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Journal articles on the topic 'Teachers, Black - Training of - South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Heffernan, Anne. "Student/teachers from Turfloop: the propagation of Black Consciousness in South African schools, 1972–76." Africa 89, S1 (2019): S189—S209. http://dx.doi.org/10.1017/s0001972018000979.

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AbstractThe movement of school teachers to primary and secondary schools around South Africa and its Bantustans in the early and mid-1970s was an intentional part of the project of propagating Black Consciousness to school learners during this period. The movement of these educators played a key role in their ability to spread Black Consciousness philosophy, and in the political forms and methods they chose in teaching it. These were shaped by their own political conscientization and training in ethnically segregated colleges, but also in large part by the social realities of the areas to whic

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Steyn, MG, TT Harris, and CG Hartell. "Early Childhood Education (ECE) in South Africa: Black Student Teachers’ Views on Push and Pull Forces in their Training." Journal of Asian and African Studies 51, no. 4 (2016): 466–79. http://dx.doi.org/10.1177/0021909614547602.

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Ronnick, Michele. "In Search of Helen Maria Chesnutt (1880-1969), Black Latinist." New England Classical Journal 48, no. 1 (2021): 110–21. http://dx.doi.org/10.52284/necj/48.1/article/ronnick.

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Classical scholars have begun to delineate the dynamic pattern of black classicism. This new subfield of the classical tradition involves the analysis of the creative response to classical antiquity by artists as well as the history of the professional training in classics of scholars, teachers and students in high schools, colleges and universities. To the first group belongs Helen Maria Chesnutt (1880-1969). Born in Fayetteville, NC, Chesnutt was the second daughter of acclaimed African American novelist, Charles W. Chesnutt (1858-1932). She earned her B.A. from Smith College in 1902 and her

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Kandela, Peter. "South Africa THE TRAINING OF BLACK DOCTORS." Lancet 327, no. 8473 (1986): 146–47. http://dx.doi.org/10.1016/s0140-6736(86)92276-2.

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Saunders, S. J. "TRAINING OF BLACK DOCTORS IN SOUTH AFRICA." Lancet 327, no. 8479 (1986): 505. http://dx.doi.org/10.1016/s0140-6736(86)92966-1.

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Fourie, Ina, and Kirstin Krauss. "Information literacy training for teachers in rural South Africa." Journal of Systems and Information Technology 13, no. 3 (2011): 303–21. http://dx.doi.org/10.1108/13287261111164871.

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Haynes, M. A., and A. B. Lee. "Medunsa and the training of black doctors for South Africa." Academic Medicine 70, no. 2 (1995): 115–21. http://dx.doi.org/10.1097/00001888-199502000-00014.

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Mahabeer, Pryah. "Decolonising the school curriculum in South Africa: black women teachers’ perspectives." Third World Thematics: A TWQ Journal 5, no. 1-2 (2020): 97–119. http://dx.doi.org/10.1080/23802014.2020.1762510.

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von Känel, Roland, Nico T. Malan, Mark Hamer, and Leoné Malan. "Comparison of Telomere Length in Black and White Teachers From South Africa." Psychosomatic Medicine 77, no. 1 (2015): 26–32. http://dx.doi.org/10.1097/psy.0000000000000123.

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Zinn, Bernd, Kevin Raisch, and Jennifer Reimann. "Analysing training needs of TVET teachers in South Africa: An empirical study." International Journal for Research in Vocational Education and Training 6, no. 2 (2019): 174–97. http://dx.doi.org/10.13152/ijrvet.6.2.4.

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Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted.Findings: The classification of the results is conducted in line with

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Pillay, Anthony L. "Apartheid and Post-Apartheid Intern Clinical Psychology Training in South Africa." Psychological Reports 105, no. 3 (2009): 697–700. http://dx.doi.org/10.2466/pr0.105.3.697-700.

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An analysis of race and sex of clinical psychology interns was undertaken at a major training hospital complex during the Apartheid and Postapartheid periods. 7 of 87 (8.1%) interns trained in the apartheid period were Black African. Significantly more Black Africans and women were trained during the Post-apartheid period. The results were discussed within the context of South Africa's social and political transition, as well as international trends relating to sex and professional psychology.

