This first South African edition of Organisational Behaviour: Managing People and Organisations aims to make students more successful in their life and career by helping them understand themselves, understand organisations, and understand the role of organisational behaviour in their personal career success.

It enables students to develop sound knowledge of individual and group behaviour in organisations and to appreciate how the entire organisational system operates. This will enhance their understanding of how to apply the organisational behavioural concepts to a range of different problems or situations. The text gives students a complete understanding of the modern context of organisational behaviour, including ethics, diversity, competitive advantage, technology and the global context.

This edition prepares South African students for the realities of the country’s business environment by engaging with familiar private- and public-sector organisations and pertinent local issues. A global business perspective is balanced with an African one, which highlights the importance of workforce diversity. This edition also explores the South African labour force and legislative environment, and how these shape organisational behaviour and influence management decisions.

Teaching Science: Foundation to Senior Phase connects theory to practice through in-depth scientific investigations.

Part 1 focuses on the theoretical knowledge of teaching natural sciences from Foundation Phase through to the Intermediate and Senior Phases, with an array of activities for pre-service teachers to practise. Part 2 includes five experiments: each covers multiple learning areas, is adjustable for older and younger learners, and clearly links back to the theory in Part 1.

Teaching in South African Schools was written in response to the “2000 Norms and Standards for Educators” Policy. The book is aimed at subject specialists and developers of educators and practicing teachers. It deals with the educator's role as a leader, administrator and manager.

Information and guidelines concerning the following competencies related to these roles can be found in this publication: understanding the South African education system (the structure, organisation and functioning); understanding the macro-, meso-, micro- and individual levels of education management; understanding the role of teacher representation, teacher unions and the South African Council for Educators - and much, much more.

This South African edition of Macroeconomics is essential reading for all students taking introductory economics modules on undergraduate courses throughout South Africa. It is also ideal for use with the macroeconomics component of MBA courses. The text contains updated case studies, set against a South African context to illustrate how the principles of economics relate to your life. The news articles are based on news events in South Africa along with questions to help you apply your knowledge and to build your understanding. This text is designed to give you the confidence and ability to think like an economist.

It is nearly two decades since public schools in South Africa began to admit learners from all cultural and racial backgrounds, and this diversity has resulted in a need for schools to evolve with the changing circumstances as well as to maintain excellence. Teachers are faced daily with the challenge of teaching and managing learners of unfamiliar cultures, languages and backgrounds. Multicultural education introduces various models of multicultural education and provides practical, low-cost classroom strategies which teachers can implement effectively in culturally diverse schools.

Multicultural education explores concepts of diversity in society from various theoretical perspectives and discusses the implications of differences and similarities among South African learners. Practical activities at the end of each chapter allow teachers to reflect critically on their own practice, and assist educational leaders to carry out professional development in multicultural education in their schools.

Contents include the following:

• South African policy and legislation relevant to diversity issues
• Cross-cultural communication
• Teaching in the linguistically diverse classroom
• Multicultural approaches to curriculum and learning material
• Positive discipline in the culturally diverse classroom

A special edition matched to the curriculum requirements of Unisa.

Based on the popular Teaching Foundation Phase mathematics - A guide for South African students and teachers.

Educational Psychology in Social Context: Ecosystemic applications in southern Africa is a tried-and-tested textbook that applies educational psychology - and, specifically, a unifying ecosystemic framework - to aid teachers and other educators to enhance the learning experience of students in a developing society. The book is relevant to both undergraduate and postgraduate study in either pre-service or in-service teacher education. It can be used for courses in educational psychology in programmes such as BEd, BEd (Hons) and PGCE, and as a handbook for teachers in the field.

This South African edition of Microeconomics is essential reading for all students taking introductory economics modules on undergraduate courses throughout South Africa. It is also ideal for use with the microeconomics component of MBA courses. The text contains updated case studies, set against a South African context to illustrate how the principles of economics relate to your life. The news articles are based on news events in South Africa along with questions to help you apply your knowledge and to build your understanding. This text is designed to give you the confidence and ability to think like an economist.

Reflections on race, language, colonial, postcolonial and decolonial knowledge projects that explore the pitfalls and possibilities that face South African universities and a post-apartheid generation inventing the future of knowledge.

