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Journal articles on the topic 'Education, Secondary. South Africa, Boland'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Rijsdijk, Case L. "Initiatives in Astronomy Education in South Africa." Transactions of the International Astronomical Union 24, no. 3 (2001): 117–30. http://dx.doi.org/10.1017/s0251107x00000523.

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AbstractA brief review of the issues affecting the current status of science education in general, and astronomy education in particular, is given. The paper looks at the present situation at primary, secondary and tertiary levels. South Africa has unique educational problems and the initiatives by local observatories and universities at school level are described. The problems encountered by the South African Astronomical Observatory (SAAO) Science Education Initiative (SEI) are typical, as is the SEI approach to addressing some of these. The experience of the SEI is described, as are some of

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2

Waghid, Zayd. "Examining the business education curricula in South Africa." Education + Training 61, no. 7/8 (2019): 940–62. http://dx.doi.org/10.1108/et-05-2018-0115.

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Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well a

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Raufflet, Emmanuel. "Mobilizing Business for Post-Secondary Education: CIDA University, South Africa." Journal of Business Ethics 89, S2 (2009): 191–202. http://dx.doi.org/10.1007/s10551-010-0375-7.

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Naape, Baneng, and Ntshokwe Matlasedi. "Secondary education spending and school attendance in South Africa: An ARDL approach." Cogent Social Sciences 6, no. 1 (2020): 1825056. http://dx.doi.org/10.1080/23311886.2020.1825056.

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Ackermann, Anton, and Gustav Visser. "Studentification in Bloemfontein, South Africa." Bulletin of Geography. Socio-economic Series 31, no. 31 (2016): 7–17. http://dx.doi.org/10.1515/bog-2016-0001.

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Abstract Studentification is a global phenomenon that has been prominent in urban geographical discourse since the large-scale expansion of higher education in the early 1990s. In many developed and developing world countries, expansion in student enrolment has outstripped the ability of institutions of higher learning to provide adequate accommodation. Similar trends have been recorded in South Africa. The task of this paper is to investigate studentification as experienced in one of South Africa’s secondary cities. The paper draws attention to the economic, socio-cultural, and physical chara

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Myburgh, Chris, and Marie Poggenpoel. "Meta-synthesis on learners’ experience of aggression in secondary schools in South Africa." South African Journal of Education 29, no. 4 (2009): 445–60. http://dx.doi.org/10.15700/saje.v29n4a290.

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Williams, Cheryl Hodgkinson, Ingrid Sieborger, and Alfredo Terzoli. "Enabling and constraining ICT practice in secondary schools: case studies in South Africa." International Journal of Knowledge and Learning 3, no. 2/3 (2007): 171. http://dx.doi.org/10.1504/ijkl.2007.015551.

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Mashaba, T. G. "The significance of secondary school education for education and training of nurses in South Africa." Journal of Advanced Nursing 11, no. 4 (1986): 395–401. http://dx.doi.org/10.1111/j.1365-2648.1986.tb01266.x.

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Evoh, Chijioke J. "Collaborative Partnerships and the Transformation of Secondary Education through ICTs in South Africa." Educational Media International 44, no. 2 (2007): 81–98. http://dx.doi.org/10.1080/09523980701295091.

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Lemon, A. "Shifting geographies of social inclusion and exclusion: Secondary education in Pietermaritzburg, South Africa." African Affairs 104, no. 414 (2005): 69–96. http://dx.doi.org/10.1093/afraf/adi002.

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McKeever, Matthew. "Educational Inequality in Apartheid South Africa." American Behavioral Scientist 61, no. 1 (2017): 114–31. http://dx.doi.org/10.1177/0002764216682988.

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In this article, I explore the utility of effectively maintained inequality theory in examining educational inequality in South Africa at the end of the apartheid era. As an obviously unequal country, South Africa provides an excellent opportunity to test the claim that even with large quantitative differences in achievement, qualitative differences will matter. Using data from the early 1990s, I find that there were extensive quantitative differences in secondary school transitions across respondents in different racial categories. The minority White population was consistently able to achiev

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Coquery-Vidrovitch, Catherine. "Access to Higher Education in French Africa South of the Sahara." Social Sciences 10, no. 5 (2021): 173. http://dx.doi.org/10.3390/socsci10050173.

