2024-03-28T17:44:26Zhttps://uir.unisa.ac.za/oai/requestoai:uir.unisa.ac.za:10500/297522023-02-16T14:47:57Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
How do we best engage young people in decision-making about their health? A scoping review of deliberative priority setting methods
Watson, Daniella
Mhlaba, Mimi
Molelekeng, Gontse
Chauke, Thulani A.
Simao, Sara C.
Jenner, Sarah
Ware, Lisa J.
Barker, Mary
Abstract
Introduction
International organisations have called to increase young people’s involvement in healthcare and health policy development. We currently lack effective methods for facilitating meaningful engagement by young people in health-related decision-making. The purpose of this scoping review is to identify deliberative priority setting methods and explore the effectiveness of these in engaging young people in healthcare and health policy decision-making.
Methods
Seven databases were searched systematically, using MeSH and free text terms, for articles published in English before July 2021 that described the use of deliberative priority setting methods for health decision-making with young people. All titles, abstracts and full-text papers were screened by a team of six independent reviewers between them. Data extraction followed the Centre for Reviews and Dissemination guidelines. The results are presented as a narrative synthesis, structured around four components for evaluating deliberative processes: 1) representation and inclusion of diverse participants, 2) the way the process is run including levels and timing of participant engagement, 3) the quality of the information provided to participants and 4) resulting outcomes and decisions.
Findings
The search yielded 9 reviews and 21 studies. The more engaging deliberative priority setting tools involved young people-led committees, mixed methods for identifying and prioritising issues and digital data collection and communication tools. Long-term and frequent contact with young people to build trust underpinned the success of some of the tools, as did offering incentives for taking part and skills development using creative methods. The review also suggests that successful priority setting processes with young people involve consideration of power dynamics, since young people’s decisions are likely to be made together with family members, health professionals and academics.
Discussion
Young people’s engagement in decision-making about their health is best achieved through investing time in building strong relationships and ensuring young people are appropriately rewarded for their time and contribution. If young people are to be instrumental in improving their health and architects of their own futures, decision-making processes need to respect young people’s autonomy and agency. Our review suggests that methods of power-sharing with young people do exist but that they have yet to be adopted by organisations and global institutions setting global health policy.
2023-02-01T04:42:43Z
2023-02-01T04:42:43Z
2023-01-25
2023-02-01T04:42:43Z
Journal Article
International Journal for Equity in Health. 2023 Jan 25;22(1):17
https://doi.org/10.1186/s12939-022-01794-2
https://hdl.handle.net/10500/29752
en
The Author(s)
application/pdf
application/octet-stream
oai:uir.unisa.ac.za:10500/292652022-08-17T14:31:11Zcom_10500_6417com_10500_4671col_10500_10467
Reflections Upon our Way of Invoking an Indigenous Paradigm to Co-Explore Community Mobilization against Irresponsible Practices of Foreign-Owned Companies in Nwoya District, Uganda
Romm, Norma R. A.
Adyanga, F.A,
Indigenous-informed research
decolonization
relational sampling
community learning
responsiveness to participants
dissemination as discussion
This article offers our reflections upon how we invoked an Indigenous paradigm in undertaking/facilitating qualitative research in a setting in Northern Uganda (2020/2021). The research was aimed at co-exploring with participants how they mobilized as a community against social and environmental injustices attendant with the entry of certain foreign enterprises into their community. We set up four focus group sessions in three villages to generate discussion in regard to how they had built up a community protest (with some success) against the operations of two enterprises who had been
operational in the community. In our article we do not concentrate so much on the content of the focus group sessions (or the ensuing dissemination/discussion workshop), but rather, on how we enacted our understanding of an Indigenous paradigm in this research initiative. In this way we share possibilities for activating an Indigenous paradigm in the doing of research. We do this in order to help strengthen and further credentialize this paradigm in academic paradigmatic discourses and help secure its respected place on the paradigmatic “dance floor” (to use a metaphor offered by Chilisa, 2020).
Adult Basic Education (ABET)
2022-08-17T13:44:59Z
2022-08-17T13:44:59Z
2022-07-25
Article
Adyanga, F. A., & Romm, N. R. A. (2022). Reflections Upon our Way of Invoking an Indigenous Paradigm to Co-Explore Community Mobilization against Irresponsible Practices of Foreign-Owned Companies in Nwoya District, Uganda. The Qualitative Report, 27(7), 1359-1389. https://doi.org/10.46743/2160-3715/ 2022.5147
1052-0147
https://hdl.handle.net/10500/29265
en
application/pdf
NSUWorks
oai:uir.unisa.ac.za:10500/295142022-10-28T12:00:57Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Literacy matters in sustainable livelihood development among refugee adults in South Africa
Quan-Baffour, Kofi Poku
Johnson, Lineo Rose
functional literacy
sustainable livelihood
communication skills
refugee adults
entrepreneurship
economic use
social use.
Background: Political and economic upheavals in the current millennium globally have
displaced millions of people, making cross-border and forced migration a reality. Many
refugees are forced out of their countries and flee to other countries to find new languages with which they are not familiar. South Africa as a signatory to the 1954 UN Convention on refugees and stateless persons accepts refugees (asylum seekers) from all over the world. The displaced persons are mostly illiterate in English and the indigenous languages of their new settlement
countries. Objectives: The study was set up to investigate the socio-economic value of literacy in the lives of refugee adults in South Africa. Hence, in this article, literacy refers to the ability to read, write, calculate, communicate and function in any language with a basic understanding in one’s environment. Method: This ethnographic qualitative study used interviews, observations and focus group meetings to explore how literacy matters in the sustainable development of entrepreneurial activities among the refugee adults and youths in South Africa. The study is grounded in Paulo Freire’s critical pedagogy theory and has some implications for adult literacy throughout the developing world where millions of adult refugees find themselves vulnerable. Results: The study revealed that refugee adults learn functional literacy in English and other 11 local South African languages informally as communication skills for the survival of their small businesses and for social and economic use in their ‘adopted home’. They find it difficult to get employment in the formal sector and often use their ingenuity to create their own jobs
for survival and livelihoods in informal trade and entrepreneurship. Conclusion: The article concludes that within the public adult learning interventions by the Department of Basic Education, where literacy programmes are offered, refugees should be encouraged and supported in attending formal classes to deal with their livelihoods and small businesses for survival.
Adult Basic Education (ABET)
2022-10-28T11:52:15Z
2022-10-28T11:52:15Z
2022-04
Article
Quan-Baffour, K.P. & Johnson, L.R., 2022, ‘Literacy matters in sustainable livelihood development among refugee adults in South Africa’, Reading & Writing 13(1), a316. https://doi.org/ 10.4102/rw.v13i1.316
2308-1422
(Print) 2079-8245
https://rw.org.za/index.php/rw/article/view/316/791
https://hdl.handle.net/10500/29514
en
application/pdf
Reading & Writing - Journal of the Literacy Association of South Africa
oai:uir.unisa.ac.za:10500/252282020-08-02T13:50:13Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Duoethnographic Storying Around Involvements in, and Extension of the Meanings of, Engaged Qualitative Research
Tlale, Lloyd Daniel Nkoli
Romm, Norma R.A.
constructed memories as forward looking
co-constructco-constructed storyinged storying
dialogical sense-making
In this article we discuss the duoethnographical approach we adopted to extend/deepen our interpretations of ourselves as academic researchers attempting to practise engaged research with participants in the field. We take, as a starting point for our discussion, our engagements in various projects (not always together in the same research settings) in South Africa. We reflect specifically on our ways of co-researching prospects for advancing inclusive education with
participants and stakeholders. In terms of South African policy, inclusive education implies that all learners—including those experiencing barriers to learning in various forms—should ideally be
catered for in "mainstream" schools, unless barriers are too severe and require referral to "special" schools. Some of the barriers affecting learners' educational experiences are related to socioeconomic disadvantage. In the article we share the extended dialogues we have had with each other around the meaning(s) of research "engagement" in this context. We define our duoethnography as a process of thoughtful dialoguing around, and writing about, the development
of co-researching practices between academic researchers and research participants, as we reconsider our ways of seeing such practices. At the same time, we reflect on our developing
relationship as duoethnographers.
