Education and New Developments 2022 – Volume I, Jun 17, 2022
This paper seeks to examine the extent to which assessment embed social justice principles in aff... more This paper seeks to examine the extent to which assessment embed social justice principles in affording students with different learning abilities equal and fair opportunities to develop their intellectual abilities and remove ignorance. The aim was to establish if forms of assessment recognised principles of fairness and equity to build students' capacity to think critically and to make meaningful decisions that contribute towards a just social order. The study adopted a mixed method approach. Semi-structured interviews were used to enlist eight academic staff views on the matter. Data obtained from interviews were systematically sorted and categorised into common themes. A structured questionnaire was distributed and responded to by twenty students and data obtained from the instrument were analysed statistically. The study found out that some forms of assessment developed students' abilities by promoting a balanced, and equal opportunities. The acquisition of social justice principles enhanced learners' ability to think critically and to challenge social injustices and challenges that threatens their right to human dignity, development by instituting social change. The findings also demonstrate the importance of recognising students' learning styles and abilities through using forms of assessment in a balanced and fair manner. This study concludes that students' success after pedagogic encounters depended on balancing forms of assessment and developing their analytical thinking abilities. Such methodological skills and knowledge enable them to eliminate ignorance and social inequities. The study provides further insights regarding the use of assessment to cater for diverse students' aptitudes to advance humanity. It can be concluded that. assessment creates critical thinkers who challenge practices and policies that threaten human dignity and perpetuate inequalities.
The paper seeks to examine the role of universities of technology (UoTs) in pursuit of a differen... more The paper seeks to examine the role of universities of technology (UoTs) in pursuit of a differentiation agenda as a curriculum strategy used to accommodate a diversity of students and enable them to participate in higher education, in alignment with the National Development Plan (NDP) and other policy on higher education transformation. Clearly, there is a need for the creation of an integrated higher education system that can develop students' abilities to enable them to address socioeconomic issues. Qualitative data were generated from literature and from a respondent group of eight lecturers, two heads of departments and twelve students from different faculties in one university of technology. Respondents were purposively sampled. Individual interviews were used for academic staff while focus groups were used for students, with both using semi-structured questions. Content analysis was employed by systematically sorting and categorising data into emerging common themes. It was found that a differentiated curriculum approach could embrace a diversified host of students and expose them to different curriculum approaches. Programmes offered should include both knowledge and skills, enabling them to become employable, innovative, and able to change their lives. It was concluded that for students to be able to apply knowledge meaningfully and to address socioeconomic , political, environmental, and other challenges that affect them, a differentiated education system is critical. The study proposes that universities of technology need to maximise their efforts and strategies to use curricula to develop responses to the range of national development needs Developing Innovative and Engaged Graduates 181 and to reach out to a diverse student population. Higher education is also expected to give more support to universities that lack resources and to increase the number of higher certificate programmes that articulate to diplomas and advanced diplomas as a way of widening access. The study further proposes that different curriculum strategies and blended approaches be encouraged to ensure that students with different learning needs are catered for so that universities may produce holistically developed, innovative and engaged graduates who will be able to take part in the socioeconomic growth of the country.
The paper seeks to examine the role of universities of technology (UoTs) in pursuit of a differen... more The paper seeks to examine the role of universities of technology (UoTs) in pursuit of a differentiation agenda as a curriculum strategy used to accommodate a diversity of students and enable them to participate in higher education, in alignment with the National Development Plan (NDP) and other policy on higher education transformation. Clearly, there is a need for the creation of an integrated higher education system that can develop students' abilities to enable them to address socioeconomic issues. Qualitative data were generated from literature and from a respondent group of eight lecturers, two heads of departments and twelve students from different faculties in one university of technology. Respondents were purposively sampled. Individual interviews were used for academic staff while focus groups were used for students, with both using semi-structured questions. Content analysis was employed by systematically sorting and categorising data into emerging common themes. It was found that a differentiated curriculum approach could embrace a diversified host of students and expose them to different curriculum approaches. Programmes offered should include both knowledge and skills, enabling them to become employable, innovative, and able to change their lives. It was concluded that for students to be able to apply knowledge meaningfully and to address socioeconomic , political, environmental, and other challenges that affect them, a differentiated education system is critical. The study proposes that universities of technology need to maximise their efforts and strategies to use curricula to develop responses to the range of national development needs Developing Innovative and Engaged Graduates 181 and to reach out to a diverse student population. Higher education is also expected to give more support to universities that lack resources and to increase the number of higher certificate programmes that articulate to diplomas and advanced diplomas as a way of widening access. The study further proposes that different curriculum strategies and blended approaches be encouraged to ensure that students with different learning needs are catered for so that universities may produce holistically developed, innovative and engaged graduates who will be able to take part in the socioeconomic growth of the country.
