2014€¦ · degree (bed): 89.9% ... (ntu), singapore. 6 (university of sydney) and prof catherine...

3

CONTENT

1 FACULTY OF EDUCATION IN 2014 AT A GLANCE 4

2 TOWARDS GLOBAL EXCELLENCE 5

3 OPERATING CONTEXT 6

4 FACULTY GOVERNANCE AND QUALITY ASSURANCE 8

5 STAFF PROFILE 8

6 TEACHING AND LEARNING PROGRAMMES 9

7 STUDENTS 10

8 RESEARCH 17

9 COMMUNITY ENGAGEMENT, PUBLIC ENGAGEMENTS, 25

ALUMNI AND BRANDING

10 SPECIAL ACHIEVEMENTS OF STAFF AND STUDENTS 26

11 CONCLUSION 27

12 THE WAY FORWARD: TOWARDS GLOBAL EXCELLENCE 28

4

1 FACULTY OF EDUCATION IN 2014 AT A GLANCE• TheFacultyishousedonthreecampuses:SowetoCampus,AucklandParkKingswayCampusandtheresearchvillageontheAucklandParkBuntingRoadcampus.ItalsooffersaFoundationPhaseteachereducationprogrammeinSiyabuswa,incollaborationwiththeUniversityofMpumalanga.

• TheFacultyconsistsoffiveacademicdepartments,tworesearchcentresandithousestwoChairs.

• Typesofqualificationsoffered:Initialteachereducationqualifications(BachelorofEducationandPostgraduateCertificateinEducation),qualificationsforcontinuousprofessionaldevelopment(AdvancedCertificateinEducationandAdvancedDiplomainEducation)andpostgraduateprogrammesathonours,master’sanddoctorallevel

• FlagshipprogrammeareainaccordancewithUJcriteria:ChildhoodEducation(SowetoCampus)

• Twostrongestpostgraduateprogrammeareas:EducationalPsychologyandScienceEducation

• Totalnumberofstudents:3878• Totalnumberofundergraduatestudents:3091• Totalnumberofmaster’sstudents:175

• TotalnumberofPhDstudents:119• Totalnumberofgraduates:978• Course(module)success(completionrate):87.0%• Modulecompletionratefortheundergraduatedegree(BEd):89.9%

• Atotalof200tutorsprovidedlearningsupporttostudentsintheFaculty’sundergraduateprogrammes.

• Totalnumberoffull-timeacademicstaff:67• Percentageofacademicstaffwithdoctoraldegrees:78%

• Totalnumberofadministrationandsupportstaff:22• ResearchoutputsubmittedtotheDepartmentofHigherEducationforaccreditation:85.01researchunits

• TwoschoolsassociatedwiththeFaculty:UJMetropolitanAcademy(secondaryschool)andFundaUJabuleSchool(primaryschool)

• ResearchjournalshostedbytheFaculty:Education as ChangeandtheSouth African Journal of Childhood Education

5

RankingIn2014theFacultyofEducation’sgrowingreputationandgradualmovementtowardsglobalexcellenceandstaturewasaffirmed.EducationasafieldofstudyatUJwasrankedintheQSWorldUniversityrankingsasoneofthetop200educationprogrammesintheworldandoneofthetopfiveinSouthAfrica.TheotherEducationprogrammeareasinthetopfiveweretheUniversityofCapeTown,UniversityofPretoria,UniversityoftheWitwatersrandandStellenboschUniversity.TheseuniversitiesallhaveareputationofhighqualityinthefieldofEducation.Therankingstakeaccountofglobalacademicreputation,reputationamongstemployers,andresearchoutput.Rankingsarebutonewayofassessingqualityandstanding.However,thisachievementmustservetoinspiretheFacultytoaccomplishmore.Rankingsoccurannually.ThereforetheFacultycannotrestonitslaurels.Itmustimplementadeliberatestrategytoenhanceandmanageitsglobalreputation,toensuresoughtaftergraduatesandbroadeninternationalresearchcollaborations.

Determining strategic priorities and strategic activitiesTheFacultyStrategicCommitteemetthreetimesduring2014.Thiscommitteeservestobroaden

leadershipbeyondtheFacultyExecutiveCommittee(F-Exco)anditservesasanadvisorycommitteetothedean,focussingmainlyonstrategicmatters.Thefocusofthemeetingsin2014wasprimarilytoformulateFacultystrategicpriorities(2014-2017)anchoredinthestrategicgoalofglobalexcellence.Prioritiesincludedpursuingandbolsteringofselectiveinternationalcollaborations,exploringatleastonejointmaster’sprogrammewithapreeminentinternationalpartnerandbuttressingareasofstrengthsandemergingstrengths.Twostrategicinitiativeswereprioritisedin2014namelytheappointmentofprominentvisitinganddistinguishedvisitingprofessorsandpostdoctoralfellows.Thefollowingvisitingprofessorswereappointed:• ProfHarmTilema,UniversityofLeiden• ProfKevinDowning,CityUniversityofHongKong• ProfJariLavonen,UniversityofHelsinki• ProfPiroAunio,UniversityofHelsinki• ProfDerrickAlridge,UniversityofVirginia• ProfFouadAbd-El-Khalick,UniversityofIllinois• ProfAzizChoudry,McGillUniversity• ProfLeonTikly,UniversityofBristolThreedistinguishedvisitingprofessorswereapprovedforappointment–ProfAnnemarieFritz-Stratmann(UniversityofDuisberg-Essen),ProfEliasMpofu

2 TOWARDS GLOBAL EXCELLENCE

UJ staff members with Prof Aikling Tan of the National Institute of Education (NIE) atNanyang Technological University (NTU), Singapore

6

(UniversityofSydney)andProfCatherineSnow(HarvardUniversity).Three(3)postdoctoralfellowswereappointedin2013.Theyremainedin2014,thoughoneofthemtookupanacademicpositionatanotheruniversityduringthesecondsemester.Inaddition,six(6)newpostdoctoralfellowswereappointedin2014.PartoftheFaculty’sglobalexcellencedriveistobolstertheFaculty’sflagshipprogrammeareainchildhoodeducation.Twooftheapproveddistinguishedvisitingprofessors,namelyProfAnnemarieFritz-StratmannandProfCatherineSnowwillbeworkinginthisprogrammearea.ThetwovisitingprofessorsfromtheUniversityofHelsinkiarealsocollaboratorsinchildhoodeducationandtheyareinvolvedintwoexternallyfundedprojectscoordinatedbytheCentreofEducationPracticeResearch(CEPR).ThiscentreisaffiliatedtotheDepartmentofChildhoodEducation(DCE).InadditiontotheexistingresearchanddevelopmentfundingtheCEPRandDCEhadattractedduringthepastfewyears,newfundingwassecuredin2014forresearchinmathematicsfoundationphaseteacherdevelopment,researchinchildren’sconceptual

developmentinscience,andresearchinfoundationphaseteachers’knowledgeofchildren’smathematicalcognition.Furthermore,theFacultyattractedsubstantialdevelopmentfundingrelatedtochildhoodeducation’sworkwiththeuniversityteachingschool,theFundaUJabuleSchool,fromtheElmaFoundation,USAIDandtheOppenheimerMemorialTrust.AninitiativethatwasgearedspecificallytowardsbolsteringtheresearchpublicationsoftheFacultywastomakefundingavailablefordepartmentalwritingretreats.InordertoincreasetheFaculty’spostgraduatenumbersandsimultaneouslyattractmoreinternationalstudentstheFacultystartedexploringonlineofferingofselectedpostgraduateprogrammes.Theplanistoofferatleasttwomaster’sprogrammesonlinein2016.StaffmembersoftheDepartmentofScienceandTechnologyEducationvisitedtheNanyangTechnologicalUniversityinNovember2014.Thepurposeofthevisitwasmainlytoexplorethepossibilityofofferingajointmaster’sdegreeinScienceEducation.Inaddition,futurejointresearchandpostgraduatestudentexchangeswerediscussed.

