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The study investigates adaptation to the Fourth Industrial Revolution (4IR) among the rural youth in Qunu, Eastern Cape, South Africa. The broad focus on 4IR in job creation is its impact on youth skills development, and an important question is how rural youth benefit from 4IR opportunities. With few studies conducted on the topic of youth skills development in the context of 4IR, an investigation of the problems faced by the rural youth in Qunu in accessing emerging technologies was deemed to be of value. Mixed-method research was employed with a sample of 44 young people living in Qunu. Data was analysed using themes. The findings of this study indicate that the respondents had inadequate knowledge about 4IR and the opportunities it offers. Also, little is being done to improve the skills of the youth, though they show interest in improving their IT skills. [ABSTRACT FROM AUTHOR]

This study explored the factors affecting curriculum delivery as well as the way in which subject advisors deliver curriculum changes in selected rural schools in a selected education district in South Africa. Quantitative research was adopted for data collection. Questionnaires were administered to 17 educators, 35 school management team (SMT) members, and 165 subject advisors, who were purposively selected. The findings of the study show that non-involvement of educators in the curriculum planning phase, political instability, poor infrastructure, workload of educators, among other things, affect curriculum delivery, leading to curriculum change. The study recommends that educators be involved in and consulted during curriculum planning, and that political instability of the state not interfere with the planned curriculum guiding teaching and learning activities in the state. Adequate infrastructure should be provided to enhance teaching and learning activities, while more educators are recruited to reduce their workload. [ABSTRACT FROM AUTHOR]

This study explored the factors affecting curriculum delivery as well as the way in which subject advisors deliver curriculum changes in selected rural schools in a selected education district in South Africa. Quantitative research was adopted for data collection. Questionnaires were administered to 17 educators, 35 school management team (SMT) members, and 165 subject advisors, who were purposively selected. The findings of the study show that non-involvement of educators in the curriculum planning phase, political instability, poor infrastructure, workload of educators, among other things, affect curriculum delivery, leading to curriculum change. The study recommends that educators be involved in and consulted during curriculum planning, and that political instability of the state not interfere with the planned curriculum guiding teaching and learning activities in the state. Adequate infrastructure should be provided to enhance teaching and learning activities, while more educators are recruited to reduce their workload. [ABSTRACT FROM AUTHOR]

Information and Communications Technology (ICT) is crucial to teaching and learning as it has effect on such exercises in schools. However, ICT is limited in rural based compared to urban schools. In this study, the effect of the incorporation of ICT on the academic performance of rural secondary school students was investigated. Quantitative method was adopted for the study. The sample of the study comprised 34 matric learners and 14 teachers from three selected secondary schools in the rural Cofimvaba District of the Eastern Cape Province), South Africa. Questionnaire was used as the instrument for data collection. Excel was the software used to analyze the results. The findings showed that ICT use can indeed have a positive impact on learners’ academic performance. Some teachers, however, suggested that certain measures be put in place through using ICT to encourage positive behaviour. The study recommends that all rural and urban secondary schools should have access to the relevant ICT and ICT device, as these aid teaching and learning. [ABSTRACT FROM AUTHOR]

COVID-19 as a global pandemic has greatly disrupted research, not only in terms of the practicality of research activities such as data collection, but also in data quality. Using self-study in form of duoethnography method for reflecting on research practice, this article reviews and reflects on the practices of remote data collection during the pandemic and further revisits additional issues brought about by these practices and concerns. One key observation from this self-study is the prevalence of practical challenges, particularly those related to participant access, that overshadows the potential advantages of remote data collection as well as other challenges. This challenge results in researchers' reduced control of the research process and also a requirement for more flexibility, greater sensitivity toward the participants and research skills for the researchers. We also observe greater conflation of quantitative and qualitative data collection and the emergence of triangulation as the main strategy to offset potential threats to data quality. This article concludes by calling for more discussions on several areas that feature scarce discussion in literature, including potential rhetoric importance assigned to data collection, adequacy of triangulation to safeguard data quality, and the potential difference between COVID-19's impact on quantitative and qualitative research. [ABSTRACT FROM AUTHOR]

