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Browsing Articles by Author "Mashau, Takalani Samuel"

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    Diversity in Africa : a cause for disunity
    (2015) Mashau, Takalani Samuel; Kone, Lufuno Reginald; Mutshaeni, Humbulani Nancy
    Forefathers of the African continent preached for unity in Africa for years before 19th century. In the 21st century, some African leaders still preach the unity of Africa. It is the wish of Africans to become one nation, but there are many obstacles to deal with along the way in order to become and realize that one nation, a United States of Africa. Obstacles which cause disunity need Africans themselves to remove them along the way to unity. Currently, Africa has 54 sovereign states with diversity amongst them and their people or citizenry. The identified diversities are ethnicity, culture, race, ethnicity, language, socio-economic or class and religion. This conceptual paper investigates areas of diversity among Africans, and how can Africans minimize diversity in order to forge unity.
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    Examining the Ideal 21st Century Teacher-education Curriculum
    (2014) Maphosa, Cosmas; Mashau, Takalani Samuel
    In this paper the researchers argue that socio-economic and technological changes in the world today have serious implications on the type of a teacher who should be found in the classrooms in the 21st century. Exposing children to teachers who have not been trained to deal with changes in the outer world is tantamount to having wrong men and women in charge of learners in the ever-changing world. In the paper we interrogate the ideal 21st teacher education curriculum in training a modern day teacher. The researchers examine the changes in the 21st century socio-political, economic and technological environment and how it demands a responsive teacher education curriculum. The researchers further explore the aims of education in the ideal 21st century teacher education curriculum. The researchers also examine content, teaching approaches and assessment techniques consistent with the modern day teacher education curriculum. In the light of issues raised in the discussions, recommendations are made.
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    Facilitation of learning in the University : What really makes an effective University Teacher?
    (2014) Mashau, Takalani Samuel; Maphosa, Cosmas
    Discourse on effective teaching and learning has changed remarkably from the traditional transmission model to the modern transformative model of teaching. In the present paper, the researchers engage in a critical examination of elements that constitute an effective university teacher. The researchers examine the purpose of teaching in the university and explore the concept “effective teaching” in the university by addressing issues related to understanding (of the) subject matter, basing facilitation of learning on learning theories, and the use of different and appropriate facilitation techniques. The importance of student-centered learning, reflective practice, assessment, andragogy and use of information and communication technologies (ICTs) to ensure learning effectiveness is also explained. The researchers conclude that an effective teacher in the university is one who engages in scholarly teaching and recommend vibrant continuous professional development programs in universities to ensure that university teachers are equipped with knowledge, skills and values necessary for effective teaching
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    Multi-cultural education : is education playing a role in acculturating different cultures in South Africa
    (2012-06) Mashau, Takalani Samuel
    In African alone there are around 2000 ethnic groups in the 53 states. South Africa is not an exception in having different ethnic groups which have different cultures. Prior 1994, during the prime apartheid era, people were divided according to their race, culture and ethnicity. It is also important to note that in different cities, towns, farms and rural areas of South Africa, people were located according to their differences in terms of Whites, Coloureds, Indians and Africans (Blacks) as well as their ethnicity, wherein, Nguni (Xhosa, Zulu, Swati and Ndebele), Sotho (Tswana, South Sotho and North South), Venda and Tsonga groups were separated. Especially noteworthy, the White groups were separated in terms of ethnicity, where Afrikaner, English, Greek and some other Europeans had separate dwellings places in cities. However, the main emphasis was on rural South Africa, what used to be called, homelands which were defined and divided exclusively according to ethnicity and cultural background. In this conceptual paper we reviewed and access how far South African education has gone playing a role in assimilating and acculturating different cultures into one South African nation (culture) since inception of democracy in 1994. Let us not hesitate to assert that it cannot be easy to put together people of different cultures who were strategically divided over a period of centuries. Nevertheless, as a nation which is preaching unity, this should be a priority and supposed to happen sooner than later. We infer that the establishment of a united and progressive nation depends on the provision of education. The question which we attempt to answer is „Is education playing a role in assimilating and acculturating different South African cultures?‟
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    Pre-service teacher training in South Africa : are student teachers offered adequate training about the South African education system?
    (2012-05) Mashau, Takalani Samuel
    Pre-service teacher training is a matter of concern. Due to the shortage of teachers, the Minister of Higher Education in South Africa has made an agreement with South African universities to produce between 13 000 and 15 000 teachers per year from 2010 to 2014. A large number of students who pursue teaching profession are financed by the state so that the determined target can be reached. The student teachers are taught methodologies of teaching for primary and secondary schools in different universities in South Africa. It is of the utmost importance that student teachers be taught about the education system, handling of diversity of learners before they start their teaching careers. This conceptual paper would like to address the importance of offering adequate training on students’ pre-service teacher training programmes