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All Journal EDUCATIO : Journal of Education Journal AL-MUDARRIS International Journal of Environmental, Sustainability, and Social Science
Nyagope, Taurayi Stephen
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Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Massification at higher education institutions; Challenges associated with teaching large classes and how it impacts the quality of teaching and learning in South Africa Nyagope, Taurayi Stephen
EDUCATIO : Journal of Education Vol 8 No 2 (2023): November 2023
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v8i3.1276

Abstract

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.
Conceptual Changes in South African Higher Education: Embracing Student-Centred Approaches Amidst Challenges Nyagope, Taurayi Stephen
EDUCATIO : Journal of Education Vol 8 No 1 (2024): May 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i1.1429

Abstract

This study critically examines the evolving nature of higher education in South Africa, focusing on the implementation of student-centred learning approaches. Key elements include the challenges posed by massification, the decolonisation of the curriculum, and the integration of technology. The expanding student population necessitates innovative teaching methods to maintain high educational standards. The shift towards student-centred learning fosters active participation, critical thinking, and differentiated instruction, facilitated by technology, which enables inclusive virtual classrooms. A strategic analysis of 15 scholarly articles underscores the transition to interactive, learner-centred methods aimed at enhancing deep learning and student engagement. The discussion highlights the pivotal role of technology in creating effective learning environments, utilizing tools such as virtual reality and open online courses, while acknowledging challenges like high costs and dropout rates. In the South African context, the adaptation of educational strategies to local conditions, including the use of mobile technology and culturally relevant curricula, is explored. The paper advocates for a dynamic, pragmatic, and learner-focused educational paradigm, crucial for addressing the contemporary challenges in higher education.
MASSIFICATION AT HIGHER EDUCATION INSTITUTIONS; CHALLENGES ASSOCIATED WITH TEACHING LARGE CLASSES AND HOW IT IMPACTS THE QUALITY OF TEACHING AND LEARNING Nyagope, Taurayi Stephen
Al-Mudarris: Journal Of Education Vol. 6 No. 2 (2023): edisi OKTOBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/al-mudarris.v6i2.1842

Abstract

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.
The Role of Financial Literacy in Enhancing SME Access to Financial Services, Growth and Sustainable Development in Zimbabwe NYAGOPE, Taurayi Stephen; NYAGOPE, Owen Simon
International Journal of Environmental, Sustainability, and Social Science Vol. 5 No. 4 (2024): International Journal of Environmental, Sustainability, and Social Science (Jul
Publisher : PT Keberlanjutan Strategis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v5i4.946

Abstract

This study sought to determine the Role of Financial Literacy on Accessibility, Growth and Sustainability in Small and Medium Enterprises Zimbabwe. It underlines the role of SMEs in generating employment and Gross Domestic Product during a challenging financial environment where high interest rates, strict collateral requirements, as well as lack of specialized products for SMEs leave much to be desired. Financial literacy was also given priority in the research as crucial for SME owners and managers so that they can apply financial services efficiently not just understanding them but doing such things borrowing, budgets, investment, and risk management. The main value of the study was in its ability to guide policymakers, financial institutions, and educators about how a good training on financial literacy could improve SMEs’ performance and growth. The research emphasized the gap in growth among SMEs despite government action, addressing any existing gaps relative to a study done on the impact of financial literacy as compared with performances by various enterprises. The methodology involved a positivist research philosophy, an explanatory research design and a case study approach which utilised both quantitative and qualitative data analysis. This study was set geographically as SMEs in Harare with the data collected through questionnaires and secondary sources such as Reserve Bank of Zimbabwe and World Bank. Upon data analysis, there was a strong relationship between financial literacy and SME performance. In conclusion, the study established that financial literacy played a critical role in determining whether SMEs were successful and sustainable in Zimbabwe.
From University to the World of Work: A Higher Education Curriculum response Nyagope, Taurayi Stephen
EDUCATIO : Journal of Education Vol 9 No 1 (2025): May 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i1.1679

