Journal of South African Democratic Teachers Union (JSADTU)
The JSADTU is an interdisciplinary, peer-reviewed, open access journal on education sector. The focus of the Journal cut across education sector (e.g. higher education, early childhood development, basic education, adult education, vocational education and training and decolonization of education). The Journal aims to publish papers that demonstrate original contribution to knowledge and theoretical insight and /or analytic empirical work. The journal undergoes a rigorous peer-review process and releases publications twice a year. The Journal has a reputable International Standard Serial Number (ISSN) and a DOI number. JSADTU is recognised by the South African Department of Higher Education and Training (DHET). Print ISSN: 2790-4997 Online ISSN: 2790-5004 DOI Number: 10.63091 EDITORIAL COMMITTEE Chief Editor Dr. David Matsepe, South African Democratic Teachers’ Union, South Africa Email Address: DMatsepe@sadtu.org.za Contact Number: (W) 011 971 2000 / (C) 060 992 8392 Managing Editor Dr. Trevor Thembinkosi Zwane Email Address: zwane@jsadtu.com
South African Democratic Teachers Union (SADTU)
When authors submit articles to the Journal of South African Democratic Teachers Union (JSADTU), they consent to publication under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. This license permits others to reproduce, share, and distribute the articles, provided proper credit is given to the original author(s), the content is not used commercially, and no alterations are made. All forms of redistribution must also clearly state the licensing terms.
LOCUS OF CONTROL AND THE AFRICAN PERCEPTION OF ITSELF AND PERSONALITY
Locus of control, a psychological concept referring to individuals' beliefs about how they can control events affecting them, plays a significant role in shaping Africa's self-perception and personality development. This abstract explores how locus of control influences the African identity and its broader implications. In Africa, the colonial legacy has profoundly impacted the collective psyche, often fostering an external locus of control. Many Africans perceive their circumstances as controlled by external forces such as historical injustices, governmental actions, and socio-economic conditions. This perception can lead to feelings of helplessness and a diminished sense of agency, detrimental to personal and communal development. Cultural factors further complicate the interplay between locus of control and African self-perception. Traditional African values, such as communalism and respect for authority, can sometimes reinforce an external locus of control. However, integrating these values with modern psychological insights can help balance the internal and external loci of control, promoting a healthier self-perception. Addressing the psychological scars of colonialism and fostering a sense of pride and self-worth are crucial steps towards developing a more unified and resilient African identity. By encouraging an internal locus of control, African societies can empower individuals to overcome historical and contemporary challenges, leading to a more positive and proactive self-perception. In conclusion, understanding and addressing the locus of control is essential for improving Africa's self-perception and fostering a more empowered and resilient identity. This requires a multifaceted approach that includes psychological healing, cultural integration, and the promotion of individual agency.
Copyright (c) 2025 This work is licensed under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 International License. Open access articles are available to all users at no cost and are permanently accessible right after publication. Authors retain the copyright to their work while granting Journal of South African Democratic Teachers Union (JSADTU) the initial non-exclusive rights for publication. Additionally, authors agree that any future publications of the article will recognize the Journal as the original publisher and provide a link to the Journal's website. https://creativecommons.org/licenses/by-nc-nd/4.0
EXPLORING TEACHER AND LEARNER PERSPECTIVES ON POOR PERFORMANCE IN SETSWANA HOME LANGUAGE IN MULTILINGUAL CLASSROOMS
The study aims to improve negative perspectives that affect performance in the Setswana home language in multilingual classrooms, and the study employed the interpretivist research paradigm, which enhances comprehension of social phenomena and human behaviour since it is subjective and focused on social interaction and individual interpretation. Participants were selected using a purposive sampling method, and data were collected through interviews. The sample consisted of six Setswana home language teachers and 24 learners. Atlas-Ti version 23 has been employed to analyse the interview transcripts. To identify patterns and themes in the data, thematic analysis was employed. The research findings revealed that teachers and learners possessed both positive and negative perspectives on teaching and learning Setswana HL in multilingual classrooms. Positive views included excitement for cultural heritage as well as admiration for learning and teaching. The negative perspectives were shortcomings with linguistic obstacles, and a lack of enthusiasm and drive, which is triggered by increased workloads and inadequate facilities to be used in the classroom. In addition to the language barrier, learners may become disinterested and unmotivated. The prominence and effectiveness of teaching Setswana HL may be diminished if teachers perceive it challenging to adapt to the diverse linguistic demands of their learners, which might result in a reliance on more dominant languages for instruction. The study advocates parentalMengagement to enhance learner academic success as well as significant professional development to foster an encouraging mindset towards the educational environment of Setswana HL. The Department of Education intends to use insights from the study to develop successful solutions in areas where teachers need empowerment to improve accomplishment and to ensure that policy revisions align with the requirements of learners.
