Drafted Speech for Vote of Thanks for the Post Graduate Diploma in tertiary Education held on 3 October 2014.

The Vice-Chancellor, Prof. N M Bhebe, Pro-Vice Chancellors, Registrar, Bursar, Librarian, Executive Deans, Directors, Chairpersons of Departments, Lecturers, distinguished guests, ladies and gentlemen. I have an honour and privilege to express on behalf of all my fellow graduates our deepest appreciation. Our profound gratitude goes to the Vice Chancellor Prof. N M Bhebe for the opportunity he gave to us to be trained in Tertiary Education at no cost. Again special mention should be made to the Executive Dean of the Faculty of Education Prof Chiromo under whose guidance the program is running. Thank you Professor, for inspiring your team to come up with such a good and relevant programme. Friends, graduates, and anyone who can remember the sweet taste of a welcoming future with the spice of opportunities. Let me start by saying that I am very proud to be addressing you today as the student who was enrolled and completed the Post Graduate Diploma in Tertiary Education here at Midlands State University, since August 2013 to July 2014. I would like to quote Oscar Wilde who said, “Education is an admirable thing, but it is well to remember from time to time that nothing worth knowing can be taught”. Friends and colleagues, your favourite lecturers who made you feel a tiny spark of interest glowing inside you, and managed to support this spark, and helped us to discover who we are, and what we would like to do in the future. We are now standing on the threshold of the real adult life with pedagogical and andragogical skills necessary to the tertiary education system. From now on no one will rate us an “A” or an “F” for well or poorly done homework. Midlands State University, particularly the department of Education, gave us opportunity to get good academic training, balance our personal priorities, and feel free to choose whatever path we like as qualified lecturers to teach at any tertiary institution local and abroad. The department of education made us all to acquire educational methodologies in delivering to the adult learners which is what can survive when what has been learned has been forgotten. I hope and anticipate that we are better off with andragogical, pedagogical and instructional technological skills in delivering in a lecture room to the adult learners. We have learned so much about our interest, ourselves and so on, by imbibing knowledge and skills that socked into us through the tried, tasted and experienced educationists here at MSU. The biggest thing we learned and we are probably speaking about a lot of us here, is that we only got one trip around this rock of educational knowledge here at MSU. The most salient issue that shall forever be remembered about the education department to most lecturers at MSU, is that they have assisted us all to research and learn about ourselves as well. The same can be said of our wonderful university MSU, our wonderful Vice-Chancellor, Prof, Ngwabi Maluge Bhebe, Pro Vice Chancellors, Registrar, Bursar, Librarians, Executive Deans, Chairpersons of departments and lecturers from various departments. Our wonderful department of Education manned by the Executive Dean of Faculty of Education Professor. Chiromo and his team, displayed an exhilarating, exuding knowledge that they socked into our minds, despite having an avalanche of knowledge, we lacked the pedagogical and andragogical skills and methodologies to professionally deliver to the adult learners. Ladies and gentleman, before I end my speech, I kindly request to be allowed to wish my fellow graduates all the best, and thank the institution for the opportunity we got through hard work and support. Once again, let me wish you all luck and perseverance. I wish you all success in your life path. I hope to hear about you well before the alumni party. Whenever thinking about great moments in life, I will know whom to think of, especially the likes of, our lecturers, Vice Chancellor, Pro- Vice Chancellors and graduates of 2014 for the Post Graduate Diploma in Tertiary Education. Good luck to us all.

Definition of Didactics

Didactics is the science which studies teaching and learning. Teaching and learning are interrelated aspects of reality and as such form an integral part of man’s life world. In addition, because teaching and learning form an essential part of man’s existence, it is obvious that he will not only observe and experience these aspects, but also describe and explain them in terms of their origin nature, essential characteristics and meaning. Didactics enables one to understand what is observed and experienced and to organise it logically. For this reason didactics is also known as a teaching theory, instructional theory or teaching science or instructional science. Educational Reality . Educational Teaching Perspective Didactics The activities of teaching, being taught and learning are known as “didactic activities”. Teaching is an activity which aims at presenting certain (learning) content to somebody else in such a way that the person learns something from it. Learning, on the other hand, is an activity in which the person being taught activity wishes to benefit from the teaching and acquire particular (learning) content. In didactics teaching does not occur incidentally in a vacuum, but is an intentional, dynamic, systematic and well-founded activity involving man in particular circumstances and in relation to specific aspects of reality. Didactics attempts to answer questions such as: • What is teaching? • Where do we teach? • Who do we teach? • When is teaching effective? • How are teaching and learning related? The general didactic situation can now be described more completely as the situation in which the tutor deliberately and systematically teaches particular learning content to the learner so that the latter can learning something. The learning content is taught in a well-founded manner using particular teaching methods and teaching media. The didactic activities can be described as well –founded because they based on and guided and influenced by specific didactic principles. General didactic situation Tutor Aims, Method Evaluation Teaching principle etc Learning Content Learner The above is a typification of the general didactic situation. However, a distinction can be drawn between pedagogic didactic situations and andragogic didactic situations, parents and teachers are adult tutors who teach basic learning content to immature children of pupils (the learner) in order to lead them to adulthood. On the other hand, in andragogic didactic situations, lectures and trainers are examples of adult tutors who teach and guide students, apprentices and other adult persons by means of specialised learning content to become more mature. Didactics is a science because, like all other science, it attempts to come to valid, well founded and verified conclusions concerning the fundamental characteristics of a particular aspect of reality, and to do so by mean of specific methods of investigation. Didactics as a discipline of pedagogics: As a science didactics is also a discipline of pedagogics. In other words didactics is a branch of pedagogics which is the mother science. Pedagogics or educational science is the science which studies education as an aspect of reality. Pedagogy can be described as the activity engaged when an adult who has superior knowledge and insight (educator) purposefully teaches a child who has inferior knowledge and insight (educand) in order to help him to become intellectually independent and socially responsible ( that is a mature adult). Ed Pedagogic Educational Perspective Pedagogy is a science in its own right, because each one studies a particular aspect of education from a specific scientific perspective. For instance, at Midlands State University in Media and Society Studies Department, students can study Journalism as a particular area of specialisation. Didactics is the science which studies, inter alia, educative teaching and learning. For this reason didactics as a part discipline is also referred to as didactics pedagogic. Tertiary educational institutions as didactic environments Tertiary teaching institutions are academic institution established in the community so that science and technology can be practised formally in an educative teaching, research, and community service setting. Examples of institutions are universities, technikons and technical, teacher, agricultural and nurse training colleges. In these institutions adult people who have completed their formal schooling up to a certain level receive further teaching and education in enhanced scientific knowledge and skills in order that they may join the community as vocationally competent adults. It can be argued strongly that andragogic didactic situations are the order of the day in these types of didactic environments. The lecturer, instructor or trainer is the tutor and is formally trained for this purpose. Like at Midlands State University (MSU) we have lecturers for various discipline like in Media and Society Studies, Geography and Environmental Studies, Department of Education, English and Communication Studies and many more others to mention. In addition, the learner in tertiary institutions like MSU are usually post school youths, late adolescent or early adult who has left the pedagogic didactic environment of his or her family home and school to continue their studies as students in the company of other adults. As such he finds himself in andragogic didactic situations, where his obligations towards school are replaced by obligations towards society in general. Now, on an independent, autonomous and responsible basis, he must make final choices and decisions concerning his philosophy of life, his area of specialisation and his vacation (Van Vuuren, 1979:49). Furthermore, Students become responsible for their participation in didactics activities and in the didactic situations in which he prepares and qualifies himself with respect to the aspects mentioned above. At tertiary teaching institutions the learning content must provide for educative teaching, because science and technology also make certain moral, cultural and social demands with regard to the independent and justified practice thereof, either through research and training. Like at MSU, students from various disciplines are compelled to conduct research in an area of interest which should add value to the already existing body of knowledge. Such knowledge should be educative and should add to the society’s economic, social, political, technological or cultural traits. Didactics Theories: A didactic theory can be described as a system of ideas, opinions and conclusion concerning educative teaching. Didactics involves scientific thought about the interrelationship between the origins, nature and meaning of teaching and learning. Scientific investigation, including reflection upon the didactics activities, is a typical human activity. However, all people do not reflect upon reality in the same way: different people have different points of departure. The impression must not be created that these different theories contradict each other; each merely endeavour to reveals the essentials of the didactic realities and contributes in its own rights towards a better understanding of teaching and learning and towards improving teaching practices. Didactics theories which De Corte et al (1985:5-25) prefers to call them models rather than theories are as follows; • Formative theory. • Cybernetic and Information theory model • System theory didactics Didactics and modern teaching technology: Didactics is not only related to different areas of science, but also links up with modern technology as an outcome of science. For example, at Midlands State University, in the Media and Society Studies Department, lectures use a projector, Power-Point and e-learning to share ideas with their students from various levels. This is very evident in the prominence being given in didactics to teaching technology and the media science. Didactics is also a discipline of andragogic. Like pedagogic this educational science studies education as an aspect of reality. Didactics addresses the way in which educative teaching takes place between adults. From this part-discipline perspective, didactics is also referred to as didactic andragogic. It can be concluded that didactics is the science which, in conjunction with other related sciences, tries to explain the nature and fundamental characteristics of teaching and learning as aspects of reality. In addition, as a science didactics focuses on the didactic activities which manifest themselves in particular didactic activities which manifest themselves in particular didactic situation. To ensure that the didactic activities can be conducted in an orderly manner, particularly didactic situations are established on either a formal or a non-formal basis. Since the study of didactic events is a typically human activity, there are various different opinions, theories and conclusions regarding teaching and learning. Didactics is important in tertiary institutions like MSU where teaching and learning is the order of the day in various departments across the institution. Referencing Borst C.B, Van Niekerk L.J and VanKooy M.P (1998) Education: Study Guide 2 for Edu 202-Q (Didactics) Pretoria. UNISA. Duminy P.A and Sohnge W.F (1987) Didactics: Theory and Practice. Cape Town. Maskew Miller Longman. Fraser. W.J, Louberser, C.P and Van Rooy, M.P (1990) Didactics for the Undergraduate students. Durban Butterworths. Steyn. P.J.W (1985) Didactics:Study Guide for HED (Post-Graduater) and HED (Technical) Pretoria: UNISA. Stuart.J.F (ed) (1987) Didactics: An Orientation for First Year Students. Johannesburg: McMillan South Africa. Van Vuuren JCG (ed). (1976) Orientering in die Pedagogiek. Pretoria: UNISA. Van Vuuren JCG. (1979) Die taak en doelstellings van universitere onderwys en die aansluiting daarvan by die beroepsvoorbereiding van die technikon. Mededelings: Jaarblad van die Technikon Pretoria, No 1, 48-58.

