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FUTURE RESEARCHERS QUALITY EDUCATION
Eighth Edition Making Research & Innovation count through connecting possibilities
FOREWORD PROF RAJENDRAN GOVENDER DEAN, FACULTY OF EDUCATION, UWC RESEARCH IN THE UWC FACULTY OF EDUCATION The Faculty of Education established a nurturing and supportive community of practice for both staff and postgraduate students, to enhance scholarship and grow the faculty’s research footprint. One strategy that was implemented to achieve this goal, was to establish research niche areas. The overall niche statement is underpinned by the decision of the faculty to base its scholarly work on the transformative agenda, which is characterised by critical and contextualised pedagogies and literacies for diverse contexts. These principles are translated into decolonised education with ecological approaches to address the crucial educational questions of our time. Several established and emerging research niches are operational in the Faculty of Education and these include: (a) Post-school education, which advances research on the relationships between education and work, including the human capital theory, and alternatives to this theory, such as the capability theory; (b) Wellbeing in educational contexts (Edu-WELL), which strives to develop a knowledge base that will inform the development of praxis for co-constructing and nurturing, inclusive educational environments in which the quality of life of those involved is enhanced through a process aimed at promoting health and wellbeing; (c) Language education for epistemological advancement explores research and theoretical debates in the fields of language ideologies, and approaches to language and literacy learning; (d) Indigenous knowledge systems and science education, focuses on studies in epistemological border-crossing, and how indigenous knowledge could provide epistemological access to curriculum themes for culturally diverse learners; (e) Advancements in early childhood education focus on research on sustaining and supporting learning and development in the early years of life. There are also research chairs and centres in the Faculty supporting research. Just as with the above-mentioned niche areas, these entities also establish supportive communities of FUTURE RESEARCHERS @ UWC
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practice. Professor Rajendra Chetty holds a Research Chair in Critical Theory, which follows a trans-disciplinary approach, focusing on language and literacy, teacher education, curriculum decolonisation, postcolonial writings, and social literacy. A large number of postgraduate students, staff members, as well as postdoctoral fellows, are involved in the Chair. The Centre for African Language Teaching (CALT) focuses on research that informs literacy practices in African languages, particularly isiXhosa. The Institute for Post-School Studies (IPSS) researches post-schooling within South Africa and Africa. The IPSS is also heavily invested in building scholarships through its postgraduate qualifications. The Science Learning Centre for Africa (SLCA) is heavily invested in researching teacher professional development interventions in the STEM field and researching reformed teaching practices in the post-intervention classroom. Since social justice is part of the DNA of the UWC and the Faculty, there is also a strong emphasis on social justice research, e.g., by the Department of Educational Psychology and the Critical Theory Research Chair. The Faculty is also heavily invested in a scholarship of engagement for societal impact and the research complies with the three characteristics of a scholarship of engagement, namely, (a) it is scholarly, making it both an act of engagement and a product of engagement, (b) it cuts across the mission of teaching, research and service, and (c) the engagement is reciprocal and mutually beneficial. In 2023 the Faculty wrote cross-disciplinary scholarly books, published through AOSIS. The vision is to develop an AOSIS Education Book Series. In December 2023 the first book (with co-authorship by 30 staff members) will be submitted to the publisher (publication date July 2024). The title of this scholarly book is ‘Future-proofing STEAME education in South Africa’. One fundamental feature of these books is that young, novice researchers co-author chapters with seasoned (established) researchers, and so build our own timber. The vision is to also involve postgraduates (Masters and PhD students) to author book chapters.
“More than 77% of all of the public oral health services available in
the Western Cape, lie in the UWC oral health training platform at the Faculty of Dentistry. Thus, we do play a significant role in promoting health (oral health) and well-being in this province.