ABET and Youth Development
2019-01-30T12:34:00Z
2019-01-30T12:34:00Z
2019
Article
Lloyd D.N. Tlale & Norma R.A. Romm: Duoethnographic Storying Around Involvements in, and Extension of the Meanings of, Engaged Qualitative Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research 20(1), Art. 7,
1438-5627
http://hdl.handle.net/10500/25228
en
Creative Commons Attribution 4.0 International License
application/pdf
Institut für Qualitative Forschung
oai:uir.unisa.ac.za:10500/286992022-04-12T11:54:23Zcom_10500_6417com_10500_4671col_10500_10467
Covid-19: Perspectives Across Africa
Fymat, Alain
Romm, Norma RA
Kapalanga, Joachim
Covid-19
African perspectives on Covid-19
Inclusive wellbeing
This book emanated from the Society for the Advancement of Science in Africa's
(SASA) Seventh Annual International (digital) Conference: Joint SASA and Ugandan Ministry of Health October 15, 2020 – January 14, 2021, Kampala, Uganda. The chapters in this book were solicited from presenters and also from other authors familiar with the impact of Covid-19 in Africa. There are 21 chapters, all together offering a range of perspectives from a variety of angles.
SASA (Society for the Advancement of Science in Africa)
2022-04-12T11:54:23Z
2022-04-12T11:54:23Z
2022
Book
Fymat, A., Romm, N.R.A., & Kapalanga, J. (Eds.), Covid-19: Perspectives Across Africa. Victoria: Tellwell
978-0-2288-7440-9
https://hdl.handle.net/10500/28699
en_US
application/pdf
Tellwell
oai:uir.unisa.ac.za:10500/300382023-05-16T12:55:15Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Professional Development as a Panacea for Lively Classrooms in South Africa: Experiences of Life Sciences teachers in the Bojanala District (Northwest Province).
N/A
Teane, Florah Moleko
classroom management
in-service training
life sciences
professional development
teachers
teaching and learning
N/A
This chapter focuses on how the professional development of teachers influ ences the teaching and learning process in schools. In the chapter, the experiences
of Bojanala East District (North West Province) Life Sciences teachers with regard
to the professional development support they received from the Department of
Education and Training are explored. Subsequent to 1994, South African Life
Sciences teachers were subjected to a plethora of educational policy reforms, all
of which affected the content of and the teaching approach to Life Sciences as a
subject. In all these reforms, the Department of Basic Education organised profes sional development workshops as an in-service teacher training (ITT) to empower
teachers in respect of the new policies. The study sheds light on whether or not
the training (according to teachers) enhanced the teaching and learning processes
in the classrooms. A qualitative research approach was used in the study and a
purposeful sampling technique was employed to select participants. The researcher
used one-on-one interviews and a single focus group to collect data. Drawing on
the findings of this study and on support uncovered in the literature, indications
are that the in-service training programmes left teachers incompetent in terms of
dealing with both the new approach and the new content due to the programmes
not addressing teachers’ needs.
N/A
2023-05-16T12:55:15Z
2023-05-16T12:55:15Z
2019
Book chapter
Teane FM. 2019. Professional Development as a Panacea for Lively Classrooms in South Africa: Experiences of Life Sciences teachers in the Bojanala District (Northwest Province). In Monyai RB, Teacher Education In the 21st Century, pp 153-166. London: IntechOpen. DOI: http://dx.doi.org/10.5772/intechopen.83471
978-1-78923-864-8
http://dx.doi.org/10.5772/intechopen.83471
https://hdl.handle.net/10500/30038
en
;978-1-78923-864-8
application/pdf
IntechOpen.
oai:uir.unisa.ac.za:10500/275282021-06-22T11:44:45Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
What We Assess Is What We Produce: Moving
Teane, FM
Assessment
Further Education and Training Band
Integration
Technical
Test
The focus of this study was to investigate the coherence between the needs of industry and the curriculum offered at Technical and Vocational Education and Training (TVET) colleges. The context of this study was TVET colleges, which is a relatively recent sector in the Department of Higher Education and Training (DHET), in South Africa. There is an unacceptably high rate of unemployment in South Africa and in particular, there is a shortage of technical skills, which the TVET sector is expected to address. Concerns have been expressed about the effectiveness of these colleges in producing graduates with employability skills. This study investigated whether the assessment strategies employed in the Electrical Engineering curriculum are appropriate in preparing the students for practice. A qualitative research design was used where a sample consisting of seven Further Education and Training (FET) College graduates and three instructors (lecturers) were selected using a snowball sampling technique. Findings of this research are that the current assessment strategy used in FET colleges (written testing) does not lead to the development of employability skills in FET graduates. The proposed TVET programs are those that promote a dual assessment throughout the course that yields the technical knowledge and employability outcomes that will meet the needs of industries.
College of Education
2021-06-22T09:33:33Z
2021-06-22T09:33:33Z
2020-05-03
Article
Florah Moleko Teane (2020): What We Assess Is What We Produce: Moving
https://doi.org/10.1080/10668926.2020.1758241
http://hdl.handle.net/10500/27528
en
application/pdf
Taylor and Francis
oai:uir.unisa.ac.za:10500/216232022-05-27T12:22:05Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
ABET educator : in-service training and transfer of learning in South Africa
Dichaba, M. M.
Abet educators
In-service training
Transfer of learning
374.0120715568
Transfer of training -- South Africa
Adult education teachers -- In-service training -- South Africa
Elementary education of adults -- Study and teaching (Continuing education) -- South Africa
Adult Basic Education and Training in-service training for educators often fails to enhance job performance because it is not viewed as an experiential process involving factors that affects ABET educators before, during and after training. To seek an overview of longer term gain from the in-service training, the Kirkpatrick model of training evaluation was employed. The evaluation sought to obtain post training perception of the effectiveness of training and its longer term impact. This article explores the variables that affect the transfer of knowledge in in-service training of basic education educators. Based on the experiences of the author as adult educator and the review of the relevant available literature this article assessed factors that accelerate or impede transfer of learning. To circumvent these factors, this study recommends intervention mechanisms, namely, involving ABET educators in the planning of their in-service training, basing training on careful assessment of educators' needs, using work-related situations in training, providing support during training and evaluating the in-service training, among others.
ABET and Youth Development
2016-10-07T12:06:03Z
2016-10-07T12:06:03Z
2011
Article
Dichaba MM (2011) ABET educator: In-service training and transfer of learning in South Africa. Unisa Latin American Report vol 27 no 1 2011
http://hdl.handle.net/10500/21623
en
© Unisa Press
1 online resource (pages 164-173) : portrait
application/pdf
Unisa Press
oai:uir.unisa.ac.za:10500/144302022-08-22T11:29:39Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Adult basic education and training in the ten years of South African democracy
Quan-Baffour, Kofi Poku
South Africa
Democracy
Adult Basic Education and Training
Decade
374.0124
Elementary education of adults -- South Africa
Basic education -- South Africa
Literacy -- South Africa
In 1994 around 15 million people out of South Africa's estimated population of 42 million then, could not read and write.
ABET and Youth Development
2014-11-21T09:40:23Z
2014-11-21T09:40:23Z
2006-09
Article
1119-4650
http://hdl.handle.net/10500/14430
en
Volume 9;No 1 & 2
1 online resource (5 pages)
application/pdf
West Africa Journal of Educational Research: Institute of Education, University of Calabar
oai:uir.unisa.ac.za:10500/216242022-07-19T10:54:55Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467col_10500_6434
Are we heading in the right direction? Assessing University community engagement dimensions of a South African higher education institution
Nkoana, Elvis Modikela
Dichaba, M. M.
Analytic framework, conceptual framework, South African higher education institution, University-community engagement participation typology
University community engagement
South African Higher Education Institution
378.1030968
Community and College -- South Africa
Community development -- South Africa
Universities and colleges -- South Africa -- Public services
ABET and Youth Development
2016-10-07T12:09:04Z
2016-10-07T12:09:04Z
2016
Article
Nkoana EM and Dichaba M. M. 2016, "Are we heading in the right direction? Assessing University community engagement dimensions of a South African higher education institution", South Africa International Conference on Education.
9780620707817
http://hdl.handle.net/10500/21624
en
1 online resource (12 leaves)
application/pdf
African Academic Research Forum
oai:uir.unisa.ac.za:10500/296632022-12-05T07:35:39Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Action Research as a Hopeful Response to Apocalypse
A Review of Bradbury, H. (2022). How to do Action Research for Transformations at a Time of Eco-social Crisis. Edward Elgar
Romm, Norma
Romm, Norma
environmental awareness
social transformation
action research
developmental friendships
eco-social crisis
relationality
This is my review of Hilary Bradbury's latest book (2022) concerning Action Research for Transformation at a time of Eco-social crisis.