Discuss policy formulation, implementation and evaluation at tertiary institutional level.

This essay is going to debate the importance of policy formulation, implementation and evaluation at tertiary institutional level. However, clear examples cited from Midlands State University would be fore-fronted to support discussed ideas. In addition, all key terms such as policy formulation, implementation and evaluation at tertiary institutions like MSU would be extensively defined for the benefit of the discussion. The word “policy formulation” is perceived as a process of generating policy options in response to a problem established on the agenda. In this process, policy formulations both inside and outside of the tertiary education- identify, refine, and formalise policy options to prepare the ground for the decision-making stage economic, social and environment (ESE) (UNEP 2009:7). Knill and Tosun (2008: 15) argue that policy formulation involves discussion, acceptation or rejection of feasible course of action for coping with policy problems. Policy formulation is strongly related to policy adoption- the subsequent stage and clear-cut distinction between them is often impossible. Policy formulation deals with the elaboration of alternatives of action, where as policy adoption refers to the formal adoption to take on a policy. In addition, policy formulation implies the definition of policy objectives and the selection of the most appropriate policy instruments as well as their settings (Hall 1993). In policy formulation, policy proposals are usually formulated by staff members rather than their bosses, but staffs are guided by what they know their leader want (Dye 2005:42). Basically policy formulation brings the relationship between executives and legislatures into the forefront. At tertiary education through collegiality and communication policy formulation is a process which enable all university committees from grass root to the top to collaborate in policy formulation including the students. Another important term is “implementation” which is the stage where a selected policy option must be translated into action. UNEP (2009:9) states that implementation is probably the most difficult, demanding, and critical stage in a policy process. Any deficiency in policy design or any vulnerability with respect to the policy environment proposed remedy, and the Economic, Social and Environment (ESE) effects from implementing that remedy, in order to facilitate policy learning. Cochran, Lawrence, Carr and Cayer (2009:20) note that policy implementation includes outputs and impacts. Policy outputs are tangible manifestations of policies, the observable and measurable results of policy adoption and implementation. Tyler (1950) defined evaluation as “the process of determining the degree to which goals of a programme have been achieved. He sees evaluation as a measure of the success of the outcome of a programme. Crombach (1960) defined evaluation as “the collection and use of information to make decisions about an educational programme. Wheeler (1967) defined evaluation as a more general judgement of the out- come of a programme, which involves the use of observations, various tests, questionnaires, interviews and so forth. In tertiary institution like MSU evaluation can be either formative (continuous assessment) or Summative assessment like end of semester examinations that earn students grades. According to Knill and Tosun (2008) evaluation is often a formal component of policy making and is generally carried out by experts in tertiary institutions, who have some knowledge about the processes and objectives pertaining to the issue undergoing review. Evaluation can be carried out in different ways. In this context, Munger (2000:20) differentiates between purely formal evaluations (monitoring routine tasks), Client Satisfaction evaluation (performance of primary functions), Outcome evaluation (satisfaction of a list of measurable intended outcomes), Cost-benefit evaluation (comparison of costs and impacts of a policy) and evaluation of long term consequences (impact on the core societal problems, rather than symptoms alone). At tertiary institution like Midlands State University (MSU) policy formulation is decentralised. We have various committees or taskforce that formulate policies that cascade from departmental, faculty, deans, Result Based Management (RBM), Senate and so forth. In the Faculty of Social Sciences, we have various committees that among include web-site committee, research, student travel, work related learning (WRL) and many others. All the mentioned above committees at tertiary institution contribute towards policy formulation. Collegiality is an important factor in policy formulation. Various faculties, departments both academic and non-academic like administrators, bursars department, human resources are largely influenced by collegial organisations spirit that strongly emphasis consensus, shared power, consultation, and collective responsibilities where status differences are down played and people interact as equals. Furthermore, students union like Students Representative Council (SRC), through the dean of students’ office deals with student affairs like students travel, health issues, accommodation, and escalation of fees also partake in policy formulation. Engaging students in policy formulation who are adult learners at tertiary institution enable universities to formulate policies that are all encompassing and the same time addressing all the stakeholders’ needs. For instance in 2012-2013, when the university hiked the fees most students could not meet the registration deadline and the SRC had to intervene so as to force the university authority to allow students to make some payment plans. Again university workers committee like Midlands State University Lecturers Union (MSULA) and Midlands State University Non-academic Workers union (MSUNZA) are involved in policy formulation. Collegial organisation enables all the existing committees in tertiary institution like at MSU, MSULA, MSUNZA, SRC, and Disability Resources Centre (DRC) contribute immensely in policy formulation through communication with the university authority like Vice-Chancellor, Pro Vice- Chancellor, Registrar, Bursar and Librarian. Communication is salient in policy formulation. Communication is an activity of conveying information through the exchange of speech, visual, written or non-verbal. Communication enables policy formulation to emerge from grass-root level and not always from top-down. It can be argued that at tertiary institution policy formulation is based from independent policy committees like SRC, MSULA, MSUNZA and DRC. It can be argued therefore that basing on the above arguments collaboration in tertiary institutions leads to more and better planning and productive policy formulation. It is argued that in tertiary education, policy formulation enable the establishment of a grand vision for tertiary education. Here comprehensive and coherent vision for the future of tertiary education, guided by future policy development cover the medium and long term in harmony with national, social and economic objectives can be achieved. For instance, at Midlands State University (MSU), Work Related Learning (WRL) program as a university policy enable students from various faculties and departments to develop practical and mental on social and economic issues at national level. Through WRL, the university (MSU) have established comprehensive and coherent ties with the captains of industry. Extensive and flexible diversification through WRL policy provided the country with a wide capacity to address varied national needs, in terms of research and innovation, the development of a skilled workforce, social inclusion and regional development. On the other hand, policy formulation becomes a challenge in steering tertiary education, particularly in articulating clearly the nation’s expectations of the tertiary education system. For instance, at MSU the Media and Society Studies department at times it is not clear whether it produces the fully baked journalist who can be competent in the media industry as news reporters, or media practitioners who studies journalism as a unite in comparison with National University of Science and Technology (NUST) whose programme is typically Journalism. Moreover, aligning priorities of individual institution with the nation’s economic and social goal is a challenge at MSU particularly looking at the Commerce and Business study, where departments are failing to match individuals with the economic and social goals. Some of the business concept and principles learnt at tertiary institutions do not tally with the economic and social issues prevailing in Zimbabwe. Again through policy formulation it is a challenge finding the proper balance between governmental steering and institutional autonomy. For example at MSU, since it is a state university it is difficult to find them initiating and establishing policies that have no government interference. Policy formulation is important to ensure academic freedom to lecturers and students. According to some groups academic freedom has been under threat in tertiary institutions since lecturers are being left in policy formulation and a never consulted on pertinent issues that affect them as expects. For example, in all RBM, only the top five, human resources and the few on the administration partake in policy formulation. Lecturer are instructed not to teach the conventional students together with the parallel students without considering how that makes life tough for lecturers who are suppose to be persuading their PHD, PDTE and conducting research for publications. Lecturers and students should be allowed to criticise some of the policies initiated by the university authority that makes their life unbearable. Like paying all their fees before examination and charging them a fee for lift chairs from lecturer room. Furthermore, it can be argued that in tertiary education there are three types of evaluation namely diagnostic or initial evaluation, formative evaluation and summative evaluation. Diagnostic evaluation is evaluation that is done during the formation of educational objectives. It is used to decide the entry behaviours of the learner in a particular course or programme. At MSU diagnostic is