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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JOURNAL OF ECONOMICS EDUCATION AND ENTREPRENEURSHIP
Skhephe, Melikhaya
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Physics Other

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Accounting Teachers’ Readiness for Virtual Classroom During the Covid-19 Pandemic, South Africa Skhephe, Melikhaya
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v6i1.577

Abstract

Accounting education is crucial because it establishes the core knowledge required for education and growth in any country. During COVID-19, teachers in Accounting schools, like those in other educational institutions, were expected to adopt virtual classroom to continue their educational activities. This study aimed to demonstrate the virtual classroom readiness of Accounting school teachers in South Africa during the Covid-19 pandemic. The study employed qualitative research methods in this study, and the case study research design was used to explore the reality about virtual classroom readiness of Accounting school teachers and semi-structured interviews and thematic content analysis were employed to generate data. Results show that teachers are not prepared to implement virtual classroom during the Covid-19, according to the findings, and no one is assisting them. Another result indicated that virtual classroom facilities are lacking in schools. Education officials should offer ongoing virtual classroom courses for teachers, according to the study. In this study author concludes that, in order for instructors to be prepared for virtual classroom, educational administrators must oversee its implementation. In this study the author recommends that teachers must notify people in charge of education about what needs to be done in order to provide high-quality instruction.
The Effect of COVID-19 Pandemic on Accounting Classrooms, South Africa Skhephe, Melikhaya
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 2: July 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v6i2.675

Abstract

Traditionally, teaching and learning processes have always taken place in classroom environment that promote effective teaching and learning be it using the contact or virtual platform, however, the Corona Virus Disease -19 called COVID-19 has disrupted these educational processes.  Overall, in research the impact of COVID-19 on the education system has gained critical importance, with the hope of drawing scientific driven solution to this predicament. Subsequently, in attempt to contribute some insights on dilemma facing teaching and learning in schools during COVID -19, this study is premised on the belief that, although effect of the pandemic is broad a unit level analysis of the educational processes and context specific driven approach should be adopted towards understanding the impacts of the pandemic. As a result, this study thus investigated the impact of COVID-19 in accounting classrooms in selected South African high schools in rural based contexts of Amatole. A qualitative approach in particular a case study research design was employed. The findings revealed that, preparation of accounting learners was negatively affected especially those who were in the exit level, as a result these learners are likely to struggle to cope with accounting studies in their first year at university or college due to challenges of COVID-19. Findings further revealed that both teachers and learners were not given any form of support during the lock down due to COVID-19 pandemic. There researchers recommend that counseling workshop is for learners should be conducted to alleviate the pressure associated with COVID-19 pandemic.
Challenges of Transformation in Higher Education Curriculum Development in South Africa during Time of Decolonisation Ramonyai, Ikanyeng Prince; Marumo, Michael Lebogang; Skhephe, Melikhaya; Matashu, Martha
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 3: November 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v6i3.703

Abstract

Globally, the universities are recognized as the centres of higher learning, which are considered as expedient agents of development in the nation building. Curriculums determine the skills and knowledge that will be obtained from the qualification, and these are vital in the progress and transition of one’s life. However, in South Africa higher education requires a synergy to engage the issues of redress. In addressing apartheid legacy, transformation in higher education curriculum remains a mechanism for achieving the needed change. Although, the general purpose of higher education may change overtime, as it remains important for individuals to gain access to education. This study is premised on the belief that, the purpose of higher education is to meet the socio-economic and developmental needs of a country. As a result, this study investigated the challenges of transformation in higher education curriculum development in South Africa. A qualitative approach was employed. The finding was that institutions of higher learning in South Africa are still mired in the past, as a result, the curriculum in place isn't geared towards meeting the residents' economic needs or the country's overall social goals. Furthermore, South Africa government raced towards reforming the higher education curriculum system shortly after 1994, when the new government took control, with the primary goal of repressing everything, notably in education. The researchers recommend that effective transformation for higher education curriculum in South African institutions requires an alignment of skills and knowledge taught in universities qualifications should address the need of the society.
Human Capital and Economic Growth in Sub Saharan Africa Countries: ARDL and ECM Analysis Matashu, Martha; Skhephe, Melikhaya
Journal of Economics Education and Entrepreneurship Vol 3, No 1 (2022): JEE, April 2022
Publisher : Program Studi Pendidikan Ekonomi FKIP Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jee.v3i1.5007

Abstract

The long-run relationship between human capital and economic growth in Sub Saharan African (SSA) countries was examined using An ARDL and ECM cointegration analysis approach. The endogenous and human capital theory posits that human capital accumulated acquired from the education system contributes to economic growth in any economy. Despite many years of huge government expenditure in education, SSA countries appears to experience little or no economic growth. Studies on the long term effects of human capital on economic growth in SSA countries remain few despite a growing body of research in literature. Using data from 37 SSA countries for the year 2000- 2018 an Autoregressive Distributed Lag ARDL and Error Correction Model (ECM) cointegration the study estimated a Dynamic Fixed Effects model (DFE) to examine the long run relationship between human capital and economic growth. The findings revealed that a cointegration relationship exist between human capital and economic growth. Secondary education had a significant but weak positive effect on economic growth in the short run and a weak negative effect on economic growth in the long run. Primary education however, had an insignificant contribution to economic growth both in the short and long run. Physical capital hadsignificant and strong positive effect on economic growth in the short run whilst in the long run it has an insignificant effect. SSA countries interested in enhancing long run term economic growth through human capital should consider promoting access to secondary school enrolment and improving the quality of primary education. The study providedempirical evidence on the short and long run contribution of human capital to economic growth in SSA countries.
Co-Authors Marumo, Michael Lebogang Matashu, Martha Ramonyai, Ikanyeng Prince