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MEET OUR RESEARCHERS IN THE FIELD OF QUALITY EDUCATION
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DR NIGEL PRINSLOO Dr Nigel Prinsloo is a lecturer and researcher specialising in Technical and Vocational Education and Training (TVET) and the Recognition of Prior Learning (RPL). He works for the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). Over the past 12 years, he has been involved in several initiatives related to policy development and support for RPL in TVET and the Adult Education and Training (ACET) sectors. He is also an RPL practitioner at UWC and teaches at a local Community College. Dr Prinsloo holds a BA (HDE) from UCT and an MEd and PhD from UWC. His Master’s thesis was used in the Ministerial Task Team Report on RPL and he also served as a reference group member in the development of the revised SAQA RPL Policy (2013). He also served as deputy chair on the Artisan RPL pilot project that has been implemented nationally and he is a member of the IAARPL forum. He also serves on the faculty RPL panel. Dr Prinsloo’s PhD Thesis was titled: ‘Recognition of Prior Learning of Engineering Artisan Candidates at Public Vocational Colleges and Workplaces in the Western Cape”. He argues that RPL for achieving national skills development goals has been strongly advocated in policies aimed at increasing the numbers of skilled and qualified workers. His study was concerned with RPL policies, processes and practices for engineering artisan candidates at public TVET colleges and workplaces in South Africa. Using a qualitative research methodology, he investigated instances where the assessment for certification of artisan candidates in engineering trades was taking place in the highly regulated artisan domain. His thesis argues for a broader conceptualisation of competence that includes recognition of crucial skills, or so-called 21st-century competencies. Dr Prinsloo has a strong focus on community development through his involvement in adult and community education where he has found that there are limited opportunities for the youth and adults from poor communities. The compartmentalisation and fragmentation of education, particularly in the postschool sector of Higher Education, ACET and TVET has resulted in challenges of access, redress and articulation between and within these institutions. His focus, along with his colleagues in the IPSS is to research and through involvement in various forums advise on ways to address these challenges. The Freedom Charter and subsequent education policies emphasise the need to open the doors of learning and the provision of quality education to all. RPL is recognised as a vehicle to realise this mandate but has been challenging to implement extensively. His current research focus is on expanding the RPL provision, assessing and developing critical
competencies as well as reimagining science and engineering in ACET and TVET. He continues to lecture honours students and supervise masters students and serves as an external moderator for several courses. Prinsloo, N. (2022) Recognition of Prior Learning of engineering artisan candidates at public vocational colleges and workplaces in the Western Cape. Unpublished dissertation. Ralphs, A. Mncube, R, and Prinsloo, N. (2020) The history, artistry and challenges of Recognition of Prior Learning (RPL) for access to undergraduate study at a South African university. SAQA Prinsloo, N, and Smit, J. (2017). Report on the Artisan Recognition of Prior Learning (ARPL) and Workplace Mentor Development Programme project. December 2017. Cape Town: Department of Economic Development and Tourism (DEDAT), Western Cape Papier, J., Needham, S., Prinsloo, N., & McBride, T. (2016). PREPARING TVET COLLEGE GRADUATES FOR THE WORKPLACE EMPLOYERS ’VIEWS. Change Management in Tvet Colleges. Prinsloo. N. (2015). Recognition of Prior Learning (RPL) practices within the public Further Education and Training (FET) college sector. SAQA BULLETIN, 25.
“Now that I have reached the summit of one great hill as Madiba said, ... I see there are still so many hills to climb and to learn how to
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make a difference for others.
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DR FREDRICK TONI SYLVESTER Dr Frederick (Toni) Sylvester (PhD) is a lecturer in the Faculty of Education in the Department of Educational Psychology at the University of the Western Cape. He is also a Registered Educational Psychologist with the HPCSA. Beginning his career as a teacher (Special needs), Dr Sylvester’s portfolio includes Educational Psychologist at the Centre for Student Counselling at Stellenbosch University, Lecturer at the Faculty of Education, UCT, Faculty leader of the Centre for International Educational Exchange, (Awarded faculty leader award best out of 20 countries), Researcher, Juvenile Justice, Institute of Criminology UCT, Career Guidance Counsellor (Progress College). He has published in areas of Boys growing up with absent fathers, School Support Gender identity and Life skills. His latest contribution was a book chapter on Barriers to learning. Also, recently in two books, Claiming our Spaces … Changing the World compiled by grade 10 learners from the Crossroads community and a collaborative project with Gender DynamiX, Gender Identity and Gender Expression in South African Schools. He has also presented papers at National and International conferences and in January (2019 and 2023) was a keynote speaker at the Psychology conferences in Bangalore, India. He is passionate and a campaigner for children’s rights and inclusion. His outreach and community involvement activities nationally and internationally have given him opportunities to travel to many different countries as a presenter, participant and activist. The knowledge I gain allows me to have a better understanding of people and, therefore, I can build lasting relationships and work more effectively in the complex communities to which I am exposed. I have published in the areas of: Boys growing up with Absent fathers Sylvester, F., & Bojuwoye, O. (2011). Experiences of father absence adolescents from a South African community. Journal of Psychology in Africa, 21(1), 115120. ISSN 1433-237 Bojuwoye, O. and Sylvester, F, Patterns of gender socialization of adolescent boys, in singlemother households, in a Cape Town, South Africa, community. Gender, Technology and Development 2012 16:197. DOI 10.1177/09718541201600204 Bojuwoye, O and Sylvester, F. Subjective well-being of Adolescent boys living in
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Single–mother households in a Cape Town suburb of South Africa. Mediterranean Journal of Social Sciences. Vol 5, No 21. November 2014. Gender and gender identity Sylvester F in collaboration with Gender DynamiX. “Gender Identity and Gender Expression in South African schools” A resource for LO teachers. Inclusion ( J.C Gagnon; F. Sylvester & March. Joint Publication. Implementing Positive Behavioural Interventions and Support in a Disadvantaged South African Primary School. South African Journal of Childhood Education. ISSN (Online) 2223-7682 (Print) 2223-7674).
