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All Journal REiD (Research and Evaluation in Education) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Research in Social Sciences and Technology
Nkambule, Bongani Innocent
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Education Mathematics Physics Other

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WhatsApp Messenger as a Supplementary Tool for School Curriculum Knowledge Transfer and Acquisition During COVID-19 Stricter Lockdown: Educators’ Perceptions Nkambule, Bongani Innocent
Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.10

Abstract

The COVID-19 pandemic was unarguably one of the most disastrous events whose detriment to the normalcy of the education and training sectors will never be forgotten. To salvage the academic year, the Department of Basic Education (DBE) encouraged historically disadvantaged schools to explore rotational learning supplemented by mobile learning (with WhatsApp Messenger as schools’ most preferred application). However, in face of the concerns that were raised by the media, educational commentators, student bodies and teacher unions about the lack of public schools’ readiness for mobile learning, this social constructivist oriented qualitative study (which drew on 12 educators’ diverse and convergent views) adopted a Technology Acceptance Model (TAM) as a lens to investigate educators’ perceptions of WhatsApp messenger as a supplementary mode of curriculum knowledge transfer and acquisition during COVID 19 stricter lockdown at three historically disadvantaged schools in South Africa. Participants generally deposited positive feedback regarding the benefit of using it WhatsApp messenger to engender curriculum knowledge transfer and acquisition. They however explicitly also detailed a few negative aspects of this pursuit, primarily on how for socio-economic related reasons, the process was not completely inclusive as some learners could not partake in it. Also, educators admitted that while going beyond the call of duty was necessary during the pandemic, WhatsApp mediated teaching consumed most of their leisure time. According to them, this was compounded by poor internet connectivity due to the country’s power crisis, which in some instances adversely affected the productivity of WhatsApp messenger mediated curriculum knowledge transfer and acquisition processes during COVID-19 stricter lockdown.
Eradicating a Culture of Public Mistrust in TVET College Education in South Africa: A Manifesto for the Sector’s Sustainability Ahead of 4IR Nkambule, Bongani Innocent; Ngubane, Sindile Amina
Research in Social Sciences and Technology Vol 8 No 4 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.44

Abstract

The consumption of technical and vocational education and training has increased exponentially over the past two decades. In terms of inclusion, it is without a doubt that today’s TVET sector is a far cry from what it was before the democratic government took over the baton from the apartheid government. TVET has become a refuge to many hopefuls from the historically disadvantaged sectors of society who, due to a range of apparent reasons, would ordinarily not have managed to partake in tertiary education. To many South African youth, TVET presents an avenue for the acquisition of a skill that will give them a fighting chance at escaping the harsh recurrence of poverty, economic inactivity and resource deprivation they are subjected to almost on a daily basis. However, beneath this silver lining lies a growing public disgruntlement over the TVET system’s ability to steadfastly deliver quality education and transform the lives of students, by instilling in them agency for self-regulated and collaborative innovation that will turn them into formidable and assertive role players in the knowledge societies, come the fourth industrial revolution (4IR). To understand the crux of public mistrust in TVET college education in South Africa, an extensive body of literature was reviewed. The findings of the paper point to strategic factors (which in the main are attributed to a lack of effective leadership and managerial skills) and contextual factors that occur at a campus level, as major causes of public mistrust in TVET education. The paper concludes by tabling a manifesto for changing the status quo ahead of the advent of 4IR.
Organisational Learning and Knowledge Sharing Culture in Township Schools: An Exploration of Effective and Ineffective Practices Nkambule, Bongani Innocent
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1: March 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1123

Abstract

Literature underscores that the Fourth Industrial Revolution (4IR) promises to bring with it a host of technical and socially oriented innovations and changes that will pressure educational institutions to incorporate the concept of knowledge management (KM) in their educational, human resource, curricular and co-curricular administrative functions. In light of the many challenges confronting township schools such as the lack of proper infrastructure, the lack of learning and technological equipment and insufficient budget, the primary objective of this qualitative study (involving a sample of 20 participants), was to draw parallels between the effective and ineffective knowledge sharing practices in three township schools in the city of Emalahleni in Mpumalanga Province, South Africa. The study found that of the three schools under study, only one school practiced effective knowledge sharing, while the other two schools were found to be ineffective in their practise of knowledge sharing. Thematic analysis indicated that, in both schools, ineffective knowledge sharing was precipitated by a counter collaborative culture, top down communication and decision making, absence of Ubuntu (i.e., humanity, tolerance and mutual respect) among staff, the principals’ inaccessibility to non-managerial staff, and chronic teacher absenteeism. Based on these findings, the study proposes that best practices from the school that was found to have practiced effective knowledge sharing be emulated throughout the landscape of township schools in South Africa.
Understanding barriers to optimal supervision and delivery of the National Certificate (vocational) curriculum through TVET college lecturers' reflective evaluations Williams, Angelona Rewhydah; Prins, Karel; Nkambule, Bongani Innocent; Ngubane, Sindile Amina
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i1.72274

Abstract

Propounded by reflective theory, this qualitative case study drew on TVET lecturers' reflective evaluations of factors that they considered to have a bearing on optimal supervision and delivery of the National Certificate (Vocational) curriculum. Data were collected from participants across three campuses of a TVET college in the Eastern Cape Province, South Africa. Twelve lecturers of different seniority were purposively sampled and interviewed in two focus group sessions. The first focus session involved six participants: four post-level 2 and two post-level 3 personnel recognized by the South African Council for Educators (SACE) as "office -based lecturers" and classified within the middle management echelon of curriculum management and supervision. The second focus group session entailed six post-level 1 personnel (recognized by SACE as "classroom-based lecturers"). The findings problematized (1) the Department of Higher Education and Training's failure to monitor and evaluate curriculum delivery processes; (2) a lack of comprehensive professional development opportunities for classroom-based lecturers; (3) poor coordination of work-integrated learning (WIL) programs and processes; (4) curriculum supervisors' limited time for classroom visits due to heavy administrative workload; (5) the absence of communities of practice for knowledge sharing purposes among lecturers; (6) students' language barriers, which led to low pass rates; (7) shortage of qualified student support practitioners and onsite academic support programs; and (8) unreliable Internet connectivity and rigid access to technology infrastructure. The study recommends that the college leadership should address these challenges by applying all possible measures to optimize lecturers' curriculum supervision and delivery practices at the selected TVET college .
Co-Authors Ngubane, Sindile Amina Prins, Karel Williams, Angelona Rewhydah