Veteran journalist Anton Harber brings all his investigative skills to bear on his very own profession, the media. For two years he conducted dozens of interviews with politicians, journalists, policemen and 'deep throats', before piecing together two remarkable tales.

The first is a chilling story of police death squads, rogue units and renditions, and how South Africa's leading newspaper was duped into doing the dirty work of corrupt politicians. The second starts with a broken and discarded hard drive and evolves, with many near misses, into the exposure of the depths of the Guptas' influence over the ruling party.

Harber's two tales reveal the lows and highs of journalism during an era of state capture. His book is both a disquieting exposé of how easily the media can be duped by a conniving cabal for its own selfish ends, and a celebration of brilliant investigative reporting by brave and ethical journalists.

Practice Assessments Plus is the smart choice for those revising Component 3 of the BTEC Tech Award in Digital Information Technology (2022). This book contains four full-length practice assessments, helping you to: Prepare by familiarising yourself with the structure and process for completing your assessment Practise by writing responses straight into the book Perfect your external assessment skills, with targeted hints, guidance and support for every question, along with answers. Revision is more than Practice Assessments! Make sure you have revised all the essential content for this unit and know what good responses look like with the accompanying Revise BTEC Tech Award Digital Information Technology (2022) Revision Guide. Look out for links to the Revision Guide for further information as you work through these practice assessments.

Well established as 'the East Coast yachtsman's bible', this 20th edition of Jan Harber's classic cruising companion marks the book's 60th anniversary. Dating back to 1956 when Jack Coote, Jan's father, produced the first black and white edition, East Coast Rivers, now extending from Lowestoft to Ramsgate, continues to cover the rivers, curlew-haunted creeks and intricate shoals and swatchways of the Thames Estuary and surrounding rivers. Comprehensive pilotage and nautical information based on years of local knowledge is complemented by port information and local maritime history, helping cruising sailors to make the most of their visit to the East Coast. The text is illustrated throughout with updated charts and photographs, including spectacular aerial shots of a number of the rivers and entrances that make up this cherished cruising ground. Not only a pilot guide, this is the memoir of a family's history; exploring, capturing and celebrating this extraordinary sailing area.

Our revision resources are the smart choice for those revising for externally assessed Component 3 in the Digital Information Technology BTEC Tech Award. This book contains four full-length practice assessments, helping you to: Prepare by familiarising yourself with the structure and process for completing your assessment Practice by writing responses straight into the book Perfect your external assessment skills, with targeted hints, guidance and support for evvery question, along with answers. Revision is more than Practice Assessments! Make sure you have revised all the essential content for this unit and know what good responses look like with the accompanying Revise BTEC Tech Award Digital Information Technology Revision Guide. Look out for links to the Revision Guide for further information as you work through these practice assessments.

This book is a comprehensive text for those interested in formal education in sub-Saharan Africa. It provides a thought-provoking overview of the key educational ideas, themes and issues facing schooling in Africa today, by drawing on a wide literature to examine evidence concerning both educational policy and the working realities of primary and secondary schools in Africa. Based on the author's forty years of experience in researching and publishing on education in Africa, it takes a balanced but critical approach to analysing education in Africa, and discusses both positive and negative patterns across the region, as well as identifying differences between and within countries. The book examines major questions of educational provision, structure, content and process but does so in a way that raises challenging questions about gender, inequality, violence, authoritarianism and democracy in education as well the fundamental question of whether education is achieving its desired outcomes. It will be of great interest to students and researchers working in the fields of comparative and international education, education and international development, African education, African studies and development studies.

This book questions the consensus that contemporary formal schooling is of clear cut and undoubted benefit to pupils. During lockdowns caused by the global COVID-19 pandemic, governments and various other actors have been trying to get children and young people back into school as quickly as possible. While there are any numerous beneficial aspects of schooling, the book asks whether accepted models and practices of schools should change in a post-COVID world. By critically examining the everyday nature of 'normal' schooling, the book demonstrates that many aspects of schooling are not necessarily beneficial to pupils, and can be directly harmful: in doing so, the author imagines a future of schooling that could better support and benefit its students.

Education and Global Justice discusses key themes concerning the relationship between education and global justice in a varied series of highly relevant national contexts. Major international issues such as war, conflict and peace, social justice and injustice, multicultural education, inclusion, privatisation and democracy are explored in relation to the Middle East, Colombia, South Korea, India, Uganda and Pakistan. An interdisciplinary approach is also taken to explore both the nature of global justice and the possibilities for education for global justice in the future. Some of the contents of the book may surprise or even shock readers who like to think that education is inherently and solely a force for good in an unjust world. Instead, in discussing the realities, resistances and challenges facing education for global justice, the contributors show that education can be harmful to individuals and societies while maintaining a hopeful view of education's potential to contribute to greater global social justice. This book was originally published as a special issue of Educational Review.