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Dwarika, Veronica Melody. "Positive Behavior Supports in South Africa: Training Teachers to Implement a Systemic Strategy." Intervention in School and Clinic 55, no. 3 (2019): 192–96. http://dx.doi.org/10.1177/1053451219842212.

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Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management practices in South African schools and emphasizes the value of teacher agency and enabling to support the argument that the outcomes of challenging learner behavior need not result in the exclusion of learners.

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Dass-Brailsford, Priscilla. "Exploring Resiliency: Academic Achievement among Disadvantaged Black Youth in South Africa." South African Journal of Psychology 35, no. 3 (2005): 574–91. http://dx.doi.org/10.1177/008124630503500311.

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This study attempted to understand how a group of black youth in South Africa who experienced poverty achieved academic success and demonstrated a resilient trajectory. Through a qualitative research design that included ethnographic interviewing, case studies and observation, an insider's perspective was gained. This method was chosen for its ability to generate rich descriptive accounts and use multiple data sources. The results of this study indicated that this group of black students who achieved academic success in South Africa was high achieving, had strong initiative and motivation, was

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Kibirige, Israel, and Asaph Romolus Mogofe. "Integrating language literacy in physical sciences in Riba Cross District, South Africa." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 547–62. http://dx.doi.org/10.18844/cjes.v16i2.5635.

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments

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Isabirye, Anthony Kiryagana, and Kholeka Constance Moloi. "Exploring Teacher Learning Experiences in one Open University in South Africa: a Training Framework." Journal of Education and Vocational Research 7, no. 4(V) (2017): 12–20. http://dx.doi.org/10.22610/jevr.v7i4(v).1505.

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Abstract: This paper explores how academics in one South African Open University, experience learning in order to hasten the impact of their innovative teaching and student learning. It also aims at the formulation of a training framework to guide teacher learning. A qualitative phenomenological research design as advocated by Giorgi and Giorgi (2009) was adopted for this study. The research questions posed were: How do academics experience academic development and which teacher learning framework could be used to enhance academic development for ODL teachers to teach innovatively? The study f

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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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Klein, Melanie. "Creating the Authentic? Art Teaching in South Africa as Transcultural Phenomenon." Culture Unbound 6, no. 7 (2014): 1347–65. http://dx.doi.org/10.3384/cu.2000.1525.1461347.

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The question about what art and craft from Black individuals in South Africa should look like as well as how and for what purposes it could be created was of prominent importance within the contact zone of educational institutions from the 1930s onwards. Art teachers of mostly European origin established provisional art educational venues for African students first, within the curricula of mission schools and then as workshops and art schools in their own right. They transferred modernistic concepts from Europe into the South African context, yet were also confronted with divergent expectation

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Cunningham, Candace. "“Hell Is Popping Here in South Carolina”: Orangeburg County Black Teachers and Their Community in the Immediate Post-Brown Era." History of Education Quarterly 61, no. 1 (2021): 35–62. http://dx.doi.org/10.1017/heq.2020.66.

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When the South Carolina legislature created the anti-NAACP oath in 1956, teachers across the state lost their positions. But it was the dismissal of twenty-one teachers at the Elloree Training School that captured the attention of the NAACP and Black media outlets. In the years following Brown v. Board of Education, South Carolina's Black and White communities went head-to-head in the battle over White supremacy versus expanded civil rights. The desegregation movement in 1955 and 1956 placed Black teachers’ activism in the spotlight—activism that mirrored what was happening in their community.

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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 (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 in

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Kidane, Tsion T., and Steve H. Worth. "The Attitude of High School Agricultural Science Teachers towards Agricultural Education Training in South Africa." Journal of Human Ecology 50, no. 2 (2015): 129–42. http://dx.doi.org/10.1080/09709274.2015.11906867.

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Naidoo, Devika. "Resistance, Critical Agency and Initiatives of Black Post-School Youth, Facilitators and Organisers in a Black Township in South Africa." Journal of Curriculum and Teaching 6, no. 1 (2017): 97. http://dx.doi.org/10.5430/jct.v6n1p97.

