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Getting Schools Working
A systematic review of research projects into the state of education in South Africa.
Knowledge, Power and Educational Reform
Selected writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy.
World Yearbook of Education 2000
With contributions from international authors, this text demonstrates that education systems, and what it is to be educated, are in transition and that societies and economies are changing dramatically. The contributors explore expanding university systems, financial responsibilities and curricula.
English in Multilingual South Africa
An innovative and insightful exploration of varieties of English in contemporary South Africa.
Curriculum Studies in South Africa
While much has been written about South African education, now, for the first time, gathered in one collection are glimpses of South African curriculum studies described by six distinctive points of view.
Twenty-Twenty Hindsight
"Twenty-twenty hindsight" means perfect understanding of events only after they have happened. In his book, Mosiuoa Sekese looks back on his life in the old and new South Africa and gives his own perceptive interpretation of the past events. Sekese suffered discrimination and prejudice under the old apartheid government as well as the new, democratic regime. His story is highly personal, but provides the reader with unique insights into the social and educational challenges that South Africa continues to grapple with. "I had a quick read and I fi nd the content heartbreaking but fascinating. Especially as a white South African you are drawing me into a world that I always knew existed, but which few people have the guts and conviction to paint into words." – Louise Heystek-Emerton: CEO Wordwise/Khuluma Awethu
Responding to the Educational Needs of Post-school Youth
The research reflected in this volume indicates that in South Africa there are almost three million youth between the ages of 18 and 24 who are not in education, training or employment - a situation which points not only to a grave wastage of talent, but also to the possibility of serious social disruption. The authors in this work paint a picture of the enormous reservoir of human talent which exists in the country, but is not provided with the means to develop. Responding to the Educational Needs of Post-School Youth attempts not only to sketch the scope and extent of the current post-school educational crisis, but also to explore possible solutions through collaboration in the higher education sector. The findings reported here are a result of three distinctive but linked research components conducted by the Further Education and Training Institute (University of Western Cape), the Centre for Higher Education Transformation, and the Southern Africa Labour and Development Research Unit (University of Cape Town). The research was funded by the Ford Foundation and the project conducted in consultation with the Department of Education.
FET Colleges
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Reclaiming Knowledge
Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?
Debating Thesis Supervision
Debating Thesis Supervision features chapters on the topic of thesis supervision by departmental members and three academics, which together provide a rich and compelling line of argument worthy of careful study, critique and elaboration. Four articles are presented with replies by each author and a postscript. Together, they have the objective of exemplifying responsible and rigorous debate on thesis supervision on the one hand, while providing space for conceptual clarification and elaboration on the other.