“The point of departure
for my research interest is to SERVE. To serve on all levels and in so doing gather knowledge and insight into other cultures,
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religions and communities.
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QUALITY EDUCATION IN A HIGHER EDUCATION SETTING LINKED TO COMMUNITY ENGAGEMENT AND SOCIAL RESPONSIBILITY Quality education in higher education is not merely a privilege but a fundamental right that paves the way for individual empowerment and societal progress. The concept of quality education transcends the confines of classroom walls. It is an evolving, multifaceted endeavour that encompasses a broad spectrum of academic, pedagogical, and institutional considerations. In an increasingly interconnected and knowledgedriven world, the pursuit of excellence in higher education has become a global imperative. This introduction seeks to explore the pivotal role of quality education in higher education settings, shedding light on its multifaceted dimensions, the challenges it faces, and the transformative impact it holds for individuals, communities, and the world at large. As we delve into the intricacies of quality education in higher learning institutions, we will embark on a journey that underscores its significance in shaping future leaders, fostering innovation, and advancing the frontiers of human knowledge. In the realm of higher education, the pursuit of quality education is not confined to the four walls of academia. It extends far beyond, into the very fabric of society, emphasising the vital connection between institutions of higher learning, community engagement, and social responsibility. In an era marked by complex global challenges and interconnectivity, higher education institutions play a pivotal role in fostering a sense of purpose and social consciousness amongst students. This aims to delve into the dynamic interplay between quality education, community engagement, and social responsibility in higher education settings.
It underscores the transformative impact of education that extends beyond traditional classrooms, highlighting the role of universities and colleges in empowering students to become active, socially responsible citizens who contribute meaningfully to their communities and the broader world. As we embark on this exploration, we will discover how quality education, when intertwined with community engagement and social responsibility, can catalyse positive change, bridge societal divides, and inspire a new generation of leaders committed to addressing pressing global challenges. SCHOLARSHIP OF ENGAGEMENT CITATIONS RELATED TO QUALITY EDUCATION 2022 Adams, N. (2022). Translation of the Emotional Social Screening tool for School Readiness (E3SR) for preschoolers into Afrikaans: An equivalence and validation study. https://drive.google.com/file/ d/1yxDhyD5q6DLsiU-3_LhKtt4LgdDSHl9n/ view?usp=share_link - Department of Psychology
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Antia, B. E., & Bassi, M. M. (2022). Researching teacher multilingual-talk and student-benefits: rethinking knowledge blindness, diglossic cognition and its constructs. International Journal of Bilingual Education and Bilingualism, 1-15. https://drive.google.com/file/d/1h6t15E9BCca xkVTyUIp2juimrNQiWvFH/view?usp=share_ link - Department of Linguistics Antia, B. E., & Vogt, K. (2022). Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated Texts. Languages 7: 84. https://drive.google.com/file/d/1q1VWJU7qAs bnh9uncFGFpvji4DhQ5jxD/view?usp=share_ link - Department of Linguistics Bharuthram, S., & van Heerden, M. (2022). The affective effect: Exploring undergraduate students’ emotions in giving and receiving peer feedback. Innovations in Education and Teaching International, 1-11. https://drive.google.com/file/d/1Ounvtj4 zLXpQWiECCL9dYpqOZNKHNTwR/ view?usp=share_link - Department of English Bidandi, F., Anthony, A. N., & Mukong, C. (2022). Collaboration and partnerships between South African higher education institutions and stakeholders: case study of a post-apartheid University. Discover Education, 1(1), 1-14. https://drive.google.com/file/d/17SdGU R6tjCAdXYeL5yCNIEcvYvLOwBjN/ view?usp=share_link - Department of History du Plessis, M., Jansen van Vuuren, C. D., Simons, A., Frantz, J., Roman, N., & Andipatin, M. (2022, January). South African Higher Education Institutions at the beginning of the COVID-19 pandemic: Sense-making and lessons learnt. In Frontiers in education (Vol. 6). Frontiers Media SA. https://drive.google.com/file/d/1qbormhDMWe ecV1WH7rlzcLIPx3fZnxBq/view?usp=share_ link - Department of Industrial Psychology Etbaigha, I. A., Bayat, A., & Moloi, K. (2022). The Potential of the Language Portrait as a SelfReflective and Decolonial Research Tool for Undergraduates: A Case Study. African Journal 10
