Calls for the decolonisation of higher education in the world and South Africa in particular, has gained momentum since the student protests in 2015 and 2016. This takes place after some efforts have been made to transform and democratise the higher education landscape. Efforts made include: National Commission on Higher Education, White Paper 3 1997, The Higher Education Act of 1997 and the South African Qualifications Authority (SAQA) Act of 1995 which led to the creation of National Qualification Framework (NQF). The policies had promises on issues of access, equity, equality, inclusivity and social justice. After 20 years of democracy, students started to question the progress or lack thereof in the transformation of higher education in South Africa. They started to make demands for access, free education, decolonisation of the curriculum, changes in the pedagogy and epistemic practices. They also demanded the removal of certain statues on some of the campuses. The protests jolted some academics to start debating and writing about the decolonisation of higher education in South Africa. This was done by picking up different aspects that were made points of focus in terms of decolonisation. Consequently, some academics focused on the decolonisation of the curriculum, some on the higher education system whilst others focussed on teacher education. In this article, we intend to contribute to the debate by focusing on Continuing Teacher Professional Development (CTPD) that is an aspect within teacher education. The focus on CTPD was prompted by the fact that not much has been done on the decolonisation of CTPD in South Africa. Furthermore, this is a critical area, because unless teachers are empowered and reskilled to drive the decolonisation process, they may resist and ultimately render the whole process unworkable. It is based on the study that was conducted, focusing on CTPD in the teaching of physical sciences in some of the rural schools in Limpopo Province. The choice of physical sciences was because physical sciences is a gateway subject and most physics sciences teachers in Limpopo Province are based in rural areas. Generally, Mabasa and Singh Decolonising continuing teacher professional development 147 these schools do not have the appropriate facilities and equipment to teach physical science. Physical sciences teachers also face many challenges such as negative perception about the subject, lack of resources, limited room for professional development, poor teacher training, and inadequate support from within the school and the Provincial Department of Education. This study focussed on creativity and teacher empowerment by enabling physical sciences teachers to reflect on their implementation of science inquiry. Physical sciences teachers were empowered to be creative in handling scientific inquiry especially in the absence of the necessary scientific equipment. The study was conduct at a Higher Education Institution (HEI) in Limpopo Province where teachers, from rural schools, are specifically invited ...
Background: Birth before arrival (BBA) contributes to the neonatal death rate in South Africa. This study aimed to determine the profile of and reasons for women giving birth prior to arrival at National District Hospital, Bloemfontein. Methods: This was a descriptive study of women, 18 years or older, presenting with BBA at National District Hospital between October 2015 and January 2016. Consenting women were interviewed by the discharging doctor who completed the questionnaire. Results: Of the 68 mothers with BBAs, 61 were included (response rate 90%). The highest percentage (38%) lived less than 5 km from a healthcare facility. The median parity was three and 67% gave birth unexpectedly. Common factors were poor antenatal clinic booking and limited antenatal clinic visits. Most mothers (89%) depended on Emergency Medical Services and 69% had made no prior arrangements with a hospital. Conclusion: Better education on antenatal care and delivery planning is recommended. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1313485
. Consenting women were interviewed by the discharging doctor who completed the questionnaire. Results: Of the 68 mothers with BBAs, 61 were included (response rate 90%). The highest percentage (38%) lived less than 5 km from a healthcare facility. The median parity was three and 67% gave birth unexpectedly. Common factors were poor antenatal clinic booking and limited antenatal clinic visits. Most mothers (89%) depended on Emergency Medical Services and 69% had made no prior arrangements with a hospital. Conclusion: Better education on antenatal care and delivery planning is recommended.
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