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The Post-school Education and Training (PSET) policy seeks to address the education and training needs ofpost-school youth not in education, employment nor training (NEET). The problem of youth NEET has beenresearched from many perspectives. However, there is a dearth of knowledge about the responses, views and actions ofpost-school youth NEET living in this precarious situation. This paper analyses the resistance, critical agency andinitiatives of youth; organisers; and facilitators at a youth development and organisation centre in a township inGauteng. The study is framed by the notion of ‘c

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Peltzer, Karl. "Knowledge and Attitudes about HIV/AIDS of a Sample of School Teachers in South Africa." Psychological Reports 87, no. 3_suppl (2000): 1065–66. http://dx.doi.org/10.2466/pr0.2000.87.3f.1065.

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A questionnaire was administered to 160 black school teachers randomly chosen from one rural region of the Northern Province of South Africa. Their ages ranged from 26 to 57 years. Scores indicated very poor general knowledge about transmission of HIV/AIDS and moderately high supportive attitudes about dealing with HIV inside and outside of the classroom. Pearson product-moment correlations of .3 and .6 suggested weak association of knowledge about transmission and general knowledge with a supportive attitude.

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Horn, GS. "Black economic empowerment in the Eastern Cape automotive industry: Challenges and policies." South African Journal of Economic and Management Sciences 10, no. 4 (2014): 490–503. http://dx.doi.org/10.4102/sajems.v10i4.1062.

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Original Equipment Manufacturers (OEMs) in South Africa are under pressure to meet the Black Economic Empowerment (BEE) policies and charters of the South African government by giving BEE suppliers additional opportunities to tender. However, many BEE suppliers, due to being historically disadvantaged, experience various problems which make it difficult for them to win tenders, including lack of finances, opportunities to tender and management and business skills, and problems with quality and capacity. This paper outlines these practical problems experienced by BEE suppliers, the effects of t

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Draper, Catherine E., Simone A. Tomaz, Matthew Stone, et al. "Developing Intervention Strategies to Optimise Body Composition in Early Childhood in South Africa." BioMed Research International 2017 (2017): 1–13. http://dx.doi.org/10.1155/2017/5283457.

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Purpose. The purpose of this research was to collect data to inform intervention strategies to optimise body composition in South African preschool children.Methods. Data were collected in urban and rural settings. Weight status, physical activity, and gross motor skill assessments were conducted with 341 3–6-year-old children, and 55 teachers and parents/caregivers participated in focus groups.Results. Overweight and obesity were a concern in low-income urban settings (14%), but levels of physical activity and gross motor skills were adequate across all settings. Focus group findings from urb

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Ndebele, Clever. "Gender and School Leadership: Breaking the Glass Ceiling in South Africa." Multidisciplinary Journal of Gender Studies 7, no. 2 (2018): 1582. http://dx.doi.org/10.17583/generos.2018.2438.

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This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals. Findings showed that female school principals were not perceived as incompetent and unable by male colleagues only, but also by female staff colleagu

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Nakidien, Toyer, Marcina Singh, and Yusuf Sayed. "Teachers and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in South Africa." Education Sciences 11, no. 2 (2021): 66. http://dx.doi.org/10.3390/educsci11020066.

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As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal (SDG) 4 will remain elusive. Drawing from two interrelated empirical studies, one focusing on citizenship and social cohesion at high school level and the other on the implementation of assessment for learning at primary school level, it was found that not only are schools not equipped to provide the quality education as set out in SDG 4, but teac

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Maree, Jacobus G., and Jacob M. Molepo. "Achievement in Mathematics in Grades 9 and 11 in Limpopo Province of South Africa: Introduction of a Problem-Based Approach." Psychological Reports 97, no. 3 (2005): 732–36. http://dx.doi.org/10.2466/pr0.97.3.732-736.

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800 students in Grades 9 and 11 of schools in the Central Region of the Limpopo Province of South Africa completed the Study Orientation Questionnaire in Mathematics. Mean age in Grade 11 was 17.5 yr. ( SD = 1.4) and in Grade 9 15.1 yr. ( SD = 1.2). Intervention was aimed at teachers and students in this group. Teachers in the trained group received training in a problem-based approach to teaching and learning in mathematics and introduced these principles into their classes. Analysis of variance on the differences between post- and pretest scores of the six subscales and the marks in mathemat

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Matotoka, Motlhatlego Dennis, and Kolawole Olusola Odeku. "Mainstreaming Black Women into Managerial Positions in the South African Corporate Sector in the Era of the Fourth Industrial Revolution (4IR)." Potchefstroom Electronic Law Journal 24 (June 23, 2021): 1–35. http://dx.doi.org/10.17159/1727-3781/2021/v24i0a10734.

