Commercial maritime higher education needs in South Africa
- Authors: Allison, Lee-Anne
- Date: 2020
- Subjects: Education, Higher -- Curricula , Education, Higher -- Research Merchant marine Shipping -- Economic aspects
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/50350 , vital:42111
- Description: Seaborne cargo trade accounts for over 80% of the physical volume of global trade. Maritime transport thus fulfils an integral function in the economy of the world. South Africa generates approximately 3.5% of the world’s seaborne trade by value and 1.61% by tonnage; but the business of shipping all that cargo is undertaken by foreign firms. Operation Phakisa, the Comprehensive Maritime Transport Policy and the South African Maritime Road Map, in pursuance of the National Development Plan, aim to revive the commercial maritime sector. In order to meet the demand for the skills and innovative abilities sought at executive and managerial levels in the commercial maritime sector, higher education in the knowledge of maritime business is increasingly becoming a prerequisite. Investment in higher education of quality and relevance in the maritime field would contribute to achieving the goals of the government for harnessing the potential of South Africa’s blue economy. The literature is researched in order to establish an authoritative view that the knowledge and the inspiration for entrepreneurial activity in the maritime sector can be imparted through higher education; and for example, that a viable shipping sector can contribute to the growth of a country’s economy. The South African maritime sector is then described. The commercial maritime higher education available at universities and other institutions of higher learning in South Africa, as well as in other African countries and elsewhere in the world, is examined, in order to be able to identify the degree and diploma courses available. Maritime courses imply not only the content of the educational material, but also the method whereby the knowledge is instilled in learners, and which extends well beyond the classroom. A survey, by way of the personal interviews of leaders in maritime business, maritime government affairs, and academics teaching maritime topics, is then undertaken to ascertain their views on the education required to promote the maritime sector in South Africa, using the list of subjects available for study worldwide, to assist their choice. The literature research and the interview survey by design also enable the secondary aims of the study to be achieved. Those aims include determining how awareness of the maritime domain could be raised and how co-operation between academia, business and government, known as the triple helix could be organised, to promote the growth of the maritime sector. The results of the survey are analysed and tabulated, in order to illustrate the extent of the agreement between those interviewed and the conclusions reached. These conclusions establish: that the commercial maritime education currently available in South Africa, is inadequate to meet the aim of the government to the sector; that a post-graduate degree in the specified maritime studies incorporating a period of internship, and following on a first degree in business subjects, is required; that a triple helix of co-operation between academia, business and the government is essential to grow the commercial maritime sector in which South African entrepreneurs educated in such business will have the advantage; that greater awareness of the maritime domain is essential in South Africa if entrepreneurship in maritime business is to be cultivated; and that such awareness can be cultivated in various ways; but it should start by including more maritime topics in the current school curricula.
- Full Text:
- Date Issued: 2020
- Authors: Allison, Lee-Anne
- Date: 2020
- Subjects: Education, Higher -- Curricula , Education, Higher -- Research Merchant marine Shipping -- Economic aspects
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/50350 , vital:42111
- Description: Seaborne cargo trade accounts for over 80% of the physical volume of global trade. Maritime transport thus fulfils an integral function in the economy of the world. South Africa generates approximately 3.5% of the world’s seaborne trade by value and 1.61% by tonnage; but the business of shipping all that cargo is undertaken by foreign firms. Operation Phakisa, the Comprehensive Maritime Transport Policy and the South African Maritime Road Map, in pursuance of the National Development Plan, aim to revive the commercial maritime sector. In order to meet the demand for the skills and innovative abilities sought at executive and managerial levels in the commercial maritime sector, higher education in the knowledge of maritime business is increasingly becoming a prerequisite. Investment in higher education of quality and relevance in the maritime field would contribute to achieving the goals of the government for harnessing the potential of South Africa’s blue economy. The literature is researched in order to establish an authoritative view that the knowledge and the inspiration for entrepreneurial activity in the maritime sector can be imparted through higher education; and for example, that a viable shipping sector can contribute to the growth of a country’s economy. The South African maritime sector is then described. The commercial maritime higher education available at universities and other institutions of higher learning in South Africa, as well as in other African countries and elsewhere in the world, is examined, in order to be able to identify the degree and diploma courses available. Maritime courses imply not only the content of the educational material, but also the method whereby the knowledge is instilled in learners, and which extends well beyond the classroom. A survey, by way of the personal interviews of leaders in maritime business, maritime government affairs, and academics teaching maritime topics, is then undertaken to ascertain their views on the education required to promote the maritime sector in South Africa, using the list of subjects available for study worldwide, to assist their choice. The literature research and the interview survey by design also enable the secondary aims of the study to be achieved. Those aims include determining how awareness of the maritime domain could be raised and how co-operation between academia, business and government, known as the triple helix could be organised, to promote the growth of the maritime sector. The results of the survey are analysed and tabulated, in order to illustrate the extent of the agreement between those interviewed and the conclusions reached. These conclusions establish: that the commercial maritime education currently available in South Africa, is inadequate to meet the aim of the government to the sector; that a post-graduate degree in the specified maritime studies incorporating a period of internship, and following on a first degree in business subjects, is required; that a triple helix of co-operation between academia, business and the government is essential to grow the commercial maritime sector in which South African entrepreneurs educated in such business will have the advantage; that greater awareness of the maritime domain is essential in South Africa if entrepreneurship in maritime business is to be cultivated; and that such awareness can be cultivated in various ways; but it should start by including more maritime topics in the current school curricula.
