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Books on the topic 'Quality assurance – Education – South Africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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1

Council on Higher Education (South Africa). Higher Education Quality Committee. Towards a framework for quality promotion and capacity development in South African higher education: Research report for the QPCD framework : discussion document. Council on Higher Education, 2005.

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2

Neema-Abooki, Peter. Quality Assurance in Higher Education in Eastern and Southern Africa. Routledge, 2021. http://dx.doi.org/10.4324/9781003141235.

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3

Cole, Mary. A policy perspective for quality primary education in South Africa. Development Bank of Southern Africa, 1995.

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4

Materu, Peter. Higher education quality assurance in Sub-Saharan Africa: Status, challenges, opportunities and promising practices. World Bank, 2007.

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5

The quality assurance situation and capacity building needs of higher education in Africa. Association of African Universities, 2012.

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6

Reed, Yvonne, and Tessa Welch. Designing and delivering distance education: Quality criteria and case studies from South Africa. Edited by NADEOSA Quality Criteria Task Team. NADEOSA, 2004.

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7

Case, Anne. Does school quality matter?: Returns to education and the characteristics of schools in South Africa. National Bureau of Economic Research, 1999.

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8

The search for quality education in post-apartheid South Africa: Interventions to improve learning and teaching. HSRC Press, 2013.

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9

United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Solutions to the problem of health care transmission of HIV/AIDS in Africa: Hearing before the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eighth Congress, first session, on examining solutions to the problem of health care transmission of HIV/AIDS in Africa, focusing on injection safety, blood safety, safe obstetrical delivery practices, and quality assurance in medical care, July 31, 2003. U.S. G.P.O., 2004.

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10

H, Strydom A., Lategan, Laetus O. K., 1965-, Muller A, and University of the Orange Free State. Unit for Research into Higher Education., eds. Quality assurance in South African higher education: National and international perspectives. Unit for Research into Higher Education, University of the Orange Free State, 1996.

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11

1937-, Smout Michael, and South African Universities' Vice Chancellors' Association., eds. The decade ahead: Challenges for quality assurance in South African higher education. South African Universities' Vice-Chancellors' Association, 2005.

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12

Higher Education Quality Committee. A Good Practice Guide for Quality Management of Research for Higher Education Institutions. Not Avail, 2005.

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13

Materu, Peter Nicolas. Higher Education Quality Assurance in Sub-Saharan Africa. The World Bank, 2007. http://dx.doi.org/10.1596/978-0-8213-7272-2.

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14

Mhlanga, Ephraim. Quality Assurance in Higher Education in Southern Africa: Challenges and Opportunities. Lang AG International Academic Publishers, Peter, 2013.

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15

Letseka, Moeketsi, Folake Ruth Aluko, and Victor Pitsoe. Assuring Institutional Quality in Open Distance Learning (ODL) in the Developing Contexts. Nova Science Publishers, Incorporated, 2016.

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16

Higher Education Quality Assurance in Sub-Saharan Africa: Status, Challenges, Opportunities, and Promising Practices (World Bank Working Papers). World Bank Publications, 2007.

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17

Cloete, Nico, Johann Mouton, and Charles M. Sheppard. Doctoral Education in South Africa. African Minds, 2015. http://dx.doi.org/10.47622/9781928331001.

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Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book.The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously.
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18

Clive, Harber, Serf Jeff, and Sinclair Scott, eds. Comparative education and quality global learning: Engaging with controversial issues in South Africa and the UK. Tide Global Learning, 2007.

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19

Reuvid, Jonathan, and Kogan Page. Quality Trade Contacts in South Africa: A Guide to Quality Assurance and a Directory of Iso 9000 Accredited Companies. Kogan Page, 1997.

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20

Maringe, Felix, ed. Systematic Reviews of Research in Basic Education in South Africa. African Sun Media, 2021. http://dx.doi.org/10.18820/9781991201157.

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Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa. This volume provides a useful foundation to the current state of education quality in South Africa including the impact of interventions. It also brings to the fore challenges still facing education transformation. The evidence presented which, taken together, lays out a coherent view of how improvements could be made. Albert Chanee Head of Planning, Gauteng Department of Education For too long the weight of educational scholarship produced in South Africa has been limited to that simple and standard form called the literature review. Now, for the first time, education researchers are provided with an African-based text on the concepts and methods of conducting systematic reviews. In this exceptional work of editorship, Felix Maringe brings together some of the leading researchers on South African education to model and demonstrate how to review a significant body of research on a chosen topic which is adjudicated strictly on the basis of the quality and efficacy of the evidence in hand. I have no doubt that this remarkable book will become a standard reference for educational researchers in and beyond the African continent. It will also lift the quality of educational inquiry by equipping a new generation of scholars with the capacity for doing evidence-based research that compels the attention of policymakers, planners and practitioners alike. Prof Jonathan Jansen Stellenbosch University
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21

Khosa, Godwin, ed. Systemic School Improvement Interventions in South Africa. African Minds, 2014. http://dx.doi.org/10.47622/9781920677374.

