Browsing by Author "Yende, Sakhiseni Joseph"

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    Feasibility of introducing digital music skills into South African primary school curriculum
    (OpenJournals Publishing AOSIS (Pty) Ltd, 2024) Yende, Sakhiseni Joseph
    BACKGROUND: As the global landscape of education evolves with digital advancements, the feasibility of integrating digital music skills into primary school curricula has become a subject of exploration, South Africa is no exception AIM: This study aims to conduct a content analysis of the existing scholarly writings to assess the feasibility of infusing digital music skills into the curriculum of South African primary schools SETTING: The research is conducted using content analysis, the inclusion of different South African public-school contexts allows for a comprehensive examination of the feasibility of digital music skills integration across varied environments METHODS: The study uses a rigorous qualitative content analysis methodology, drawing on historical documents, archival materials and scholarly discourse RESULTS: The study reveals nuanced insights into the cultural emphasis on music, historical disparities influencing resource distribution, the role of positive social interactions, challenges in curriculum alignment and the imperative for teacher professional development in the context of digital music skills integration CONCLUSION: Findings underscore the importance of a balanced and culturally sensitive approach to curriculum development, highlighting the need for tailored strategies that address historical inequalities and promote collaborative efforts CONTRIBUTION: This article enhances music education by integrating digital technologies, offering virtual practice spaces, collaborative platforms and interactive opportunities. The incorporation of real-time feedback, specialised courses and immersive experiences through virtual and augmented reality not only boosts skill development but also readies students for contemporary music careers
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    Influence of load shedding in South African higher education: a qualitative content analysis of schools of music
    (Taylor and Francis Ltd., 2024) Yende, Sakhiseni Joseph
    Load shedding in South Africa has a profound impact on various sectors, including education, and specifically, South African music education faces significant disruptions. One of the most notable effects is the interruption of music instruction, with load shedding frequently causing classes to be interrupted. This leads to gaps in learning and a disjointed educational experience for students. The aim of this article was to investigate the influence of load shedding on South African higher education, particularly in schools of music. The study utilized a qualitative research method and relied heavily on secondary data. It employed a data cleaning strategy and a triangulation approach to ensure data validity and minimized bias. Additionally, critical pedagogy theory was used to address the exacerbated socio-economic disparities resulting from load shedding. The findings of the study highlighted that before the onset of load shedding, South African music education already faced an urban-rural divide, with urban institutions having better resources and opportunities than rural schools. Load shedding exacerbates these disparities, as students from disadvantaged backgrounds face increased barriers to accessing musical instruments and supplementary resources. In conclusion, the study emphasized the urgent need for concerted efforts to mitigate the impact of load shedding on music education. It underscored the transformative potential of inclusive, uninterrupted music instruction for students in South African rural-based schools of music.