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The active participation of Black South African women in the corporate sector is essential for the achievement of equity and diversity. Since 1994 the sector has failed to promote black women into managerial positions despite the existence of the Employment Equity Act 55 of 1998 that requires the equitable representation of previously disadvantaged groups on all occupational levels. Conversely, the managerial positions in the South African corporate sector continue to be dominated by white males and little effort is being made to achieve equity. The paucity of black women persists in the corpo

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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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Rohmawati, Lydia, Woro Setyarsih, and Nugrahani Primary Putri. "PEMBUATAN KIT SEDERHANA KALORIMETER DARI BAHAN BEKAS BAGI GURU IPA FISIKA." Jurnal ABDI 4, no. 2 (2019): 79. http://dx.doi.org/10.26740/ja.v4n2.p79-84.

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Students are actively demanded such as observing, asking questions, collecting data, associating, and communicating mainly in science learning. However, laboratory facilities in South Surabaya Middle School are known incomplete and some do not even have a laboratory, so as the teacher gives the material using the lecture method. One of the science materials is thermodynamics, especially with regard to calorimeter devices, whose application is about Black Principle. The calorimeter equipment on the market is very expensive, so it is necessary to conduct training and assistance on making simple

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Sebakwane, Shirley M. "The contradictions of scientific management as a mode of controlling teachers' work in black secondary schools: South Africa." International Journal of Educational Development 17, no. 4 (1997): 391–404. http://dx.doi.org/10.1016/s0738-0593(97)00008-4.

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Blyth, Carmen, and Rouxnette Meiring. "A posthumanist approach to environmental education in South Africa: implications for teachers, teacher development, and teacher training programs." Teacher Development 22, no. 1 (2017): 105–22. http://dx.doi.org/10.1080/13664530.2017.1327883.

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Iwu, Chux Gervase. "Kulula.com, South Africa – a case study." Emerald Emerging Markets Case Studies 1, no. 1 (2011): 1–3. http://dx.doi.org/10.1108/20450621111124433.

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Subject area Human resource management; primarily employment law impacting on employment relations. Study level/applicability Second year (or 200 level) students up to post graduate programmes in Business Management, Human Resources Management and Law. Case overview The world is still fascinated by South Africas transition to democracy; what with stories of massacre (Sharpeville, etc.) of those who dared challenge white supremacy and the battle for prominence between the African National Congress and the Inkatha Freedom Party. Since gaining independence, South Africa has attracted investors fr

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Soares, Diana, Betina Lopes, Isabel Abrantes, and Mike Watts. "The Initial Training of Science Teachers in African Countries: A Systematic Literature Review." Sustainability 13, no. 10 (2021): 5459. http://dx.doi.org/10.3390/su13105459.

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This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, p

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Samuel, Olorunjuwon Michael, Sibongile Magwagwa, and Aretha Mazingi. "Strategic career development of black engineering graduates in South Africa: the workplace experiential approach." Higher Education, Skills and Work-Based Learning 10, no. 1 (2019): 32–48. http://dx.doi.org/10.1108/heswbl-02-2019-0030.

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Purpose The purpose of this paper is to evaluate effectiveness of the graduate development programme that was aimed at the recruitment and professional development of black engineering graduates through the workplace learning method. Design/methodology/approach The paper adopted qualitative research strategy using in-depth interviews with semi-structured interview guide that was developed after an extensive review of related literature. Data were analysed using thematic analysis technique. Findings Result of the paper indicates that the strategy provides an effective mechanism for the inclusio

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Goslin, Anneliese. "Human Resource Management as a Fundamental Aspect of a Sport Development Strategy in South African Communities." Journal of Sport Management 10, no. 2 (1996): 207–17. http://dx.doi.org/10.1123/jsm.10.2.207.