NRF Chair: Education and Care (SWC)

Funda UJabuleSchool (SWC)

Dept. of Childhood Education

(SWC)

Dept. of Educational Psychology (SWC and

APK)

Dept. of Education

Leadership and Management

(SWC)

Dept. ofScience and Technology Education

(APK)

Dept. of Education and

CurriculumStudies (APK)

Dean’sOffice(SWC)

Centre for Education Practice Research

(SWC)

UJ Chair:Scholarship of teaching and

learning

UJ Metropolitan Academy Centre for Education

Rights and Transformation (CERT) (APB research village)

Education Leadership Institute (ELI)

3 OPERATING CONTEXT

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CampusesTheFacultyoffersacademicprogrammesontwocampuses,namelytheSowetocampus,wheretheofficeoftheExecutiveDeanissituated,andontheAucklandParkKingswayCampus.TheCentreforEducationRightsandTransformation(CERT),aresearchcentre,issituatedintheresearchvillageontheAucklandParkBuntingRoadCampus.Inaddition,in2014theFacultycontinuedwithofferingtheBachelorofEducation(BEd)inFoundationPhaseTeachingattheTeacherEducationCampus:Siyabuswa,acampusoftheUniversityofMpumalanga(UMP).Soweto Campus (SWC)ThreeacademicdepartmentsarehousedontheSWC,namelyEducationLeadershipandManagement,ChildhoodEducationandEducationalPsychology.(ThelatterdepartmentalsohasstaffmemberssituatedontheAPKcampuswhoteachintheAPK-basedprogrammesoftheFaculty).ThecampusisalsothehomeoftheCentreforEducationPracticeResearch(CEPR),theEducationLeadershipInstitute(ELI)andtheSAResearchChair(NationalResearchFoundation)inEducationandCare.ThepostgraduateEducationalPsychologyprogrammesofferedattheSWCattractlargenumbersofstudents.Thedemandisusuallymorethancanbeaccommodated.ChildhoodEducationwasidentifiedasaUJflagshipprogrammeareain2014.TheprogrammeofactivitiesofchildhoodeducationismanagedbytheDepartmentofChildhoodEducation(DCE)andtheCEPR.TheFundaUJabuleSchool(FUJS),whichisthefirstuniversityteachingschooltobeestablishedinSouthAfricaisintegraltomanyoftheactivitiesoftheDCEandtheCEPR.Itisapublicschool,butalsoaresearchandteachingschool.ThestudentsintheBEdinFoundationPhaseTeaching(BEdinFPTeaching)andBEdinIntermediatePhaseTeaching(BEDinIPTeaching)participateinclassroomactivities,learningaboutthepracticeofteachingintheschool.TheschoolalsoservesasasociallaboratorythatisuniqueinSouthAfrica.TheCEPRislocatedwithinwalkingdistancefromtheuniversityteachingschool,whichalsoservesasoneofthemainresearchsitesoftheCentre.TheDepartmentofEducationLeadershipandManagement(DELM)offerspostgraduateprogrammes

ontheSWC.Inaddition,theDELMservesasthecustodianoftheEducationLeadershipInstitute(ELI).The Auckland Park Kingsway (APK) Campus TwoacademicdepartmentsaresituatedontheAPKcampus,namelyEducationandCurriculumStudiesandScienceandTechnologyEducation(SciTechEd).ThefocusoftheprogrammesattheAPKcampusismainlysecondaryschooleducationandtwoinitialteachereducationprogrammesareofferedonthiscampus,namelytheBEdinSeniorPhaseandFETTeaching(BEdSP&FETTeaching)andthePostGraduateCertificateinEducation(PGCE).Postgraduateprogrammesstraddlemanyareasoflearningandresearch.ScienceEducationisoneofthestrongestprogrammeareasatthissite.Itboastslargenumbersofpost-graduatestudentsandhassolidresearchoutput.OtherpopularpostgraduateprogrammesofferedbytheDepartmentofEducationalPsychologyareintheareasofPsychologyforLearning,InclusiveEducation,LifeOrientationandPsychologyofEducation.HigherEducationasfieldofstudyisalsostartingtogainprominence.TheUJChair:ScholarshipofTeachingandLearningisalsosituatedonthiscampus.Auckland Park Bunting Road (APB) Campus TheCentreforEducationRightsandTransformation(CERT)ishousedintheresearchvillageattheAPB.TheimperativeoftheCERT,asstatedinitscharter,isto“makeapositivecontributiontoknowledgecreationandsocialtransformation”andtocreatesynergybetweenscholarship,socialactionandcommunityoutreach.

SiyabuswaTheBEdinFPTeachingatSiyabuswawasinitssecondyearofofferingin2014.ThisprogrammeisacollaborativeinitiativeofUJwiththeDepartmentofHigherEducationandTraining(DHET)andtheUniversityofMpumalanga(UMP).TheUJprogrammeisofferedbyUJstaff.Thefirstcohort(2013)consistedof99students.ThiscohortwillgraduateasUJstudents.SubsequentcohortsareregisteredwiththeUMPeventhoughtheDHETsubsidyforthesestudentswillbeallocatedtoUJuntiltheprogrammeistakenoverbytheUMPin2017.AsubstantivegrantfromUSAIDandElmaFoundationwasawardedtotheFacultyin2014toestablishthe

8

firstCentreforAfricanLanguageTeaching(CALT)atSiyabuswain2015.ThisCentrewillbeaUJinitiativeforthreeyears.Thereafteritwillbetakenoverbythe

UMP.ThegrantfromUSAIDandElmaFoundationalsosupportsthedevelopmentofateachingschoolatSiyabuswa.

TheFacultyExecutiveCommittee(F-Exco)consistingoftheexecutivedean,vicedean,headsofdepartments(HoDs)andheadoffacultyadministrationmettwiceamonthduring2014.ThemainpurposeoftheF-ExcoistoprovideleadershipandmanagementwithregardtotheexecutionoftheFaculty’svision,mission,valuesandstrategy,aswellasqualityassurancemeasures.TheF-Excoalsoservesasanimmediateconsultation/soundingboardforthedeanwhennecessary.TheHoDswereProfPietAnkiewicz(ScienceandTechnologyEducation),DrLeilaKajee(EducationandCurriculumStudies),ProfNadinePetersen(ChildhoodEducation),ProfPierreduPlessis(EducationLeadershipandManagement)andDrHelenDunbar-Krige(EducationalPsychology).ThevicedeanwasProfCoertLookandMsSaritaRademeyerwastheheadofFacultyadministration.Activitiesandqualityassurancewithindepartmentsweremanagedbytheheadsofdepartment.However,theintegratednatureofthecoreactivitiesintheFacultydemandsthatactivitiesandtasksbecoordinatedcross-functionallyforqualityassurancepurposes.Consequently,Facultycommitteesplayanimportantrole.ThedecisionwastakentoreviewtheFacultycommitteestructureinthesecondhalfof2013,whichledtorestructuringof

committees.ThefollowingcommitteeswerefunctionalintheFacultyin2014:ResearchEthicsCommittee;ResearchFundingCommittee;HigherDegreesCommittee,TeachingandLearningCommitteeandFacultyStrategicCommittee.Themainriskidentifiedin2013,namelyenrolmentplanningandmanagement,particularlyrelatedtopostgraduateprogrammes,remainedin2014.Thisisduetothephasingoutofexistingeducationqualificationsandtheunpredictabilityoftheimpactofthenewpolicyonteachereducationqualificationsonpatternsofenrolment.ThedecreaseofenrolmentsintheBachelorofEducationHonours(BEdHons)programmeremainedaconcern.TheAdvanceCertificateinEducation(ACE)qualificationwasthemainfeederqualificationfortheFaculty’sBEdHons.ThephasingoutoftheACEprogrammesandthestricteradmissionrequirementsfortheBEdHons,ledtoasubstantialdeclineinBEdHonsnumbers,whichinthelongtermwillalsohaveaninfluenceonmaster’senrolments.TomitigatethistheFacultydecidedtoexplorepresentingselectedBEdHonsprogrammesthroughablendedlearningmodeofdelivery,andselectedmaster’sprogrammesthroughonlinedelivery,startingin2016.

4 FACULTY GOVERNANCE AND QUALITY ASSURANCE

5 STAFF PROFILEIn2014theFacultyhad67full-timepermanentacademicstaffmembers(includingtheexecutivedean),9morethanin2013.Thenumberofadministrationandsupportstaffwas22in2014,thesameasin2013.Fourteen(14)temporaryemployeeswereusedtoteachintheBEdandPGCEprogrammes,andnine(9)intheBEdHonsprogramme.Theincreaseinthenumberofacademicstaffisduetotheappointmentofthreeassistantlecturersandonenewpostthatwasadded–ChairinTeachingandLearning.FurthermoreagraduatefromtheUJNewGenerationScholarsinitiativetookupalecturerpositionintheDepartmentofEducationLeadershipandManagementandthreevacantpositionswerefilled.79%(n=53)ofacademicstaffhelddoctoraldegreesin2014incomparisonto78%(n=45)in2013.Intermsoflevelofappointment,three(3)wereassistantlecturers;24werelecturers;17wereseniorlecturers;9wereassociateprofessorsand14wereprofessors.

Academic staff levels

Theprofileintermsofequityreportingwas49%(n=31)designated(excludingWhitewomen)and51%(n=34)non-designated,includinginternationalstaff(n=3).Thegenderprofilein2014wasmale:52%(n=35)andfemale48%(n=32).TheprofileoftheF-Exco(n=8)intermsofequityreport-ingwas:two(2)designatedandsix(6)non-designated.Thegenderprofilewasfive(5)femaleandthree(3)male.

36%

25%

13%

21%5%

Professors Associate Professors Senior LecturersLecturers Assistant Lecturers

9

6 TEACHING AND LEARNING PROGRAMMES

SOUTHAFRICANEDUCATIONSYSTEM INITIAL TEACHER EDUCATION

Bachelor of Education (BEd) in Foundation Phase Teaching (Grade R-3)Bachelor of Education (BEd) in Intermediate Phase Teaching (Grade 4-7)Bachelor of Education (BEd) in Senior Phase and FET Teaching (Grade 7-12)Postgraduate Certificate in Education (PGCE)

CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMMESAdvanced Diplomas

POSTGRADUATE PROGRAMMESBEd HonoursMaster of Education Degree (MEd)Doctor of Education in Educational Psychology (DEd)Doctor of Philisophy in Education (PhD)

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First time programme offerings in 2014Twonewprogrammeswereintroducedin2014.TheBEdinIPTeachingwasofferedforthefirsttimeontheSWCwithanintakeof120students.TheFacultyoffereditsfirstAdvancedDiplomainEducation(ADE)in2014–anewqualificationtypegearedatteacherdevelopmentinaccordancewiththeteachereducationqualificationspolicy,namelytheADEinRemedialEducation,withanintakeof29students.