This paper seeks to examine the extent to which assessment embed social justice principles in aff... more This paper seeks to examine the extent to which assessment embed social justice principles in affording students with different learning abilities equal and fair opportunities to develop their intellectual abilities and remove ignorance. The aim was to establish if forms of assessment recognised principles of fairness and equity to build students' capacity to think critically and to make meaningful decisions that contribute towards a just social order. The study adopted a mixed method approach. Semi-structured interviews were used to enlist eight academic staff views on the matter. Data obtained from interviews were systematically sorted and categorised into common themes. A structured questionnaire was distributed and responded to by twenty students and data obtained from the instrument were analysed statistically. The study found out that some forms of assessment developed students' abilities by promoting a balanced, and equal opportunities. The acquisition of social justice principles enhanced learners' ability to think critically and to challenge social injustices and challenges that threatens their right to human dignity, development by instituting social change. The findings also demonstrate the importance of recognising students' learning styles and abilities through using forms of assessment in a balanced and fair manner. This study concludes that students' success after pedagogic encounters depended on balancing forms of assessment and developing their analytical thinking abilities. Such methodological skills and knowledge enable them to eliminate ignorance and social inequities. The study provides further insights regarding the use of assessment to cater for diverse students' aptitudes to advance humanity. It can be concluded that. assessment creates critical thinkers who challenge practices and policies that threaten human dignity and perpetuate inequalities.
ThesisThis study sought to examine lecturers’ perceptions on curriculum design and modes of asses... more ThesisThis study sought to examine lecturers’ perceptions on curriculum design and modes of assessment within a differentiated system in universities of technology (UoTs) in South Africa. This research project is predominantly qualitative and adopts an interpretive approach during data collection. Selection of participants consisted of three purposively selected HoDs, fourteen lecturers from different faculties, most of whom come from industries, and twelve purposively selected undergraduate students. A purposive sampling technique was used in the selection of data. Data were collected by using an interview schedule for staff, observation, and questionnaires for students, including document analysis. A thematic analysis was used to sort data qualitatively into emerging themes. It was found that curriculum design and assessment, which integrates theory and practice whilst placing theoretical knowledge at the centre of the curriculum, contributes towards developing students’ analytica...
Proceedings of ADVED 2021- 7th International Conference on Advances in Education, 2021
Employers often complain about a lack of certain capabilities and experience amongst graduates wh... more Employers often complain about a lack of certain capabilities and experience amongst graduates who are entering the job market. This paper examines ways in which students' workplace reflections enable social learning as well as equipping them with strategies for future careers. The aim was to enable students to link theory and practice and reflect on social learning experiences. A purposive sample of 30 students at the selected University of Technology and 15 employers were used as participants in the study. A selfadministered questionnaire was used to collect data from the 15 employers. Qualitative rich and relevant data on students' experiences at the workplace were gathered through interviews, focused group discussions and assessment of their portfolios of evidence. Quantitative data with regards to employers' assessment of traits needed at the workplace and the relevancy of curriculum were gathered through a 4point Likert scale. Qualitative data analysis involved systematically sorting and categorising data into common themes whilst quantitative data was analysed statistically. Students' acquisition of relevant skills, knowledge, values and attitudes, and their interaction with diverse people associated with workplace experience, were found to be beneficial for their careers. Preparatory and post activities accompanying the process of Work Integrated Learning (WIL) were also found to be helpful in preparing students to adjust to the workplace environment. It is thus concluded that the Work Integrated Learning module be incorporated in different programmes at the university of technology to give students the opportunity to integrate theory and practice, to get a social space to learn from others experiences and enhance graduate attributes. The significance of this study provides insight about placing students in a working environment for social learning experiences and to be able to link theory and practice. It is recommended that WIL be included in most of the programmes to increase students' chance of success as well as improving competences that employers found lacking amongst them. Challenges on placement of students during the high levels Covid19 pandemic opened avenues for future research on how technological platforms and innovation hubs can be used to help students acquire work-based experiences.
Educational spaces have long been situated in repressive, non-relational and detached conditions ... more Educational spaces have long been situated in repressive, non-relational and detached conditions that have been damaging to the geopolitical, socio-economic, and environmental balance. The paper reports on the effectiveness of educational spaces when characterised by an ethical relationship between human and nonhuman elements as a collaborative measure to solve earthly problems. The purpose was to highlight the role of education in producing innovative, honest, and critical thinkers who can apply knowledge to navigate relational intricacies. Qualitative data was generated from literature and a purposively sampled respondent group of eight lecturers and twelve students in a South African university, using interviews and focus group discussions. Data was categorised and analysed into themes. It was found that a pedagogical encounter which enabled students to engage in activities that deepened their knowledge of how the world works in totality gave them opportunities to understand the ...
