LIFTEd: Language, Identity and Future-Focused Teacher Education in Communities

Subarea Leader: Prof Elma Marais

Email Address: elma.marais@nwu.ac.za

Website Contact Person: Nthabiseng Mohobe

Subarea Members

About the Subarea

LIFTEd is structured around three interconnected conceptual pillars: language, identity and future-focused teacher education. These pillars function together, with each shaping and strengthening the others.

Language is understood broadly as a means of teaching, learning, communication, literacy development, multilingual engagement, storytelling and meaning-making. In South African education, language influences access, participation, confidence and the extent to which learners and teachers experience belonging. LIFTEd therefore examines how language, literature and creative expression can promote inclusion, affirm diverse identities and strengthen connections between classrooms and communities.

Identity focuses on the continuing professional development of learners, pre-service teachers, in-service teachers and lecturers. Professional identity is viewed as dynamic rather than fixed, developing through experience, reflection, emotion, agency and professional knowledge. LIFTEd explores identity through reflective practice, community-based learning, storytelling, identity portraits, portfolios, mentoring and engagement with diverse educational realities. The aim is to support grounded, adaptable and ethically responsive professional identities of teachers and early career academics.

Future-focused teacher education prepares teachers for multilingual, digitally mediated, socially diverse and pedagogically complex classrooms. It extends beyond technology use and emphasises adaptability, creativity and sound professional judgement. Technology is treated as one pedagogical resource among many. The pillar also values play-based and guided play pedagogies for supporting language development, collaboration, creativity and learner engagement. Through these approaches, LIFTEd equips pre-service teachers with practical strategies for designing active, embodied and socially meaningful learning experiences, while remaining attentive to the challenges of implementation in rural and under-resourced contexts. Together, these pillars position teacher education as relational, context-sensitive and responsive to emerging educational needs.

Research Focus Areas

Language education and community responsiveness 

This focus area examines how pre-service teachers learn to use language and literature as tools for inclusion and meaning-making in multilingual, community-based contexts. Research in this area will engage with questions of literacy, multilingual communication, creative expression and the role of oral traditions and storytelling in language classrooms.

Professional identity development 

This focus area investigates how pre-service teachers, in-service teachers and lecturers develop their professional identities through community-based teaching experiences, reflective practice and engagement with real classroom challenges. It aims to look at how teaching is approached in this time and place and why teachers might struggle. We examine how teachers and early career academics develop their careers. Research methods may include narrative inquiry, identity portraits, portfolio analysis, mentoring studies and longitudinal case studies of teacher development.

Technology integration and play pedagogies 

This focus area explores how pre-service teachers learn to make responsible, context-sensitive decisions about technology use. It also investigates how play-based pedagogies can be designed and implemented to support learning in diverse South African school settings. Research in this area will pay close attention to questions of access, equity and contextual appropriateness.

Current Research Projects

Research Outputs

Conferences

Community Engagement Activities

Funding and Grants

Yearly support from the LEGO foundation with up to 4400 sets of LEGO Six Bricks

Research Impact

LIFTEd’s research impact lies in its ability to connect scholarly knowledge production with teacher development, curriculum improvement and meaningful engagement in educational communities. Through its integrated focus on language, identity and future-focused teacher education, the strand produces contextually relevant knowledge for multilingual, socially diverse and resource-constrained South African education settings.

The strand has contributed to knowledge dissemination through national and international conference presentations in South Africa, Lithuania, Indonesia and Austria. These presentations have addressed student success, teacher identity, mixed-reality simulation, play-based pedagogy, storytelling and the affective experiences of pre-service teachers. Peer-reviewed articles and book chapters have further extended the strand’s contribution to critical literacy, Afrikaans language education, doctoral support and inclusive language curricula.

LIFTEd also contributes to postgraduate research capacity. The completion of master’s and doctoral studies within the strand demonstrates its role in developing researchers and generating knowledge on reading for meaning, academic language development and teacher capacity-building.

A central dimension of the strand’s impact is its influence on teacher education practice. Current research projects investigate the belief-practice gap among beginner teachers, Open Educational Resources in African language education, affective factors in English language classrooms, the development of beginner academics, artificial intelligence literacy, LEGO®-based pedagogies and critical service learning. These projects inform module design, lesson-planning assignments, teaching-practice preparation, mentoring, professional learning communities and reflective approaches to teacher development.

The strand’s impact extends beyond the university through collaboration with schools, teachers, students and communities. Service-learning projects create sustained partnerships between pre-service and in-service teachers, while former students increasingly return as participating teachers. Research on play, technology and multilingual teaching produces practical strategies and resources that respond to questions of access, equity and contextual appropriateness. LIFTEd support pre-service teachers and in-service teachers with several collaborations with schools and international scholars where beginner teachers find their feet, explore their identity and develop communities of practice. 

LIFTEd therefore demonstrates academic, educational, professional and community impact. It strengthens teacher preparation, develops research capacity, supports professional identity formation and generates evidence-informed approaches that can influence teaching practice, curriculum development, institutional decision-making and community-engaged education within NWU and the broader South African context.

Future Research Directions

The future direction of LIFTEd will focus on strengthening its integrated research agenda across language, identity and future-focused teacher education. The strand will deepen research on how teachers develop, adapt and sustain their professional identities across different stages of their careers, with particular attention to the transition from pre-service teacher to beginner teacher.

A key priority will be longitudinal research that follows pre-service teachers into their first years of professional practice. This research will investigate how beginner teachers negotiate the theory-practice gap, classroom realities, institutional expectations, multilingual teaching environments, workload pressures and relationships with mentors, colleagues and school communities. It will also examine how these experiences influence their confidence, professional agency, emotional well-being, pedagogical decision-making and developing teacher identities. The findings can inform stronger induction, mentoring and professional learning programmes for beginner teachers.

LIFTEd will continue to expand research on multilingual language education, literacy, literature, storytelling and community-responsive teaching. Particular attention will be given to the development and use of accessible resources for African languages and to pedagogical practices that affirm learners’ linguistic and cultural identities.

Future-focused research will also explore the responsible and context-sensitive integration of artificial intelligence, Open Educational Resources, mixed-reality simulation and play-based pedagogies. Research will examine not only whether these approaches improve teaching and learning, but also how they influence teacher identity, professional judgement, access, inclusion and equity.

The strand will strengthen collaboration among researchers, students, schools, teachers and community partners through participatory research, service learning and communities of practice. It will also prioritise postgraduate supervision, collaborative publications, externally funded projects and the development of practical frameworks, resources and professional development programmes.

Through this direction, LIFTEd aims to establish a sustained body of evidence on how language, identity, community engagement and pedagogical innovation can contribute to the development of capable, reflective and adaptable teachers throughout their professional journeys.

INCLUSIVE EDUCATION AND SUPPORT SERVICES IN COMMUNITIES

Subarea Leader: Dr A Masunungure

Subarea Members: Prof P Engelbrecht, Prof J Hay, Dr C Joubert, Dr I Payne-van staden, Dr A Masunungure, Dr P Jama, Ms R Modiba

Focus:

• Teacher efficacy within inclusive education
• Perspectives of learners about inclusive education
• District- and School-based support teams
• Lay counselling for communities - via NWU BEd Hons and BEd alumni

Book on Education Support Services

• Currently in production at AOSIS: Reconceptualising Education Support Services in South Africa

Projects

• Perspectives on the psychosocial lay counselling and educational contribution and role of NWU BEd Hons Learner Support alumni in their school communities – and possible intervention strategies to extend this contribution.

