The study explores collaborative approaches that can be utilised by the Zimbabwean post-high school rural youths to attain the tertiary education they are failing to get. The study will identify types of networks that may assist in enhancing resilience for rural youths to attain quality tertiary education in the Zimbabwean context.
Explore and collect indigenous cultural knowledge that still exists in Steynsburg, Eastern Cape Province South Africa to highlight the importance of Oral Tradition as an educational tool for expression and knowledge sharing, investigate this mechanism, reinvigorate its use and investigate how Oral Traditions can contribute towards sustainable and equitable education in contemporary South Africa.
The present project attempts to trace and investigate the policy of teaching religion in the system of public education of Uzbekistan through the prism of understanding of teaching discipline in a Muslim society in post-Soviet landscape as “teaching religion” or “teaching about religion”, as well as their connection in the formation of national and Muslim identity.
The purpose of this study is to understand the role of non-state actors on refugee higher education (HE) in South Africa.
This project explores the impact of the current language policy in schools in the Zambezi region of Namibia. Silozi, as a medium of instruction in the Zambezi region, disempowers and marginalises several learners, leading to conflict and other forms of violence to the learning needs of learners.
This study will be undertaken in Northern Uganda and focuses particularly on how forced displacement impacts the educational outcomes of conflict-affected children. The study intends to explore the difference in educational outcomes between refugees, defined as the displaced person who has crossed the international border to a neighboring country, and IDP returnees, defined as individuals who were forced to flee their home but never leave their country during the conflict and later returned home.
This project seeks to unfurl the peacebuilding roles of polytechnic colleges in Zimbabwe through the 4Rs framework and posits a fifth R – reconfiguration.
This study shall provide an empirical understanding of the role of higher education in promoting peacebuilding and economic transformation among university students. It shall adopt the 4Rs model and a mixed method in two private universities and two public universities in two regions of South Sudan.
We are exploring experimental approaches to education at UCT through module re-curriculation and dialogues. By building an experiential environment, we co-created module content with 50 students, culminating in an embodied futuring immersive experience. This approach offers current Higher Education learning landscapes new possibilities for the future.