Setswana Home Language, Teacher and Learner Perspective, Poor Performance, Multicultural Classrooms, Educational Challenges
INCLUSIVE ADAPTIVE LEARNING ENVIRONMENTS AND THE ROLE OF ARTIFICIAL INTELLIGENCE: INSIGHTS FROM SOUTH AFRICAN CLASSROOMS
The emergence of educational digital technologies harnessing artificial intelligence (AI) and adaptive learning environments enables continuous monitoring of learner progress while providing tailored,personalized feedback and recommendations. These innovations make it easier for teachers and parents to identify specific areas where learners need improvement. Adaptive learning and AI tools are transforming education by moving beyond traditional teacher-centered approaches that limit learner autonomy and critical thinking. This article investigates the use of adaptive learning and AI to foster personalised learning in South Africa in resource constraint areas, with the focus to enhance learning experiences. In these platforms, large amounts of data can be analysed, adapt, and tailored to the content and delivery of educational materials to meet learner individual needs. A systematic literature review was conducted using data from Scopus and Web of Science, guided by the PRISMA framework. Literature published between 2020 and 2025 was included, as this period marks a significant rise in AI adoption within the education sector. Boolean operators (AND, OR, NOT) were applied to refine search results and identify peer-reviewed studies relevant to the research objectives. Findings reveal that adaptive learning and AI-based platforms effectively monitor learner performance, identify learning gaps, and provide targeted interventions. The reviewed studies further demonstrate that such tools improve learning outcomes, enhance learner engagement, and support teachers by automating administrative tasks and generating progress reports. Despite these benefits, the South African education sector continues to rely heavily on traditional pedagogical methods. Many educators express uncertainty about AI’s role and raise ethical concerns regarding students’ misuse of AI tools. The study concludes by emphasizing the urgent need for teacher training and institutional readiness to harness AI’s full potential for inclusive education.
MANAGING DIGITAL TRANSFORMATION IN PRIMARY SCHOOLS: THE ROLE OF PRINCIPALS IN ILEMBE DISTRICT, KWAZULU-NATAL, SOUTH AFRICA
As digital technologies continue to reshape education, the role of school leadership in managing this transformation has gained significant importance. However, many school principals are without adequate training, resources, and institutional support to manage this complex change process successfully. This study investigated the role of school principals in leading digital transformation initiatives in primary schools, focusing on six selected schools in the iLembe District, KwaZulu-Natal, South Africa. Employing a qualitative case study design, the research draws on data gathered through semi-structured interviews with six school principals. The study is framed within educational leadership and change management theories to interpret how school leaders respond to the demands of digital integration. Findings indicate that principals are pivotal in articulating a digital vision, allocating resources, facilitating staff development, and cultivating a technology-friendly school culture. However, these efforts are hindered by systemic challenges such as inadequate infrastructure, limited digital competencies among staff, and policy fragmentation. The article concludes with practical recommendations for policymakers and education departments to enhance leadership capacity and support sustainable digital transformation in under-resourced primary schools.
PERCEIVED EFFECTS OF CULTURO- TECHNO CONTEXTUAL APPROACH AND ACTIVE LEARNING ON PRE-SERVICE TEACHERS’ LEARNING OUTCOMES IN BUSINESS EDUCATION IN COLLEGES OF EDUCATION IN SOUTHWEST NIGERIA
Business Education is essential for equipping students with entrepreneurial, employability, and global economic competencies. In Nigeria, it is primarily taught in Colleges of Education to prepare pre-service teachers for secondary and vocational levels. However, persistent reliance on traditional lecture methods has been linked to passive learning and poor outcomes among pre-service Business Education teachers in Southwest Nigeria. This study investigated the effects of the Culturo-Techno Contextual Approach (CTCA) and Active Learning (AL) on pre-service teachers’ achievement, engagement, and retention. CTCA integrates cultural relevance, technology, and real-life contexts to enhance meaningful learning, while AL promotes active student participation through problem-solving and collaborative tasks. A quasi-experimental design was employed with 107 pre-service teachers and eight lecturers. Participants were assigned to CTCA, AL, and control groups. Data were collected through structured questionnaires and achievement tests, and analyzed using descriptive and inferential statistics. Findings revealed that CTCA produced the highest mean gain in achievement (6.62), followed by AL (4.39), with the control group recording the lowest (3.53). Lecturers perceived both CTCA and AL as useful, user-friendly, and effective, though areas for improvement were identified. Gender analysis indicated slightly higher gains for males (5.28) compared to females (4.71), but teaching methodology was more influential than gender. The study concludes that innovative pedagogies, particularly CTCA, significantly improve learning outcomes compared to conventional methods. It recommends integrating culturally responsive and technology-enhanced strategies into Business Education curricula, providing instructor training on CTCA and AL, and implementing participatory teaching approaches to boost engagement and critical thinking. Future research should explore long-term impacts and contextual factors influencing gender differences. These findings underscore the need for curriculum reforms to align Business Education with 21st-century pedagogical demands.
Culturo-Techno Contextual Approach (CTCA)
, Preservice Teachers, Learning Outcomes
DETERMINANTS OF SUCCESSFUL STRATEGY IMPLEMENTATION: A SURVEY OF SELECTED PUBLIC SCHOOLS IN SOUTH AFRICA.
