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Professor Christian
S.
Ugwuanyi
Senior Research Fellow,
Faculty of Education
University of the Free State
Bloemfontein
South Africa
UgwuanyiCS@ufs.ac.za
Dr. Mzoli Mncanca,
PhD
Department of Early Childhood Education
University of South Africa
7-47 NS Radipere Building, Muckleneuk
Pretoria
012 429 4877
mncanms@unisa.ac.za
Professor Emmanuel
Adu
Faculty of Education
University of Fort Hare
East London 5200, South Africa
+27 (0) 43 704 7176
+27 (0) 84 925 1948
eadu@ufh.ac.za
Profile
Chinedu Ifedi Onochie, Okeke is a Professor of Sociology of Education and Early Years Education.
He is the Head of the Department of Childhood Education at the University of the Free State, Bloemfontein, South Africa. He holds a Ph.D. in Early Childhood Development and Learning from the same university. He also holds another Ph.D. in sociology of education from the University of Nigeria, Nsukka, Enugu State of Nigeria. His current research interests include the sociology of early years learning, early childhood care and education, early years teacher professional development, and early years teacher education policy and practice. He rose from the position of research fellow in 2003 to the rank of professor in January 2017.
I am a professionally trained teacher trainer, lecturer, researcher, and author. I have been supervising and teaching education foundations courses to both undergraduate and postgraduate students since 2001 in Universities in Nigeria, Swaziland, and South Africa. My interest in the sociology of education and qualitative research culminated in an award-winning Ph.D. thesis at the University of Nigeria, Nsukka, Enugu State of Nigeria in 2003.
I also hold a master’s degree in education studies from the London Metropolitan University, England. I equally hold the degree of Bachelor of Arts in Educational Foundations & History from the University of Port Harcourt, Nigeria. In addition, I possess the Nigerian Certificate in Education from the Institute of Education, University of Benin, Nigeria; this is a professional teaching certificate.
This profile allows me to reflect on my challenging journey as an academic. Rising from a traditional nuclear family and being the seventh of nine siblings, I have every reason not to doubt the power of the three ingredients; life objectives, hard work, and faith, (but also hard work, diligence, and self-discipline) which together conflate into individual success and happiness. Such is the strong motivational impetus that has today impacted my teaching in more ways than one; more so, because of the close similarities between my life circumstances and those of most of the individual learners that I have encountered over the years, and currently encounter at the University of the Free State, Bloemfontein, South Africa. This is underscored by my belief that many of my current students at the university, not only relate to me as a teacher and facilitator but also as a compassionate father and a brother. It is notice worthy that I have progressively gained both local, regional, and international recognition within the academic community and networks as an outstanding academic.
More
As an early childhood education research niche leader, the focus of my research has had to be narrowed down to the sociology of early childhood education (ECE). Specifically, my research concerns how young people develop during their early childhood up to the age of 9 years. How their life experiences can enable them to transcend the potential that appears to be laid out for them by their socio-economic origins. In recent years, the social capital theory appears to assume a new role in my research concerning James Coleman’s ‘Social Capital in the Creation of Human Capital’. Seeing that a functional ECE policy framework and programmes are a social capital mechanism, this theoretical perspective has been fundamental in my research as well as those of my postgraduate students. Another theory that is influencing the research some of my students are doing is the ecosystems theory of Uriel Bronfenbrenner.
I must emphasise that I consider myself a well-trained and very experienced teacher. I have over the course of my university teaching career been assigned and successfully taught about 29 courses at both the undergraduate and postgraduate levels. As a full-time academic and teacher trainer, I am fully aware of the responsibilities placed on me to assist my diverse students achieve their career goals to enable them to turn into competent teachers and responsible citizens. I am equally aware of the larger District, Provincial, and National expectations of these students and the consequences of their failure to deliver in a country so direly in need of competent and professional teachers. I am fully aware of my professional responsibility and the larger implications should I renege on this duty. Therefore, in line with that of the Faculty and the University-wide vision, my vision as an academic is to enable the students entrusted into my care to do the following:
- Develop their position to enable them to become critical in their approaches to teaching and learning, as well as in their everyday dealings with society as change agents.
- Engage with conceptual and theoretical classroom issues to develop creative problem-solving strength of character.
- Assist them in developing their critical abilities to enable them to become initiators of genuine progressive ideas not only beneficial to their immediate circumstances but also to the benefit of the wider community of South Africa; and by so doing,
- Facilitate their intellectual abilities to enable them to become education leaders, positioned to make meaningful contributions not only to the university community but also to the larger communities of South Africa, and beyond.