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South African society is a complex mix of first- and third-world components. Urgent socio-economic and political problems must be addressed to avoid chaos. Sport may be a key factor in bringing about change. Sport training strategies should form an integral part of affirmative action and sport development programs in South Africa. The overall aim of this research was to develop a structured scientific approach to the training and development of human resources in South African sport. The research was conducted in four phases over a 2-year period. The aims of the respective phases were to deter

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Molise, Habasisa Vincent. "Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa." Research in Social Sciences and Technology 6, no. 1 (2021): 83–101. http://dx.doi.org/10.46303/ressat.2021.5.

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This paper aims to explore the pathways to mitigate challenges of learner academic (LAP) performance in a Grade 10 economics class in South Africa. The challenge of poor LAP has ushered a myriad of predicaments in schools globally. These predicaments include lack of teacher inclusion in decision making, inability to work cooperatively together, and lack of professional development opportunities geared towards LAP. The study was qualitative, with 15 participants chosen through purposeful sampling from one rural school in the Thabo-Mofutsanyane education district. This paper is couched in critic

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Skuy, Mervyn, Mandy Taylor, Shelley O'Carroll, Peter Fridjhon, and Lesley Rosenthal. "Performance of Black and White South African Children on the Wechsler Intelligence Scale for Children—Revised and the Kaufman Assessment Battery." Psychological Reports 86, no. 3 (2000): 727–37. http://dx.doi.org/10.2466/pr0.2000.86.3.727.

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The validity of traditional intelligence tests for cultural groups that differ from those for whom the tests were normed has come under scrutiny. This is particularly the case for the previously disadvantaged black majority in South Africa. The Kaufman Assessment Battery for Children (K–ABC) is reportedly a relatively nondiscriminatory test of intellectual functioning. This study compared the performance of 21 black and 35 white third-grade South African children on the K–ABC and the Wechsler Intelligence Scale–Revised (WISC–R) at two schools for children with learning problems. While the WISC

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Mncube, Vusi, Lynn Davies, and Renuka Naidoo. "DEMOCRATIC SCHOOL GOVERNANCE, LEADERSHIP AND MANAGEMENT: A CASE STUDY OF TWO SCHOOLS IN SOUTH AFRICA." International Journal of Educational Development in Africa 1, no. 1 (2014): 59–78. http://dx.doi.org/10.25159/2312-3540/45.

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This article reports on a qualitative study that investigated the functioning of school governing bodies (SGBs) as a tool for promoting democracy in two schools. Data was gathered through interviews, observations and document reviews. Findings revealed that democracy was in existence and practised at both schools and that it was characterised by shared decision making and acknowledged rights of individuals, representations, participation and equality. Two structures for promoting democracy were found to be in existence in both schools. These are school governing bodies and representative counc

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van Staden, S. J., and J. Haarhoff. "A practical course on filter assessment for water treatment plant operators." Journal of Water, Sanitation and Hygiene for Development 2, no. 3 (2012): 200–204. http://dx.doi.org/10.2166/washdev.2012.074.

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Training of treatment plant operators in South Africa faces particular problems. First, the political changes in the past decade have led to a complete restructuring of local government. An integral part of the ongoing restructuring process is an aggressive programme for black economic empowerment. This brought many new faces into local government without the practical experience to which the water industry is accustomed, coupled with a massive displacement of technical skills from the sector. From 1989, the number of civil engineering professionals (engineers, technologists, technicians) has

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Mabena, Nomsa, Patricia Namayammu Mokgosi, and Selina Serole Ramapela. "FACTORS CONTRIBUTING TO POOR LEARNER PERFORMANCE IN MATHEMATICS: A CASE OF SELECTED SCHOOLS IN MPUMALANGA PROVINCE, SOUTH AFRICA." Problems of Education in the 21st Century 79, no. 3 (2021): 451–66. http://dx.doi.org/10.33225/pec/21.79.451.

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Learners’ mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semi-structured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the sch

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Gruenwald, Norbert, Anthony Staak, Stephen Bosman, Ruben Ndihokubwayo, Jeļena Zaščerinska, and Andreas Ahrens. "Incorporation of Practice Based Approach into Engineering Education at Master Level: Analysis of Needs of Teaching staff at Cape Peninsula University of Technology within PEESA III Project." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2019): 180–88. http://dx.doi.org/10.2478/cplbu-2020-0021.

