Unisa Inaugural Lectureshttps://hdl.handle.net/10500/46792024-03-28T13:27:09Z2024-03-28T13:27:09ZRemaining relevant: Reflections on critical incidents in psychological test development in South Africa.Van Eeden, Renéhttps://hdl.handle.net/10500/309242024-03-06T15:29:39Z2018-11-01T00:00:00ZRemaining relevant: Reflections on critical incidents in psychological test development in South Africa.
Van Eeden, René
In this presentation, critical incidents in the South African context that affected test development policies and practices are considered. Anecdotes and personal perspectives illustrate the response to these incidents and I highlight the implications thereof for the test development domain. The presentation is structured in terms of three topics, namely infrastructure and ideology, the challenge of regulation and training as a shared responsibility, and methodological developments and conceptual concerns. The emphasis is on relevance in the local context – an issue that continues to shape this domain.
Professor Moche, the Vice-principal for Teaching, Learning, Community Engagement and Student Support, Professor Phillips, the Executive Dean of the College of Human Sciences, Prof Mojapelo-Batka, the Chair of Department for Psychology and also the respondent tonight, colleagues, family and friends – good evening
2018-11-01T00:00:00ZConstitutionalisation of the rule of law in modern states: consequential or gesture politics?Mathenjwa, Mbuzeni Johnsonhttps://hdl.handle.net/10500/258092019-10-03T11:58:16Z2016-01-01T00:00:00ZConstitutionalisation of the rule of law in modern states: consequential or gesture politics?
Mathenjwa, Mbuzeni Johnson
The lecture is divided into four main themes. The first part explains the doctrine of the rule of law and the notion of constitutionalisation. The second part explores case studies on the adherence or non-adherence to the rule of law in selected European, American and African countries. In Europe, the position of Turkey and the United Kingdom (UK) in terms of their performance in the rule of law is discussed, as that of the United States of America’s (US) and, in Africa, that of Nigeria, Egypt, Kenya and South Africa. It is hoped that by selecting countries from Southern Africa, East Africa, West Africa and North Africa, the position of Africa in adhering to the rule of law will be fairly reflected. The reputation of the UK and the US with regard to adherence with the rule of law and the history of the military government in Turkey should fairly represent a global picture of the prevalence of the rule of law.
The third part of this lecture explores the significance of constitutionalisation of the rule of law and the fourth part recommends measures that could be employed to improve the prevalence of the rule of law in modern democracies.
2016-01-01T00:00:00ZTowards conceptual change and re-thinking cognitive conflict in science Department of Science and Technology EducationMotlhabane, A.T.https://hdl.handle.net/10500/255092019-06-15T01:00:28Z2018-07-19T00:00:00ZTowards conceptual change and re-thinking cognitive conflict in science Department of Science and Technology Education
Motlhabane, A.T.
I started teaching mathematics and physical science 24 years ago, in a school by the name of Malefo High School. It was a challenge, since I was very young – some of the learners were my age – but I survived. I joined university life in 2002, 16 years ago. In the last 16 years, I worked with academics from the former Potchefstroom University, now North West University; we trained teachers in both mathematics and physical science. I was responsible for teaching physics to secondary school teachers in the Sediba Project of the university. We trained hundreds of teachers in mathematics and physical science. In addition to our teaching responsibilities, we moved around the country training science teachers how to do practical work. In a month, we would train at more than 30 schools. Teachers enjoyed what we did very much.
I then joined the University of Johannesburg where I ventured into a different territory, that is, academic development and support. After that I joined the NRF’s Innovation Fund and was always on the road, training both teachers and learners about innovation in science. The Innovation Fund was eventually merged with several DST entities to form the Technology Innovation Agency, where I worked for a time. Thereafter I joined Unisa as senior lecturer, then associate professor and currently as a full professor of Science Education.
2018-07-19T00:00:00ZA lifebuoy environment for successful learning in conditions of multiple deprivation: What are the basics?Van der Merwe, Hettiehttps://hdl.handle.net/10500/255082019-06-15T01:00:27Z2019-05-16T00:00:00ZA lifebuoy environment for successful learning in conditions of multiple deprivation: What are the basics?
Van der Merwe, Hettie
My field of interest is instructional leadership that relates to all the actions taken at school to ensure that learning takes place. The eventual success of this learning is defined by academic outcomes in standardised tests. School leaders account for these outcomes by implementing a triadic school management construct related to mission formulation, instructional programme management, and school-learning culture promotion. Teachers serve as co-managers to obtain these outcomes with their pursuit of successful learning, through effective teaching. An important factor for successful learning is knowledge of the specific context that determines the construction and implementation of specific teaching and learning actions, with cognisance of learners’ own input for success. Multiple deprivation as a specific context is characterised by factors that inhibit successful learning.
I share with you the intervention programme applied by a township school to arrange for positive academic outcomes in the matric examination. Against the background of a sea of dysfunctional schools in our society, this township school’s actions represent a pocket of excellence and an example of what is possible. Phillip Hallinger, a renowned American academic who specialises in instructional leadership, emphasises that “we need to obtain better information not just about ‘what works’ but ‘what works’ in different settings”. The intervention programme which the school principal and staff of the specific township school implement to ensure that their pupils pass the matric examination, represents ‘what works’ in a South African setting of multiple deprivation to ensure success in the final school examination.
2019-05-16T00:00:00Z