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Periodical issue Periodical issue Leiden University catalogue Leiden University catalogue WorldCat catalogue WorldCat
Title:Special issue on sustainable rural learning ecologies: border crossing
Editors:Mahlomaholo, Sechaba
Nkoane, Milton M.
Periodical:Journal of Higher Education in Africa (ISSN 0851-7762)
City of publisher:Dakar
Geographic terms:Africa
South Africa
Subjects:primary education
secondary education
rural areas
teacher education
indigenous knowledge
mathematics education
External links:http://www.codesria.org/spip.php?article2645&lang=en
Abstract:This special issue of the Journal of Higher Education in Africa brings together a number of the papers presented at the 6th International Colloquium on Sustainable Rural Learning Ecologies (SuRLEC)/Sustainable Learning Environment (SuLE) which was held from 29-31 October 2014 at the University of the Free State, South Africa. Focus and discourse at the colloquium was on rurality and rural education. Contributions: Surpassing the spectre of impossibility: ideational impoverishment and the quest for sustainable rural learning ecologies in Africa (Ato Kwamena Onoma); Using indigenous games to teach problem-solving in mathematics in rural learning ecologies (Tshele John Moloi); Sustainable rural learning ecologies: a pathway to acknowledging African knowledge systems in the arena of mainstream of knowledge production? (Milton M. Nkoane); Exploring strategies to strengthen continuing professional development of teachers in rural South Africa (Cias T. Tsotetsi and Sechaba Mahlomaholo); An investigation into the effectiveness of the university curriculum in preparing pre-service technology teachers (Sylvia M. Ramaligela, Ugorji I. Ogbonnaya and Andile Mji); 'From cradle to grave': transforming South Africa's learning ecologies (Lebusa Monyooe); Improving the quality of education among rural learners through the use of open and flexible approaches in Lesotho's secondary schools (Thabiso Nyabanyaba); Transformative autonomy: mixed notes from teachers to higher education (Willy Nel); School-university partnerships for professional development of teachers: a case of lesson study intervention in mathematics (Maleho D. Letloenyane and Loyiso C. Jita); Strategies and outcomes of involving university students in community engagement: an adaptive leadership perspective (Dipane Hlalele, Desiree Manicom, Julia Preece and Cias T. Tsotetsi); Creating sustainable learning environments for professional curriculum leadership through information and communication technologies (Molaodi Tshelane and Sechaba Mahlomaholo); Accounting teacher preparation: a critical accounting perspective (Makeresemese R. Qhosola); Creating effective postgraduate learning environments: an analysis of an intervention from realist social theory (Sechaba Mahlomaholo). [ASC Leiden abstract]