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This article examines the evolution of the educational situation in French West Africa (FWA) and French Equatorial Africa (FEA) from the onset of colonization until independence. Our central theme is the tragic deprivation endured by the public school system, especially in FEA, which handed over primary education to Catholic missions and slowed down secondary education; in FWA, only one university was belatedly created in Senegal (1958). The education of girls remained non-existent. The article is based upon a large number of mostly unpublished doctoral works, a handful of published studies, a

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John, Merlin, Jacob Maisha Molepo, and Max Chirwa. "Secondary school learners’ contextualized knowledge about reflection and refraction: a case study from South Africa." Research in Science & Technological Education 36, no. 2 (2017): 131–46. http://dx.doi.org/10.1080/02635143.2017.1395331.

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Bengesai, Annah V., Hafiz T. A. Khan, and Russell Dube. "THE ASSOCIATION BETWEEN SEXUAL BEHAVIOURS AND INITIATION OF POST-SECONDARY EDUCATION IN SOUTH AFRICA." Journal of Biosocial Science 51, no. 1 (2018): 59–76. http://dx.doi.org/10.1017/s0021932017000670.

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SummaryAlthough young people in South Africa are growing up in an era where their socioeconomic circumstances are seemingly better than those of their parents’ generation, they face greater risks in their trajectory to adulthood. This is mainly because the environment in which they are making sexual decisions is also rapidly evolving. Currently, South Africa has the highest prevalence of HIV and AIDS in the world among young people aged 15–24. This study examined the effect of sexual behaviours initiated in adolescence on enrolment in post-secondary education. The analysis was conducted using

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Visser, Maretha. "HIV/AIDS prevention through peer education and support in secondary schools in South Africa." SAHARA-J: Journal of Social Aspects of HIV/AIDS 4, no. 3 (2007): 678–94. http://dx.doi.org/10.1080/17290376.2007.9724891.

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Visser, Gustav, and Dene Kisting. "Studentification in Stellenbosch, South Africa." Urbani izziv Supplement, no. 30 (2019): 158–77. http://dx.doi.org/10.5379/urbani-izziv-en-2019-30-supplement-011.

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Globally, studentification has emerged as a prominent urban process, fast becoming entrenched in geographical discourse. Since the early 1990s, in both developed and developing world countries, an expansion in student enrolment has outstripped the ability of higher education institutions to provide adequate accommodation. These trends have been noted in South Africa too. The extent and impact of studentification on the urban geography of those places in which it has taken root is still poorly understood in both South Africa and the global South at large. This paper investigates studentificatio

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Mutula, Stephen, and Daisy Jacobs. "Knowledge Management Solution to Challenges of Higher Education in South Africa." International Journal of Innovation in the Digital Economy 1, no. 1 (2010): 1–18. http://dx.doi.org/10.4018/jide.2010091501.

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This article presents challenges facing higher education in South Africa and how knowledge management can be applied to ameliorate the situation. Some of these challenges include internal and external pressures for accountability and transparency in the management of the institutions; declining state subsidies; stiff competition from global counterparts; low graduate throughput; declining enrolments; inadequate facilities (e.g. space, ICTs and equipment); ill-prepared graduates for the job market; limited partnership with industry and government; brain drain; bureaucracy and general poor servi

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Zuze, Tia Linda, and Andrea Juan. "School leadership and local learning contexts in South Africa." Educational Management Administration & Leadership 48, no. 3 (2018): 459–77. http://dx.doi.org/10.1177/1741143218814006.

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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent diff

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Stainbank, Lesley, and Devi Dutt Tewari. "Professional accounting education programmes in South Africa and India." Journal of Accounting in Emerging Economies 4, no. 1 (2014): 97–116. http://dx.doi.org/10.1108/jaee-12-2011-0056.

