Browsing by Subject "advocacy"

Now showing 1 - 7 of 7
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    Determining the necessity of a footbridge in Statice Heights
    (2011-10) UCT Knowledge Co-op
    The research stemmed from a request from The Women's Circle (TWC), an NGO that works in Statice Heights and other areas. TWC's aim is to encourage and assist people in finding solutions to the challenges they face in their context. In this particular case TWC requested assistance in motivating for the building of a footbridge, by the City of Cape Town, across the canal in a location currently used to access services in Bridgetown. TWC argue that the current infrastructure is inadequate.
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    Open Access
    Mapping and mobilization for public transport advocacy in African cities
    (2017-08-30) Klopp, Jacqueline
    Quick overview of why paratransit mapping/data collection matters Example of mapping effort (Digital Matatus in Nairobi) Brief look at the spread of mapping in African cities and implications Challenges/opportunities moving forward
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    Motivation for the building of a footbridge to link Statice Heights and Bridgetown, Cape Town
    (2011-09) Shucart, Reika; Shoro, Katleho; Smith, Conor; Eriksson, Karin
    This document summarises the main findings of preliminary research carried out by postgraduate students at the University of Cape Town. Information contained in students' research proposals was formed from overt participant observation and unstructured interviews with local residents that identified themselves as being part of The Women's Circle. These views are believed to represent the wider community including children, people with disabilities and adults currently living in Statice Heights.
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    Open Access
    OER and OEP in the Global South: Implications and recommendations for social inclusion
    (African Minds, International Development Research Centre & Research on Open Educational Resources for Development, 2017-12) Arinto, Patricia; Hodgkinson-Williams, Cheryl; Trotter, Henry; Michelle Willmers
    The Research on Open Educational Resources for Development (ROER4D) project was undertaken to provide a better understanding of the uptake of Open Educational Resources (OER) and their impact on education in the Global South. The 18 sub-projects that comprise the larger project investigated the extent of OER adoption by educators and students; the factors influencing OER adoption; and the impact of OER adoption on access to educational resources, the quality of teaching and learning, and some of the costs of education provision in 21 countries in South America, Sub-Saharan Africa, and South and Southeast Asia. The findings of each of the sub-projects are discussed in the various chapters comprising this volume, and a meta-synthesis of these findings is presented in Chapter 2. Using a social realist lens, the meta-synthesis provides a comparative analysis of OER use, adaptation and creation across the research sites, and identifies the structural, cultural and agential factors that enable and constrain these Open Educational Practices (OEP). It points out disjunctures in adoption processes in the countries and institutions studied, and draws insights regarding the extent to which OER adoption can expand access to educational materials, enhance the quality of educational resources and educators’ pedagogical perspectives and practices, and improve the affordability and sustainability of education in the Global South. This concluding chapter explores the implications of the main research findings presented in the meta-synthesis for the attainment of social inclusion, which lies at the heart of the Open Education movement. The Paris OER Declaration of 20121 explicitly calls upon states to “[p]romote and use OER to … contribut[e] to social inclusion, gender equity and special needs education [and i]mprove both cost-efficiency and quality of teaching and learning outcomes”2 (emphasis added). The Ljubljana OER Action Plan of 20173 likewise recognises that, “[t]oward the realization of inclusive Knowledge Societies ... [OER] support quality education that is equitable, inclusive, open and participatory”. Understanding how OER, OEP and Open Education more generally, can help to achieve social inclusion is particularly critical in the Global South where increased demand, lack of resources and high costs limit the capacity of education systems to provide accessible, relevant, highquality and affordable education. This chapter aims to contribute to this understanding the potential of OER and their accompanying OEP through a critical exploration of the ROER4D findings in terms of whether and how OER adoption promotes equitable access, participatory education and empowerment of teachers and students, and thus helps to achieve social inclusion. The chapter begins with a brief overview of the relationship between OER and social inclusion, details the implications of ROER4D’s findings as they pertain to social inclusion, and concludes with recommendations for advocacy, policy, practice and further research in OER and OEP in the Global South.
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    Restricted
    ‘Open Textbooks in South African Higher Education’ Roundtable Report
    (Digital Open Textbooks for Development, 2021-09) Trotter, Henry; Willmers, Michelle; Cox, Glenda; Masuku, Bianca
    This is a report by the Digital Open Textbooks for Development (DOT4D) project team from a virtual round table event that took place in July 2021. The event was held with higher education managers, librarians and academic development practitioners and provided an opportunity for these stakeholders to have an exploratory conversation around possible areas of collaboration and identify practical, implementable steps that can be taken to support this area of work going forward.
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    TEDI 4 Week 3 - Becoming Part of a Support Team- A Mother's Perspective
    (2019-06-01) Isaacs, Aimee; Chikowore, Sandra
    In this video, Aimee Isaacs and special needs educator Sandra Chikowore discuss Sandra's experience in empowering a team to work together to care for children with severe to profound intellectual disability. Sandra, as a mother of a child with a disability, has experience in caring for children with different kinds of disabilities, such as children with autism and fetal alcohol syndrome. She discusses the role she plays in linking the support teams, caregivers and community partners in the care process, and which community members are involved in the care of children with disabilities. She then discusses how each different member of the support team enables or supports the care for children with disability, from physicals care work to advocacy. She discusses the importance of mutual respect, collaboration and open communication between different support team members.
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    TEDI 4 Week 4 - TEDI research
    (2019-06-01) Henkeman, Thandi
    In this video, Thandi Henkeman discusses the four core themes that emerged from research conducted with the students of the TEDI face-to-face course, namely 1) advocacy, 2) collaboration, 3) developing relationships with learners with severe to profound intellectual disability, and 4) self-care. She discusses the four main themes and the main findings that emerged from interviews and research with the students on the TEDI course.