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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.
Description
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
Preface
About the Editors
Contributors’ Profile
List of Tables
List of Figures
PART ONE PROGRAMME REFORMS AND IMPLEMENTATION
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
PART TWO HIV/AIDS AND CURRICULA ISSUES
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
PART THREE PARENTAL INVOLVEMENT IN EDUCATION
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
PART FOUR OPEN AND DISTANCE LEARNING (ODL)
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
PART FIVE EDUCATION POLICY ISSUES
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
Bibliography
Author Index
Subject Index