Distance education celebrates its humanitarian mission of providing opportunities for disadvantaged and marginalized individuals who do not have access to traditional campus-based higher education. Large enrolments of students necessitate an industrialized approach in planning, design, and delivery informed by a normative assumption of ableism. In the context of post-apartheid South Africa, distance education fulfills a particular important role in ensuring access to education for all. This scoping review addressed two questions: "What is currently known, in the context of distance education in South Africa, about the educational experiences of SWDs?" and "How should we understand and respond to these experiences?" The scoping study shows, inter alia, that while there is an institutional commitment to providing equitable learning experiences, the lived experiences of students with disabilities provide evidence of their invisibility in the design, planning, and delivery of learning. The study concludes with some recommendations and provocations. [ABSTRACT FROM AUTHOR]

University education is envisaged to contribute to and enhance sustainable development in society. Hence there is a desire for quality and effectiveness in the tertiary education system for which huge amounts of money are budgeted annually. However, the quality and effectiveness of rural university education with regard to aiding sustainable development in host communities tends to be questionable. This study explored the relevance of rural university education toward enhancing sustainable development in Africa, using the context of South Africa. A review method was adopted for this study. Relevant literature was reviewed and analysed using themes. The findings of the study show that while rural universities are capable of promoting sustainable development, those in South Africa and by extension developing and underdeveloped nations are hindered by various challenges such as lack of career guidance, globalisation of the curriculum, and poor academic literacy, among others. The challenges render students incompetent in their chosen professions, consequently affecting their ability to give back to society. The study recommends that rural universities should be designed and positioned for glocalisation first. Also, adequate support for rural universities must be made available to enable them to contribute toward sustainable development. [ABSTRACT FROM AUTHOR]

Learning challenges seem to persist in different ways in rural based universities. These challenges have led to increase in drop-out rates, as well as several menaces in the African society. Hence, this study explored the learning challenges among undergraduate students in rural universities in Africa. Relevant literatures which reported works that have previously been done on learning challenges experienced by undergraduates in rural African universities were reviewed. The methods adopted by the researchers were taken into cognizance. However, the research was limited to South Africa and Nigeria. The findings of the study show that undergraduates in the African rural universities experience common learning challenges which include: cognitive learning challenge, poor academic foundation, academic malpractice amongst academic staff and students, as well as lecturer-students' relationship. These are caused by lack of facilities, students' family socio-economic background, amongst others. The study therefore recommends that the necessary facilities and structures needed to facilitate teaching and learning practices should be provided. More lecturers should be recruited. Cordial student-lecturer relationships should be encouraged and promoted. In addition, policies that will ensure safety on campus, adoption and use of the most suitable language of instruction amongst others should be established. The study suggests the need for additional focus on the quality added to university education in developing African nations. [ABSTRACT FROM AUTHOR]

The study explored the relevance of rural university education based on the experiences of learning challenges among undergraduates in selected rural universities in South Africa and Nigeria. Quantitative research design was adopted for data collection. Simple random sampling technique was used to select 934 students who served as participants for the study. Data were collected through the use of questionnaire which was analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS). The finding of the study reveals that undergraduates in the two selected rural universities experience common learning challenges amongst which include: cognitive, poor academic foundation, and lecturer-students' relationship. These are caused by lack of facilities, students' family socio-economic background, amongst others. The study recommends that rural university education should be improved upon in order to make it more relevant, otherwise, it remains irrelevant to both the students and nations. [ABSTRACT FROM AUTHOR]

This study explores the teaching and learning challenges experienced by teachers working in selected rural secondary schools in South Africa. The quantitative research approach was adopted for the study. The Purposive and random sampling procedures were used respectively to select the schools and a sample of 120 teachers across ten secondary schools. Questionnaires were administered to all randomly-selected 120 teachers, though only 98 duly completed the questionnaires. The collected data were analysed using frequency distribution. The finding of the study shows that teachers in rural-based secondary schools in South Africa are negatively affected by the adopted curriculum, student-teacher ratio, and lack of textbooks, among others. [ABSTRACT FROM AUTHOR]

The global world continues to prepare itself for the Fourth Industrial Revolution (4IR) due to the envisaged effects of the 4IR on individuals, nations and the global world. This is being done through practical approaches, policy-making, robust discussions and, most importantly type and quality of education provided, amongst others. The effects are envisaged to be detrimental if nations are caught unawares. Thus, this study explores the preparedness of African nations in relation to formal education in the 4IR. Various related literatures were reviewed in the following areas: formal education in rural areas, previous industrial revolutions, the Fourth Industrial Revolution and steps taken by western nations towards preparing for the envisaged industrial revolution. The findings suggest that African nations are not preparing for the envisaged industrial revolution like other western nations; rather, the focus remains on issues such as decoloniality, decolonization and glocalization. The study recommends that if African nations choose not to go the way of western nations in preparing for the 4IR, and prefer to continue with issues such as decolonization, decoloniality and glocalization, the curricula should be revisited, duly redesigned and implemented to ensure the desired development. [ABSTRACT FROM AUTHOR]

