Magdaline Tanga

Bio: Magdaline Tanga is an academic researcher from University of Fort Hare. The author has contributed to research in topics: Focus group & Extended family. The author has an hindex of 3, co-authored 7 publications receiving 19 citations.

The Medium of Instruction in a Multicultural Classroom: Teachers’ Perspectives in the Eastern Cape Province of South Africa

Abstract: The South African Government has instituted a policy of multicultural education (ME) to ensure inclusivity and equal learning opportunities for all learners. This paper aimed to explore teachers’ perspectives on the medium of instruction in a multicultural classroom. The paper was extracted from a thesis that examined multiculturalism in selected schools in South Africa. A sample of 18 participants was purposively selected from two urban schools that have learners from different socio-cultural backgrounds in the Eastern Cape. The paper used the interpretive paradigm, which aligns with the qualitative approach. Data were analyzed thematically. The findings revealed that as a universal language, most participants preferred using English in the classroom. However, they sometimes code-switch to Isi Xhosa and/or Afrikaans (two of the 11 official languages in South Africa) if the need arises. The participants also revealed attempts at balancing the use of English with learners’ first language, mostly during breaks, sporting, and cultural events, but they admitted this does not equal ME. Finally, the participants indicated that preference to teach in English was due to its universalism. Consequently, African languages have become receptors and not creators of knowledge. The paper concludes that despite the ME policy, teachers are not keen to practice it because of a lack of skills. It is recommended that the country be zoned into language areas and teachers be taught in at least two dominant languages of each region, excluding the English language, to ensure equal educational opportunities.  https://doi.org/10.26803/ijlter.20.1.19

The Extended Family Support to Older Persons in The Context of Government Social Grant Provisioning in South Africa

Abstract: The study’s point of departure is based on the assumption that the parent-child tie is the primary source of support within families. Therefore, by using a qualitative research design, this study is performed to explore the financial support being received by elderly parents in receipt of Old Age Grant (OAG) from their adult children. The study has been conducted in Amathole District in South Africa and thirty participants have been selected for the study. The participants have been selected using purposive sampling and data is collected by semi-structured interviews. Evidence from the study reveal that a significant proportion of the elderly who are receiving the OAG have not been getting support from their children precisely because of their receipt of the grant. Nevertheless, other reasons emerged are ranged from unemployment of the adult children, poverty, and urban migration. However, there is an insignificant proportion of those who have been receiving support from their adult children. On the other hand, the frequency of support received has not been regular. It is found that a large proportion of the support received is occasional and rare in some instances. The study reveals that extended family support networks are no longer as strong as they use to be in the past in rural South Africa. It is therefore recommended that more formal services will have to counteract the informal care provided by family members, in particular those provided by adult children.

Implementing Strategies of Entrepreneurship Education in Zimbabwe.

Abstract: The aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe.,A qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions.,The findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa.,One of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges.,The paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.

Child Rights-Based Analysis of Children without Parental Care in Lesotho

Abstract: In 1989, governments worldwide promised all children the same rights by adopting the UN Convention on the Rights of the Child. The Convention changed the way children were viewed and treated – in other words, as human beings with a distinct set of rights instead of as passive objects of care and charity. The objective of this paper was to undertake a child-based rights analysis to arrive at a better understanding of the meaning and number of children without parental care, the major reasons for lack of, and specific risks of children without, parental care. In addition, the paper also explored the rights violations faced by children without parental care and factors associated with child rights violations in Lesotho. Data was collected using a stakeholders’ focus group discussion that was split into two groups and held simultaneously. The findings reveal that although there was a consensus on the meaning of children without parental care, there were different understandings leaning towards the professional orientations of the participants. It was found that there were about 175,650 children without parental care in Lesotho, while the vast majority (more than130, 000) were HIV and AIDS orphans. Most of these children lack basic needs and the specific risks with children living without parental care are numerous and include the following: struggling with drug and alcohol abuse and committing other delinquent acts; vulnerability to sexual abuse and different types of exploitations. The findings also indicate that the rights of these children regarding participation, provision and protection as enshrined in the UNCRC 1989 are most often violated by both family and community members. Consequently, the children suffer from property grabbing, poverty, food insecurity, dropping out of school and poor academic performance. The paper ends with some policy recommendations to enhance family, community, civil society and government’s role in ensuring the rights of children without parental care.