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of Inter/Multidisciplinary Studies, 4(1). https://drive.google.com/file/ d/1WWNmJUvE1Vb-Z_oeL3vNd_fr55ja5A0r/ view?usp=share_link - School of Business and Finance Fessha, Y. T. (2022). What language in education? Implications for internal minorities and social cohesion in federal Ethiopia. International Journal of Multilingualism, 19(1), 16-34. https://drive.google.com/file/d/1tJhS5jL_ f8GB3UrSeFC8WCnASCp2vSmj/ view?usp=share_link - Department of Law and Jurisprudence Garbutt, M., & van den Berg, C. (2022). Theorising sociomateriality in online learning: cutting through the complexity. South African Computer Journal, 34(2), 1-17. https://drive.google.com/file/d/199AMddq5UY dECfba1lV7AggX3jhdALZx/view?usp=share_ link - Department of Information Systems Gredley, S., & McMillan, J. (2022). Opening learning to students in a South African university through innovative institutional fundraising initiatives. Open Learning as a Means of Advancing Social Justice, 44. https://drive.google.com/file/ d/1oLuSzm7RwrwptUX-qOz1aI9fpj0wsapd/ view?usp=share_link - Department of Women’s and Gender Studies Jones, Y. (2022). Exploring the effectiveness of distance learning as an alternative to mainstream education for disabled children in South Africa. https://drive.google.com/file/d/1s5BiBo9LyAN qzOcuYN6PbAlINjoTWUiw/view?usp=share_ link - Department of Anthropology and Sociology Hiss, A. (2022). Decoloniality, language and literacy: conversations with teacher educators Edited by Carolyn Mckinney and Pam Christie. Multilingual Margins: A journal of multilingualism from the periphery, 9(2). https://drive.google.com/file/d/1RLjzc0jFtS5B fE2l7kLbJ59f6xSesUEi/view?usp=share_link Department of Linguistics
Koopman, K. J., & Koopman, O. The Dark Side of Online Teaching and Learning in South African Universities. Alternation African Scholarship Book Series (AASBS), 145. https://drive.google.com/ file/d/117DSBEPkDB8_ v4sNJvZeHuDVIXZbepUw/view?usp=share Department of Educational Studies Krishnannair, A., Krishnannair, S., Olivier, J., Tsakeni, M., Babane, V. C.,Kadenge, E., Luckay., M., Mutekwe, E., Naidoo, J., SinghPillay, A., & Molotsi, A. R. (2022). The 4IR and teacher education in South Africa: contemporary discourses and empirical evidence. https://drive.google.com/file/ d/13g7841SrsXpYazajbFxzX9T_JUZflPaU/ view?usp=share_link - Department of Educational Psychology Maringe, F., CHIRAMBA, O., Krishnannair, A., Krishnannair, S., Olivier, J., Tsakeni, M., ... & Molotsi, A. R. (2022). The 4IR and teacher
education in South Africa. https://drive.google.com/file/d/1KSZEQIedBqE yRUMf70ZaaGuXpt36TA8h/view?usp=share_ link - Department of Educational Psychology Mdleleni, L. (2022). University as a vehicle to achieve social innovation and development: repositioning the role of the university in the society. Social Enterprise Journal, 18(1), 121-139. https://drive.google.com/ file/d/1DItA5SvMdKnGNjKvfLZuwTCj_ rVqm7XU/view?usp=share_link - School of Government Mndende, A. (2022). The language factor in students’ experience of assessments: A case study from the University of the Western Cape. https://drive.google.com/file/d/1ZlMaJ0uIXHc X3beea2wuFFBuCIBJoZpe/view?usp=share_ link - Department of Linguistics, Language and Communications
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COMMUNITY ENGAGEMENT TOWARDS QUALITY EDUCATION Teacher professional development An education system can only be as strong as the quality of its teachers, and for this reason, the SLCA has as a strategic goal to invest in in-service teacher professional development. Various professional development opportunities are presented to teachers, in diverse themes such as indigenous knowledge and coding and robotics.
