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This empirical and theoretically driven evaluation study enacts Karl Maton's Legitimation Code Theory (LCT) concepts of semantic Gravity and semantic Density in the investigation of tutors' movements downwards ('unpacking') and upwards ('repacking') along the semantic scale, during tutorials.The findings revealed that the pedagogical strategies adopted by tutors enabled them to strengthen and weaken both SG and SD, for semantic wave construction and cumulative knowledge building. For example, by explaining concepts and using examples, tutors helped tutees move knowledge downwards (SG+, SD-) on the semantic scale. Tutors also moved upwards on the semantic scale (SG-, SD+) by focusing on the application of formulae and supporting tutees in practical experiments. The implications of this study for future tutor training programmes are that while it is important to train tutors on how to teach in semantic waves, academic staff will need to be trained on the same as well.

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The apparent struggle to find employment by Gabonese graduates has confirmed the necessity for a new school curriculum. It is believed that entrepreneurship education is one of the solutions to the problem. However, with the introduction of entrepreneurship education in the Gabonese education system, a change of curriculum will definitely be required. This paper therefore discusses the importance of curriculum change to adapt to the teaching of entrepreneurship education. Participants in this study included learners, teachers and a government official representing the Ministry of Education. The study adopted a mixed method for data collection. Therefore, face-to-face interviews and self-administered questionnaires were used to collect in-depth information as well as achieve a larger representation of population. Results confirm that there is a necessity for entrepreneurship education thus suggesting the need for a new curriculum which should include some specific subjects. According to the results, these subjects could also be used for teacher training purposes as

Educational transformation in higher education places new demands on academics, especially in terms of shifting from traditional methods of teaching and learning to the application of innovative methods. Whereas outcomes-based education leans towards a philosophy, problem-based learning (PBL) offers a structured methodology in which teaching and learning can occur in a systematic, yet innovative manner. One cannot simply expose academics to the theoretical concepts of PBL and then expect them to apply the methods. Academics need rigorous training and development in the practice of PBL. This article describes a workshop aimed at training academics in Nursing Education regarding the application of PBL. The medical model (often termed the hypotheticodeductive method of problem-solving) was used to: analyse clinical scenarios; generate and modify hypotheses; and search for information as learners would. Evaluation and reflection of the programme showed that participants benefited from the exposure to PBL, and were confident about implementing it in the classroom.