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Purpose – The purpose of this paper is to provide a contextual analysis of the professional accounting education programmes in South Africa and India by benchmarking both programmes to the International Education Standards (IESs) of the International Federation of Accountants (IFAC). Design/methodology/approach – The research methodology is a qualitative archival approach extracting information from secondary data (Statements of Membership Obligations’ compliance questionnaires available on the IFAC web site and information from the web sites of the relevant professional accountancy bodies). F

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Khumalo, Jan B., and C. P. Van der Vyver. "Critical skills for deputy principals in South African secondary schools." South African Journal of Education, no. 40(3) (August 31, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n3a1836.

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The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met t

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Mogale, Makobo Lydia, and Mpho Calphonia Modipane. "The implementation of the progression policy in secondary schools of the Limpopo province in South Africa." South African Journal of Education 41, no. 1 (2021): 1–10. http://dx.doi.org/10.15700/saje.v41n1a1853.

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Globally, policy implementation in the education system has been found to be a challenging area of development. The South African education system is no exception to the ineffective implementation of policies. For example, in South Africa, the progression policy was introduced by the Department of Education in 2013 for the purpose of minimising school drop-out rates. It was intended particularly for learners who had been retained for more than 4 years in a phase. However, progressed learners have been said to be contributing to the decline of Grade 12 national results in 2015 and 2016. We argu

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Madimetsa, Joseph Mosoge, and Khololo Collen Mataboge Saltiel. "Empowerment of the school management team by secondary schools principals in Tshwane West District, South Africa." Educational Research and Reviews 16, no. 4 (2021): 93–103. http://dx.doi.org/10.5897/err2020.4076.

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Peltzer, Karl, and Supa Promtussananon. "HIV/AIDS EDUCATION IN SOUTH AFRICA: TEACHER KNOWLEDGE ABOUT HIV/AIDS: TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION." Social Behavior and Personality: an international journal 31, no. 4 (2003): 349–56. http://dx.doi.org/10.2224/sbp.2003.31.4.349.

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The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AI

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Moss, Viyusani, Hasan Dincer, and Umit Hacioglu. "The Nature of the Creditor-Debtor Relationship in South Africa." International Journal of Research in Business and Social Science (2147-4478) 2, no. 2 (2013): 47–57. http://dx.doi.org/10.20525/ijrbs.v2i2.67.

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   This article was a result of an investigation measuring the ‘Correlation between Borrower Education and Non-payment Behaviour in Low Income Homeowners in South Africa as the premise of the study and poor relationship between lenders and borrowers as the secondary proposition. The study was motivated by the high level of foreclosures for non-payment of mortgages in the Protea Glen area in Johannesburg, Gauteng, as reported by the Human Rights Commission Inquiry in 2008. In investigating this non- payment behaviour the researcher employed largely quantitative instruments sup

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Milne, Mary, and Brian Robertson. "Child Mental Health Services in the New South Africa." Child Psychology and Psychiatry Review 3, no. 3 (1998): 128–34. http://dx.doi.org/10.1017/s1360641798001646.

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Health departments in the new South Africa are undergoing major restructuring and, in some cases, severe financial cutbacks as new policies attempt to redress the inequities of the past. A district system is being phased in, with a shift in funding from academic hospitals to secondary and primary level care. The process is being undermined by the current recession, which also affects Welfare and Education facilities, and by widespread poverty, violence, and other adverse conditions. Child mental health services are discussed in the light of current human resources, epidemiological data, the ef

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Uleanya, Chinaza, Prudence Nontobeko Khumalo, Euriel Momah, and B. B. Ndlovu. "Influence of leadership styles on the success of secondary education in Africa : a case study of Nigeria and South Africa." Journal Of Gender, Information and Development in Africa 8, no. 1 (2019): 213–38. http://dx.doi.org/10.31920/2050-4284/2019/8n1a10.

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Herbst, Anri, Jacques de Wet, and Susan Rijsdijk. "A Survey of Music Education in the Primary Schools of South Africa's Cape Peninsula." Journal of Research in Music Education 53, no. 3 (2005): 260–83. http://dx.doi.org/10.1177/002242940505300307.

