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All Journal Social Sciences, Humanities and Education Journal (SHE Journal)
Obioha, Emeka E.
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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A scoping functionalist reflections on the implementation of affirmative action in Higher Education Institutions in South Africa Zwelendaba, Thokoza; Obioha, Emeka E.
Social Sciences, Humanities and Education Journal (SHE Journal) Vol 5, No 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/she.v5i1.19207

Abstract

The scoping review was carried out to investigate the functionalist perspective on affirmative action for women in the workplace in the Eastern Cape Province’s selected South African universities. Given that university-specific information is available on affirmative action for women in the workplace, this scoping review employed a systematic review to investigate the implementation of the legislative framework for affirmative action policy in African-selected universities and ways to make improvements. Purposive sampling was used to select four higher education institutions (HEIs), in which there were two historically black and two historically white institutions, for representativeness. Evidently, affirmative action is indeed an existing policy in the selected institutions to redress the exclusion of women in senior positions in the past. While this review revealed the heightened visibility of women in executive positions in the four universities, women tend to be represented more than men in some executive categories. This demonstrates that the implementation of affirmative action for women has largely been successful in the country. Although with some challenges, the inclusion of women, without gender discrimination and biases, is a necessary ingredient for the sustainability of higher education administration in the country from a functionalist perspective.
Comparative analysis of academic performance of extended and mainstream programme students in the sociology discipline of a South African University Moruri - Silo, Puleng A; Obioha, Emeka E.
Social Sciences, Humanities and Education Journal (SHE Journal) Vol 5, No 2 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/she.v5i2.20628

Abstract

This study aims at examining the academic performance of students in the Extended programme (4-year qualification) as compared to the Mainstream programme (3-year programme) in the Sociology Unit at the Walter Sisulu University. It aims to establish whether there is a significant difference between extended programme students and those registered in the mainstream programme. This study sought to investigate whether the Mainstream programme performs better than Extended Curricula Program students as expected by the South African Council of Higher Education and the Department of Higher Education and Training and this was done over a period of three years (2019, 2020, and 2021). Findings in the study indicate a positive percentage improvement for mainstream in 2020 and negative percentage changes for many extended curricula modules in 2021. This shows that extended curricula may develop or perform better than mainstream curricula over a three-year period. However, there are negative changes that indicate declines or poor performance in expanded curricula when compared to mainstream curricula. Overall, while the mainstream students outperform the extended curriculum ones in some modules and years, the extended curriculum students also paced over the mainstream in other instances. Mainstream. While it is established that the mainstream students are slightly ahead, the extended curriculum students are not comparatively worse off. Attention should rather be paid to module specificity to improve the performance of the extended programme students, where they lagged the mainstream.   
Co-Authors Moruri - Silo, Puleng A Zwelendaba, Thokoza