What are the perspectives on the psychosocial lay counselling and educational contribution and role of NWU BEd Hons Learner Support alumni in their school communities – and possible intervention strategies to extend this contribution?

The North-West University has been training post-graduate teaching students at BEd Hons level in various programmes. One being Learner Support (currently called Special Needs Education) with modules being taught to equip students to provide psychosocial and educational wellness to diverse communities. The following modules are provided in the first year and second year of this programme: CEPS (Community Educational Psychology); FLCE (Facilitation and Lay Counselling in Education); IELS (Inclusive Education) and APLS (Applied Learner Support). In the second year of study a research project must also be sucessfully completed to ensure graduation. CEPS and FLCE are aimed at providing knowledge and skills to students to enable them to support diverse communities on a psychosocial level, while IELS and APLS are focused on supporting learners with special needs and barriers to learning – and thus  focusing on supporting learners within an Inclusive Education Context and in collaboration with School Based Support team members. According to the Education White paper 6 (DoE, 2001), inclusive education aims to provide equal access to all learners irrespective of differences in regard to abilities or disabilities, gender, race or culture.  For post-graduate students in the South African school context the skills taught in modules such as the ones referred to above mean that teachers might have some capacity to provide special needs learners with basic supportive psychosocial lay counselling and educational guidance that includes, for example, help with study methods, qualitative and informal career guidance, overcoming barriers to learning, inter- and intra-personal skills, conflict and stress management. However teachers are also expected to work collaboratively within an ecosystemic approach to provide the necessary psychosocial and educational support to learners or to facilitate learners’ access to the applicable support needed. As such, I conclude that teachers who fulfill a learner support role in their school community are tasked with developing learners’ full educational, personal and social potential (Davis, 2010; DoDEA, 2006). Referral represents a large component of such support. According to the Professional Board of Psychology (2007), registered counsellors need to refer their clients to psychologists, social workers or any other professional when a problem is beyond the scope of their practice. The same applies to teachers fulfilling a learner support function, perhaps even more so than for registered counsellors, who have formal counselling training: teachers fulfilling a learner support role are thus duty bound to refer to applicable professionals when they are unable to deal with a particular problem (Professional Board of Psychology, 2007; Van Niekerk & Hay, 2009) and are specifically trained to understand and respect this imperative (Kitching, 2012). However, referral might prove to be difficult because of a lack of professionals such as registered counsellors, psychologists or social workers (Hay, 2018). Other reasons might be because of limited finance, poverty, HIV/AIDS, political agendas or a non-functional SBST and DBST (Pillay, 2007). Researching the different perspectives on the psychosocial lay counselling and educational contributions Learner Support alumni are currently making to school communities (and finding possible intervention strategies) could be valuable resources if teachers are working in a context that offers no or a very limited referral network (Visser, 2007). In such instances it is Learner Support almuni’s ethical duty to provide the best possible care, but without going beyond the scope of their training, much like the ethical duty of trained counsellors to provide quality care without going beyond what they are trained to do (Prilleltensky, 2002; Visser, 2007). In summary, offering psychosocial lay counselling and providing educational guidance are core learner support tasks that could be challenging. The challenges are likely to increase if Learner Support alumni are under-trained or without professional referral networks.

• Improving psychosocial and educational support, rendered by designated education support structures, to learners and teachers in various schools of the nine provinces of South Africa

How do (and how can) District-based and School-based Support Teams, Full-service Schools and Special Schools Resource Centres of the nine provinces (be empowered to) render psychosocial and educational support to learners and teachers?

Secondly how can they be capacitated to align with the envisaged services as articulated by the Department of (Basic) Education’s policy documents on education support?

Building on an earlier NWU Faculty of Education project, the first phase of this project is specifically to support an approved NWU AOSIS Book Project called: Reconceptualising Education Support Services in South Africa – to be published early in 2021. This phase mainly deals with collecting survey-type data. The second phase focuses on action research interventions within a number of designated education support service structures, aiming at improving support to learners and teachers.

The advent of inclusive education in South Africa brought with it substantial changes to the thinking about and structuring of Education Support Services (ESS)(Donald, Lazarus & Moolla, 2014). Some of the far-reaching changes were that ESS staff should work towards retaining learners within inclusive classes (as opposed to referring them to specialised settings), also support the school system and adults in the learner’s life (as opposed to only focus on an individual learner’s problems) and bring educational and psychosocial support in better balance (as opposed to the domination of psychology in the special education system)(Hay, 2003).

Some of the fundamental pillars/structures upon which ESS (and psycho-socio-educational support) are built, are School-based Support Teams (SBST), District-based Support Teams (DBST), Full-service Schools (FSS) and Special Schools Resources Centres (SSRC)(SIAS, 2014). Each school is supposed to have an SBST to support teachers and learners where in-class strategies have failed. Each district also should have at least one DBST consisting of a multi-disciplinary team that can intervene where SBSTs are not successful. FSS and SSRCs are furthermore the natural spaces where learners experiencing moderate to severe barriers should be supported. The challenge 19 years after the publication of White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (DoE, 2001), is that it appears as if schools and provinces have implemented the ESS component of inclusive education in an inconsistent and erratic manner. This research primarily aims at determining how provinces and schools have established SBSTs, DBSTs, FSS and SSRCs – and how these are contributing to psycho-social and educational support of learners and teachers, the findings of which will be published in an AOSIS Book: Reconceptualising Education Support Services in South Africa. Following on the book publication, the second phase will be about empowering SBSTs, DBSTs, FSS and SSRCs in the different provinces through an action research design to improve their psycho-social and educational service rendering.

The first aim of this 3½ year-long research project is to obtain detailed information in order to analyse how District-based and School-based Support Teams, and Full-service Schools and Special Schools Resource Centres are rendering psychosocial and educational support to learners and teachers in the nine provinces of South Africa. The research objectives linked to this primary aim are to determine:

1) the current status, composition and distribution of the multi-disciplinary teams of the SBSTs and DBSTs in the nine provinces; 2) the staff member: learner ratios under which the SBST/DBST members are rendering services; 3) the type of psychosocial services to learners and teachers that SBSTs and DBSTs are rendering at the moment; 4) the type of educational services to learners and teachers that SBSTs and DBSTs are delivering currently; 5) the successes and challenges that SBSTs and DBSTs are experiencing in terms of psychosocial and educational support; 6) the preparedness of FSS and SSRCs to support learners experiencing moderate to severe barriers to learning, and 7) successes and challenges of FSS and SSRCs in delivering appropriate psychosocial and educational support.

A second aim is to capacitate selected SBSTs, DBSTs, FSS and SSRCs via an action research approach to improve their service rendering. This second phase will roll out subsequent to the publication of the book. Here it is envisaged that some researchers will approach willing institutions that are open to reconsider their processes/procedures of service rendering, join with the institution and start to engage in an action research process to improve operations.

• Adding perspectives of learners about inclusive education to improve practice 

Inclusion of learner voice in the creation of an enabling environment for teaching and learning is encouraged by policy. However, in South African schools, learners' voices are mostly unrecognised, specifically regarding the implementation of inclusive education. The main research question for this project is therefore:

How can perspectives of learners contribute to make schools more inclusive spaces?

The following secondary research questions will be explored:

• How is inclusive education understood by learners?
• How do teachers interpret the learners’ understanding of inclusion?
• How can all role-players  use this knowledge to enhance inclusive practices in schools?