When I first opened this book and saw Hilary Bradbury’s dedication “to land,
culture and sustainable transformations” on the first page, coupled with her
Blessing on Action Research for Transformation (ART) on page v, I knew that the
book would resonate with my understanding of the importance of organizing
research that is intentionally future forming (as Kenneth Gergen, 2015,
succinctly puts it, and as he reiterates in his Foreword to the book).
Adult Basic Education (ABET)
2022-12-05T07:35:39Z
2022-12-05T07:35:39Z
2022-12-01
Article
Romm, N.R.A. (2022). Action Research as a Hopeful Response to Apocalypse: A Review of Bradbury, H. (2022). How to do Action Research for Transformations at a Time of Eco-social Crisis. Edward Elgar. Journal of Awareness-Based Systems Change, 2, 2: 141-148.
ISSN 2767-6021
https://jabsc.org/index.php/jabsc/article/view/4930
https://hdl.handle.net/10500/29663
en_US
JASC;vol2 no 2
application/pdf
JASC
oai:uir.unisa.ac.za:10500/119992022-05-26T07:10:59Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Active research towards the addressal of HIV/AIDS in the informal economy in Zambia : recognition of complicity in unfolding situations
McKay, Veronica I.
Romm, Norma R. A.
Action research
Active research
HIV/AIDS intervention
Researcher responsiblity
Zambian informal economy
362.1969792007206894
AIDS (Disease) -- Economic aspects -- Zambia -- Research
In this article we offer an account of research undertaken for the
International Labour Organization (on behalf of the National
Aids Council in Zambia) in relation to HIV/AIDS and the informal
economy in Zambia. We concentrate on how we tried to
operate in terms of a conscious recognition of (and acceptance
of responsibility for) our complicity as inquirers (together with
others) in the development of the unfolding situations being
explored. We indicate why we define as ‘active research’ the
approach adopted, and how we see this as related to the
broader category of ‘action research’. We suggest that this kind
of approach may be helpful for others wishing to engage in
development programmes broadly understood and intended to
support people’s efforts to develop viable ways of knowing-and-living.
ABET and Youth Development
2013-11-12T07:17:47Z
2013-11-12T07:17:47Z
2008
Article
McKay, V.I. Romm, NRA (2008) Active research towards the addressal of HIV/AIDS in the informal economy in Zambia: Recognition of complicity in unfolding situations (co-authored with V. McKay), Action Research (Special Issue on Development) 6, 2: 149-170.
ISSN: 1476-7503
http://hdl.handle.net/10500/11999
en
Copyright© 2008 SAGE Publications Los Angeles, London, New Delhi and Singapore www.sagepublications.com
DOI: 10.1177/1476750307087050
1 online resource (23 pages)
application/pdf
oai:uir.unisa.ac.za:10500/120602022-05-25T08:23:34Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Active facilitation of focus groups : exploring the implementation of inclusive education with research participants
Romm, Norma R. A.
Nel, Norma
Tlale, Lloyd D. N.
Feedback on focus groups
Focus group facilitation
Opening spaces for collaboration
Researcher-participant relationships
371.90460968227
Focus groups -- South Africa -- City of Tshwane Metropolitan Municipality
Inclusive education -- South Africa -- City of Tshwane Metropolitan Municipality
Teachers -- South Africa -- City of Tshwane Metropolitan Municipality -- Attitudes
Education -- Research -- South Africa -- City of Tshwane Metropolitan Municipality
In this article, we explain how we took an “active” approach to focus group discussions with
teachers in three South African schools. The topic of discussion was their views on the
implementation of inclusive education. We shall also show how we sought feedback from the
participants on their experiences of these discussions. In seeking this feedback, we were
interested in seeing if they interpreted the sessions as being learning experiences – that is, as
sessions that enabled the participants to learn from each other as well as from facilitators with
a view to promoting mutual learning. We indicate how the participants chose to use the feedback
opportunity to suggest that further processes should be put in place (by us) in the light of
their expressed concerns. Finally, we outline how we took responsibility by creating a further
forum for discussion with those who were regarded as having additional “actioning” power.
ABET and Youth Development
2013-11-21T13:01:20Z
2013-11-21T13:01:20Z
2013-11
Article
Romm, NRA, Nel, NM, Tlale, LD (2013) Active facilitation of focus groups: exploring the implementation of inclusive education with research participants. South African Journal of Education 33(4): Art. #811, 14 pages
2076-3433
Art. #811, 14 pages, http://www.sajournalofeducation.co.za
http://hdl.handle.net/10500/12060
en
1 online resource (14 pages)
application/pdf
Science Africa
oai:uir.unisa.ac.za:10500/265882022-05-31T05:48:34Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Academic-practitioner collaboration with communities towards social and ecological transformation
Romm, Norma R. A.
Arko-Achemfuor, Akwasi
Serolong, Lesego
Relational knowing
Transformative learning
Community wellbeing
Food security
Sustainable future
302.22440968
Functional literacy -- South Africa
Academic-industrial collaboration -- South Africa
Action research -- South Africa
Community and college -- South Africa
In this article we offer a discussion around our
academic-practitioner involvements with one another
and with a targeted community, in relation to a particular
project. In the title of the article, we have hyphenated the
term academic-practitioner to render fuzzy the distinction
between “academic” roles (associated with institutions
of higher learning and with professional research)
and the roles of “practitioners” operating and learning in
the field in engagement with communities. In the article
we detail our collaborations with one another and with
a farming community in all undertaking (co)inquiries
around options for social and ecological development.
We explain how this fits the epistemological views as
offered by Indigenous authors propounding an Indigenous
research paradigm (with transformative intent)
to generate visions of realities in-the-making, towards
enhanced wellbeing in communities and towards a sustainable
future. We provide a detailed example in the
course of our deliberations.
Community Engagement Directorate, University of South Africa
Adult Basic Education (ABET)
2020-08-03T14:18:48Z
2020-08-03T14:18:48Z
2019-12-15
Article
Arko-Achemfuor, Akwasi; Romm, Norma R.A. & Serolong, Lesego (2019). Academic/practitioner collaboration with communities towards social and ecological transformation. International Journal of Transformative Research, 6(1): 1-9
2353-5415
http://hdl.handle.net/10500/26588
https://doi.org/10.1515/ijtr-2019-0002
en
© 2018 Akwasi Arko-Achemfuor et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License
https://mirrors.creativecommons.org/presskit/buttons/88x31/png/by-nc-nd.png
1 online resource (9 pages)
application/pdf
De Gruyter
oai:uir.unisa.ac.za:10500/265852020-08-03T14:03:43Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Eliciting Children’s/Young People’s (Group) Engagement with Scenarios as Participatory Research Practice for Exploring and Extending Responses to Climate Change
Romm, Norma R.A.
Climate change research
engagement with scenarios;
post qualitative inquiry;
research as future forming.
In this article I provide an account of my use (in a particular context) of a ‘post qualitative inquiry’ approach, with my recognition that ways of approaching issues to be explored with participants, and the method of exploration, carry social and ecological consequences. The research was initiated in a school in South Africa with a sample of ten (Black) Grade 9 children (aged 14–15). Groups of two to three children engaged with a number of scenarios supplied by me (‘business as usual’, ‘small changes’, and ‘sustainable future’) concerning possible responses to climate change. In each group the children worked together towards jointly creating options for unsettling the ‘business as usual’ scenario while exploring the other scenarios as alternatives. The article concentrates on the justification for using scenarios as a basis for inviting the children to discuss together their responses to climate change, with a view to the research inputting into their visioning and their understandings of possibilities for agency (individual and collective). It also concentrates on my intent to strengthen the notion of collaborative visioning, which is in keeping with Indigenous understandings of relational knowing. The research was intended, inter alia, to contribute to the children’s appreciation of this way of learning.
Adult Basic Education (ABET)
2020-08-03T14:03:43Z
2020-08-03T14:03:43Z
2020-03-05
Article
Romm, Norma R.A. (2020). Eliciting Children’s/Young People’s (Group) Engagement with Scenarios as Participatory Research Practice for Exploring and Extending Responses to Climate Change. Participatory Educational Research. Participatory Educational Research 7(1), i-xiv
21486123
http://hdl.handle.net/10500/26585
en_US
application/pdf
Dergi Park Academic
oai:uir.unisa.ac.za:10500/209672022-07-12T10:33:15Zcom_10500_23650com_10500_3752com_10500_6417com_10500_4671col_10500_23651col_10500_3753col_10500_10467
The African Philosophy of "Ubuntu" and correctional education in South Africa: a case study
Johnson, L. R.
Quan-Baffour, K. P.