used when selecting students for enrolment and strongly rely on the grades attained at secondary education level. Diagnostic evaluation assist lecturers to determine where individual students are in their acquisition of knowledge and skills, so that instruction can be personalised and tailored to provide the appropriate next steps for learning. This would assist the lecturer to choose the appropriate assessment tools as well as to determine the frequency and timing of its administration that would allow the lecturer to gather data that is relevant, sufficient, and valid in order to make judgement about student learning during the learning cycle. For instance, in the Media and Society Studies department diagnostic evaluation enable lecturers who teaches practical modules to liaise with the local media organisation so as to understand the current trend in news room in terms of computer application software used in designing newspapers and magazines, new journalism ethics and basic news writing skills. It is important to study diagnostic evaluation at tertiary education so that the lecturer can share learning goals and success criteria with students at the outset of learning to ensure common and shared understanding. Such evaluation is salient to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals. Diagnostic evaluation takes place before the commencement of the programme. The second type of evaluation in tertiary education is “formative evaluation”, the evaluation that is done within or during the development of a course or programme. It is used in improving the performance of the teacher, the student and curriculum developer. Formative evaluation can include something participants said or did, what the products of group work actually were, or any other visible indications of how participants were thinking or, feeling either individual or as a group (Malderez and Wedell 2007, p.169). Formative evaluation in other words means giving ungraded assignments to students. Ungraded or comments only responses to students work can be an important part of formative evaluation. It occurs during the learning process and help students to understand what is expected. At MSU, students are exposed to formative evaluation through continuous assessment like long essays assignments, in-class test, group presentations and so forth. It is important in tertiary education in that it avoids comparing students in favour of enabling individual students to assess their own learning. It fosters dialogues that explore understanding rather than lecturers that present information. The merits of formative evaluation at MSU, in the Media and Society Studies department are that it helps identify students who are struggling with particular tasks or operating under misconceptions. This in turn, can lead to improved instruction that addresses student learning. Furthermore, formative evaluation fosters students “motivation”, on task behaviour, and self awareness. Accordingly, lecturers can begin to see students as partners who are able to take more responsibility for their own learning. For students, formative evaluation offers increased feelings of confidence and control. Students in formative evaluation are encouraged to engage in more complex thinking and problem solving and to hold higher expectations for their learning. Students can spend more time on challenging task, develop an ability to assess their own work, and become effective evaluators of the work of their peers (Malderez and Wedell 2007). It is a quality control evaluation and is continuous. Moreover, summative evaluation is another type of evaluation that can be used in tertiary institutions like universities and colleges. Summative evaluation is carried out at the end of a course or programme for grading, certification and placement. At MSU summative evaluation is achieved through end of semester examinations that lead to grading of students in all the modules and is objective. Summative evaluation is used in making decisions regarding the future of the students teaming or the programme being developed; whether it should be continued or terminated, replicated or disseminated. According to Yoloye (1976) education evaluation in tertiary institutions is essential for decision making, identification of appropriate questions, identifying and analysing relevant data on which decision can be based, monitoring the implementation process to ensure that it is appropriately done, to identify objectivity the impact or outcomes of decisions. Yoloye (1978) further argued that educational evaluation maybe to inform the producers (MSU), about me worm of what they are producing considering the energy, the time and the money invested. Obanye (1985) suggests that educational evaluation at tertiary institution provide adequate and effective feedback on student’s achievement not only in the cognitive area, but also the area of interest and manipulative skill. Implementation which is one important factor in this essay is a process that follows the following rules rather than the exception. This is the final stage where initiated policies have to be put into effect. Circumstances related to implementation constraints cause policy modifications to take place. For example, when the university authority at MSU communicated that for lecturers to be tenured they should have a Post Graduate Diploma in Tertiary Education and five publication it was take lightly by lecturers until the period where those who were suppose to be tenured were denied that opportunity after failing to meet the stipulated requirements. In addition, feedback obtained during implementation causes reassessment of aspects of the policy decision and subsequent modifications by policy makers. For instance, when it was communicated to all lecturers at MSU through the faculty deans that conventional students should be taught separately with parallel students the admission office had to monitor by moving around checking whether lecturers were not resilient to the formulated policy. In implementation, the mere translation of abstracts policy intentions into concrete implementation causes re-assessment and re-designs. These changes occur with great frequency because, unfortunately, implementation problems are often greatly under-estimated during the stage of policy planning. For example, when the university (MSU) in 2013 hiked the fees for the students, students were told that if they do not manage to register before the dead line they would not be allowed to set for the examination. Students could not afford to meet the dead line because the fees were exorbitant, the university was force to review the fees structure downward and student’s registration dead line was extended. Implementation is the time when one discovers that schedules are unrealistic and that programmes are over ambitious. It is the time where the ravages of inflation cause the lecturers union to demand pay increase prior to using new texts, it is the time when parents conclude that the certification offered by the new programme may not guarantee their children the jobs they hope for (Kemmerer 1990). For example, at MSU the music and musicology department and the Biological Science department have failed to enrol students that are above ten because their programmes are not liked out there. Most of the students with those qualifications end up teaching yet they had high hopes for better paying jobs. It can be concluded that implementation represents the conversation of new laws and programs into practice. For successful implementation, there must be an entity with sufficient resources, which is able to translate the policy objectives into an operational framework and that is accountable for its action. Policy formulation is a process of generating policy options in response to a problem established on the agenda. Evaluation is often a formal component of policy making and is generally carried out by experts who have some knowledge about the processes and objectives pertaining to the issue undergoing review. The essay defined extensively all the three key terms namely; policy formulation, implementation and evaluation. In addition, salient factor in evaluation like diagnostic, formative and summative evaluation were discussed with clearly cited examples drawn from MSU, particularly in the Media and Society Studies Department. The essay also debated on the importance of communication and collegiality particularly in tertiary institution like MSU and its importance in policy formulation, evaluation and implementation. The essay had to explore MSU existing committees drawn from both academic staff, non-academic staff as well as the students. References Afolayan, A. (1985). Language problems in curriculum development and evaluation in African. Curriculum organisation. Bloom, B.S, Hasting, J.T., Madaus, G.R (1971) Handbook on formative and Summative evaluation of students learning. New York: McGraw-Hill. Haddad, W.D. (1995) International Institute for Educational Planning: UNESCO. Paris. Idowu, A.A. (2013). The Role of educational evaluation in educational development of Nigeria. Orangun: Osun State college. Knill, C and Tosun, J. (2008) Chair of Comparative Public Policy and Administration. Department of Politics and Management. University of Konstanz. German. Krovertz, M., & Cohick, D (1993) Professional Collegiality can lead to school change. Phi Delta Kappan, 75, 331-335 Malderez, A. and Wedell ,M (2007) Teaching Teacher: Processes and Practices. New York Continuum International Publishing Group. Paul, L.D. (1976). Handbook of Academic Evaluation. New York: McGraw-Hill. Squire,J.R (2010) Fostering High Quality Formative Assessment: A Policy Research Brief: National Council of Teachers of English (NOTE) Typer, R.W. (1950) Basic Principle of Curriculum and Instruction. Chicago: university of Chicago Press. United Nations Environment Programme UNEP (2009). Integrated Policymaking for Sustainable Development: A Reference Manual. Chatelaine. Geneva. http://www.unep.ch/et6 Wheeler, D.K (1976). Curriculum Process. London: Hodder and Stoughton. Yoloye, E.A (Ed (1978). Evaluation for Innovation. African Primary Science Programme Evaluation Report. Ibadan: University Press. Yoloye, E.A. (1976) The role of research in educational innovation; the case of the life 6-years primary project. Nigeria Psychological Journal, 1, (1)pp 65-68.