With this vision, my philosophy of teaching revolves around the following; first, I believe it is essential for successful teaching and learning that I sincerely care for my students and maintain a healthy professional relationship with them. My former students elsewhere, and my current BEd, BEd Honours, MEd, and Ph.D. students can attest to the fact that I genuinely care about their personal interests and academic goals, and their strengths and weaknesses, always. I always listen to their needs, concerns, and problems and make myself available by telephone, by e-mail, or in person for whatever help they need. I also make it clear to my students (past and present) that I cannot succeed in my teaching without their success in my class.
In addition, I know that explicitness and fairness in my expectations and their implementation are always appreciated by the students. Consequently, I explicitly state and explain what my students are expected to achieve in the course, what to do before coming to class, how to do each assignment and project, and how to prepare for their examinations. Most importantly, I emphasise active learning and encourage my students to think actively and critically through the question-and-answer process, and continuously motivate them to seek their answers by asking questions for themselves. The motivation of students is something I have learned over the years to be of paramount importance in students’ success. Sometimes during my lectures, I consciously draw from my personal life history to motivate those of my students that I perceive to be struggling in any way that may affect their ability to perform. I try to give such students hope to persevere and grow.
I also believe that my professional growth is another essential factor for continuous success in my teaching career. For this reason, I have endeavoured to do my best to be at the cutting edge of recent scholarships to inspire students with new aspects of inquiry. I also make a great effort to improve my teaching by seeking feedback from students and peers, attending teaching workshops, and studying and experimenting with new methods and approaches. This understanding has also enabled me to successfully initiate sponsored study materials that culminated in the publishing of several prescribed textbooks between 2014 and 2023.
I can confirm here that one of my greatest strengths as a teacher is being able to connect with my students such that I can reach them on their levels. Perhaps my greatest strength as a teacher includes flexibility, compassion, and passion for my students’ progress and my teaching. I am equally certain many students I have taught (and still teach) can testify to such claims. I am extremely hard-working, with the ability to work under pressure. I am very passionate about professionalism within my classroom and beyond. One of my teaching skills is the ability to relate to my students, and this is one of my characteristics that no class can teach. I must emphasise that my greatest strength as a teacher is my knowledge of content, my flexibility in the classroom, and my cooperation with the administration.
I also feel that another of my greatest strengths as a teacher is managing a classroom and building and maintaining a warm, successful learning classroom environment. I write good lessons. I think my strength as a teacher is my ability to relate to the students and to use a variety of methods that incorporate other disciplines as well. This I learned during my master's degree programme at the London Metropolitan University, England. As a result of what I learned there, I can incorporate ideas from other disciplines into my teaching of sociology of education, and other foundation phase modules in many ways. Most importantly, this quality has impacted my teaching skills here in the universities I have been teaching where my teaching has since evolved through the teaching of all other aspects of education studies including sociology of education, psychology of education as well as philosophy of education.
I incorporate diverse and wide-ranging teaching and assessment techniques to assist my students in becoming critical and independent thinkers. I encourage my students to work collaboratively and emphasise the potential benefits for them to work in groups. I equally initiate assessment and task formats that enable my students to work from the social constructivist paradigm, which emphasises active participation. My students can testify to this. Professional development comes with an effective and personal commitment to the scholarship of teaching. To ensure that I keep abreast of current and relevant developments within my field of teaching and learning, I have been involved in several training workshops that have significantly influenced and impacted my teaching and learning. Overall, throughout my teaching career, I have received accolades, both verbal appreciation from senior members of the academic community and students. Students in the Faculty of Education have often confided in me and other colleagues how encountering the teaching and learning experience
I offer has motivated and facilitated their learning while enriching their appreciation of the university experience. Being human, I am always deeply and often emotionally touched by such sentiments, which I see as the most sincere and credible source of programme evaluation, as well as affirmation. Of all that I have learned about teaching and learning, it is important to note that the success of a teacher begins with a good and empathetic sense of respect for the student. Without such unalloyed respect for the feelings of one’s students, it is doubtful how success would be achieved by the teacher. Over the years in my career as a teacher and lecturer, I have come to understand and acknowledge this dictum: In this account of a life course, the moral substance that counts is not the life itself but the courage one brings to life.
SUPERVISION EXPERIENCES
AT THE UNIVERSITY OF THE FREE STATE FROM JULY 2019 TO DATE
- Honours: 23
- Masters: 2
- PhD: 3
PUBLICATIONS
BOOKS
Okeke, C.I.O., Adu, E.O., Mncanca, M., & Ugwuanyi, C.S. (Eds.) (2023).