Since the advent of democracy in 1994, South Africa has been developing legislation and policies on inclusive education that place a strong emphasis on equality and human rights, as defined in the Constitution of the Republic of South Africa (Engelbrecht & Savolainen, 2018). As a result, the White Paper 6, Special Needs Education, Building an Inclusive Education and Training System was ratified in 2001. This policy promotes education for all and fosters the development of inclusive and supportive centres of learning that enable all learners to participate actively in the education process (DoE, 2001). The policy document states that inclusive education is about recognising and respecting learner and learning diversity within mainstream schools (Engelbrecht & Muthukrishna, 2019:115) and further maximising the participation of all learners in the culture and the curriculum of educational institutions (DoE, 2011). This could be achieved through strategies and interventions to assist teachers to cope with a diversity of learning and teaching needs to ensure that transitory learning difficulties are ameliorated (DoE, 2001). The strategies require all the role players involved, including learners, to take up the responsibility to implement the values associated with inclusion to ensure that all learners pursue their learning potential to the fullest.

Specific interventions or strategies are essential to overcome barriers to learning that exclude learners from the curriculum and education system (Nel, Nel & Lebeloane, 2017). Engelbrecht and Savolainen (2018) pointed out that teachers themselves are also expected to continuously develop strategies to provide quality educational opportunities for each learner in their classrooms. However, this has become a challenge for both the Department of Basic Education and teachers (DBE, 2015; Gina, 2017) since teachers struggle to integrate policy guidelines into their daily teaching. The practice of inclusive education has been widely embraced as an ideal model for education (Donohue & Bornman, 2014) and the Department of Education made available training to support teachers to implement inclusive education. Unfortunately, the reality is that new policies tend to evoke mixed feelings: excitement amongst advocates for change and uncertainty and even stress among those who are expected to implement (Ntombela, 2011). Mahlo (2017) found that changes in education policies have added an unreasonable amount of stress to teachers, resulting in the needs of learners being ignored. (Fransson & Frelin, 2016). Teachers are struggling to adequately respond socially and emotionally to the call for inclusive teaching (Harmsen, Helms-Lorenz, Maulana, & van Veen, 2018).

There are many publications which support this assertion (Thwala, 2015; Zwane & Malale, 2018; Ramaahlo, Tönsing & Bornman, 2018; Moberg, Muta, Korenaga, Kuorelahti & Savolainen, 2019 and Makoelle, 2020). Thus it is not surprising that most of the research to date has focussed on improving teacher competence to create inclusive classrooms by teaching them pedagogical skills and/or informing them of policy guidelines. In fact, the opinions, needs and ideas of learners, the group most affected by the various barriers to learning, have largely been ignored, in spite of the fact that the Education White Paper 6 recommends promoting the rights and responsibilities of learners (DoE, 2001).

The policy emphasises the inclusion of the learners’ voice in curriculum design. Learners are entitled to participate in decision-making in their education based on the idea that learners are citizens in their own right (Bron & Veuglers, 2014). Groundwater-Smith and Mockler (2016) argued that it was the democratic right of learners that educators involve them in decisions that affect their learning. Toshalis and Nakkula (2013) maintain that through consultation with learners and the inclusion of learner input, teachers can determine the connections needed to make their teaching and classroom experience more inclusive.

Listening to the voice of learners can help address dropout rates, increase engagement and achievement, and provide equitable learning opportunities (Bron & Veuglers, 2014; Lind 2007). Some of the benefits in this regard are that the learners’ voice creates an enabling space for conversations among stakeholders to take place, which may help to leverage change on a wider scale. Collaboration between different stakeholders such as teachers, school leadership, parents and government officials can influence policy changes, strengthen classroom and home relationships, and develop socio-emotional competency to prepare learners to participate in a democratic society (Voight, 2015).

The inclusion of learners’ voice in educational decisions aligns with collective leadership theory (Goldsmith, 2014; Wassenaar & Pearce, 2016), where the organization gives opportunities to lead to individuals that have expertise in a particular issue. We argue that, in terms of barriers to learning, the learners themselves have first-hand knowledge that they can use to raise awareness of the situation, as a basis for changes towards creating a more inclusive environment. Inclusion of learner voice may lead to a common vision shared between principals, teachers and learners to negate the current barriers to inclusion.

The aim is thus to create a space for all learners to influence the practice of inclusion in schools.

The objectives to reach this aim are:

• to understand the inclusion experience as understood by learners;
• to determine how teachers interpret the learners’ understanding of inclusion;
• to determine how all role-players can use this knowledge to enhance inclusive practices in schools.

This research is guided by a transformative paradigm (Creswell, 2009; Mertens, 2010) placing it in an emancipatory framework of inclusion, voice and empowerment. The ontology associated with this paradigm emphasises that the agency for change rests with the research participants pursuing ‘the goal of social transformation’ with the researcher (Mertens, 2010:8). Furthermore, the central principle of this paradigm is that the concern of power differentials must be addressed at each stage of the research process (Mertens, 2007) to work towards attaining more socially just outcomes. Therefore, this paradigm framework is relevant since the research objectives deliberately sought to serve as a promoter for change; most particularly, a change in attitudes and practice with respect to including the voices of learners.  Learners are among the most silenced and disregarded groups in most schools. Marginalisation takes away their power, thus creating social inequalities or power differentials (Mertens, 2010). Mahlo (2017) warns us that the practice of inclusion tends to depend on the practitioner’s assumptions about how children feel or what they need. This is so because learners are a muted group who typically exist on the borders of society, thus they are disempowered to make themselves heard or pursue human rights.

According to Makoelle (2012) learners are often seen from a deficit-oriented paradigm that disregards their inherent strengths. Since a transformative paradigm focuses on social justice, human rights and cultural diversity, we regard learners as agents, active participants and equal individuals who are resourceful and can be active participants in the practice of inclusion. The transformative paradigm adopted in this study influenced our research ethics, our view of multiple realities, the nature of interactions between the participants and ourselves as researchers.

HOLISTIC WELLBEING OF COMMUNITIES

Subarea Name: Holistic Wellbeing in Communities

Subarea Leader: Prof JA Rens

Email Address: Julialet.rens@nwu.ac.za

Subarea Members:

About the Subarea

This subarea consists of members that are very young and are still novice researchers. The older members focused on the transitions in education which will also contribute to the holistic wellbeing of stakeholders in education. Although the focus of HWB try to be in line with the COMBER focus, we do have studies as well as projects which have foci a bit further away from the PALAR and PAR approaches.

Research Focus Areas

Transitions in education

Wellbeing in education

Social justice in education

Cultural responsive teaching

Current Research Projects

Complete a table for each project.