Development of new programmesSince2011theFacultyhasbeeninvolvedinthedesignofnewacademicprogrammesalignedtotheteachereducationqualificationspolicypromulgatedin2011.Between2011and2013theADEinRemedialEducationandtheFaculty’sinitialteachereducationprogrammes(BEdandPGCEprogrammes)wereapprovedbytheDHETandtheywereCouncilonHigherEducation(CHE)accredited–sixprogrammesintotal.TwoprogrammesweredevelopedandapprovedbytheSenatein2014,namelytheBEdHonsinEducationLeadershipandManagementandthePostgraduateDiplomainEducation(PGDE)inEducationLeadershipandManagement.TheseprogrammesweresubmittedtotheDHETforprogrammequalificationmix(PQM)clearance.Thefollowingprogrammes(9intotal)weresubmittedtotheCHEforaccreditationduring2014:• BEdHonsinChildhoodEducation• BEdHonsinCurriculumEducation• BEdHonsinLanguageLiteraciesandLiterature• BEdHonsinEducationalPsychology• PGDEinInclusiveEducation• ADE:MathematicsEducation• ADE:ScienceEducation

• ADE:TechnologyEducation• ADE:ComputerApplicationsTechnologyEducationProgrammesthatwillbesubmittedforapprovalandaccreditationin2015are:• Master’sinEducation(MEd)inLearninginChildhood

• DoctoralinEducation(DEd)inEducationalPsychology(acourseworkbasedprofessionalqualification)

Externally funded programme offerings and short learning programmesThe Education Leadership InstituteIn2014theELIcontinueditspartnershipwiththeMathewGoniweSchoolofLeadershipandGovernance.Thissaw130seniorschoolmanagersbeingtrainedintheACEofferedbytheDepartmentofEducationLeadershipandManagement.TheELIwasalsocontractedtoadministerascarceskillsprogrammefor100educatorsinMathematicsandPhysicalScienceacrossGauteng.Facultystaffdevelopedshortlearningprogrammesforthispurposein2014–tobeofferedin2015.Sponsored programme offering: ACE in School Leadership and Management• TheACEinSchoolLeadershipandManagementwasofferedto30schoolprincipalssponsoredbytheUplandsOutreachFoundation.TheprogrammewasdeliveredatUJontheSWCaswellasattheUplandsSchoolinWhiteRiver.

• TheACEinSchoolLeadershipandManagementwasofferedto25schoolprincipalsinNamibiathroughalimitedcontactmodelinWindhoek.ThisprogrammewasdeliveredinconjunctionwiththeUniversityofNamibia(UNAM)andcoordinatedbytheOBIB-TrainingCentre.ThemainsponsorwastheAngloAmericanGroup.

TheFacultyreachedorexceededitsenrolmenttargetsatalllevelsofenrolmentapartfromtheBEdHonsprogrammes.TheplannednumberfortheBEdHonswas297and263enrolled(89%).Atotalof3878studentswereenrolledin2014(initialtargetwas2950andoverenrolmentwasapproved)andmaster’sanddoctoralnumbersalsoexceededtheplannednumber.175master’sstudentswereenrolled(7morethanplanned)and117doctoralstudentswereenrolled(23morethanplanned).Ofthe3878students3091wereundergraduates(79.7%)and787werepostgraduatestudents(20.3%)comparedtothe2013enrolmentof2663(75.8%)undergraduatesand848(24.1%)postgraduates.ThedeclineinthepostgraduateenrolmentswasduetothedecreaseintheBEdHonsenrolments,from340in2013to262in2014.

First-timeenteringundergraduatedegreeenrolmentsincreasedto764in2014comparedto673in2013inaccordancewiththeenrolmentplan.Enrolmentsoffirsttimeenteringundergraduatedegreestudentsincreasedoverthelastfiveyearsfrom345in2010to764in2014.Enrolmentsintheinitialteachereducation(ITE)programmes,namelytheBEdandthePGCEincreasedoverthelastfiveyears.In2014enrolmentsintheITEprogrammesrepresented81%oftotalenrolmentsincomparisonto28%in2010.ThisincreaseisduetothemajorityoftheACEprogrammesthatwerephasedoutandthedriveoftheFacultytoenrolmoreITEstudents,toservethecountry’sneedforanincreaseinteachergraduates,particularlytoserveprimaryschools.

7 STUDENTS

11

Althoughtherehadbeenadeclineof1080intheenrolmentnumberssince2010,thefulltimeequivalent(FTE)fundedcreditsin2014weresimilartotheFTEsin2010–2727.050in2010comparedto2725.349in2014.Atotalof70internationalstudentswereenrolledin2014.Ofthese,60%(n=42)enrolledforthepostgraduateprogrammesbelowmaster’sleveland40%(n=28)weremaster’sanddoctoralstudents.Althoughtherewasaslightincreaseintheenrolmentofinternationalstudentsfrom45in2012to66in2013and70in2014theFacultyshouldattractmoreinternationalstudents.In2014thestudentprofileintermsofdemographicswas:African78%;White:13%;Indian:5%andColoured4%comparedtothe2013studentprofileofAfrican:75%;White:15%;Indian:5%andColoured:5%.Enrolmentsoffirsttimeenteringstudentswithadmissionpointscores(APS)of35andhigher(averageof70%orbetterinmatricperformance)graduallyincreasedsince2010,from11.3%(n=54)in2010to31.06%(n=238)in2014.

Student success Theacademicperformanceofstudentswasgenerallysatisfactory.Thecourse(module)successrate(modulecompletionrate)increasedto87.0%in2014compared

to85.3%in2013.AfiveyearperspectiveshowsthattheoverallsuccessrateoftheFacultyincreasedeveryyearsince2010–from78.9%to87.0%in2014.Thecoursesuccessratefortheundergraduatedegree(BEd)increasedfrom88.4%%in2013to89.9%in2014.Thiswasmainlyduetoimprovedthroughputinsomeofthemoduleswithlargestudentnumbers.Therewasanincreaseinthefirsttimeenteringundergraduatecoursesuccessratefrom83.9%in2013to85.6%in2014intheFaculty.From2010thecoursesuccessratefluctuated–thelowestin2011(75.5%)andthehighestin2014(85.6%).TheBEdinFPTeachingwasofferedforthefirsttimeontheSiyabuswaCampusin2013.Ahighlyselectedtotalof99studentsenrolledforthisprogrammeanda99%coursesuccessratewasachievedinthefirstyearofoffering.The2013cohortof99studentscontinuedwiththeirsecondyearofstudiesin2014andalsoachieveda99%coursesuccessratein2014.

Graduation outputsIn2014atotalnumberof978studentsgraduated,325morethanin2013.TheBEdgraduatesincreasedgraduallysince2010,reflectingthegrowthinBEdstudentnumbers.ThelargenumberofundergraduatestudentsnotcompletingtheBEddegreeintheminimumtimeoffouryearsisaconcern,thoughtheFaculty’sregulation

12

timecompletionforthefouryearundergraduatedegreein2014wasmorefavourablethanthatoftheUniversity(32%)andthehighereducationsector(36%).The2011BEdcohortenrolmentwas1004and444(44.2%)ofthesestudentscompletedthedegreewithintheminimumtimeoffouryears.IntheFacultytherewasanotabledifferencebetweentheregulationtimecompletionofstudentsintheBEdinFPTeachingandstudentsintheBEdinSP&FETTeaching.OftheBEd2011cohort39%ofthestudentsenrolledfortheBEdinSP&FETTeachingcompletedwithintheminimumtimeoffouryears,incomparisonto70%ofBEdinFPTeachingstudents.Thedrop-outrateofBEdstudentsduringandattheendoftheirfirstyearofstudyisalsotroubling.Thefirsttimeenteringcohortenrolment(firstyearBEdstudents)in2013was673and101(15%)ofthesestudentsdidnotreturntotheuniversityin2014.Ofthese101non-returningstudents67studentswereacademicallyexcludedduetopoorperformance.Theprogressandperformanceofmaster’sstudentspresentamixedpicture.Themaster’sstudentsinEducationalPsychologygenerallyprogresssatisfactorily,whiletheprogressofstudentsinotherareasofstudyisconcerning.The2010master’scohortprogressiondepictsthistrend.

Ofthe53studentswhoregisteredforthefirsttimein2010,34%(18)droppedoutbetween2010and2014.Ofthe2010cohortatotalof24(45.3%)studentsgraduatedbytheendof2012.Thecumulativegraduateswere31(58.5%)in2013withatotalof32(60.4%)studentscumulativelygraduatingbytheendof2014.Fromthe2010master’scohortof53,16(30%)studentswereenrolledintheMEdinEducationalPsychologywithnostudentsdroppingoutbetween2010and2014.Graduatesfromthisprogrammewere7(44%)in2011and15(94%)cumulativelyin2012(withnofurthergraduatesbetween2013and2014).FromthetotalcumulativegraduatesfortheMEdprogrammeof24in2012,15werefromtheMEdinEducationalPsychology.Theprogressofdoctoralstudentsanddoctoralgraduateoutputareworrying.Toillustrate:Ofthe2010doctoralcohortof21studentsfour(19%)droppedoutinthesecondyear(2011)ofstudyand10students(47.6%)studentscumulativelydroppedoutbytheendof2014.Ofthe2010Doctoralcohortonlysix(6)students(28.6%)cumulativelygraduatedin2014.

