Education Reforms in the SADC Region: Challenges and Responses in the 21st Century

  • Editor: Chinedu I. O. Okeke, Comfort B.S. Mndebele
  • ISBN: 978-1-938681-03-5

Chinedu I. O. Okeke, PhD, is a Senior Lecturer in the School of Initial Teacher Education, Faculty of Education, University of Fort Hare, South Africa. He specializes in sociology of education and qualitative research methods. He has been supervising and teaching foundation courses to both under- and postgraduate students since 2004. His interest in qualitative research culminated in a PhD thesis at the University of Nigeria, Nsukka, Enugu State of Nigeria in 2003. Dr. Okeke also holds a Masters degree in Educational Studies and the degree of Bachelor of Arts in Educational Foundations & History. He has published a number of local and international papers and has spoken at various international conferences within Africa, Europe and North America on issues relating to higher education, curriculum, research methods, research supervision and sociology of education generally.

Comfort B.S. Mndebele, PhD, is an Associate Professor of technical vocational education and training in the Department of Agricultural Education and Extension at the University of Swaziland (UNISWA). He has taught educational psychology; leadership, management and supervision; vocational curriculum development, and counsellor education at undergraduate and post-graduate levels. In addition to publications in refereed professional journals, he has undertaken consultancies with regional and international bodies particularly in the area of technical vocational education. He holds a doctorate in technical vocational education as a major and counsellor education as a minor and Certificate of Advanced Graduate Studies from Virginia Polytechnic Institute and State University. He also has M.Sc degree in agricultural education, M.A. secondary education, and B.Sc. degree in agriculture from West Virginia University.


Education Reforms in the SADC Region: Challenges and Responses in the 21st Century’, brings together the experiences of various researchers and professionals within the education sector and its allied bodies in the Region. Contributors to the project were guided by certain key questions as follow:
    I. What common purposes are envisioned by education reformers in the SADC Region?
    II. How has reforms in the education sector responded to the material, social, economic, cultural and political needs of the people within different countries of the SADC     Region?
    III. In what ways has reforms in education responded to the realities of Globalisation?
It is hoped that the book would inspire scholars and researchers into writing activities that may assist in providing the necessary road map for future policy, and concrete actions within the education sector. This book is an asset to teachers, parents, learners and policy-makers in developing and developed countries. The book covers issues and challenges faced by teachers, parents, learners and policy-makers in various areas of education.

Table of Contents


About the Editors

Contributors’ Profile

List of Tables

List of Figures


Chapter 1 Triple Helix Interaction for Successful SADC Human Capital Development: A Focus on the Cooperative Education Model
       Taylor, S

   1.1   Abstract

   1.2   Introduction

   1.3   Cooperative education – an education strategy centred on experiential learning

   1.4   South African Government Policy – legislation affecting the workplace

   1.5   Commerce and industry – the third partner in the triple helix

   1.6   SADC and international students in context

   1.7   Identified issues facing SADC and international students seeking work integrated learning placements

   1.8   Towards a solution for SADC students in work integrated learning programmes

   1.9   A way forward

Chapter 2 Reforming Professional Identity of Educators in a Postmodern Context
       Lombard, E

   1.1   Abstract

   1.2   Introduction

   1.3   Identity in the teaching profession

   1.4   The teacher as a subject matter expert

   1.5   The teacher as a pedagogical expert

   1.6   The teacher as a didactical expert

   1.7   Educational reforms

   1.8   Conclusions and recommendations for future research

Chapter 3 Implementation of HIGSE Curriculum in Swaziland: A Review of Selected Implications on School Assessment Reforms
       Mantyi-Ncube, B

   1.1   Abstract

   1.2   Introduction

   1.3   Secondary Education School Structure

   1.4   Secondary school curriculum reforms in selected SADC countries

   1.5   Curriculum reforms and implementation practices

   1.6   Educational reforms and examination systems

   1.7   Assessment and examination challenges for localisation of curriculum

   1.8   Globalisation and educational reforms

   1.9   Globalisation and its effects on education world-wide

   1.10   Globalisation and challenges of curriculum reforms

   1.11   Implications and lessons from educational reforms

   1.12   Conclusion and recommendations

Chapter 4 Quality Education for Sustainable Development: A Perspective For Higher Education in Southern Africa
       Mago W. M

   1.1   Abstract

   1.2   Introduction

   1.3   Conceptualisation of the discussion

   1.4   Sustainability education in SADC states

   1.5   Linking critical theory/critical pedagogy in higher education

   1.6   Quality and relevance education in higher education

   1.7   Sustainable development and higher education

   1.8   Concluding remarks

Chapter 5 The Need for a Master of Science in Horticulture Degree Program at the University Of Swaziland
       Masarirambi, M. T., Paul, K., Wahome, P. K., & Shongwe, V. D

   1.1   Abstract

   1.2   Introduction

   1.3   Importance of agriculture in the economy of Swaziland

   1.4   Role of horticulture in the economic development of Swaziland

   1.5   Export opportunities for horticultural produce

   1.6   Justification

   1.7   Mandate of Horticulture Department

   1.8   Needs assessment for the M.Sc. in Horticulture

   1.9   Research findings

   1.10   Stakeholders’ consultative workshop on the M.Sc. in Horticulture Programme

   1.11   Career opportunities for M.Sc. in horticulture graduates


CHAPTER 6 Curriculum Responses to HIV/AIDS and Other Social Issues
       Munachitombwe, O. M