Research Outputs

Journal Articles

1. JA Rens & JG Louw. 2024. The implementation of a curriculum for learners with severe disability: a success story? International Journal of Special Education,  2023, 38(2), 90-101 DOI: https://doi.org/10.52291/ijse.2023.38.25
2. Kruger, J, J Louw & J Rens. 2024. Singing with Mr. Tortoise: South African children’s oral narratives and value education. International Journal of Education & the Arts, 24(si2.7). http://doi.org/10.26209/ijea24si2.7
3. Diedricks, V. 2026. Reducing HIV Stigma by Transforming Children's Stereotypical Perceptions Through Arts-Based Methods (2026-05-06) doi: https://doi.org/10.17159/2221-4070/2026/v15n1a1
4. Schoonen, A. & Motaung, N. (2025). Culturally responsive science pedagogy in multilingual early childhood classrooms: A bibliometric review of global trends and insights. In EDULEARN25 Proceedings (pp. 7566–7573).
5. Hanekom, A., van der Merwe, W., & Mong, E. (2026). Nurture: Psycho-educational e-mental health intervention on burnout for Grade R educators. Journal of Education (University of KwaZulu-Natal), (103), 118-141.
6. Mong, E., van der Merwe, W. & Preston, L. (2026). NoCap: Pre-adolescents’ Perspectives on an Ecosystemic Innovative Career Exploration Intervention #NoCap#Truth#NoExaggerations. In Education as an Ecosystem: A Global Dialogue. BCES Conference Books, Vol. 24 (pp. 102-110). Sofia: BCES. (paper was also presented at the 2026 BCES conference in Bulgaria)
7.  Mong, E. (2023). LEGO® to enhance narrative career counselling and promoting mental wellness among adolescents with diverse needs in L Preston & W van der Merwe (eds.), 2023, Six Bricks®: A path to wellness in the educational and health systems, in The South African chapter of the International LEGO® Initiative, vol. 1, AOSIS Books, Cape Town, pp. 63–92. https://doi.org/10.4102/aosis.2023.BK427.04
8. Mong, E. (2023). The role of teachers in career choice. In Louw, D.A. (et al.) (eds.) The Child. A Psycho-Educational Approach for Teachers in South Africa. Stellenbosch. Psychology Publications. 
9. Nxumalo, N., & Wood, L. (2021). Actively Engaging Youth to Disrupt Toxic Masculinity Through Participatory Visual Methods in HIV Education. Journal of Educational Studies, 2021(si1), 83-105. https://journals.co.za/doi/abs/10.10520/ejc-jeds_v2021_nsi1_a6 
10. Nxumalo, N., & Wood, L. (2025). A critical action learning approach to developing the capabilities of NEET youth in South Africa. Action Learning: Research and Practice, 22(3), 319-333. https://doi.org/10.1080/14767333.2025.2563844 

Books/Book Chapters

1. Seleti, J., Schoonen, A., Atmore, E. & Naudé, M. (Eds.). The Best Start in Life: Understanding Early Childhood Development from Birth to Four Years.
   Conference Presentations

International conferences:

National conferences:

Postgraduate Research

Studies completed:

1. L Labuschagne. M Ed. Developing number sense for Grade 1 learners with severe intellectual disabilities: Exploring teachers' pedagogical content knowledge. (J Rens & H Louw)
2. A Luies. M Ed. A collaborative approach between teachers and parents to support adolescent learners living with ADHD during the transition from primary to secondary school (M Koen & J Rens)
3. NC Siwisa. M Ed. The antecedents of resilience among high school learners living with dyslexia. (M Malindi & J Rens)
4. Matthews Makunye. A model of pre-service educators' metacognitive awareness, teaching perspectives and sense of efficacy. PhD. (D Jagals & J Rens)
5. N Ellemdin. M Ed. Improving teacher capacity for supporting learners with barriers in the Intermediate Phase: A PALAR approach. (J Rens & JG Louw)
6. BS Ndlangamandla – Parent-teacher collaboration to promote play-based pedagogy in early childhood centres. M Ed. (S Esterhuizen & JG Louw)

Current students:

1. J le Roux. Teacher’s perception of kinesthetic teaching for learners with special educational needs: a PALAR design (H Louw & J Rens) – M Ed
2. K Kirstein. Exploring cultural competence in mitigating diversity-related fatigue among beginner-teachers (J Rens & C Twine) – M Ed
3. R Kennedy. Strategies to promote cooperative parent-teacher collaboration to support dyslexic learners: a PALAR approach. (J Rens & H Louw) – M Ed
4. T Snyman. Strategies to improve cultural responsive teaching in Chinese English Second Language classrooms. J Rens & N Nxumalo. (M Ed)
5. S Ratlhahane. Educators’ lived experiences of supporting the transition of learners with learning barriers from early childhood learning to formal schooling in Gauteng. C Twine & J Rens. (M Ed) 
6. A Welman. Die ondersteuning van Grondslagfase-onderwysers om  leerders op die outismespektrum te akkommodeer: ‘n Gesamentlike benadering. H Louw. (MEd)
7. C de Beer. Strategieë vir Grondslagfase-onderwysers om leerders met leerhindernisse in openbare skole te ondersteun. H Louw. (MEd)
8. CGL Matsheka. A Participatory Approach to Assist Teachers in Observing and Supporting Children with Neurodevelopmental Disorders. H Louw (MEd)
9. Z Mgoghoza. Fostering effective guidelines for the transition from Grade 3 to Grade 4 Life Skills education: A collaborative approach. H Louw (M Ed)
10. N Nthameleni. Enhancing parent-teacher collaboration in supporting learners from neglected family structures. V Diedricks. (M Ed)
11. N Zwezwe. Examining the value of a university degree in a rising graduate unemployment era: TVET and university higher youth perspectives in Durban. N Motaung. (M Ed)
12. EM Nthoroane. Parents-teachers collaboration in supporting learners with Autism Spectrum Disorder when transitioning into adulthood. H Louw (PhD)
13. T Myburgh. Spelgebaseerde onferrig in Lewensvaardighede: Riglyne vir die bevordering van perseptuele ontwikkeling tydens die oorgang van Graad R na Graad 1 (J Rens & J Keating) – PhD
14. T Botha. Developing a tool kit to improve the psychosocial well-being of the LGBTQIA+ teachers’ community to deal with homophobic bullying. (J Rens & C Twine) – PhD
15. A Hanekom (co with Dr W van der Merwe)
16. L Nair (co with Prof L Preston)
17. N Herbst (co with Dr A Janse van Vuuren)
18. Letsholo  Keabetswe Rebeccah (30339812) - Strengthening teachers’ support competencies  in teaching intermediate phase learners with language barriers in mainstream schools. N Nxumalo ( M Ed)
19. Annica Holzhausen (22172157) - Using art-based methods to enhance teachers’ capacity to provide emotional support to FP learners. N Nxumalo. ( M Ed)

20. TB Sekhoela  (29386357) - Resilience and Coping Strategies of Foundation Phase Teachers in Inclusive Classrooms. N Nxumalo. (M Ed)

     

Collaborations and Partnerships

1. Collaboration with colleagues from Sweden, Norway, UWC

Title: Creating pathways to social justice and equity through Life Orientation in South Africa and Health and Physical Education in Sweden: A comparative case study.

Katarina Schenker a,c, Chanelle Kempb, Susanne Linnérc, Nellytia Motaungb and Julialet Rensb
a Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway;
b Faculty of Education, North-West University, Potchefstroom, South Africa;
c Department of Sport Science, Linnaeus University, Sweden

2. Strengthening community voices: a participatory approach to addressing social justice issues in South African schools: Vernique Diedricks and lead by Prof Newlin Marongwe
3. National Longitudinal Teacher Pedagogy Programme: Vernique Diedricks and lead by Prof Thabo Makhalemele. Thutupapadi Hola mmoho project  ; NTLPP National Longitudinal Teacher Pedagogy Programme (NLTPP) Project; Strengthening community voices in addressing social justice issues within South African schools project 
4. The Science for the Future Project is a collaborative initiative involving the University of the Free State and North-West University. N Motaung as member. 

The project focuses on strengthening science education through collaboration, research, teacher development and innovative approaches to science teaching and learning.

4. N Motaung: Collaboration with Dr Andri Schoonen (Wits) on culturally responsive science pedagogy and early childhood science education.

    

Community Engagement Activities

1. V Diedricks. Service- learning task team 
2. N Motuang:Exam Motivation Drive

The main community engagement activity is an Exam Motivation Drive, which is conducted twice every year.

The initiative is intended to motivate, encourage and support students during examination periods. It creates an opportunity to engage students positively, promote perseverance and provide emotional and academic encouragement before and during examinations.

The activity contributes to student well-being and strengthens the relationship between university staff and students by demonstrating care and support during academically demanding periods.