INSPIRING TOMORROW’s SCIENTISTS The SLCA has as one of its goals to provide quality education in the STEAM (science, technology, engineering, arts and mathematics) field (aligned to SDG 4). To this effect, the SLCA provides professional development for in-service teachers. The SLCA also provides workshops for school learners, to stimulate their interest in science, and to whet their appetite for science careers. The latter is done through two initiatives: (a) the SLCA Coding and Robotics Club, which engages teachers and learners in coding and robotics to enhance computational and creative thinking, and (b) the SLCA Young Scientist Club, which engages learners in various fields of science.
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Teachers engaging with coding and robotics during one of the SLCA workshops
Engaging school learners in science
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F.l.t.r. (a) engaging with drones during a coding and robotics event; (b) assembling foldscope microscopes at UWC; (c) using boom whackers to learn about fractions. As part of National Science Week 2023, the SLCA hosted a competition, where school learners in the Western Cape were asked to express their views on how mathematics, science and technology influence our daily lives. The competition enjoyed much interest and media attention. In the figure below, some of the winning artwork is shown. In the spirit of the UWC’s Scholarship of Engagement for Societal Impact, a research
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agenda also accompanies this work, to see whether such initiatives lead to reformed teaching and learning practices. Through its work, the SLCA strives to become a Centre of Excellence, engaging in teacher professional development, learning programmes to popularize science amongst school learners, and cutting-edge science education research to transform lives and empower communities.
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Some of the winning artwork, by school learners, (a) Lutho Beja (Grade 7), (b) Elam Quanta (Grade 7) and (c) Jesse Barendse (Grade 12) FUTURE RESEARCHERS @ UWC
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Journal article (Education Sciences): De Beer, J. (2023). Excursions as an immersion pedagogy to enhance self-directed learning in pre-service teacher education. Education Sciences, 13, 862. Pretorius, J., De Beer, J., & Jackson, C. (2023). The possible uses of foldscopes as a form of frugal science in the Biology classroom, as well as in out-of-school activities. Research in Social Sciences and Technology, 8(1), 106-120. De Beer, J. & Van Wyk, B-E. (2022). Learning about science and pseudoscience as critical consumers: A classroom activity on the rationality of plant, medicinal and cosmetic plant use. The American Biology Teacher 84(8), 488-495. New book chapters: De Beer, J. (2023). Immersion pedagogy on the Vygotskyan stage: The affordances of role immersion during the first-year student
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excursion. In: N. Petersen, A. du Toit, E. Mentz & R.J. Balfour (Eds), Innovative curriculum design: Bridging the theory-practice divide in work-integrated learning to foster self-directed learning. Cape Town: AOSIS. Petersen, N., Mentz, E., & De Beer, J. (2023). Affordances and barriers of face-to-face and virtual online excursions to foster self-directed learning in pre-service teacher education: Distilling design principles. In: N. Petersen, A. du Toit, E. Mentz & R.J. Balfour (Eds), Innovative curriculum design: Bridging the theory-practice divide in work-integrated learning to foster selfdirected learning. Cape Town: AOSIS. De Beer, J., Petersen, N., & Ogunniyi, M. (2022). Indigenous knowledge in science teacher education. In: J.A. Luft & M.G. Jones (Eds), Handbook of Research on Science Teacher Education. Routledge, New York. (ISBN 9780367565831).
