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Journal articles on the topic 'Inclusive education (Secondary) – South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Makoelle, Tsediso Michael, and Valeriya Burmistrova. "Funding inclusive education for equity and social justice in South African schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2037.

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The implementation of inclusive education in South African schools has resulted in more demands being placed on them to make provision for the inclusion of learners with special educational needs in mainstream classrooms. This has brought about substantial changes regarding school financing in order to cater for a diverse learner population. This generic qualitative study conducted through interviews with 9 secondary school principals from formerly disadvantaged and advantaged schools, as well as policy document analysis, investigated the current school financing practices for inclusive education in schools aimed at attaining equity and social justice. During this study data were analysed using inductive content analysis. The findings of the study suggest that although provision has been made in terms of the National Norms and Standards for School Funding policy, schools, especially those in previously disadvantaged communities, are not adequately and suitably resourced to implement inclusive education fully.

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Lemon, A. "Shifting geographies of social inclusion and exclusion: Secondary education in Pietermaritzburg, South Africa." African Affairs 104, no. 414 (January 1, 2005): 69–96. http://dx.doi.org/10.1093/afraf/adi002.

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Tandlich, Roman, Nosiphiwe P. Ngqwala, Aileen Boshoff, Phindile Madikizela, C. Sunitha Srinivas, Desmond M. Pyle, and Rene Oosthuizen. "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 (April 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 context-specific responses that trains pharmacists on knowledge and skills.Methods: The study was performed as a combination of calculations and a literature review to obtain the background or current status of the higher education sector and developmental planning in South Africa. For this, data were extracted from the Statistics South Africa reports, relevant professional articles on South African higher education sector and results of postgraduate research. Workshop results which were obtained as a collaboration between a public and a private higher education institution and results of postgraduate research were used as the paradigm for transformation and decolonisation of the curriculum for a professional degree in South Africa.Results and discussion: Challenges exist in the South African tertiary education sector and the graduation rate currently stands at 65.1% of the target set by the National Development Plan. Around 58.1% of all students do not complete their university/post-secondary education, which could provide a partial explanation for the skills shortage in South Africa. Decolonisation and transformation of the tertiary education curriculum are major topics in the discourse on higher education in South Africa. The authors propose that one way to achieve this would be inclusion of research results and group activities in the area of water, sanitation and hygiene as a topic for possible and partial transformation of the Bachelor of Pharmacy curriculum.Conclusions: The current article summarises some of topics and challenges that drive the current discourse, developmental and curriculum debate in higher education in South Africa. Student access and through put at tertiary institutions need to be improved and the curriculum needs to be transformed.

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Oluwatayo, Isaac B. "Electronic Banking Services in Nigeria: Some Determinants and Opportunities for Households' Financial Inclusion." Journal of Economics and Behavioral Studies 9, no. 4(J) (September 4, 2017): 38–48. http://dx.doi.org/10.22610/jebs.v9i4(j).1820.

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Economic transactions in many of the countries in Africa are still largely cash-based and many of these transactions are costly, inefficient, time consuming and sometimes risky because of the security situation in most countries in the continent. In fact, finality of payment is not always guaranteed because of potential counterfeits and the lack of financial discipline when cheques or other paper-based means of payment are used. The introduction of electronic banking services into the Nigerian banking sector has brought some respite considering the number of people now using electronic platforms such as the Automated Teller Machines (ATM), mobile phones, internet and bank websites instead of the conventional over the counter method used by most people. The result presented in here is based on secondary data consisting of 6002 respondents collected by The Financial Inclusion Insights Program, InterMedia. A descriptive analysis of data showed that the North-central (35%) and South-west (33%) geopolitical zones of the country had the highest as over one-third of the residents harnessed internet as the platform for their banking services. Meanwhile on the determinants of using electronic banking services, the result of the tobit model employed revealed age, gender, education status, and ownership of mobile phones as positive enablers and poverty status, distance to banking services and marital status as hiccups to using electronic banking services. The study therefore recommends welfare enhancement through provision of infrastructural facilities to ease access banking services, Also capacity building of respondents through education should be intensified since most of the people using these electronic platforms are those with a minimum of secondary education.