3. E Mong. Potchefstroom Hospital Mothers Club & Stilfontein Primary School
4. N Nxumalo: Ikamva Youth organisation (Ikageng branch) – with effects from April 2026 : The centre focuses on providing after school tutoring adolescents, provide career information and assist them with tertiary applications 

Funding and Grants

1. N Nxumalo: NWU capacity building funding – R60 000

Education for sustainable development AND Arts in Communities

Subarea Name: Education for sustainable development AND Arts in Communities

Subarea Leader: Prof Anette Hay

Deputy Leader: Dr Irene Muller & Dr Merna Meyer

Email Address: Anette.hay@nwu.ac.za

Website Contact Person: Prof Anette Hay

Subarea Members:

About the Subarea:

ESDA (Environmental and Sustainable Education and the Arts) aims to bridge daily realities and sustainable actions by transforming ordinary classrooms into active, living spaces within local communities. Integrating unique Indigenous Knowledge Systems (IKS) into standard school curricula deepens this educational experience by anchoring abstract global sustainability concepts directly to tangible, place-based ecological wisdom. Within primary and high school subjects such as Natural Science and Geography, IKS highlights time-tested sustainable agricultural practices and traditional medicinal plant use. Social sciences examine historical Indigenous land management policies, such as customary totems and cultural resource taboos, while Creative Arts utilises ancestral folklore and socially engaged cultural and art-based practices to ensure that these authentic heritage practices are preserved, respected, and effectively applied to contribute to resilient and sustainable futures. The entity focuses on IKS, systems thinking as a powerful pedagogical approach, and interconnected, participatory, community-engaged, art-based methods that help young students map how daily human activities, economic structures, social factors, and political systems drive or disrupt global ecological cycles. This sub-area contributes to COMBER by advancing community-engaged, interdisciplinary research that connects teaching, learning, and scholarship with the needs of society. Through reciprocal partnerships with schools, communities, environmentalists, artists, and policymakers, the entity demonstrates how environmental, cultural, and social challenges can be addressed. Its significance lies in generating sustainable, locally relevant knowledge that integrates Indigenous Knowledge Systems, creativity, and systems thinking. The entity strengthens COMBER's commitment to transformative education, social innovation, community empowerment, and research that contributes to resilient communities aligned with the Sustainable Development Goals.

Research Focus Areas

Education for sustainable development (ESD) in communities.

Arts in communities

Participatory and socially engaged community-based research

Current Research Projects

Research Outputs

Journal Articles

Irene Muller Journal articles 2023 – 2026

1. Muller, I. 2026. Project-based learning and PALAR - pillars in the quest for transdisciplinary learning in STEAM. African Journal of Research in Mathematics, Science and Technology Education. In press
2. Heystek, S.E., Richter, B.W., Muller, I. & Golightly, A. 2025. The implementation of problem-based learning in education for sustainable development: pre-service teachers' voices. International research in Geographical and Environmental Education. https://doi.org/10.1080/10382046.2025.2485913
3. Muller, I. 2025. Storytelling: A teaching technique to infuse indigenous knowledge in physical science pre-service teacher training. European Journal of Mathematics and Science Education, 6(2), 113-126. https://doi.org/10.12973/ejmse.6.2.113
4. Muller, I. 2024. Lessons learned from pre-service teachers when implementing the lesson study approach and inquiry-based learning. African Journal of Teacher Education and Development, 3(1). DOI: https://doi.org/10.4102/ajoted.v3i1.48
5. Muller, I. 2023. Photovoice methodology to promote Education for Sustainable Development. South African Journal of Higher Education, 37(2): 167 – 184.   https://www.journals.ac.za/sajhe/article/view/5284

Anette Hay Journal articles 2023 – 2026

1. De Sousa, LO, Nakamatsu, Y, Hay, EA, Dzerefos, C, Raath, S, 2024 Reflections of Japanese lesson study to enhance teacher professional development., Educational Research for Social Change. Volume 13 (2), p 25-45 DOI: 10.5281/zenodo.14031245 
2. Hay, A. & Zimamane, Z. 2025. Capacity-building activities to foster sustainability: A systems thinking in practice approach. Environmental Education research. Open Access: Doi: https://doi.org/10.1080/13504622.2025.2543508 
3. De Sousa, L. & Hay, A. 2026. Experiences of South African primary school teachers fostering practical education for sustainable development activities: a PAR approach. Perspectives in Education journal. In press.

Books/Book Chapters

Irene Muller

Irene Muller. 2019. Experiences on Education for Sustainable Development. In Leal Filho, W. (eds) Encyclopedia of Sustainability in Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-63951-2_15-1.

Subsidised books

OASIS BOOK SERIES 2026 VOLUME 3 (IN PROCESS)

Angula, A. & Muller, I.  2026.  A Lesson Study approach for Grade 10 -11 Biology teachers: A framework to foster teaching praxis in education for sustainable development.  In Hay, J., Hay, A. & Muller, I. (eds). Global Citizenship Education for Sustainable Development. 

Magaya, R. & Muller, I.  2026 Improving school waste management practices by implementing YPAR to enhance education for sustainable development. In Hay, J., Hay, A. & Muller, I. (eds).  ).  Global Citizenship Education for Sustainable Development. 

Mua, A., Muller, I. & Hay, A.  2026.   Integrating ESD into schools via practical green-space activities: A PAR approach. In Hay, J., Hay, A. & Muller, I. (eds). ).  Global Citizenship Education for Sustainable Development. 

Tsieng, T., Muller, I. & Hay, A. 2026. Grade 11 Geography learners as citizen scientists: Raising air quality awareness through Classroom Action Research. In Hay, J., Hay, A. & Muller, I. (eds). ).  Global Citizenship Education for Sustainable Development. 

Hay, J. & Muller, I.  2026. An integrative view on global citizenship education for sustainable development.  In Hay, J., Hay, A. & Muller, I. (eds).  ). Global Citizenship Education for Sustainable Development. 

OASIS BOOK SERIES 2025 VOLUME 1

Irene Muller. 2025. Project-based teaching, citizen science and Education for Sustainable Development - a sound partnership to youth-centered teaching and learning. In De Sousa L., & Koen, M. (eds). Collaborative community partnerships across education settings.  https://books.aosis.co.za/index.php/ob/catalog/book/432.

VAN SCHAIK BOOK SERIES 2023 

Irene Muller and Josef de Beer. 2023. The Science teacher as a reflective practitioner and researcher. In Petersen, N., Ramnarain, U., Kruger, D., Lubbe, A., and Mavuru, L. Science teacher learning for the 21 st century and beyond. Pretoria: Van Schaik. ISBN: 978-0-627-04011-5 

Textbooks

Physical Science Textbook International School Curriculum 

Du Plessis, S., Govender, V., Muller, I., Roets, L., Sliedricht, C, and Van Schaar, C. 2023. Physical Science further studies: Physics Textbook and Workbook 2. Johannesburg: Doc Scientiae.ISBN: 978-1-1991210-10-4 

Anette Hay:  OASIS BOOK SERIES 2024 VOLUME 1

1. Palmer, M., Richter, B., Dzerefos, C.M. & Hay, A. 2024. The Use of Entomophagy Learning Resources in Natural Science and Technology to Foster Education for Sustainable Development in Primary Schools. In: COLLABORATIVE COMMUNITY PARTNERSHIPS ACROSS EDUCATION SETTINGS. Editors: Mariette Koen* Luiza de Sousa. AOSIS BK432 DOI: https://doi.org/10.4102/aosis.2024 BK432
2. Matsekoleng, T. & Hay, A. 2025. South African Preservice Teachers' Experiences About Traditional Environmental Practices: A Participatory Action Research Method. In: ENABLING INDIGENOUS KNOWLEDGE SYSTEMS IN ACTION RESEARCH AND ACTION LEARNING. IGI Global Scientific Publishing. DOI: 10.4018/979-8-3693-3542-0.ch014 

