Commonwealth Youth and Development - Volume 8, Issue 1, 2010
Volume 8, Issue 1, 2010
Author Linda CornwellSource: Commonwealth Youth and Development 8, pp 1 –2 (2010)More Less
Now in its eighth year of existence, Commonwealth Youth and Development continues to provide a platform for academics and practitioners to reflect on research and praxis. The focus remains the youth: young people between the ages of 15 and 34, if one adheres to the South African definition, or 15 and 24 if one takes the United Nation's definition as a starting point.
Source: Commonwealth Youth and Development 8, pp 3 –19 (2010)More Less
Volunteer tourism is a growing element of youth tourism in Africa. Against this backcloth, this article provides an analysis of contemporary debates about volunteer tourism and provides a profile of the current 'state of the art' concerning volunteer tourism and volunteer tourism research in Africa.
Source: Commonwealth Youth and Development 8, pp 20 –36 (2010)More Less
This article argues for a special focus on the provision of educational opportunities in rural areas in South Africa and explores the challenge of teacher recruitment, development and retention in these areas in particular. It argues for a systemic open and distance learning (ODL) approach to education development and suggests that sustainable teacher development in these areas requires innovative approaches to the ways in which teacher education programmes are designed, implemented, evaluated, managed and costed. The article argues that the challenge is too complex and the need too great for an institution to be able to work independently: instead a collaborative and cooperative effort is needed between higher education institutions, the South African Department of Higher Education and the wider community of practice.
Author Helen M.F. JonesSource: Commonwealth Youth and Development 8, pp 37 –55 (2010)More Less
In a society characterised by global threats as well as individualised risks, why would young British women apparently court personal risk and ignore their individual safety by drinking to excess? Young women in a town in the north of England explored their personal ideas of safety and risk with a youth worker with whom they were well acquainted. Their apparently careless behaviours around alcohol actually were undertaken with practical safety measures in place. Moreover, the young women's notions of safety included the need for a sense of security at home, suggesting the need for a secure base from to support risk taking outside the home. It is argued that their precautions helped to transform apparently negative risk taking outside the home into a more positive activity, notwithstanding longterm health implications.
Author Moeketsi LetsekaSource: Commonwealth Youth and Development 8, pp 56 –71 (2010)More Less
This article interrogates early childhood development (ECD) provisioning in the province of the Eastern Cape, South Africa. It argues that while well-structured and integrated early childhood development (ECD) programmes are at the epicentre of sustainable national human resource development (HRD) strategies, the Eastern Cape's infant mortality rate (IMR) of 61.2 per 1000 live births is the highest in South Africa. It reaches alarming rates of 99 deaths per 1000 live births in the eastern part of the province where poverty is rife. This scenario mirrors national trends in that while South Africa is rated as an upper middle-income country and a prominent economy that accounts for over 75% of the entire SADC's GDP, 40% of its young children grow up in abject poverty. It argues that in order for the Eastern Cape to be competitive and sustainable in the long term, the provincial government needs to invest heavily in the well-being of children through well-structured and sustainable ECD programmes.
Author Willa LouwSource: Commonwealth Youth and Development 8, pp 72 –83 (2010)More Less
If students were part of the curriculation process they should feel excited to start the adventure called learning, which is described by them on the student 2.0 blog (2009) as: "In classic education, students' voices were never fully heard because they were divided. Now, in neo-education, we retain the authority of the teacher, while making sure to provide opportunities for the roles of student and teacher to not get lost in the greater goal of learning, and later, thinking.. it is the teachers and students learning, thinking together, that in a way acknowledges the connections and unity formed between the students and the world at large". In this article I explore whether a curriculum developed by the student and the lecturer promotes learning at its most basic and most complex levels.
Students studying at a distance often have a sense of being alienated on many levels. A well designed curriculum should assist them to become active participants in this learning process. A community of praxis, where all stakeholders join forces to design and develop study material that creates a rich environment for active learning (REAL's), which is not only student owned, but are also designed to create authentic learning experiences that have the underpinning of relevant learning theories.
Source: Commonwealth Youth and Development 8, pp 84 –101 (2010)More Less
Gaming culture is becoming increasingly ubiquitous. Whereas before it was the reserve of those who were prepared to invest in the latest gaming hardware, increasingly powerful entry level machines coupled with more powerful mobile technologies are impacting on how young learners and students assimilate information. This evolving characteristic exhibited by the learners across South Africa must generate a serious reflection of education and training methodologies. Historically, education structures have been slow to embrace the changes that are imperative if the products of the process are to be adequately prepared for the future that faces them. One of the most telling realities of the modern era, or the planetary phase as it is now being tagged, is rapid change. The question that all educators need to ask is 'how is my pedagogic approach evolving'? Traditional models are being eschewed by learners who enjoy more inspiring learning experiences outside of their classrooms. Unsurprisingly, these learners are finding the contemporary teaching environments mundane and limited in their impact. Consequently, teachers are experiencing that conventional approaches are unrewarding, contributing to behavioural issues and lack of achievement. This papers aims to explore what alternatives are available to teachers in well resourced and under resourced environments which have to compete with mobile technologies that are neither uniform nor available to all learners. Through a mix of methodological approaches which explores options for innovative pedagogy, a basic model will be built that is both inspiration for learners and allows teachers to meet the demands of technologically conversant learners. Building on some of the lessons of the Digital Songlines (DSL) project in Australia the authors will endeavour to offer teachers a template for mobilising indigenous knowledge systems to enhance their teaching and learning environments.
An evaluation of a developmental programme for young academics at the University of South Africa : views from participantsAuthor Liza Van JaarsveldtSource: Commonwealth Youth and Development 8, pp 102 –114 (2010)More Less
The purpose of this article is to evaluate and report on a developmental programme for young academics at the University of South Africa (Unisa). Unisa, one of the world's mega universities, is a comprehensive, open-and-distance-learning higher education institution in South Africa, which provides a combination of technikon- and university-type programmes. The university employs some 1 200 academics. An important challenge for the university has been its large cohort of ageing academics who have provided the institution not only with its academic memory, but also a substantial portion of its research output. Because of this challenge and the need for succession planning, the university decided to launch a Young Academic Programme to develop and build the capacity for young academics at Unisa.