Search results

This conceptual research paper seeks to understand how African women can be empowered for relevance in the fourth industrial revolution (4IR) era. It is fastened on a scoping review which served as data and the empowerment theory that served as the lens - theoretical framework. The insights of the paper for women students infer that STEM skills are critical for anyone to be relevant in the 4IR era and women students are underrepresented in that field, however, they should be hopeful if they are studying courses relevant to decision making science and humanities which 4IR era benefits from. Further to this, it reveals that learnings about the 4IR instil the consciousness of hope and fear in women about the opportunities the era bring. In conclusion, the paper emphasis that the views of 4IR critics of it promoting or widening inequalities and unemployment in the 4IR should not be taken for granted and for that reason empowering women with education especially the type of education that addresses the future is a necessity.

This article provides comprehensive and summarised insights to the epistemologies of feminism. It is an exploratory research, which used epistemological theory; and a methodological analysis embedded in the system approach theory of literature review as its theoretical foundation. Reviewing the literature as a means of researching could be problematic following the scanty, irrelevant and at times voluminous materials available to researchers. On account of this a content analysis research method was used. Among its revelations, this article reveals that feminism theorists seek to understand how political and social relations of gender have shaped our understanding of challenges, desires and anticipations of women, not only in the present and in limited capacity but also to understand how we ought to know and how we can improve our knowledge practices. Also, feminist theories provide justifications for the study of feminism and the need for linking the subject to other fields of inquiry given its links, for example, to capitalism and socialism as alluded to by Marxists and radical theorists respectively. DOI:10.5901/mjss.2014.v5n1p353

Namibia in recent time adopted the learner centred education (LCE) policy that is geared towards education for all. It is believed that it will enhance the achievement of the four goals of education namely: access, equity, quality, and democracy. This study is aimed at finding out how schools in Ohakafiya circuit in Namibia implement LCE policy, including the possible challenges and best practises in the application of LCE teaching approach. The study used the qualitative research method. Due to Covid-19 regulations, data was collected by means of telephonic interview. A total sample of 16 participants from 3 different schools were purposively selected and used. The research participants comprise of principals, Head of Departments, and teachers. The data collected were analysed by means of coding and generation of themes. The study found out that, the teachers still fail to grasp the contextual interpretation of LCE that negatively affects its application or implementation. The challenges that impede on the implementation of LCE include overcrowding in classrooms, work overload for teachers, and the lack of skills on the part of teachers to design and assess LCE activities. The study concluded that the teachers be provided with continuous empowerment and support, be provided with sample materials, and create regular platforms of sharing ideas and resources.

This study sought to explore the functioning of school governing bodies (SGBs) with a view to understand how SGBs enable or disenable democracy in selected secondary schools in the Southern Province of Zambia. The study utilized a qualitative research approach and was underpinned by the conceptual framework of decentralization. The sample comprised members of SGBs (2 chairpersons, 2 head teachers, 2 parent governors, and 2 teacher governors). Data collected from interviews were analyzed thematically, while observations and document review data were analyzed using content analysis. The study established the existence of both enabling and disenabling elements in SGBs. The study concluded that the SGBs were, in the main, democratic and had implemented the principle of decentralization with participation by all eligible stakeholders. Despite the presence of democratic features, certain undemocratic elements were identified in the SGBs. The study further revealed that the SGBs' lack of adequate preparation impacted negatively on effective delivery by members, and this was in part attributed to some of the disenabling elements found among SGBs. The study, among other things, advocates for the training of school governors if they are to act more democratically.