   1.1   Abstract

   1.2   Introduction

   1.3   The era of incurable illness

   1.4   The effect of incurable illnesses on social issues

   1.5   The need for new social re-engineering approaches

   1.6   Why we need new social re-engineering approaches

   1.7   The ideology of health-life

   1.8   Why the current biomedical approaches have not been effective

   1.9   The SPF outcomes of the health-life ideology

   1.10   The SPF triangle of health-life principles & practices

   1.11   The place of the education system in fostering national health-life consciousness

   1.12   The curriculum response to HIV/AIDS & other social issues

   1.13   Conclusion

CHAPTER 7 Re-Imaging God in the Context of HIV and AIDS
       Tofa, E

   1.1   Abstract

   1.2   Introduction

   1.3   Research questions, objectives and hypotheses

   1.4   Theoretical/conceptual framework:

   1.5   Research design

   1.6   Findings

   1.7   Implications

   1.8   Conclusions and recommendations


CHAPTER 8 Modelling Effective Home – School partnership: Lessons from Context Specific Background
       Okeke, C. I. O

   1.1   Abstract

   1.2   Introduction

   1.3   How literature define parent involvement in education

   1.4   Correlates of parent involvement in the school and education of the child

   1.5   Cultural capital and parent involvement in education

   1.6   Methodology

   1.7   Summary of key findings

   1.8   Some strategies for involvement

   1.9   Conclusion

CHAPTER 9 Parent Involvement in Education: Policies and Implementation
       Masango, L

   1.1   Abstract

   1.2   Introduction

   1.3   Theoretical framework and literature review

   1.4   The Ministry of Education and school committees

   1.5   Methodology

   1.6   Preliminary study

   1.7   Discussion and analysis of parent involvement in schools

   1.8   The SCCS framework and parent involvement

   1.9   HIV and AIDS, poverty and gender issues

   1.10   Implementation challenges

   1.11   Findings

   1.12   Conclusion

   1.13   Recommendations

CHAPTER 10 Parental Involvement in Education in a Changing Swaziland Socio-Economic Landscape: Case for a Paradigm Shift
       Dlamini, S

   1.1   Abstract

   1.2   Introduction

   1.3   Theoretical/conceptual framework

   1.4   Research Design

   1.5   Findings

   1.6   Implications

   1.7   Conclusion

   1.8   Recommendations


CHAPTER 11 Reaching Remote Learners through Open and Distance Learning in Botswana
       Gatsha, G

   1.1   Abstract

   1.2   Introduction

   1.3   The provision of education to marginalised communities

   1.4   Open and distance learning (ODL)

   1.5   Theoretical frameworks underpinning the provision of distance learning

   1.6   Research Design and Methodology

   1.7   Findings

   1.8   Conclusions

   1.9   Recommendations

CHAPTER 12 From Distance Learning to e-Learning: Experiences and Challenges from the University of Swaziland
       Fowler, C. J. H., Vilakati, N., & Sukati, C. W

   1.1   Abstract

   1.2   Introduction

   1.3   The African context

   1.4   The Institute of Distance Education: University of Swaziland

   1.5   The challenges

   1.6   Meeting the challenges: E-learning

   1.7   Summary and conclusions


CHAPTER 13 The Debate on Private Schools in Swaziland
       Tsikati, A

   1.1   Abstract

   1.2   Background Information

   1.3   Context of private schools in Swaziland

   1.4   Problem statement

   1.5   Research objectives

   1.6   Conceptual framework

   1.7   Methodology

   1.8   Findings

   1.9   Implications and Solutions

   1.10   Conclusions

   1.11   Recommendations

CHAPTER 14 Towards Universal Primary Education in Zimbabwe:Possibilities and Challenges
       Mavhunga, P. J

   1.1   Abstract

   1.2   Introduction

   1.3   UPE: A conceptual framework

   1.4   Historical context of UPE

   1.5   The World Conference on Education for All

   1.6   Justification for Universal Primary Education

   1.7   Financing UPE

   1.8   Zimbabwe’s efforts towards UPE

   1.9   Early childhood education and development

   1.10   Primary education

   1.11   Gender equity in the provision of UPE

   1.12   Education for Other Disadvantaged Children

   1.13   Adult literacy, basic and continuing education

   1.14   Challenges militating against UPE in Zimbabwe

   1.15   Summary and conclusion

CHAPTER 15 Trends in Teacher Education Reforms in Botswana since Independence in 1966
       Monyatsi, P

   1.1   Abstract

   1.2   Introduction

   1.3   Literature on teacher education

   1.4   Theoretical framework

   1.5   Teacher education reform in Botswana

   1.6   Teacher education and the diamonds factor

   1.7   Curriculum reforms in teacher education

   1.8   The global village and teacher education

   1.9   Regional influence

   1.10   The two education policies and teacher education

   1.11   Discussions


Author Index

Subject Index