Ubuntu offender programme
Indigenous programme
South Africa
Correctional education
170.96
Prisoners -- South Africa -- Attitudes
Ubuntu (Philosophy)
Ubuntu (Philosophy) -- Education -- South Africa
Prisoners -- Education -- South Africa
The South African history and circumstances have resulted in many families in South Africa living on the edge of survival. Many young people who break the law have no basic education for employment and many have no source of livelihood and thus cannot make ends meet. While “prison” inmates have wronged other citizens through crimes, the African philosophy of “Ubuntu” (forgiveness and love) reflected in this article addresses the love and forgiveness values. The young and adult offenders are offered correctional education meant to equip them with knowledge and skills to show that, based on Ubuntu, they are forgiven and equipped with skills for livelihood. The article interrogates their perceptions on “prison” curriculum or correctional education offered in South African correctional centres, based on the African indigenisation principles. In establishing what curriculum issues are addressed through teaching and learning activities, the study used the qualitative research method to interview 9 inmates participating in formal, non-formal and informal correctional programmes offered in the three correctional facilities in Pretoria, South Africa. Underpinning the study is the “Ubuntu” ecological systems theory on the effectiveness of the indigenised curriculum practices for African and community-based needs. While the majority of offenders attach value to the correctional education offered, some believe the needs-based curriculum must emanate from their vocational and employment-based prerequisites. The study recommends that curriculum offered in correctional facilities in South Africa must promote the philosophy of “Ubuntu” to solve the African crime levels; thus, “it takes the whole village to raise a child”.
ABET and Youth Development
2016-07-08T12:45:58Z
2016-07-08T12:45:58Z
2016-02
Article
978-0-9942689-1-4
http://afsaap.org.au/assets/johnson-and-quan-baffour.pdf
http://hdl.handle.net/10500/20967
en
1 online resource (16 pages)
application/pdf
African Studies Association of Australasia and the Pacific (AFSAAP)
oai:uir.unisa.ac.za:10500/231372022-08-17T14:32:45Zcom_10500_23650com_10500_3752com_10500_6417com_10500_4671com_10500_18562col_10500_23651col_10500_3753col_10500_10467col_10500_18564
Conducting Focus Groups in Terms of an Appreciation of Indigenous Ways of Knowing
Romm, Norma
Indigenous ways of knowing
collective exploration as relational
facilitator orientation
focus group research
focus group participant feedback
In this article I consider some examples of conducting focus groups in South Africa with
school teachers in a manner which takes into account indigenous ways of knowing. Indigenous knowing (within various indigenous cultural heritages) can be defined as linked to processes of people collectively constructing their understandings by experiencing their social being in relation to others. I indicate how the conduct of focus groups can be geared towards taking into account as well as strengthening knowing as a relational activity defined in this way. Once facilitators of focus groups appreciate this epistemology they can set up a climate in which people feel part of a research process of relational discussion around issues raised. This requires an effort on the part of facilitators to make explicit to participants the type of orientation to research that is being encouraged via the focus group session. I offer examples of attempts to practice such an approach to facilitation, including examples of feedback obtained from participants regarding their experience of the research process.
ABET and Youth Development
2017-09-05T12:30:57Z
2017-09-05T12:30:57Z
2015-01-01
Article
Romm, N. R.A. (2014). Conducting Focus Groups in Terms of an Appreciation of Indigenous Ways of Knowing. Forum: Qualitative Social Research, 16(1), Art. 2
http://nbn-resolving.de/urn:nbn:de:0114-fqs150120
http://hdl.handle.net/10500/23137
en
application/pdf
Forum: Qualitative Social Research
oai:uir.unisa.ac.za:10500/142562018-11-17T13:04:26Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
The perspectives of in-service teachers on the challenges of the cascade model
Dichaba, Mpho
Ochonogor, Chukunoye Enunuwe
ABET Educators, training the trainer, in-service training, transfer of learning, area project office, large-scale programmes
ABET and Youth Development
2014-10-29T06:58:12Z
2014-10-29T06:58:12Z
2013
Article
http://hdl.handle.net/10500/14256
en
Volume 15;No. 3
application/pdf
Kamla-Raj Anthropologist
oai:uir.unisa.ac.za:10500/284362022-01-18T15:16:05Zcom_10500_6417com_10500_4671col_10500_10467
Structured dialogical design as a problem structuring method illustrated in a Re-invent democracy project
Laouris, Yiannis
Romm, Norma RA
Decision processes
Problem Structuring Methods
Community Operational Research
Facilitating deliberative democracy
Structured democratic dialogue
This article made a case for regarding Structured Democratic Dialogue as a methodology to be included in the repertoire of approaches for Operational Researchers, including Community Operational Researchers, to deploy.
This article proposes the importance of admitting into the repertoire of Problem Structuring Methods for (Community) Operational Research, the methodology called Structured Dialogical Design (SDD). Problem Structuring Methods are described in the literature as facilitating transparent and participative ways of formulating and systemically modelling problems with a view to participants’ co-defining alternative futures. We reflect upon the contribution of SDD as lying in its appreciation of “third phase science” and discuss links to other deliberative processes. We indicate why SDD can be classed as “problem structuring” despite the near absence of publicisation in the Operational Research (OR) literature to date. We discuss distinct contributions that the SDD offers to the OR world and indicate how it strengthens and extends Community OR, contributes to Critical Systems Thinking in OR, and offers new mathematical approaches that the Community OR practitioners may wish to consider using. By way of illustration, we showcase the “European Initiative” as an aspect of a large-scale project across five geographical regions funded by the United Nations Democracy Fund, in conjunction with the Future Worlds centre (2016–2018). It engaged as stakeholders five cohorts of youth pioneers concerned with formulating options for Re-inventing democracy in the digital age.
United Nations Democracy Fund; Future Worlds Center
2022-01-18T15:16:05Z
2022-01-18T15:16:05Z
2021-12-02
Article
Structured dialogical design as a problem structuring method illustrated in a Re-invent democracy project
0377-2217
https://hdl.handle.net/10500/28436
en_US
application/pdf
Elsevier
oai:uir.unisa.ac.za:10500/296142022-11-17T10:24:52Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Assistive technologies as an ODeL strategy in promoting support for students with disabilities
Ditlhale, Tumelo Warren Gobusamang
Johnson, Lineo Rose
Technology
Social Science
Students-with-disabilities (SWDs)
technology assistive devices
high school support
open distance e-learning
special learning needs
BACKGROUND: Students studying in the higher education system face multiple challenges, such as meeting the minimum requirements for enrolling in a programme, securing tuition fees and adapting to new teaching and learning styles, whilst also coping with minimal support. The challenges are more profound for students with disabilities (SWDs) who must progress and emerge triumphantly as graduates, despite their unique and special needs. OBJECTIVE: By relating the personal experiences of SWDs, this article examines the different types of support they need as they commence their studies in higher education institutions, as well as throughout their journeys. METHODS: The study adopted a qualitative multiple case study research design in which the approaches of public and private high schools in handling SWDs were compared with the experiences of SWDs at a higher education open distance e-learning institution. RESULTS: The findings revealed that the use and availability of assistive technology devices were more pronounced at the school level than at the ODeL institution. The SWDs expressed their frustrations and reported more struggles with their studies at the ODeL institution than they had experienced at school level. CONCLUSION: The SWDs in the study provided some potential improvements that could be implemented by ODeL institutions in addressing their needs and in providing support, whilst also emulating the best practices implemented at high school level.
Adult Basic Education (ABET)
2022-11-17T10:16:22Z
2022-11-17T10:16:22Z
2022
Article
Ditlhale, Tumelo W. and Johnson, Lineo R. ‘Assistive Technologies as an ODeL Strategy in Promoting Support for Students with Disabilities’. 1 Jan. 2022 : 1 – 11.
1878-643X
https://hdl.handle.net/10500/29614
en
application/pdf
Technology and Disability
oai:uir.unisa.ac.za:10500/300372023-05-16T12:49:11Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
The value of the Kha Ri Gude literacy campaign in attaining the 2030 Agenda for Sustainable Development Goals. A case study of rural communities in three South African provinces.
