Violence in South African schools has various negative effects on learners. These effects include loss of concentration, poor academic performance, playing truant, and depression. School violence also affects the psychological well-being of learners, leading to absenteeism and difficulty in paying attention in class. Furthermore, school violence…

Amid an influx of unemployed graduates who are offloaded by tertiary institutions annually, this study sought to promote job creation through entrepreneurial practices. The study criticises the notion that only tertiary education is enough for economic prosperity for both male and female tertiary students. A framework of the determinants of…

The notions of indigenous knowledge and cultural philosophies are becoming ubiquitous in many social inquiries, and evaluation is no exception. Nonetheless, the pursuit to embed relevant indigenous philosophies in contemporary evaluation has yet to succeed. In this article, we discuss indigenous relational philosophies, approaches, and practices…

This article that is located within the alternative knowledge systems paradigm, discusses both the ancient and modern concepts of lifelong learning in relation to Africa's development. It identifies ancient Greece's education and African traditional education as two ancient lifelong learning typologies relevant to the current discussion. Ancient…

In the study reported on here we investigated the impact of Ubuntu on learner behaviour and academic achievement in secondary schools in the Gweru district of Zimbabwe. The study participants comprised 38 learners and 7 teachers from 4 secondary schools in the Gweru district. Data were collected through focus-group discussions, semi-structured…

The paper contributes to current debates about decolonising curriculum and advancing corresponding 'humanness pedagogies' in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building…

Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited…

This article critically engages with the discipline of African musics in the academy. It examines the process of curriculum transformation of the African music section at the South African College of Music, University of Cape Town since 2005 as an emergent curriculum model for an integrated approach to the teaching of African musics at…

This is a comparative study of the indigenization of teacher education art and design curricular in Botswana and Zimbabwe. The study methodology involved a critical review of various policies, art curricular, operational documents and focus group discussions with art and design lecturers in associate teachers' colleges. Results revealed a general…

Institutional transformation and inclusion have slowly become more prominent in the strategies of historically white institutions in South Africa. Despite these efforts, progress towards these goals has been limited. In this article, we reflect on our conversations about transforming our curricula and teaching practices as an interdisciplinary…

The paper examines the economic rationale for the provision of technical/ vocational education (TVE) in colonial Ghana. It further highlights some key lessons drawn from the study, particularly, in term of the Ghanaian contemporary search for a more pragmatic policy formulation for TVE. Data were retrieved from primary sources in the form of…

Background: Recent attempts to rekindle the decolonisation of education project in South Africa, is a reaction to perceptions that there are fundamental frailties in the existing curriculum. Childhood education is yet to take up the challenge in any substantive way. Aim: To explore the insights critical posthumanism might offer in attempting to…

There is an increasing appreciation that, in order to prepare learners for success in life, they require a holistic education providing not only academic skills, but also psychosocial competencies (Zins & Elias, 2006). Outdoor adventure education (OAE) shows potential as a way of developing these life skills, which are not easy to incorporate…

School reform policy in post-colonial societies is often guided by Euro-American theory from the North. Theory generated in the South is marginalised as backward and unscientific. The present study, couched within the Southern Theory framework, disrupts the hegemony of Northern Theory by examining the implementation of the indigenous philosophy of…

The African continent represents the part of the world where early childhood care and education (ECCE) preceding primary schooling is the least developed. It is therefore essential to propose an analysis of the prospects for the development of early childhood education in the coming years. This article deals in the first instance with the…