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This article provides a case study of the development of the Open Learning Systems Education Trust's “English in Action” programme in South Africa from 1993 to the end of 2004. It describes the programme's development from a model focused on enhancing learner involvement and learner gains to a model of distance education and open learning focused on promoting teacher and learner gains through school, classroom, and teacher support, and through in‐service teacher training. It documents the expansion of schools, teachers, and learners involved in the programme over a 12‐year period. It also points out the implications and limitations of the use of radio to enhance teacher and learner involvement in open learning, in terms of the renewed interest in radio learning which has taken place over recent years in developing countries, as well as more broadly internationally. 相似文献
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Student counseling services are a recognizable feature of higher education institutions locally and abroad. This article reviews the sociohistorical development and evolution of student counseling services in South African institutions of higher learning, with an emphasis on systemic influences, achievements, and contemporary challenges. This article considers the progress that has been made thus far with respect to the development of the service within higher education, while also attending to issues that require continued reflection and investigation. These include the current status and position of the service in South African higher education, the evolving roles of student counselors, as well as their relationship with institutional stakeholders and the broader South African community. In so doing, this article hopes to augment existing historical perspectives on student counseling by encouraging a critical reappraisal of student counseling’s past, its present, and its future in a dynamic South African and global context. 相似文献
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Naidoo S 《Child abuse & neglect》2000,24(4):521-534
OBJECTIVE: The aim of the present study was to determine the head, face and neck injuries associated with child abuse cases in the Cape Peninsula, Cape Town. South Africa. METHOD: A retrospective, record-based analysis (n = 300) of non-accidental injuries at a Children's Hospital over a 5-year period (1992-1996) was carried out. RESULTS: The mean age of the sample was 4.75 years--54.3% were boys and 45.7% were girls. Most of the crimes were committed in the child's own home (88.7%). Crimes were reported by mothers (48.7%), grandmothers (11.7%) and day hospitals (13%). Ninety percent of the perpetrators were known to the victim. The majority of the perpetrators were male (79%)--20% the perpetrators were the mother's boyfriend; 36% the father or step father, and in 12% the mother was responsible. Thirty-five percent of perpetrators were under the influence of alcohol or drugs when they committed the offence: 64.7% of cases suffered serious injuries, 48.7% had to be hospitalized, four children were critically injured and died. The head, face, neck, and mouth were the sites of physical injury in 67% of the 300 cases reviewed. The face was the most frequently injured (41%) part of the body, with the cheek being the most common site for the injury. The range and diversity of the oro-facial injuries included skull fractures, subdural hematomas, retinal hemorrhages, bruises, burns, and lacerations. Injuries to the mouth included fractured teeth, avulsed teeth, lacerations to the lips, frenum, tongue, and jaw fractures. CONCLUSIONS: The main conclusions of this study were (i) under 2-year-old children were most at risk from abuse (36%); (ii) the number of the reported injuries to the oral cavity was extremely low (11%); and (iii) no dentists participated in the examination of any of the patients. Intra-oral injuries may be overlooked because of the medical examiner's unfamiliarity with the oral cavity. Oral health professionals should be consulted for diagnosis, advice and treatment. 相似文献
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Rennie Naidoo 《The Information Society》2014,30(5):335-348
This article reports on a test of an integrated voluntary information technology use model that draws on social identity theory to extend the functional utility model of the user. User feedback on a health care insurance firm's electronic service in South Africa was analyzed qualitatively using pattern matching to test the model's propositions. While functional utility was found to be a significant determinant of voluntary information technology use, both functional utility and symbolic needs were significant for some user segments. Information technology research can benefit from further cross-fertilization with social identity theory to explain use patterns in different voluntary contexts. Providers seeking to move beyond functional utility should consider the symbolic needs of strategically important user segments to strengthen long-term relationships. 相似文献
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Loshini Naidoo 《British Journal of Sociology of Education》2009,30(3):261-273
Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after‐school homework tutoring programme that uses University of Western Sydney (Australia) secondary teacher education students as tutors for African refugee students in secondary schools to facilitate their inclusion into Australian society. African refugees may receive lower returns for education in comparison with other Australian migrants. Using Bourdieu’s theory of social capital and cultural reproduction as a conceptual framework, this paper discusses the part played by schools in constructing barriers that prevent under‐represented groups such as refugees participating in the education process. It aims to explore the success of community engagement programmes like Refugee Action Support, which is designed to act in the interests of others (refugees) characterised as socio‐culturally disadvantaged. 相似文献
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Rajani Naidoo 《Cambridge Journal of Education》1998,28(3):369-383
This article identifies the three discursive forces of ‘equity and redress’, ‘development’ and ‘academic standards’ in the structuring of access and admission policies in South Africa. It is argued that these forces undergo a process of complex repositioning within the policy making arena of the National Commission on Higher Education. The discourse of ‘development’, couched in neo‐classical economic terms, emerges as a dominant discourse in this process and shapes the discourses surrounding ‘academic standards’ and, more fundamentally, ‘redress’ policies and strategies. Such oblique effects of the dominant discourse, it is suggested, have fundamentally reframed access and admission policies and strategies proposed by the Commission. 相似文献