N/A
Teane, Florah Moleko
Empowerment,
Entrepreneurial Skills
Finance
Kha Ri Gude
Literacy
Policy Cohesion
Sustainable
N/A
This research evaluated the extent to which the long-term goals of the Kha Ri Gude (KRG) mass literacy
campaign have been achieved by using the 2030 Agenda for Sustainable Development Goals (SDG) as a benchmark. The
literacy campaign, which arose from the Education for All (EFA) goals of the United Nations’ Educational, Scientific and
Cultural Organization (UNESCO), was initiated to empower disadvantaged people to become self-reliant and participate
more effectively in the economic activities of their communities. In this study, the achievements of the literacy campaign
introduced in South Africa in 2008 (called Kha Ri Gude) are weighed up against the first five SDGs to find out if there
was any policy cohesion, which is one of the tools for effective community development. This study forms part of an
initiative by the Adult Basic Education and Training (ABET) and Youth Development Department of the University of
South Africa (Unisa) to assess the implementation of the KRG mass literacy campaign in the Eastern Cape, KwaZulu Natal, and Limpopo. Since the researcher did not form part of the Unisa team who visited these provinces, secondary
sources (such as interview transcripts, journals, and a voice recorder) employed by Unisa’s ABET Department from
2013 to 2015 were used. A qualitative approach and purposeful sampling technique were used to source information-rich
participants. The sample consisted of KRG graduates, voluntary educators, and coordinators of the KRG project. The
study found that the program had a positive effect on participants and their communities. To some extent, it eradicated
poverty, encouraged healthy living, and enhanced female empowerment. This is what the South African government
aspires to achieve with the 2030 Agenda for Sustainable Development Goals. However, funds are needed for start-ups to
boost livelihoods and to ensure further development
N/A
Adult Basic Education (ABET)
2023-05-16T12:49:11Z
2023-05-16T12:49:11Z
2020
Article
Teane FM. 2020. The value of the Kha Ri Gude literacy campaign in attaining the 2030 Agenda for Sustainable Development Goals. A case study of rural communities in three South African provinces. The International Journal of Sustainability Policy and Practice. Vol 16 (1) pp 1-13 (08. Feb. 2020). DOI:10.18848/2325-1166/CGP/v16i01/1-13
2325-1182
DOI:10.18848/2325-1166/CGP/v16i01/1-13
https://hdl.handle.net/10500/30037
en
Vol 16 (1);1-13
application/pdf
The International Journal of Sustainability Policy and Practice
oai:uir.unisa.ac.za:10500/144582022-05-20T07:22:03Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Active and Accountable Social Inquiry
Romm, Norma R. A.
Active
Accountable
Social inquiry
Research methodology
Power distance
300.72
Social sciences -- Research -- Methodology
Social sciences -- Research -- Moral and ethical aspects
Some researchers argue that different countries may have different orientations to power distance in the workplace that are related to their national culture
ABET and Youth Development
2014-11-25T09:05:02Z
2014-11-25T09:05:02Z
2013-11-06
Inaugural Lecture
http://hdl.handle.net/10500/14458
en
1 online resource (10 pages)
application/pdf
oai:uir.unisa.ac.za:10500/300362023-05-16T12:43:26Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Self-Efficacy as a Tool to Enhance Students’ Classroom Participation: TVET/FET College’s Student Views on the Causes of Student Passivity
N/A
Gombwe, Roy
Teane, Florah Moleko
Gombwe, Roy
Classroom participation
learning environment
lecturers
self-efficacy
students
N/A
The purpose of this study was to shed light on the role of self-efficacy in enhancing the classroom participation of students at Vocational Education and Training (TVET) Colleges in an attempt to improve performance in general. The context of the study was TVET/Further Education and Training (FET) colleges that came into being in South Africa to fill the critical skills gap. The efficiency of TVET colleges in meeting their mandate of developing qualified artisans has continued to be a matter of intellectual debate. This study used Bandura’s theory to explore students’ views on how self-efficacy contributed to their passivity in class, a situation resulting in the poor performance of students. A qualitative research design was used and 30 participants from three TVET College campuses were selected, using a purposeful sampling technique. Data was collected by conducting three focus group interviews and a document analysis. The thematic qualitative data analysis approach was used to analyze the collected qualitative data. The findings of the study established that the low self-efficacy of teachers and students has led to student passivity in class, something that ultimately led to students’ poor performance. Among the recommendations made were the prioritization of professional training programmes for TVET lecturers by the Department of Education and the creation of a conducive teaching and learning space.
N/A
Adult Basic Education (ABET)
2023-05-16T12:43:26Z
2023-05-16T12:43:26Z
2022
Article
Florah Moleko Teane & Roy Gombwe (2022): Self-Efficacy as a Tool to Enhance Students’ Classroom Participation: TVET/FET College’s Student Views on the Causes of Student Passivity, Community College Journal of Research and Practice, DOI: 10.1080/10668926.2022.2056775
1521-0413
https://doi.org/10.1080/10668926.2022.2056775
https://hdl.handle.net/10500/30036
en
application/pdf
Community College Journal of Research and Practice,
oai:uir.unisa.ac.za:10500/294842022-10-24T09:04:26Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
The Socio-Religious Significance of Songs Performed during Apo Festival at Bono Takyiman, Ghana
Quan-Baffour, Kofi Poku
social
religious
accountability
exposure
folksongs
governance
improvement
The identity of any ethnic group is portrayed through cultural practices and ·traditions. The
Bono of Takyiman in Ghana celebrate their annual Apo festival in April. The week-long festival celebration reaches its climax on the 8th day, which is a Friday. The festival was constituted by King Amoyaw Akumfi I, one of the founders of the Bono State around the 15th century AD. The king's advisors revealed to him a planned revolt against the monarchy because of his authoritarian rule. To satisfy his subjects, he set a day aside annually for the people to voice out their grievances. Apo comes from the Akan word po {meaning "to reject"). Apo is the time the people of Takyiman are permitted to reject {po) bad governance, corruption, abuse and unacceptable behaviour of the king, chiefs and people in high places. During the festival, people masquerade, wear funny hats, headgear and cultural outfits to hide their identity as they parade through the main streets singing songs, some of which rebuke the king and his chiefs. The songs performed during the festival hold leaders accountable for their misdeeds. The leaders are subject to ridicule by the exposure of their corruption, misuse of state resources, immoral behaviour and abuse through folksongs. The opportunity for the Bono to expose bad governance peacefully is worthy of emulation by other ethnic groups. Participant observation was used to investigate the socio-religious importance of Apo songs in assisting community members to amend their ways for the achievement of social cohesion.
Adult Basic Education (ABET)
2022-10-24T07:32:51Z
2022-10-24T07:32:51Z
2019
Article
Muziki. Volume 16 I Issue 1 12019( pp. 156-167 www .tandfonline.com/nnuz20
1753-593X
https://doi.org/10.1080/18125980.2019.1598278
https://hdl.handle.net/10500/29484
en
16;1
application/pdf
MUZIKI; Journal of Music Research in Africa
oai:uir.unisa.ac.za:10500/275142021-06-17T11:45:03Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Environmental awareness- using non-formal
Teane, FM
Livelihoods
manure
nonformal education
nongovernmental organisation
skills development
subsistence farming
This article sheds light on how non-formal education was used as a tool to provide knowledge and skills for Manyeledi community members who are engaged in subsistence farming, to improve their crop yield. Manyeledi is a rural village in the North-West province, which, like most rural areas, is experiencing environmental degradation caused by the depletion of natural resources, and poor farming practices. The environmental challenges experienced by this community include among others, the less arable land, changing climatic conditions and poor rainfall. A growing number of Manyeledi households live in abject poverty, wheresubsistence agriculture is the only source of livelihood. The community lacks the advanced farming skills needed to deal with the arid land and an acid soil. The paper provides insight into a community engagement project spearheaded by Bokamoso Impact Investment (BII), a non-governmental organisation that works to increase the crop production of marginalised groups. Through the above project, the environmental awareness campaign was launched to impart skills and knowledge that helped the Manyeledi community to deal with the environmental challenges.The training which the project members received through Nonformal education developed a heightened sense of awareness, of
the need to improve their farming methods in order to enhance their livelihood sustainability. The study was qualitative in nature and observation and a one-on-one and focus group interviews were employed to collect data. The finding was that the skills and knowledge imparted by the NGO and the University of South Africa, improved the community’s farming methods, which boosted crop production.