The paper analyses the determinants of successful strategy implementation within Public Schools in South Africa. Using simple random sampling technique, a total of one hundred and sixty-five (165) respondents were chosen to participate in the survey. A questionnaire structured within a Likert scale format was used to collect data on compensation management, managerial behaviour, institutional policies and resource allocation as factors influencing successful strategy implementation. The data was collected and analysed using SPSS statistical package. The Cronbach’s alpha of 0.759 and the Keiser-Meyer-Olkin of 0.810 obtained indicated reliability and sampling adequacy of the data used respectively. Based on the Cramer’s V co-efficients obtained from the chi-square test; compensation management, managerial behaviour, institutional policies and resource allocation all proved statistically significant association with successful strategy implementation.
TEACHERS' PRACTICES IN RE-CONSTRUCTION OF ENTREPRENEURSHIP CURRICULUM IN THE DIGITAL ERA: A CASE OF EMS TEACHERS IN UTHUKELA DISTRICT, KWAZULU-NATAL, SOUTH AFRICA
Teaching and learning practices have transformed significantly in the contemporary digital landscape.Technology integration has become essential to enhance learners' understanding and prepare them for themodern digitalised workforce. This research paper examined the practices of Economic and ManagementSciences (EMS) teachers in reconstructing the Entrepreneurship curriculum within the digital era inuThukela district, KwaZulu-Natal. The study was grounded in Siemens's (2004) Connectivism theory, which provided the theoretical framework to understand EMS teachers' practices when teaching Entrepreneurship in technology-enhanced environments. A qualitative research approach within an interpretivism paradigm was employed to explore teachers' lived experiences and perspectives. Data were collected through face-to-face structured interviews with five purposively selected EMS teachers from different secondary schools and analysed using inductive thematic analysis following systematic coding procedures. The findings revealed that EMS teachers utilise various multimodal tools including online searching platforms and visual media integration. Furthermore, teacher networking, professional collaboration, and learner collaborative strategies emerged as key pedagogical approaches for Entrepreneurship instruction in the digital era. Based on these empirical findings, the study recommends that the Department of Basic Education should systematically expose EMS teachers to expanded multimodal technological tools, provide comprehensive infrastructure support for digital learning environments, and actively endorse practical Entrepreneurship implementation approaches in schools
GLOBALISATION AND CURRICULUM TRANSFORMATION IN SOUTH AFRICA: ALIGNING NATIONAL FRAMEWORKS WITH SUSTAINABLE DEVELOPMENT GOALS AND DIGITAL COMPETENCIES
Globalisation exerts significant pressure on national education systems, compelling them to adopt transnational goals and practices to secure legitimacy within the international community. This paper examines how South Africa navigates this dynamic, analysing the integration of global mandates specifically the Sustainable Development Goals (SDGs) and digital competencies into its national curriculum and teacher training programmes. Drawing on World Culture Theory and Comparative Curriculum Analysis, the study employs a qualitative document analysis of South Africa's Curriculum and Assessment Policy Statements (CAPS) and initial teacher education syllabi from three research-intensive universities. The findings reveal a progressive formal alignment with global agendas, evidenced by the explicit inclusion of a digital literacy strand in CAPS and references to the Education 2030 framework. However, significant provincial disparities in resource allocation and uneven integration in teacher education highlight a decoupling between policy adoption and enactment. A comparative analysis with Brazil, India, and Malaysia situates South Africa in an intermediate position, balancing global norms with local constraints. The study concludes that without targeted strategies for equitable implementation and robust teacher preparation, the promise of a globally aligned, future-focused education system remains aspirational. Recommendations include the development of detailed implementation guidelines, investment in digital infrastructure, and mandating SDG-aligned practica in teacher training.
UNPACKING SYSTEMIC BARRIERS IN COMMERCE EDUCATION: A CHAT-INFORMED STUDY OF COMMERCIAL CURRICULUM DELIVERY IN CAPRICORN SOUTH DISTRICT
This study aimed to map the systemic barriers undermining commercial subjects in Capricorn South District by examining how support deficits, staffing constraints, motivational challenges, and resource gaps interact. employing a qualitative, interpretive design grounded in cultural activity theory, we interviewed ten commercial departmental heads and analyzed policy memos, timetables, staffing records, and resource inventories. four interlocking contradictions STEM-biased policies, chronic teacher shortages, insecure leadership roles, and inadequate instructional resources emerged. these findings underscore the need for coordinated interventions in policy realignment, permanent staffing structures, targeted professional development, resource modernisation, and strengthened industry-community partnerships to revitalise commerce education as conduit for economic participation.
Commerce; Curriculum; Barriers; Motivation; Resources; Qualitative
SAFETY CULTURE AND EMPLOYEES PERFORMANCE IN SAFETY-RELATED UNITS OF THE TEACHING HOSPITALS IN SOUTH EAST, NIGERIA.
