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All Journal International Journal of Humanities Education and Social Sciences Indonesian Journal of Education and Social Studies Humanis
Nkarhi Excellent Mathebula
University of Limpopo
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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The State Of Quality Of Teaching And Learning In Higher Education in South Africa: The Misalignments Nkarhi Excellent Mathebula; Mohammed Xolile Ntshangase; Selina Ramapela; Ronnie R. Maceke
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 5 No 4 (2026): IJHESS FEBRUARY 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v5i4.1826

Abstract

In the absence of adequate funding, the emphasis on enrolling a significant number of students in higher education sector often takes precedence over ensuring effective teaching and student achievement. Addressing persistent challenges such as improving academic outcomes, reducing university dropout rates, and maintaining access to quality higher education remains a critical concern in the sector. Even though admission to post-secondary education has increased, student success rates have not shown corresponding improvement. This qualitative study applied growth model theory to examine and evaluate the efficiency of tertiary education in South Africa. This research aimed to investigate the hurdles experienced by tertiary institutions in their efforts to produce graduates of high calibre. The research was guided by the question: How can misalignments within the education sector be addressed to enhance efficiency in higher education? The study sample comprised ten first-year undergraduate students. The research applied semi-structured interviews to gather evidence and thematic analysis was conducted to analyse data. In conclusion this study argues that in efforts to provide education to numerous previously disadvantaged groups, quality is often compromised in favour of quantity, creating an "articulation gap" Student unpreparedness represents a significant barrier to academic success, often resulting in high dropout rates or prolonged degree completion
Adult Learners’ Perceptions of Teaching Portfolios: Reflection, Motivation, and Identity Development in Community Education Mohammed Xolile Ntshangase; Nkarhi Excellent Mathebula; Ronnie Risimati Maceke; Kingley Chinaza; Isaac Zachariah
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14589

Abstract

This study examines adult learners’ perceptions and experiences of teaching portfolios in Community Education and Training (CET), focusing on their potential to support reflection, academic growth, motivation, confidence, and learner identity. The study used a qualitative design involving ten adult learners and three facilitators. Data were generated through semi-structured interviews and non-participant classroom observations and analyzed through data condensation, data display, and data verification. The findings identified five interconnected themes. Teaching portfolios supported learners’ reflection and academic growth by enabling them to review their work and recognize progress. They also strengthened motivation, confidence, and learner identity; however, literacy difficulties, limited instructional time, and inadequate learning materials constrained engagement. Facilitator scaffolding, explicit guidance, and constructive feedback were central to meaningful portfolio engagement. A further tension emerged between portfolios as developmental learning tools and their use as compliance-oriented assessment requirements. The findings suggest that portfolios can serve as inclusive, developmentally oriented assessment practices when supported by responsive facilitation, accessible learning conditions, and sufficient opportunities for reflection. CET practitioners should therefore prioritize learner support and developmental purposes rather than treating portfolios primarily as administrative requirements.
Teacher Moonlighting and Absenteeism in South African Community Learning Centers: Implications for Teaching and Teacher Retention Ronnie Risimati Maceke; Nkarhi Excellent Mathebula; Mohammed Ntshangase; Sibonangaye Dick Nkalanga
Humanis Vol. 30 No. 1 (2026): Volume 30 No 1, Februari 2026
Publisher : Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/JH.2026.v30.i01.p08

Abstract

Community Learning Centres (CLCs), which are the main features of the Adult Education and Training system, offer necessary second-chance learning opportunities for out-of school youth, and adults who have never been to school or have dropped out early. Educator absenteeism, however, has, for a long time, been the major factor that has led to a decrease in public trust in such centres and, consequently, their effectiveness. The aim of the research was to explore the effect of teachers' moonlighting on absenteeism, teaching quality, and retention in South African CLCs. For this purpose, the study employed thematic analysis in line with Braun and Clarke's six (2021) step method to process secondary data obtained from previous research and institutional reports. This meticulous method of coding, gathering, and polishing themes made it possible to recognize the essential patterns of teacher behaviour and school issues. The research concluded that teachers take additional jobs just to meet the demands of their socio-economic lives. Educators' low salaries, their financial commitments, and the ever-rising demands of the household are a few of the factors that push teachers to find other jobs. Research findings show that moonlighting has a direct negative impact on teaching quality, as teachers have less time to prepare their lessons, deliver them, and interact meaningfully with students.
Co-Authors Isaac Zachariah Kingley Chinaza Mohammed Ntshangase Mohammed Xolile Ntshangase Ronnie R. Maceke Ronnie Risimati Maceke Selina Ramapela Sibonangaye Dick Nkalanga