Adult Basic Education (ABET)
2021-06-17T11:42:35Z
2021-06-17T11:42:35Z
2020-07-05
Article
Florah Moleko Teane (2020): Environmental awareness- using non-formal education to impart skills and knowledge to improve crop yield: the case of Manyeledi community, South Africa, International Research in Geographical and Environmental Education
https://doi.org/10.1080/10382046.2020.1788777
http://hdl.handle.net/10500/27514
en
application/pdf
Taylor and Francis
oai:uir.unisa.ac.za:10500/216222022-05-31T06:05:15Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
African researchers and the rural school issues in South Africa: a predatory culture
Dichaba, Mpho
Ndandani M
Rural schools
Annual national assessment
Feasible partnerships
African researchers
370.917340968
Education, Rural -- South Africa
Children with social disabilities -- Education -- South Africa
Economic development -- Research -- South Africa
Education, Rural -- Economic aspects -- South Africa
One of the mandates of Comprehensive Rural Development Programme (CRDP) in South Africa is to ensure that all schools and health facilities have access to basic infrastructure such as water and electricity by 2014. Our academic researchers have not researched much about how rural schools that do not have infrastructure have been managing to achieve school education outcomes. When wind-storms occur (sometimes accompanied by rains) learners coming from the same rural regions of our country do not go to school to avoid the risk of having their classroom roofs and walls collapsing on them. Our statistics show an entry of rural mud-walled schools, especially in the Eastern Cape Province in 2011. This paper confronts these challenges of South Africa’s rural schools in 2012 and 12 years (k-12) in the future of our rural schools and their learners.
ABET and Youth Development
2016-10-07T12:05:42Z
2016-10-07T12:05:42Z
2013
Article
Dichaba, Mpho and Ndandani, Monde 2013, 'African researchers and the rural school issues in South Africa: a predatory culture', Mediterranean Journal of Social Sciences, vol. 14, no 4, pp. 397-404.
2039-9340
http://hdl.handle.net/10500/21622
en
1 online resource (8 pages)
application/pdf
MCSER Publishing
oai:uir.unisa.ac.za:10500/133642018-11-17T13:04:40Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Continuous Education: Lifelong professionalise learning to youth work programmes
Njiro, Esther
DICHABA, MPHO
Ochonogor, Chukunoye Enunuwe
Continuous education and training
Professionalism
Youth workers
Professional youth work is in most cases blurred and not acknowledged appropriately by policy and the
powers that be. The demand for professionalism is increasing as investment in youth work is considered
beneficial to holistic development and progress in South Africa and other Commonwealth countries.
According to this paper, investing in the knowledge base and expertise of youth workers is imperative
for professionalism in youth work. Youth work professionalism is critical and it is suggested that the
role of continuous education and training, also known as lifelong learning, can lead to a professional
recognition of youth workers and their work. Mere formal education resulting in a certificate is not
enough for the professional development of youth work in a rapidly changing and globalised world of
innovation and high technology. A review of the available literature was the main source of information
for this paper. A library search was conducted and relevant information examined to provide the
description and analysis of the various approaches to youth work professionalism. Professionalism
in youth work through continuous education and training should produce the following distinctive
qualities: acceptance of the moral and ethical responsibility inherent in youth work practice; promotion
of the wellbeing of young persons and their families in a context of respect and collaboration; and
valuing care of young people as essential for emotional growth, social competence, rehabilitation
and treatment. There is a need to acknowledge the strengths arising from cultural and human diversity.
Valuing individual uniqueness and family, community, culture and human diversity is integral to the
developmental and intervention process. Advocating for the rights of youth and families promotes
their contribution to nation-building and the development of society.
ABET and Youth Development
2014-04-17T07:43:25Z
2014-04-17T07:43:25Z
2013-07
Article
Njiro, Esther; Dichaba, Mpho (2013) Continuous Education: Lifelong professionalise learning to youth work programmes. Commonwealth Youth and Development 11(1) pp 78-86
http://hdl.handle.net/10500/13364
en
application/pdf
Unisa Press
oai:uir.unisa.ac.za:10500/297252023-01-23T07:40:59Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Reflections on the Value of Mixed Focus Groups with Adult Learner Research Participants: Exploring Gender Disparities and Gendered Relationships
Tawana, Xoliswa
Romm, Norma
African feminist thinking
gendered relationships
gender inequalities
relational existence
transformative research
This is an article in which we reflect on the value of conducting mixed-gender focus groups, by also engaging with feedback from participants.
The purpose of this article is two-fold. Firstly, we consider whether the setting up of mixed-gender focus group sessions has the potential as a research process to contribute to transforming people’s understandings of their gendered relationships. Secondly, we relate our discussion to the question of the mutability of stereotypical thinking in the context in question, taking into account the idea that cultures in different contexts can be seen as “in the making” through the way in which people together create meaning. We explain how the first author of the article organized focus groups which were mixed in terms of gender with the purpose that the adult learner participants could develop their perceptions as they related to each other around the topic of gender inequalities.). The sessions were conducted in two adult learning Centers located in a rural and an urban area respectively – Xola and Zodwa – within the Cacadu District of the Eastern Cape, South Africa. Two mixed focus groups took place in 2016 (one in each Center, with 19 females and 5 males altogether), and a follow up took place in 2018, to further discuss recommendations. In 2022, another set of focus group sessions was arranged in the same Centers, with 10 females and 6 males who were asked to participate and agreed. As part of a related discussion on gendered relationships, they were asked specific questions regarding how they understood the value of the mixed-gender conversations. Results from the various sets of groups suggest that focus groups can indeed help people to explore and rethink gender disparities and to think of ways forward in terms of enriched understandings. We recommend that mixed-gender focus group sessions should be regarded by researchers as a potential space to fruitfully set up a way for people to develop their sense of interdependence in their social relations.
Adult Basic Education (ABET)
2023-01-23T07:40:57Z
2023-01-23T07:40:57Z
2023-01-03
Article
Reflections on the Value of Mixed Focus Groups with Adult Learner Research Participants: Exploring Gender Disparities and Gendered Relationships. In: Participatory Educational Research (PER) Vol.10(1), pp. 290-309, January 2023 Available online at http://www.perjournal.com ISSN: 2148-6123 http://dx.doi.org/10.17275/per.23.16.10.1
2148-6123
http://dx.doi.org/10.17275/per.23.16.10.1
https://hdl.handle.net/10500/29725
en
application/pdf
DergiPark
oai:uir.unisa.ac.za:10500/285172022-02-07T08:43:42Zcom_10500_6417com_10500_4671col_10500_10467
African Youth’s Visioning for Re-inventing Democracy in the Digital Era: A Case of Use of Structured Dialogical Design
Laouris, Yiannis
Romm, Norma RA
Collective wisdom
facilitating deliberative democracy
futures creation
youth stakeholders
This article discusses the African cohort’s contribution to the “re-inventing democracy in the digital era” project, funded by a UN Democracy Fund. The project involved almost 100 youth from five regions of the globe in deliberating upon the future of democracy, using a methodology called structured dialogical design. We explain the utility of this methodology for aiding processes of deliberative democracy. We focus on the Africa cohort’s (collective)
identification of current challenges and envisioning of corrective actions for democracy in the digital age; we justify our choice and point out that many of their suggestions apply to other regions too.
UN Democracy Fund [Project Number: UDF-13-532-GLO], in combination with the Future Worlds Centre (FWC).
2022-02-07T08:43:42Z
2022-02-07T08:43:42Z
2022-01-19
Article
Laouris, Y., & Romm, N. R. (2022). African Youth’s Visioning for Re-inventing Democracy in the Digital Era: A Case of Use of Structured Dialogical Design. World Futures, 1-44.
2604027
https://hdl.handle.net/10500/28517
en_US
application/pdf
Routledge
oai:uir.unisa.ac.za:10500/231382022-05-20T07:26:04Zcom_10500_23650com_10500_3752com_10500_6417com_10500_4671com_10500_4679col_10500_23651col_10500_3753col_10500_10467col_10500_4969
Active and accountable social inquiry : implications and examples
Romm, Norma R. A.
Active research
Accountable research
Research participants
Co-inquiring
Co-learning
300.72
Social sciences -- Research -- Methodology
Social sciences -- Research -- Moral and ethical aspects
Inaugural lecture published
This article is based on my inaugural lecture that I delivered at the University of South Africa on 6 November 2013. The topic of the inaugural lecture was “active and accountable social inquiry” In the inaugural address I focused on what it might mean to practice what I call active as well as accountable social research. I explained the various research contexts in which I, with colleagues, have used the term “active” to characterize research where responsibility is taken for the possible impacts that research endeavours have in the social world of which research is a part. I also indicated that active research implies that one engages research participants in processes of research/inquiry. This engagement implies that the research is not led solely by the initiating researchers, but is a product of a variety of inputs and decisions about the meaning of the research and its potential action implications. The approach to active research that is detailed in this article is pertinent to this journal on Participatory Educational Research, which is aimed at publicizing various efforts on the parts of researchers to develop a more participatory style of inquiry. Active research is one way of developing such a style.
