BACKGROUND: The growing reliance on digital learning in South Africa, partly because of the emergence of the coronavirus disease 2019 (COVID-19) and 4IR technologies, risks excluding students with disabilities (SwDs) if measures to adequately support them are not in place OBJECTIVES: The study aims to identify gaps in knowledge, policies, practices and resources, which could impede the full engagement of SwDs. This article utilises the conceptual framework for inclusive digital learning, which comprises three categories of concepts related to inclusive digital learning: (1) defining attributes, (2) antecedents (necessary conditions) and (3) consequences (results). The framework is applied to synthesise the literature, determine the framework's efficacy, feasibility, and suitability, and demonstrate its value and utility in the actual implementation of inclusive and high-quality higher education for SwDs in South Africa during this era of digital learning METHOD: This study reviewed 22 articles (2020-2023) on disabilities, higher education, and digital learning identified through Google Scholar using Boolean operators RESULTS: The study reveals significant gaps in South African higher education research on institutional policies related to digital access, capacity development, and disability inclusion in teaching and curriculum design CONCLUSION: The challenges facing SwDs and the existing research gaps imply that most higher education institutions lack the theoretical knowledge, policies, resources, infrastructure and staff capacity to support SwDs CONTRIBUTION: This study exposes gaps in the literature and recommends further research on higher education policies and to establish the potential for policy reform to better support SwDs in the current era of digital learning

The study provides insights into the implementation of Zimbabwe's 2015-2022 curriculum, particularly to determine the successful implementation of the Heritage Studies and History curriculum reforms in line with official guidelines. Although Zimbabwe's Ministry of Primary and Secondary Education issued a circular in January 2017 mandating the implementation of curriculum changes for secondary schools between 2017 and 2022, the directive alone may not have guaranteed successful adoption and implementation. While curriculum reform implementation is meant to ensure national goals, global evidence suggests various factors hinder successful curriculum implementation. The study used a qualitative approach, employing a case of secondary schools in Zimbabwe's Mutare district to generate data. The conceptual framework adopted a five-step cyclical model for curriculum implementation review. Data was generated through interviews, complemented by document and website analysis. Ten teachers from ten secondary schools in the Mutare district participated in the study. It was established that the Ministry of Primary and Secondary Education has made important efforts to enhance the successful implementation of the new curriculum through teacher workshops and instructional materials. However, the dissemination of curriculum information and the training of teachers through workshops were rushed. The education ministry failed to monitor or evaluate the implementation process at the grassroots level. The study identified challenges, including overloading teachers with work, restricting learners' choice of subjects, a shortage of instructional resources, and a lack of qualified teachers for the newly introduced subject, Heritage Studies. Based on these findings, recommendations have been made.

Resumen (Objetivo) El objetivo es explorar cómo las personas docentes en activo miran profesionalmente los materiales curriculares y el pensamiento matemático del estudiantado en el área de medida. (Metodología) Las personas participantes fueron 18 docentes en estado activo de educación primaria. Resolvieron un cuestionario formado por 12 ítems con tres focos: (i) interpretar el pensamiento matemático del alumnado, (ii) proponer actividades para apoyar la comprensión del estudiantado y (iii) analizar actividades relacionadas con las referencias del currículo, sobre magnitudes y sus medidas. El análisis se llevó a cabo en dos etapas. En la primera, se identificaron características de la manera en la que el personal docente respondía a cada uno de los ítems y, en la segunda, se agruparon las características según los tres focos para identificar particularidades sobre cómo el grupo docente interpreta el pensamiento matemático del estudiantado y proponían actividades, y cómo analizaban estas usando el currículo (Resultados) Los resultados indican que las personas docentes presentan dificultades para identificar errores por no considerar el contexto real del problema. Además, aunque fueron capaces de proponer diferentes actividades, tuvieron conflictos cuando se les solicitaba que la actividad se ubicara en un contexto cotidiano. La diferenciación curricular entre habilidad y proceso matemático se mostró difícil para el profesorado en el área de la medida. (Conclusiones) Las limitaciones presentadas por el profesorado muestran la necesidad de que se desarrollen propuestas de formación continua para docentes de educación primaria en activo donde se fomente el desarrollo competencias docentes.

