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Faculty of Arts and Design

Permanent URI for this communityhttp://ir-dev.dut.ac.za/handle/10321/7

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Author: search.filters.author.Tawiah, Sampson

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    The changing landscape of teaching and learning : how adult students view online approaches at a university in South Africa
    (2023-11-17) Thusi, Zamalotshwa Florence Thembisile; Tawiah, Sampson
    As university lecturers of an education program, we aim to enhance community college lecturers' social and economic well-being, empowering them with skills for employment and community development. We respond to the need to train lecturers and prospective Adult and Community Education lecturers in South Africa. Due to the COVID-19 pandemic, our traditional content delivery method has shifted to online teaching and learning. This shift can negatively and positively impact adult students' learning processes. Therefore, it is crucial to investigate the perceptions of students involved in online teaching and learning approaches. To achieve this, we adopted a qualitative approach and an experimental design, collecting data from 22 students deemed information-rich. Thematic content analysis was used to analyze the data collected, and the results positively reflected the relevance of the education program and online teaching and learning. Based on the emergent results, we recommend proper funding and close monitoring of the entire education programme to ensure quality delivery using online approaches.
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    Advancing livelihoods and transformation of rural women : the role of critical pedagogy in bridging gender gap in South Africa
    (Bridgewater State College, 2022-08-15) Maome, Itumeleng Judith; Tawiah, Sampson
    The essence of advancing livelihoods is to heighten socio-economic transformation among the poor, especially rural women through education. The statement above suggests that locating these women as critical stakeholders and affording them opportunities to improve their skills and knowledge can advance values significantly. In the country in general, rural women generate less income as compared to men. Hence, educational practices geared toward women are to address this gap. Transformation, however, does not come cheap. It takes consented effort on educators, learners, and society to embrace educational provisions, programs, and new teaching methods for a sustainable change, especially for rural women. To achieve these objectives, a reflection of critical pedagogy and stakeholder theories into women’s lives is essential. The study primarily investigated the role of critical pedagogy in advancing livelihoods and transforming the socio-economic lives of women in Mthatha, South Africa. Interviews, focus group discussions, and documentary analysis form the basis for gathering data from rural women (n=35) purposely selected for the study. The emergent findings show that the curriculum of ACET does not add value to these women’s livelihood because it does not empower them with the requisite skills to fend for themselves. Therefore, the study recommended a robust investigation into the theory of critical pedagogy and the possible benefit of transformative practices in adult education, mainly geared towards women’s development