Managing
the microteaching process: A guide to teaching practice preparation. Pretoria: Van Schaik Publishers. ISBN: 978 0 627 04049 8.
CHAPTERS IN BOOKS
Okeke, CIO (2015).
Achieving qualitative validity, reliability and generalisability. In
CIO Okeke & MM van Wyk (2015), Educational research: An African approach (pp.
207-223). Cape Town: Oxford University Press Southern Africa.
JOURNAL ARTICLES
Okeke, C.I., & Akobi, T.O. (2024).
Challenges in the provision
of early childhood care and education in rural areas in Gboko, Benue State, Nigeria.
Webology, 21 (1),
38-50.
CONFERENCES
(Comprising Conference Proceedings, Papers Presented and Conferences Attended)
Ugwuanyi, C., & Okeke, C. (2023).
Pupils’ autonomy, competence,
and relatedness as determinants of online learning engagement during the COVID-19 pandemic.
Paper presented at the INTED2022 Conference March 6th-8th, 2023, Valencia, Spain.
EDUCATION
Doctor of Philosophy (Ph.D.) in Early Childhood Development
University of the Free State, Bloemfontein, South Africa. Major: BC798881 - Early
Childhood Development & Learning.
Student Number: 2021144429.
Study title: Exploring the professional developmentm needs of
early childhood care and education practitioners in disadvantaged communities
JAN. 2022 – DEC. 2023
Doctor of Philosophy (Ph.D.)
University of Nigeria, Nsukka, Enugu State, Nigeria.
Major: Sociology of Education
Student Number: PG/Ph.D./2000/27831.
2001 – 2003
Master of Arts in Education - M.A(Ed)
London Metropolitan University, 166-220 Holloway Road, N8 London, England.
Major: Educational Studies.
Student Number 96/D/56725
1996 – 1998
Bachelor of Arts in Education - B.A(Ed)
University of Port-Harcourt, Rivers State, Nigeria.
Major: Educational Foundations & History
Student Number U89/14526.
1989 – 1992
Nigerian Certificate in Education (NCE)
Institute of Education University of Benin, Edo State, Nigeria.
Major: Education, Teaching Practice, History & Religious Education.
Student Number 83/3674.
1983 – 1986
WORK EXPERIENCE
01/07/2023 – Permanent/Ongoing
Professor & Head
Department of Childhood Education, Faculty of Education, University of the Free State, South Campus, Bloemfontein, South Africa.
+27 51 401 2377
+27834786994
01/01/2023 – 30/06/2023
Professor & Head
Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa.
+27 51 401 2377
+27834786994
01/05/2022 – 31/12/2022
Professor & Head
Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa.
+27 51 401 2377
+27834786994
01/07/2019 – 30/04/2022 – Permanent (end of the School structure)
Professor and Head
School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa.
+27834786994
01/08/2017 – 30/06/2022 (END OF CONTRACT)
Professor
Sociology of Education, Research Niche: Early years’ education, Educational Foundations & Management, Faculty of Education, University of Swaziland, Kwaluseni Campus, Swaziland M20101/01/2017 – 31/07/2017 (PERMANENT)
Professor
Sociology of Education, Faculty of Education, University of Fort Hare, East London Campus, South Africa01/01/2015 – 31/12/16 (PERMANENT)
Associate Professor
Sociology of Education, Faculty of Education, University of Fort Hare, East London Campus, South Africa01/11/13 – 31/07/17
Research Niche Leader
Early Childhood Care & Development, Faculty of Education, University of Fort Hare, South Africa01/06/12 – 31/12/2014 (PERMANENT)
Senior Lecturer
General and Continuing Education, Faculty of Education, University of Fort Hare, East London Campus, East London01/07/07 – 30/05/12
Full-time Lecturer
Educational Foundations & Management, Faculty of Education, University of Swaziland, Kwaluseni Campus, Kwaluseni M201, SwazilandDec. 2005 – April, 2006
Visitor
University of Pretoria, Host: Professor Claire Wagner, Department of Psychology, University of Pretoria, South AfricaOct. 2004 – Sept. 2007
Postdoctoral fellow, Host: Prof. T.A. Ume, Dept. of Adult Education, University of Nigeria, Nsukka, Nigeria
Dec. 2001 – Dec. 2003
Graduate Assistant (For Prof. T.A. Ume), Department of Adult Education, University of Nigeria, Nsukka, Nigeria
COURSES
Courses Development for the UNESWA Consultancy Training Centre from 2018
PHASE ONE: Certificate in Early Childhood Care &Education I – Introductory level
Course: ECE 101
Title: Children and early childhood
Credit: 5
Duration in hours: 16 hrs
Course: ECE 102
Title: Professional and personal values in
teaching
Credit: 5
Duration in hours: 16 hrs
Course: ECE 103
Title: Children’s physical environment
Credit: 5
Duration in hours: 16 hrs
Course: ECE 104
Title: Reading development in early childhood
Credit: 5
Duration in hours: 16 hrs
Course: ECE 105
Title: Principles & practice of early learning
framework
Credit: 5
Duration in hours: 16 hrs
ASSESSMENT:
Reflective essay in which students will be required to reflect (of about 5 typed pages) on their learning during the period of 10 days or 80 hours.