This book explores how, and if, formal education affects peacebuilding in post-conflict societies. As schooling is often negatively implicated in violent conflict, the author highlights the widely expressed need to 'build back better' and 'transform' schooling by changing both its structures and processes, and its curriculum. Drawing upon research from a wide range of post-conflict developing societies including Cambodia, Colombia and Kenya, the author examines whether there is any empirical support for the idea that schooling can be transformed so it can contribute to more peaceful and democratic societies. In doing so, the author reveals how the 'myth' of building back better is perpetuated by academics and international organisations, and explains why formal education in post-conflict developing societies is so impervious to radical change. This important volume will appeal to students and scholars of education in post-conflict societies.

Africa today suffers from too much political unrest and violent conflict. The contributors to this edited collection recognize a missing link in efforts to foster democracy, and with it political stability and peace, in Africa's developing countries: Democracy can be sustained only where effective means for resolving citizens' disputes exist both within and outside the formal legal system. The writers whose articles appear here scholars, practitioners, and peace advocates present their varied knowledge of conflict and war in Africa and strategies for introducing and implementing mediation, from Sierra Leone to South Africa. This volume is a model exchange of insights and ideas in the important field of conflict resolution as applied to Africa."

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society: * that education improves society * that education reproduces society exactly as it is * that education makes society worse and harms individuals. Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored. In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace. This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

Intended to stimulate sociologically informed thinking about educating, this book has become firmly established in its field, winning places on reading lists for Education Studies, Initial Teacher Training and Continuing Professional Development courses. The book begins with a light-hearted taste of sociology, and then goes on to explorefive key areas of education: - the hidden curriculum - ideologies of educating - sociological perspectives and the study of education - educational life chances, and - the next learning system. This new edition includes sections on personalized learning, progressive education, and the impact of assessment on pupils. It also comes with a new chapter The Discourses of Education. Roland Meighan is a former Special Professor of Education, University of Nottingham, UKand Senior Lecturer, University of Birmingham, UK. Clive Harber is Professor of Education and Head of the School of Education, University of Birmingham, UK. He brings with him expertise in the field of International Education and Educational Development With contributions by Len Barton and Iram Siraj-Blatchford, both of the Institute of Education, University of London; and Stephen Walker, Reader in the Sociology of Education and Visiting Professor in the Science of Education, University of Bari.

Understanding how sounds form-and how sounds combine to create words- is imperative to learning how to transcribe speech phonetically. Taking a "meta" approach, A Phonetics Workbook for Students by Heidi Harbers prepares students to transcribe speech phonetically by helping them become aware of the sounds of English phonology. Following a systematic, learning-friendly organization, chapter's progress from awareness of sounds, to articulatory phonetics and IPA symbols, to transcription. Unlike other workbooks, its exercises are varied and challenging and develop both foundational and critical thinking skills. By teaching students how to develop both an ear and eye for phonetics, the workbook provides a superior foundation from which transcription skills can develop.

This book celebrates the rich, varied and untold history of investigative journalism in southern Africa and the crucial role it has played in shaping the region over the last 300 years.

It tells of the escapades of those who exposed atrocities of the British colonial rulers, the seizure of land from black owners, apartheid death squads, prison conditions, farm labour, government and corporate corruption, environmental travesty and health issues. Young journalists who have previously studied the likes of the Watergate scandal will have access to African journalists who faced huge risks to expose the abuse of power, ranging from the undercover exploits of the legendary ‘Mr Drum’, through to the recent #Guptaleaks exposé, of which it was said, ‘Seldom have journalists played such a crucial role in bringing a country back from the brink.’ The book highlights the long record of accountability journalism in countries such as South Africa, Namibia and Zimbabwe, and the recent surge of such work in others such as Botswana and Malawi.

It breaks new ground in stretching the history of this type of journalism decades further back than previously recorded, including largely ignored work such as John Dube’s coverage of the Zulu Bambatha Rebellion and Richard Msimang’s documentation of the impact of land confiscation in the early 20th century.

The book includes an introduction by Anton Harber, editor and professor, and each case study is written up by an expert in the area.