- Full Text:
- Date Issued: 2020
Learning and teaching
- Date: 2020
- Subjects: Nelson Mandela University , Education, Higher -- Curricula , Education, Higher -- Study and teaching
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10948/44433 , vital:37379
- Description: Nelson Mandela University is recognised as a leader in embracing a humanising pedagogical philosophy or the ‘humanisation of education’. This is the touchstone of learning and teaching at our University for a number of reasons, of which I will name a few. It is about creating an environment that is conducive to bold thinking and questioning; dislodging outdated theories and narrow-minded preconceptions of teaching, learning and engagement in order to stimulate an alternative, emancipatory approach to higher education; and pioneering new programmatic interventions and recognitions of what teaching and learning in South Africa is about.
- Full Text:
- Date Issued: 2020
- Date: 2020
- Subjects: Nelson Mandela University , Education, Higher -- Curricula , Education, Higher -- Study and teaching
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10948/44433 , vital:37379
- Description: Nelson Mandela University is recognised as a leader in embracing a humanising pedagogical philosophy or the ‘humanisation of education’. This is the touchstone of learning and teaching at our University for a number of reasons, of which I will name a few. It is about creating an environment that is conducive to bold thinking and questioning; dislodging outdated theories and narrow-minded preconceptions of teaching, learning and engagement in order to stimulate an alternative, emancipatory approach to higher education; and pioneering new programmatic interventions and recognitions of what teaching and learning in South Africa is about.
- Full Text:
- Date Issued: 2020
A curriculum framework for undergraduate coastal and marine tourism university programmes
- Authors: Jonas, Lynn Cindy
- Date: 2019
- Subjects: Education, Higher -- Curricula , Tourism -- Study and teaching (Higher) Marine ecotourism Ecotourism -- Study and teaching (Higher) Tourism -- Environmental aspects
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/40006 , vital:35646
- Description: The ocean economy has gained increasing economic significance over the past several years. Marine tourism as an economic activity has increased tremendously over the past several years. Not only does marine tourism and leisure have the ability to create employment, but there are numerous entrepreneurial opportunities in the industry. The importance of the coastal and marine tourism sector is evident and research in this sector abounds however, the issue of marine tourism education has been neglected as an area of research. A need therefore exists for the creation of ocean economy related qualifications and programmes and this study developed a curriculum framework for undergraduate coastal and marine tourism university programmes around which future Coastal and Marine Tourism (CMT) programmes could be created. The research objectives were to firstly determine the coastal and marine tourism stakeholders and role players’ perceptions and expectations of undergraduate coastal and marine tourism education and graduate competencies. The second objective was to ascertain the statutory and policy matters that shape university programmes and finally to incorporate the UNESCO-IBE curriculum framework into undergraduate coastal and marine tourism university programmes. This study fit within the pragmatic paradigm and a mixed methods research approach was utilised with a multiphase design. The data collection process was divided into three phases with Phase One collecting qualitative data through content analysis, Phase Two collecting quantitative data through a survey with questionnaire as research instrument and Phase Three collecting qualitative data through a semi-structured interview with an interview schedule as research instrument. Phase One included document analysis in order to determine the subsectors of the CMT industry, statutory and policy documents to determine programme development regulations as well as collected information regarding the socio-economic environment of the country. Phase Two collected data from industry operators and Phase Three collected data from educators and industry association representatives. The study identified four sub-sectors of the CMT industry namely Conservation Areas, Coastal and Marine Adventure Activities, Land-based Marine Tourism Attractions and Marine Resources and Recreation. All three phases of data collection were utilised to develop these four sub-sectors. The pertinent findings of Phase One indicate that the socio-economic environment in which the CMT programme would be developed is one with a slow economic growth rate, low numeracy and literacy levels with high numbers of unemployed graduates. Language policies are critical in order to accommodate English second language speakers. Furthermore, there are low levels of academics with doctoral degrees with targets to improve the status quo. Phase Two data collection notes that industry operators would prefer a programme that has strong practical and vocational focus with matters such as excursions, work-based learning and alternative teaching methods being important. These findings are supported during Phase Three data collection with educators and industry association representatives placing stronger focus on practical presentation of content and engagement with industry through site visits and demonstration of activities to students. Based on the findings in all three phases, a schematic of the CMT curriculum framework is developed and presented. Recommendations are made for the implementation of the CMT curriculum framework in order to identify omissions and to include the student voice. Stronger linkages should also be forged between industry and academia in order to facilitate the CMT programme. Further research could also test and implement the four identified sub-sectors in order to determine its suitability.