13

Support to studentsTutorsIn2014atotalof200tutorsprovidedlearningsupporttostudentsintheFaculty’sundergraduateprogrammes.Afurther60tutorsprovidedlearningsupporttostudentsinthehonoursandmaster’scourseworkpostgraduateprogrammes.15seniortutorswereappointedtoworkcloselywiththemodulelecturersincoordinatingandmanagingmoduleswithlargestudentnumbers.Theymentoredandadvisedtutors,assistedwithidentifyingandsupportingofunderperformingstudents,theyprovidedULinksupportandtheyassistedlecturerswithassessment.Tutorsattendedvarioustrainingsessionstoequipthemwiththerequiredskillstoassiststudentswithwritingsupportandstudyskillsandtoprovideadditionalsupporttoat-riskstudents.Thesetrainingsessionsalsoservedtoenabletutorstocopewiththeirownstudies,whiletheyweretendingtothevariousneedsofotherstudents.Thetutorcoordinatortabledamonthlyreportprovidingfeedbackonallaspectspertainingtotutorsupportatthequalificationfocusgroupmeetings.

First Year Experience programmeTheFacultyhasastrongFirstYearExperience(FYE)programme.AllacademicsteachingfirstyearstudentsparticipateintheFYEfocusgroup.TheFYEfocusgroupmettwiceperterm,andworkedonstrategiestoensurethesuccessfulintegrationofmostlyfirstgenerationstudentsintheFaculty.TheFYEfocusgroupwasalsoactiveinfacilitatingandmonitoringtherolloutoftechnologyassistedlearning,incorporatinghandhelde-devicesasteachingandlearningtools.Mixedsuccesswasachieved.Notallfirstyearlecturersembracedthisteachinginnovationandmanyfirstyearstudentsdidnotobtainthedevicesrequired.ThecommitmentoftheFacultytosupportingtheacademicprogressandwell-beingoffirst-yearstudents

isalsoevidentintheexcursionforfirstyearstudents.Allfirstyearstudentsparticipateaswellasalargenumberofstaff,Master’sinEducationalPsychologystudents,tutorsandteachersfromcollaboratingschools.Theexcursionaimsateasingstudents’socialisationintotheuniversityculture.Itaffordsstudentstheopportunitytoformsupportgroups,andstaffinteractwithstudentsonamorepersonallevelinaninformalenvironment.Theexcursionalsohasastrongsocialjusticeandcitizenshipeducationfocus.Themessuchassexism,xenophobiaandHIV/AIDSareaddressedthrougheducationalgames,dramatizationofcasesand“bushdialogues”.Thefeedbackfromfirstyearstudentsabouttheexcursionhasbeenconsistentlyexceptionallypositivesinceitsinception.MrBryanMurrayfromGeorgiaStateUniversityparticipatedasoneofthefacilitatorsattheexcursionforBEd&FETstudentsin2014.Hefacilitateda“vexationandventure”game,focusingontheroleoftheteacherasachangeagent.Excursion (retreat) for PGCE studentsIn2014thePGCEstudentsandtheirlecturersspentaweekendtogethertofocusinaninformalenvironmentonthedevelopmentofthestudents’teachingskillsandtoassiststudentstobegintocraftapersonalteachingphilosophy.

Research support for master’s and doctoral studentsSupportwasprovidedtostudentsregisteredfortheMEd,PhDandDEd,intheformofaresearchmethodologyprogrammeofferedoverweekends.TheprogrammewasfacilitatedbyateamofacademicsfromtheUJaswellasotherinstitutions.Studentsreportedthattheirengagementwiththeseresearchexpertsaswellastheirexposuretoabroadspectrumofqualitativeandquantitativeresearchmethodsenhancedandsharpenedtheirresearchskills.

Foundation Phase teacher education students at the excursion Mr Bryan Murray in action at the excursion

14

Enriching the student experience through internationalisation (study abroad)TheMemorandumofUnderstandingbetweenUJandGeorgiaStateUniversity(GSU),AtlantaintheUSAaffords4thyearBEdandPGCEstudentstheopportunitytoobserveteachingandlearninginschoolsinAtlantaaspartfulfilmentoftheschoolexperience(practicum)requirementsoftheprogramme.25studentsandtwostaffmembersspenttwoweeksinAtlantain2014.Inadditiontotheschoolvisitstheywereexposedtoanextensiveacademicprogramme,whichincludedlectures,presentations,anddemonstrations.

Students and UJ staff at a school visit in Atlanta Similarly, 13 BEd students spent two weeks in Istanbul, Turkey, hosted by Beylikdüzü Fatih

University.

UJ students and staff hosted by Beylikdüzü Fatih University.

Teaching highlights and innovationsService learningThroughcommunitypartnershipsservicelearningopportunitiesareprovidedtostudentswithaviewtofosterasenseofsocialresponsibility,whilstsimultaneouslypreparingthemtobecomeeducationalpractitionerswhoareabletosupportandnurturelearninganddevelopmentindiverseeducationalcontexts.TheFaculty’sservicelearninginitiativeinvolvespartnerschoolsandcommunityorganisationsandincludesBEdandPGCEstudentsontheAPKcampusandBEd

HonsandMEdinEducationalPsychologystudentsontheSWC.TheFaculty’scommunitypartnersareElandsParkPrimary,WestburyHigh,PietvanVuurenPrimary,VorentoeHigh,UJMetropolitanAcademy,JohannesburgSecondary,SparrowFoundation,SparrowCombined,HopeSchool,KingswayCentreforConcern,NewNationSecondary,UnifiedComprehensive,CoronationvilleHigh,LeighMathewsTraumaCentre,ThandulwaziTrust,DowlingStreetprimary,LaerskoolJimFouche,LaerskoolGeneraalChristiaandeWet,MasimambaneCollege,TebogoTrustandTomorrowTrust.

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ServicelearningopportunitiestostudentsintheBEdinFPTeachingontheSWCwereprovidedattheFundaUJabuleSchool.Innovative teaching of first year teacher education studentsSchool-based assessment FirstyearteachereducationstudentsinthesecondaryschoolfocusedBEdprogrammearechallengedthroughaschool-basedassignmentduringtheirfirstschoolpracticumexperience.Thepurposeofthisassignmentistoguidetheobservationsandreflectionsofthefirstyearstudents.In2014athemeforthestructuredobservationwasallocatedforeveryday,namely:Day1:generalobservationoftheschoolandtheteacherintheclassDay2:theteacherasanagentofchangeDay3:theteacherasacreatorofaninclusivelearningenvironmentDay4:theteacherinserviceofacommunityandsocietyDay5:theschoolasacaringcommunityStudents’observationsandreflectionsonthesethemeswereillustratedwithphotographs(photovoice).Anexampleofanobservationofastudentwas:“Manylearnersstruggletogetbyfinanciallyandthecommunitywasgeneroustoestablishafeedingscheme.Thishastaughtmethatthecommunitycherishestheyouthandsupportthem.”Photographsillustratedhowtheschoolasacaringcommunityfunctionedandexampleswerethevegetablegardensandfoodschemes.Thisassignmentenabledthestudentstoengagewiththeconceptualknowledgeascontainedintheprescribedbook,inaveryauthenticandpracticalmannerCase teachingAteachinginnovationforfirstyearteachereducationstudentsistheextensiveuseofcaseteachingaspartofoneoftheircoursecurriculums.AbookonSouthAfricancasescompiledbyProfSarahGravett,ProfJosefdeBeerandDrKayMersethfromHarvardUniversityisused.Inasurveyamongstfirst-yearstudentstheymentionedthecasepedagogyusedinthiscourseasthemostmeaningfulcontributiontotheirlearningexperienceintheirfirstyear.

A unique teacher education model involving the Funda UJabule SchoolTheSowetocampuschildhoodteachereducationprogrammes(BEdinFPTeachingandBEdinIPteaching)aredesignedtocapitaliseonacentralorganizingprincipleofhowchildrenlearnanddevelop.Thetrioofintegratedpractical/experientiallearningopportunities,namelystudents’continuousinvolvementintheteachingschool,theirservicelearningactivitiesandtheworkintegratedlearningperiodsinschools,arewhatcharacterisetheuniquenessoftheprimaryschoolteachereducationprogrammeontheSowetocampus.Particularly,theinclusionofastudentpracticumcomponentattheteachingschool(FundaUJabule)forthefouryearsoftheiracademicprogrammeiswhatsetsapartprimaryschoolteachereducationintheDepartmentofChildhoodEducationatUJ.ThepracticummodelintheFPprogrammeisinitsthirdcycleofrevision.Throughoutthefouryearsofstudystudentsengageinavarietyofactivitiesintheteachingschool:studentsobservelearnersinthevariousgradeslinkedtoaparticularyearofstudy,theyteachselectedlessonsandprovideassistancetotheschoolteachers.Universityandschoolteachersworkintandemtomentorthestudentsduringtheirplacementattheschool.AsimilarpracticummodelattheteachingschoolwaspilotedfortheBEdinIPTeachingprogrammein2014.Also,studentsareextensivelyinvolvedinservicelearning.ServicelearningasaformofexperientiallearningisinfusedintoboththeIPandFPteachereducationprogrammes.InthefirstyearoftheFPprogrammetheservicelearningisrelatedtothemodulesaimedatstudents’professionaldevelopmentanditincludesasportsdayforthelearnersorganisedbythestudents.InthesecondyeartheservicelearningisinfusedinEducationStudies.Withthefocusonthedevelopmentofyoungchildren,theservicelearningactivityisaimedatteachingstudentsaboutthefactorsimpactingthesocialinteractionofyoungchildren.Herestudentsdesignananti-bullyingcampaignandteachthefoundationphaseschoollearnershowtobe‘buddies’.Inthethirdyear,theservicelearningactivitiesfindexpressioninastorytellingfestivalandstudentswriteandenactshortplaysbasedonstoriesfromtheirusetheirEnglishlanguagechildren’stextsfortheFundaUJabulelearners.