Resumo (Objetivo) O objetivo é explorar como professores ativos veem profissionalmente os materiais curriculares e o pensamento matemático dos alunos em medidas de áreas. (Metodologia) Participaram 18 professores ativos do ensino fundamental. Eles resolveram um questionário composto por 12 itens com três focos: (i) interpretar o pensamento matemático dos alunos, (ii) propor atividades para apoiar a compreensão dos alunos e (iii) analisar atividades relacionadas às referências curriculares, magnitudes e suas medidas. A análise foi realizada em duas etapas. Na primeira foram identificadas características da forma como o corpo docente respondia a cada um dos itens e, na segunda, as características foram agrupadas de acordo com os três focos para identificar particularidades sobre como o grupo docente interpreta o pensamento matemático dos alunos e propunham atividades, e como as analisavam usando o currículo. (Resultados) Os resultados indicam que os professores têm dificuldades em identificar erros porque não consideram o contexto real do problema. Além disso, embora conseguissem propor atividades diferentes, tiveram conflitos quando lhes foi pedido que situassem a atividade num contexto quotidiano. A diferenciação curricular entre habilidade e processo matemático mostrou-se difícil para os professores de medidas de áreas. (Conclusões) As limitações apresentadas pelos professores mostram a necessidade de desenvolver propostas de formação continuada para professores ativos do ensino básico onde o desenvolvimento de competências docentes seja incentivado.

Abstract (Objective) The aim is to explore how in-service teachers professionally view curricular materials and students’ mathematical thinking in the area of measurement. (Methodology) The participants were 18 in-service primary school teachers, who completed a 12-item questionnaire with three focuses: (i) interpret students’ mathematical thinking, (ii) propose activities to support students’ understanding, and (iii) analyze activities related to curriculum references regarding magnitudes and their measurements. The analysis was conducted in two stages. In the first stage, the characteristics of the responses by in-service teachers to each of the items were identified, and in the second stage those characteristics were grouped according to the three focuses in order to identify any peculiarities on how teachers interpreted students’ mathematical thinking and proposed and analyzed activities using the curriculum. (Results) Results indicate that teachers have difficulties in identifying errors because they do not consider the real context of the problem. Furthermore, although they were able to propose different activities, they had difficulties when asked to place the activity into an everyday context. The curricular difference between mathematical process and ability proved to be difficult for teachers in the area of measurement. (Conclusions) Teachers’ limitations show the need to develop continuing education proposals for in-service primary teachers that foster the development of teaching competences.

Resumen Este artículo analiza las limitaciones y desafíos de la implementación de la Política Nacional de Educación Inicial (PNEI) en el Sistema Nacional para el Desarrollo Integral de la Familia (DIF) de México, bajo el modelo del derecho a la educación de De Beco. El estudio explora cómo la PNEI afecta la calidad y accesibilidad de la educación inicial en contextos no integrados plenamente en la Secretaría de Educación Pública. Se utilizó un enfoque de estudio de caso, basado en observaciones y entrevistas durante cuatro meses en un Centro de Atención, Cuidado y Desarrollo Infantil del DIF. Se empleó análisis temático para documentar las condiciones del personal y las prácticas educativas dirigidas a infancias menores de tres años. Los resultados destacan las dificultades para transformar una fuerza laboral precaria y con alta rotación en una estable y capacitada, crucial para implementar un currículum congruente al enfoque de derechos. Se subraya la necesidad de integrar el DIF más efectivamente dentro de la PNEI para mejorar la calidad educativa y cumplir con los estándares de derechos en la educación infantil. Este estudio aporta al debate académico sobre políticas educativas inclusivas y su impacto en la equidad educativa y el desarrollo infantil en México.