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Looking at two smaller-scale systemic school improvement projects implemented in selected district circuits in the North West and Eastern Cape by partnerships between government, JET Education Services, and private sector organisations, this book captures and reflects on the experiences of the practitioners involved. The Systemic School Improvement Model developed by JET to address an identified range of interconnected challenges at district, school, classroom and household level, is made up of seven components. In reflecting on what worked and what did not in the implementation of these different components, the different chapters set out some of the practical lessons learnt, which could be used to improve the design and implementation of similar education improvement projects. Many of the lessons in this field that remain under-recorded to date relate to the step-by-step processes followed, the relationship dynamics encountered at different levels of the education system, and the local realities confronting schools and districts in South Africa's rural areas. Drawing on field data that is often not available to researchers, the book endeavours to address this gap and record these lessons. It is not intended to provide an academic review of the systemic school improvement projects. It is presented rather to offer other development practitioners working to improve the quality of education in South African schools, an understanding of some of the real practical and logistical challenges that arise and how these may be resolved to take further school improvement projects forward at a wider district, provincial and national scale.
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22

Boughey, Chrissie, and Sioux McKenna, eds. Understanding Higher Education: Alternative Perspectives. African Minds, 2021. http://dx.doi.org/10.47622/9781928502210.

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Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education: Alternative Perspectives responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as ‘decontextualised learners’ premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.
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23

Hodgkinson-Williams, Cheryl, and Patrícia Arinto. Adoption and Impact of OER in the Global South. African Minds, 2017. http://dx.doi.org/10.47622/9781928331483.

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Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.
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24

Essential facts about Covid-19: the disease, the responses, and an uncertain future. For South African learners, teachers, and the general public. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0072.

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The first cases of a new coronavirus (SARS-CoV-2) were identified toward the end of 2019 in Wuhan, China. Over the following months, this virus spread to everywhere in the world. By now no country has been spared the devastation from the loss of lives from the disease (Covid-19) and the economic and social impacts of responses to mitigate the impact of the virus. Our lives in South Africa have been turned upside down as we try to make the best of this bad situation. The 2020 school year was disrupted with closure and then reopening in a phased approach, as stipulated by the Department of Education. This booklet is a collective effort by academics who are Members of the Academy of Science of South Africa (ASSAf) and other invited scholars to help you appreciate some of the basic scientific facts that you need to know in order to understand the present crisis and the various options available to respond to it. We emphasise that the threat of infectious diseases is not an entirely new phenomenon that has sprung onto the stage out of nowhere. Infectious diseases and pandemics have been with us for centuries, in fact much longer. Scientists have warned us for years of the need to prepare for the next pandemic. Progress in medicine in the course of the 20th century has been formidable. Childhood mortality has greatly decreased almost everywhere in the world, thanks mainly, but not only, to the many vaccines that have been developed. Effective drugs now exist for many deadly diseases for which there were once no cures. For many of us, this progress has generated a false sense of security. It has caused us to believe that the likes of the 1918 ‘Spanish flu’ pandemic, which caused some 50 million deaths around the world within a span of a few months, could not be repeated in some form in today’s modern world. The Covid-19 pandemic reminds us that as new cures for old diseases are discovered, new diseases come along for which we are unprepared. And every hundred or so years one of these diseases wreaks havoc on the world and interferes severely with our usual ways of going about our lives. Today’s world has become increasingly interconnected and interdependent, through trade, migrations, and rapid air travel. This globalisation makes it easier for epidemics to spread, somewhat offsetting the power of modern medicine. In this booklet we have endeavoured to provide an historical perspective, and to enrich your knowledge with some of the basics of medicine, viruses, and epidemiology. Beyond the immediate Covid-19 crisis, South Africa faces a number of other major health challenges: highly unequal access to quality healthcare, widespread tuberculosis, HIV infection causing AIDS, a high prevalence of mental illness, and a low life expectancy, compared to what is possible with today’s medicine. It is essential that you, as young people, also learn about the nature of these new challenges, so that you may contribute to finding future solutions.
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