Predicaments of Knowledge explores the difficult questions South African universities face after apartheid: Is there a difference between Africanising a university and decolonising a university? Or between deracialising and decolonising curricula taught at universities across disciplines?

Through a range of reflections on race, language, colonial, postcolonial and decolonial knowledge projects this book clarifies the pitfalls and possibilities that face a post-apartheid generation inventing the future of knowledge.

Current plans to ‘decolonise’ the university after apartheid often conflate three distinct but equally important imperatives: decolonisation, deracialisation and Africanisation. These distinction between decolonisation and deracialisation is sometimes conflated in the political demands put to universities as well. By parsing out the distinction between decolonisation, deracialisation and Africanisation Suren Pillay emphasises all three as important but distinct imperatives.

Drawing on more than two and half decades of the author’s participation in these debates, the essays gathered here are to be read as ‘interventions’ in a larger living debate. They elucidate what our predicaments might be rather than foreclose debate or solutions and are dialogical in spirit even when occasionally polemical in tone. They self-consciously seek to be in conversation with prior continental African and Latin American experiences, as well as offer reflections on current South African debates.

Teaching–Learning Dynamics is a field-leading teacher education textbook that has been used by student teachers and beginner teachers across South Africa for over 20 years. The new fifth edition has updated content to: Bring it in line with the Curriculum Assessment Policy Statements (CAPS) and other recent South African curriculum policy changes; include a new chapter on the theoretical foundations of teaching and learning; include a chapter on using media in the classroom. This book is now in a more reader-friendly design and format, including key terms and definitions for each chapter, note boxes in the margins and QR codes linking readers to useful online videos and resources. The aim of this book is to support and empower both students and teachers with as many practical resources as possible including lesson plans, assessment tools, lesson transcripts, case studies and more. It also supports lecturers with a range of additional resources including multiple-choice questions, short answer questions and a range of PowerPoint slides with activities to encourage student participation and engagement.

Despite two-and-a-half decades of black majority rule after 1994, much of South African higher education in the area of humanities continues to embrace European models and paradigms. This is despite concepts such as Africanisation, indigenisation and decolonisation of the curriculum having become buzzwords, especially after the #MustFall campaigns, student-led protests from 2015.

This book argues that, beyond the use of internally constructed strategies to foster curriculum transformation in South Africa, it is important to draw lessons from the curriculum transformation efforts of other African countries and African-American studies in the United States (US).

The end of colonialism in Africa from the 1950s marked the most important era in curriculum transformation efforts in African higher education, evident in the rise of leading decolonial schools: the Ibadan School of History, the Dar es Salaam School of Political Economy and the Dakar School of Culture. These centres used rigorous research methods such as nationalist historiography and oral sources to challenge Eurocentric epistemologies. African-American studies emerged in the US from the 1920s to debunk notions of white superiority and challenge racist ideas and structures in international relations. The two important schools of this scholarship were the Atlanta School of Sociology and the Howard School of International Affairs.

This substantially revised text provides a comprehensive, highly accessible, and student friendly introduction to the principles, concepts, and methods currently used in educational research. This text provides a balanced combination of quantitative and qualitative methods and enables students to master skills in reading, understanding, critiquing, and conducting research. Many examples and article excerpts are used throughout the text to demonstrate and highlight best practices in educational research. Evidence-based inquiry is emphasized in two ways: (1) Introductory chapters focus on the added importance of data driven decision-making, (2) Methodological chapters provide explicit guidelines for conducting empirical studies.

A main road snakes from the City Bowl in the north to Fish Hoek in the south, along which corridor sit some of the most prestigious academic schools on the continent, in sight of Africa's leading tertiary institution, the University of Cape Town. This is a study of patterns of racial segregation in the elite primary schools of one of the 'whitest' and wealthiest areas of South Africa, the southern suburbs of Cape Town.

What keeps these elite schools 'white dominant' in a province and country that is overwhelmingly black? How do the schools administer their admissions policies such that the outcome is white-majority enrolments? Why does a post-apartheid government allow 'white dominant' schools to exist? This is the first available study on the micro-politics of primary school admissions that addresses the question of 'Who gets in, and why?' against the backdrop of South Africa's transition from apartheid to democracy.