Workplace safety incidents are national as well as global issues hence managers work tirelessly to inculcate safety values within the organisation by providing basic job resources which mitigate the negative effect of job demand especially during emergency situations. But the seemly inability of managers of the focused teaching hospitals in Southeast, Nigeria to conduct safety training and program, provide job resources and steady communication seem to have hampered their safety performance as it was observed that Healthcare Workers(HCWs) contract the same disease from infected patients. The study was anchored on Job Demand-Resource Theory which posits that health impairment occurs when there is disturbance in the equilibrium between the job demand that employees are faced with and the resources at their disposal. The study employed descriptive and correlation research design. Three teaching hospitals were selected from both Federal and State Teaching Hospitals based on the populations of respondents where as no teaching Hospital was selected from private teaching hospital since there is none in the area. The study adopted complete enumeration technique and 176 copies of questionnaire were distributed to HCWs but only 127 were positively responded to. The study adopted content validity and Cronbach Alpha method was used to ascertain the internal consistency and the reliability coefficient of 0.876 was obtained and this was judged adequate for the study. The hypotheses were tested using Pearson Product Moment Coefficient. Correlation coefficient (r) values of 0.475, 0.818 and 0.482 were got from the test of hypotheses 1, 2 and 3 respectively. The results revealed that there is a significant and positive relationship among the variables under study. From the findings, it is recommended that management of the teaching hospitals need to provide basic job resources, maintain steady flow of information and conduct safety programs and training for HCWs so as to increase employee perceived value on safety.
PLIGHTS OF CHILDLESS COUPLES IN A PRONATALIST IGBO SOCIETY: STUDIES IN UMUOMAKU, ANAMBRA STATE
The issue of childlessness has led to so much damage and most times led to broken homes. Couples feeling ridiculed, constant visit to ‘prayer houses’, herbalist homes and spiritual centres despite the wave of modern technology in virtually all sphere of life is appalling. This is because advancement in technology avails peoples the opportunity to facilitate solutions to problems that hitherto were very difficult to solve. Childlessness has major psychological and social implications for affected persons, especially in settings where childlessness is highly valued. The study documents how childlessness is perceived in a pronatalist Igbo society and the multitude of adverse consequences suffered by affected individuals. Childlessness evokes strong negative feelings among the Igbo being represented by the Umuomaku in Anambra State. It is important to note that childlessness goes beyond the core of the individual in African setting. Nevertheless, how men and women respond and the language they use reflect their individual experiences. These individuals experience unimaginable social and emotional burdens on a daily basis in their homes and the community at large. In desperate moves to avoid being tag childless, these couples go to any length to have children. Using thematic and narrative approach, the study uses qualitative methodology and relies on Primary and secondary sources of information for its analyses.
EXAMINING THE INFLUENCE OF CAREER COMMITMENT AND GROWTH ON HUMAN FLOURISHING
Human flourishing is the desire of every employee in an organization, every employee desires to work with an organization that offers good working conditions, the study highlighted the importance of encouraging employee growth which was noted to strengthen the commitments to their jobs. This research work revealed the setbacks to fostering positive career growth of employees in organizations, it was revealed that as of today several organizations are faced with stiff competition and harsh operational environment in the daily quest for profitability, which has continued to create a difficult working environment. An analysis on a better understanding of the study was explored adopting a simple sampling technique that was employed to select 100 participants for the survey the data was statistically analyzed based on the research objectives and formulated hypotheses. The results revealed that career growth significantly enhanced employee flourishing among employees as well as career commitment, this study recommends that crucial steps should be taken to undertake a periodic satisfaction and performance measurements test to track the level of employee participation, also the company should review its reward system to favour employees who are committed to their jobs.
EXPLORING THE RELATIONSHIP BETWEEN ADVERSE CHILDHOOD EXPERIENCES AND MORAL DEVELOPMENT AMONG UNDERGRADUATE STUDENTS
The study investigated the relationship between adverse childhood experiences (ACEs) and moral development among students. Specifically, the study aimed to examine the relationship between ACEs and moral development, evaluate gender differences in ACEs and moral development, and explore age differences in ACEs and moral development. A correlational research design was employed, using a survey questionnaire administered to 300 Undergraduate Students of University of Lagos aged 16 to 25 years. Adverse Childhood experiences was measured using the Adverse Childhood Experiences Questionnaire (ACE-Q) was utilized to assess ACEs while Moral development was measured using the Moral Identity Questionnaire (MIQ). The results revealed a significant negative relationship between moral development and ACEs (r = -.326, p < 0.05), supporting hypothesis 1. This suggests that individuals who experienced higher levels of ACEs tended to exhibit lower levels of moral development. However, no significant gender differences were found in both ACEs and moral development. Males and females reported similar levels of ACEs and moral development, leading to the rejection of hypothesis 2. Regarding age differences, emerging adults aged 18-21 exhibited higher levels of moral development (Mean = 62.18, SD = 5.29) compared to those aged 22-25 (Mean = 59.88, SD = 4.13), with a significant difference between the two age groups (t (297) = 4.15, p < 0.05). However, no significant difference was observed in ACEs between the two age groups. Thus, hypothesis 3 was partially supported. These findings contribute to the understanding of the impact of ACEs on moral development among Undergraduate Students of University of Lagos.