The Institute for Post-School Studies (IPSS) is an academic research institute within the Faculty of Education. It has three broad domains of work namely, Adult and Community Education and Training (ACET), Technical Vocational Education and Training (TVET) and Higher Education Studies. Prof. Joy Papier holds a SARCHI Chair in TVET: Teaching and Learning, which focuses on the quality of teaching and learning within the TVET College sector. IPSS also has an accredited journal, the Journal of Vocational, Adult and Continuing Education and training (JOVACET), which is accredited by the DHET and has recently received accreditation from the Directory of Open Access Journals (DOAJ) and Scielo. The Institute’s focus is directly related to the Sustainable Development Goal 4: Quality Education, which aims to: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Within these domains, the IPSS has several community engagement initiatives aimed at improving the quality of education. These are detailed below: · The IPSS has a five-year programme entitled the TVET Research Programme, funded by the National Skills Fund in partnership with the Department of Higher Education and Training
(DHET). One of the 30 research projects within this programme focuses on the Quality of Learning and Teaching within TVET Colleges. The IPSS has conducted a survey as well as qualitative interviews with lecturers and students from the 10 best-performing TVET Colleges in South Africa to identify the best teaching and learning practices. Other themes within this programme focus on the Quality of Lecturing Staff within TVET Colleges as well as TVET Colleges’ responsiveness to the world of work. · The IPSS has been centrally involved in efforts to ensure the coherency and quality of South Africa’s Post-School Education and Training (PSET) system. To this extent, IPSS staff have written two papers for the Council for Higher Education on articulation between TVET Colleges and universities. This has led to a CHE Articulation Policy into and within Higher Education that was published on 7 July 2023. The IPSS Director is currently chairing a CHE Reference Team overseeing the development of a Good Practice Guide for universities to enter into articulation arrangements with TVET Colleges. · The IPSS has also been involved in the development of new qualifications for ACET and TVET College lecturers. The DHET announced new qualification frameworks for ACET and TVET College lecturers to improve the quality of lecturer teaching and learning. The IPSS has developed an accredited Postgraduate Diploma in TVET (PGDIP: TVET), with a strategic focus on improving teaching within TVET Colleges. The PGDIP: TVET provides pathways for TVET College lecturers to progress to Masters and Doctorates in TVET and builds the capacity of the UWC to offer quality education support to the TVET sector. An IPSS Adult and Community Education (ACET) Diploma similarly addresses the quality of teaching and learning for ACET educators and this Diploma is currently in the final stages of accreditation with the Council for Higher Education. At a higher education level, the IPSS has a Carnegie Corporation-funded project that maps higher education policies across Africa to understand ways in which policies contribute to quality education. FUTURE RESEARCHERS @ UWC
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DEPUTY DEAN & UWC RESEARCH CHAIR IN CRITICAL PEDAGOGY AND LITERACY: PROF RAJENDRA CHETTY In the fast-paced world of education, teachers constantly seek innovative ways to inspire and engage their learners and ensure quality education. A recent workshop series, spanning four enlightening sessions, aimed to do just that. The 15 participants were teachers from Western Cape primary schools. The cohort was selected at random and consisted of both male and female teachers. These workshops aimed to unlock the potential of creative teaching by delving into critical pedagogical practices. Critical pedagogy in the context of schools focuses on getting learners and teachers to engage in critical thinking and challenge information presented to them. The journey through these workshops was an exploration of creativity, critical thinking, collaboration, and practical teaching approaches. It is based on the premise that quality education starts with empowered teachers equipped with the necessary skills and knowledge to respond to the evolving educational landscape. The first workshop included eurythmic activities involving movement, poetry, singing, and vocal exercises. Participants discovered lateral and whole-brain thinking as they dived into creative expressions. Following this, Prof. Chetty introduced two textually framed activities, one involving a Fact/Opinion worksheet and the other a critical reading excerpt from Michael Apple. These activities encouraged individual, paired, and group thinking, focusing on argumentation, reasoning, and evidence—a solid foundation for critical thinking. The second workshop started with a sharing activity to foster an open
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and comfortable atmosphere. The keyword exercise then showcased the variance in teaching approaches even with the same content. The rich picture activity had participants drawing diagrams illustrating stakeholders impacting on school operations, prompting deep reflection. A critical analysis of teacher impact explored the ways educators may affect learners and understand the underlying reasons for such behaviours. In the third