Abstract This article examines the limitations and challenges in implementing Mexico’s National Policy on Early Childhood Education (PNEI) within the National System for Integral Family Development (DIF), through the lens of De Beco’s right-to-education model. The study explores how PNEI impacts the quality and accessibility of early childhood education in contexts not fully integrated into the Ministry of Public Education. It employs a case study approach, involving observations and interviews over four months at a DIF Child Care and Development Center. Thematic analysis was used to document personnel conditions and educational practices for children under three years old. Findings underscore the difficulties in transforming a precarious, high-turnover workforce into a stable, trained one, crucial for implementing a curriculum aligned with rights-based approaches. There is a pressing need to integrate DIF more effectively into PNEI to enhance educational quality and meet rights standards in early childhood education. This study contributes to the academic discourse on inclusive educational policies and their impact on educational equity and child development in Mexico.

RESUMEN La integración del emprendimiento en el currículo universitario es fundamental para preparar a los estudiantes y futuros profesionales ante los desafíos de un mundo en constante cambio. Esta investigación examina los avances y las prácticas emergentes en este campo mediante una revisión sistemática de la literatura que incluyó 32 artículos, indexados en Scopus, el flujograma PRISMA y un análisis cienciométrico, con el fin de identificar las tendencias más relevantes. Los resultados muestran un crecimiento sostenido en la investigación sobre este tema, especialmente en las áreas de ciencias sociales, ingeniería y negocios, con una destacada participación académica en Estados Unidos. Asimismo, se enfatiza la importancia de combinar conocimientos teóricos y prácticos en la educación emprendedora, promoviendo un enfoque interdisciplinario, interactivo y personalizado que se adapte a las necesidades de los estudiantes. Se sugiere implementar iniciativas colaborativas entre universidades e instituciones para fortalecer la integración del emprendimiento en la educación superior. Además, es crucial evaluar rigurosamente el impacto de estas prácticas para garantizar el logro de los objetivos educativos. Para futuras investigaciones, se recomienda realizar análisis longitudinales que aborden los desafíos involucrados y examinen la relación entre la integración de estos factores, las iniciativas estudiantiles y el desarrollo sostenible.

RESUMO A integração do empreendedorismo no currículo universitário é fundamental para preparar os alunos e futuros profissionais para os desafios de um mundo em constante mudança. Esta pesquisa analisa os avanços e as práticas emergentes nesse campo, usando uma revisão sistemática da literatura de 32 artigos, indexados na Scopus, no fluxograma PRISMA e em uma análise cienciométrica para identificar as tendências mais relevantes. Os resultados revelam um crescimento sustentado na pesquisa sobre esse tópico, especialmente nas ciências sociais, engenharia e negócios, com notável participação acadêmica nos Estados Unidos. Também enfatiza a importância de combinar conhecimentos teóricos e práticos no ensino de empreendedorismo, promovendo uma abordagem interdisciplinar, interativa e personalizada, adaptada às necessidades dos alunos. Sugere-se a implementação de iniciativas de colaboração entre universidades e instituições para fortalecer a integração do empreendedorismo no ensino superior. Além disso, é fundamental avaliar rigorosamente o impacto dessas práticas para garantir a realização dos objetivos educacionais. Para pesquisas futuras, recomenda-se a realização de análises longitudinais que explorem os desafios envolvidos e examinem a relação entre essa integração, as iniciativas dos alunos e o desenvolvimento sustentável.

ABSTRACT The integration of entrepreneurship into university curricula is essential to prepare students and future professionals for the challenges of a constantly evolving world. This research examines recent advances and emerging practices in this field through a systematic literature review of 32 papers, indexed at Scopus, the PRISMA flowchart, and scientometric analysis to identify the most relevant trends. The results reveal a sustained growth in research on this topic, particularly in the areas of social sciences, engineering, and business, with notable academic participation from the United States. Additionally, the importance of combining theoretical and practical knowledge in entrepreneurial education is emphasized, advocating for an interdisciplinary, interactive, and personalized approach that adapts to students’ needs. The study suggests implementing collaborative initiatives between universities and other institutions to strengthen the integration of entrepreneurship into higher education. Furthermore, it is crucial to rigorously evaluate the impact of these practices to ensure the achievement of educational objectives. For future research, it is recommended to conduct longitudinal analyses that address the challenges involved and examine the relationship between this integration of these factors, student initiatives, and sustainable development.