Submission of a-10 to 15 paged portfolio that would carefully package. The portfolio will be discussed between the programme facilitators and the students.
PHASE TWO: Certificate in Early Childhood Care & Education II – Intermediate level
Course: ECE 201
Title: Engaging children in playful activities
Credit: 5
Duration in hours: 16 hrs
Course: ECE 202
Title: Collaborative partnership with families &
communities
Credit: 5
Duration in hours: 16 hrs
Course: ECE 203
Title: Understanding children with SENs
Credit: 5
Duration in hours: 16 hrs
Course: ECE 204
Title: Leadership and service management
Credit: 5
Duration in hours: 16 hrs
Course: ECE 205
Title: Curriculum and planning cycle in ECCE
Credit: 5
Duration in hours: 16 hrs
Reflective essay in which students will be required to reflect (of about 5 typed pages) on their learning during the period of 10 days or 80 hours.
Submission of a-10 to 15 paged portfolio that would carefully package. The portfolio will be discussed between the programme facilitators and the students.
18/10/2007 – 3/06/2012
Code: EDF 622
Title: Perspectives in Sociology of Education
Institution: UNISWA
Level: M.Ed
Code: EDF 623
Title: Education and Society
Institution: UNISWA
Level: M.Ed
Code: EDF 642
Title: Theoretical Perspectives in Sociology of
Education
Institution: UNISWA
Level: M.Ed
Code: EDF 643
Title: Current themes in Sociology of
Education
Institution: UNISWA
Level: M.Ed
Code: IDE-EDF 310
Title: School and Society (ODL STUDENTS)
Institution: UNISWA
Level: B.Ed/ODL
Code: IDE-EDF 310
Title: School and Society
Institution: UNISWA
Level: PGCE/ODL
Code: IDE-EDF 300
Title: History & Philosophy of Education
Institution: UNISWA
Level: PGCE/ODL
Code: IDE-EDC 200
Title: Micro-teaching
Institution: UNISWA
Level: PGCE/ODL
Code: EDF 310
Title: School and Society (Full-time)
Institution: UNISWA
Level: B.Ed
Code: EDF 310
Title: School and Society (Full-time)
Institution: UNISWA
Level: PGCE
Code: EDF 300
Title: History & Philosophy of Education (Fulltime)
Institution: UNISWA
Level: PGCE
Code: EDC 200
Title: Micro-teaching (Full-time)
Institution: UNISWA
Level: PGCE
01/07/2012 – 31/07/2017
Code: ETP501E
Title: Education theory and practice
Institution: UFH
Level: Hons 1
Code: EDS 421E
Title: Education Studies: Curriculum
Institution: UFH
Level: PGCE
Code: EDS412E
Title: Philosophical Foundations of Education
Institution: UFH
Level: PGCE
Code: EDU412E
Title: Critical Theory and Research
Institution: UFH
Level: B.Ed 4
Code: EDU 311E
Title: Schooling, Society and Inclusive
education
Institution: UFH
Level: BEd 3
Code: EDU 221E
Title: Motivation and Self-concept
Institution: UFH
Level: B.Ed 2
SUPERVISION EXPERIENCES
COMPLETED: PhD 9; M.Ed 15; Hons 23; B.Ed 32
Student
Names:
Johannah De
Jaar
2013020793 (B.Ed Hons)
Title of Research
Factors that affect mathematics
performance of learners in
grade 3
Student
Names:
Annemé Roller
2015022540 (B.Ed. Hons)
Title of Research
Impact of preschool
practitioners’ disciplining
practices on the moral
development of children: A
case study
Student
Names:
Micaela Gowar
2015081744 (B.Ed. Hons)
Title of Research
The effect of outdoor play on
the development of academic
performance of preschool
children
Student
Names:
Shannon
Bernicia Ontong
2012171332 (B.Ed. Hons)
Title of Research
Parental involvement in
preschool children’s character
formation and its impact on
behavioural outcomes
Student
Names:
Samantha
Meyers
2012165169 (B.Ed. Hons)
Title of Research
Teachers’ perceptions on the
support given to learners
with learning barriers at a
preschool centre in Kimberley
Student
Names:
Lerato
Ramphele
2014151993 (B.Ed. Hons)
Title of Research
The importance of motor and