workshop participants delved into critical thinking by exploring the Dalai Lama controversies and formulating thought-provoking questions aligned with Bloom’s Taxonomy. The group activity had participants designing teachingrelated materials and strategies for their subjects with a twist of creativity. The final workshop was a culmination of all that had been learned. Participants engaged in sentence construction and word identification activities, showcasing the power of visible teaching methods. In the reflection phase, participants outlined critical thinking concepts from the series. Finally, participants devised a critical activity for their learners and brainstormed how to enhance learning in their classrooms. Teachers reported that the workshops met all their expectations. They advocated for more sessions that offer teachers chances to gather and interact. Teachers also shared that the workshops were enlightening and reaffirmed that teaching was indeed their life path. These workshops were a transformative journey for teachers, focusing on fostering creativity, critical thinking, and practical teaching approaches. Participants engaged in a wide array of activities that challenged them to explore different facets of education. By the end of this enlightening series, teachers left with a renewed sense of purpose and an arsenal of innovative teaching techniques. As they stepped back into their classrooms, they were armed with knowledge and the tools to inspire the next generation of learners, making the world of education a brighter and more engaging place.
1. Chetty, R. 2023. Critical Humanism and Academic Activism in Fatima Meer: Choosing to be defiant by Rajendra Chetty (2022). English Academy Review, 1-14. 2. Chetty, R. & Karmakar, G. 2023. Delinking stigma and vulnerability: HIV/AIDS, South African Women and epistemic solidarity through literary narrative. Health Care for Women International, 1–9. 3. Karmakar, G. & Chetty, R. 2023. Cognitive (In)justice and Decoloniality in Amitav Ghosh’s The Nutmeg’s Curse. Journal of Human Values, 1–15. 4. Karmakar, G. & Chetty, R. 2023. Extraction and Environmental Injustices: (De)colonial Practices in Imbolo Mbue’s How Beautiful We Were. ETropic: Electronic Journal of Studies in the Tropics 22(2): 125–147. 5. Karmakar, G. & Chetty, R. 2023. Tackling Environmental and Epistemic Injustice: Decolonial Approaches for Pluriversal Peacebuilding in South Africa. Peace Review 35(3): 496–510. Davids, L., Kock, L., & Waggie, F. (2020). Building capacity for interprofessional collaboration. Medical Education, (January), 14100. https://doi.org/10.1111/medu.14100 Davids, L. (2021). Facilitating motivation for interprofessional education programmes. Medical Education, (February), 14471. http:// doi.org/10.1111/medu.14471
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UWC RESEARCH CHAIR IN ENTREPRENEURSHIP IN HIGHER EDUCATION: PROF CHUX GERVASE IWU Entrepreneurship in Higher Education In South Africa, there are certain hard facts we must reflect upon – high graduate unemployment (33,6%), youth unemployment (46,5%), and overall unemployment record (32,9%). Another hard fact is that it is becoming increasingly difficult for our graduates to find employment. While the matter of job scarcity is worrisome, we should even be more perturbed by the increasing unemployability of our graduates. Additional facts are as follows: entrepreneurship, as a career has advanced in the last few years. Interestingly, entrepreneurship as a discipline does not share equal recognition and or attraction to the youth. Against the backdrop of the youth unemployment rate including high levels of the overall unemployment rate, there is a favourable argument that unlocking entrepreneurial potential amongst higher education students in South Africa could lead to productive entrepreneurship. Those who support this argument lean towards the necessity of entrepreneurship to reduce the threat of the trio – poverty, inequality, and unemployment. Given that entrepreneurship rarely features in the curricula 18
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of most non-business programmes in higher education institutions in South Africa, a case should be made for a multidisciplinary or transdisciplinary approach to entrepreneurship education that addresses poverty, inequality, and unemployment. This approach rides on
the notion that an entrepreneurship curriculum should extend to business- and non-businessrelated programmes. South Africa’s National Development Plan (2030) makes a fervent call for the reduction of poverty and inequality and further advises the need to broaden opportunity and employment through economic inclusion, education, and skills, thereby promoting mutual respect and inclusiveness as enshrined in the constitution. A further justification is drawn from the Sustainable Development Goals of the United Nations, notably goals #1, 4, and 8, which aim to foster broad-based, and sustainable economic growth by promoting policies that encourage entrepreneurship, and consequently, job creation. Within higher education, the call for entrepreneurship development is even more crucial because of the growing number of unemployed graduates, the poor performance of the economy of South Africa, and the critical need for creative thinking and innovation to foster the entrepreneurial capacity of students. A desired outcome for the SBDG Chair in Entrepreneurship is the fostering of innovation and entrepreneurial thinking amongst students, faculty, and the larger UWC community. The mission is to develop productive entrepreneurship through research that increases students’ interest in entrepreneurship. Research should also concentrate on how to recruit students to the field of entrepreneurship education and how entrepreneurial ventures and results transfer to higher living standards for communities. To realise lifelong learning opportunities through quality education, graduate students along with the Chair are undertaking research that aims to provide answers to several questions such as (1) what pedagogical stance should entrepreneurship education take? (2) In what ways would entrepreneurship education and entrepreneurship uptake be advanced? (3) What are the necessary ingredients to advance
entrepreneurship education?
