BK378_Web Ready.pdf
This book critically examines the role of governments in promoting parity during and in post-pandemic education. This comes from the realisation that the pandemic has deepened the crisis by depleting the meagre resources that African countries might have devoted to ‘normative educational practices’...
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oapen-20.500.12657-625082024-03-28T08:18:17Z Recalibrating teacher training in African higher education institutions Matashu, Martha Skhephe, Melikhaya Bunt, Byron J. van Tonder, Deon Mavengano, Esther Marevesa, Tobias Du Toit, Adri Dhlamini, Joyce Phikisile Mlotshwa, Precious-Pearl V. Hove, Muchativugwa Liberty Sibanda, Sifiso Zano, Kufakunesu Olivier, Louise Dudu, Washington T. Samuel, Kgomotsego Brenda Sebatana, Motlhale Judicial Mofosi, Benedict Sibanda, Sifiso van Tonder, Deon Dudu, Washington T. Self-directedness;entrepreneurship education;massification of higher education;communication technology;distance learning;multimodal pedagogy;transknowledging thema EDItEUR::J Society and Social Sciences::JN Education This book critically examines the role of governments in promoting parity during and in post-pandemic education. This comes from the realisation that the pandemic has deepened the crisis by depleting the meagre resources that African countries might have devoted to ‘normative educational practices’ where those on the margins would have been pushed further behind while the privileged would have been further initiated into the cultural and capital flows of private schools and historically research-intensive institutions of higher learning. This has far-reaching implications for the education of underprivileged citizens, and education, particularly modes and modalities of delivery, has to be reimagined to subvert the challenges wrought by the pandemic. This book significantly bridges the gap between the pre-and post-COVID-19 pandemic pedagogical practices and the erstwhile modalities that have been resilient over time. The book focuses on ways to stave off pedagogical challenges that face countries as the global pandemic makes its mark. 2023-04-19T09:41:32Z 2023-04-19T09:41:32Z 2022 book 9781779952486 9781779952493 https://library.oapen.org/handle/20.500.12657/62508 eng application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International BK378_Web Ready.pdf AOSIS AOSIS Publishing 10.4102/aosis.2022.BK378 10.4102/aosis.2022.BK378 d7387d49-5f5c-4cd8-8640-ed0a752627b7 9781779952486 9781779952493 AOSIS Publishing 282 open access |
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English |
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This book critically examines the role of governments in promoting parity during and in post-pandemic education. This comes from the realisation that the pandemic has deepened the crisis by depleting the meagre resources that African countries might have devoted to ‘normative educational practices’ where those on the margins would have been pushed further behind while the privileged would have been further initiated into the cultural and capital flows of private schools and historically research-intensive institutions of higher learning. This has far-reaching implications for the education of underprivileged citizens, and education, particularly modes and modalities of delivery, has to be reimagined to subvert the challenges wrought by the pandemic. This book significantly bridges the gap between the pre-and post-COVID-19 pandemic pedagogical practices and the erstwhile modalities that have been resilient over time. The book focuses on ways to stave off pedagogical challenges that face countries as the global pandemic makes its mark. |
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2023 |
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