Resumen Este ensayo tiene como objetivo presentar las características del proceso de acompañamiento a instituciones vinculadas con la educación y formación técnica profesional (EFTP) desarrollado entre el 2017-2023 para construir incidencia política hacia una reforma de la EFTP costarricense, en el marco de los proyectos denominados: Vínculo entre educación y el mercado laboral: ¿bajo cuáles condiciones puede la educación y formación técnica profesional mejorar el ingreso económico de la población joven? y Observatorio Temático de la Educación y Formación Técnica Profesional (OBEFOTEP), desde la investigación acción colaborativa, como enfoque conceptual y metodológico. En el caso específico se ha utilizado la investigación acción colaborativa como la estrategia de apoyo y seguimiento al personal responsable de tomar decisiones y de realizar los cambios tanto curriculares como políticos en la EFTP en Costa Rica, como un mecanismo de construcción conjunta, reflexión comprensiva crítica y de mejora continua basada en evidencia producto de la investigación. Se retoma en la experiencia compartida con el Departamento de Educación Técnica y Capacidades Emprendedoras del Ministerio de Educación Pública (DETCE - MEP) y los equipos de diseño curricular y evaluación del Instituto Nacional de Aprendizaje (INA) para realizar acciones con miras a la transformación curricular y creación de sinergias para el trabajo en conjunto bajo el marco del Sistema Nacional de Educación y Formación Técnica Profesional (SINEFOTEP). La investigación acción colaborativa, no solo permite la apropiación de procesos investigativos de todos los actores sociales participantes, sino también la posibilidad de generar evidencias de investigación que permitan realimentar las reformas y contar con información clave respecto a estas, ya que la mayor contribución de esta estrategia es la confianza y la credibilidad compartida en el proceso, pues es fundamental para la toma de decisiones.

Abstract This essay aims to systematize the characteristics of the process developed between 2017 - 2023 to build political advocacy towards a reform in Costa Rican technical vocational education and training (TVET), in the framework of the projects called: Link between education and the labor market: under what conditions can technical vocational education and training improve the economic income of the young population? and Thematic Observatory of Technical Vocational Education and Training (OBEFOTEP), from collaborative action research, as a conceptual and methodological approach. In this specific case, collaborative action research has been used as a strategy for accompanying the personnel responsible for making decisions and carrying out curricular and political changes in TVET in Costa Rica, as a mechanism for joint construction, critical comprehensive reflection and continuous improvement based on research evidence. It is based on the experience shared with the Department of Technical Education and Entrepreneurial Skills of the Ministry of Public Education (DETCE - MEP) and the curriculum design and evaluation teams of the National Learning Institute (INA) to carry out actions aimed at curricular transformation and the creation of synergies for joint work under the framework of the National System of Technical Vocational Education and Training (SINEFOTEP). Collaborative action research not only allows the appropriation of research processes by all participating social actors, but also the possibility of generating research evidence that allows for feedback and key information regarding the reforms, since the greatest contribution of this strategy is the trust and credibility shared in the process, which is fundamental for decision making.

Resumen Antes que irrumpieran las movilizaciones sociales de Octubre/2019 se modificó el currículo chileno de educación secundaria. La reforma implicó transformaciones en la asignatura de Historia. La literatura sostiene que los cambios curriculares impactan las prácticas pedagógicas, a los profesores y a las identidades docentes. La investigación explora el posicionamiento identitario que asumen cuatro profesores de historia ante las transformaciones curriculares de su asignatura. Los resultados de la investigación cualitativa dan cuenta de la identidad docente declarada durante la aplicación inicial de la reforma curricular; perfila un discurso de posicionamiento que rechaza los supuestos ideológicos del cambio curricular y devela un posicionamiento identitario que (re)sitúa las dimensiones más relevantes de la identidad docente construida por los profesores. De paso evidencia la posición crítica ante una reforma curricular que imponen un nuevo orden al estatuto profesional docente, expresado en el debilitamiento del ejercicio de la autonomía de los profesores de la historia.