Sporting event

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ServicelearningisalsointegraltothenewIPprogrammeaswell.In2014thefirstyearstudentsranafoodgardeningprojectwiththeGrade4learnersattheFundaUJabuleSchool.Studentscreatedaverticalgardenusingrecyclablematerialsandtheytaughtthelearnersaboutstartingandmanagingafoodgarden.Afewmonthslateradaywassetasideforharvestingthevegetablesandstudentsandlearnersenjoyedapicnictogethertocelebratethesuccessoftheirproject.Thissuccessfulpilotwillbeimplementedagainin2015withthefinancialsupportoftheOppenheimerMemorialTrust.

BEd Foundation Phase final year students: Play productionForthefirsttimein2014thefourthyearBEdFPstudentsworkedinconjunctionwiththeUJArtsandCulturedepartmenttoproduceplayproductions,basedonthemesrelevanttothefoundationphaseclassroom(suchastrafficsafetyandbullying).Studentsincorporateddance,drama,musicandpropsinaperformanceforGrade4FundaUJabulelearners.Maths for the Intermediate Phase teacher education studentsAninnovationintheBEdinIPTeachingwastheinclusionofacoursetostrengthenthemathematicscontentknowledgeofthestudents.AlthoughnotallstudentswouldbechoosingtospecialiseinmathematicsintheirBEd,allintermediatephaseteachersmustbepreparedtoteachmathematicsintheprimaryschool.Schoolprincipals,teachersand

theDirectorateofTeacherEducationwithintheDHETreportthatregardlessofspecialisation,mostteachersintheuppergradesoftheprimaryschoolarerequiredtoteachmathematicsatonepointoranother.Duringthesecondsemesterof2014,theDepartmentofChildhoodEducationpartneredwithNumeric(aSouthAfricannon-profitcompany)inrunningaKhanAcademycourseforfirstyearBEdstudentsfocusingonmathematicsinintermediatephaseofschooling.Overthecourseof10weeks,studentsweretaskedwithmastering150KhanAcademyexercisescoveringarangeoftopicsinarithmeticandpre-algebra.Studentsattendedone90-minuteKhanAcademysessioneachweek,heldinacomputerlabatUJ,andtheywereexpectedtoworkadditionalhoursoutsideofclasstowardtheirgoalof150KhanAcademymasteryexercises.Boththestudentscores(studentswroteapre-andpost-test)andthestudentself-reportsindicateapositiveresponse,andmorethan10studentsrequestedtochangetheirsubjectspecialisationtomathematicsinthesecondyearofstudy.ThesuccessofthisinitiativehaspromptedtheinclusionofthecoursealsointheBEdFPprogrammein2015.

Student employability The“StudentEmployabilitySurvey”(2014)conductedbytheUnitforInstitutionalResearchindicatethatmorethan90.9%ofgraduatesfromtheFacultyofEducationwereemployedwithinthreemonthsaftertheystartedseekingemploymentand100%ofgraduateswereemployedwithin12months

Vertical gardens using recyclable materials created by Intermediate Phase students and Grade 4 Funda UJabule learners

Intermediate phase students’play production

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Research strengthsTheFaculty’sresearch,conductedintheCEPR,theCERTandinacademicdepartments,isaimedultimatelyatenrichingandtransformingthepracticeofeducation.Childhoodeducationandteachereducationareparticularstrengths.ThebulkoffundedresearchprojectsintheFacultyisinthefieldofchildhoodeducationandteachereducation.TheFacultyisaleaderinthecountryinresearchonprimaryschoolteachereducationwiththe“teachingschool”initiativeattheSWCauniqueexampleofpractice-basedteachereducation.SomeoftheteachingschoolresearchisconductedinpartnershipwiththeUniversityofHelsinki.ScienceeducationandresearchineducationalsupportforchildrenandyouthwhostruggleareotherstrongresearchareasintheFaculty.Highereducationasfieldofstudyisalsogainingprominencewithfocionhighereducationpolicyandleadershipandthescholarshipofteachingandlearning.TheSAResearchChair(NationalResearchFoundation)inEducationandCare,awardedtotheProfJacePillayin2013,testifiestothestatusofresearchonvulnerablechildrenintheschoolsector.

Research centresCentre for Education Practice Research TheCentrehasfourmainareasofwork,whichincluderesearch,journalpublication,teacherdevelopmentandresearchcapacitydevelopment.ProfElizabethHenningistheDirector.Researchersparticipateascollaborators,largelyfromtheDepartmentofChildhoodEducationandalsofromtheDepartmentofScience,MathematicsandTechnologyEducationatUJ.

Main research projects in 2014

• Mathematics Concept Development in Childhood:ThisresearchissupportedbyacompetitiveratedresearchergrantoftheNRFtoProfHenning,theZenexFoundationandtheUniversityofDuisburg-Essen.ItisconductedincollaborationwiththeUniversityofDuisburg-Essenandincludespilotresearchwithover3000childrenby2014.TheaimistostandardiseandnormaSouthAfricaninstrument.TheinstrumentwillbeusedasadiagnostictoolwithwhichtoidentifyGradeRandGrade1learners’competenceinmathematics.

• Teacher knowledge of mathematical cognition: Thisresearchdovetailswiththeresearchonlearners.Teachersintwoschoolsaretrackedintheir

developmentofpedagogicalcontentknowledge,focusingspecificallyonhowtheyconvertemergentknowledgeofcognitivedevelopmentalpsychologypertainingtomathematicsintotheirdiscourseintheclassroom.FundingformtheZenexFoundationisutilisedwithNRFincentivefundingforaB-ratedresearcherintheworkinggroup.

• Aprojectonscience concept development of children,dovetailingwithastudyofscienceknowledgeofstudentteachers,waslaunchedin2014withaNRFgrantinEducationalResearchinSouthAfrica(ERSA).InthisprogrammeofresearchundertheleadershipofthedirectoroftheCEPR,theco-investigatorisProfJariLavonen(HelsinkiUniversity),whoisaleaderinscienceeducationinEurope.ThefieldresearchisconductedatUJandtheUniversityofZululand.

• Teacher education at teaching schools:ThisisaparticipatingprojectwithHelsinkiUniversity,fundedbytheNRF.

• Pilot study for the establishment of the Cognition Lab in the centre.ThisresearchisfundedbytheNRFincentivefundingforaB-ratedresearcher(ProfElizabethHenning).

Journal publication

The SA Journal of Childhood EducationiseditedandproducedbytheCEPR,withSun-Mediaasproductionhouse.Itsfourthvolume(threeissues)waspublishedin2014.ItwasawardedDHETaccreditationattheendof2013andwastakenupinthelistingoftheInternationalBibliographyoftheSocialSciences(IBSS)in2014.Thejournalisintheopenaccesscategoryandonline,withasmallnumberofprintcopies.www.sajce.co.zawww.uj.ac.za/sajce.

8 RESEARCH

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Research capacity development• Research methodology Winter School: InthetraditionoftheCEPRsince2009,winterschoolcoursesarepresentedforresearchersandteachers.In2014(June)thewinterschoolwasfocusedonthethemeofevaluationresearchandRaschmodellingineducationalresearch.ThecourseswerepresentedbyDrLarz,Balzer,formtheInstituteofVocationalEducationinSwitzerland.HeisaresearchassociateintheCEPR

• Supervisor training for foundation phase teacher education lecturers: ThiswasajointprojectwiththeSouthAfricanResearchAssociationforEarlyChildhoodEducation(SARAECE).

Centre for Education Rights and TransformationProfSalimVallyisthedirectorofCERT.In2014CERTcontinuedtomakeapositivecontributiontoknowledgecreationandsocialtransformationinSouthAfricaanditincreasedlinkagesandresearchproductionwiththelocalandglobalacademy.ThestrategicfocusofCERTin2014revolvedaroundpost-schooleducation.Althoughmanyoftheresearchprojectsemanatingfromthisfocuswillberetained,CERTwillmakeastrategicshiftbydevotingitsresearchactivitiesincreasinglytoschooling.Noteworthy accomplishments in 2014 include:• Publicscholarshipandcommunityengagementrelatedpublications:Morethanthirtymonographs,booklets,manuals,op-edsandotherarticleswerepublishedin2014.

• ProfLindaChisholm,formeradvisortotheMinisterforBasicEducationandahighlyregardedhistorianofeducationandacomparativeeducationistwasappointedasastaffmemberinNovember2014.