cognitive skills development
in Grade R learners at a
Bloemfontein school
Student
Names:
Janelle Larey
2016336055 (B.Ed. Hons)
Title of Research
Teachers’ views on noncognitive skills development
support services for grade
learners with barriers to
learning
Student
Names:
Danell
Schoonees
2015161496 (B.Ed. Hons)
Title of Research
An exploration of grade 1
teachers’ views on the
usefulness of worksheet as
life skills learning tool
Student
Names:
Manako Irene
Sefubanyane
2005123670 (M.Ed)
Title of Research
The effectiveness of teacher
approaches to facilitate
learning in preschool
classrooms in Lesotho: A quasi
-experimental research
Student
Names:
Lerato
Ramphele
2014151993 (M.Ed)
Title of Research
Perceived impact of the covid-
19 pandemic on the
development of cognitive and
motor skills of Grade R
learners and the coping
strategies
Student
Names:
Danél Van Dyk
2011010853 (M.Ed)
Title of Research
The impacts of electronic
devices in the time of covid-19
pandemic on the social and
cognitive development of grade
2 learners
Student
Names:
Baloyi-Mothibeli,
Seipati
200101170 (Ph.D)
Title of Research
Phenomenological study of
practitioners’ lived
mathematical play practices in
early childhood care and
education setting.
Student
Names:
Lintle Palesa
Jennivieve
Thulo
1999335662 (Ph.D)
Title of Research
Strategies to strengthen
integrated inter-sectoral
collaboration among early
childhood care and education
providers in the Northern
Cape Province
Student
Names:
Neliswa Gqoli
2017320611 (PhD)
Title of Research
Practitioner conceptions of
mathematical knowledge in
Early childhood development
ACADEMIC TRAVELS
STATES VISITED ON ACADEMIC TRAVELS
- Liverpool, England, 2023
- Sao Paulo, Brazil 2023
- Belfast, United Kingdom 2019
- Oxford, United Kingdom 2016
- Washington, DC, USA 2015
- Boston, USA 2014
- Atlanta, Georgia, USA 2014
- North Texas, USA 2011
- Barcelona, Spain 2009
- Kingdom of Swaziland 2007 – 2012 & 2017 – 2019
- South Africa 2012 – 2017 & 2019 – date
SCHOLARSHIP IN TEACHING
Code: ECED3703
Title: Early Childhood Education:
Reception Year Studies
Institution: UFS, BFN
Level: B.Ed3
Code: ECED4703
Title: Foundations in Early Childhood
Education (Birth to Four)
Institution: UFS, BFN
Level: B.Ed4
Code: WILP1700
Title: Teaching Practice
Institution: UFS, BFN
Level: PGCE
Code: WILI/V3606
Title: Teaching Practice
Institution: UFS, BFN
Level: B.Ed3
Code: CURI3502
Title: IP School Curriculum I
Institution: UFS, BFN
Level: B.Ed3
Code: CURM3502
Title: IP School Curriculum I
Institution: UFS, BFN
Level: B.Ed3
Code: EDHT5812
Title: Higher Education Theory
Institution: UFS, BFN
Level: PGDip1
Code: EDTE6804
Title: Advance Education Theory &
Professional Ethics
Institution: UFS, BFN
Level: B.Ed Hons
Code: EDTE6804
Title: Advance Education Theory &
Professional Ethics
Institution: UFS, Qwaqwa
Level: B.Ed Hons
Code: IDE-EDF310
B.Ed3
Title: School & Society (nonsemesterised)
Institution: UNISWA
Level: B.Ed3
Code: EFM510
Title: School & Society
Institution: UNISWA
Level: PGCE
Code: EFM212
B.Ed2
Title: Gender in Education
Institution: UNISWA
Level: B.Ed2
Code: CTE302
Title: Microteaching laboratory
Institution: UNESWA
Level: B.Ed3
Code: IDE-CTE302
Title: Microteaching laboratory
Institution: UNESWA
Level: B.Ed3
Code: EFM623 - M.Ed
Title: Perspectives in Sociology of
Education
Institution: UNISWA
Level: M.Ed
Code: EFM624
M.Ed
Title: Education and Society
Institution: UNISWA
Level: M.Ed
Code: EFM625
M.Ed
Title: Theoretical Perspectives in
Sociology of Education
Institution: UNISWA
Level: M.Ed
Code: EFM690
M.Ed
Title: Seminar – Academic Writing Skills
Institution: UNISWA
Level: M.Ed
DISSERTATION