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We investigated the state of music education in government primary schools in the Cape Peninsula (Western Cape Province, South Africa) as perceived by the general class teacher. Since the first democratic elections in South Africa (1994), the entire primary and secondary school education system has changed drastically in terms of content, and general class teachers (not music specialist teachers) are now responsible for music education within the Arts and Culture learning area. We aimed to identify and analyze problems that these teachers experience in implementing the music component of the r

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Lumadi, Rudzani Israel. "Critical path to a sustainable future of managing no-fee secondary schools in the Limpopo Province." South African Journal of Education 40, no. 4 (2020): 1–7. http://dx.doi.org/10.15700//saje.v40n4a2044.

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The disparity in the socio-economic status of South Africa has forced the government to adopt a funding policy for public secondary schools. The policy is based on funding schools considered to be poor because they are in poverty-stricken communities. Most of these schools lack infrastructure, and physical and financial resources to be run successfully, while the former Model C schools have adequate resources. In this article I advocate for equitable funding for all learners, and the role played by the school governing body (SGB) in the management of funds is also identified. Semi-structured i

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Rajput, Sheraz Mustafa. "How does primary, secondary and tertiary education affect global terrorism? Fresh evidence with international panel data." Journal of Aggression, Conflict and Peace Research 12, no. 3 (2020): 139–50. http://dx.doi.org/10.1108/jacpr-04-2020-0488.

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Purpose This paper aims to assess the effects of different levels of education, namely, primary, secondary and tertiary, on global terrorism, measured by incidence of global terrorism. Design/methodology/approach Based on annual panel data covering 120 countries from 1990 to 2017, zero-inflated negative binomial regression (NBR) model is applied to estimate relationship between education and terrorism. Findings The findings reveal that higher attainment of education at primary and secondary level lowers terrorism worldwide. The findings strongly hold across the most affected regions of the wor

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Francis, Leslie J., Shirley Kerr, and Christopher Alan Lewis. "Assessing Attitude towards Christianity among Adolescents in South Africa: The Francis Scale." South African Journal of Psychology 35, no. 1 (2005): 147–55. http://dx.doi.org/10.1177/008124630503500109.

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To facilitate cross-cultural research in the psychology of religion, a sample of 453 young people from Grades 8, 9,10,11 and 12 attending a secondary school within the provincial education department in South Africa completed the Francis scale of Attitude Towards Christianity. The data provide preliminary evidence that supports the reliability and validity of this instrument, and commend it for further examination across a wider and more representative sample of learners within other ethnic and language groups in South Africa.

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Dichaba, Mpho M. "Lifelong Learning in the Age of Data: Opportunities and Policy Impact." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 1 (2021): 64–70. http://dx.doi.org/10.6000/2292-2598.2021.09.01.8.

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Lifelong learning as a concept and academic field of study is growing, particularly in developing countries. In South Africa, lifelong learning means to respond to socio-economic and political challenges through continuous learning. The capacity buildings at adulthood in developing countries require proper policy management and implementation. This article provides insights into the conceptual understanding of lifelong learning from a policy angle and argued for data transformation in education for South Africa to achieve sustainable development. Thus, the analysis includes unravelling the mea

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Mathews, C., H. Boon, A. J. Flisher, and H. P. Schaalma. "Factors associated with teachers’ implementation of HIV/AIDS education in secondary schools in Cape Town, South Africa." AIDS Care 18, no. 4 (2006): 388–97. http://dx.doi.org/10.1080/09540120500498203.

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Matsolo, Mpho Joyce, Wilson C. Ningpuanyeh, and A. Sathiya Susuman. "Factors Affecting the Enrolment Rate of Students in Higher Education Institutions in the Gauteng province, South Africa." Journal of Asian and African Studies 53, no. 1 (2016): 64–80. http://dx.doi.org/10.1177/0021909616657369.

