https://openscholar.ump.ac.za/handle/20.500.12714/30 2026-04-15T14:33:14Z 2026-04-15T14:33:14Z Muhati-Nyakundi, Linet Imbosa. https://openscholar.ump.ac.za/handle/20.500.12714/917 2025-03-24T08:28:29Z 2024-01-01T00:00:00Z

Title: Factors promoting resilience to adjustment challenges among freshmen at universities. Authors: Muhati-Nyakundi, Linet Imbosa. Abstract: Acceptance into a university program can be exciting for those who meet the entry requirement after years of dedicated demanding work in high school. However, the transition processes in the first year of assuming scholarship in university academic programs require resilience. This chapter begins with introduction and offers a definition of resilience. Then, adjustment is defined followed by forms of adjustment, including social, academic, emotional, psychological, and physical which are discussed. The theory of resilience is then presented after which adjustment challenges among first year students are discussed. Thereafter, a review of literature on factors promoting resilience to adjustment challenges among first year students at universities is provided. The chapter concludes by a discussion on ways of enhancing adjustment among first year students at universities.

2024-01-01T00:00:00Z Mahlomaholo, Makeresemese R. Mahlomaholo, Geoffrey Sechaba. https://openscholar.ump.ac.za/handle/20.500.12714/586 2023-03-31T09:45:39Z 2022-01-01T00:00:00Z

Title: Formative virtual assessment towards sustainable foundation phase teacher education learning environments. Authors: Mahlomaholo, Makeresemese R.; Mahlomaholo, Geoffrey Sechaba. Abstract: The Minimum Requirements for the Bachelor of Education Foundation Phase Teaching qualification are pitched at the National Qualification Framework – NQF Level 7. Graduates of this qualification are expected to have a sound knowledge at least of the learners in Grade R to 3. This includes their physical, physiological, psychological and sociocultural growth and development so that they can provide them with adequate support. They also have to know the backgrounds they come from, especially the many vulnerabilities that might be afflicting them. These graduates must be competent with theories and applications of language development, mathematics and literacy acquisition of Grades R to 3 learners. As such, they have to be able to manage the experiences of these learners effectively so that learning can be optimised. Unfortunately, due to the advent of the Covid-19 pandemic, all this learning has to take place mostly through remote technologies in observance of the lockdown regulations that include social distancing. Assessment under such circumstances has proven to be a huge challenge, which this chapter attempts to grapple with in order to maintain and even enhance its quality. Therefore, this chapter, based on the conceptualisation of assessment of, for and as learning, proposes forms of virtual formative assessment strategies geared towards the creation of sustainable Foundation Phase teacher education learning environments. This focus has become necessary, because limited resources like time, skills and requisite human capital at many universities threaten to lead to surface learning where only the bare essentials are learnt and taught. Thus, the paper argues that formative virtual assessment can still reach its goals by complying with the already available NQF level descriptors, as they provide the principles for good teaching.

2022-01-01T00:00:00Z Mahlomaholo, Geoffrey Sechaba. https://openscholar.ump.ac.za/handle/20.500.12714/541 2022-08-22T11:37:33Z 2022-01-01T00:00:00Z

Title: Creating sustainable early childhood learning environments for emergency situations: the case of Sweden, Kenya and South Africa. Authors: Mahlomaholo, Geoffrey Sechaba. Abstract: Early Childhood Education (ECE) is understood to take place between birth and the age of 9 including preschool as well as primary school years. It is also at this stage that the greatest damage can be inflicted on the vulnerable growing child. This chapter through literature and data from one country internationally, one on the African continent and South Africa explores challenges of teaching and learning, at early childhood environments during the pandemic. These serve as bases for mapping out how these nations continue to survive and lay foundation for the future productive citizenry in their respective contexts. Issues of race and social class are laid bare so as to come up with plausible strategies to create sustainable early childhood learning environments. These are understood to be contexts where economic development of all in an environmentally sustainable manner for the social inclusion of all are emphasized. The chapter over and above the research literature also examines strategies as well as theories of sustainable early childhood learning environments by way of making recommendations for South Africa in its search for solutions under such emergency situations.

2022-01-01T00:00:00Z Jansen van Vuuren, Eurika Naomi. https://openscholar.ump.ac.za/handle/20.500.12714/478 2022-03-17T12:45:45Z 2021-01-01T00:00:00Z

Title: Theory-based early numeracy programme adapted to learners' pre-knowledge: the 'meerkat maths' programme. Authors: Jansen van Vuuren, Eurika Naomi.

2021-01-01T00:00:00Z