• In2014,CERTagreedtohousetheaccreditedjournalEducationasChange.Thefocusofthejournalhaschangedrecentlyfromcurriculumresearchtopromotingcriticaleducationalresearchthatinvestigatesissuesofsocialjusticeandequality.

• PublicationofthebookEducation,Economy&Society:Thisbook,editedbyProfSalimVallyandMrEnverMotala(aCERTresearchassociate),receivedwidespreadinternationalandlocalexposure.Aprintrunof500bookswassoldouttwomonthsafterthebookwaspublishednecessitatingasecondprintrun.Thebooklaunchwasaccompaniedbyamulti-sitebooktourinSouthAfricaandwideexposureinthelocalmedia.

Research ActivitiesIn2014,CERThadnineactiveresearch(anddevelopment)projects,severalofwhichdrewinternationalexposureandparticipation.• Globalisation and education: Thisresearchpaysspecialattentiontothepost-apartheid’spolicyonskillsdevelopmentanddebatesaroundtechnicalandvocationaleducationanditsinstitutionalforms.

• Industrial change, technology and skills in post-school education: Thisprojectseekstohighlighttradeunioneducationandresearchonworkplacechangesasanareaofresearchandeducation.

• Transformation from school to work: Thisprojectstartsfromtheassumptionthatsecondaryeducationandholisticyouthdevelopmenthasthepotentialtoplayacentralroleinimprovingyouthwell-beingandcontributingtosocialdevelopmentinSouthAfrica.

• Comparative histories of education in South Africa: DespiteSouthAfrica’sintegrationintoglobalhistoricalpatternssincecolonialism,andthecontinuingevidenceofthepastinthepresent,thestudyofSouthAfrica’seducationalhistoryincomparativeandinternationalperspectiveispoorlydeveloped.Post-apartheidandpost-colonialchallengesarerootedinthecolonialandapartheidpastswiththeirglobalandtransnationallinks.Thisprojectaimstoprobethesehistoriesofconnectionanddisconnectionbetweenpastandpresent,SouthAfricaandtheworld,thecontinent,andregion.Itisinterestedinhowknowledgehastravelledthroughcolonialandnon-colonialcircuits,beenreceivedand

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transformed.Itsfociincludehistoriesofformal,non-formalandinformaleducationthroughthecolonialandapartheidperiodsandspanshistoriesofliteracy,readinganddevelopmentofothercapabilitiesastakenupinandthroughschools,colleges,communities,tradeunions,politicalorganisationsandgroupsofindividuals.Includedarehistoriesofcontrol,surveillanceandsupervision;creation,distributionandreceptionoftextualandvisualresources;teachersandteaching;pedagogiesandlearning.

• Privatisation of schools: Worldwide,overthelastthreedecades,therehasbeenanincreasinginvestmentintheeducationfieldbyprofit-orientedprivateactors.IncomparisonwithotheremergingcountriessuchasBrazilorIndia,privateschools(or‘independentschools’),inSouthAfrica,havesofarcateredforasmallshareoflearners.Nevertheless,thenumberofprivateschoolsisgrowingrapidlyandformalchainsofself-identifiedlow-feeprivateschoolsareemerging.Thepresentresearchexamineslow-feeprivateeducationprovisioninSouthAfricaandtherepercussionsoftheseschoolingmodelsforeducationalequality.

• Emerging Voices 2 (EV2):EmergingVoices1(HSRCPress2005)focusedontherelationshipbetweenbasiceducationandthedevelopmentalchallengesfacingruralcommunities.EV2buildsontheworkofEV1:thereisacontinuedfocusonissuesofpoverty,inequalityandvoice,butthereisashiftinfocustopost-schooleducation,youthdevelopmentandunemployment,anddevelopmentalchallengesinurban,peri-urban,anddeindustrializingpoorandworkingclasscommunities.

• Education rights, social justice and transformation: CERT’srightsresearchencompassestheteachingandlearningofhumanrightsthatcancontributetothedevelopmentofacriticalcitizenryabletosustainandplayapartintheattainmentoftheirownrights;therelationshipofhumanrightstowidersocio-economicrightsandtheimpactofneoliberalismandprivatizationonhumanrights.

• Community education protests and quality education: Thisin-depthstudyofalocalisedprotestintendstoshedlightontheextenttowhichactors‘frombelow’mayshape,transformandsubvertstateeducationpoliciesanditsassociatedresourceallocationchoices.Itwillalsoquestiontheextenttowhichapparentlyephemeralandspontaneouseventsmaybeentangledwithmorestructuralpoliticalandideologicaldynamicsrivetedtoeducationissues.

• Local communities and community activism: In2014,CERTembarkedonaprojecttoidentifycommunitiesintheimmediatevicinityoftheBuntingRoadCampusassitesoflearningandresearch.Theprojectinitiateddiscussionbetweenpresentresidents,formerresidents,communitybasedorganization,educationinstitutions–schoolsintheareaandsurrounds,aswellaswithindividualsin

theDepartmentofEducationalPsychology,intheFacultyofArtDesignandArchitecture(FADA),andUJStudentSupport.

ChairsSA Research Chair in Education and CareProfJacePillayholdstheSAResearchChair(NationalResearchFoundation)inEducationandCare.ProfPillay’sresearchfocusesonassessingfactorsofvulnerability(risks,pathology)andfactorsofprotection(resiliency,assets,strengths)thatareprevalentintheeducationandcareoforphansandvulnerablechildren(OVC)asembeddedintheirfamilies/caregivers,schoolsandcommunities.TheultimategoalistoutilisethefindingsofthetargetedassessmentstodesignfocusedinterventionsthatcanbeimplementedtoreducethefactorsofvulnerabilityandenhanceprotectivefactorsinOVCthroughculturallyappropriate,evidence-based,authenticinterventionswiththeirfamilies/caregivers,schoolsandcommunities.ProfPillay’sresearchoutputwasoneofthehighestintheFacultyin2014.Hesupervisedtwopostdoctoralresearchfellows;andhesupervisedfivemaster’sstudentsandtwodoctoralstudentstocompletionin2014.

Chair: The Scholarship of Teaching and LearningProfBrendaLeibowitztookuptheChairintheScholarshipofTeachingandLearningin2014.ThisUJChairshowsthecommitmentoftheUniversitytoadvanceteachingandlearningscholarshipatUJandinthehighereducationsector.SignificantprogresswasmadeduringthefirstyearofexistenceoftheChair.Someofthehighlightsinclude:• Sotl@UJ:TowardsaSociallyJustPedagogy.Thisisathree-yearresearchprojectundertheleadershipofProfLeibowitz.Itaimstoencourageacriticalandsupportivelearningcommunityamongstacademicswhocometogetheracrossfacultiesanddisciplinestodebateapproachestowardsresearchonteachingandlearning.Thegrouphasgrowntoapproximately30members,althoughitsBlogpostingsandseminarseriesreachalargergroupof60academics.Theprojectsportsanactiveblog(http://sotlforsocialjustice.blogspot.com),aseminarseriesandallactiveparticipantshavetheirownresearchprojectinwhichtheyinvestigatehowtoteachatuniversitylevelinordertoadvancesocialjustice,andhowtoteachjustly.

• AsprojectleaderProfLeibowitzobtainedNRFfundingforthenationalresearchproject:InterplayofStructure,CultureandAgency:AStudyonProfessionalDevelopmentinHigherEducation(2014–2016).

• AsprojectleaderProfLeibowitzobtainedDHETfundingforthenationalPilotProjectonFellowships(2014–2016).

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Research productivity and outputOverviewTheFaculty’sresearchoutputhasincreasednotablyduringthepastfewyears.

In2014theFacultyproduced85.01researchunitscomprisingofarticlesinaccreditedjournals,researchbasedbooksandconferenceproceedings.Fortytwo(42),permanentacademicstaffmembers(includingassistantlecturers)contributedtosubsidisedresearchoutputthroughpublicationsinaccreditedjournals,conferenceproceedingsandchaptersinresearchbooksin2014;seven(7)morethanin2012.Master’sanddoctoralstudents,researchassociatesandvisitingprofessorsalsocontributedtotheresearchoutput.Generally,thestudentpublicationswereco-authoredwiththeirsupervisors.