For this reason, among others, the book holds significance for international scholarship on education policy and politics while at the same time offering practical value for South African parents who struggle to get their children admitted to these elite schools.

The reception year, before a child starts formal schooling in Grade 1, is critical in a child's development. It is in the Grade R year that the teacher has a unique opportunity to enhance the knowledge, skills, attitudes and values that will shape the child's later academic success. A high-quality Grade R programme is therefore very important. Teaching Grade R promotes a participatory and child-centred approach to learning, based on the pedagogy of play that positions children as active learners and encourages teachers to become critically reflective practitioners. This pedagogy of play is explained in detail in the book, and suggestions and pointers are given as to how it can be used in the classroom to enhance learning.

Teaching Strategies: For Quality Teaching And Learning is a practical guide to quality teaching and learning in South African schools. The book provides an introduction to the principles of effective teaching and learning, with special reference to how these principles can be applied within the framework of South Africa’s National Curriculum Statement Grades R–12.

It gives detailed guidelines for using nine broad teaching strategies that have proven to be effective across all phases of school. The final chapter introduces the principles of quality assessment, and links these to the National Protocol for Assessment Grades R–12.

This book is particularly useful for teacher education students, both as a text for their theoretical studies and as a reference during their practice teaching placements and later teaching careers.

From the international bestselling author of The Element, Ken Robinson is one of the world's most influential voices in education. In this inspiring, empowering book, he sets out a new vision for how education can be transformed to enable all young people to flourish.

Filled with practical examples and groundbreaking research, it will inspire the change our children urgently need.

Drawing from the combined experiences of Mike Peng and Klaus Meyer, International Business provides a comprehensive insight into contemporary business practices.

Covering recent global developments and current issues such as the COVID-19 pandemic, Brexit, the social and environmental impact of globalization and progress in responsible business practices, as well as the historical context of international business, this fourth edition highlights the complex nature of global business.

In South African higher education, the images of dysfunction are everywhere. Student protests. Violence. Police presence. Rubber or real bullets. Class disruptions. Burning tyres. Damaged buildings. Injury and sometimes death. Reports of wholesale corruption. Year after year, often in the same set of universities; the problem of routine instability seems insoluble. The financial, academic and reputational costs of ongoing dysfunction are high, especially for those universities caught-up in the never-ending struggle to overcome apartheid legacies. Any number of explanations have been ventured, including a lack of resources, shortage of capacity, rural location, corrupt officials, and endemic conflict. Corrupted takes a deeper look at dysfunction in an attempt to unravel the root causes in a sample of South African universities.

At the heart of the problem lies the vexed issue of resources or, more pertinently, the relationship between resources and power: who gets what, and why? Whatever else it aspires to be - commonly, a place of teaching, learning, research and public duty - a university in an impoverished community is also a rich concentration of resources around which corrupt staff, students and those outside of campus all vie for access.

Taking a political economic approach, Jonathan Jansen describes the daily struggle for institutional resources and offers accessible, sensible insights. He argues that the problem won't be solved through investments in 'capacity building' alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities. Rather, durable solutions would include the depoliticisation of university councils and appointments of academics with integrity and capacity to manage and lead these fragile institutions.

This groundbreaking and long overdue study will offer a promising way forward for universities to better serve their communities and the country more broadly.

An unforgettable memoir in the tradition of The Glass Castle about a young girl, who, kept out of school, leaves her survivalist family and goes on to earn a PhD from Cambridge University.

Tara Westover was seventeen the first time she set foot in a classroom. Born to survivalists in the mountains of Idaho, she prepared for the end of the world by stockpiling home-canned peaches and sleeping with her “head-for-the-hills” bag. In the summer she stewed herbs for her mother, a midwife and healer, and in the winter she salvaged metal in her father’s junkyard.

Her father distrusted the medical establishment, so Tara never saw a doctor or nurse. Gashes and concussions, even burns from explosions, were all treated at home with herbalism. The family was so isolated from mainstream society that there was no one to ensure the children received an education, and no one to intervene when an older brother became violent.