- Full Text:
- Date Issued: 2019
- Authors: Jonas, Lynn Cindy
- Date: 2019
- Subjects: Education, Higher -- Curricula , Tourism -- Study and teaching (Higher) Marine ecotourism Ecotourism -- Study and teaching (Higher) Tourism -- Environmental aspects
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/40006 , vital:35646
- Description: The ocean economy has gained increasing economic significance over the past several years. Marine tourism as an economic activity has increased tremendously over the past several years. Not only does marine tourism and leisure have the ability to create employment, but there are numerous entrepreneurial opportunities in the industry. The importance of the coastal and marine tourism sector is evident and research in this sector abounds however, the issue of marine tourism education has been neglected as an area of research. A need therefore exists for the creation of ocean economy related qualifications and programmes and this study developed a curriculum framework for undergraduate coastal and marine tourism university programmes around which future Coastal and Marine Tourism (CMT) programmes could be created. The research objectives were to firstly determine the coastal and marine tourism stakeholders and role players’ perceptions and expectations of undergraduate coastal and marine tourism education and graduate competencies. The second objective was to ascertain the statutory and policy matters that shape university programmes and finally to incorporate the UNESCO-IBE curriculum framework into undergraduate coastal and marine tourism university programmes. This study fit within the pragmatic paradigm and a mixed methods research approach was utilised with a multiphase design. The data collection process was divided into three phases with Phase One collecting qualitative data through content analysis, Phase Two collecting quantitative data through a survey with questionnaire as research instrument and Phase Three collecting qualitative data through a semi-structured interview with an interview schedule as research instrument. Phase One included document analysis in order to determine the subsectors of the CMT industry, statutory and policy documents to determine programme development regulations as well as collected information regarding the socio-economic environment of the country. Phase Two collected data from industry operators and Phase Three collected data from educators and industry association representatives. The study identified four sub-sectors of the CMT industry namely Conservation Areas, Coastal and Marine Adventure Activities, Land-based Marine Tourism Attractions and Marine Resources and Recreation. All three phases of data collection were utilised to develop these four sub-sectors. The pertinent findings of Phase One indicate that the socio-economic environment in which the CMT programme would be developed is one with a slow economic growth rate, low numeracy and literacy levels with high numbers of unemployed graduates. Language policies are critical in order to accommodate English second language speakers. Furthermore, there are low levels of academics with doctoral degrees with targets to improve the status quo. Phase Two data collection notes that industry operators would prefer a programme that has strong practical and vocational focus with matters such as excursions, work-based learning and alternative teaching methods being important. These findings are supported during Phase Three data collection with educators and industry association representatives placing stronger focus on practical presentation of content and engagement with industry through site visits and demonstration of activities to students. Based on the findings in all three phases, a schematic of the CMT curriculum framework is developed and presented. Recommendations are made for the implementation of the CMT curriculum framework in order to identify omissions and to include the student voice. Stronger linkages should also be forged between industry and academia in order to facilitate the CMT programme. Further research could also test and implement the four identified sub-sectors in order to determine its suitability.
- Full Text:
- Date Issued: 2019
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