Research Publications (Academic Support)
Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/211
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Item Decolonising the future in the untransformed present in South African higher education(University of the Free State, 2017) Fomunyam, Kehdinga GeorgeSouth Africa as a nation became democratic in 1994 because of the end of apartheid. Since 1994, higher education has geared towards transformation and redress of the inequalities created by the inhuman policies of apartheid. While few applaudable steps have been taken towards this direction, South African higher education remains largely untransformed. For the past two years, a wave of student protest swept across the nation, calling for decolonisation of higher education in general and the curriculum in particular. This move brings to mind several questions about decolonisation and transformation. What is the state of South African higher education? Why has it remained untransformed since the advent of democracy? What should be decolonised to ensure transformation of the present and the future? This paper therefore ventures to answer these three questions using the theory of social transformation as a lens. The paper points out that funding structures, research politics, administrative structures and a lack of interest are amongst the reasons for the lack of transformation. The paper concludes that there will be no transformation until higher education institutions have been decolonised. Social transformation is therefore argued as the pathway for decolonisation. The paper recommends that transformation in higher education should go beyond the shelves where they are stored as policy to the classroom and university environment for practice and universities need to revise their understandings of transformation under the guidance of the DHET.Item Deconstructing quality in South African higher education(Emerald, 2018) Fomunyam, Kehdinga George>This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.Item Decolonising for higher education excellence(2019-03-01) Fomunyam, Kehdinga George; Fomunyam, Kehdinga GeorgeItem ICT possibilities for primary and secondary education in Africa(iaeme, 2019) Fomunyam, Kehdinga GeorgeInformation and Communication Technology (ICT), is an essential aspect of the primary and secondary education system in Africa. It is a well-known fact that ICT improves the quality of learning and teaching curriculum in schools, while serving as an agent of change by bringing growth and development to the economy. The aim of this paper is to highlight the positive impact of ICT in primary schools across the African continent. It discovers that this new world order is under-utilized in schools as teachers prefer using the traditional way of teaching. The paper concludes that the governments should come up with appropriate ICT policies to improve the school systems and recommends the introduction of workshops and training for teachers at all levels of education.Item Decolonising perspectives in the era of globalisation and internationalisation(African Sun Media, 2019-07-01) Jabosung, Kelly Ngesungwo; Fomunyam, Kehdinga George; Doh, Nubia Walters; Fru, Raymond NkwentiConceived within a context of transdisciplinarity and pluriversalism, and in rigorous response to the Eurocentric, globalising and nationalising structures of power that undergird and inhabit contemporary praxis in higher education -