. Villamil diversity management (2007) and organizational development Power questionnaire (2008) have been used as a research tool. Cronbach's alpha was used to test the confidence to manage the diversity of 0.76 and 0.84 respectively for organizational development which reflects the reliability of research. Pearson and Variance analysis were used to get results. The results of study showed a significant correlation between diversity management and organizational development. As well as the dimensions of diversity management and organizational development.
The Effect of Rapid Dehydration on Some Motor Fitness Factors of Wrestlers
Author: Uçan, Izzet
Date: 2018-09-00
Type: Journal Articles
Subjects: Metabolism,Exercise Physiology,Athletes,Psychomotor Skills,Reaction Time,Questionnaires,Pretests Posttests,Late Adolescents,Young Adults

The main purpose of this research was to study the effect of rapid dehydration on some motor fitness of wrestlers. So 30 wrestlers were voluntarily selected and randomly divided into two groups (n=15); active and sauna groups. They participated in some motor fitness factors tests such as; reaction time, 9 × 4 meters test to measure agility and 60 m sprint to measure speed. The results showed acute dehydration in the active group had a significant effect on agility, but did not have a significant effect on speed and reaction time. In the sauna group, the effects of acute dehydration on agility and speed were significant but did not have a significant effect on reaction time.
Maximising the First-Year Experience through the Incorporation of Generic Skills in a Medical Curriculum at the University of the Free State
Author: Jama, Mpho Priscilla
Date: 2018-00-00
Type: Journal Articles
Subjects: First Year Seminars,Medical Education,Medical Schools,Foreign Countries,Student Attitudes,Program Effectiveness,Medical Students,Student Attrition,College Freshmen,Undergraduate Students,Basic Skills,Student Experience

The highest attrition rates occur among first-year students. Universities have designed different curricular programmes, such as the development of generic skills, to address this challenge. In the medical school at the University of the Free State in South Africa, these skills were incorporated in the MBChB curriculum as an eight credit-bearing module in 2000 and later increased to 12 credits in 2009. To date, the effectiveness of this first-year module in equipping students with generic skills was last determined in 2002. The aim of this research was to determine the perceptions of first-year students regarding the effectiveness of this module in equipping them with generic skills. A questionnaire survey was distributed to 596 first-year medical students each year from 2013 to 2016. A focus group discussion (FGD) was held with 13 students who failed the first year of study in 2016 and had to repeat in 2017. According to the results, most students had a positive perception about the structure and organisation as well as the benefits of the module. However, from the questionnaire results, the overall rating of the effectiveness of the module was not very positive, with 35% of students rating it effective, 45% rating it relatively effective and 20% rating it not effective. However, during the FGD, seven (54%) of the 13 students rated it effective. In the qualitative statements of the questionnaire, a common comment related to the poor rating was about the unnecessary long hours in some sessions. Other comments from the questionnaire were medically related, with some students suggesting more practical and clinical demonstrations. During the FGD, students could not understand why their peers needed practical demonstrations in the first year. The incorporation of generic skills should be context- and discipline-specific and students should be &quot;re-equipped&quot; with certain skills during different stages of the curriculum.