Abstract Before the social mobilizations of October/2019 broke out, the Chilean secondary education curriculum was modified. The reform implied transformations in the subject of History. The literature argues that curricular changes impact pedagogical practices, teachers and teacher identities. This research explores the identity positioning assumed by four history teachers in the face of the curricular transformations of their subject. The results of the qualitative research show the teaching identity declared during the initial application of the curricular reform; it outlines a positioning discourse that rejects the ideological assumptions of the curricular change and reveals an identity positioning that (re)locates the most relevant dimensions of the teaching identity constructed by the teachers. In passing, it evidences the critical position in the face of a curricular reform that imposes a new order to the professional status of teachers, expressed in the weakening of the exercise of the autonomy of history teachers.

Resumo Antes da eclosão das mobilizações sociais de outubro/2019, o currículo do ensino secundário chileno foi modificado. A reforma envolveu transformações na disciplina de História. A literatura argumenta que as mudanças curriculares têm um impacto nas práticas pedagógicas, nos professores e nas identidades docentes. Esta investigação explora o posicionamento identitário assumido por quatro professores de História face às transformações curriculares da sua disciplina. Os resultados da investigação qualitativa dão conta da identidade docente declarada aquando da implementação inicial da reforma curricular; esboça um discurso de posicionamento que rejeita os pressupostos ideológicos da mudança curricular e revela um posicionamento identitário que (re)localiza as dimensões mais relevantes da identidade docente construída pelos professores. Aliás, revela também um posicionamento crítico face a uma reforma curricular que impõe uma nova ordem ao estatuto profissional dos professores, expressa na fragilização do exercício da autonomia dos professores de História.

ABSTRACT Technological institutes are centers for the training of professionals for national development, and in recent decades they have been part of the curricular reforms in order to adapt to the competency-based approach and improve educational quality. The objective of the research was to learn about the experiences of managers and teachers in the process of adaptation and implementation of the curriculum, specifically in the reforms of the Ministry of Education of Peru between 2006 and 2020. Using a qualitative approach and a hermeneutic phenomenological design, the findings reveal that curriculum adaptation was gradual and complex due to regulations, with time constraints and little connection between educational institutions and companies. Although the current curriculum is more organized and consensual thanks to the participation of those involved, traditional pedagogical practices persist. We can close by indicating the need to strengthen collaboration between academia and industry to improve technical training.

RESUMEN Los institutos tecnológicos son centros de formación de profesionales para el desarrollo nacional, en lo últimas décadas han sido parte de las reformas curriculares a fin de adaptarse al enfoque por competencias y mejorar la calidad educativa. La investigación tuvo por objetivo conocer las experiencias de los directivos y docentes en el proceso de adecuación e implementación del currículo específicamente en las reformas del Ministerio de Educación de Perú entre 2006 y 2020. Utilizando un enfoque cualitativo y un diseño fenomenológico hermenéutico, los hallazgos revelan que la adecuación curricular fue gradual y complejo debido a las normativas, con limitaciones temporales y escasa conexión entre instituciones educativas y empresas. Aunque el currículo actual es más organizado y consensuado gracias a la participación de los involucrados, pero persisten las practicas pedagógicas tradicionales. Se puede cerrar indicando la necesidad de fortalecer la colaboración entre la academia y la industria para mejorar la formación técnica.

RESUMO Os institutos tecnológicos são centros de formação de profissionais para o desenvolvimento nacional e, nas últimas décadas, têm participado de reformas curriculares para se adaptar à abordagem baseada em competências e melhorar a qualidade da educação. O objetivo da pesquisa foi conhecer as experiências de gestores e professores no processo de adaptação e implementação do currículo, especificamente nas reformas do Ministério da Educação do Peru entre 2006 e 2020. Usando uma abordagem qualitativa e um projeto fenomenológico hermenêutico, os resultados revelam que a adaptação do currículo foi gradual e complexa devido às regulamentações, com restrições de tempo e pouca conexão entre as instituições educacionais e as empresas. Embora o currículo atual seja mais organizado e consensual graças à participação dos envolvidos, as práticas pedagógicas tradicionais persistem. Conclui-se indicando a necessidade de fortalecer a colaboração entre a academia e o setor para melhorar o treinamento técnico.