When another brother got himself into college and came back with news of the world beyond the mountain, Tara decided to try a new kind of life. She taught herself enough mathematics, grammar, and science to take the ACT and was admitted to Brigham Young University. There, she studied psychology, politics, philosophy, and history, learning for the first time about pivotal world events like the Holocaust and the Civil Rights Movement. Her quest for knowledge transformed her, taking her over oceans and across continents, to Harvard and to Cambridge University. Only then would she wonder if she’d traveled too far, if there was still a way home.

Educated is an account of the struggle for self-invention. It is a tale of fierce family loyalty, and of the grief that comes from severing one’s closest ties. With the acute insight that distinguishes all great writers, Westover has crafted a universal coming-of-age story that gets to the heart of what an education is and what it offers: the perspective to see one’s life through new eyes, and the will to change it.

Practical guide to facilitating language learning 4estimulates creative thinking in the classroom and makes language learning fun. Students teachers will find guidance on creating interesting lessons for a multilingual environment and how to develop language confidence in their learners. Practical guide to facilitating language learning is aimed at English methodology or language methodology courses offered in BEd, BEd (Honours), ACE and PGCE qualifications as well as the professional teachers. It is designed to address all phases but it is particularly well suited to Intermediate and Senior Phase.

Explains understanding the intended audience, the purpose of the paper, and academic genres; includes the use of task-based methodology, analytic group discussion, and genre consciousness-raising; shows how to write summaries and critiques; features "language focus" sections that address linguistic elements as they affect the wider rhetorical objectives; and helps students position themselves as junior scholars in their academic communities. Among the many changes in the third edition: newer, longer, and more authentic texts and examples greater discipline variety in texts (added texts from hard sciences and engineering) more in-depth treatment of research articles greater emphasis on vocabulary issues revised flow-of-ideas section additional tasks that require students to do their own research more corpus-informed content The Commentary has also been revised and expanded. This edition of Academic Writing for Graduate Students, like its predecessors, has many special features: It is based on the large body of research literature dealing with the features of academic (or research) English and extensive classroom experience. It is as much concerned with developing academic writers as it is improving academic texts. It provides assistance with writing part-genres (problem-solutions and Methods and Discussion sections) and genres (book reviews,research papers). Its approach is analytical and rhetorical-users apply analytical skills to the discourses of their chosen disciplines to explore how effective academic writing is achieved. It includes a rich variety of tasks and activities, ranging from small-scale language points to issues of how students can best position themselves as junior researchers.

A teacher's role is fundamental in the acquisition of the much-needed mathematical skills and knowledge that form part of children's early development and beyond. From the year before learners enter formal schooling (Grade R) to the end of the Foundation Phase (Grade 3), teachers contribute to the most important learning cycle and lay the groundwork for learners for the rest of their schooling years. Teaching Foundation Phase Mathematics provides crucial insights into basic principles that are applied both globally and locally with an in-depth discussion of the concepts and theories that underlie the teaching of mathematics to learners at a young age. The terms Africanisation, decolonisation of the curriculum and ethno mathematics are also discussed. Carefully considering the CAPS documents issued by the Department of Basic Education in 2012, themes revolve around the physical, social and conceptual knowledge that learners need to acquire and build on in mathematics in order to fully comprehend and develop their skills for the future. Teaching Foundation Phase Mathematics is the essential guide for beginner teachers and students to prepare their classrooms, plan lessons to support the acquisition of mathematical skills and knowledge, and teach mathematics with confidence in a multicultural classroom. The book will also help parents understand what their children are required to learn in the mathematics classroom.

If you are wanting insight into the vibrant field of educational psychology in South Africa at the present moment, this is the book for you. Researchers and practitioners from sixteen South African universities have collaborated to provide succinct, thoughtful and contextually relevant insights into the dynamics encountered in educational psychology today. Educational psychology as a science is explored within a variety of environments and connected to the dynamic profession of being an educational psychologist. The text presents South African examples, which are deeply rooted in the South African context, and presents nuanced understandings of the complexities of educational Psychology as a developing field.

The third edition of Occupationally-directed ETD Practices has been written, providing the Education, Training and Development (ETD) Practitioner with a practical textbook for the purpose of learning and professional practice. This book has been published during an exciting time in the history of skills development in South Africa.