DSpace Collection:
http://localhost:8080/xmlui/handle/123456789/14
2024-03-29T13:28:29ZAccreditation and Higher Education: the Case of Zimbabwe
http://localhost:8080/xmlui/handle/123456789/45
Title: Accreditation and Higher Education: the Case of Zimbabwe
Authors: Musendekwa, Menard; Chipika, Charles Govero; Podzo, Barbra Zvisinei
Abstract: The chapter assumes a case approach of one developing nation that boosts of a total of 20 universities affiliated to one national accreditation body. Its content is thus qualitatively developed on the basis of related literature review. The authors seek to clarify and provide rationale for accreditation in higher education, paying much tribute to prerequisites for accreditation that should promote harmonisation of educational programmes through adoption of minimum bodies of knowledge (MBKs). The essence of harmonisation is enhancement of local, regional, and international recognition of qualifications so as to promote mobility and employability of would-be employees and employers in this global village characterised by the need to celebrate human diversity2022-01-01T00:00:00ZParent-Teacher Empowerment and Early Years Quality Literacy Development for Lifelong Learning
http://localhost:8080/xmlui/handle/123456789/43
Title: Parent-Teacher Empowerment and Early Years Quality Literacy Development for Lifelong Learning
Authors: Ngwaru, J. Marriote
Abstract: Children’s’ literacy development starts very early in life through participation and experience in the home well before school. It grows more consistently during pre-school and school years as children explore their socio-cultural world more and more. Early years represent children’s important formative stages of growth when they learn the language and the world that they will grow to establish a life-long relationship with. When children learn and develop their Mother tongue or primary language therefore, they are learning the foundation of learning itself, a process of language and meaning making that is a continuous process from birth, through infancy and childhood to adolescence a n d adult life. The majority of young children in Sub-Saharan Africa are unable to readily access sustainable early literacy development and childhood care and education and their educational achievement trajectories are hugely compromised. Lack of viable parental participation in their literacy development, encouragement and support from teachers and availability of learning materials at school are some of environmental factors that make up their early social world. Meanwhile, rural homes and communities are well endowed with cultural resources and a stock of practices, knowledge, and skills relevant to the promotion of literacy development waiting to be tapped into.
This paper uses analysis of data from two qualitative and one mixed methods studies in three different countries to discuss the factors that influence literacy development based on the interplay of language (learning), literacy (development) and school education outcome s in low resource communities and how best they could be overcome. The paper concludes that low performance in general is a result of a combination factors that require concerted efforts at all levels if the situation can be reversed2015-01-01T00:00:00ZMultilingual education in South Africa: the role of publishers
http://localhost:8080/xmlui/handle/123456789/26
Title: Multilingual education in South Africa: the role of publishers
Authors: Ngwaru, J. Marriote; Edwards, Viv
Abstract: The South African constitution and related legislative tools provide a supportive framework for multilingual education. Successful implementation, however, requires appropriate learning materials and questions remain as to the vision and commitment of publishers to producing them. Based on an analysis of currently available books for children and interviews with publishers and key figures in the book value chain, this paper explores both the educational
rationale for African language publishing and the issues that constrain expansion. These issues include the heavy dependence on the schools market in a society where the majority of the population cannot or do not buy books; the consequences of the slow implementation of the government language-in-education policy; and the particular challenges faced by small publishers. It argues that in order to move beyond dependence on the schools market, publishers need to look critically at the content of the materials they are producing, methods of reaching the huge, untapped markets and pricing strategies. It also considers differing opinions about the usefulness of translation in increasing the amount of reading material in African languages. Finally, it concludes that responsibility for finding a way out of the current impasse lies with both government and the publishing industry.2011-01-01T00:00:00ZHome and school literacy practices in Africa: listening to inner voices
http://localhost:8080/xmlui/handle/123456789/25
Title: Home and school literacy practices in Africa: listening to inner voices
Authors: Ngwaru, J. Marriote; Opoku-Amankwa, Kwasi
Abstract: The voices of the main stakeholders in literacy and schooling – pupils and parents – have seldom been given adequate space in studies of school and classroom discourse in sub-Saharan Africa. The present paper attempts to redress this imbalance by presenting the voices of pupils from a multilingual urban primary school in Ghana and of parents from a rural bilingual school in Zimbabwe. The Ghanaian study highlights challenges associated with using an unfamiliar language, English, as the medium of instruction, selective teacher treatment in the classroom that leaves some children lacking confidence to participate and the strong influence of the home environment and other socio-economic conditions. The Zimbabwean study highlights what happens when parents are allowed a voice in their children’s education. It is argued that pupil and parent perspectives can validate the findings of existing research, deepen our understanding of classroom interaction and, in some cases, challenge conventional wisdom2010-01-01T00:00:00Z