Externalisation Of Masters Dissertation And Doctoral theses For Other Universities In South Africa
- University of South Africa 2022
- University of Zambia 2021
- Faculty of Education, University of Pretoria 2020
- Faculty of Education, Stellenbosch University 2019
- Faculty of Education, University of the Free State, Bloemfontein, South Africa, August, 2018
- Faculty of Education, Northwest University Mafikeng, South Africa, 2016 5. College of Education, Unisa in 2017, 2016, 2015, 2014 & 2013;
- Depart of Maths, Science & Tech Edu, TUT 2015
- Faculty of Education, Rhodes University, Grahamstown in 2013
POSTGRADUATE RESEARCH
Some Samples Of Completed Postgraduate Research Supervision At The University Of Eswatini (Formerly Swaziland)
Student:
Dlamini, R (M.Ed)
Thesis/Dissertation title
Disciplining practices of primary
school teachers in the Hhohho
Region and their impact on
children’s behaviour
Student:
Dlamini, G (M.Ed)
Thesis/Dissertation title
Parents' views about preschool
education as a formal school
readiness programme for 3-5 year
olds in the Manzini Region
Ph.D RESEARCH SUPERVISION
Some Samples Of Completed Phd Research Supervision At The University Of Fort Hare, East London 2012 - 2016
Student:
Mhlanga S (PhD,
UFH)
Thesis/Dissertation title
Parents’ experiences with
involvement in the
education development of
children under six years in
the Bubi district of
Zimbabwe
Student:
Mufutau MA T (PhD,
UFH))
Thesis/Dissertation title
The engagement of fathers
in early childhood care and
education provisioning in
one education district in the
Eastern Cape Province
Student:
Adams, C. (PhD,
UFH)
Thesis/Dissertation title
Fathers’ experiences with
involvement in the social
development of their children under the age of
six years: A social capital
perspective and
implications for ECD policy
Student:
Mpahla, NE (PhD,
UFH)
Thesis/Dissertation title
An assessment of the
effectiveness of the
strategies for implementing
continuing professional
development programmes
for rural junior secondary
school teachers in
Butterworth education
district
MASTERS RESEARCH SUPERVISION
Some Samples Of Completed Masters Research Supervision At The University Of Fort Hare, East London 2012 – 2016
Student:
Nyanhoto, E. (M.Ed, UFH)
Thesis/Dissertation title
The recruitment and
retention of male
educators in preschool
centres in one Education
District in the Eastern
Cape Province
Student:
Mtyuda,
PNP (M.Ed, UFH)
Thesis/Dissertation title
Assessment of the level
of job dissatisfaction and
its implications on job performance of senior
secondary school
teachers in Queenstown
district.
Student:
Mufutau,
MA (M.Ed, UFH)
Thesis/Dissertation title
Fathers’ views on men’s
participation in early
education of children:
implications for schoolbased support
programme
Student:
Mncanca, M (M.Ed,
University of
Newcastle
in
partnership
with UFH)
Thesis/Dissertation title
Black fathers’
perspectives on
strategies to improve
men’s involvement in the
education of their 0-6
year old children in
Duncan village in the
East London Education
District
MASTERS RESEARCH SUPERVISION
Some Samples Of Completed Masters Research Supervision At The University Of Swaziland 2008 – 2011
Student:
Mazibuko,
GF (M.Ed)
Thesis/Dissertation title
The training and
psychosocial needs of
parents of children with
special educational
needs in Nhlangano Region of Swaziland
Student:
Nxumalo, KN (M.Ed.)
Thesis/Dissertation title
A descriptive study
of the cultural beliefs and
practices towards
HIV/AIDS amongst high
school students in the
Lubombo region of
Swaziland.
Student:
Dlamini, CS (M.Ed)
Thesis/Dissertation title
An investigation of workrelated stress among
high school teachers in
the Hhohho region of
Swaziland.