ABET and Youth Development
2017-09-05T12:31:29Z
2017-09-05T12:31:29Z
2014-12-31
Article
Romm, N. R. A. (2014). Active and Accountable Social Inquiry, Participatory Educational Research (PER), Vol. 1(2), pp. 13-20.
2148-6123
http://dx.doi.org/10.17275/per.14.07.1.2
http://hdl.handle.net/10500/23138
en
1 online resource (8 pages)
application/pdf
Participatory Educational Research
oai:uir.unisa.ac.za:10500/294862022-11-14T08:24:14Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
School Governing Body for Parents’ Productive Involvement in South Africa
Quan-Baffour, Kofi Poku
School governance
Parental involvement
Productive
Education
Democracy
Participation
Please access the full-text of the article via the doi link under URI at the top of this record.
Purpose - The democratic constitution that came into effect in 1994 and ushered in the new South Africa recognises parents' role in education hence the established of an innovative school governance structure of which parents are in the majority. Before then, there existed parents-teachers association in schools. Its members were handpicked and therefore undemocratic and ineffective. The purpose of this paper is to investigate how the innovation in school governance encourages parents~ the rural areas to be productively
involved in school matters. Design/methodology/approach - The study used the qualitative research method of focus group interviews to explore the extent to which the school governing body fosters active involvement of parents in school matters. The purposive sampling technique was used in selecting 21 school governors from three rural schools who were deemed information-rich to participate in the study. Findings-The study found that the post-apartheid school governing body concept, which is an innovation in education management and leadership, encourages and promotes productive parents' involvement in education of their children. Originality/value- The findings have lessons and implications for school management and leadership in the developing countries because as an Africa adage says, "it takes a whole village to bring up a child".
Adult Basic Education (ABET)
2022-10-24T08:40:10Z
2022-10-24T08:40:10Z
2020
Article
International Journal of Educational Management: Vol. 34 Issue. 5. https:/lwww.emerald.com/insight/publication/issn/0951-354X/voV34/iss/5
2774-6143
https://doi.org/10.1108/IJEM-04-2018-0132
https://hdl.handle.net/10500/29486
en
application/pdf
International Journal of Educational Management.
oai:uir.unisa.ac.za:10500/271922021-03-25T09:37:01Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Justifying Research as Conscious Intervention in Social and Educational Life
Activating Transformative Potential
Romm, Norma RA
Transformation-oriented research
collective responsibility
evolving research paradigms
reality as becoming
research as world shaping
This is an article justifying a transformative-oriented research agenda
In this article, I expand on Mertens’ advocacy of the transformative paradigm for social research, where research is consciously geared to the advancement of social justice. I indicate certain links with Indigenous paradigmatic approaches to “knowing,” where legitimate knowing is rooted in a quest to enhance relationality in the web of relations in which we as knowers and actors are enmeshed. In considering how we might justify associating knowing with transformative-directed (interventionist) intent, I suggest that the justification rests on us recognising that the research enterprise is always more or less consciously implicated in the continuing unfolding of the worlds of which it is a part. I spell out what is involved in recognising that research is world shaping. I furthermore propose that taking a transformative perspective on the research enterprise allows us to reinterpret other paradigmatic positions (e.g., constructivism, and critical realism, and even some renditions of postpositivism) by looking at their potential to cater for an inquiry process that enables participants, concerned stakeholders, and wider audiences to participate in envisioning and enacting possibilities for enhancing the quality of our existence. I provide some examples from the educational arena.
Adult Basic Education (ABET)
2021-03-25T09:37:01Z
2021-03-25T09:37:01Z
2020-09-30
Article
Romm, N.R.A. (2020). Justifying Research as Conscious Intervention in Social and Educational Life: Activating Transformative Potential. Educational Research for Social Change, 9(2), 1-15.
2221-4070
http://dx.doi.org/10.17159/2221-4070/2020/v9i2a1
http://hdl.handle.net/10500/27192
en_US
application/pdf
Nelson Mandela University
oai:uir.unisa.ac.za:10500/265862020-08-03T14:06:39Zcom_10500_3752com_10500_6417com_10500_4671com_10500_18562col_10500_3753col_10500_10467col_10500_18564
Reflections on a Post-Qualitative Inquiry With Children/Young People: Exploring and Furthering a Performative Research Ethics
Romm, Norma R.A.
Belmont report revisioned
children as coinquirers;
collective responsibility,
Indigenous research paradigm;
reality as becoming;
relational sampling;
relational knowing;
research as performative;
social justice;
ecological justice;
ethics
In this article I discuss a number of ethical issues surrounding the USA-commissioned
Belmont report (NATIONAL COMMISSION FOR THE PROTECTION OF HUMAN SUBJECTS OF BIOMEDICAL AND BEHAVIORAL RESEARCH, 1979), using as one of the spurs for my discussion a case of post qualitative research with ten (Black) children aged 14-15 in a school in South Africa. I asked the children to form groups to reflect together on the possible relevance for South Africa of certain scenarios in relation to climate change that had been constructed during research in Australia. The "scenario exercise" was intended to stimulate the participants' active learning together in relation to their engagement with the scenarios. It was also intended to be consciously "performative" in that the words used in the presented scenarios would admittedly have some impact on the children's (joint) considerations, for which I took some responsibility. With reference to this research, and at the same time engaging with ongoing ethical debates related to the purpose of social scientific inquiry, I offer ethical deliberations which entail a radical revision of the ethical guidelines of the Belmont report (which inform many institutional ethical review boards across the globe) to incorporate a performative understanding of social research. While I concentrate on addressing ethical issues concerning research interaction with children/young people, I suggest that my deliberations have implications for participatory research with adults too.
Adult Basic Education (ABET)
2020-08-03T14:06:39Z
2020-08-03T14:06:39Z
2020-01-02
Article
Romm, Norma R.A. (2020). Reflections on a Post-Qualitative Inquiry With Children/Young People: Exploring and Furthering a Performative Research Ethics [77 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 21(1), Art. 6, http://dx.doi.org/10.17169/fqs- 21.1.3360.
1438-562
http://hdl.handle.net/10500/26586
en_US
application/pdf
Institute for Qualitative Research and Center for Digital Systems (Free University of Berlin)
oai:uir.unisa.ac.za:10500/295132022-10-28T11:23:05Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Situating Adult Learning and Education in Refugee Livelihood Adaptation and Progression Toward Self-Reliance: The Case of Refugees in the Kyaka II Settlement in Southwestern Uganda
Awidi, Salome
Quan-Baffour, Kofi Poku
refugees
livelihood adaptation
self-reliance
adult learning and education
refugee policies
Livelihood adaptation in refugee camps is often fragile and inherently problematic
owing to their physical characteristics and policy restrictions. The Uganda refugee
policy applauded as progressive exhibits internal contradictions which influence
livelihoods. The purpose of this study is to explore the significant role of adult
education in livelihood adaptation. The study used qualitative research methods
of interviews and focus group discussions. Purposive sampling technique was used
in selecting 70 participants from eight Common Interest Groups, of both refugees
and Ugandan nationals. The findings indicate that access to agriculture extension
education and financial literacy facilitates the acquisition of relevant skillsets for
adaptation. The study concludes that adult education provides immediate, relevant
skillsets for adaptation.
Adult Basic Education (ABET)
2022-10-28T11:23:04Z
2022-10-28T11:23:04Z
2020
Article
1552-3047
https://doi.org/10.1177/0741713620963575
https://hdl.handle.net/10500/29513
en
Volume 71;NO 2 148 - 165
application/pdf
Adult Education Quarterly
oai:uir.unisa.ac.za:10500/235692019-02-11T12:11:54Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Systemic Thinking and Practice Toward Facilitating Inclusive Education: Reflections on a Case of Co-Generated Knowledge and Action in South Africa
Romm, Norma R.A.
Tlale, Lloyd Daniel Nkoli
Whole school improvement
Systemic thinking
Inclusive education Inquiry in practice
Co-generating knowledge
Pleas follow the doi link at the top of ths record to view the full text on the publisher's website
This article offers our reflections around a case of facilitating systemic thinking and practice in which the first author of the article (Tlale) interacted with research participants/participant researchers with the intention of strengthening systemic thought and action toward fostering inclusive education in the setting (a rural school in the Eastern Cape in South Africa). We reflect upon the process and also how our engagement was perceived by participants, as expressed in feedback received from them. We point to how Tlale introduced the idea of systemic thinking (to teachers, school management team, school governing body, and a district officer for the district) as tied to the possibility of acting to generate transformation toward a more inclusive educational context for the benefit of the learners at the school in question, thus acting as a systemic mediator on their behalf.