Social Interaction Model

A model of teaching consists of guidelines for designing educational activities and environments (Singh and Sanasnwal (1991). A model of teaching is a plan that can also be utilised to shape courses of studies to design instructional material and to guide instruction. Educators and psychologist have designed several types of teaching models which provide suitable guidelines to the teachers for modifying the behaviour of the learner. The social interaction model of teaching emphasizes the important of social relationship of the person and is based on the assumption that social relation is the vehicle of education. For instance, in the department of Media and Society Studies, lecturers engage students in an interaction and allow them to discuss the subject topic using their vast past and present experience. Students can then use that experience to share it among themselves and peer discussion make them to be in the same footing which can assist them to understand the subject topic easily and quickly. In addition, lecturers in the Media and Society Studies create a comfortable environment that enables the students to learn better. The lecturers do not appear as the master but rather as the facilitator by initiating a topic and allow students to discuss further among themselves. Students through the guidance of the lecturers can exemplify debate and pass a reasonable judgement based on the past experience. A good example is when I teach my students on Journalism and Desktop Publishing, particularly the visiting one. I had to start by introducing the topic, invite them to assist me in defining the concept and allow them to explore further the subject topic. Most of my students who have been editing in newsroom had to tell me different types of lead (introduction) of the news story. I had to allow students to explain and demonstrate to their colleagues what they know and understand about those leads of the news stories and how they can be constructed. Sharing of ideas by students enhances better learning. As the lecturer I would be there to facilitate and guide them without forcing myself to the debate. This make students to perceive me as a colleague rather than their master and this facilitate good learning. According to Patel (2013), social interaction model stresses the relationship of the individual to the other persons and to the society. Schaeffer (2006:64) asserts that social interaction refers to the ways in which people respond to one another. For instance, with the advent of technology at Midlands State University (MSU) e-learning is a good example of social interaction between the lecturer and the students. It is an instrumental method used by lecturers in the lecture-room to facilitate group work. It is a student centred teaching approaches that allows students to interact with each other in a structured on task manner. In addition, students take on the role as a facilitator of content by helping their peers constructing meaning. The students are allowed to question, reflect, reconsider, get help, support and participate in group discussion. Group discussions enable students to maintain a strong rapport among them-selves as they can laugh and use their experiences to explore the concept. For instance, when I had to teach my student on feature story writing in Journalism and Desktop Publishing Module. My students who are journalist and editors in newsrooms could debate on various type of feature articles and different writing styles such as literary allusion, descriptive features and so forth. Such discussion by students creates team work spirit and sense of belonging. Students can learn easily from their colleagues. Student can easily achieve the common goal and enjoy the learning environment which empowers them. Since adult student have vast experience allowing them to use their experiences make them remember easily all what they would have been discussing with their college mate. The three most common strategies include group projects, group discussion, and cooperative learning. These interactions normally occur face to face but are not limited to this type of interaction with the assistance of online tools and technologies. The stages of instruction using the social interaction model begins with an introduction lead by the instruction. The learners then break into groups, and the instructor continuous to monitor and assess teams and their results. Social interaction strategies begins with and introduction of the topic/ objectives by the instructor. The students then transition into teams by a pre-determined method. The instructor must continue to monitor teams so they stay on task and for assessing purposes. The groups must then produce their findings. Within social interaction the instructor facilitator and student take on specific roles. The instructor must explain the concept topic and organise the group. The process and rules of working as teams will need to be taught and reviewed to build team skills and group cohesion. The instructor must provide content focus and review. Interaction must be student to students. Students must be active and responsible for their learning, both acting as a facilitator and learner. Students should explain content to one another as well as the entire class. The team working skills of compromise, negotiation, and motivation are used during the learning process. Steps to implementing social interaction. 1. Introduction of concept by facilitator. 2. Students group into teams 3. Students negotiate, compromise, and explain concepts to another while facilitator monitors. 4. Students assess their work. 5. Students present findings Advantages of social interaction teaching strategies • Social interaction Models can be advantageous to lecturers for many reasons. • This model is student centred so they engage in higher level of thinking. • Since the method is student centred it promotes meaningful learning. • It can be beneficial to students that work well in a corporative setting. • It can promote leadership, team work and problem solving skills. • This strategy is most beneficial to students that work well in a cooperative environment rather than a competitive one. • Students can learn more efficiently and be more motivated when working together with their peers rather than by themselves • Because students work together in groups they learn to use leadership as well as problem solving skills. • They also learn to work together as a team to produce desired outcome Disadvantages of social interaction teaching strategies • The process of social interaction is time consuming. • The focus on the process of the model may make it difficult to reach all content objectives. • The process of social interaction should be taught explaining rules responsibilities and procedures. • Group dynamics may also inhibit student learning. • Some student may not participate while others take on the full project. • Handicapped students may find it difficult to participate. • Instructors must consistently monitor group behaviour to maintain on task behaviour. Different types of social interaction model 1. Jurisprudential inquiry 2. Group investigation. 3. Social inquiry. 4. Laboratory Method 5. Role playing 6. Social stimulation. Analysis of student learning Weekly self-evaluation notes from students help the instructor understand how and how much they were learning, what concerns they had, and how they wanted to improve their debate. This in turn, help the instructor consider how to guide their learning throughout the semester. It can be concluded that social interaction model emphasise also personal develops the individual. It can be concluded that social interaction strategy is the best methods that lecturers should enforce in tertiary education. Adult learners need to be recognised and allow them to explore concept using their experience. Social interaction makes the lecturer to be the facilitator rather than the master to the students. Students can discuss with peers and come up with comprehensive understanding that can assist them to learn much easier. Again social interaction creates team work spirit among students and places them all in the same footing. For instance, examples cited in this essay were an attempt to reflect how the Media and Society Studies department reinforces and enhances social interaction with students. Students can be placed in groups and be allowed to discuss among themselves and the report back to their colleagues. Students through social interaction strategy can assess their work as well as their progress. However, different types of social interaction model such as jurisprudential inquiry, group investigation, laboratory methods, role play and social stimulation are some among those lecturers in tertiary institution like MSU can implore to empower their students with knowledge and necessary skills to better their livelihoods in the learning process. All examples cited were drawn from the Media department where the writer belongs References Bhogayatab. C (1991) Sankalpnaaona Shikshanane Parikshannee Technology, Rajkot, Shritt. G. Memorial Educational Trust. Glendler, M.E. (1997). Learning and Instruction:Theory and practice. Upper saddle River, NJ: Prentice Hall Inc. Jouce.B and Masha .W. (1978) Model of Teaching, New Delhi, India. Prentice Hall. Patel B.H, (2013) Social Interaction Model: International Journal for Research in Education.India. Vol.2 issue 5, May 2013 (IJRE) ISSN:2320-091x. Prawett, R.S. and Floden, R.E. (1994). Philosophical perspectives on constructivist views of learning. Educational Psychologist, 29(1), 37-48. Sansanwala, D.N., Prabhakarshinh (1992). Shikshan Pratimaan, Vadodara:Society for Education Research and Development. Scheafer R.T, (2006) Sociology Matters 2nd Edition. US. McGraw-Hill Schunk,D.H (1996). Learning theories: An educational perspective. (2nd. Ed). Englewood Cliff, NJ: Prentice-Hall Inc.

Discuss the contribution of Work Related Learning programme to the professional socialisation of the learner (SOCIOLOGY OF EDUCATION)

