In schools, In community implementing a university-school partnership at the University of Cape Town

Silbert, Patti; Clark, Julian; Dornbrack, Jacqui

doi:10.20853/29-3-499

Cited by 5 publications

(9 citation statements)

References 20 publications

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“…Similarly, collaboration studies have so far concentrated on school university partnerships in developed economies in the north particularly Europe, Asia and Far East Asia, Australia, and the Americas, there is limited evidence of similar studies in developing countries in Africa and Tanzania in particular. Studies on school university partnership in Africa include Mutemeri and Chetty (2011), Silbert et al (2015), and Myende and Chikoko (2017) whose focus have been similar to the focus of studies in the global north where student teachers and teachers development have been at the core of the research interests, and not on university enhancement of English as a second language in secondary schools which is focused in the current study. In the Tanzanian context, studies on school university partnership have been scarce.…”

Section: Significance Of the Studymentioning

confidence: 99%

Universities and enhancement of English as a second language in Tanzanian secondary schools

Mohamed¹

2021

IJRSE

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It has become apparent that students arrive at the university with insufficient English language proficiency; this is despite that English is the medium of instruction at secondary schools and universities in Tanzania. Thus, considerable amount of time is wasted by students grappling with the language of instruction instead of learning their other subjects. Poor abilities in English as a Second Language (ESL) undermine university efforts of producing competitive graduates in the regional job market. If this trend continues, Tanzania's goal of training requisite manpower for sustainable use of Science, Technology, and Innovation (STI) in development will be difficult. There is little evidence that universities have concrete measures to address students' ESL problems in secondary schools, which are the catchment areas. The study explored ways in which universities in Tanzania could intervene in strengthening students' ESL in secondary schools. The study followed a qualitative research design to collect data using Key informants' interviews from teachers and lecturers; Focus group discussions with teachers, and Open-ended questionnaires to university students, and classroom observation in both secondary schools and universities. The findings show that universities connect with secondary schools only during field practical training (FPT) of university student teachers. The study recommends that universities could intervene by providing in-service training opportunities to secondary teachers on new ideas on classroom ESL pedagogies; collaboration in research and practice (developing T/L materials), having common forums in addressing ELT in Tanzania with the aim of inputting what is happening in secondary schools into university practice and vice versa.

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Section: Significance Of the Studymentioning

confidence: 99%

Universities and enhancement of English as a second language in Tanzanian secondary schools

Mohamed¹

2021

IJRSE

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“…In keeping with this imperative, the overarching aim of the Schools Improvement Initiative has from the outset been to develop a strong, engaged university-school partnership between the university and a targeted group of schools in the Western Cape township of Khayelitsha (Silbert, Clark & Dornbrack 2015;Silbert, Galvaan & Clark 2018). The partner schools in this context fall into the category of what Christie, Butler and Potterton (2007, p. 100) describe as 'mainstream' schools in South Africa, which are populated largely by black students and teachers, with limited physical resources and high levels of under-achievement.…”

Section: Section One: Context and Backgroundmentioning

confidence: 99%

“…While significant gains have been made at different levels of the partnership(Silbert & Bitso 2015Silbert, Clark & Dornbrack 2015; Silbert, Galvaan & Clark 2018; …”

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confidence: 99%

From reciprocity to collective empowerment: Re-framing university-school partnership discourses in the South African context

Silbert

2019

Gateways

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While partnerships are key to sustained engagement between universities and schools, structural and historical differences exist between partners at the level of both organisational boundaries and socioeconomic borders. Differential relations, particularly accentuated in contexts such as South Africa, are frequently masked by normative assumptions that have largely remained unquestioned. Reciprocity and mutuality are two such foundational concepts, regularly enlisted in the partnership literature. Applied uncritically, these concepts function to obscure power differentials between partnering institutions – and between people who bring to those partnerships different histories and social positions. Using the example of a South African university-school partnership, the article draws on the scholarship of Keith (2005), Stavro (2001) and Young (1990, 1997a, 1997b) to develop a framework that moves beyond reciprocity and mutuality towards collective empowerment and solidarity. This discursive shift reflects the complexities of partnerships and partnering – and opens the space for more authentic forms of engagement, particularly in unequal partnering contexts. The article offers insights, from the perspective of the particular case presented, into how dialogic spaces might be created for interrupting normative discourses and practices, and for re-imagining new possibilities for partnering across contexts of difference. KeywordsAsymmetrical reciprocity, university-school partnerships, mutuality, collective empowerment

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“…Within the post-1994 South African context, numerous studies have explored partnership-based interventions that have sought to redress the inequalities inherent in disadvantaged schools as a consequence of apartheid education (Silbert, Clark & Dornbrack 2015). Sayed, Kanjee and Nkomo (2013) offer an overview of some of the broader initiatives based on different types of partnerships.…”

Section: University-community-school Partnerships and The South Africmentioning

confidence: 99%

“…Islam (2011) suggests that it remains a challenge for universities and schools to find ways to engage in initiatives that are "relevant, applied and strategic" (2011: 50) and calls upon South African higher education institutions to engage in research and practices that can be utilised to produce new knowledge while improving the conditions of under-resourced communities. While, increasingly, collaborations have been forged between the public and private sectors in South Africa, universitycommunity-school partnerships based intentionally on interdisciplinary engagement within the university for the purpose of achieving a particular objective are relatively new in this country (Silbert, Clark & Dornbrack 2015).…”

Section: University-community-school Partnerships and The South Africmentioning

confidence: 99%

Towards functional school libraries: supporting library assistants in under-resourced schools through a university-community-school partnership

Silbert

Bitso²

2015

South African Journal of Libraries and Information Science

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In schools, In community implementing a university-school partnership at the University of Cape Town

Cited by 5 publications

References 20 publications

Universities and enhancement of English as a second language in Tanzanian secondary schools

Universities and enhancement of English as a second language in Tanzanian secondary schools

From reciprocity to collective empowerment: Re-framing university-school partnership discourses in the South African context

Towards functional school libraries: supporting library assistants in under-resourced schools through a university-community-school partnership

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