The vast range of topics included in this edition of JSADTU relate to the journal's focus. The contributions' multidisciplinary character is one of the edition's main advantages. The edition's viability and its contribution to trustworthy knowledge are attested to by the contributions of experts with a variety of backgrounds. The meticulous evaluation of every piece submitted for publication has further guaranteed the edition's publication process's excellence. Therefore, I'm taking this opportunity to thank our reviewers for their diligence. It is also noteworthy that the writers of the chosen articles addressed the reviewers' issues in a qualitative manner. This illustrates the need for collaboration in the production of high-calibre scholarly publications. I think the purpose of this edition is to fill in the research gaps in the several fields that have contributed articles to the education community. Additionally, I think that this edition has advanced the idea that education is relevant when it comes to social transformation. For this reason, I want to thank everyone who helped with the edition's production.
UNDERSTANDING THE INFLUENCE OF ADVERSE CHILDHOOD EXPERIENCES (ACES), PSYCHOLOGICAL WELL-BEING ON HUMAN FLOURISHING AMONG STUDENTS IN UNIVERSITY OF LAGOS.
The university marks a critical juncture in student’s lives where the shift to adulthood involves significant social, academic and personal obstacles, this shift can be made more difficult by past adverse experiences. This study set out to investigate the impact of adverse childhood experiences on the psychological well-being and human flourishing of undergraduates in the university. In carrying out this study, specific objectives were to: (a) determine if ACEs will significantly influence psychological well-being among Unilag students.(b) determine if there is a negative relationship between ACEs and human flourishing among Unilag students, it is also aimed at examining if age differences are moderating the impact of ACEs on psychological well-being, and lastly to determine if there are differences in the levels of adverse childhood experiences and psychological well-being between Males and Females. Students were conveniently sampled across various levels and departments at the University of Lagos. The study employed a cross-sectional design involving 400 undergraduate students. Participants completed self-reported questionnaires assessing their ACEs, psychological well-being and human flourishing. The findings indicate that ACEs have a significant negative influence on psychological well-being (B=-2.636, p= <.001), and showed a significant negative relationship between ACEs and human flourishing (r= - .503, p= <.01). However, age did have a significant influence on the impact of ACEs on psychological well-being (B= -.288, p=.033). Males did not report higher ACEs and psychological well-being than females (t(333)= 0.091, p=0.927), (t(333) = 1.077, p = 0.282). This study concludes that ACEs have a detrimental influence on university student’s psychological well-being and that ACEs have a negative relationship with the flourishing of students at the University of Lagos. Discussions and recommendations were made in line with the research findings.
PSYCHOSOCIAL DETERMINANTS OF EMPLOYEES’ PERFORMANCE AMONG INSURANCE WORKERS
Job insecurity is a significant psychosocial factor that can influence employee performance, particularly in industries where uncertainty about employment stability is prevalent. This study explores the impact of job insecurity and selected demographic factors on employee performance within the Nigerian insurance industry. It specifically examines how job insecurity, age, marital status, work experience, and educational qualifications interact to affect task and contextual performance. A cross-sectional research design was used, with a sample of 150 employees from various insurance companies in Ibadan, Nigeria. The sample consisted of 61 male respondents (40.7%) and 89 female respondents (59.3%), with an age range from 20 to 48 years (M = 30.75, SD = 7.18). Data were collected via a structured questionnaire measuring job insecurity, task performance, and contextual performance. Statistical methods, including Chi-Square tests, multiple regression analysis, and t-tests, were employed to analyze the relationships between variables. The study found a significant association between job insecurity and employee performance. Specifically, a high level of job insecurity was linked to lower employee performance (ϰ² = 134.40, df = 1, P < 0.05). The regression analysis revealed that work experience and marital status were significant predictors of job performance (β = -0.165, P < 0.05 and β = -0.180, P < 0.05, respectively). However, age and educational qualifications did not significantly predict job performance. Gender differences in job performance were not significant (t = -0.544, P > 0.05). The findings underscore the negative impact of job insecurity on employee performance, particularly within the Nigerian insurance industry. The results suggest that work experience and marital status are key demographic factors influencing performance. While demographic variables such as age and education did not significantly predict job performance, the study highlights the need for organizations to address job insecurity and support employees in navigating this uncertainty. Future research could explore other factors influencing employee performance.
RE-IMAGINING GENDER EQUALITY AND WOMEN EMPOWERMENT USING A DECOLONIAL FEMINIST LENS: A ZIMBABWE CASE
Zimbabwe’s post- colonial trajectory provides a nuanced way to examine the dynamics of gender relations and toxic masculinity. The chapter explores the interplay of gender equality and women empowerment in and through the national policies on gender as well as the initiatives on the ground. Drawing on a Decolonial feminist lens underscores the need to deconstruct inherited power structure and challenge the negative attributes of patriarchal masculinity which perpetuate gender inequalities. The chapter further explores how colonial legacies continue to shape and reshape gender norms, decision making and leadership in the economy, politics and other public spheres. A Decolonial feminist approach is adopted as this underscores the need to acknowledge and interrogate the impact of , ethnicity, class and power to capture the nuances of gendered oppression which affect women in the Global South. The chapter further explores how grassroots movements, local initiatives and indigenous epistemologies contribute to gender equality and women empowerment, challenge hegemonic structures and harness alternative futures. Using comprehensive literature, document analysis and interviews, the chapter presents case studies which demonstrate the need to amplify the voices of the marginalized and ‘forgotten’. The chapter argues that the inclusion of cultural practices and community owned solutions are key in re-imagining a transformative gender just society to drive the gender equality mandate. The chapter concludes that solidarity building efforts, critical reflections, inclusive dialogues and an adoption of more transformative action lead to a just and equitable reimagined future Zimbabwe.