This essay is going to open a debate on the contribution of the work related learning programme to the professional socialisation of the learner in tertiary institutions. However, key terms such as work related learning (WRL), professional socialisation and learner would be defined. Again examples particularly on students at Midlands State University from various departments in the faculty of social sciences would be cited through out to add substance to the debate for and against. The term socialisation is defined by Brim (1996:3) in a broader sense as the process by which a person acquire the knowledge, skills and dispositions that make them more or less affective member of their society. Another scholar Haralambos and Holborn (1995:4) state that socialisation is a process by which individuals learn the culture of their society. Again socialisation in not confined to childhood, but rather it is a lifelong process. Levitas (1974:3) notes that socialisation continues during every stage of adulthood into old age and cease only in death. He further argued that socialisation works because currently shared meanings that are proven over and over again, and because the new meanings that are learnt as life goes on are appropriate. It is important in this piece of work to discuss how WRL programmes mould learners to be professional. The essay would establish how professional norms and values at work and industries worldwide can be acquired by learners from various field of specialisation through WRL, a programme that enables the learner to be placed to an organisation for a certain period in order to acquire skills and knowledge. Work Related Learning (WRL) is a broad range of activities for all age. These activities help students to learn about the world of work by experiencing and preparing for it. WRL takes place in the context of the world of work to help students develop knowledge, skills and understanding that will be useful in that world (Glasgow 2007). Lievegood cited in German (1990) notes that WRL involves three core issues as follows; • Elaborating on work competence by learning from and in practice (Elaboration). • Expanding on theoretical knowledge and insight by learning explicitly from and in research (Expansion). • Externalising innovations, building on practical and theoretical insight and contributing to the development of the organisation and the profession (Externalism) It can be observed from the above diagram that WRL contribute towards professional socialisation of the learner by fusing elaboration, expansion and externalisation to the learner. Elaboration through WRL enables the learner to acquire skills implicitly from and in practice. Self reflection on action which is informative can be achieved by the learner which fulfils professional socialisation. Expansion through WRL enforces explicit learning. Therefore theoretical learning, inquiry learning and critical learning can be achieved. Learners can gain and share new insight from work place which also is effective professional socialisation. Externalisation which refers to the need we see to connect learning to concrete and public milestones. This enforces collective vision, innovations and action plans at work as well as academically. Another important term that needs to be fully explored in this essay is the word “professional socialisation”. According to Page (2000) says that professional socialisation refers to the acquisition of values, attitude, skills and knowledge pertaining to professional sub-culture. Howkins and Ewen (cited in Secrest, Norwood and Keatly (2003) state that professional socialisation encompasses values and norms as well as skills and behaviour. WRL programmes shapes the learner in multiple ways to learn the values and norms, skills and behaviour required and charged normal and acceptable by the captains of industry. It can be argued that WRL enable the learner to acquire professional identity that involves learning not only the knowledge and skills to perform certain duties competently, but also the attitudes, values, norms and language and perspective necessary to interpret experience, interact with others, priorities activities and determine appropriate behaviour. For instance, those studying law through WRL, can learn the accepted dressing code, discourse associated with their field and seating in law courts to defend their clients. Such practices would acquaint the learner with knowledged and experience on how certain terms like defamation, libel, bull and so forth can be used in its proper context. On the other hand, it should not be forgotten that learners are human beings with personalities and attitudes which can make them chose not to acquire experience through WRL programme. Again peer pressure from friends and relatives can also be a major contributor towards shaping their professional career. So is can be argued that though WRL can assist in professional socialisation there are other subtle issues that can shape the learner. Another contribution of WRL programme to the professional socialization of the learner is that enables the learner from various disciplines as noted by Merton, Reader and Kendall (1957) to combine its component knowledge and skills, attitude and values in a professional and social acceptable fashion. For instance, all media students on WRL they should conduct themselves and the challenges they are likely to encountering media houses can be nurtured professional to integrate ethical philosophy knowledge with basic news writing skills in newsrooms were there would be placed. Learners can sharpen their talent, boost their business communication competence, and can learn through doing or discovery a move that is likely to create and indelible mark in accumulation of work experience. Here socialisation would be contained cognitively as well as affective dimension, to understand professional area we need to address both curricular (knowledge and skills) and normative dispotions which has been lacking in tertiary education and industries particularly in Zimbabwe. Again as formative evaluation it means the learner can assess the strength and weakness of the programme they are doing and can formal or informal advise their lectures on how they can match the industry need with their programme intended goals. Furthermore, WRL enhances what Trede (2012:161) termed “self identity”. Self identity can be described as “to know what one is doing and why one is doing it”. It also implies that learners can articulate the reason behind their actions. For example, learner in the field of Human resources can develop self knowledge and awareness on who they are, and how they should conduct themselves and the challenges they are likely to encounter as professionals in the industry. Therefore WRL makes the learner to fuse academic knowledge with practical skills. Such orientation to the working class world can instil confidence to the learner and broaden their scope a move that can boost production in the industry sector. This is strongly supported by Bauman (2005a), who states that professional socialisation learnt from WRL can enhance three broad concepts as follows; • The conscious self at the centre of professional identity development (academically and at work). • The power of social relations in corporate organisation among various departments and • The power of language and discourse at work. Therefore WRL can reinforce good ethical practices to learners by industries and groom the learners to be responsible practitioners who are aware of self and others, who can make appropriate situated decision and can see other possibilities. It can be argued on the other hand, that WRL programme though it is important it is not the best way of socialising the learner. At times learners would be treated as workers and would be not mentored by anyone on work placement. Again at times learners on work placement would be executing duties different from what they are expected to be doing. Despite all those challenges but still it can be argued that WRL programme contribute immensely to professional socialisation of the learner. WRL programme contribute immensely to professional socialisation of the learner by enabling the learner to acquire “organisational socialization”. Van Maanen and Schein (1979:211) described organisational socialisation as the process by which an individual acquire the social knowledge and skills necessary to assume an organisational role. In this way, the leaners acquire the skills and knowledge necessary for entrance to and success in the professional milieu. This also necessitates double socialization where the learner can be moulded by the organisation and oriented into the community of an academic department in particular discipline. WRL also make the learners to be engaged with their peers and faculty in ways that contribute to their professional socialization. On the other hand, the learner’s professional socialization can be disturbed by the mentors in industry who would be lacking adequate training in that field and are unqualified. At time there is contrast between practical skills with theoretical knowledge. Therefore although learners can be professional socialised but through WRL there would be forced not to take theoretical knowledge seriously and the two sometimes does not tally. Furthermore, through WRL, the learner’s involvement at the national level concomitantly facilitates engagements with other professionals in the field, thereby contributing to the student’s professional socialization to larger professional norms beyond the scope of their department or institution. Again WRL programme contribute to professional socialization of the learner by enabling the learner to engage in self assessment. The learner can be better equipped to assess their own progress and self-regulate in respect of expected professional standards. Learners can shift away from dependence on the lecturer for judgement about their achievements to the autonomy to undertake a considerable amount of self assessment hence practical intelligence. For instance, our media students after teaching them on basic news writing skills, on WRL they can write good stories which they do not need lecturers assessment , but can be commented by the reader as well as the editor of the newspaper. It can be concluded that WRL plays a salient role in professional socialising for the learner’s to acquire the working class norms and values. In addition, it cannot be denied that WRL fosters the working class culture and enable the learners to assess the strength of the programme in response to the job market. On the other hand, it can be argued that there are various factors like personality, ambition, attitude and behaviour that also operate alongside WRL in enabling the learner to be professional socialised. Another challenge with WRL programme is that at times the learner would be mentored by the wrong people who lack adequate training and are unqualified hence the knowledge learnt by the learner though important but would not be well directed. Learners at times are not exposed to job rotation and would be assigned the wrong duties hence professional socialization would be misdirected. In this essay for clarity sake all key terms such as socialization, professional socialization and work related learning were defined from scholarly view point. Examples drawn from the department of media and Society studies department were cited in order to forefront substantial knowledge. References Bauman,Z(2005a) Afterthought in N. Denzin and Lineon Y. The Sage Handbook. Sage: London Conner H and Macfarlane (2007) Work related learning in He- A scoping study. Glasgow Caledonian University: America Gardner, S.K and Barnes, B.J (2007) Vol 48, No4. Graduate Student Involvement: Socialisation for the professional Role. University of Massachusetts, Amhest. Haralambos and Holborn (1995) Sociology; Themes and Perspective Fourth Edition. . Harper Collins Publishers: London John C, Darla WJ, Twale, Stein EL (2001) Socialization of Graduate and Professional Students in Higher Education. New York. John Wiley and Son Levitas, M (1974) Marxist Perspectives in the Sociology of Education. Routledge and Kegan Paul LTD: USA Merton, R.K., Reader, G., and Kendall, P.L,(1957) The Student Physician. Cambridge, MA: Harved University Press. Page, G. M (2000) Professional Socialization of Valuation students: What the Literature Says. University of South Australia. Geoff.page@unisa.edu.au Page, G. M (2000) Graduate qualities in Proceedings 6th Pacific Rim Real Estate Society Conference, 22-24 , Sydney Treds,F (2012) Role of Work-Integrated learning in developing professionalism and professional identity. Charles Sturt University, Australia.

Philosophy of my teaching statement

Learning is a central position where reality and truth constantly take place, and students are active agent and conductor of transformation either by thought or by action. Learners should be forth coming in deciding what is to be learnt and how it should be learnt. Things of reality can only become known when they interact with the student. Students should be allowed to gather their own situational facts and a lecturer should provide the student with tasks in constantly evolving situations, and to use every situation as a learning experience. Learning should be a two way interaction between a lecturer and the students that should take a dialogical reflective practice of the issue under discussion. Thought experiments should serve in building new knowledge base. Practical experimentation and intervention are the essential part of studying surrounding environment and human practices in the locale. Learning should allow students to create constantly new competence to fit the contemporary situation. Education through research, group discussion and practical task should enable the students to answer WHY and WHAT to learn and WHAT the student will use learnt issues for in life. Learners should be taught to learn using scientific and non-scientific methods, and to think and act on their own initiative. As a lecturer I should pay close attention to the particularities, to the individual student and their environmental influences, so that every instructional strategy can be adjusted in light of these. As a lecturer in charge I should master a large number of different methods to support learning and to vary them according to situational needs. A lecturer student-relationship must be placed within the situation to personally experience the problems. They should organise the conflicting explanation and alternatives presented to them, and arrive at a reasonable recommendation for action. As a lecturer I should also be responsible for transmitting advanced intellectual action in the professional field. I should provide space for students and facilitate their knowledge-construction processes in relation to practical and theoretical experiments. As a lecturer I should get constant feedback from the students and students should also get constant feedback from me as their mentor. This will fulfil the mutual benefit to both the students and the lecturer and place us on the same footing in understanding the common understanding on the subject topic. Above all students and myself as a lecturer should be punctual, organised, be disciplined, hardworking, sociable and follow instruction if need be all the time

Critically assess the claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum (PHILOSOPHY OF EDUCATION).

