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Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District Nyawo, B G; Buthelezi, Alan B; Khumalo, Nontobeko Prudence; Ajani, Oluwatoyin Ayodele
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i1.20495

This research examines the impact of political party affiliations and interference on school management in the Zululand District of South Africa. Using an interpretive research approach and qualitative methods, including an extensive review of existing literature and data collection through interviews, the study conducts semi-structured interviews with 21 individuals from three public primary schools. It also explores the influence of political factors on School Governing Bodies (SGBs), including their involvement in party politics and the challenges they face in enhancing their capacities. The findings confirm significant political interference in school governance, particularly in rural areas where political affiliations influence decision-making. SGBs often align themselves with political parties, leading to governance inefficiencies and conflicts among parent governors. Through the lens of participatory democratic theory, the study reveals governance capture in rural schools, with discriminatory practices and corruption arising as consequences of political intervention. The recommendations call for empowering SGBs to navigate political pressures through policy reforms, ensuring autonomy for parent governors, and reassessing the permissible extent of political influence within the governance framework. Additionally, the Department of Basic Education (DBE) is urged to address socioeconomic factors exacerbating corruption and to uphold integrity within school governance structures. By addressing the influence of politics and enhancing transparency, the DBE can cultivate a more equitable and effective educational environment for rural South African students.

Analysis of Migrant Teachers' Life Experiences in Early Childhood Education in Canada Ncube, Gugulethu; Ajani, Oluwatoyin Ayodele
EDUCARE: Journal of Primary Education Vol. 5 No. 2 (2024): EDUCARE: Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v5i2.314

This study explores the lived experiences of migrant early childhood education (ECE) teachers in Canada, emphasizing their contributions to cultural and linguistic diversity as well as the challenges they face in professional integration. With Canada’s diverse population and increasing number of migrant educators, understanding their experiences is essential to support inclusive educational practices. The study investigates how migrant ECE teachers contribute to multiculturalism and multilingualism in classrooms, enhancing children's social, cognitive, and cultural development. Despite these positive impacts, migrant teachers encounter obstacles such as credential recognition, language barriers, and systemic biases, which hinder their professional integration and potential contributions. Utilizing qualitative methodology, semi-structured interviews were conducted with nine migrant educators representing diverse cultural backgrounds. The findings of this study suggest that systemic barriers hinder the full integration of migrant educators into Canada’s early childhood education (ECE) system despite their significant contributions to cultural and linguistic diversity. Better recognition of their credentials, increased professional support, and more inclusive policies are needed to maximize their potential and reflect their experiences well in Canada’s ECE system. The contribution of this study is to identify and highlight systemic barriers that hinder the full integration of migrant educators into the Early Childhood Education (ECE) system in Canada. The findings call for better credential recognition, increased professional support, and more inclusive policies to maximize the potential of migrant educators and ensure their experiences are well reflected in the Canadian ECE system. This study contributes to proposing changes that can help address these inequities and increase diversity and inclusion in early childhood education in Canada.

Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation Ajani, Oluwatoyin Ayodele
Journal of Integrated Elementary Education Vol. 3 No. 2 (2023): September 2023
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v3i2.17693

Professional development plays a pivotal role in ensuring high-quality education. Well-designed activities empower teachers and improve instructional delivery. Therefore, this study examines the alignment of teacher professional development with classroom practices to meet learner needs. The study conducted a systematic literature review using the PRISM approach, focusing on research from 2003 to 2023 in EBSCO, Google Scholar, and other repositories. Only open-sourced and peer-reviewed English literature was considered. The findings emphasize that teacher professional development aims to equip educators with contemporary knowledge, skills, values, and attitudes that enhance teaching and learning excellence. When structured effectively, these activities boost pedagogical prowess and improve academic outcomes. The study highlights the significance of tailored, learner-centered pedagogical approaches and ongoing professional development opportunities to enhance academic performance. To facilitate effective teacher professional development, the study introduces the Learner-Centered Teacher Professional Development Model (LCTPD). It recommends integrating quality-driven, suitable professional development activities to enhance teaching practices and advance learners' performance.

Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District Nyawo, B G; Buthelezi, Alan B; Khumalo, Nontobeko Prudence; Ajani, Oluwatoyin Ayodele
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i1.20495

This research examines the impact of political party affiliations and interference on school management in the Zululand District of South Africa. Using an interpretive research approach and qualitative methods, including an extensive review of existing literature and data collection through interviews, the study conducts semi-structured interviews with 21 individuals from three public primary schools. It also explores the influence of political factors on School Governing Bodies (SGBs), including their involvement in party politics and the challenges they face in enhancing their capacities. The findings confirm significant political interference in school governance, particularly in rural areas where political affiliations influence decision-making. SGBs often align themselves with political parties, leading to governance inefficiencies and conflicts among parent governors. Through the lens of participatory democratic theory, the study reveals governance capture in rural schools, with discriminatory practices and corruption arising as consequences of political intervention. The recommendations call for empowering SGBs to navigate political pressures through policy reforms, ensuring autonomy for parent governors, and reassessing the permissible extent of political influence within the governance framework. Additionally, the Department of Basic Education (DBE) is urged to address socioeconomic factors exacerbating corruption and to uphold integrity within school governance structures. By addressing the influence of politics and enhancing transparency, the DBE can cultivate a more equitable and effective educational environment for rural South African students.

Enhancing Knowledge Production through the Management of Technology and Innovation in Higher Education: Challenges and Opportunities Ajani, Oluwatoyin Ayodele
Indonesian Journal of Innovation and Applied Sciences (IJIAS) Vol. 5 No. 2 (2025): June-September
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijias.v5i2.1644

This study explores the enhancement of knowledge production in higher education through the effective management of technology and innovation. Using a scoping review methodology, 278 articles were accessed from both Scopus and Google Scholar. Of these, only 68 peer-reviewed articles published in English were selected for thematic analysis. The review focused on identifying key challenges and opportunities related to technology and innovation management within higher education institutions. The analysis revealed several core challenges, including limited resources, cultural resistance, skill gaps, and concerns around data privacy and sustainability. Despite these obstacles, significant opportunities were identified. These include the potential for personalised learning, the use of artificial intelligence (AI) in research, enhanced global collaboration, and improvements in accessibility and administrative efficiency. Furthermore, the role of innovation hubs and public-private partnerships in fostering interdisciplinary research and development emerged as critical areas of focus. The findings underscore the importance of strategic leadership, policy development, and continuous evaluation in successfully managing technological innovation in higher education. By addressing these challenges and seizing the identified opportunities, institutions can play a pivotal role in advancing knowledge production and contributing to broader societal progress.

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