OASIS BOOK SERIES 2026 VOLUME 3 (IN PROCESS)

1. Hay, A & Zimamane, Z. 2026. Preservice teachers’ understanding of the interconnectedness of sustainable environmental dimensions when developing a systems thinking concept map for meaningful teaching and learning. In: Global theoretical perspectives on citizenship education for sustainable development. Editors: JF Hay, A Hay & I Muller. AOSIS 
2. Tsieng, T., Muller, I. & Hay, A. 2026. Grade 11 Geography learners as citizen scientists: Raising air quality awareness through Classroom Action Research. In Hay, J., Hay, A. & Muller, I. (eds).  ).  Global Citizenship Education for Sustainable Development.
3. Mua, A., Muller, I. & Hay, A.  2026.   Integrating ESD into schools via practical green-space activities: A PAR approach. In Hay, J., Hay, A. & Muller, I. (eds). ).  Global Citizenship Education for Sustainable Development. AOSIS
4. Fransman, A & Hay, A. 2026. Experiences of Foundation Phase teachers using tangible resources to teach about sorting and recycling for waste reduction. In: Global theoretical perspectives on citizenship education for sustainable development. Editors: JF Hay, A Hay & I Muller. AOSIS 
5. Hay, JF. & Hay, A. 2026. Global theoretical perspectives on citizenship education for sustainable development. In: Global theoretical perspectives on citizenship education for sustainable development. Editors: JF Hay, A Hay & I Muller. AOSIS 

Merna Meyer

1. Meyer, M, Erasmus, E & Hesse, L 2026, ‘Developing entrepreneurial mindsets through an arts-based playful project-based learning workshop’, in A du Toit, S van Zyl & A Golightly (eds.), Self-directed entrepreneurial learning, NWU Self-Directed Learning Series, vol. 16, AOSIS Books, Cape Town, pp. 179–205.     https://doi.org/10.4102/aosis.2025.BK545.08 ISBN: 978-1-77995-386-5BK545.08

Conference Presentations

Irene Muller - Conferences

LOCAL

INTERNATIONAL

Workshops presented

Link: WORKSHOPS

CARN Conference 5 – 7 Nov 2026 Utrecht Netherlands

Anette Hay: Conference Presentations

International

Paper delivered at ISSS international conference Kruger National Park South Africa. Environmental justice competencies and systems thinking in pre-service teacher education. 17 -23 June 2023.

2024     Paper delivered at SASUF Sweden. Promoting education for a sustainable society in teacher education curricula. A case of EDTM 312 module offered at North-west university. 11 – 18 May 2024, Sweden.

2024     Paper delivered at International Conference on Action research – ALARA in Sydney Australia. A PAR approach to environmental justice competencies and systems thinking in preservice teacher education. 7 – 8 November 2024.

2026     CARN conference 5 – 7 November 2026, Utrecht Netherlands

Dr Merna Meyer

2026: 12th International Conference on Education (ICEDU), held from 26–28 March in Bali, Indonesia. Fostering futures: arts-based service-learning to transform career guidance and employability in South African schools.

ISATT Regional Conference in Maseno University, Kisumu Kenya, from 29th June 2026 – 3rd July 2026. Strengthening School-Community Partnerships: Fostering Service-Learning in initial teacher training towards socially responsive and sustainable environments

Postgraduate Research

Dr Irene Muller’s students:

1. R Magaya (Promotor) Ph D

Improving school waste management practices by implementing YPAR to enhance education for sustainable development 

2. N Madonsela (Supervisor) M Ed 

Integrating GIS technology activities in Grade 10 Geography: A Lesson Study Approach to enhance learners’ mapwork skills.

3. A Olivier (Supervisor) Structured M Ed

From patterns to pedagogy: An experimental learning approach to enhancing pedagogy in pre-service mathematics teachers.
 

4. A vd Westhuizen(supervisor)  M Ed

Awaiting proposal

5. Mthembu, Nelisiwe Eveline M Ed

Working on proposal

Prof Anette Hay’students

1. P Madija (L Nkhahle co-supervisor)
2. T Bezuidenhout (Promotor)
3. Caroline Tautse (C Olivier co-supervisor)
4. Lindo Makelani (K Khule co-supervisor)
5. Letsika Leqoalane (Prof Tarisayi co-promotor)
6. Sanli Heystek (promotor)

Dr Merna Meyer’s students

1. E Rossouw (Prof S Romylos, co-supervisor: PhD Languages): Preparing FET English for Education pre-service teachers to create queer-affirming spaces through Theatre Workshop: A PALAR approach.
2. W. Moloi (Promotor: PhD Curriculum Studies): Developing career guidance for the Grade 11 learners through art-based methodologies toward employability and self-efficacy.
3. Swanepoel, Simone (Prof M Neethling, Co-supervisor – structured Master's): Exploring inclusive practices through art-based methods to enhance equity in the Grade 7 Senior Phase English class.
4. Gabisile Ndimande (Dr C. Mayombe, Co-supervisor – structured Master's). Exploring challenges affecting the implementation of vocational and occupational programmes in Ekurhuleni TVET colleges, South Africa.

Collaborations and Partnerships

1. Extraordinary Professor: Prof Fiona Blaikie, Brock Education Faculty, St Catherines, Vancouver, Canada – appointed 2026 – 2028.
2. First phase engagement: establish MoU partnerships with Kenya, Maseno University, Kisumu County, and Zambian University, Zambia.

Community Engagement Activities

1. Service-Learning Project: Fostering Futures: Career guidance in the Senior Phase – Grade 9 through art-based methodologies.
2. Fostering Futures: Career guidance with the Grade 11’s Towards vocational training through art-based methods. 
3. Adopt-a-Park: Recreation & Skills development

Funding and Grants

1. Dikoko project: R62 000
2. EJ project: R67 000
3. Fostering Futures: R150 000 (CE funding)

Research Impact

Indigenous knowledge is regarded as the unique knowledge a student holds regarding scientific concepts as part of his or her culture. Awareness of cultural knowledge and the co-existence of indigenous – and scientific knowledge in Physical Science and Geography, but also in other subjects needs to be explicitly taught to pre-service teachers as infusion of indigenous knowledge in curriculum is displayed in curriculum documents of South African schools (DBE, 2011).

Education: Art-based methods transform teaching and learning by enabling learners to explore their identities, aspirations, and career pathways through creative, experiential, and participatory approaches. By integrating Environmental and Social Sciences, IKS, pre-service teachers develop critical thinking, creativity, collaboration, self-directed learning, and entrepreneurial mindsets. These competencies help them to prepare learners to make informed career choices while embracing sustainable lifestyles and responsible citizenship. 

Policy: The research provides evidence-based models for embedding arts-based career guidance within school curricula, teacher education, and community engagement initiatives. It informs educational policy by demonstrating how creative pedagogies contribute to inclusive, equitable, and sustainable education aligned with national priorities and the Sustainable Development Goals. The findings support the integration of indigenous knowledge, culture and lifelong career development into education policy and practice. 

Communities: Through partnerships with schools, teachers, families, community organisations, artists, and local leaders, the project strengthens community participation and social cohesion. Arts-based initiatives, including murals, storytelling, exhibitions, and creative workshops, encourage collective reflection on sustainable livelihoods, environmental responsibility, and local opportunities. These collaborative processes empower communities to co-create solutions to social and environmental challenges, preserve cultural heritage, and enhance resilient, environmentally responsible citizens who contribute to sustainable living and local economic development.

