Simon Luggya

Bio: Simon Luggya is an academic researcher. The author has contributed to research in topics: Focus group & Hospitality. The author has an hindex of 2, co-authored 3 publications receiving 10 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

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.

Teaching and Learning in a South African University: Are Peer Facilitators’ Strategies Succeeding?

Abstract: The aim of this paper is to examine the strategies used by peer facilitators in improving students’ academic performance in a previously disadvantaged university in South Africa. It also assesses whether peer facilitators are succeeding in this quest. This paper stems from a larger study on the implementation of peer academic support programmes, which used the qualitative research approach and a sample of 31 participants made up of peer facilitators, students and programme coordinators. The study made use of in-depth interviews and focus group discussions as well as documentary analyses as methods of data collection. Data was analysed thematically using the main and sub themes that emerged from the data coding. The results indicate that peer facilitators use different strategies to engage students in an interactive manner in order to improve their academic performance. Some of these strategies include ethically acceptable discussions, questioning, and answering and redirecting questioning. The findings further show that these strategies are succeeding in improving students’ academic performance to an extent. This is through improved pass rates and skill proficiency in various areas of academic learning. However, the participants reported that the strategies are not satisfactorily yielding the desired results because of certain impediments, which include the behaviour of some facilitators, poor relations between the Teaching and Learning Centre (TLC) and various departments, and less individual attention paid to students by the peer facilitators, some of which raise ethical concerns. Consequently, these hinder satisfactory achievement of students’ academic overall performance at the university. Among other recommendations, the Teaching and Learning Centre should forge better relations with departments to attract needy students for academic support, and there is need to ensure better preparation of peer facilitators with necessary acumen to guide students effectively.

Review of pedagogical strategies employed in teaching tourism and hospitality programmes at polytechnic colleges in zimbabwe

Abstract: REVIEW OF PEDAGOGICAL STRATEGIES EMPLOYED IN TEACHING TOURISM AND HOSPITALITY PROGRAMMES AT POLYTECHNIC COLLEGES IN ZIMBABWE

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.

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.