Education and New Developments 2022 – Volume I, Jun 17, 2022
This paper seeks to examine the extent to which assessment embed social justice principles in aff... more This paper seeks to examine the extent to which assessment embed social justice principles in affording students with different learning abilities equal and fair opportunities to develop their intellectual abilities and remove ignorance. The aim was to establish if forms of assessment recognised principles of fairness and equity to build students' capacity to think critically and to make meaningful decisions that contribute towards a just social order. The study adopted a mixed method approach. Semi-structured interviews were used to enlist eight academic staff views on the matter. Data obtained from interviews were systematically sorted and categorised into common themes. A structured questionnaire was distributed and responded to by twenty students and data obtained from the instrument were analysed statistically. The study found out that some forms of assessment developed students' abilities by promoting a balanced, and equal opportunities. The acquisition of social justice principles enhanced learners' ability to think critically and to challenge social injustices and challenges that threatens their right to human dignity, development by instituting social change. The findings also demonstrate the importance of recognising students' learning styles and abilities through using forms of assessment in a balanced and fair manner. This study concludes that students' success after pedagogic encounters depended on balancing forms of assessment and developing their analytical thinking abilities. Such methodological skills and knowledge enable them to eliminate ignorance and social inequities. The study provides further insights regarding the use of assessment to cater for diverse students' aptitudes to advance humanity. It can be concluded that. assessment creates critical thinkers who challenge practices and policies that threaten human dignity and perpetuate inequalities.
The paper seeks to examine the role of universities of technology (UoTs) in pursuit of a differen... more The paper seeks to examine the role of universities of technology (UoTs) in pursuit of a differentiation agenda as a curriculum strategy used to accommodate a diversity of students and enable them to participate in higher education, in alignment with the National Development Plan (NDP) and other policy on higher education transformation. Clearly, there is a need for the creation of an integrated higher education system that can develop students' abilities to enable them to address socioeconomic issues. Qualitative data were generated from literature and from a respondent group of eight lecturers, two heads of departments and twelve students from different faculties in one university of technology. Respondents were purposively sampled. Individual interviews were used for academic staff while focus groups were used for students, with both using semi-structured questions. Content analysis was employed by systematically sorting and categorising data into emerging common themes. It was found that a differentiated curriculum approach could embrace a diversified host of students and expose them to different curriculum approaches. Programmes offered should include both knowledge and skills, enabling them to become employable, innovative, and able to change their lives. It was concluded that for students to be able to apply knowledge meaningfully and to address socioeconomic , political, environmental, and other challenges that affect them, a differentiated education system is critical. The study proposes that universities of technology need to maximise their efforts and strategies to use curricula to develop responses to the range of national development needs Developing Innovative and Engaged Graduates 181 and to reach out to a diverse student population. Higher education is also expected to give more support to universities that lack resources and to increase the number of higher certificate programmes that articulate to diplomas and advanced diplomas as a way of widening access. The study further proposes that different curriculum strategies and blended approaches be encouraged to ensure that students with different learning needs are catered for so that universities may produce holistically developed, innovative and engaged graduates who will be able to take part in the socioeconomic growth of the country.
The paper seeks to examine the role of universities of technology (UoTs) in pursuit of a differen... more The paper seeks to examine the role of universities of technology (UoTs) in pursuit of a differentiation agenda as a curriculum strategy used to accommodate a diversity of students and enable them to participate in higher education, in alignment with the National Development Plan (NDP) and other policy on higher education transformation. Clearly, there is a need for the creation of an integrated higher education system that can develop students' abilities to enable them to address socioeconomic issues. Qualitative data were generated from literature and from a respondent group of eight lecturers, two heads of departments and twelve students from different faculties in one university of technology. Respondents were purposively sampled. Individual interviews were used for academic staff while focus groups were used for students, with both using semi-structured questions. Content analysis was employed by systematically sorting and categorising data into emerging common themes. It was found that a differentiated curriculum approach could embrace a diversified host of students and expose them to different curriculum approaches. Programmes offered should include both knowledge and skills, enabling them to become employable, innovative, and able to change their lives. It was concluded that for students to be able to apply knowledge meaningfully and to address socioeconomic , political, environmental, and other challenges that affect them, a differentiated education system is critical. The study proposes that universities of technology need to maximise their efforts and strategies to use curricula to develop responses to the range of national development needs Developing Innovative and Engaged Graduates 181 and to reach out to a diverse student population. Higher education is also expected to give more support to universities that lack resources and to increase the number of higher certificate programmes that articulate to diplomas and advanced diplomas as a way of widening access. The study further proposes that different curriculum strategies and blended approaches be encouraged to ensure that students with different learning needs are catered for so that universities may produce holistically developed, innovative and engaged graduates who will be able to take part in the socioeconomic growth of the country.