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Oluwatayo, Isaac B. "Electronic Banking Services in Nigeria: Some Determinants and Opportunities for Households’ Financial Inclusion." Journal of Economics and Behavioral Studies 9, no. 4 (September 4, 2017): 38. http://dx.doi.org/10.22610/jebs.v9i4.1820.

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Economic transactions in many of the countries in Africa are still largely cash-based and many of these transactions are costly, inefficient, time consuming and sometimes risky because of the security situation in most countries in the continent. In fact, finality of payment is not always guaranteed because of potential counterfeits and the lack of financial discipline when cheques or other paper-based means of payment are used. The introduction of electronic banking services into the Nigerian banking sector has brought some respite considering the number of people now using electronic platforms such as the Automated Teller Machines (ATM), mobile phones, internet and bank websites instead of the conventional over the counter method used by most people. The result presented in here is based on secondary data consisting of 6002 respondents collected by The Financial Inclusion Insights Program, InterMedia. A descriptive analysis of data showed that the North-central (35%) and South-west (33%) geopolitical zones of the country had the highest as over one-third of the residents harnessed internet as the platform for their banking services. Meanwhile on the determinants of using electronic banking services, the result of the tobit model employed revealed age, gender, education status, and ownership of mobile phones as positive enablers and poverty status, distance to banking services and marital status as hiccups to using electronic banking services. The study therefore recommends welfare enhancement through provision of infrastructural facilities to ease access banking services, Also capacity building of respondents through education should be intensified since most of the people using these electronic platforms are those with a minimum of secondary education.

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Engelbrecht, Petra. "Inclusive education: Developments and challenges in South Africa." PROSPECTS 49, no. 3-4 (August 24, 2020): 219–32. http://dx.doi.org/10.1007/s11125-020-09499-6.

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7

Donohue, Dana, and Juan Bornman. "The challenges of realising inclusive education in South Africa." South African Journal of Education 34, no. 2 (May 26, 2014): 1–14. http://dx.doi.org/10.15700/201412071114.

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Hooijer, Elizabeth Lynne, Dr Martyn Van der Merwe, and Dr Jean Fourie. "Symbolic Representations as Teachers Reflect on Inclusive Education in South Africa." African Journal of Teacher Education 10, no. 1 (May 4, 2021): 127–52. http://dx.doi.org/10.21083/ajote.v10i1.6549.

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The inclusive education movement generated many changes in the education system worldwide, resulting in teachers needing to change their practice and beliefs and implement inclusive teaching strategies to accommodate a more diverse learner population. Numerous professional development courses were conducted in South Africa, however the expected change in attitude and practice proved difficult to achieve for many. Even after attending such courses, teachers found it challenging to establish inclusive learning environments, believing they did not have the necessary skills and resources to teach learners with divergent learning needs. This study explored the pivotal role of teachers and their personal perspectives of themselves as inclusive practitioners in South Africa after attending a professional development course on inclusive education strategies. A qualitative, interpretative research design was utilised whereby visual symbols alongside written reflections were analysed to identify changes in teachers’ knowledge, beliefs and practice. Findings revealed that teachers’ knowledge had increased, their attitudes towards learners with diverse needs was more positive, they felt more confident in their own abilities and more equipped for the task. Critical reflection emerged as an essential skill for teachers to be able to question their beliefs and rethink their practice but that this skill needed to be actively taught and encouraged in order to change prevailing perceptions of diversity and improve teaching practice.

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Kemp, Arina, Iliana Skrebneva, and Deirdré Krüger. "Supporting Deaf Learners in Inclusive Education Settings in South Africa." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 11, no. 1 (2011): 21–32. http://dx.doi.org/10.18848/1447-9532/cgp/v11i01/38961.

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Oswald, Marietjie, and Erika Rabie. "Rethinking gifted education in South Africa." Gifted Education International 33, no. 3 (May 16, 2016): 273–85. http://dx.doi.org/10.1177/0261429416642285.