PSYCHOLOGICAL CORRELATES OF CAREER COMMITMENT: AN EMPIRICAL STUDY AMONG SELECTED NON-ACADEMIC STAFF OF THE UNIVERSITY OF LAGOS.
The study examined the influence of employee engagement, job satisfaction and perceived organizational support on career commitment among non-academic employees of the University of Lagos workforce. A total of two hundred (200) workers from six major departments participated in the cross-sectional survey. Using Social exchange theory and organizational support theory career commitment presupposes essentially that the only way employees could reciprocate the organization’s favourable treatment is through continued participation. Therefore, it was hypothesised that the Career commitment of highly engaged employees and satisfied employees would be significantly higher than that of the less engaged and poorly satisfied counterparts. Also, the career commitment of senior and management employees who reported organizational support will be significantly different from career commitment of junior employees with low or less organizational support. Unexpectedly, Results from the data analysis revealed that career commitment of was higher among the highly engaged and satisfied workers). The study established that workers in better job positions who received significant organizational support had higher career commitment than their counterparts who experienced less support. The study recommended that managers should mitigate the perceived consequences of declining career commitments by fostering a positive work environment, providing an opportunity for growth and development, recognise and reward employees, emphasis work-life integration and support employee well-being. Findings were discussed in the light of extant literatures.
CAN ARTIFICIAL INTELLIGENCE TECHNOLOGY DEPLOYMENT RESOLVE THE CHALLENGES ELECTORAL POLITICS IMPOSE ON GOOD DEMOCRATIC GOVERNANCE IN AFRICA? THE NIGERIAN EXPERIENCE, 2015 – 2023.
Recent years have witnessed a growing enthusiasm for an accelerated deployment of Artificial Intelligence (AI) technology to strengthen weak sectors of human endeavour in Africa. AI technology is a tool or system that performs specific human-related intelligent tasks in all forms of human activity. Its benefits and challenges are well documented across the globe. This paper logically answered the question, can AI technology deployment convincingly resolve the challenges Electoral Politics (EC) imposes on Good Democratic Governance (GDG) in Africa? It used library research methods and drew experiences from the electoral politics of Nigeria and its impact on good democratic governance in Africa. The paper adopted the capture theory of politics (CTP) for the analyses while contending that electoral politics poses a great challenge to good democratic governance in Nigeria and Africa, and it is exacerbated by Capture Politics (CP) rooted in the ‘winner takes all’ syndrome in African democracies. It discovered that there is limited penetration of AI in electoral administration that enhances GDG in the continent due largely to CP being rooted in the ‘winner takes all’ syndrome in African democracies. Therefore, the paper concluded that adding AI technology to the electoral process will not resolve the challenges of electoral politics related to engendering GDG in Nigeria, or Africa.
Unearthing factors influencing curriculum implementation by SADTU Mathematics teachers
Reflections on perceptions and practices of South African Democratic Teachers Union teachers of Mathematics attending a conference are articulated in this article. The conference was attended by teachers from both primary and secondary schools. Both inter professional and intra-professional development of the Trimensional Aggregate (Pure Math, Math Literacy and Technical Math) of Mathematics are emphasized, along with classroom assessment and a broad spectrum of educational goals. Teachers from all districts in KwaZulu- Natal participated in a collaborative and networking experience providing prized material on Mathematics assessment and curriculum dynamics. Relevant stakeholders from tertiary institutes and governmental officials aligned to the Mathematics field provided the impetus to discussion on Mathematics being a vital springboard to increasing economic development in South Africa; teachers need to become operative communicators and regulators of curriculum delivery for this to be realized. Learners thrive under the control of agents grounded in a robust human effort that directs curriculum content in Mathematics at their schools. Participants of all phases put forward evidence of their challenges and impediments that diminish learner performance in controlled assessments. The findings from the focus groups offer treasured information that creates a link for regulating Mathematics and provides ways of modifying teaching programs. . Findings at this symposium gave rise to recommendations for the adoption of all Mathematics forms as a measure of teacher self-regulation, assessment and remediation both via formal and informal activities
Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring the influence of the school setting on quality of education in a rural context in South Africa
Quality of education and achievement of learners should be the commitment of every educational system. Yet institutions have their unique characteristics that either facilitate or hinder the achievement of universal primary educational goals. Individual schools therefore initiate their own mechanisms, unique or used by other institutions, to ensure quality in schools. This study focused on how school-based factors influence quality of education in primary schools. The great concern was the poor performance of learners in English and Mathematics. This study employed a qualitative design to gather systematic, comprehensive and in-depth information. Data were collected using focus group interviews with twenty Grade 6 English and Mathematics teachers. Data collected was transcribed, categorised and presented as themes with verbatim quotes from the participants to support the themes. The findings reveal that most teachers lack the requisite knowledge of English and Mathematics content to improve learners’ performance. The findings show that quality and achievement challenges brought by the implementation of free primary education in King Cetshwayo primary schools in KwaZuluNatal are still prevalent. Understaffing; insufficient syllabus coverage; overcrowded and deficient classrooms; and inadequate instructional materials are some of the factors that have impacted on the quality of education in schools. The study also found that there are inadequate teacher development programmes for English and Mathematics to regularly capacitate them on how to improve learner results in English and Mathematics. The study recommends that principals, teachers, parents and government need to put measures in place that will address quality challenges in schools to ensure the realisation and sustainability of Universal Primary Education and the Millennium Development Goals (MDGs). The study therefore recommends that the Department of Basic Education should ensure that teacher developmental programmes are conducted as frequently as possible at the cluster level, circuit and district levels to enrich teachers with pedagogical knowledge that they need to improve the English and Mathematics performance of their learners.