Personal views on the future of entrepreneurship education

Abstract: Entrepreneurship education is growing worldwide, but key educational and didactical issues remain. What are we talking about when we talk about entrepreneurship education? What are we really doing when we teach or educate people in entrepreneurship, in terms of the nature and the impact of our interventions? What do we know about the appropriateness, the relevancy, the coherency, the social usefulness and the efficiency of our initiatives and practices in entrepreneurship education? Addressing these issues and challenges, this article suggests that at least two major evolutions might reinforce the future of entrepreneurship education. First, we need strong intellectual and conceptual foundations, drawing from the fields of entrepreneurship and education, to strengthen our entrepreneurship courses. And finally, we also need to deeply reflect on our practices, as researchers and educators, taking a more critical stance toward a too often adopted “taken for granted” position.

Postsecondary peer cooperative learning programs: Annotated bibliography 2018

Abstract: s International, 63(09), 3095. This doctoral dissertation from the University of North Texas describes a research study that examined the effectiveness of an experimental Supplemental Instruction (SI) program that utilized computer-mediated communication (CMC) rather than traditional SI review sessions. During the Spring 1999 semester, six sections of an introductory computer course were offered via the Internet by a suburban community college district in Texas. Using Campbell and Stanley's Nonequivalent Control Group model, the online SI program was randomly assigned to four of the course sections with the two remaining sections serving as the control group. The students hired to lead the online review sessions participated in the traditional SI training programs at their colleges, and received training conducted by the researcher related to their roles as online discussion moderators. Following recommendations from Congos and Schoeps, the internal validity of the groups was confirmed by conducting independent t-tests comparing the students' cumulative credit hours, grade point averages, college entrance test scores, and first exam scores. The study's four null hypotheses were tested using multiple linear regression equations with alpha levels set at .01. Results indicated that the SI participants earned better course grades even though they had acquired fewer academic credits and had, on average, scored lower on their first course exams. Both the control group and the non-SI participants had average course grades of 2.0 on a 4.0 scale. The students who participated in at least one SI session had an average final course grade of 2.5, exceeding their previous grade point average of 2.15. Participation in one SI session using CMC was linked to a one-fourth letter grade improvement in students' final course grades. Although not statistically significant, on the average, SI participants had slightly better course retention, marginally increased course satisfaction, and fewer student-initiated contacts with their instructors. Rodriguez, C. (2001, 2001, September 20). Southern Illinois University hopes new kind of teaching will make more students stay, Daily Egyptian. This newspaper story describes the use of Supplemental Instruction (SI) at Southern Illinois University-Carbondale. Several students are interviewed for the story about the positive benefits of attending SI sessions. Romoser, M. A., Rich, C. E., Williford, A. M., & Kousaleous, S. L. (1997). Supplemental Instruction at Ohio University: Improving student performance. In P. L. Dwinell & J. L.

Education as a key to provide the growth of entrepreneurial intentions

Abstract: PurposeThe purpose of this study is to analyze the entrepreneurial intentions of higher education students in a private higher education institution (HEI), enrolled in the following courses: Business Management, Hospitality Management, Tourism and Business Relations.Design/methodology/approachA quantitative methodology was used through the application of a questionnaire in a private HEI located in the northern region of Portugal and 228 valid responses were collected.FindingsWe have found out that (1) the elder the students are, the higher is the probability that they will consider entrepreneurship as the first option to enter the job market; (2) the courses of Business Management and Hotel Management are those that influence the entrepreneurial intentions most positively; (3) the more prepared a student feels in order to start a business, the more likely he will become an entrepreneur; (4) to consider entrepreneurship as the first option to enter the job market is positively influenced by the dimensions of the Attitude Toward Enterprise (ATE), namely, leadership, creativity, achievement and personal control; (5) to have a business idea could be motivated by the course in which the students are enrolled in, if they feel they are prepared to start a business, and by the dimensions of ATE.Practical implicationsHEIs and/or regional governments may have an entrepreneurship support office, where students can get assistance in the process of creating their companies and develop innovative entrepreneurial models adapted to older students. The creation of “senior entrepreneurial ecosystems” can be an interesting path to be explored. HEIs can make extracurricular activities available to students. Policymakers must introduce entrepreneurship to primary and secondary education.Originality/valueThis study increases the understanding of the individual characteristics of the students in a private HEI, as well as the courses that positively influence entrepreneurial intentions.