Future Research Directions

Project 2026 – 2028: Dr Robson Mukwambo’s project will empower women and unemployed youth in marginal areas to become change agents in their communities. Although climate-smart interventions exist, women and youth remain constrained by structural inequalities and are largely excluded from meaningful learning, leadership, and decision-making processes, while Indigenous Knowledge Systems are marginalised. Consequently, there is limited understanding of how participatory, community-based learning and knowledge co-production can enhance adaptive capacity and leadership skills of women and youth, necessitating investigation through a Participatory Action Learning and Action Research (PALAR) approach.

Project 2026 – 2028: Career and skills development for high school learners. The project on Career guidance in the FET phase, aimed at changing mindsets and employability needs, needs to be approved by the Faculty’s community engagement department. There is a huge need in communities for young people to receive vocational training and get jobs for sustainable living. If this project application is granted, 400 learners will be served yearly to ensure they receive vocational or skills training. Two PhD students will help develop career guidance applications and community centres for the vocational training of our youth. Programmes and leadership management for sustainable communities will be promoted.

Future Research Directions

The Art Education in Communities leg will expand interdisciplinary and community-engaged research that advances Environmental and Social Sciences through arts-based methodologies. Future priorities include developing scalable models for career guidance through art-based methods that integrate Indigenous Knowledge Systems, systems thinking, and sustainability education across diverse educational contexts. The sub-area will strengthen longitudinal research to evaluate the long-term impact of arts-based interventions on learners' career aspirations, entrepreneurial mindsets, and community resilience and social cohesion. Research will further explore digital and immersive technologies, including virtual exhibitions and creative digital storytelling, to broaden community participation and access to arts-based learning. 

A key priority is to establish regional and international research collaborations that support comparative studies, co-supervision of postgraduate students, and knowledge exchange across Africa and beyond. The entity will also contribute to curriculum innovation, teacher professional development, and policy research by generating evidence-based frameworks that inform sustainable education practices. Through these initiatives, the entity aims to strengthen the relationship between higher education, communities, and policymakers while contributing to the Sustainable Development Goals and fostering socially responsive, culturally inclusive, and environmentally sustainable futures.

Resources

Mr Letsika Leqoalane’s article: http://dx.doi.org/10.17583/ijelm.19782

Art education: 

The first virtual arts education conference presented by NWU. Many programmes are still current and timeless, such as student interviews with legendary artists: https://education.nwu.ac.za/ssasea/conference-programme

MOOC training conducted

15. Gallery

Newsclip (MoU relationship building)

Strengthening University Partnerships through International Collaboration with Kenya and Zambia

Drs Elize Kung and Merna Meyer together with the deanery of Maseno University and chairperson of the ISATT educational organisation

Watching rugby at sunset next to Lake Victoria, Kisumu, Kenya

Delegates at the ISATT conference including Dr Christiana Afrikaner (President of AU Policy), dr Merna Meyer and Elize Kung.

IN ZAMBIA

Prof Cheela Chilula, Drs. Merna Meyer and Elize Kung with the Dean of Education Prof Milundi, at the University of Zambia in Lusaka.

Fostering Futures project 2^nd semester 2026.

EARLY CHILDHOOD DEVELOPMENT IN COMMUNITIES

Subarea Leader: Dr S Greyling

Subarea Members: Prof S Esterhuizen, Prof M Koen, Dr C du Toit, Dr M Neethling, Dr E Wessels, Dr A Schoonen, Dr H Theron, Dr J Brits, Dr J Keating, Dr H Theron, Dr R Mayimele, Dr S Greyling, Ms S Pedro, Ms E Nkwe, Ms I Lesabe, Ms S Fourie, Ms P Matu, Ms B Taylor, Ms M Uys, Ms E Steyl

Focus:

A collaborative appraoach between teachers, practitioners, caregivers, parents and NWU ECD researchers to support the holistic and sustainable development of children 0-9 years by means of play-based learning.

Projects

Dr Marinda Neethling and Dr Elsabe Wessels

Early Childhood Care and Education: building partnerships between teachers, caregivers and parents for the holistic development of young children

Members: Prof M Koen; Dr M Neethling; Dr S Esterhuizen;  and Ms Benita Taylor, gatekeeper, 3 teachers and 3 parents.

It is widely accepted that experiences and stimulating environments in the early years of a child’s life are critical for future personal and academic success (Amod & Heafield, 2013; Unicef, 2013). Excell (2016) supports this view by arguing that quality education is a key ingredient to improve the physical, social, emotional and cognitive development of young children. The rationale behind holistic development lies in the idea that young children who grow up with poverty and neglect are more at risk of health problems, poor adjustment and poor performance at school (Fourie & Kgalenga, 2014). It is argued that while millions of children in South Africa do not reach the expected milestones, this situation could be avoided if provision for early intervention programmes is made a priority (Molosiwa & Phasa, 2017). The question arises: How can partnerships to enhance the holistic development of young children between a university and ECCE centres be developed?

The Government in South Africa acknowledges the importance of holistic development and has embarked on a national reform to raise the quality of early childhood education (Rala & Salami, 2019). National policies, for example the National Early Learning and Development Standards (NELDS, 2015), National Curriculum Framework (NCF, 2015) and White Paper 5, represent the Governmental vision, plans and visible strategies for Early Childhood Development (ECD) and Early Childhood and Care Education (ECCE) to enhance the well-being in the early years. Globally school readiness is regarded as an acceptable strategy to close the learning gap and to develop the full potential of all young children (Unicef, 2013). Psychologists point out that school readiness involves a range of skills in multi-dimensional domains (Rimms-Kaufman & Sandilos, 2017). While there is no single indicator to predict academic success, the NCF (2015) policy highlights that integrated development in the following six critical areas (Early Learning and Development Areas (ELDA’s) is vital in preparing young children for formal education, namely wellbeing, identity and belonging, creativity, communication, mathematics, knowledge and understanding. While the parent is in the best position to teach learners the above skills, many parents in South Africa experience challenges to support their children (Selepe & Moll, 2016). As a result, this role is often deputised to teachers or caregivers in early childhood centres (Shertiel, 2018:16). Research acknowledges that outcomes for children in the early years will be enhanced when effective partnerships are developed to support the children (Rouse, 2012). The overarching aim of this partnership is to collaboratively develop educational interventions to enhance the holistic development of young children. Participatory action learning and action research (PALAR) will be employed as a collaborative process where iterating cycles of action and reflection by teachers, caregivers and university partners will be used as a basis for the development of interventions to develop young children holistically (Worall & Harris, 2013:116).

Strengthening the capacity for play-based learning in ECDE through a collaborative approach between stakeholders

Project leader: Prof Stef Esterhuizen

Members: Prof M Koen; Mrs Marita Miller (DHET), 1 teacher and 2 practitioners

The alarming high rate of Grade 1 learners failing their first year of formal schooling, can be attributed to their lack of school readiness and development of imperative skills necessary for the demands of successfully completing their Grade 1 year (Khumalo, 2020; Retief, 2020; Slatter, 2020). Quality Early Childhood Development and Education (ECDE) is of paramount importance to address poor academic performance in later years. Children in the age group 0 – 9 years learn best through first-hand experiences when they engage in real-life and imaginary activities (Burgemeester, 2019; UKEssays, 2018; UNICEF, 2018). Play-based learning motivates, stimulates and supports learners’ development of skills, concepts, language acquisition, communication and concentration (UKEssays, 2018; UNECEF, 2018). Research recognises positive and enhanced outcomes for children in their early years when collaboration between stakeholders are formed to develop young children holistically through play-based learning (Rouse, 2012). This project aims to answer the following research question: How can the capacity for play-based learning in ECDE between stakeholders be strengthened through a collaborative approach? The critical transformative learning theory will guide this research (Mezirow, 1991), because it plays a significant role in adult education and brings about change in what we know and how we teach. The critical learning theory takes place through critical reflection, innovative problem solving and interactive, participatory dialogue (Hoggan, 2016).

