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Since the end of the oppressive and racist apartheid system in 1994, epistemologies and knowledge systems at most South African universities have not considerably changed; they remain rooted in colonial, apartheid and Western worldviews and epistemological traditions. The curriculum remains largely Eurocentric and continues to reinforce white and Western dominance and privilege. This article traces the roots of Eurocentrism and epistemic violence at universities. The author argues that South...

Since the end of the oppressive and racist apartheid system in 1994, epistemologies and knowledge systems at most South African universities have not considerably changed; they remain rooted in colonial, apartheid and Western worldviews and epistemological traditions. The curriculum remains largely Eurocentric and continues to reinforce white and Western dominance and privilege. This article traces the roots of Eurocentrism and epistemic violence at universities. The author argues that South...

Since the end of the oppressive and racist apartheid system in 1994, epistemologies and knowledge systems at most South African universities have not considerably changed; they remain rooted in colonial, apartheid and Western worldviews and epistemological traditions. The curriculum remains largely Eurocentric and continues to reinforce white and Western dominance and privilege. This article traces the roots of Eurocentrism and epistemic violence at universities. The author argues that South...

Since the end of the oppressive and racist apartheid system in 1994, epistemologies and knowledge systems at most South African universities have not considerably changed; they remain rooted in colonial, apartheid and Western worldviews and epistemological traditions. The curriculum remains largely Eurocentric and continues to reinforce white and Western dominance and privilege. This article traces the roots of Eurocentrism and epistemic violence at universities. The author argues that South...

Since the end of the oppressive and racist apartheid system in 1994, epistemologies and knowledge systems at most South African universities have not considerably changed; they remain rooted in colonial, apartheid and Western worldviews and epistemological traditions. The curriculum remains largely Eurocentric and continues to reinforce white and Western dominance and privilege. This article traces the roots of Eurocentrism and epistemic violence at universities. The author argues that South...

The study determines the Improvement Needs of Lecturers in Developing Instruments for Measuring Activity-based Learning in Colleges of Education in South-south, Nigeria. The study was guided by one research question using descriptive survey design with a population of 174 Lecturers drown from 16 Colleges of Education in South-south, Nigeria. A 35 multiple choice items was developed with Simpson’s Psycho-motor domain taxonomy to collect data using Kidder-Richardson (K-R20) to determine the...

Open and Distance learning (ODL) programs are generally designed to serve an off campus population. These programs provide access to higher education for students who cannot attend traditional courses due to employment, marital status, family responsibilities, distance, and expenses incurred with traditional education (Hannay and Newvine 2006). According to Bukaliya and Musika,( 2015), ODL lies in the philosophical nature of geographical dispersion of students and the vast distances apart...

The study investigated the impact of Environmental Education (EE) on the perceptions and attitudes of secondary school students concerning environmental sustainability in selected schools in Botswana. The objectives were set to: i) investigate the teaching of EE in secondary schools; ii) examine the perceptions and attitudes of EE students towards environmental sustainability. A qualitative research design guided data collection where interview protocols, observation schedules, and document...

South African geography student teachers should master map skills to teach mapwork effectively in their future classrooms. Spatial cognition, prior learning of map skills and map interpretation at secondary school-level are highlighted as being important in furthering map literacy, which is required by geography student teachers. A mixed-method research framework investigated the causes of map literacy difficulties experienced by first year geography student teachers. Lecturers who train...

The purpose of the study was to examine and compare students’ job opportunity expectations in the programmes offered in two business schools in Tanzania in relation to industry demand, professional specialization, and demographics before graduation. The extent of students’ satisfaction with the knowledge, skills and competencies acquired were determined. The need for managing students’ job opportunity expectations is suggested. A cross-sectional survey covering a total of 192 first...

Currently, employers in Tanzania are seriously concerned about the lack of employable skills among technical education graduates given that they undergo Competency-Based Education and Training which exposes them to right knowledge, skills and attitude. This paper therefore explores factors contributing to lack of employable skills among Technical and Vocational Education graduates in Tanzania and recommend ways of training technical graduates who are more labour market responsive. The paper...

Globalisation has influenced the demand for the acquisition of Mandarin. As a proactive response, the South African Department of Education included Mandarin as a second additional language in the National Curriculum Statement grades R–12 in March 2015. The research reported on in this article was context specific. It entailed a case study of a school in Gauteng that had introduced Mandarin as a foreign language. Chomsky’s language theory, the interactionist theory and Vygotsky’s...

The study explored public perceptions on the combined military training and academic instruction in Eritrea. The sample consisted of 100 school leavers, 10 parents, and 20 teachers. The research instruments were questionnaire and interview guide. The findings revealed that the combined military and academic instruction was perceived to be negative, since it is government imposed and puts more emphasis on military training and the harsh military environment in which academics is carried out....

The energy and mineral sector is now being viewed as one of the major players in Tanzania’s economic development. While extensive explorations of oil, natural gas and various types of valuable minerals are ongoing in the upstream operations as well as business in the downstream processes, the apparent deficiency in the national expertise due to the infancy of the industry suggests undertaking of the necessary actions to address it in order for the country to benefit tangibly from the...

This study investigated the impact of brain-based instructional strategy on academic performance of<br />students who are deaf or hard of hearing (D/HH) in mathematics. A pre-test, post-test, control group<br />quasi-experimental design was adopted with a 2 x 3 x 2 factorial matrix. The sample size of 41 students<br />who are D/HH were randomly selected in the school. Two intact classes each were randomly assigned<br />to the experimental group (Brain-Based...

The present study explored the coping strategies used by mother carers of children living with chronic illness and disease (CID) in a rural South African community. Ten mothers (age range = 30 to 56 years) were selected through snowball sampling to participate in the present study. They provided care to their children, a majority (50%) of whom had epilepsy, followed by asthma (20%) and other conditions. Data on the coping strategies used by mothers of children living with CID were collected...