Sindile Amina Ngubane (0000-0003-0998-7828)

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Biography

Prof Sindile Amina Ngubane is a professor, acting head of a department at the Institute for Open Distance Learning, and president of the Distance Education Associations of Southern Africa (DEASA). Prof Ngubane was a Visiting Scholar at the Faculty of Education at the Open University-UK and the University of Cambridge in the United Kingdom. She has been a Principal Investigator for National Research Foundation research-funded projects and a Community Engagement projects on Digital Access to higher education for Marginalized communities, Access to employment for marginalized communities and GBV on Women with Disabilities. Her research interests are Open Distance Learning, Disability, Information and Communication Technologies for Access, Postgraduate supervision, and empowerment and sustainability of marginalized communities. She works with different communities to find practical solutions for improving their livelihoods.

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University of South Africa: Pretoria, Gauteng, ZA

2021-01-01 to present | Full Professor (Institute for Open Distance Learning )

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Sindile Amina Ngubane

https://orcid.org/0000-0003-0998-7828

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Employment (6)

University of South Africa: Pretoria, Gauteng, ZA

University of South Africa: Pretoria, Gauteng, ZA

University of South Africa: Pretoria, Gauteng, ZA

University of South Africa: Pretoria, Gauteng, ZA

University of South Africa: Pretoria, Gauteng, ZA

University of South Africa: Pretoria, Gauteng, ZA

Professional activities (2)

International Council for Open and Distance Education: Oslo, Norway, NO

Distance Education Association of Southern Africa: Gaborone, Botswana, BW

Funding (1)

Open Distance Learning Research Capacity Building Programmes: Towards the improvement of the Scholarship of Teaching and Learning at Unisa

Works (26)

Equitable access to digital higher education for students with disabilities in South Africa

An Exploration of E-Teaching Preparedness of Pre-Service Teachers of Learners with Special Needs

Student Support for Incarcerated Females in an Open Distance e-Learning Institution

Understanding barriers to optimal supervision and delivery of the National Certificate (vocational) curriculum through TVET college lecturers’ reflective evaluations

VIRTUAL SIGN LANGUAGE INTERPRETATIONS IN OPEN AND DISTANCE EDUCATION: A PROBE INTO ‘ENABLERS’ AND ‘CONSTRAINTS’

Reimagining Postgraduate Supervision: Fostering Inclusivity and Support for Students at-risk in Open and Distance Learning Environments

Open Educational Resources in Higher Education: Exploring Access in Resource-constrained Contexts

Curriculum Management for Inclusion of Diverse Learners in South African Secondary Schools.

Distance learning opportunities for students with disabilities.

Mental Health Support to Enhance Curriculum Management in Rural Schools in South Africa.

The Effect of Batho Pele Principles on Mediating Internally and Externally Directed Knowledge-sharing Practices in Public Schools

Eradicating a Culture of Public Mistrust in TVET College Education in South Africa: A Manifesto for the Sector’s Sustainability Ahead of 4IR

Foundation Phase Educators’ Views on the Management of Professional Development in Historically Disadvantaged Schools

Learning Management System (LMS) for Academic Inclusion and Learning Agency: An Interpretive Review of Technoprogressivism in ODL Instructional Technology Policy

Towards a Just Distribution of Student Funding to Youth with Learning Disabilities in Vocational Education and Training

Ubuntu Philosophy and Disabilities in Sub-Saharan Africa

Availability and use of assistive technologies by persons with visual impairment at Ekurhuleni and Johannesburg public libraries

Black Muslim women preserving Islam in women-headed households.

Illicit financial flows and the marginalized population: a case of people with disability in South Africa.

Rethinking Power and the Complexities Between Critical Disability Studies and Decoloniality in Higher Education

Sudan Country Report

Incarcerated students’ experiences of Unisa’s Open Distance E-learning at one Medium Correctional Centre

Curriculum Implementation And The Right To Education During Covid-19 In South Africa

A Lack of Psychological and Disability Perspectives in the Framework for the Rational Analysis of Mobile Education: A Literature Review Analysis

Reflections on Post-Conference Feedback as a Developmental Teacher Training Strategy: Teaching Practice Supervisors’ Experiences in an ODL Institution

Evaluating the Inclusion Policy for the disabled students in Higher Education towards the realization of the Right to Development in South Africa: A case study of Open Access education for blind students in a distance learning institution