POSTDOCTORAL RESEARCH
Past & Present Postdoctoral Research Fellows Hosted
Postdoc Fellow:
Dr. T. Akobi
Host Institution:
University of the Free State, Bloemfontein
Year:
March 2022 –
Jan. 2024
Postdoc Fellow:
Dr. M. Edeh
Host Institution:
University of the Free State, Bloemfontein
Year:
Jun. 2021 –
Apr. 2023
Postdoc Fellow:
Dr. C. Ugwuanyi
Host Institution:
University of the Free State, Bloemfontein
Year:
Feb. 2020 –
Feb. 2022
Postdoc Fellow:
Dr J. Mathwasa
Host Institution:
University of Fort Hare, East London
Year:
2014 – 2016
Postdoc Fellow:
Dr. I. Salami
Host Institution:
University of Fort Hare, East London
Year:
2015 – 2017
AWARDS
MARCH 2016: NRF/GMRDC SEED Grant of R50,000
May, 2013: Emerging researcher award, University of Fort Hare, South Africa
February, 2004: Winner Vice Chancellor’s Prize 2003/2004 Session as the best graduating doctoral student Faculty of Education, University of Nigeria, Nsukka, Nigeria.
PROFESSOR CHINEDU I. O. OKEKE
SOUTH CAMPUS FACULTY OF EDUCATION Department of Childhood Education
COMPLETED FUNDED RESEARCH
Okeke, C.I., Ede,
M.O., Amaeze, F.E., Okeke, C. C., Ugwuanyi, C., Aye, E., Ifelunni, C. O.
(2022).
Project Title: Psychosocial work hazards and workplace deviant behaviours:
Moderating roles of sociodemographic factors
Senior Research Fellow,
Faculty of Education
University of the Free State
Bloemfontein
South Africa
Okeke, CIO.
(2016).
Influences on rural men’s capability to actively participate in the early
social development of their children and implications on children’s transition to
early
adulthood. Being sponsored with the NRF/GMRDC SEED Grant.
Okeke, CIO., Adu,
EO., Duku, N., Drake, ML., Shumba, J., Rembe, S., Maphosa, C.,
Sotuku, N. (2014).
The effects of demographic variables on work stimulated stressors
and coping strategies among early childhood educators in East London education
district. GMRDC funded research work.
ON-GOING (GRANT-AIDED) RESEARCH (2020-2025)
Prof. C.I. Okeke
(PI); Prof.
C.S. Ugwuanyi (Co-PI); Dr. B. Ndlovu (Co-researcher); Dr. C.C. Okeke
(Coresearcher); Dr. Z. Nhase (Co-researcher; Dr. T.O. Akobi (Co-researcher);
and, Miss
P. Khantsi (Ad Hoc research assistant).
Evaluation of the Extent of Implementation of Early Childhood
Development Programme in the Free State Province of South Africa. Project being
funded by the Hosken Consolidated Investments Foundation (HCIF), Cape Town,
2022 – 2025. Value of project: R400,000. Project team:
PRINCIPAL
INVESTIGATORS: Chinedu I. Okeke & Moses O. Ede. COINVESTIGATORS: Blanche Ndlovu,
Charity C. Okeke, Seipati Baloyi-Mothibeli &
Christian S. Ugwuanyi.
Project Title: Sociodemographic variables moderating psychosocial work hazards
and workplace deviant behaviours of foundation phase teachers in Mangaung
municipality.
This is a
16-member Inter-Universities research involving
five (5) Universities of the Free State, Fort Hare, CUT, Wits and
WSU
Impact of COVID-19 and work from home on the workability of academic staff of
universities in the Eastern Cape and the Free State Provinces: Implications for
teaching and learning.
Okeke, C.I.O.
(UFS, SA), Ugwuanyi, S.C. (UNN, Nigeria), Okeke, C.C. (UFS,
SA), Ugwu, G.C. (UNN, Nigeria), Ngwoke, A.N. (UNN, Nigeria) & Ifelunni, C. (UNN,
Nigeria).
Exploring Nigeria preschool practitioners’ classroom disciplining strategies in
postcorporal punishment era: A quantitative research approach.