Negotiating teacher pedagogies within a transforming South African schooling setting
The paper focuses on the dynamics surrounding teacher’s work in which a combination of teacher personal and professional identities help shape the way teachers conduct their professions. The paper explores various ways in which teacher’s training and the personal choices tend to inform their pedagogical approaches. The spaces in which teachers work are not only complex but they tend influence the teacher- student relationships which ultimately paly a central role in determining learner success. The paper explores some of the issues related to measuring teacher competencies through results. The papers key argument is that to understand the work of teachers a holistic approach to understanding their identities, their professional competencies, approach to work as well as the work context out to be followed as any narrowly construed approach would not result in any meaningful understanding of the complexities surrounding teacher pedagogies especially in a transforming setting. The paper is based on review of literature and it adopted a constructivist approach in its interpretation of arguments.
THE LEVEL OF WOMEN'S PARTICIPATION AND REPRESENTATION IN THE PARLIAMENT: THE GAMBIAN EXPERIENCE.
This study uses a survey design to facilitate the aim of understanding the low political representation of women in the Gambia. The study adopts a mixed approach to discuss the issues of women’s participation and representation in parliament. Structured questionnaires were used to collect data. Findings from the study suggest that a majority of participants share a sense of doubt or pessimism regarding the prospect of achieving gender parity in parliamentary representation. The findings underscore the need for continued efforts to address the barriers and challenges faced by women in politics and promote gender equality in representation in The Gambia. Affirmative Action such as party quotas seems far away. The study herewith, recommends thus: Political parties should provide enabling fair play environment for women to participate in the democratization process in The Gambia, thus, the concept of politics among women should be corrected through proper awareness campaigns to educate women on the need to understand that the negative concept of politics must be corrected and negative stereotype of women dampens their morale thereby impacting on their zeal to participate in politics.
THE ROLE OF INDIGENOUS KNOWLEDGE SYSTEMS IN ZIMBABWE’S CONTEMPORARY ENVIRONMENTAL CONSERVATION CONUNDRUM
The natural environment and natural resources are under serious threat. The Zimbabwe Environmental Management Agency (E.M.A) is currently working hard to instill into people its conservation and management ethics. This research attempts to refer back to pre-colonial Zimbabwe and unravel the strategies that were engaged to conserve the natural environment. The argument is that the pre colonial conservation ethics and their sanctions which have helped to check abuse of the environment in pre-colonial Zimbabwe are still imperative in the current Zimbabwean environmental conservation conundrum. It is therefore critical that the history of environmental conservation strategies in pre-colonial Zimbabwe be unraveled. Even though the Zimbabwean people have been exposed to cultural hybridization, they continue to be guided by their ethos, in the conservation and management of natural resources. This study further contends that pre-colonial Zimbabwean environmental conservation ethos proffer a sustainable use of the environment, minerals, fish, forests and wildlife, protection of plants, management of water and water sources. It is thus critical that the history of the conservation of the environment be known in order to uphold the religious beliefs, cultural mores and practices which are still fundamental in sustainable use and management of the environment in contemporary Zimbabwe.
THEATRE OF THE DISPLACED: SUDANESE RESISTANCE IN IDP CAMPS.
This paper delves into Sudanese theatre, with a specific focus on the text and performance aspects within internal displacement camps in Wad Madani, particularly the play "Matarees." The analysis centers on the goals of displaced dramatists, specifically how they utilize theatre to address community issues, including conveying war-related information to children, reflecting the experience of displacement, and providing nuanced takes on gender roles under displacement. Additionally, the theatre in displacement camps serves as a physical space of solidarity, offering entertainment and centering narratives on the displaced to position them as main characters and survivors. The paper aims to counter global and local marginalization of the 10 million internally displaced Sudanese citizens and demystify Sudanese resistance and survival through theater. It involves a close reading of the play, along with interviews with the writers and performers, exploring their expression of identity as Sudanese dramatists and their ability to reclaim spaces despite constant displacement. After initiating this project, the city of Wad Madani was attacked by the terrorist militia, the RSF, displacing the theatre group once again. Now situated in the city of Port Sudan, the conclusion will discuss the ideas of hope within constant displacement, artistic expression as a tool of financial survival during wartime, and the unique perspective of Sudanese local resistance.