This essay is going to assess critically the relevant of the claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum. For the clarity sake key terms like pragmatist and modern technology will be defines and clear examples drawn from the modules taught in the department of Media and Society studies would be fore-fronted in an attempt to assess pragmatist can be relevant in imparting knowledge to students in the contemporary technological divide error.

The term “pragmatism”, according to Dewey 1929, James 1907 and Pierce 1992 is an action-oriented philosophy of science which studies the link between action and truth, practice and theory. Pragmatism favours action oriented solutions where students gather their own situational facts. Again pragmatic universities provide the students with tools to accomplish real tasks in constantly evolving situations and to use every situation as a learning experience. In addition, Dewey (1931:31) says that pragmatism is the doctrine that reality possesses practical character. Basing from the above definition, assessing most of the modules taught by the department of Media and Society Studies at Midlands State University (MSU); it is true to strongly support the above claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum. This is true in the sense that most modules , especially Journalism and Desktop publishing though it uses new technology like computers for creating blogs, Adobe Page Marker for designing a newspaper , such module blend both theory and practical aspects. In fact there are more practical than theoretical and most of the things taught are true and can be applied in real life situation to solve certain problems. Another important word in this piece of work is “technology”, a word that comes from Greek word “techne”, which means “craft and “logy” which means “scientific study of”. So technology means the scientific study of craft. Craft in this Case, means any method or invention that allows humans to control or adapt to their environment. In support of the claim that tertiary education in the modern technological world cannot survive without adopting pragmatist approaches and principles in executing its curriculum is valid. For example, our media department uses new technology as computers, Andorid mobile phones, social network such as Facebook and Twitter to disseminate news to largely dispersed audiences who can be homogenous or heterogeneous. Lecturer’s who teaches most of the practical modules need to be knowledgeable with the new technology in solving real problems in life. Again students are taught to scientifically solve media related problem using the pragmatic approaches and principles. To a greater extent it is true to support the view that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing curriculum. Tertiary institution like MSU just like pragmatism philosophy favours project methods and consider it active and dynamic. Through this method the students learn by their own activities and experience. For example, in Media and Society Studies department students conduct research for their fourth year. Students use various computers application software like Microsoft word and Microsoft excel in writing their dissertations. Lecturers are there are there to assist students and at times to teach them on how they can use Microsoft excel to transform figures into bar graphs or pie charts. In Journalism and desktop publishing modules students are taught to design a newspaper layout using adobe page marker though computers. This is learning by doing. This fulfils Miettinen (2006:394) assertion that pragmatism provides students with tools to accomplish real tasks in constantly evolving situations, and to use every situation as a learning experience. In addition, pragmatism exists in reality, where change is constantly taking place, and man is an active agent and conductor of transformations, either by thought or by action. For instance, students in media and society studies can perform and solve journalism task using computers. They can create brochures, business cards and newsletters using computers under the instruction they get from the lecturer in charge. Things of reality like brochures become known when they interact with the human. Therefore this make it true to support the claim that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing their curriculum. Basing from the cited above examples it is true that students can learn practical by designing media products such as news letter using new technology like cameras for photos and computer application software package like adobe in executing the curriculum. Furthermore, tertiary institution like MSU and many others across the country uses new technology like video camera to produce films and computers to edit images. Here a lecturer in charge can impart knowledge to students on how to use cameras for taking image and computers for editing the image and integrating it with message for public consumption. This fulfills Dewey’s (1961) claim that pragmatism regards practice as a solution to the problems caused by Cartesian dualism between the subject (consciousness) and object (nature, reality). Again this enhances two way interactions which is the dialogical reflective practice of pragmatism. Hence although the lecturer uses computers to train students he should resort to pragmatism approaches and principles in imparting the knowledge of executing certain task and solving real problems that exist in real life situation. This therefore makes it true to claim that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing curriculum. Miettinen (2006:400) argues that pragmatism regards practical experiment and intervention as an essential part of studying human practices. At tertiary education some modules can blend theory with practice. For example, Journalism modules taught in the department of Media and Society Studies at MSU students through experiments using new technology in creating media products such as newspapers and videos enables students to see education not only as an academic exercise to increase general knowledge, but also as an answer to “why” and “what” should one learn, and what students will use learning for. Most media students after their practical’s modules they can perform any media related task which increases their practical competences. Judging from this example, it makes it true to assert that tertiary education in the modern technological world cannot survive without adopting approaches and principles in executing curriculum. In tertiary education just like in pragmatism, learning is in a central position. At tertiary education even theoretical modules can be learnt using new technology. For instance, the modules like Global media Studies and political Economy and The Media, albeit that they are theoretical modules, students can use internet and computers to research for information and to write assignments. Students can use the internet to translate useful knowledge of real-life problems into action. Again students can search on-line and acquire new knowledge and skills using technology. This can make students learn to use scientific methods, think and act on their own initiative in the media field. This makes it true to support the claim that tertiary education in modern technological world cannot survive without adopting approaches and principles in executing curriculum. Pragmatism approaches and principles according to Singh (2007) states that human life always changes with the changing times, places and circumstances. For example, at MSU through media department the curriculum constantly changes to address the current industrial trends. New modules and module content is adjusted to suit the contemporary industrial community needs using new technology. This strongly support the assertion that the aim of education in the light of pragmatism is more and more growth and creation of new values and to provide such dynamic direction and guidance to students at tertiary institution according to their natural interest, aptitude and capacities in the field of academic activities that he grows up and develops more and more capacities to successfully achieving a happier life. For instance, new computer application software such as coral draw, in-design and Ashampoo burning studio application soft-wares have been introduced in the journalism module to empower students and to boost their competent. Instead of students grasping knowledge of using 5W’s and 1H for news writing, students can now use new technology like computers, cameras, recorders to record news, write news and designing news-letters and designing a newspaper layout. Such knowledge is practical and the lecturer through new technology assist students to achieve intended learning goals using new technology. At times students conduct projects for themselves on certain task the lecturer would have delegated them which fulfill learning by doing. Again most of the modules taught in the media department are useful to the present need of learners and also meet the future expectations of adult life. For instance, practical modules such as TV broadcasting, radio broadcasting and film making are useful in preparing the learner to the expectations of adult life. Such modules offered in media department uses new technology like computers, mike, recorders, digital cameras and compact disk. All these practical modules encourages original thinking and freedom to develop social and purposeful attitude, which blend vocations and experiences. This strongly supports the view that tertiary education in the modern technological world cannot survive without adopting pragmatism approaches and principles in executing its curriculum. In conclusion pragmatism is a temper of mind, an attitude, idea and truth. In addition, it is experimental and regard practice as a solution to the problems caused between the subject and object. Again it is true to strongly support the claim that tertiary education in the modern technological world cannot survive without adopting approaches and practices in executing curriculum. All key terms in this essay has been defined with clear examples drawn from MSU, particularly from the media department to indicate how pragmatism approaches and principles are relevant in tertiary education. An assessment has been made to show how the pragmatism approaches and principles that favours project methods, experiments, social discipline based on students interest, activities and sense of social responsibility can be important and relevant in tertiary education in the modern technological world in executing the curriculum. It cannot be disputed that in the technological world pragmatism approaches and principles are useful in tertiary education. Again pragmatism oppose bookish knowledge and condemns those methods which promote knowledge which is not useful in every day walk of life. References Dewey, J (1931) Philosophy and Civilization. New York, Milton, Balch and Company Dewey, J (1929) The Quest for Certainty: A Study of the relation of knowledge and action. New York, Minton, Balch, and Company. Eyler, J (2009) The Power of Experintial Education. Liberal Education. Association of American Colleges and Universities. James, W(1907) Pragmatism, A New Name for some Old ways of Thinking. Popular Lectures on Philosophy. New York, Longmans, Green and Co Miettinen, R (2006) Epistemology of Transformative Material Activity: John Deweys Pragmatism and Cultural-Historical activity theory, Journal for the theory of Social Behaviour, 36:4:389-408 Peirce, C.S (1992) The Essential Pierce: Selected Philosophical Writings, Vol.1 (Indianapolis, IN, Indiana University Press. Shahabi, P.Z and Ashkezari, M.M.D (2011) Principles of Education: Link of Philosophy and Pragmatism. Iran. Islamic Azad University. Singh, Y. K. (2007). Philosophical foundation of education. New Delhi: A P H Publishing. Shahid, S. M. (2000). Philosophy of education. Lahore: Majeed Book Depot. Taatila, V.P and Raij, K (2011) Philosophical Review of pragmatism as a Basis for Learning be Developing Pedagogy . Finland. Laurea University of Applied Science.

