ijcs
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Abstract: Globalisation is a highly contested term and has become a site for tension. Whilst globalisation in the context of Higher Education must be lauded for giving students and scholars access to work on a global platform, it has also reinforced inequalities that are already prevalent and has even created new ones. The negative impact of globalisation is evident most explicitly in developing countries such as South Africa and in smaller institutions of Higher Learning such as the University of Zululand. To compound the already precarious situation, one finds that in addition to accommodating elements of globalisation, institutions of Higher Learning have to also accommodate local trends such as the Africanisation of Education. Whilst globalisation has swept across the world and has impacted almost every sphere of life, the foci of this paper is on how policies in Higher Education, with special reference to the University of Zululand, have responded to global trends and local needs. This is a qualitative study. The methodology used is document analysis. This study interrogates the Language and Research policies of the University of Zululand to illuminate on how the aforementioned institution responds to global and local needs. The main finding of the study is that institutions of Higher Learning, in crafting their policy documents, are incorporating globalisation and are finding innovative ways of embracing local trends at the same time. Keywords: Globalisation, Local Trends, Internationalisation. |
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Abstract: The growing demand for technology and innovation has created a pressing need for higher education institutions in South Africa to be involved in the development of the country. The National Development Plan 2030 challenges higher education institutions to actively participate in developing and sustaining the well-being of South Africa. The article emphasises that sustainable development can be achieved through university activities, in which university technology and innovation incubators play a role; hence the need for such incubators. Transition to a knowledge society entails the university and other knowledge institutions acting in partnership with industry and government, and even taking the lead in joint initiatives. Therefore, this article recommends that technology entrepreneurs and innovation should be developed through universities, both in South Africa and in Africa as a whole, as suggested by the triple helix theory. Keywords: Economic development, technologist, technology entrepreneurship, technology innovation incubator, Triple Helix. |
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Abstract: The evolution of the Semantic Web (SW) and its application marked a turning point in how students could benefit from a range of educational web tools and applications enabled by the SW, also referred to as Web 3.0 technology for academic purposes to meet their demands. This shift afforded students the opportunity to obtain meaningful information, collaboration and data filtering to suit their needs. It also offers freedom in how and where they choose to learn. SW tools and applications are progressively being used at several universities worldwide. However, educators’ ability to integrate the use of these tools and applications in teaching and learning appears to be a major problem in almost every development plan of education and educational reform efforts. Moreover, very few educators integrate web tools to their full potential in teaching. This paper probed the integration and use of SW tools and applications in higher education institutions (HEIs), and developed a framework for its adoption in academic processes. The objectives aimed to establish the credible features and benefits of SW tools and applications in HEIs, and how the integration supports students’ academic goals. It is anticipated to improve learning interaction and collaboration, and build a social presence and cohesion among students. The paper employed a systematic literature review, and information and communication technology theory of adoption. The developed framework ultimately suggests that SW tools and applications are beneficial and useful in positively impacting the pedagogical setting. Findings revealed that certain challenges with human factors (technophobia, beliefs), infrastructure, security concerns, ethical and legal issues were identified as a hindrance to be considered during integration. Despite the challenges, these tools and applications provide variety and a new wave of teaching and learning in South African HEIs, which is crucial for meeting the demand of the Fourth Industrial Revolution (4IR) era. Keywords: Higher education institution (HEI), information communication technologies (ICTs), intelligence, interoperability, personalisation, virtualisation and Semantic Web (Web 3.0). |
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Abstract: This paper evaluates the cause of enmity and animosity displayed by pupils to their teachers through their hatred of schooling in myriad public educational institutions in South Africa. The paper was motivated by diverse discourses about pupil-animosity, most of which were based on the perspective of parents as members of the society. This paper is conceptual and empirical within the qualitative research paradigm. The question guiding this paper is: to what extent is the suppression of learner-desires and choices contribute to the snubbing of schooling? Narrative enquiry and interviewing techniques were used to collect data. Out of the population of 14 secondary schools in one of the circuits in Capricorn district in Limpopo Province, 6 were conveniently sampled. In each of the 6 sampled secondary schools, only Deputy Chairpersons of the School Governing Bodies became research participants. Findings revealed that hatred of schooling could be ascribed to pupils viewing schooling as an inconvenience. Secondly, failing to teach according to learners’ preferred teaching strategies. Thirdly, content delivery to pupils being alien. Fourthly, schooling that obstructs learner-hedonism. Fifthly, schooling that is naturally highly regimented. Lastly, schooling that suppresses learner-voice. The researcher recommends for schooling to close the generational gap between pupils and teachers. Furthermore, future schooling has to be conducted through virtual classrooms other than the tiresome face to face contact. Keywords: Alien, Inconvenience, Learner-hedonism, Learner-voice, Snub. |
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Abstract: Climate change is having serious impacts on the sustainability of the world. Growing scientific exactitude on causes and effects of climate change makes humanity’s response to it an urgent and critical need. Nigeria like many countries around the world is facing difficult times owing to the new environmental realities produced by the menace. Responding to climate change requires humanity’s best social, political, scientific, and technological efforts. To achieve this, this paper notes that digitalization can be a veritable climate change response tool in Nigeria. Dwelling on Schumpeter’s theory of innovation and the political economy approach, the paper argues that digitalization holds positives for Nigeria’s hitherto unimpressive climate change response but may not be practicable due to the social, economic and political contradictions that are producing unfavourable outcomes within the Nigerian state. This situation explains why mitigation and adaption efforts have not produced satisfactory results, a situation that puts citizens’ wellbeing in harm’s way in critical areas such as agriculture, housing, healthcare, and energy among others. The paper concludes that digitalization would make mitigation and adaptation wholesome and enhance the adequacy of climate change policies and programmes towards sustainable development in Nigeria. It then comes up with policy suggestions that can help mainstream digitalization as a tool for climate change response in the country. Keywords: Climate Change, Digitalization, Adaptation, Mitigation, Development, Nigeria. |