Holistic evaluation of education interventions: cases of evaluating qualification frameworks
A holistic evaluation of education interventions to explore and understand the gaps in evaluative scholarship. A meta-analysis of evaluations focused on national qualifications frameworks will be conducted. The study asks to what extent are stakeholders represented in decision-making and past experiences of institutions and subjects considered.
Experiences of post high school youths in rural communities: a collaborative approach to enhancing resilience to attaining tertiary education
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.
Forced Displacement and Educational Outcomes: An Assessment of Uganda’s Progressive Education Approach to Conflict-Affected Children (Refugees and IDP Returnees)
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.
Understanding the importance of Oral Tradition as an educational tool in the marginalized rural town of Steynsburg, Eastern Cape SA, while exploring the existing indigenous knowledge through stories and songs
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.
Gender, language and social inequalities in the textbooks on the History of Kazakhstan
The research explores how gender and social inequities are produced by a language in school textbooks on the History of Kazakhstan. Particularly, textbooks in the Kazakh and Russian languages are compared. Using the multimodal approach to discourse analysis, we investigate how texts and images interplay to represent gender for school children.
RE-IMAGINING HIGHER EDUCATION IN, AND FOR, THE CHAOSMOS: experimenting with regenerative, embodied approaches to learning at UCT’s Centre for Theatre, Dance and Performance Studies (CTDPS), drawing from the past, present and the future
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.
The politics of languages in education: issues of access to education and labour market participation of minority ethnic groups in Kazakhstan
This research aims to investigate the influence of different language policies and reforms on educational and the economic situation of minority groups, specifically of Uzbek groups in Kazakhstan since gaining independence.
Religious Discourses and Women’s Participation in Higher Education in Uzbekistan
Do private and public religious discourses influence women’s participation in higher education? The current research project, conducted in Uzbekistan, will answer this question by reviewing books and social media sources produced by four religious public figures from two different political periods. Additionally, the project will analyse school textbooks on ethics.
Language as a form of violence and assimilation: stakeholders’ views of Silozi as a medium of instruction and learning in the Zambezi region of Namibia
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.
Religion and education in Contemporary Uzbekistan: Religious and Spiritual Challenges in Public Education
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.
Perceptions among university students about the role of higher education in promoting peacebuilding and economic transformation: Evidence from South Sudan
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.
Missing generation of the disabled children of independent Kazakhstan (1991-2021)
This research discusses the violation of the right to education of disabled children in Semipalatinsk in the context of the post-Cold War. The author argues that there was a missed generation of children with disabilities of the 90s, as they did not have or had limited access to education.
Political economy of Soviet education in Kazakhstan: a critical review
The paper intends to explore how the main historical events driven by the political economy of the USSR during 1920-1940 shaped the educational policies in Kazakhstan and subsequently affected to the notion of the ‘national identity’ of ethnic Kazakhs.