Examine five main ideas of Maslow’s theory of motivation showing their relevance to tertiary education.

The essay is going to look at the five main ideas of Maslow’s theory of motivation as follows; the physiological needs, the safety needs, self actualisation, belonging and love needs and the esteem needs. However, key terms like motivation and tertiary education would be clearly defined for the benefit of the essay. Again the relevance of Maslow’s theory of motivation to tertiary education would be discussed with clearly cited examples drawn from what happens at Midlands State University. The term “motivation” is derived from a Latin word “Movere” or “Motum”, which means to move which was the original source for the word motivation (Webstera Collegiate Dictionary, 1941) Motivation has been described as what energizes, directs and sustains behaviour (Porter, Bigley and Steers 2003) Maslow (1970) claims that people move up a need hierarchy as they satisfy each of them. Unsatisfied needs motivate until they are fulfilled. According to Woolfolk (2013:465) motivation is an internal state that arouses, directs, and maintains behaviour. It is clear from the above definition that the study of motivation focuses on how and why people initiate actions directed towards specific goals, how long it takes them to get started in the activity. Student’s motivation to learn at tertiary institutions like colleges and universities is both a trait and a state. That is, it involve taking academic work seriously, trying to get the most from it, and applying appropriate learning strategies in the process. It is imperative in this essay to check how Maslow’s five main ideas motivate students at tertiary institution to achieve the intended goals in life. Maslow (1970) conceives a human being, not as an empty organism, but as an active being whose behaviour is being propelled by some potent forces. He postulates that unsatisfied needs creates tension within an organism and serves as a force to direct behaviour towards reduction of the tension. Maslow arranges the human needs into a hierarchy in their order of prepotency. Maslow (1970) placed the needs in five stages. He formulates the principles under which they operate thus (a) it is only when a person partially gratifies a more basic and pressing need that the next level on the hierarchy rears up its head, (b) deprivation of a satisfied need best equips one to seek a way to restore the gratification of the need in future; and (c) when basic needs have been met, people become healthy and motivated to actualizes their highest potentialities. It is important to establish how gratification of these needs at tertiary institution like Midlands State University can make one to have emotional satisfaction and stability. Students, lectures and administrative personnel can gratify their needs. It cannot be refuted that failure to attain the five needs can result in poor self-concept and loss of age identity. It can also be noted that failure to achieve this five needs in tertiary institution can make the tertiary institutions to fail meeting the goals and mission of an institution. The physiological Needs: Undoubtedly these physiological needs are the most pre-potent of all needs (Marlowe and Canestrari 2006:219). What it means specifically is that in the human being who is missing everything in life in an extreme fashion, it is most likely that the major motivation would be the physiological need rather than any other. A student from tertiary institution like Midlands State University who lack food, safety, love and esteem would most probably hunger for food more strongly than for anything else. All capacities are put into the services of hunger-satisfaction, and the organisation of these capacities is almost entirely determined by the one purpose of satisfying hunger. The receptors and effectors, the intelligence, memory, habits, all may now be defined simply as hunger gratifying tools. This factor is salient both to students and workers in tertiary institution since lack of it will disturb effective learning and concentration in lecturers. On the other hand, if lectures are faced up with this challenge of hunger, it means that they would spend most of their time elsewhere and students would not be fairly accorded their time. Marlowe and Canestrari (2006) state that a man who is extremely and dangerously hungry, no other interests exist but food. He dreams good, he remembers food, he thinks about food, he perceived only food, and he wants only food. Another perculiar characteristic of the human organism when it is dominated by a certain need is that the whole philosophy of the future tends also to change. Physiological need is relevant and important to tertiary institution like Midlands State University. For instance, students who cannot satisfy the hunger need may end up resorting to prostitution or falling in love with many partners. Such students be it female or male may be infected by sexually transmitted diseases such as HIV/Aids and that can cut short the life span for the learners. Female students may end up falling pregnant and loosing focus and concentration to their studies. The safety Needs: Safety needs include security, stability, dependency, protection, freedom from fear, from anxiety and chaos, need for structure, order, law, limits, strength in the protector and so on. Safety needs may serve as the most exclusive organiser of behaviour, recruiting all the capacities of the organism in their service, and we may then fairly describe the whole organism as a safety-seeking mechanism (Marlowe and Canestrari 2006:222). Again as in the hungry man, we find that the dominating goals are a strong determinant not only of his current world outlook and philosophy, but also of his philosophy of the future and of values. Practical everything looks less important than safety and protection. For instance, at tertiary institution, injustice, unfairness or inconsistencies in the lecturer seem to make students feel anxious and unsafe. Again if the students lose faith and trust from the lecturer or institution this can work negatively on the side of students and intended goals to be achieved can be thwarted. Students need to be protected from unprofessional male lecturers who will always abuse their power and trade a mark with sex. Again students need to be protected from theft. For instance, at Midlands State University, the security department is there to safe guard the property of students in hostels from being getting stolen. Furthermore, the attitude may be not so much because of the injustice per se or any particular pains involved, but rather because this treatment threatens to make the world look unreliable, or unsafe or unpredictable. Also lecturers out-burst of rage or threats of punishment directed to students, calling names, speaking to them harshly, handling them roughly or chuckle them out of a lecture sometimes elicit total panic and terror that we must assume more is involved than the physical pain alone. The peaceful, smoothly running, stably, good learning environment at tertiary institution ordinarily makes students feel safe enough from criminal assault, chaos and so on. Students in a lecturer need to be motivated through assurance and positive comments so as to enable them to be out standing in their academic pursuance. The safety needs can become very urgent on the social scene whenever there are real threats to law, to order, to the authority of students. Students at tertiary institution can be disturbed by threats to authority like being taken to university disciplinary committee, to legality like security guards and to the representatives of law. The need for self-Actualisation: Self-actualization is the ultimate process of personal growth (Tuchman and Monetti 2011:418). It is based on the belief that “what man can be, he must be. He must be true to his own nature”. Heyligher (1992:41) asserts that self actualisation is reached when all needs are fulfilled, in particular the highest need, and due to positive feedback, self actualisation in not fixed state, but a process of development which does not end. This is relevant in university so as to make students develop an insatiable appetite of learn and acquiring new knowledge and skills. For instance, at university level like Midlands State University, self-actualisation can be in the form of openness to experiences, to be eager to undergo new experiences, learn new ideas and skills and to try out new things. For example, to be elected as the Students Representative Council (SRC) President or to be chosen to represent you university in AZUSA games. Here students would value and appreciate the talent and capabilities they possess well ahead of others who would have failed to emerge as victors. In addition, through self actualisation students may walk for the thousandth time through the same street, yet suddenly experience beauty and excitement as if he or she saw it for the first time. For instance, a student who can be awarded a scholarship for being outstanding in his or her academic performance can experience the beauty of hard working and as well as being excited for getting nominated. Such sense of beauty, wonder or revivification is usually triggered by the same type of objects or situations, depending upon the individual. Again social interaction and creation of relationships between and among students from other part of the world can lead to self actualisation. For instance, students at Midlands State University can develop self actualisation after mixing and mingling with students from Namibia and Lesotho. Here self actualisation would develop general feeling of empathy and kinship towards humanity as a whole. Students in such multiracial groups of students can listen to other students from other race, age, religion or ideologies, without being inhibited by prejudices which is a form of self actualisation termed by Maslow (1970) as “democratic character structure”. Deducing from the contribution made to this aspect of self actualisation as one of the main five ideas of Maslow motivation tool it is clear that self-actualisation is relevant in university set up for effective learning . The belonging and love needs: If both the physiological and the safety needs are fairly well gratified, there will emerge the love and affection and belongingness needs. The love or belongingness needs come into play after the physiological and security drive is satisfied. Gratification is a matter of degree rather than and either or accomplishment. Maslow’s concept of belong combines the twine urge to love and give. Giving love is different from the passion of rock music lyrics that announce, “I want you, I need you “. Now the person will feel keenly, as never before, the absence of friends, family, wife, children and sweetheart. The person will hunger for affectionate relations with people in general, namely for a place in his group or family, and he will strive with great intensity, to achieve this goal. Alderfer (1972) says that; “human have a desire to live and belong to groups including clubs, work groups, religious group and family. Belong and love is relevant at tertiary education and since it is adult learning this creates the bond and relationship between students and lecturers and as well as other working staff at the tertiary institution. For instance, lecturers need students for their profession to be recognised. On the other hand, students need lecturers for them to achieve their goals. When analysing the student-lecturer relationship the two groups are intertwined and cannot live without appreciating the other. Students would perform better if they know that their lecturers love them and lecturers would be happy to hear their students passing lovely comments about them. Therefore judging from this argument it is clear that belonging and love is necessary at tertiary learning. At tertiary institution students will want to attain such a place more than anything else in the world and may even forget that once, when they were hungry, they sneered at love as unreal or unnecessary or unimportant. Self esteem Needs; All people in our society including students at tertiary institutions desire for a stable, firmly based, usually high evaluation of themselves, for self respect, or self esteem and for esteem of others. These needs may therefore be classified into two subsidiary sets. These are first the desire for strength, for achievement, for adequacy, for mastery and competence, for confidence in the face of the world and for independence and freedom.. Secondly, we have what we call the desire for reputation or prestige (defining it as respect or esteem from other (people). Status, fame and glory, dominance, recognition, attention, importance, dignity or appreciation. It can be argued that all the above stated aspect are important and can be applied in tertiary learning in order to achieve the intended goals. For example, lecturers would want to be respected by their students and students on the other hand would want to be recognised by their lectures. Students would also be happy to be given attention by their lecturers. The tertiary institution workers would want to be dignified and highly appreciated by their bosses that is, the Chancellor, vice Chancellor and together with the university administration. Hence self esteem is relevant to tertiary learning and is an important motivator to students, academic staff and none academic staff in their day to day operation.