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In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation’s intellectual capital. They possess the qualities needed to find innovative solutions for many scientific and social challenges. Despite inclusive education policy initiatives aimed at ensuring quality education for all, the extant research indicates that gifted students from all socio-economic levels and cultures are neglected in South African classrooms. In this study, the voices of the students themselves were analysed. Whilst they are on the receiving end of education policy and teaching initiatives, their contributions are seldom sought. Our data collection methods included multiple measures and six in-depth individual semi-structured interviews as well as a focus group interview with all the subjects. The informal findings showed that academically gifted students from both affluent and disadvantaged backgrounds face similar challenges. They often feel neglected and academically under-stimulated. Recommendations were made to address their needs more appropriately.

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Ivala, Eunice. "Implementing Inclusive Education: A Case of KwaZulu-Natal’s Department of Education, South Africa." International Journal of Interdisciplinary Educational Studies 11, no. 4 (2016): 57–68. http://dx.doi.org/10.18848/2327-011x/cgp/v11i04/57-68.

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Engelbrecht, Petra. "Changing Roles for Educational Psychologists within Inclusive Education in South Africa." School Psychology International 25, no. 1 (February 2004): 20–29. http://dx.doi.org/10.1177/0143034304041501.

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13

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 the resources developed by them for primary and secondary schools. Finally a brief look is taken at future developments, in particular, ways in which the Southern African Large Telescope (SALT) can contribute to astronomy and science education.

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Mitchell, Claudia, Naydene De Lange, and Nguyen-Thi Xuan Thuy. "“Let’s not leave this problem”: exploring inclusive education in rural South Africa." PROSPECTS 38, no. 1 (March 2008): 99–112. http://dx.doi.org/10.1007/s11125-008-9057-y.

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Murungi, LN. "Inclusive basic education in South Africa: issues in its conceptualisation and implementation." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 18, no. 1 (May 15, 2015): 3159. http://dx.doi.org/10.4314/pelj.v18i1.07.

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Lomofsky, Lilian, and Sandy Lazarus. "South Africa: First steps in the development of an inclusive education system." Cambridge Journal of Education 31, no. 3 (November 2001): 303–17. http://dx.doi.org/10.1080/03057640120086585.

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Engelbrecht, Petra, Marietjie Oswald, and Chris Forlin. "Promoting the implementation of inclusive education in primary schools in South Africa." British Journal of Special Education 33, no. 3 (August 24, 2006): 121–29. http://dx.doi.org/10.1111/j.1467-8578.2006.00427.x.

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18

Waghid, Zayd. "Examining the business education curricula in South Africa." Education + Training 61, no. 7/8 (August 12, 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 as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.

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Milne, Annari, and Mike Mhlolo. "Lessons for South Africa from Singapore’s gifted education – A comparative study." South African Journal of Education 41, no. 1 (February 28, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n1a1839.

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Since 1999 South African learners have participated in various international studies but sadly the learners have continued to perform dismally, which brings to question the quality of their education. Meanwhile, Singaporean students have been among the top achievers in all these competitions. Many comparative studies have been done between different nations and Singapore, but in few, if any, of these studies the focus has been on comparisons regarding gifted education. Singaporean policies and practices on gifted education generally prioritise a commitment to engaging learners from all ability levels with appropriately challenging curricula and instruction. In this article we report on a comparative study between the Singaporean and South African education systems. Three frames, (a) political context (b) curriculum structure and (c) loose coupling shaped the analysis. Results show that both countries had similar challenges at the point of independence from colonial rule and yet, they responded differently to those challenges. Singapore implemented inclusive education driven by excellence while South Africa’s inclusive education is driven by equity without excellence. South Africa has a one-size-fits-all curriculum, whereas Singapore has alternatives that create multiple pathways for learners to reach their full potential. Although gifted education is being proposed in current South African pronouncements, there is no evidence of coherence in terms of its implementation. Meanwhile, Singapore has a coherent system that ensures their policies move from theory into practice. All these are lessons that South Africa can learn.

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

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Morhason-Bello, Imran O., Yusuf Olushola Kareem, Rukiyat A. Abdus-Salam, Oluwasomidoyin O. Bello, Olatunji O. Lawal, Fatimat Motunrayo Akinlusi, Linda O. Abegunde, and Oladosu Ojengbede. "Factors associated with the awareness of vaginal fistula among women of reproductive age: findings from the 2018 Nigerian demographic health cross-sectional survey." BMJ Open 10, no. 11 (November 2020): e040078. http://dx.doi.org/10.1136/bmjopen-2020-040078.