Abstract: The primary objective of this study is to propose a reform to the curricular plans of information systems auditing courses of both the systems engineering and the public accounting degree programs from Colombia. There is currently a need to evolve from information auditing to knowledge auditing that would allow senior management to evaluate the current and future state of their processes. Themes and methodologies currently applied are analyzed for higher education institutions in Colombia. A proposal for the curricular reform of information systems auditing courses is designed, which is oriented towards a knowledge audit that allows organizations to both improve its control capacities and to adapt to changes in the environment, in addition to training more suitable engineers and accountants. Based on the proposal designed, it is concluded that its content covers the topics and practices that current organizations require to achieve their strategic objectives in auditing.

Resumen: El principal objetivo de este estudio es proponer una reforma al plan curricular de las asignaturas de auditoría de sistemas de información de los programas de ingeniería de sistemas y contaduría pública en Colombia. Actualmente, existe la necesidad de evolucionar de una auditoría de información a una auditoría del conocimiento que le permita a la alta gerencia evaluar el estado actual y futuro de sus procesos. Se analizan las temáticas y metodologías utilizadas en instituciones de educación superior de Colombia. Se diseña una propuesta de reforma curricular que está orientada hacia una auditoría del conocimiento que le permita a la organización mejorar sus capacidades de control y de adaptarse a los cambios del entorno, además de formar ingenieros y contadores más idóneos. Con base en la propuesta diseñada, se concluye que su contenido abarca las temáticas y prácticas que requieren las organizaciones actuales para alcanzar sus objetivos estratégicos en auditoría.

Abstract In the last quarter of the 19th century, the Brazilian Empire was pressured by political, economic, and social issues, which shook its consolidated structures. In this panorama, among certain initiatives undertaken to maintain the support of the monarchical regime, the Reform of Public Instruction (1879) stands out. Among other measures, this educational legislation prescribed intuitive teaching in the curriculum of primary education and Normal Schools in the municipality of Corte. Thus, three illustrated didactic works, circulating in the period, guided by this method, were examined, seeking to indicate some possible relations and convergences between them with the official methodological prescription. It was intended, therefore, to know some visions of the world, education, school, and childhood of that present.

Resumo No último quartel do século XIX, o Império brasileiro foi premido por questões de ordem política, econômica e social que abalaram suas estruturas consolidadas. Nesse panorama, dentre algumas iniciativas empreendidas para manter a sustentação do regime monárquico, destaca-se a Reforma da Instrução Pública (1879). Dentre outras medidas, essa legislação educacional prescreveu o ensino intuitivo no currículo do ensino primário e das Escolas Normais do município da Corte. Assim, examinaram-se três obras didáticas ilustradas, circulantes no período, orientadas por esse método, buscando indiciar algumas possíveis relações e convergências entre tais obras com a prescrição metodológica oficial. Tencionou-se, pois, conhecer algumas visões de mundo, a educação, a escola e a infância daquele presente.

Resumen En el último cuarto del siglo XIX, el Imperio brasileño se vio presionado por cuestiones políticas, económicas y sociales, que sacudieron sus estructuras consolidadas. En este panorama, entre ciertas iniciativas emprendidas para mantener el apoyo del régimen monárquico, destaca la Reforma de la Instrucción Pública (1879). Entre otras medidas, esta legislación educativa dispuso la enseñanza intuitiva en el currículo de la educación primaria y de las Escuelas Normales del municipio de Corte. Así, se examinaron tres obras didácticas ilustradas, circulantes en el período, guiadas por este método, buscando señalar algunas posibles relaciones y convergencias entre ellas con la prescripción metodológica oficial. Se pretendía, por tanto, conocer algunas visiones del mundo, la educación, la escuela y la infancia de aquel presente.