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A book - ‘Delivering Entrepreneurship Education in Africa: New Perspectives’ – coedited by Prof. Iwu will be released in December 2023 by Emerald. The book explores amongst others a critique of the current teaching styles of entrepreneurship by suggesting creative ways entrepreneurship ought to be taught and offering contemporary productive interpretations of the meaning of entrepreneurship in the African context. The Chair signals the UWC’s determination to deliver hope, backed by meaningful action and continued knowledge production. Iwu, C. G., Bama, H. K. N., Makoza, F., Ogunlela, O., & Nchu, R. M. (2023). Managing crisis: Perceptions of academics towards remote operations during the outbreak of COVID-19. Journal of Contemporary Management, 20(1), 536-559. Iwu, C. G., Sibanda, L., & Makwara, T. (2023). ‘CHERISH’OR PERISH: THE INEVITABLE OUTCOME OF AN ECONOMY IN CRISIS. International Journal of Entrepreneurial Knowledge, 11(1), 102-119. Dlamini, T. M., Ogunlela, O. O., Iwu, C. G., & Baporikar, N. (2022). Business Incubation Initiatives’ Impacts on Entrepreneurs and SMEs. International Journal of E-Entrepreneurship and Innovation (IJEEI), 12(1), 1-21. Eniola, A. A., & Iwu, C. G. (2022). Examining the cognitive and psychological factors affecting the financial behaviour of female entrepreneurs. Journal of Contemporary Management, 19(si1), 78-103. Opute, A. P., Kalu, K. I., Adeola, O., & Iwu, C. G. (2021). Steering sustainable economic growth: entrepreneurial ecosystem approach. Journal of Entrepreneurship and Innovation in Emerging Economies, 7(2), 216-245. Iwu, C. G., Opute, P. A., Nchu, R., Eresia-
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Eke, C., Tengeh, R. K., Jaiyeoba, O., & Aliyu, O. A. (2021). Entrepreneurship education, curriculum and lecturer-competency as
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antecedents of student entrepreneurial intention. The International Journal of Management Education, 19(1), 100295.
SDG 4 refers to the fourth Sustainable Development Goal established by the United Nations as part of the 2030 Agenda for Sustainable Development. SDG 4 is dedicated to “Quality Education” and aims to ensure inclusive and equitable quality education for all, promoting lifelong learning opportunities.
10 Targets for SDG 4 to ensure Quality Education includes:
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
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By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
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By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, amongst others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.
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SDG 4 recognises that education is a fundamental human right and a strategic driver of sustainable development. Quality education not only equips individuals with the skills and knowledge needed for personal and professional growth but also plays a critical role in poverty reduction, gender equality, health, and fostering peaceful and inclusive societies. Achieving the targets of SDG 4 is essential for advancing progress across all the Sustainable Development Goals.
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Your story matters!
Share your postgraduate journey with us, to share with others. Contact: Tamara Goliath (tgoliath@uwc.ac.za) Writer, DVC: Research & Innovation office Join us on the DVC: Research & Innovation Social Media platform pages for the latest information on upcoming webinars and more. #MakingResearchCount #FutureResearchers #eMag8th UWC Research & Innovation @UwcResearch
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