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IntroductionInvoluntary leakage of urine and or stool per vaginam (vaginal fistula) after childbirth remains a public health challenge in Africa and South East Asia. To the best of our knowledge, there is no previous national data that examined the awareness of vaginal fistula among women in Nigeria.AimTo determine the prevalence of awareness of urinary/faecal incontinence due to vaginal fistula, and the associated risk factors among women with no previous experience of incontinence.MethodsWe used a cross-sectional study, the 2018 Nigerian Demographic Health Survey, to analyse awareness of vaginal fistula among women with no previous leakage of urine or stool. The primary outcome was childbirth experience, and other variables were demographics, access to information and reproductive or sexual history. The descriptive, univariate and multivariable models were presented.ResultsOf 26 585 women interviewed, 50 (0.2%) who had experienced fistula were excluded from the risk factor analysis. The mean age of women with childbirth experience was 32.8±8.6 years, while that of women without childbirth experience was 20.3±6.2 years. The prevalence of vaginal fistula awareness was 52.0%. Factors associated with the awareness include the following: childbirth experience (adjusted OR (AOR)=1.14; 95% CI, 1.01 to 1.30); age of 20–24 years (AOR=1.36; 95% CI, 1.18 to 1.56) and older; currently working (AOR=1.35; 95% CI, 1.22 to 1.49) and ownership of a mobile phone (AOR=1.16; 95% CI, 1.05 to 1.27). Other associated factors include the following: having at least secondary education; wealth quintiles, ethnicity, regional location, religion, access to radio, newspaper and internet; age up to 17 years at first sex; history of previous termination of pregnancy and use of contraception.ConclusionA significant number of young women with no childbirth experience had low level of awareness. We recommend vaginal fistula awareness programmes that will target women at risk of vaginal fistula and the inclusion of other useful questions to improve the quality of information in future surveys.

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Beyers, Christa, and Johnnie Hay. "Can inclusive education in South(ern) Africa survive the HIV and AIDS pandemic?" International Journal of Inclusive Education 11, no. 4 (July 2007): 387–99. http://dx.doi.org/10.1080/13603110701391360.

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Uwah, Chijioke. "Creating a Culturally Inclusive Intervention Mechanism for HIV/AIDS Education in South Africa." Journal of Human Ecology 46, no. 2 (May 2014): 103–11. http://dx.doi.org/10.1080/09709274.2014.11906711.

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Engelbrecht, Petra. "The implementation of inclusive education in South Africa after ten years of democracy." European Journal of Psychology of Education 21, no. 3 (September 2006): 253–64. http://dx.doi.org/10.1007/bf03173414.

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Maher, Marguerite. "Information and advocacy: Forgotten components in the strategies for achieving inclusive education in South Africa?" Africa Education Review 6, no. 1 (June 2009): 19–36. http://dx.doi.org/10.1080/18146620902857251.

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Mashiyi, Nomakhaya. "Towards Promoting a Responsive and Inclusive Tertiary Education System in South Africa through Multilingualism." International Journal of Educational Sciences 6, no. 1 (January 2014): 1–9. http://dx.doi.org/10.1080/09751122.2014.11890111.

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Engelbrecht, Petra, Marietjie Oswald, Estelle Swart, Ansie Kitching, and Irma Eloff. "Parents’ Experiences of Their Rights in the Implementation of Inclusive Education in South Africa." School Psychology International 26, no. 4 (October 2005): 459–77. http://dx.doi.org/10.1177/0143034305059021.

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Mahlo, Dikeledi. "Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa." SAGE Open 7, no. 1 (January 2017): 215824401769716. http://dx.doi.org/10.1177/2158244017697162.

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This qualitative study draws from Bronfenbrenner’s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers indicated that large classes, lack of parental support, training for teachers, and social problems of the learners were making the teaching of learners with diverse needs challenging. This article focussed on the factors that are considered by teachers in the study as barriers to catering of learners with diverse needs, concluding that if teachers are provided with support, more learners will be able to sail through the system of education.

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Daniels, Berenice. "Developing inclusive policy and practice in diverse contexts: A South African experience." School Psychology International 31, no. 6 (December 2010): 631–43. http://dx.doi.org/10.1177/0143034310386536.