The present study explores the link between the productivity of comprehensive universities (CUs) and the timetables guiding teaching and learning activities. The study was premised on review of relevant literature. The findings indicate that partnership between CUs and relevant tertiary institution stakeholders such as non-governmental organizations, non-profit organizations and charity organizations is a major determining factor for improvement in the learning abilities of students and enhancement of the desired developments in the host communities. The finding further shows that for such partnerships between CUs and the identified organizations to be well organized without infringement from any party and eventually become productive, the timetables guiding activities within and outside the institution of learning under the guidance of the universities and the organizations are to be well structured. Sequel to the findings, the study recommends amongst others that timetables which promote work-integrated learning should be encouraged. Also, timetables guiding teaching and learning activities in CUs should be designed to enhance the learning abilities and studiabilities of students against all odds by taking into consideration necessary factors like availability of venue, lecturers and students, considering their location and time of lecture. [ABSTRACT FROM AUTHOR]

The study investigated the causes of poor quality learning experienced by undergraduate students in a South African university considering the implication of foreign practices on the learning abilities of the students. Survey research design was employed to carry out the study. The population of the study comprised undergraduate students and academic staff members of the selected institution. 400 undergraduate students and 8 academic staff members were randomly selected as sample for the study. Data analysis indicated that language of Instruction, high school education background of students, education policies and curriculum of the institution contribute to the poor academic performance of the sampled students. Based on the findings, the study recommends the decolonization and restructuring of the type of education being offered to students in African universities and partnership between universities and corporate establishments to enhance productivity and innovation, as well as meeting the Sustainable Development Goals (SDGs) in Africa. [ABSTRACT FROM AUTHOR]

The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a 'problem' that societies should face. Hence, digital education and its governance becomes a major arena for addressing inequalities. In this paper, we offer a cross-country and multi-voiced perspective on how socio-digital inequalities are problematized in digital education policy in three world regions – Latin America, Africa and Europe – studying cases through policy documents in Argentina, Mexico, South Africa, Botswana, Germany and Sweden. Our analysis shows how differences and similarities between digital education policy are rooted in various sociotechnical imaginaries that go beyond the national as they are highly situated in spatial–temporal contexts and rooted in historical trajectories. Our contribution aims at a further exploration of the entanglements of educational technology and in/equalities through global conditions and local (hi)stories. [ABSTRACT FROM AUTHOR]

The article offers information on the effects of household poverty trap on the academic performances of learners in rural based secondary schools. Topics include the study indicate that household poverty trap causes absenteeism for learners, affect their health, hamper their learning abilities cum academic performances; and creation of more employment opportunities by the government being promoted.

The interaction between teachers and students is critical to the learning process. Student success and learner satisfaction have consistently improved in educational situations where instructors and students connect frequently and meaningfully. The Community of Inquiry (CoI) framework, as well as the sense of belonging concept, have received a significant amount of attention from researchers investigating online learning since its debut. The current study focuses on the CoI framework in general, and in particular on studies on teaching, social, and cognitive presences in connection to students' feeling of belonging and grit enhancement. This research investigated the opinion of 310 students at the Aurel Vlaicu University of Arad regarding their satisfaction with their teachers' presences, their academic sense of belonging, and their grit. Our methodology followed an innovative approach. First, we employed a network analysis on all subscales' mean scores, and then we performed a sequential mediation analysis based on both the network analysis results and the conclusions from the literature review. We tested whether students' perceived classroom comfort and perceived faculty support sequentially mediated the relationship between teacher's cognitive presence and students' grit. According to the scientific literature, teacher's cognitive presence consists of four fundamental categories: triggering events, exploration, integration, and resolution, which specifically the validation of knowledge by cooperation and reflection in a community of inquiry. We further tested if sense of belonging might mediate the relationship between teachers' cognitive presence and students' grit. The results show that students' perceived classroom comfort and perceived faculty support partially and significantly sequentially mediate the relationship between teachers' cognitive presence triggering events and students' grit. The results are then further used to suggest possible recommendations for designing holistic learning environments in Romanian higher education institutions. [ABSTRACT FROM AUTHOR]