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The purpose of this research is to investigate and analyse higher education institutions’ enrolment and drop-out rates within the Gauteng province, South Africa. Large-scale secondary data from the General Household Survey, obtained from Statistics South Africa (2012) were used. This study’s findings show that finance, orphan-hood, transport to the higher education institutions and, to a lesser extent, unplanned pregnancies, are some of the main factors that affect the enrolment rate of students. This study hopes to be useful to policy-makers, research managers and other decision-makers within

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Athiemoolam, Logamurthie, and Annaline Vermaak. "Teaching approaches adopted by teachers in multicultural classrooms in secondary schools in Port Elizabeth, South Africa." Journal for Multicultural Education 15, no. 2 (2021): 168–83. http://dx.doi.org/10.1108/jme-01-2021-0003.

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Purpose The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic. Design/methodology/approach This study was conducted through a qualitative research approach against the backdrop of a phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from four ex-Model C English

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Tonder, Fanus van, and Nico du Plessis. "The problems of beginning mathematics teachers for the senior secondary school phase in some deprived black communities in South Africa." Educational Research 36, no. 3 (1994): 259–69. http://dx.doi.org/10.1080/0013188940360305.

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Bleach, Jean. "Refuting Myths, Making Electronic Links with the World: writing in secondary schools in the Eastern Province, South Africa." Changing English 5, no. 1 (1998): 57–67. http://dx.doi.org/10.1080/1358684980050107.

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A. K. Buitendag, Albertus, Frederik Gerhardus Hattingh, and Matt Hains. "Towards the Realization of the ICT Education Living Lab – The TechTeachers.co.za Success Story." Issues in Informing Science and Information Technology 12 (2015): 055–70. http://dx.doi.org/10.28945/2159.

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This paper presents the success story of the intuitive vision of an Information and Communication Technology (ICT) high school educator in South Africa. The growth and evolution of a Community of Practice towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices, and lessons learned in the establishment and running of two web based technologies to support secondary scho

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Friedman, Sharon. "Provisioning Western Cape Schools in South Africa with Effective Dance Educators: Posing the Challenges." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 6–16. http://dx.doi.org/10.1017/s2049125500000844.

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This paper problematises the training of dance teachers in post-apartheid South Africa. The provisioning of the state primary and secondary schools that offer dance studies as part of the Learning Area, Arts and Culture, with effective teachers is crucial to the delivery of satisfactory dance education in South Africa, where the Revised National Curriculum Statement is specifically intended to meet the diverse demands of the post-apartheid arts environment. The paper proposes that the training of dance educators is further complicated due to the tensions created by the gaps between post-aparth

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Mhlanga, David, and Tankiso Moloi. "COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa?" Education Sciences 10, no. 7 (2020): 180. http://dx.doi.org/10.3390/educsci10070180.

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The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were

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Steyn, Gertruida Maria, and Gunam Dolan Singh. "Managing bullying in South African secondary schools: a case study." International Journal of Educational Management 32, no. 6 (2018): 1029–40. http://dx.doi.org/10.1108/ijem-09-2017-0248.

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Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findin

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Peltzer, Karl. "Opinion on Aids Prevention and Education among Rural Secondary School Pupils in the Northern Province of South Africa." Psychological Reports 87, no. 2 (2000): 593–95. http://dx.doi.org/10.2466/pr0.2000.87.2.593.

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The study investigated perceptions of AIDS prevention and education among 308 Grade 11 pupils (132 boys and 176 girls), secondary school pupils (mainly Northern Sotho and Tsonga) in the Northern Province of South Africa. They were chosen randomly from three rural schools in Mankweng district and were ages 17 to 25 years ( M age=19.1 yr., SD=2.8). Analysis of ratings given on items of a questionnaire on AIDS prevention and education indicated that ‘Isolating people who are HIV positive’ and ‘How to protect yourself from getting HIV/AIDS’ received the highest ratings. Factor analysis extracted t

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PELTZER, KARL. "OPINION ON AIDS PREVENTION AND EDUCATION AMONG RURAL SECONDARY SCHOOL PUPILS IN THE NORTHERN PROVINCE OF SOUTH AFRICA." Psychological Reports 87, no. 6 (2000): 593. http://dx.doi.org/10.2466/pr0.87.6.593-595.

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Chipps, Jennifer, and Barbara Simpson. "The effectiveness of life skills education and HIV prevention for secondary schools in South Africa: a systematic review." JBI Database of Systematic Reviews and Implementation Reports 10, Supplement (2012): 1–10. http://dx.doi.org/10.11124/jbisrir-2012-277.