This book is a comprehensive text for those interested in formal education in sub-Saharan Africa. It provides a thought-provoking overview of the key educational ideas, themes and issues facing schooling in Africa today, by drawing on a wide literature to examine evidence concerning both educational policy and the working realities of primary and secondary schools in Africa. Based on the author's forty years of experience in researching and publishing on education in Africa, it takes a balanced but critical approach to analysing education in Africa, and discusses both positive and negative patterns across the region, as well as identifying differences between and within countries. The book examines major questions of educational provision, structure, content and process but does so in a way that raises challenging questions about gender, inequality, violence, authoritarianism and democracy in education as well the fundamental question of whether education is achieving its desired outcomes. It will be of great interest to students and researchers working in the fields of comparative and international education, education and international development, African education, African studies and development studies.

This publication is a multi-authored investigation into HIV reporting in South Africa, and combines journalism with research to present an analysis that is at once broad in its scope and focused on the important issues. What is left unsaid: Reporting the South African HIV epidemic is a collection of work produced by the fellows of the HIV/AIDS & the Media Project, started by Helen Struthers and Anton Harber in 2003. It contains a selection of the best journalism and research produced by the Media Project Fellows, which gives an important insight into the history and key issues of South African health politics and media reporting on HIV in the last decade. The texts range from in-depth quantitative and qualitative research documents to radio and television transcripts and candid interviews. The title's first section contains research and news reporting reflecting on how the media has reported HIV-related issues, while the second section consists of reporting on pertinent aspects of HIV: stigma, denial, disclosure; PMTCT; orphans and vulnerable children; abstinence and faithfulness; and traditional healers. Each half informs and elucidates the other and works to, as journalism should, shine a light on one the world's most pressing concerns, both at the grassroots and higher levels, and give a voice to those whose voices are often not heard against the din of political controversy that surrounds HIV.

Education in Southern Africa is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of each country in the region. With chapters covering Botswana, Lesotho, Madagascar, Mozambique, Namibia, South Africa, Swaziland and Zimbabwe, the book critically examines the development of education provision in each country as well as local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook will be an essential reference for researchers, scholars, international agencies and policy-makers at all levels.

A collection of finalists of the Taco Kuiper Award for Investigative Reporting, this title illustrates the revival of hard-hitting investigative reporting in South Africa and highlights the important role it is playing. These exposes range from government corruption, through white collar crime, to environmental and social issues, written by the country's leading reporters. It includes an essay by Prof Anton Harber on the state of South African journalism and the context for these awards. Stories collected in the title include: South Africa's biggest-ever fraudster; The prosecuting chief who used plagiarism to get the president off the hook; The shifty local politician who used foreign aid money to help a community (but forgot to tell the community about it); Our shoot-to-kill policemen; The anti-apartheid hero and ruling party spin doctor who turned out to be a compete fraud; The horror of Zimbabwe prisons.

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society: * that education improves society * that education reproduces society exactly as it is * that education makes society worse and harms individuals. Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored. In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace. This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

Providing research, anecdotes, and practical insights from leading scholars and professionals, The Role of an Education Assistant acts as a guide for navigating the complexities of the education assistant role, from collaborating with teachers and students in lesson planning to creating inclusive learning environments.This updated second edition includes expanded content across all chapters and new content highlighting diverse perspectives, Indigeneity, gender, and sexuality. In addition, there are new "Actions in the Field" segments at the end of each section which outline strategies and activities for field practice and professional development. Featuring topical scholarship, an emphatically Canadian perspective, discussion questions, and timely case studies, this is a critical text for college and university students in education studies, education assistant programs, and professionals currently working in the field.

This book questions the consensus that contemporary formal schooling is of clear cut and undoubted benefit to pupils. During lockdowns caused by the global COVID-19 pandemic, governments and various other actors have been trying to get children and young people back into school as quickly as possible. While there are any numerous beneficial aspects of schooling, the book asks whether accepted models and practices of schools should change in a post-COVID world. By critically examining the everyday nature of 'normal' schooling, the book demonstrates that many aspects of schooling are not necessarily beneficial to pupils, and can be directly harmful: in doing so, the author imagines a future of schooling that could better support and benefit its students.

Packed with practical activities and planning support to help you deliver these exciting new qualifications. A complete unit-by-unit course companion for learners. Helps prepare learners for specific job roles. Includes 'Hands on' and 'Ready for Work?' features to develop practical skills. Assessment practice activities and dedicated 'Getting Ready for Assessment' sections support preparation for assignments, tasks and external tests. Covers the units required for all three pathways in the Diploma in Digital Technology Also covers units included in the Cerficate in IT Support Your Learner Handbook also includes an ActiveBook (a digital version of the Learner Handbook) - ideal for revision and reforcement of key skills. The ActiveBook is available to buy separately and a range of institutional site licences are also available.