Abstract

Graduate employability remains a critical challenge in higher education, with increasing concerns about whether universities adequately equip students for the workforce. Employers often highlight deficiencies in essential workplace skills, including practical knowledge, emotional intelligence, and adaptability, while scholars debate whether the issue stems from an overemphasis on theoretical knowledge or a misalignment between academic outcomes and industry demands. This study critically examines both perspectives by utilizing a mixed-methods approach, combining a literature review, employer surveys, and case studies. The research explores how higher education curricula can bridge the gap between academic knowledge and professional skills. Key findings emphasize the importance of work-integrated learning (WIL), internships, and soft skills training, though challenges remain in ensuring their accessibility, integration, and relevance within diverse educational contexts. The study also addresses the impact of evolving labor market dynamics, such as automation, digital transformation, and globalization, on graduate employability. Based on these findings, the study advocates for a balanced curriculum that integrates theoretical knowledge with practical skills, emphasizing interdisciplinary learning and adaptability. Recommendations include enhancing university-employer collaborations, expanding experiential learning opportunities, and fostering digital literacy, with a focus on preparing graduates for lifelong learning in an ever-evolving job market.
Information Technology Risks and Governance Disclosure: Evidence From Top 40 JSE Listed Companies NYAGOPE, Taurayi Stephen; RAJARAM, Rajendra; OBAGBUWA, Oloyede
International Journal of Environmental, Sustainability, and Social Science Vol. 4 No. 5 (2023): International Journal of Environmental, Sustainability, and Social Science (Sep
Publisher : PT Keberlanjutan Strategis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v4i5.636

Abstract

The study analyzed the extent to which information technology in the 40 JSE-listed companies discloses (IT) risks and governance. It also identified the similarities and differences between the South African King IV governance and other international IT governance and risk disclosure codes. We employed a qualitative content analysis technique and found that 32 of the top 40 JSE-listed entities (80%) completely complied with King IV and other international standards. In contrast, eight of the top forty JSE-listed businesses (20%) partly complied. Moreover, 79% (19/24) of provisions in King IV are similar to that of the international standards, while 21% (5/24) differ. The findings imply that most of the top 40 JSE-listed firms are protected from the consequences of non-compliance with IT risks and governance disclosure, such as going concern risk, fraud, and data manipulations. We also confirmed that King IV provisions regarding IT risks and governance aligned substantially with global standards, enhancing multinational firms' implementation of efficient IT risks and governance.
Massification at Higher Education Institutions; Challenges Associated with Teaching Large Classes and How it Impacts the Quality of Teaching and Learning in South Africa NYAGOPE, Taurayi Stephen
International Journal of Environmental, Sustainability, and Social Science Vol. 5 No. 1 (2024): International Journal of Environmental, Sustainability, and Social Science (Jan
Publisher : PT Keberlanjutan Strategis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v5i1.852

Abstract

The paper engages with the phenomenon of large classes in higher education institutions in South Africa and its challenges to the quality of teaching learning. Most public higher education institutions in South Africa, in response to historical conditions, have enrolled students more than their capacity, resulting in massification and negative consequences on educational quality. There has been a plethora of literature on the teaching of large classes, however, few studies offer a comprehensive engagement on the challenges presented by teaching larges and its impact on quality of education as well as innovative strategies that can be used to teach and different learning pedagogies that can be used. This essay identified the challenges of teaching large class in higher education institutions due to massification and large enrolments and their implications on sustaining and enhancing quality of teaching and learning. In addition, I suggested several strategies that can be used to overcome the challenges of teaching large classes as well as how to monitor and evaluate these strategies with the aim of improving quality of higher education in the era of massification. Accordingly, the human capital theory was adopted. Furthermore, a qualitative research approach was applied in this study and a systematic literature review was used to collect and review information according to the guiding principles of the hermeneutic framework. The essay contributes to literature with the strategies to enhance quality of teaching and learning, student engagements and teaching approaches aimed at reaching all students in large classes.
Co-Authors NYAGOPE, Owen Simon OBAGBUWA, Oloyede RAJARAM, Rajendra