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Pre-1994, South Africa was a country riddled with inequality and discrimination stemming from the policy of ‘apartheid’. Since 1994, there have been considerable efforts made to enable the country to move toward becoming non-racial and democratic, with a culture of human rights and social justice. One of the primary tasks of the new democratically elected government was a reform of the education system. Specialized Education was initially neglected, but then in 1996 a National Commission was appointed to investigate Special Needs in Education and Education Support Services, of which the author was one of the co-ordinators. The timeline for the full implementation of the resulting White Paper 6 on Inclusive Education is 20 years. Inclusive Education in South Africa aims to meet the needs of all learners by addressing barriers to learning, welcoming diversity and fostering maximum participation by all in the culture of the school. This article, based on the author’s experience, will discuss the challenges for implementation of the policy in one of the South African districts which field-tested the recommendations in White Paper 6, a district with diverse contexts, the emerging promising practice, and the implications for specialized support professionals, in particular the role of school psychologists.

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Du Toit, Nina (HG). "Designing a Model for Facilitating the Inclusion of Higher Education International Students with Disabilities in South Africa." Social Inclusion 6, no. 4 (December 6, 2018): 168–81. http://dx.doi.org/10.17645/si.v6i4.1666.

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Higher education in South Africa is regulated by several policies, and the obligation of increased access and participation of persons with disabilities into higher education is recognized in legislation (Department of Education, 1997; Department of Higher Education and Training, 2013). However, research indicates that the proportion of students with disabilities in higher education and in study programmes abroad is still very low worldwide (Fazekas, 2017; Organisation for Economic Co-operation and Development, 2011). Study opportunities for these students in higher education institutions abroad, including South Africa, should therefore be increased to provide equal access and experience in an inclusive higher education environment. This study explores possible reasons for the low engagement of South African students with disabilities in international mobility programmes and the function of key role-players in supporting international students with disabilities studying in South Africa (incoming students) and South African students with disabilities studying abroad (outgoing students). This study also explores the ways by which the exchange process could be facilitated more effectively within the context of an inclusive higher education environment. Data on the support services offered to these students was obtained by means of questionnaires sent to the International Relations Offices and Disability Rights Units at higher education institutions in South Africa. The study culminated in the design of a model which specifies the roles of the various role-players in supporting international students with disabilities during their pre-departure, study and return phases.

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Ntombela, Sithabile. "The progress of inclusive education in South Africa: Teachers’ experiences in a selected district, KwaZulu-Natal." Improving Schools 14, no. 1 (March 2011): 5–14. http://dx.doi.org/10.1177/1365480210390082.

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Adigun, Olufemi Timothy. "Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study." Cogent Education 8, no. 1 (January 1, 2021): 1930491. http://dx.doi.org/10.1080/2331186x.2021.1930491.

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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 (January 1, 2020): 1825056. http://dx.doi.org/10.1080/23311886.2020.1825056.

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Chidester, David. "Unity in Diversity: Religion Education and Public Pedagogy in South Africa." Numen 55, no. 2-3 (2008): 272–99. http://dx.doi.org/10.1163/156852708x283078.

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AbstractOn 12 September 2003, Minister of Education, Kader Asmal, presented to Parliament South Africa's new national policy on religion and education. Breaking with the confessional religious instruction of the past, the policy established a new educational agenda for teaching and learning about religion, religions, and religious diversity in South African schools. Although this policy was the focus of many years of educational debate and religious controversy, it was also part of broader post-apartheid efforts in nation building. The policy was based on an inclusive definition of citizenship; it enacted the state's commitment to constitutional values, respect for cultural diversity, and transformational promise of moving a divided society towards national unity. In this broader context, I want to link South Africa's national policy for religion and education with post-apartheid initiatives in cultural heritage. As public pedagogy, state-driven and market-driven heritage projects have created an expanding classroom for "celebrating diversity and building national unity." Heritage projects have been criticized for manufacturing uniformity and privileging the extraordinary. In working out a curriculum for religion education in schools, these criticisms also need to be addressed. This article proposes that fruitful exchanges in theory and pedagogical practice can emerge at the intersection of religion education, heritage studies, and the history of religions.