THE ASSESSMENT OF THE IMPACT OF THE INTERNATIONAL ORGANISATION FOR MIGRATION (IOM) TOWARDS YOUTH EMPOWERNMENT AND POVERTY REDUCTION IN LOWER NUIMI NORTH REGION, THE GAMBIA.
Youth empowerment and community development are keys to the development of any nation. When young people are not considered in the national development equation, inadequate recognition of the role young people play, dampens the morale of many young people thereby making so many to feel disenfranchised by government policies which were meant to empower them. The study assesses the impact of International Organization for Migration (IOM) projects on youth empowerment in Barra, Essau and Mayamba, North Bank Region of The Gambia. The objective of the study is to assess the impact of entrepreneurship in the empowerment of youths by the International Organization for Migration (IOM) in the study area. The study adopted a research survey method and descriptive statistics was useful for the collection of data and techniques used in the analysis. Self-administered survey questionnaires were made and presented to the respondents through the youth associations which all were returned. Clustered sampling method was used for the study. Data were interpreted using excel and graphs extracted from the survey questions guided by the research questions. The study revealed that less than 1% of the total youth population has been empowered in the studied area however; this is only one organization contributing its quota to youth empowerment and community development in the study area. Again, results have shown that the projects have an impact on the youth and can contribute massively to community development. The findings assist the central government, project developers and other stakeholders in their approach in improving community development and youth empowerment in the region. The study recommends that the central government through the youth ministry and National Youth Council should build strong youth networks and provision of legislation for youth that would be perceived as a guide and partners for community development programs and projects hence, there is a need to create more opportunities for youth at all stages to contribute to community development and nation building.
Government has to plan for investments in infrastructure that serves poor and working-class schools into the future such that the availability of data and devices does not become reduced to the survival of the fittest. Emergency policy action now is no substitute for long-term planning to prevent what is already likely to be an exacerbation of racial and class differences in learning outcomes that compound those legacy deficits of apartheid education and post-apartheid inattention to the grinding inequalities of opportunity to learn for the children of the privileged and the children of the poor. There must be educational mitigations for the growth in inequalities between children of the privileged and the children of the poor. One way to do this is to develop a school-based version of what was developed for universities as Strategies for Addressing Unequal Technological Access. There is an urgent need for investments in teacher capability and technological capacity that leads to highly interactive, substantive and resource-rich pedagogies rather than simply ‘dumping’ content to learn for examination purposes.
investments in infrastructure that serves poor and working-class schools
Improving inclusive education in public schools: Synergising the institutions
The study unpacks the complex nature of inclusive education and unearths a solution of multiagency synergy. Pre-service and in service teachers at a full service school (FSS) in South Africa demonstrate great resilience and adaptative ingenuity. The research demystifies the Education White Paper 6 of 1996, and by disentangling teaching and learning, provides an intervention for South African government post-apartheid. The ethnographic portrayal of lived experiences is shaped by a novice FSS manager/mentor who set out to conceptualise preservice teachers’ instructional support as mentees at Dukes Full Service School. The practical demands and unplanned occurrences that in-service and pre-service teachers face at FSSs are situated within the activity theory of resilience and adaptative ingenuity; the researcher has thus generated a professional toolkit that integrates skills for professional crafting of solutions. This theoretical approach facilitates the formation of a scaffolding stratagem that improves inter-curriculum management and mentor support structures of the Department of Higher Education with the Department of Basic Education. Recommendations are configured to plugs gaps in knowledge and ability for teachers-in-training at FSSs; the recommendations are aimed at deepening the reform of educational processes in institutions for positive inclusive education outcomes
Copyright (c) 2024 This work is licensed under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 International License. Open access articles are available to all users at no cost and are permanently accessible right after publication. Authors retain the copyright to their work while granting Journal of South African Democratic Teachers Union (JSADTU) the initial non-exclusive rights for publication. Additionally, authors agree that any future publications of the article will recognize the Journal as the original publisher and provide a link to the Journal's website. https://creativecommons.org/licenses/by-nc-nd/4.0
Outdoor play and the holistic development of learners in primary schools
The holistic development of learners outside the classroom through outdoor play is the focus of this article. Play allows learners to expand their understanding of themselves and others, their knowledge of the physical world, and their ability to communicate with peers and educators. However, despite the countless values of outdoor play on the welfare of learners, there is an accumulative concern about its decline in primary schools. The objective of this article is to identify and describe the role of outdoor play in the holistic development of learners in primary schools in North West province, South Africa. The research on which this article is based made use of a mixed-mode methodological approach to obtain the views of a wider teacher community about outdoor play through questionnaires, but also to obtain personal views of teachers through interviews. It was found that schools are not equal in providing opportunities for learners for outside play. It was also found that outdoor play assists primary school pupils to prepare for later life as it enables them to deal with conflict, and care for/share among themselves. Given that the benefits and risks of outdoor play may vary across different cultures, countries and population groups, special attention should be given to the different contexts and conditions in which learners are born, live, and play.