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18 years after the first democratic elections education in South
Africa is still in a state of crisis. Failure to deliver textbooks,
limited support available to schools, ineffective districts,
under-qualified teachers, poor matriculation results, and low
performance in national and international assessments is
symptomatic of a fundamental malaise in education. And it is the
poor, marginalised and the disadvantaged who are most affected. For
those who have access to private and `better quality’ public
schools, there is no crisis! This book considers these issues by
reviewing selected large-scale interventions to improve education
quality in South African schools. These interventions include the
District Development Support Programme (DDSP), the Education
Quality Improvement Partnership Programme (EQUIP), the IMBEWU
programme, the Integrated Education Program (IEP), the Khanyisa
School Programme, the Learning for Living (LFL) Project, and the
Quality Learning Project (QLP). It locates these interventions by
providing a chronology of education policy development in South
Africa since 1994 as well as engaging with key debates about the
notion of education quality. Furthermore, it invites policy-makers
to critically review and reflect on the changes to improve
education quality in South Africa since 1994. By bringing together
academics, policy-makers and practitioners to reflect on education
development the book sheds light on the continuous but elusive
search for quality education for all. In so doing, the book
provides a basis for a critical conversation about the history of
education change in post-apartheid South Africa, and the
implications for interventions aimed at improving education
quality.
This book provides an important lens for understanding how
interlocking humanitarian crises caused by armed conflict, natural
disasters, forced displacement and, more recently, a global health
pandemic have adversely impacted teaching and learning. It brings
together evidence from multiple, diverse research-practice
partnerships in seven countries: the Democratic Republic of the
Congo, Ethiopia, Niger, Somalia, South Sudan, Tanzania and Uganda.
The authors provide a clear account of the key academic, policy and
practice questions on education in crisis contexts and consider our
capacity to develop just and resilient education systems.
Continuing Professional Teacher Development in Sub-Saharan Africa
explores the prospects that the on-going continuous professional
development (CPD) of teachers working in schools offers for
meaningful change, particularly towards improving the quality of
educational provision for the majority of the continent's children.
By reflecting on teacher professional development efforts and their
place in broader education reforms, the book highlights the
challenges of teacher CPD in these education contexts - contexts
strongly shaped by endemic poverty, under-development and social
upheaval. The collection draws together examples of innovation and
resilience, and the valuing of teachers as critical role players,
enabled and empowered through their on-going development as
education professionals. Drawing together a wealth of experience,
the volume identifies the policy and research implications for the
future of CPD across the continent, providing important lessons
that can be integrated into a post-2015 development agenda for
Africa.
Teacher education programmes seek to provide student teachers with
the knowledge and expertise to provide qualtiy teaching and
learning in a diverse and challenging school context. Learning to
Teach in post-apartheid South Africa: Student Teachers' Encounters
with Initial Teacher Education addresses the complexities of
teacher education programmes in preparing students to teach. It
adds to the knowledge about teacher education, contributing
critical understanding of education and the schooling system. The
book provides important insights to deepen researchers, academics,
teacher education providers, policy-makers, and students'
understanding of the importance to address equity, redress, and
quality in South African educaiton in a post-apartheid era. This
book further helps to build student teachers' capacities to work
creatively and to become active and critical agents of
transformation. It ultimately outlines the challenges face in
designing and delivering successful Inital Teacher Education
programmes, and the impact this has on delivering equitable and
qualtiy education.
Continuing Professional Teacher Development in Sub-Saharan Africa
explores the prospects that the on-going continuous professional
development (CPD) of teachers working in schools offers for
meaningful change, particularly towards improving the quality of
educational provision for the majority of the continent's children.
By reflecting on teacher professional development efforts and their
place in broader education reforms, the book highlights the
challenges of teacher CPD in these education contexts - contexts
strongly shaped by endemic poverty, under-development and social
upheaval. The collection draws together examples of innovation and
resilience, and the valuing of teachers as critical role players,
enabled and empowered through their on-going development as
education professionals. Drawing together a wealth of experience,
the volume identifies the policy and research implications for the
future of CPD across the continent, providing important lessons
that can be integrated into a post-2015 development agenda for
Africa.
The rise of the global information economy has ushered in enormous
changes in teaching and learning methods in higher educational
institutions world-wide. "The Segregated Information Highway"
provides an overview of the status of information literacy among
students at universities and technikons in the Western Cape.
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