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Ackermann, Anton, and Gustav Visser. "Studentification in Bloemfontein, South Africa." Bulletin of Geography. Socio-economic Series 31, no. 31 (March 1, 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 characteristics of this form of student housing on host locations. It is argued that studentification holds both positive and negative impacts for the host communities of Bloemfontein. Finally, it is suggested that studentification in South Africa requires greater research attention.

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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 (November 11, 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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Engelbrecht, Petra, Mirna Nel, Suegnet Smit, and Marichelle van Deventer. "The idealism of education policies and the realities in schools: the implementation of inclusive education in South Africa." International Journal of Inclusive Education 20, no. 5 (October 16, 2015): 520–35. http://dx.doi.org/10.1080/13603116.2015.1095250.

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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 (July 1986): 395–401. http://dx.doi.org/10.1111/j.1365-2648.1986.tb01266.x.

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Mbokazi, Msawenkosi Sandile, Rachel Gugu Mkhasibe, and Chinaza Uleanya. "Measuring the Effectiveness of Environmental Education Programmes in Promoting Sustainable Living in Secondary Schools." Technium Social Sciences Journal 23 (September 9, 2021): 164–76. http://dx.doi.org/10.47577/tssj.v23i1.2838.

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Environmental education has been contemplated as the field of study enabling people to live a sustainable livelihood. In recent years, the South African government took an initiative to integrate Environmental Education into all learning areas or subjects. Despite such inclusion, a gap still exists between what is learned in class and what learners are actually doing in their daily activities. Alexander and Poyyamoli, (2014: 1) suggest that Environmental Education is an essential advancement to encourage learners to save, protect and improve the local environment. As a result, the present paper seeks to examine the effectiveness of environmental education programmes in enforcing sustainability behaviours in school children and how it fosters the acquisition of knowledge and understanding, skills, attitude and behaviors compatible to sustainability. The paper employed sustainable indicators as an instrument to evaluation the effectiveness of environmental education programmes in promoting sustainable livelihood. Questionnaires were distributed to teachers, principals and learners from twenty schools in the district. Participants were subjected to pre-test, innovative sustainable living programmes, and post-test assessment. The results of the pre-test portrayed a gap of learners' knowledge, skills and attitude towards their environment, whereas the post-test results confirmed that EE promotes sustainable living when forged with EE programmes.

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Mkhize, Sipho W. "Reflections of academic nurse leaders on transformational leadership styles utilised in nursing education institutions, South Africa." Journal of Nursing Education and Practice 9, no. 10 (July 28, 2019): 92. http://dx.doi.org/10.5430/jnep.v9n10p92.

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Objective: The aim of this article is to reflect on the experiences of the nursing education leaders with transformational leadership styles, with the objective of describing such styles used by academic nurse leaders.Methods: The qualitative research adopted an explorative, descriptive and contextual design. The participants (N = 8) were purposively selected, based on their availability and number of years’ experience as nursing education leaders, through an open invitation. Data was collected by means of in-depth individual interviews using a broad, central question, thereby allowing the participants to interpret the question and answer voluntarily. All tape-recorded interviews and field notes were transcribed verbatim and analysed using open coding of Tesch to identify themes and sub-themes.Results: The results reflected transformation was viewed differently by participants, and as challenging and inclusive. Participants reported that transformation was challenging due to the number of demands from policy makers for the implementation of unified curriculum reforms, which were student-centred, restructuring and rationalisation of fragmented nursing education institutions (NEIS) to one college (leadership and governance) and campuses (teaching and learning) per province in South Africa. Participants also reflected there were inadequate human and material resources supporting the implementation of policy directives. Participants revealed the transformation was inclusive, and the new policy framework for unified and seamless national education system should be adopted and implemented across all levels. The noticeable shared leadership was perceived as inclusive transformation. Participants verbalised that transformation made strides to ensure that integration of all categories of staff. Participants voiced strong views that team functioning, with a common goal to achieve transformation, was the vehicle for the success of nursing education institutions.Conclusions: The research revealed that transformational leadership was experienced differently by academic nurse leaders. These different views created awareness to review existing strategies in the implementation of transformation. Academic nurse leaders should explore alternative approaches to ensure transformation is fully embraced and hurdles are addressed collectively. The monitoring and evaluation of the transformation process is a recipe for a successful transformational leadership style.

