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The paper refers to the challenges within the current post-school system and considers how the proposed reconfiguration and expansion of post-schooling might provide meaningful learning options for the large population of young adults who are not in employment, education or training. It considers various institutional types referred to in the polic...
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A growing movement of foreign nationals is settling and starting up businesses in South Africa. Given this fact, there is a need to understand those factors influencing the human capital side of being an immigrant entrepreneur as a basis for coming up with mechanisms to support such a sample group. The focus of this empirical investigation was to u...
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... In 2018, only 2.5 million students of all age groups were enrolled in PSET institutions, whereas 3.2 million youths aged 15-24 years were in the NEET category. In addition, the PSET system has a key role to play in reskilling and upskilling millions of workers who have lost their jobs, and those who require new skills to work differently (McKay, 2012). ...
Shortly after the first cases of Covid-19 were declared in February 2020, South Africa was launched into a series of lockdowns requiring the closure of educational institutions. Emergency remote learning rapidly became the default mode of delivery as institutions endeavoured to ensure the continuation of teaching and learning, guided by the imperative “to save the academic year, to save lives and to leave no student behind.” This change accelerated the adoption of digital forms of learning across the education sector, and the widespread recognition that technology and open and distance learning (ODL) modalities, would play a significant role in the future of higher education in South Africa. This study undertook to explore these possibilities.
Firstly, the study aimed to explore issues of access, quality, costs and equity across institutions and to consider how ODL might affect these subsequent to the onset of the pandemic.
Secondly, the study examined responses to Covid-19 and innovations that were employed, highlighting challenges and opportunities.
Thirdly the study considers the role of distance learning in South African public universities, their transition from contact to emergency remote learning, and the extent to which the mode of delivery had evolved by January 2022 — the time at which the survey was conducted.
... It was necessary that the Kha Ri Gude Literacy Campaign endeavored to impact on the cognitive and the socio-cultural development of the learners so that their becoming literate enhanced their confidence, contributed to personal development, and promoted social and political participation (McKay, , 2012(McKay, , 2015(McKay, , 2018McKay & Romm, 2014). ...
This article describes how the Kha Ri Gude Literacy Campaign in South Africa utilized an enriched literacy curriculum in enliterating 4.7 million adult learners who, as a result of the legacy of apartheid in South Africa, had little or no education. The article uses a mixed-methods approach—mixing quantitative and qualitative data—to determine what adult learners considered to be important benefits of initial literacy.
Moreover, it explores the extent to which these benefits correlated with the developmental intent which aimed, by using MDG/SDG inspired themes, to impact on the social, economic and developmental opportunities that might be afforded by literacy acquisition. The article analyzes the responses obtained from a sample of 485,941 literacy learners to a 24-item instrument which sought to establish learner perceptions of the benefits (or lack thereof) of their participation in the literacy campaign. The high rate of positive responses showed that the majority of the learners perceived the campaign to have benefited them with regard to their feelings of self-confidence, the ability to participate in community matters, increased understandings of health issues, increased involvement in income generation, technological
abilities, as well as in increasing their appetite for lifelong learning.
The quantitative findings were triangulated with the findings of the learner interviews conducted with learners who had completed the program in the previous two to five years. In addition to focusing on the responses of learners who perceived the campaign to have had positive impacts, further quantitative analyses were conducted on the
responses of those learners who gave negative feedback. It is believed that both the positive impact and the non-impactful findings reported in this article will allow for a closer tailoring of literacy programs in order to maximize their developmental potential.
... It was necessary that the Kha Ri Gude Literacy Campaign endeavored to impact on the cognitive and the socio-cultural development of the learners so that their becoming literate enhanced their confidence, contributed to personal development, and promoted social and political participation (McKay, , 2012(McKay, , 2015(McKay, , 2018McKay & Romm, 2014). ...
This chapter revisits issues related to how professional researchers situated in academia can work alongside research participants as part of the evaluation of Development Education interventions. Our notion of professional researcher involvement in community-engaged research (for the benefit of participants and stakeholders) draws on transformative and Indigenous paradigms for social research. We offer a practical example set in the adult education arena, with reference to our experience in organizing what can be termed a development evaluation of the South African national Kha Ri Gude campaign, which ran (nation-wide) from 2008–2016. “Kha Ri Gude” means Let us Learn in TshiVenda (one of the eleven official languages of South Africa). The campaign was aimed at engendering “literacy plus”—that is, literacy plus life skills to participate more fully in economic, social and political life of the participants’ communities and the nation as a whole, while resonating with the United Nations Millenium Development Goals (UN. (2000). United Nations millennium declaration. UN. Retrieved May 26, 2015, from http://www.un.org/millennium/declaration/ares552e.pdf). We focus in the chapter on how we used the research-and-evaluation process to try to be of assistance in various ways to foster and strengthen the positive impact of the campaign. The discussion is set in relation to the involvement of the two authors of this chapter in several field visits to two provinces in South Africa, namely, Kwa Zulu-Natal and Eastern Cape.
There is growing evidence that the impacts of oil and gas extraction on vulnerability are real and accelerating. Coupled with a host of interrelated livelihood sustainability questions, this has fueled interdisciplinary research on improving livelihoods to vulnerability, as well as to better understand the mechanisms of natural resources exploitation and policy options to limit the socio-cultural and environmental damages to natural resource extraction. Increasingly, development education, community education, and alternative livelihood sources are being leveraged by researchers when analyzing these problems. There is, however, limited discourse regarding the possible synergies that could result from improved engagement between those interested in natural resource extraction on one hand, and community members and researchers on the other hand in tackling resource extraction issues. In this chapter, we employ the accumulation by dispossession discourse espoused by David Harvey that focuses on the prospects for making new contributions to the growing literature on natural resource exploitation and vulnerability. We identify three critical issues that offer significant opportunities for collaborative studies on the nexus between natural resource extraction and development education: (1) the problem of oil exploitation and vulnerability, (2) questions of new alternative livelihood and transition, (3) development/community education and livelihood opportunities approach. Our analysis suggests that issues of development agenda/plan, decentralization of windfall revenues, sector analysis on policies and programs and other development education initiatives underpin these natural resource extraction research needs. This chapter is intended to foster new dialogue between oil exploitation and development education.KeywordsOilOil productionCommunity developmentDevelopment educationDispossession discourseNatural resource
In this chapter, we explore how the South African Kha Ri Gude mass literacy campaign, flowing from and drawing on the experience of the an earlier national literacy campaign, was developed to support those otherwise marginalized in the South African society. We explain the aims of the campaign as furthering the goal of ‘Literacy Plus’ (i.e. Literacy Plus enabling increased participation in economic, social, and political life). We explicate how a range of (mixed) methods was used for soliciting feedback from learners (as well as from educators and coordinators) throughout both campaigns and further to this in an assessment that took place (2013–2015) by the Adult Basic Education and Youth Development Department at the University of South Africa. We indicate how, in the assessment, we considered ourselves to be involved in a relationship of reciprocity with the (sampled) participants as we explored the impact of the Kha Ri Gude campaign from their perspectives (as developed/recounted through the interactional encounter with us).