SERVICE
COMMUNITY ENGAGEMENT SERVICE
Until 01/08/2017
Country Liaison Person Representing Association for Childhood Education International (ACEI),
Washington, DC, South Africa. Michelle Allen,
mallen@acei.org
Community Engagement takes the form School Experience, which involves school visits, networks and partnerships with school-based teachers, principals and learners
UNIVERSITY LEVEL SERVICES 2017 to Date
- Member, Senate, University of the Free State
- Member, Faculty Management Committee, UFS
- Member, Faculty Executive Committee, UFS
- Member, Teaching Practice Committee, UFS
- Member, Faculty Examination Board, UFS
- Member, Senate, University of Eswatini (Swaziland) (UNESWA)
- Member, IPGS Board, University of Eswatini (Swaziland) (UNESWA)
- Member, IPGS Curriculum Committee, University of Eswatini (Swaziland) (UNESWA)
2012 – 2017
- Member, Senate, University of Fort Hare
- Member, University of Fort Hare Centenary Committee
- Member, Centenary Conference Scientific Committee
- Member, Centenary Conference Abstract Selection Committee
- Member, Faculty Research & Higher Degrees Committee
- Member, Faculty Planning & Management Committee
- Member, SGCE, Teaching Practice Committee
- Member, School Executive Committee
MEMBERSHIPS
PROFESSIONAL MEMBERSHIPS
- Member, Society for Research into Higher Education (SRHE), London Reference
person: Helen Perkins (Director) Society for Research into Higher Education
(IDN11621).
srheoffice@srhe.ac.uk - Member, Association for Childhood Education International, Washington, DC
Michelle Allen,
mallen@acei.org - Member, Southern African Comparative and History of Education Society
(SACHES) JoAnne Adams-Underhill
joanne.adams2@gmail.com - Member, International Education Association of South Africa (IEASA) Reference
person: Ms Thilor Manikam (Admin. Officer, IEASA)
aieasa@ukzn.ac.za - Member, Southern African Association for Institutional Research (SAAIR),
Reference
person: Carin Strydom
ubbi@unisa.ac.za - Member, Council for the Development of Social Sciences Research in Africa (CODESRIA)
2008 - 2012
Board Member Institute of Postgraduate Board, University of Swaziland; The Nigerian Journal of Guidance & Counselling (TNJGC); 14th BOLESWANA Symposium, Swaziland Educational Research Association; Moderator, Education Paper I, William Pitcher Teacher Training College, Manzini, Swaziland; Coordinator, EDF 690 Masters Seminar
Coordinator EDF 499 BEd Research Project in Education; Chairperson, Journal Planning Committee, UNISWA International Journal of Education (UIJOE), University of Swaziland. Dec 2010 – Jan 2011 Acting Head: Department of Educational Foundations & Management; 2010 Acting Tutor, Faculty of Education, University of Swaziland
WORKSHOPS
PARTICIPATIONS IN INDUCTIONS/WORKSHOPS/FORUMS
Workshop on the Transdisciplinary Research Approach/Methodology organised by the Centre for transdisciplinary Studies, UFH 10th April, 2014 held at Gasson Room 1, Hill Street, East London Author Workshop organised by Oxford University Press, 3rd May, 2013 in University, Cape Town
Quantitative and Qualitative Methods Workshop organised by the Govan Mbeki Research Development Centre, UFH, 8th March, 2013 held at the ABC Hall, University of Fort Hare, East London Campus
Grant Proposal Writing Workshop, organised by the Govan Mbeki Research Development Centre, UFH, 2nd November, 2012 at 4 Hill Street, GMRDC, UFH, East London Campus
Getting Published/Journal Workshop organised by the Govan Mbeki Research Development Centre, UFH, 17th August, 2012 at 4 Hill Street, GMRDC, UFH, East London Campus
Inter-sectoral Early Childhood Development Forum organised by ITEC, East London, 7th August, 2012 at ITEC, 8 Park Avenue, East London
July 2012 Induction Programme organise by the TLC, UFH 17 – 19 July 2012 at the Alice Campus
Basic PC Skills Workshop organised William Awusi, Postgraduate Studies, GMRDC, UFH 15th June, 2012 at the Cycad Lab, GMRDC, UFH, East London Campus
World Bank E-Resources Training Programme organised by the University of Swaziland 9th April, 2010 at the Commerce Computer laboratory, University of Swaziland, Kwaluseni Campus
External Stakeholders’ Consultation on UNISWA Research Agenda organised UNISWA Research Centre 30th March, 2010 at the Multi-Purpose Hall, Kwaluseni Campus, University of Swaziland
Guidelines for Preparing Masters’ & PhD Theses Workshop organised by the Institute of Post-Graduate Studies, University of Swaziland 16th March, 2008 at the Commerce Conference Room, Kwaluseni Campus, University of Swaziland
Programme for the 1st Writers’ Orientation Workshop organised by the Institute of Distance Education, University of Swaziland 21st April, 2008 at the IDE Seminar Room, Kwaluseni Campus
Workshop on Teaching Practice organised by the Department of Curriculum and teaching, University of Swaziland 27th March, 2008 at the Esibayeni lodge, Matsapha, Swaziland
PICTURE GALLERY