Skills development needs of smallholder farmers have often been overlooked during the delivery of agricultural information due to a lack of curriculum reform and gaps between agricultural extension officers' (AEOs) training and farmers' changing needs. Recent evidence suggests that the greatest need for agricultural extension services is for new farmers and emerging agricultural technologies compared to well-established farmers and farming methods. On the contrary, lack of adequate extension skills has impeded the implementation and success of climate- and nutrient-smart agricultural technologies such as conservation agriculture and integrated soil fertility management in rainfed cropping systems. Here, we review the history of agricultural extension in Zimbabwe and the impacts of colonial heritage and restructuring on extension. We also present findings from recent research on AEO training and gaps in the curriculum. This research indicated that a gap in skills exists due to insufficient AEOs' training in essential areas such as farm management, market access, emerging technologies (for example, mobile phones) and supporting the changing needs of farmers. We demonstrate an urgent need for agricultural extension systems in Zimbabwe to explore new models in the field that equip AEOs with adequate training and skills which meet the needs of new farmers and emerging agricultural technologies.

In order to articulate academic programmes from college to university effectively, the curricula of the two institutional structures must be aligned. Studies show that this is not always the case, despite the existence of national and sectoral policies that are intended to promote alignment. In grappling with this reality, this study explored the level of interface of academic programmes between TVET (technical and vocational education and training) colleges and a comprehensive university in South Africa. It also investigated whether, and the extent to which, university policies and actors considered college programmes during their curriculum-review processes. Document analysis and semi-structured interviews were used to gather qualitative data. It was found that, instead of considering college curricula, curriculum review was driven by professional bodies, market demands and relevance. Moreover, institutional actors did not have the required agency to engage with the current misalignment of college-university academic programmes or curricula. The implication is that, while necessary, university policies for promoting academic curricula for articulation and programme interface are not adequate for resolving the problem of the misalignment between college and university curricula. To facilitate the interests of agents in articulation, the articulation officers at institutions of higher learning must ensure that articulation policies are in place in departments and that curriculum designers and related stakeholders are imbued with articulation principles during the review and realignment of curricula.

Resumo Em 2008 o nível educativo médio superior mexicano foi objeto de una reforma educativa que buscou estabelecer um modelo educativo baseado em competências. Para alcançar este objetivo se considerou essencial a mudança das práticas de ensino dos docentes. Desde uma perspectiva estrutural construtivista, foi usado o conceito de habitus académico para realizar uma aproximação sobre as mudanças e persistências nas práticas de ensino geralmente utilizadas pelos professores, e o jeito como estas são percebidas pelos alunos. Através do Pacote Estatístico para as Ciências Sociais (SPSS derivado da sua abreviação em inglês), foi utilizado o cálculo de médias, além de provas de correlação para o processamento da informação procedente de 1033 estudantes de novo ingresso -em 2018- a treze faculdades da Universidad Veracruzana. Os resultados são apresentados em dois seções analíticas, exposição e incorporação. Na primeira, detalha-se que a maioria dos estudantes foram expostos a práticas educativas do tipo tradicional. Na segunda, descreve a relação dessas práticas com a forma em que os estudantes classificam e hierarquizam as práticas de ensino. Considerando a informação exposta, os resultados são discutidos, tentando dar conta tanto das mudanças quanto das persistências do habitus no ensino médio. Se identifica uma relação positiva entre o uso frequente de práticas de instrução e de avaliação com a forma em que os estudantes classificavam e hierarquizavam quantitativamente as práticas educativas.

Abstract In 2008, the Mexican upper secondary education level underwent an educational reform aimed at establishing a competency-based curriculum model. To achieve this, the change in teaching practices of teachers was considered central. From a constructivist structural perspective, the concept of academic habitus was used to investigate the changes and persistences in the teaching practices commonly employed by teachers, and the way in which these are perceived by students. Through the Statistical Package for the Social Sciences (SPSS) mean calculations were employed, as well as correlation tests for the processing of information from 1033 newly admitted students in 2018 to thirteen faculties of the Universidad Veracruzana. The results are presented in two analytical sections: exposition and incorporation. The first section details that the majority of students were exposed to traditional educational practices. In the second section, the relationship of these practices with how students classify and hierarchize teaching practices is described. Considering the information presented, the results are discussed in order to account for both the changes and the persistence of habitus in secondary education. A positive relationship is identified between the frequent use of instructional and assessment practices, and how students quantitatively classified and hierarchized educational practices.