Participatory Action Learning and Action Research (PALAR) will be utilised. A collaborative approach of reiterating cycles of actions and reflection by practitioners, teachers and university partners will be used to strengthen the capacity for play-based learning in ECDE between stakeholders (Worall & Harris, 2013).

​Future project

• Habits of mind through play-based approach

External funding: has been secured by the Collaborative Action Research Network: Susan Noffke Action Research Foundation.

 Capacity development 2020

• Supervision Workshop
• Learning festival
• Singakwenza workshop: The participants brought play to the classroom after attending a workshop with Singakwenza (which means “we can do it” in isiZulu). Singkawenza is a fun effective training programme for adults where the focus is on learning through play and to make educational toys from recycled material.

ETDP SETA RESEARCH CHAIR IN EARLY CHILDHOOD

The Education Training and Development Practices Sector Education and Training Authority (ETDP SETA) Early Childhood Development Research Chair was awarded to North-West University in 2022 to conduct research to follow on from the recommendations of the previous Chair which fed into the 2019-2020 ECD Sector Skills Plan (SSP). In particular, the following recommendations will be explored further during the period of the current Chair:

1. The formation of new partnerships with established Early Childhood Development (ECD) forums (e.g., National Early Childhood Development Alliance (NECDA), Bridge, HEIs, and community-based non-governmental organisations (NGO) that have provincial footprints to access local information about critical skills shortages and to learn about current best practices offered at ground level.
2. Operationalisation of the Mikondzo approach proposed in the National Development Agency (NDA) Strategic Plan (2016-2021), in alignment with the Medium-Term Strategic Framework (MTSF), to capacitate NGOs and other civil society organisations to work with communities and municipalities to identify and address local skills gaps in the ECD sector.
3. Mediation by the ETDP SETA to encourage a multi-disciplinary and participatory approach to increase the compliance of ECD centres with registration requirements and strengthen the capacity of the communities to organise themselves and to learn how to address ECD challenges.

The focus of the current research is thus on researching how a participatory approach (similar to the Mikondzo approach) can be developed and implemented to improve skills development within the sector.

RESEARCH TEAM

Prof Lesley Wood                          Research Chair

Prof Mariette Koen                       

Prof Marinda Neethling

Prof S Esterhuizen

Dr Benita Taylor

Dr Hantie Theron

Ms N  Motaung

Dr A Jansen van Vuuren

INTERNS

Ms Z Ngema M Ed 2022-2023

Ms Tanja Cilliers Phd – 2022-2225

Mr Koenane Thakalekoala – 2023-2024

Ms Chrizanne Kruger – 2023-2025

Ms Boitumelo Matlala – 2023-2025

COLLABORATING UNIVERSITIES

University of Kwa-Zulu Natal – Ncamisile P. Mthiyane, Ashnie Mahadew, Nompumelelo Madonda, & Zanele Zama

Sol Plaajties University –  Z. Ntshuntshe

University of Mpumalanga- Lindiwe Jiyane, Malilensha Cecilia Mkhwanazi & Busisiwe Ndlovu

CONCEPT PAPER ON EARLY CHILDHOOD CARE AND EDUCATION (ECCE) HUBS(V3)

01. An updated report on researching, developing and evaluation short learning courses

A collaborative evidence-based approach to improving the quality of ECCE Professionalising the workforce from the ground up

Bruwer Wood - World Forum - Developing and sustaining ECD hubs

EASA Conference Presentation KT 0901 (003)

It takes a village to raise a child

KJ Thakalekoala Dissertation_Accepted Changes_MWKT

Planting seeds of resilience in South Africa s ECCE through local hubs and collaboration

ECD LABOUR MARKET INFORMATION & IMPLICATIONS FOR SKILLS PLANNING

Research Report on the ECD Function Shift and the Implications for Skills Planning

TRANSFORMING EARLY CHILDHOOD EDUCATION THROUGH COMMUNITY-BASED RESEARCH PARTNERSHIPS

Presentation to Management & Governance Structures

Enhancing the well-being of early childhood education practitioners working in resource-constrained contexts

EDUCATIONAL RESEARCH FOR SOCIAL CHANGE

Improving the quality of Early Childhood Care and Education in low-income communities: A PALAR approach

Professionalising ECCE in South Africa is not child’s play! Determining skills gaps and implications for future sector development

Transformation in early childhood education: proposing a community-based approach

COMPASS:  Collaboration, Opportunities, Mentorship, Professional Development, Academic Identity, Support and Scholarship for Emerging Researchers

Subarea Leader: Dr Rochelle Marais-Botha

Email Address: Rochelle.MaraisBotha@nwu.ac.za

Website Contact Person: Nthabiseng Mohobe

About the Subarea

Collaboration, Opportunities, Mentorship, Professional Development, Academic Identity, Support and Scholarship for Emerging Researchers

COMPASS is a newly established research strand within COMBER dedicated to advancing understanding of the lived experiences of emerging researchers in higher education. Recognising that early career academics navigate complex and interconnected responsibilities across research, teaching and learning, and community engagement, the strand investigates the personal, professional, institutional and contextual factors that influence their development, wellbeing, academic identity and long-term career sustainability.

Grounded in collaborative, evidence-informed research, COMPASS explores the opportunities, challenges and transitions that characterise the early stages of academic careers. The strand generates knowledge that informs mentoring practices, professional development initiatives, institutional policies and capacity-building strategies that enable emerging researchers to thrive. Central to COMPASS is the belief that emerging researchers are not merely recipients of support but active contributors to scholarly knowledge, innovation and the transformation of higher education.

The strand contributes to COMBER's community-based research by positioning emerging researchers as a scholarly community whose collective experiences, perspectives and expertise drive meaningful research and impact. Through collaborative inquiry, mentorship networks and communities of practice, COMPASS strengthens research capacity while fostering inclusive, sustainable and socially responsive academic environments.

The significance of COMPASS lies in its commitment to bridging research and practice. By generating robust evidence on the lived experiences of emerging researchers and translating these findings into practical interventions, the strand contributes to individual academic success, institutional excellence and the broader advancement of education scholarship. Ultimately, COMPASS aims to cultivate confident, resilient and engaged scholars who are equipped to make meaningful contributions to research, teaching and learning, community engagement, and the future of higher education.

Research Focus Areas

Mentorship and Scholarly Communities of Practice

Exploring mentorship, peer learning, and collaborative networks that foster the professional and scholarly development of emerging researchers.

Lived Experiences, Wellbeing, and Resilience of early career researchers

Investigating the lived experiences, wellbeing, resilience, and challenges that shape the early academic careers of emerging researchers.

Academic Identity development

Examining the development of academic identity, professional learning, scholarly agency, and researcher competencies across the early career trajectory.

Career Pathways, Academic Transitions, and Leadership Succession

Exploring career transitions, academic progression, succession planning, and leadership development within higher education.

Institutional Cultures, Systems, and Academic Ecosystems

Investigating how institutional cultures, policies, leadership, and support systems influence the success and development of emerging researchers. This theme also investigates equity, diversity, inclusion, and social justice.