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Monyooe, Lebusa A. "Inclusive education and training systems: Illusion or reality? The story of Nothemba." education policy analysis archives 13 (January 7, 2005): 3. http://dx.doi.org/10.14507/epaa.v13n3.2005.

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This article explores the challenges facing the South African National Department of Education in its commitment to provide equal educational opportunities for all. The Story of Nothemba is central to the theme of this paper. It describes the story of a South African girl born in eQebe, whose physical disability and systematic disregard for her constitutional rights dashed her life time dream and passion to become a lawyer in a democratic South Africa. The paper argues for a critical interrogation of the following dynamics that have the potential to complicate both the implementation and optimization of the Inclusive Education Policy: (i) Understanding the social stereotypes about disability, (ii) Teacher empowerment, (iii) Systemic imbalance between support and expectations, (iv) Adopting relevant curriculum policy and assessment strategies and practices, and (v) Utilizing the research logic to inform policy implementation. The paper further calls for a robust interrogation at conceptual level about disability' to inform the current policies on education and training, teacher training and development, curriculum and assessment strategies.

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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 (June 2007): 81–98. http://dx.doi.org/10.1080/09523980701295091.

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McKeever, Matthew. "Educational Inequality in Apartheid South Africa." American Behavioral Scientist 61, no. 1 (January 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 achieve both more and better education. At the same time, though, qualitative distinctions mattered. For the majority of the population, particularly Africans, the quality of education attained varied across parental background. These outcomes are important not only for examining the veracity of effectively maintained inequality, both in terms of racial and class differences but also because they illustrate how educational differences have served to perpetuate inequality over time in a society that no longer allows for the explicit denial of opportunity by race.

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Runhare, Tawanda, and Saloshna Vandeyar. "Perceptions of Policy Duty Bearers on the Inclusive Education Policy for Pregnant Teenagers in South Africa." Journal of Social Sciences 31, no. 1 (April 2012): 51–62. http://dx.doi.org/10.1080/09718923.2012.11893014.

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Coquery-Vidrovitch, Catherine. "Access to Higher Education in French Africa South of the Sahara." Social Sciences 10, no. 5 (May 17, 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, and half a century of personal inquiries, conducted mainly in Gabon, Congo and Senegal. This paper establishes a connection between the lack of political skills based upon Western standards of the colonized peoples on the eve of independence to the training of their civil servants which was drastically limited to secondary school education and the major hurdles involved in obtaining French nationality except for the residents of the Four Communes of Senegal. At the time of independence, only a few thousand colonized people had reached the level of university that was being established in the early 1950s; even fewer received scholarships to study in France. This shortage of trained personnel in administration and education required massive recourse to French “coopérants”, whose presence would only gradually diminish from the 1970s.

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Masaliyeva, Zhanar. "Inclusive training as a leading direction modern policy of education." ОҚМПУ ХАБАРШЫСЫ – ВЕСТНИК ЮКГПУ 25, no. 3 (2020): 26–35. http://dx.doi.org/10.47751/skspu.1937.0005.

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The article discusses the realization of the idea of "introducing" children with special educational needs into the educational process within the framework of integration of special education and the state of inclusive education in our Republic, including in the South Kazakhstan region in accordance with international human rights documents declaring equal rights for children on education. The implementation of the idea "introduction" in the educational process justifies the need for socialization of children with special educational needs, based on the requirements of society, regulatory documents and scientific and methodological guidelines, the region's readiness for inclusive education, migration processes and demographic, ethnotic characteristics and specific conditions and indicators in the system of preschool, primary and secondary education.

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Ntombela, Sithabile. "Are We There Yet? Towards the Development of Inclusive Education in One District in KwaZulu-Natal, South Africa." International Journal of Learning: Annual Review 16, no. 7 (2009): 113–22. http://dx.doi.org/10.18848/1447-9494/cgp/v16i07/46406.

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Dube, Bekithemba. "Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach." Multidisciplinary Journal of Educational Research 10, no. 2 (June 15, 2020): 135. http://dx.doi.org/10.17583/remie.2020.5607.

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This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. The paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic.

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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 (November 23, 2017): 131–46. http://dx.doi.org/10.1080/02635143.2017.1395331.

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