N* N** International National Proceedings Chapters Total

Professors 14 11 7.99 4.32 2.65 - 14.96

Associate professors 9 8 9.16 4.00 9.92 0.68 23.76

Senior lecturers 17 13 12.26 2.83 2.66 0.33 18.08

Lecturers with PhD 10 4 4.00 1.20 1.42 0.89 8.69

Lecturers without PhD

14 4 0.33 0.50 - 0.35

Assistant lecturers 3 2 - - 1.00 - 1.00

Associates and visiting professors

7 1.33 2.77 - 0.34 4.44

Emeritus professor 1 1.33 - - - 1.33

Postdoctoral fellows 3 1.00 1.50 - - 2.50

Students 20 2.60 1.38 6.27 - 10.25

TOTAL 40.00 18.50 23.92 2.59 85.01

*Referstonumberofstaffinthecategory**Referstonumberofstaffinthecategorywhocontributedtooutput

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Associateprofessorsandseniorlecturersasagroupareoutperformingtheprofessors.Thepercapitaoutputofprofessorswas0.94unitsincomparisonwiththepercapitaoutputofassociateprofessors(2.64units)andseniorlecturers(1.06units).Top performers in terms of research outputIn2014thetopperformersintermsofaccreditedresearchoutput(2unitsorhigher)were:Professors: ProfJacePillay(4.33),ProfChrisMyburgh(2.48units),ProfRajMestry(2units)Associate Professors:ProfUmeshRamnarain(6.07units);ProfJulietPerumal(4.00units);ProfNadinePetersen(3.16units);ProfGeoffLautenbach(2.33units);ProfDevikaNaidoo(2.00units)Senior Lecturers: DrTsedisoMakoelle(8.00units);DrMMalindi(3.00units)Lecturers:DrMondliHlatshwayo(3.39units);DrGrahamDampier(2.00units)Thetopperformerintermsofresearchoutputover5yearswasanassociateprofessor–ProfUmeshRamnarain(19.32units)Otherstaffmemberswhoproduced10researchunitsormorefrom2010to2014were:Professors: ProfMaropengModiba(13.42units),ProfRajMestry(12.34units),ProfChrisMyburgh(12.07units)andProfJacePillay(11.74units).Associate Professors:ProfJosefdeBeer(11.61units),ProfGeoffLautenbach:(10units)Senior Lecturer:DrTsedisoMakoelle(11.34units).

Conference participationAtotalof27staffmembersdelivered58papers(9virtual)at33internationalconferencesand22staffmembersdelivered43papersat15conferencesnationally.

Research benchmarking via SciVal and ScopusTheFacultyendeavouredtobenchmarkitsresearchperformanceagainstotherreputableFaculties/SchoolsofEducationduringthepastfewyears.Thisproved

tobedifficult,asinstitutionswerenotkeentoshareinformationaboutresearchperformance.TogetafiveyearperspectivetheFacultydecidedtouseSciValforbenchmarkingwiththeassistanceoftheUniversity’sResearchandInnovationdivision.SciValisaresearchintelligencesystemestablishedbyElsevierpublishingcompany.AllmetricsandinformationdisplayedinSciValareextractedfromtheScopusdatabase.NotallreputableresearchjournalsareincludedintheScopusdatabase,thustheanalysisbasedonScopusincludesonlythosearticlesinjournalsandotherpublicationsthathavebeenincludedinthedatabase.UntilrecentlytheScopusdatabasehasbeenbiasedheavilytowardsthenaturalsciences.Theconsequenceis,forexample,thathighlyratedEducationresearchersdonotnecessarilyhavestrongScopusprofiles.ItshouldalsobenotedthatallstaffmembersdonothaveaScopusaffiliationprofilewiththeFacultyyet–acompletepresenceonScopus,whichcoulddirectlybeassociatedwiththeFacultyofEducation.Thus,theresultsofthisinitialbenchmarkingarenotyetcomprehensiveandall-inclusive.Nevertheless,despitethelimitationsofSciValitiscurrentlythemosttrustworthyandcomprehensivesystemthatenablesresearchbenchmarkingandtrackingofprogress.SciValdoesnotcurrentlypossessanaccuratefeaturewhichenablestheFacultytobenchmarkitselfresearch-wiseagainstsomeofitspeers(e.g.othercorrespondingFaculties/SchoolsofEducation).However,SciValdoesallowforbenchmarkingagainstthecombinedresearchperformanceofallFaculties/SchoolsofEducationinthenationalhighereducationsector.Thiswasdone.ProminentSciVal’smetricsinclude productivitymetrics,whichprovideinformationonthevolumeofoutputs;citation impactmetrics,whichindicatetheinfluenceofoutput,asindicatedbyvarioustypesofcitationcounts;collaboration metrics,whichprovideinformationontheresearchpartnershipsinwhichfacultystaffwere(oris)involved;anddisciplinarity metrics,whichprovideinformationonthespreadoftopicsinpublications.

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A productivity metrics benchmark: Actual scholarly output from 2010 to 2014ThisfigureportraysthenumberofScopus-recordedscholarlyoutputs(journalarticles,conferenceproceedingsitems,bookchaptersandstand-alonebooks)jointlygeneratedbyallFaculties/SchoolsofEducationofSouthAfricanhighereducationinstitutions(HEIs)excludingUJoverthepastfiveyears.TheseoutputsarecomparedtocorrespondingoutputsgeneratedbytheFacultyofEducationatUJ,onayearonyearbasis.Thenationaloutputdisplaysastrongascendingtrendline,indicatingthattheactualnumberofoutputsin

2010(approximately150)hasalmostdoubled(toapproximately290),representingalmost19%growthperannumonaverage.UJ’sFacultyofEducation’soutputalsorevealsanascendingtrendline,withtheactualnumberofoutputsupfromalowbaselineofapproximatelyeight(8)to25overthefiveyearperiod,whichimpliesthattheoutputmorethantripled.Althoughtheyears2012and2013showedadeclineinoutputs,basedonthe2014outputs,anaverageannualgrowthrateofalmost43%overthefiveyearperiodisevident.In2010theUJoutputrepresentedjustmorethan5%ofthejointnationaloutput.By2014,thispercentagehasimprovedto8.6%.

Two citation impact metrics benchmarksThe‘cited publications’ indicatorreferstothepercentagepublicationswhichwerecitedatleastoncefrom2010to2014.

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ThisfigureportraysastrongdownwardtrendlineforthisindicatorforallSouthAfricanFaculties/SchoolsofEducation(includingUJ)overthepastfiveyears.Thisistobeexpected,becausethere’stypicallyalagperiodbetweentheinitialpublicationdateandthepublicationdateoftheoutput(s)doingtheciting.Althoughlaggingbehindinitially,theFaculty’scitedpublicationpercent-

agesincreasinglymirrorthoseofthenationalHEsector.The2013and2014percentagesarespecificallyencour-aging,asarapidclosureofthegapbetweenUJandotherHEIsiswitnessed.

Another citation impact metrics is the publica-tions in top journal percentiles.

Theindicator‘publications in top journal percentiles’referstothepercentageofpublicationsrepresentedinthetop10%most-citededucationjournalsindexedbyScopus.Comingfromaverylow(non-existent)base-linein2010and2011,UJ’sFacultyofEducationsoonstartedtomatchandeventuallysupersedednationalmetrics.Its17%in2013isalmostdoublethenational

averageandits2014figureisonparwithit.Onlytimewilltellwhetherits2014outputwillalsomaintaintheFaculty’ssharplyrisingtrendline.

A collaboration metrics benchmark: Percentage of output that involved international collaboration

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‘Collaboration’referstothepercentageofpublicationsthatenjoyinternationalco-authorship.ThenationalaverageforFaculties/SchoolsofEducationfluctuatesbetweenapproximately13and19%overthepastfiveyears.In2010and2013internationalcollaborationwasevidentinmorethan20%oftheFaculty’sresearchoutputs.TheFaculty’s2014figureisdisappointing.

National Research Foundation rated researchersTheNRF-ratedresearchersintheFacultyincreasedfromthree(3)in2010tonineattheendof2014.

Prof Elizabeth HenningProf Elizabeth Henning is the Director of the Centre for Education Practice Research at the Soweto campus. She leads research in mathematical cognition and language in the early years of school as well as primary school children’s learning of science concepts and reading of science texts. She is a Fellow of the American Educational Research Association. She combines instructional film production with research.

Email: [email protected]

Prof Raj MestryProf Raj Mestry’s main research interest is Social Justice and Equity: Financial Management; Women Leadership. He served on the South African Journal of Education’s editorial board and was co-editor of a special issue on Instructional Leadership in the Education as Change journal. In 2012, he was awarded the Research Medal for his research contribution to education from the Education Association of South Africa.


Prof Jace PillayProf Jace Pillay holds a South African Natiional Research Foundation Research Chair in Education and Care in Childhood. He heads a research team focusing on the educational, psychological, and social care of orphans and vulnerable children.


Prof Juliet PerumalProf Juliet Perumal graduated with a PhD in Education from the University of the Witwatersrand, Johannesburg. She has published in the field of language and gender; critical, and feminist pedagogies; transformative curriculum, democracy; educational leadership; and qualitative research methodologies.


Prof Chris MyburghProf Myburgh has been a tenured professor in Psychology of Education since 1989 and is an expert regarding quantitative as well as qualitative research methodologies. His focus areas are especially adolescence, persons confronted with life challenges and strategies to facilitate these persons’ mental health. He serves on the ethics committees of the Medical School of the University of the Witwatersrand and the Faculty of Education (vice-chairperson) of the University of Johannesburg.


Prof Shireen Motala Prof Shireen Motala is Director of the Postgraduate Research Centre: Research and Innovation Division, and Associate Professor in the Faculty of Education, the University of Johannesburg. Her research interests and expertise have been in the areas of education financing and school reform, access, equity and education quality and globalisation.


Prof Brenda LeibowitzProf Brenda Leibowitz is team leader for a national NRF funded project, “Context, Structure and Agency”. She is co-editor for the journal, Critical Studies in Teaching and Learning (Cristal). She has edited several books on academic development and social justice in education.


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TheratingofProfUmeshRamnarainandProfLindaChisholmwasannouncedin2014(effectivefrom2015).