Resumen En el 2008, el nivel educativo medio superior mexicano fue objeto de una reforma educativa que buscó asentar un modelo curricular basado en competencias. Para lograr lo anterior, se consideró central el cambio de las prácticas de enseñanza de los docentes. Desde una perspectiva estructural constructivista, se usó el concepto de habitus académico para realizar una aproximación sobre los cambios y persistencias en las prácticas de enseñanza comúnmente empleadas por los docentes, y la manera en cómo estas son percibidas por los estudiantes. Por medio del Paquete Estadístico para las Ciencias Sociales (SPSS por sus siglas en inglés), se empleó el cálculo de medias, además de pruebas de correlación para el procesamiento de la información procedente de 1033 estudiantes de recién ingreso -en el 2018- a trece facultades de la Universidad Veracruzana. Se presentan los resultados en dos secciones analíticas, exposición e incorporación. En la primera se detalla que la mayoría de los estudiantes fueron expuestos a prácticas educativas de tipo tradicional. En la segunda se describe la relación de esas prácticas con la forma en que los estudiantes clasifican y jerarquizan las prácticas de enseñanza. Considerando la información expuesta, se discuten los resultados tratando de dar cuenta tanto de los cambios como de las persistencias del habitus en el bachillerato. Se identifica una relación positiva entre el uso frecuente de prácticas de instrucción y de evaluación, con la forma en que los estudiantes clasificaban y jerarquizaban valorativamente las prácticas educativas

BACKGROUND: Competency-based education (CBE) is adopted to reform health professionals' education. The goal is to produce graduates who are not only competent in their fields but also equipped with the necessary social accountability skills for safe practice AIM: The study aimed to explore nursing education stakeholders' perspectives on competency-based primary healthcare (PHC)-oriented nursing education programmes in the South African context. SETTING: The setting for this study was a higher education institution in South Africa. METHODS: A descriptive qualitative method was used in this study. After taking ethical clearance from the university ethics committee, data were purposively collected and theoretically sampled from 40 participants through focus group discussion, individual interviews and document analysis. RESULTS: The data findings reported categories that emerged from this study, which include the attributes of a competency-based PHC-oriented programme and the outcomes of a competency-based PHC-oriented programme. CONCLUSION: In the context of this study, the concept of CBE was portrayed as a programme with strong social accountability that aims at addressing priority health needs surrounding communities and ensuring that the health needs of the community are met while providing health delivery service to communities in their natural environment. CONTRIBUTION: These findings add to the growing evidence base around CBE as an approach to strengthen PHC-oriented health services in low- and middle-income countries, a key aspect of which is providing service within communities. This enables the accessibility of quality healthcare closer to where people live and work to achieve Sustainable Development Goal number three.

Land dispossession and reform are volatile issues in contemporary South Africa. With the transition to democracy in 1994, the post-apartheid government considered the implementation of land reform as a vehicle to redress injustices and inequalities in South Africa. This article focuses on how two discourses (social and political) on land dispossession and land reform are framed in selected Grade 12 school Geography textbooks in South Africa, and their implications. Locating the research study within a paradigm of interpretivism and approaching the research from a qualitative perspective, this case study engaged in document analysis, specific to the section on land reform in five purposively-selected textbooks. The study leans on framing theory in addition to social constructivism to highlight the role of textbook authors in presenting the social reality around land dispossession and land reform. The social and political discourses were explored through content analysis. The findings of this study establish that the social and political discourses that emerge are not mutually exclusive categories but rather are tied to a specific neoliberal ideology. The findings also reveal land reform content knowledge gaps and an unease by textbook authors in presenting racialized content in the section on land reform. The study concludes that redressing past land injustices in South Africa is entangled by several complexities. As a recommendation, the description of land dispossession and reform in the Geography textbooks can potentially be explained through multiple perspectives rather just than a singular perspective framed to gloss over the construct of South African racial categorisation and its connection to land reform and socio-economic development.