In addition, satisfaction of the self esteem needs leads to feelings of self confidence, worth, strength, capability, and adequacy, of being useful and necessary in the world. Thwarting of these needs at tertiary institution would lead to inferiority and helplessness. These feeling in turn give rise to either basic discouragement or else compensatory or neurotic trends. The most stable, most healthy self esteem in based on deserved respect from others rather than on external fame or celebrity and unwarranted adulation. It can be argued that self esteem is relevant in tertiary institution in order to assist lecturers, students and other university workers to perform their duties to the maximum benefit and prosperity of the institution. Students would work hard so as to achieve the best grades that they can use to compete in the outside world. Lecturers have to thrive teaching and assisting their students so as to have good profile and the institution MSU have to continue producing well behaved students, who are hard working, competent and productive to the industry so as to gain respect and recognition. Hence this makes esteem need important and relevant to tertiary learning. It can be concluded that all the five main ideas of Maslow’s theory of motivation are relevant to tertiary education. Basing on the examples cited in this essay drawn from Midlands State University, as one good example of the tertiary education it cannot be disputed that Maslow’s motivation five main ideas enables the students, lecturers and other university workers to thrive for the best in improving their plight together with the entire society plight. Key terms such as motivation and each of the five main concepts were clearly defined. Therefore physiological needs, safety needs, the belonging and love needs, the need for self actualisation need and the esteem needs are applicable and relevant in tertiary learning and must be taken seriously in order to meet our intended goals together with the institution goals. References Alderfer, C (1972) Existence. Relatedness and Growth. New York: Free Press. Heylighen, F (1972) A Cognitive Systematic Reconstruction of Maslow’s Theory of Self- Actualisation. PESP Free University of Brussels Marlowe, B.A and Canestrari, A.S (2006) Educational Pyschology in Context: Reading for Future Teachers. London. Sage Maslow, A.H (1970) Motivation and Personality. Second Edition. New York: Harper and Row. Osuji, S.N (2007) Maslovian Theory of Human Needs: Implication for Adult Education Curriculum in Nigeria. Obafemi Awolow University. Nigeria. Tuckman,B.W and Moneti, D.M (2011) Education Psychology. International Edition. USA: Wadsworth Woolfolk , A (2013) Educational Psychology Twelfth Edition. USA. Pearson www.afirstlook.com PDF. A first look at Communication Theory

STYLE FOR NEWS WRITING

CAVEN MASUKU( +263773210607) Gweru, Zimbabwe SEPTEMBER 2012 masuku.caven@gmail.com +263773210607 STYLE FOR NEWS WRITING; Inverted Pyramid Literal Allusion. Champagne Glass, Stack of Blocks and Nut Graph In Zimbabwe all hard news are written following the Inverted Pyramid. In addition, Inverted Pyramid is the most space-efficient story form known. It permits writers to go on at great length, or, as is more often the case, to deliver the most important information in a paragraph or two. Information is arranged in descending order of importance. The most salient issues about Inverted Pyramid can be summarized below; Inverted Pyramid: Most news stories are written in a traditional form it puts most important details first. The form is called an INVERTED PYRAMID. It begins with a terse/short opening paragraph called LEAD that summarizes the principal items of a news event. The second paragraph and each succeeding paragraph contain secondary or supporting details in order of decreasing importance. NB All the paragraphs of the story contain newsworthy information, but each paragraph is less vital than the one before it. The writing form puts the punch of a story at the beginning. This writing form is different from the writing form used for novels, short stories, drama and some news features, where an author begins with background and works to a climax. Guideline for using the Inverted Pyramid 1. Avoid a “buried lead”. The ingredients of an inverted pyramid are the WHO, WHAT, WHEN, WHERE, WHY and HOW of news event. For example: X“Police Chief John Jones discussed Riversdale crime problem with interested town’s people at a meeting Monday night. Jones agreed to meet with residents who have grown increasingly concerned about the safety of their neighbors’. The Chief said there were more serious crimes reported in the last 12 months in Riverdale than during any year in the city’s history” “Police Chief John Jones said Monday night that there were more serious crimes reported in Riverdale last year than during any 12 months in the city’s history” (Anderson and Itule 1984) 2. Keep the lead as brief as possible: If you can do it in 25 words or fewer, fine, but never write a lead with more than 35 words. The writer should not have attempted to put two ideas into one sentence. Effective Leads: “ZIMBABWE Prime Minister Morgarn Tsvangirai warned SADC yesterday that is has two weeks to settle the pending issues in the Global Political Agreement among the Main Political parties”. 3. Keep all sentences as simple as possible: Trim superfluous or hard-to-understand words. Do not clutter sentences with un-necessary adjectives, advertisements or subordinate Clauses. 4. Write in an active voice (Subject acting upon object) rather than passive voice (subject is acted upon). -Active voice is considered more direct and vigorous. Lead: “Chicago firefighters battled dense smoke for nearly six hours Saturday to bring a multi-alarm blaze in a downtown frozen foods storage building under control. WHO……Firefighters WHAT….Battle dense smoke in a multi-alarm blaze WHEN….Saturday WHERE...Downtown Chicago WHY……To control a fire (Anderson and Itule 1984:19) NB: Hard News uses INVERTED PYRAMID as well as SOFT NEWS use literary lead Champagne glass The style takes a similar form to the Inverted Pyramid with the first top/ first half of the story containing a strong lead and all the important facts. There is a strong transition to a chronological retelling of the story from beginning to end The style ends with a great kicker It is important to give your readers a “reward” for staying with you for the whole story. Complex events are simplified in narrative order and it keeps the story in context NB The only problem though is that this kind of story is much harder to edit. Stack of block This style takes the form of a lead followed by several distinct and separate sections and a strong ending. The advantage of grouping information into specific sections is that it allows for easier explanation and helps readers remember the major points and explanations. The major disadvantage is that a reader has to scan an entire story to get all the points. Editing is easy and less important information can be removed without the rest of the story not being affected Anecdote and nut graph It can lead the reader easily into difficult subjects and complex analyses. Story written under this style starts with a long soft lead. The paragraph following the SOFT LEAD is called the “NUT GRAPH”. Nut Graph tells the reader what the story is all about (ie) it gives essential facts which show why the story is so important The style takes a similar form to the Inverted Pyramid with the first top/ first half of the story containing a strong lead and all the important facts. There is a strong transition to a chronological retelling of the story from beginning to end The style ends with a great kicker It is important to give your readers a “reward” for staying with you for the whole story. Complex events are simplified in narrative order and it keeps the story in context NB The only problem though is that this kind of story is much harder to edit. REFERENCES Anderson D.A and Itule B.D (1984) Contemporary News Writing. New York. USA, Random House. Brooks et al (1998) News Reporting and Writing. USA. St Martins Press. Day (2000) Ethics in Media Communications; Cases and Controversies 3rd Edition. Belmont, CA.Wadsworth. Fry,D.(2009) Champagne Glass http://donfry.wordpress.com/2009/06/24champagne-glass/Accessedon20/08/12 Greer G (1999) A New introduction to Journalism . South Africa. Cape Town . Juta Hohenburg J (1976) The professional Journalists Fourth Edition. London. University of Kansas.

My photo taken in October 2013