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Gcelu, Ntombizandile. "The effectiveness of stakeholder collaboration in preventing learner pregnancy in secondary schools in the Eastern Cape, South Africa: Implications for leadership." South African Journal of Education 39, no. . (2019): 1–8. http://dx.doi.org/10.15700/saje.v39n3a1650.

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Chisango, Grasia, Newlin Marongwe, Nomxolisi Mtsi, and Thembisile E. Matyedi. "Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa." Africa Education Review 17, no. 2 (2019): 1–19. http://dx.doi.org/10.1080/18146627.2018.1491317.

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Cassells, Laetitia, and Nolwandle Nono Dlamini. "Educating Digital Citizens Through Curricular Incorporation." International Journal of Information and Communication Technology Education 15, no. 3 (2019): 11–29. http://dx.doi.org/10.4018/ijicte.2019070102.

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With the increased focus on e-education and closing the digital divide through access to ICT's in South Africa, foundation and secondary school curricula are increasingly becoming the location for ICT integration. There is however no overt focus on introducing digital wellness and digital citizenship education information into the curriculum, leaving students vulnerable in terms of information seeking, use, and production even with infrastructure access being available. This treats the problem of the digital divide in South Africa as a purely access-based issue, ignoring the influence of infor

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Tandlich, Roman, Nosiphiwe P. Ngqwala, Aileen Boshoff, et al. "Challenges and Curriculum Transformation in the Higher Education Sector in South Africa: A Case Study in WASH to Improve the Training of Pharmacists." Acta Educationis Generalis 8, no. 1 (2018): 3–32. http://dx.doi.org/10.2478/atd-2018-0001.

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AbstractIntroduction: South Africa is a member state of the “BRICS” bloc (BRICS2017.org, 2017) and the G20 group of the 20 nations/economic blocs, which between them account for the majority of the world’s trade and economic activity. It faces many developmental challenges which are mirrored in its higher education sector. In this article, the authors seek to provide an overview of the challenges that South African higher education faces in the achievement of the developmental goals of the country. The focus of this paper is a case study in WASH (water, sanitation and hygiene) to improve conte

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Lamanauskas, Vincentas. "EDUCATION IN ZIMBABWE: AN INTERVIEW WITH CATHRINE KAZUNGA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 1 (2016): 29–37. http://dx.doi.org/10.48127/spvk-epmq/16.8.29.

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Cathrine Kazunga is a full time student studying PhD in Mathematics Education with University of KwaZulu - Natal. University of KwaZulu-Natal is one of the most reputable institutions in South Africa, among the institutions with mathematics education as their main topics of research activity. She has twelve years of teaching experience in rural and urban secondary schools and ten years tertiary education of learning and teaching experience in Zimbabwe. She is an emerging researcher who has so many peer reviewed publication of three journal publications and four conference proceedings. It is po

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Ngidi, Ndumiso Daluxolo, and Relebohile Moletsane. "Using photovoice to engage orphans to explore sexual violence in and around a township secondary school in South Africa." Sex Education 19, no. 4 (2018): 501–17. http://dx.doi.org/10.1080/14681811.2018.1514595.

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Evans, Dylan J., and Anthony L. Pillay. "Mental Health Problems of Men Attending District- Level Clinical Psychology Services in South Africa." Psychological Reports 104, no. 3 (2009): 773–83. http://dx.doi.org/10.2466/pr0.104.3.773-783.

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Over a 1-yr. period, 70 men attended district level clinical psychology services in Msunduzi, South Africa. The mean age was 35.9 yr., and 80% had secondary education. Only 65.7% attended of their own accord. 51% were unemployed, 71.4% had financial problems, 44.3% admitted to substance abuse, 74.3% reported relationship problems, and 14.3% admitted to being violent toward their partners, suicidal ideation was the commonest referral problem, while mood disorder was the most frequent diagnosis. Clinicians estimated that 75.7% of these men had low self-esteem. 45.8% (34) perceived their partner

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