Original Research

Expert multistakeholder engagement informing content of advanced diploma in visual impairment studies

Maesala Manis, Maximus M. Sefotho, Ronél Ferreira
African Vision and Eye Health | Vol 83, No 1 | a790 | DOI: https://doi.org/10.4102/aveh.v83i1.790 | © 2024 Maesala Manis, Maximus M. Sefotho, Ronél Ferreira | This work is licensed under CC Attribution 4.0
Submitted: 08 July 2022 | Published: 22 January 2024

About the author(s)

Maesala Manis, Department of Educational Psychology, Faculty of Education, University of Pretoria, Pretoria, South Africa
Maximus M. Sefotho, Department of Educational Psychology, Faculty of Education, University of Pretoria, Pretoria, South Africa; and Department of Educational Psychology, Faculty of Education, University of Johannesburg, Johannesburg, South Africa
Ronél Ferreira, Department of Educational Psychology, Faculty of Education, University of Pretoria, Pretoria, South Africa

Abstract

Background: This study evaluates the interface between expert multistakeholder engagement and the development of Advanced Diploma in Visual Impairment Studies (VIS). Additionally, the study validates the content included in the modules of this training programme for teachers of learners with visual impairment (VI).

Aim: The aim of the study was to anchor on one of the objectives of a broader main study, namely to establish a network of experts that could provide input in terms of suitable content to include in the VI qualification.

Setting: The study setting was the University of Pretoria, South Africa.

Methods: Snowball sampling was used to identify 56 stakeholders from different organisations working in or having interest in visual impairment field. Two-phase Participatory Reflection and Action (PRA)-guided workshops and focus groups were utilised to generate data. Subsequestly, member checking was conducted with the stakeholders during a follow-up workshop, validating results.

Results: Stakeholder partnerships were identified as a prominent theme. Sub-themes included the identification of potential stakeholders, collaboration and networking, maintaining partnerships, and community outreach.

Conclusion: The establishment of networks with key stakeholders was found to be important, however, the necessary care had to be taken to continuously engage stakeholders in content reviews and efforts to accommodate learners with VI through learnerships and entrepreneurial developments.

Contribution: Teachers feel ill-equipped to work with learners with VI. This article attempts to highlight the benefit of involving the perspectives of multiple stakeholders when developing a programme informing the learning, teaching and supporting system in schools of learners with VI.


Keywords

community of practice; multistakeholder engagement; visual impairment studies; advanced diploma; partnerships.

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