Prof Umesh RamnarainProf Umesh Ramnarain’s research is on inquiry teaching and learning, and its uptake in South African classrooms characterised by diversity and complexity in terms of intrinsic and extrinsic or environmental factors. The knowledge base he has built has important implications at both the national and international levels, especially in terms of inquiry teaching in underprivileged schools.


Prof Linda ChisolmProf Linda Chisholm is a former special advisor to the Minister of Basic Education, Director of Education Research at the HSRC, Professor of Education at UKZN and Director of the Wits Education Policy Unit. Her PGCE and MA were completed at the University of London, and her PhD at the University of the Witwatersrand, Johannesburg. Her research focuses on the historical, contemporary and comparative aspects of education policy and curriculum in South Africa and the region.


Research and development fundingThenumerousexternallyfundedresearchprojectsin2014beartestimonytothevibrantresearchculturethathasdevelopedintheFaculty.(SomeofthegrantsthattheFacultyreceivescombineresearchanddevelopment.)FundersincludedtheNationalResearchFoundation(severalprojects);theDepartmentofHigherEducationandTraining;theFoundationforHumanRights;theRosaLuxembourgFoundation,theEducationPolicyConsortium,FordFoundation,HewlettPackardCompany,ZenexFoundation,USAID,ElmaFoundationandOppenheimerMemorialTrust.Theresearchanddevelopmentfundinggeneratedin2014amountstoR9501415.Theprogrammearea

ofchildhoodeducationattracted47%ofthefundinggenerated(R4520802).

Research journals housed in the FacultyTheFacultyservestheeducationresearchcommunitythroughtworesearchjournals.Education as Change,publishedbyTaylor&FrancisandUnisaPress,islistedintheSocialSciencesCitationIndexofThomsonReuters.TheSA Journal of Childhood EducationiseditedandproducedbytheCEPR,withSun-Mediaasproductionhouse.ItwasawardedDHETaccreditationattheendof2013andwillbetakenupinthelistingoftheInternationalBibliographyoftheSocialSciences(IBSS)in2015.

UJ associated schools

TheFacultyistheguardianofUJMetropolitanAcade-my(UJMA).Theschoolonceagainobtainedexcellentmatricresults–a100%passrate,94.4%Bachelor’sand5.6%Diplomaendorsement,whichmeansthatalllearnersqualifiedtostudyattertiarylevel.Atotalof126distinctionswereobtained.TheFacultyisinvolvedinseveralwaysatUJMA.Stu-dentsdoworkintegratedandservicelearningattheschoolandtheFacultypilotedthe“teachingschool”conceptinafewsubjectsin2014.Inaddition,theFac-ultywasinvolvedintheofferingofLifeSciencesintheFurtherEducationandTraining(FET)bandatUJMA.Learnersweretaughtbyfinalyearpre-service(BEdandPGCE)studentteachers.Threefacultystaffmemberswereinvolvedasmentors.

9 COMMUNITY ENGAGEMENT, PUBLIC ENGAGEMENTS, ALUMNI AND BRANDING

A C A D E MIC E X C E L L E N C E

26

PostgraduatestudentsinEducationalPsychologyassistedtheschoolwiththeselectionoflearnerswhohavethepotentialtoexcelinmathematicsandscienceintoGrade8.ThestudentsalsoassistedwiththecareerassessmentofGrade11learnersintheschool.TheFundaUJabuleSchoolontheSowetocampusisnotonlyateachingschool,butitalsoservesthesurroundingcommunityintermsofchildhoodeducation.Public engagements, branding and alumniPublicengagementsconsistedofeducationconversations,publiclecturesandpublicseminars.• “TeachersUpfront”conversationswereco-hostedbytheUJFacultyofEducation,WitsSchoolofEducation,BridgeFoundation,Sci-BonoDiscoveryCentreandtheMail&Guardiannewspaper.TheMail&Guardianpublishedarticlesonalltheconversations.

• AnotherseriesofeducationconversationswashostedbytheFacultyinpartnershipwithKagisoTrustandCityPress.

• 19publiclecturesandpublicseminarswerehostedbytheFaculty,somedeliveredbyvisitingprofessors.

TheFacultynewsletterEdu-brief @ UJwaspublishedtwice.Facultystaffregularlycommentedinthemedia–newspapers,radioandtelevision–oneducationissues,

andFacultyachievementswerereportedwidelyinnewspapersandotherforums.TheFacultyalsostrengtheneditsrelationshipwithalumni.Twoalumniaffinitygroupswereactive,inEducationalPsychologyandinEducationLeadershipandManagement.

Dr Tumi Diale presenting at an Educational Psychology affinity group seminar on the topic “When the music changes, so must the dance: Exploring relevant career guidance and counselling

interventions within the South African context”

• DrLaraRagpotreceivedtheViceChancellor’sdistinguishedteachingaward.

Dr Lara Ragpot, receiving the best teacher award, with Prof Angina Parekh and Prof Ihron Rensburg

• ProfCoertLoockwasappointedbytheMinisterofBasicEducationMsAngieMotshekgatoserveontheUmalusiCounciluntil2018andhewasalsoappointedaschairoftheassessmentcommitteeofUmalusi.

• TheInternationalBoardofDirectorsoftheHonorSocietyofNursing,SigmaThetaTauinductedProfChrisMyburghasanHonoraryMemberinaceremonyinCapeTownduringNovember.ProfMyburghhasbeenworkingformanyyearsinclosepartnershipwithProfMariePoggenpoelfromtheDepartmentofNursingatUJ.

•ProfUmeshRamnarain’spaperdeliveredattheInternationalScienceEducationConferenceinSingaporeasawardedtheSpringerBestPaperaward.

10 SPECIAL ACHIEVEMENTS OF STAFF AND STUDENTS

27

Atthe2014NationalTeachingAwardsofthedepart-mentofBasicEducation,aFacultystudentandanalumnuswerehonoured,namelyMrAndonisAntoni-ouandMsKiraWatson.MrAndonis(Tony)AntonioureceivedthefirstprizeintheExcellenceinSecondary

SchoolTeachingAward.MrAntoniouisregisteredforaPhDinscienceeducationintheFaculty.MsKiraWat-sonwasastudentoftheFacultyin2010,andshewonthethirdprizeintheExcellenceinTeachingScienceAward.

Prof Umesh Ramnarain receiving the Springer Award for the best paper

Mr Adonious Antoniou and Ms Kira Watson

2014 was in the main a successful year for the Faculty of Education. Success was evident in aspects such as the following: • Undergraduatestudentsuccessandgraduateoutput

• Growthinresearchoutput• Growthinnumberofpostdoctoralfellows• Strengtheningofinternationalcollaborations,particularlythroughtheappointmentofeminentvisitinganddistinguishedvisitingprofessors

• Externallygeneratedresearchanddevelopmentfunding,particularlyintheflagshipareaofchildhoodeducation

Areas of underachievement were• Throughputofmaster’sanddoctoralstudents• Enrolmentofinternationalstudents• EnrolmentintheBEdHonsdegree

11 CONCLUSION

28

ThekeyprioritiesandassociatedinitiativesthatwillbepursuedintheshortandmediumtermtobolstertheFaculty’squestforglobalexcellenceare:

12 THE WAY FORWARD: TOWARDS GLOBAL EXCELLENCE

Global excellence

Do basicthings right and well (and fight complacency

andmediocrity)

Leadership development

and distributed leadership

Capitalise on existing areas

of strength and nurture emerging strengths

Pursue andbolster

international collaboration

Publications in high impact journals

Co-authoring with leading collaborators

Study abroad

Focused mentoring

Offer selected postgraduate programmes

online orblended mode

Funding

Strategic andselective collaborators

Post doctoral fellows

Joint postgraduate programmes with international partners

Internationalstudents and staff

Preeminentvisitingprofessors

Increasing visibility of Faculty initiatives and achievements

Ultimately,tobeexcellentintheglobalsphere,afacultyhastobecompetitiveinanichewhichshowsitsuniquelocalstrength.Suchastrengthwouldbeinternationallycompetitivebecauseofitscontextualfidelity.Ultimately,theglobalexcellenceoftheFacultythusliesnotinitsglobalcompetitiveedge,asmuchasinitsglobalinnovativeedge–findinganddisseminatingwaysofknowingandeducatingthatareinnovativeandrobustforproblemsofthecountryandtheregionandwhichcouldbeutilisedwidely–notonlyinthedevelopingworld.TheFacultyofEducationatUJ’sstrengthliesinitseducationof(mainly)Africanuniversitystudentsininnovativepedagogiesthatholdthepromise

ofimpactingchildrenandyouthinschools.Likewise,itsresearchprojectsbuildthescholarlycapacityofstaffandstudentstodelvedeeplyintolocalrealities,searchingforunderstandingandforimprovementofsomeaspectsofanationaleducationsystemthatfacesmanychallenges.HereinliestheprobableglobalexcellenceoftheFacultyofEducation–itsresearchanditsteachingwhichtargetslocalissuesinprogrammesandprojectsthathavethepotentialtobeknownas‘cuttingedge’researchandteachingbeyondthecountry’sborders.Tothisenditisessentialthatresearchfindingsbedisseminatedwidely,notonlyatconferencesandinnetworks,butinleadingjournalsacrosstheglobe.

Dynamic knowledge makingfor 21st century education

2014€¦ · degree (bed): 89.9% ... (ntu), singapore. 6 (university of sydney) and prof catherine...

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