ABET and Youth Development
2018-01-31T06:36:05Z
2018-01-31T06:36:05Z
2017
Article
Lloyd D. N. TlaleNorma R. A. Romm (2017) Systemic Thinking and Practice Toward Facilitating Inclusive Education: Reflections on a Case of Co-Generated Knowledge and Action in South Africa Systemic Practice and Action Research pp 1–16
1573-9295
https://doi.org/10.1007/s11213-017-9437-4
http://hdl.handle.net/10500/23569
en
Springer Science+Business Media, LLC, part of Springer Nature
oai:uir.unisa.ac.za:10500/144202022-06-06T10:07:56Zcom_10500_23650com_10500_3752com_10500_6417com_10500_4671col_10500_23651col_10500_3753col_10500_10467
The 'African' school curriculum: content and relevance of indigenous knowledge to Africa's regeneration
Quan-Baffour, Kofi Poku
Bayaga, Anass
African school curriculum
Indigenous knowledge
Regeneration
Systems and values
378.199096
Multicultural education -- Curricula -- Africa
Education, Higher -- Curricula -- Africa
Indigenous peoples -- Education -- Africa
The article advocates for an 'African' curriculum, a type of learning experiences 'brewed in an African pot' but borrows from Western education values and practices that are relevant to Africa's regeneration. The article is based on the lived experiences of the authors and the relevant available literature. We argues in the article for Africa to achieve a true "rebirth" the school curriculum, its content, values and indeed the school system itself must transform to have a hall mark of Africa's true identity. To achieve this, we advocate for the incorporation of Africa's indigenous knowledge systems and values into the school curriculum.
ABET and Youth Development
2014-11-21T08:58:51Z
2014-11-21T08:58:51Z
2009
Presentation
9781868885732
http://hdl.handle.net/10500/14420
en
1 online resource (9 pages)
application/pdf
Unisa Press
oai:uir.unisa.ac.za:10500/142112022-08-22T11:31:03Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Adult basic education teachers' experiences about the cascade model of training: an appreciative inquiry
Dichaba, Mpho
Casace model
Department of Education
Appreciative inquiry
Transmissive mode of training
Misinterpretation of information
374.01240968
Adult education teachers -- South Africa -- Attitudes
Adult education -- Study and teaching -- South Africa
Adult education teachers -- Training of -- South Africa
Appreciative inquiry -- South Africa
ABET and Youth Development
2014-10-22T09:10:40Z
2014-10-22T09:10:40Z
2013
Article
http://hdl.handle.net/10500/14211
en
Volume 5; No.1
1 online resource (10 pages)
application/pdf
Kamla-Raj International Journal of Educational Sciences
oai:uir.unisa.ac.za:10500/275152021-06-17T11:45:52Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Language of learning and teaching as a barrier to effective implementation of caps: narratives of grade 10 life sciences teachers in the North West Province
Teane, FM
English
language barrier
learner performance
Life Sciences
teachers
teaching and learning
The study sought to provide information about the experiences of Life Sciences teachers in the implementation of the Curriculum and Assessment Policy Statement (CAPS) using English as the language of learning and teaching (LoLT). Life Sciences, as a subject within the Further Education and Training (FET) band, underwent a series of policy changes over a very short period. The teachers in the Bojanala East District in the North West Province were faced with the challenge of implementing the new policy known as CAPS using English as LoLT. A qualitative research design was employed for the study. The researcher used a purposeful sampling technique to select 33 Grade 10 Life Sciences teachers as participants. Data were collected using one-on-one interviews, focus group interviews and document analysis to investigate the performance of Grade 10 to 12 learners in Life Sciences over a period of three years. Findings of this research indicate that the use of English as LoLT in teaching Life Sciences prevented learners from sufficiently understanding the subject. In addition, learners seem to struggle with new terminology as implemented by the policy changes.
College of Education
2021-06-17T11:43:18Z
2021-06-17T11:43:18Z
2019-12-16
Article
Teane, F. (2019). Language of learning and teaching as a barrier to effective implementation of caps: narratives of grade 10 life sciences teachers in the North West Province. Per Linguam: a Journal of Language Learning= Per Linguam: Tydskrif vir Taalaanleer, 35(3), 95-105.
https://doi.org/10.5785/35-3-859
http://hdl.handle.net/10500/27515
en
application/pdf
Stellenbosch University: SABINET
oai:uir.unisa.ac.za:10500/265892022-08-17T14:32:09Zcom_10500_23650com_10500_3752com_10500_6417com_10500_4671col_10500_23651col_10500_3753col_10500_10467
Reviewing the Transformative Paradigm: A Critical Systemic and Relational (Indigenous) Lens
Romm, Norma R. A.
Transformative paradigm
Systemic research practice
Postcolonial Indigenous paradigm
Action-oriented research
Active research
In this article I re-examine the tenets of the transformative paradigm as explained
by Mertens in various publications. Mertens suggests that the transformative
paradigm (as she names it) encapsulates the positions of researchers who question
positivist/postpositivist- and interpretivist/constructivist-oriented approaches, which to
date have been ascendant in the field of social research. She argues (following critical
theorists) that researchers embracing a transformative paradigm as an alternative explicitly bear social justice issues in mind so that their inquiries become intertwined with a political agenda and are action-oriented towards generating increased fairness in the social fabric. In the article I consider her arguments and I add additional angles to them with reference to a number of authors (including myself) advocating critical systemic thinking-and-practice and advocating Indigenous systemic approaches. I consider some implications of the revised understanding of the transformative paradigm (and its relationship to ‘‘other’’ paradigms) for operating as a researcher.
Adult Basic Education (ABET)
2020-08-03T14:21:38Z
2020-08-03T14:21:38Z
2015-10-15
Article
Romm, N.R.A. (2015). Reviewing the Transformative Paradigm: A Critical Systemic and Relational (Indigenous) Lens. Systemic Practice and Action Research, 28(5), 411-427
1094-429X
http://hdl.handle.net/10500/26589
en_US
application/pdf
Springer
oai:uir.unisa.ac.za:10500/294852022-10-24T07:51:19Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
Cultural Tourism and Socio-economic Regeneration of Rural Communities: The Apo Festival of Bono Takyiman, Ghana.
Quan-Baffour, Kofi Poku
Socio-economic
culture
tourism
regeneration
attraction
identity
Tourism has been part of humankind since time immemorial. People visit destinations for educational, religious, medical or entertainment purposes. Tourism includes short-term travel of people to destinations outside their communities. It is an important income generation and source of employment in many countries. In many former European colonies, some historical sites and events still attract thousands of visitors who like to get the first-hand information about the past. An important event that attracts thousands of
visitors to rural Ghana is cultural tourism. It takes place when people visit specific destinations to attend, observe, learn or enjoy cultural events of an ethnic group. Ghana is endowed with a variety of festivals which attract local and foreign visitors. This study investigated the socio-economic impact of the annual Apo festival of Bono Takyiman. This qualitative-ethnographic research employed interviews and participant observation in the investigation. The study found that the Apo festival as a cultural tourism has a positive impact on the socio-economic development of the Bono Takyiman Municipality. In view of its positive impact on communities, the paper recommended to the local authorities to make the product more attractive for cultural tourism to contribute to the
socio-economic regeneration of the countryside.
Adult Basic Education (ABET)
2022-10-24T07:51:19Z
2022-10-24T07:51:19Z
2020
Article
Kofi Poku Quan-Baffour (2020): Cultural tourism and socio-economic regeneration of rural communities: the Apo festival of Bono Takyiman, Ghana, African Identities
1472-5851
https://doi.org/10.1080/14725843.2020.1856644
https://hdl.handle.net/10500/29485
en
application/pdf
Journal of African Identities, Routledge, Taylor and Francis
oai:uir.unisa.ac.za:10500/141722018-11-17T13:04:21Zcom_10500_3752com_10500_6417com_10500_4671col_10500_3753col_10500_10467
The impact of social grants on rural women: perspectives from ABET practitioners
Johnson, Lineo
DICHABA, MPHO
Ochonogor, Chukunoye Enunuwe
social grants, self-reliance, poverty reduction, economic intervention, hand-outs
Research Subject Categories::SOCIAL SCIENCES
ABET
2014-10-07T05:49:18Z
2014-10-07T05:49:18Z
2013-11
Article
2039-9340
http://hdl.handle.net/10500/14172
en
Volume 4,;No.13
application/msword
Mediterranean Journal of Social Sciences