Can research into the development of education in post-colonial Africa shape education policies in South Africa?

Nieuwenhuis, F. J.

doi:10.1016/s0738-0593(96)00035-1

Cited by 8 publications

(5 citation statements)

References 14 publications

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“…The fear of failure has been reported to negatively influence entrepreneurial attitudes in a sample of 979 higher education students in Latin America (Sousa-Filho et al, 2023). Conversely, hope that educational development can lead to economic prosperity has long been reported (Niewwenhuis, 1997). In addition, it has been reported that hope can develop as a socially shared emotion in groups (Leino and Kulha, 2023).…”

Section: Pisa Data Governance and Lifelong Learningmentioning

confidence: 99%

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Chiang,

Thurston,

MacKenzie

2024

Front. Polit. Sci.

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Neoliberal governmentality highlights that the mode of governing technologies has moved from government toward governance in modern society. Accordingly, as the self becomes the nexus between social control and self-regulation, configuring self-knowledge is mainly achieved through subjectivation, as argued by M. Foucault. The OECD's PISA program implicitly carries out this technique by holding teachers responsible for national prospects through its assumption of a close linkage between teaching quality and human capital. More importantly, PISA data facilitates international comparisons and rankings by which the international competitiveness of its participants can be identified and categorized. Unsurprisingly, those member countries/regions classified in the first tier are confident of their prospects for future economic growth in contrast with those ranked below the average, which are unable to escape from a state of fear engendered by their assumed lack of economic prospects. Teachers thus become the subject and object of educational reforms. Teachers need to improve their teaching quality through professional development to eliminate the stigma of being viewed as social burdens. The discourses of hope and fear set in motion by PISA thus turn lifelong learning into a powerful means of facilitating the government to fabricate teachers' subjectivity. This is the art of subjectivation, commanding teachers to perform as enterprising subjects who are dedicated to contributing to social progression through good teaching quality, which is perceived as the gateway for them to bring honor upon themselves.

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Section: Pisa Data Governance and Lifelong Learningmentioning

confidence: 99%

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Chiang,

Thurston,

MacKenzie

2024

Front. Polit. Sci.

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“…A country's educational system cannot be developed in isolation from the macro-context within which it operates. External factors such as economic, political, demographic, geographic, social and labour issues, as well as international trends, need to be taken into consideration (Nieuwenhuis, 1997).…”

Section: Challenges Encountered During the Work-integrated Learning Pmentioning

confidence: 99%

Challenges of a Work-Integrated Learning Process in a Hospitality Department

Roeloffze¹,

Kleynhans²

2018

Proceedings of the 35th International Academic Conference, Barcelona

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Work-integrated learning in the hospitality industry provides learners with the opportunity to gain experience in a real world context. The hospitality industry is known to be a stressful industry with antisocial working hours, poor salaries and high expectations of consistent good service. Currently the Department of Hospitality Management is experiencing many challenges relaying to successful placement of students in industry and completion of the work-integrated learning segment of students. A well-established process is followed, but this process does not address all the issues as the attitude of students' attitude has changed. Generation-Y students as well as first-generation students have needs that differ from those of previous students. Tertiary education has to include preparation for work-integrated learning in the curriculum to enhance the work-integrated learning experience. Students who should take responsibility for their own learning during internship, should realise the importance of a positive attitude. A successful internship will only be achieved if the tertiary environment, students and industry form a positive partnership, with each partner contributing to a well-prepared student with relevant employability skills suited to the work environment.

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“…Indeed, since the 1980s many African countries have had to operate in a context of financial austerity and underdevelopment, yet with a commitment to providing universal basic education for all their citizens (Cobbod and Dare 2011). Many African countries share the problems of improving the quality and equity of education while trying to ensure greater access (Nieuwenthis 1997). The provision of PD in sub-Saharan Africa, and particularly in West Africa, needs to be understood in a context that often differs from that of PD in the United States and European countries.…”

Section: Teacher Professional Development In Sub-saharan Africamentioning

confidence: 99%

Professional development in sub-Saharan Africa: what have we learned in Benin?

Kelani

Khourey-Bowers

2012

Professional Development in Education

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This paper explores the effectiveness of a technology education professional development (TEPD) program and factors impeding the implementation of such a program within the context of the Republic of Benin (West Africa). Professional development (PD) programs do not always take into account the specific disciplinary content knowledge and pedagogical content knowledge teachers should learn to be able to reach the PD goals. The goals of the study were to identify effective design elements of TEPD for developing nations and to enhance secondary technology education teaching in Benin, as well as in similar developing countries. Within the context of Benin technology education, four all-day sessions of the TEPD were carried out with 51 secondary school science teachers. Qualitative data, comprising teachers' after-session journals, after-session evaluation sheets, class observations and interviews with teachers and students, were collected during the PD program. Results indicated that participants' technology education content knowledge and pedagogical content knowledge were enhanced and that technology education lessons from the PD program were incorporated into teachers' classroom practices.

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Can research into the development of education in post-colonial Africa shape education policies in South Africa?

Cited by 8 publications

References 14 publications

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Challenges of a Work-Integrated Learning Process in a Hospitality Department

Professional development in sub-Saharan Africa: what have we learned in Benin?

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