Commonwealth Youth and Development - Volume 6, Issue 2, 2008
Volume 6, Issue 2, 2008
Author Robyn BroadbentSource: Commonwealth Youth and Development 6 (2008)More Less
Welcome to the second edition of Commonwealth Youth and Development for 2008. I am the guest editor for 2008. I must thank Linda Cornwell, our resident editor, who has patiently mentored me through the process. For the second time this year, Linda has shared her skills and knowledge about producing a journal for the Commonwealth community.
Source: Commonwealth Youth and Development 6, pp 2 –15 (2008)More Less
This article reports on initial evaluations of a school-based youth development programme in the Australian state of Victoria. The Advance programme, funded by the Victoria state government, aims to facilitate the key partnerships required to build the capacity of each community, young people, and the schools which they attend. Advance also aims to assist the development of opportunities, new learning and vocational experiences for young people and to improve the prospect of connection to community activities and community participation. The initial stage of this evaluation demonstrates that the programme contributes not only to the individual development of students, but also to schools and community organisations. It highlights some of the factors necessary to establish successful partnerships between schools and community organisations.
Why do learners drop out of school? Learner perceptions in the Fort Beaufort District, Eastern Cape, South AfricaSource: Commonwealth Youth and Development 6, pp 16 –32 (2008)More Less
This article is based on a master in education research study undertaken in the Fort Beaufort district of the Eastern Cape, South Africa. In a case study, Mgwangqa used interpretive qualitative research techniques, based mainly on structured and semi-structured interviews of teachers, learners and parents, to find out why learners drop out of school in the early years of secondary education. Like many other quantitative as well as qualitative studies, she found that poverty was the overriding factor in dropouts. However, the voices of learners provided a startling picture of life for children in the rural Eastern Cape. This article focuses on giving these voices a wider audience. The authors feel that no children should endure the situations described in the article, and that society must move to find much greater support for children who are at risk of humiliation and abuse at home and in school.
Source: Commonwealth Youth and Development 6, pp 33 –51 (2008)More Less
This article discusses the quality measures used in a distance education programme at the University of Botswana. It explores the beginnings of the Diploma in Youth in Development Programme since its residential days in Lusaka, the issues involved in running it at the University of Botswana in partnership with the Zimbabwe Open University, and the nature of quality-enhancing mechanisms in its second phase when it became fully institutionalised at the University of Botswana. Against the background of expectations of quality provision in higher education, captured extensively in literature, the article highlights the programme's quality measures and enabling processes, and discusses the dynamics of such interventions. It discusses the involvement of outside agencies, and focuses on activities at departmental, faculty and other committee levels. Based on the expectations of the university's distance education mainstreaming policy and other policy papers, the article explores the strengths and challenges of the quality mandate on the programme. The article provides information on learning and teaching expectations, course development processes, and service support and assessment procedures. Finally it identifies strengths and weaknesses in running the programme, and suggests ways of improving on its practices.
Author T.E. BoschSource: Commonwealth Youth and Development 6, pp 52 –69 (2008)More Less
This article explores the way in which adolescent girls in Cape Town, South Africa, use a cellphone-based instant messaging service called MXit. Bosch addresses key issues such as the 'why' and 'how' of girls' use of MXit, and the role mobile telephony plays in forming identity. Although currently MXit is used primarily as a social tool, other uses need to be identified and explored. In South Africa, a significant percentage of adults have access to cellphones, as opposed to fixed lines or the Internet. Against this backdrop, the article argues that MXit can be used as an educational tool, since it offers a promising method of communicating for educational purposes.
Author Byron BrownSource: Commonwealth Youth and Development 6, pp 70 –86 (2008)More Less
Education has an enormous role to play in efforts to promote and achieve sustainable development in South Africa. But one challenge facing the education sector and the nation is a shortage of teachers in various phases of the school system. Multigrade teaching is seen as a means to stem the effects of the teacher shortage, and contribute towards achieving Education for All (EFA) and goals of sustainable development. But the nature of the interface between multigrade pedagogy and sustainable development is largely unexplored, and the school factors that constitute potential threats to achieving sustainable development remain unidentified. Using a qualitative approach, this article examines the nature of this interface, and assesses potential threats in the use of multigrade teaching to promote goals of sustainable development in South Africa. Critical challenges to this process are discussed and recommendations are made.