This paper seeks to examine the extent to which assessment embed social justice principles in aff... more This paper seeks to examine the extent to which assessment embed social justice principles in affording students with different learning abilities equal and fair opportunities to develop their intellectual abilities and remove ignorance. The aim was to establish if forms of assessment recognised principles of fairness and equity to build students' capacity to think critically and to make meaningful decisions that contribute towards a just social order. The study adopted a mixed method approach. Semi-structured interviews were used to enlist eight academic staff views on the matter. Data obtained from interviews were systematically sorted and categorised into common themes. A structured questionnaire was distributed and responded to by twenty students and data obtained from the instrument were analysed statistically. The study found out that some forms of assessment developed students' abilities by promoting a balanced, and equal opportunities. The acquisition of social justice principles enhanced learners' ability to think critically and to challenge social injustices and challenges that threatens their right to human dignity, development by instituting social change. The findings also demonstrate the importance of recognising students' learning styles and abilities through using forms of assessment in a balanced and fair manner. This study concludes that students' success after pedagogic encounters depended on balancing forms of assessment and developing their analytical thinking abilities. Such methodological skills and knowledge enable them to eliminate ignorance and social inequities. The study provides further insights regarding the use of assessment to cater for diverse students' aptitudes to advance humanity. It can be concluded that. assessment creates critical thinkers who challenge practices and policies that threaten human dignity and perpetuate inequalities.
ThesisThis study sought to examine lecturers’ perceptions on curriculum design and modes of asses... more ThesisThis study sought to examine lecturers’ perceptions on curriculum design and modes of assessment within a differentiated system in universities of technology (UoTs) in South Africa. This research project is predominantly qualitative and adopts an interpretive approach during data collection. Selection of participants consisted of three purposively selected HoDs, fourteen lecturers from different faculties, most of whom come from industries, and twelve purposively selected undergraduate students. A purposive sampling technique was used in the selection of data. Data were collected by using an interview schedule for staff, observation, and questionnaires for students, including document analysis. A thematic analysis was used to sort data qualitatively into emerging themes. It was found that curriculum design and assessment, which integrates theory and practice whilst placing theoretical knowledge at the centre of the curriculum, contributes towards developing students’ analytica...
Proceedings of ADVED 2021- 7th International Conference on Advances in Education, 2021
Employers often complain about a lack of certain capabilities and experience amongst graduates wh... more Employers often complain about a lack of certain capabilities and experience amongst graduates who are entering the job market. This paper examines ways in which students' workplace reflections enable social learning as well as equipping them with strategies for future careers. The aim was to enable students to link theory and practice and reflect on social learning experiences. A purposive sample of 30 students at the selected University of Technology and 15 employers were used as participants in the study. A selfadministered questionnaire was used to collect data from the 15 employers. Qualitative rich and relevant data on students' experiences at the workplace were gathered through interviews, focused group discussions and assessment of their portfolios of evidence. Quantitative data with regards to employers' assessment of traits needed at the workplace and the relevancy of curriculum were gathered through a 4point Likert scale. Qualitative data analysis involved systematically sorting and categorising data into common themes whilst quantitative data was analysed statistically. Students' acquisition of relevant skills, knowledge, values and attitudes, and their interaction with diverse people associated with workplace experience, were found to be beneficial for their careers. Preparatory and post activities accompanying the process of Work Integrated Learning (WIL) were also found to be helpful in preparing students to adjust to the workplace environment. It is thus concluded that the Work Integrated Learning module be incorporated in different programmes at the university of technology to give students the opportunity to integrate theory and practice, to get a social space to learn from others experiences and enhance graduate attributes. The significance of this study provides insight about placing students in a working environment for social learning experiences and to be able to link theory and practice. It is recommended that WIL be included in most of the programmes to increase students' chance of success as well as improving competences that employers found lacking amongst them. Challenges on placement of students during the high levels Covid19 pandemic opened avenues for future research on how technological platforms and innovation hubs can be used to help students acquire work-based experiences.
Educational spaces have long been situated in repressive, non-relational and detached conditions ... more Educational spaces have long been situated in repressive, non-relational and detached conditions that have been damaging to the geopolitical, socio-economic, and environmental balance. The paper reports on the effectiveness of educational spaces when characterised by an ethical relationship between human and nonhuman elements as a collaborative measure to solve earthly problems. The purpose was to highlight the role of education in producing innovative, honest, and critical thinkers who can apply knowledge to navigate relational intricacies. Qualitative data was generated from literature and a purposively sampled respondent group of eight lecturers and twelve students in a South African university, using interviews and focus group discussions. Data was categorised and analysed into themes. It was found that a pedagogical encounter which enabled students to engage in activities that deepened their knowledge of how the world works in totality gave them opportunities to understand the ...
Uploads
Papers by Pulane Molomo