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AbstractCompany’s work, growth and development are facilitated by the synergy between employee education and working. However, fresh employees who recently graduated from higher education institutions are often mismatched to their jobs due to their imbalances between skills offered or, in other words, education, and skills needed or, in other words, practice in the world of work. For bridging the gap between graduates’ skills and company’s needs, technical universities traditionally devote much time to students’ practical training. The aim of the present paper is to analyse scientific literatu

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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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Coetzer, P., T. D. Noakes, B. Sanders, et al. "Superior fatigue resistance of elite black South African distance runners." Journal of Applied Physiology 75, no. 4 (1993): 1822–27. http://dx.doi.org/10.1152/jappl.1993.75.4.1822.

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Black athletes currently dominate long-distance running events in South Africa. In an attempt to explain an apparently superior running ability of black South African athletes at distances > 3 km, we compared physiological measurements in the fastest 9 white and 11 black South African middle-to long-distance runners. Whereas both groups ran at a similar percentage of maximal O2 uptake (%VO2max) over 1.65#x2013;5 km, the %VO2max sustained by black athletes was greater than that of white athletes at distances > 5 km (P < 0.001). Although both groups had similar training volumes, black a

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Maree, Kobus. "The challenge of inadequate achievement in mathematics: Focus on a meta-approach." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (2009): 265–87. http://dx.doi.org/10.4102/satnt.v28i4.66.

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As is the case elsewhere in the world, all stakeholders in South Africa are deeply concerned about the level and scope of underachievement in mathematics, not only at Grade 12 level, but, indeed, at University, University of Technology and Further Education and Training levels. These concerns assume a deeper dimension in light of the fact that inadequate achievement in mathematics inevitably will have a ripple effect on the academic situation in any country: inadequate achievement in mathematics precludes learners from applying for admission to sought-after ﬁ elds of study, which, in turn, pre

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Joubert, Carmen, and Johnnie Hay. "Registered psychological counsellor training at a South African faculty of education: Are we impacting educational communities?" South African Journal of Education, no. 40(3) (August 31, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1840.

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The study reported on in this article explored the perceived psychosocial and educational impact on educational communities by alumni of the North-West University who completed their Bachelor of Education Honours degree in Educational Psychology. This programme has been running since 2003 and aimed at training registered counsellors who need to pass the Board of Psychology examination of the Health Professions Council of South Africa to be qualified as registered counsellors. To achieve the aim of this study, telephonic interviews were conducted to gather data from the counsellor alumni of the

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Khuzwayo, Mamsi Ethel, and Kwanele Booi. "Transformation of Assessment of the Pre-Service Life Sciences Teachers: Issues of Curriculum Development in Education and Training in South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 44–60. http://dx.doi.org/10.26803/ijlter.20.7.3.

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The Department of Higher Education intends to transform the traditional education theories and practices in the education and training of teachers for the twenty-first century. The attributes of a competent and qualified teacher underpin the envisaged changes in the curriculum to aptly prepare teachers. However, the realizations of the intentions of the department appear to be in vain. Accordingly, the current case studies conducted through qualitative procedures aimed to investigate how teacher educators adhere to the proposals of the Minimum Requirement of Teacher Education Qualifications (M

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Thaba-Nkadimene, Kgomotlokoa Linda. "The influence of educational provision on teacher performance and learner outcomes among Limpopo primary schools." South African Journal of Education 40, no. 4 (2020): 1–10. http://dx.doi.org/10.15700/saje.v40n4a2039.

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In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers’ productivity and learners’ academic outcomes was examined. The primary objective of this study was to examine teachers’ and principals’ perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of part

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Sekhukhune, C. D. "THE NARRATIVE OF DUAL MEDIUM IN A MULTILINGUAL CONTEXT OF A BLACK URBAN AREA IN GRADE R." International Journal of Educational Development in Africa 2, no. 1 (2015): 70–83. http://dx.doi.org/10.25159/2312-3540/128.

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This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learnersâ€™ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewerâ€™s steps of analysis. Language code-switching and translation were mainly

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van Tonder, Gideon Petrus. "A multimodal induction model for beginning teachers: a narrative approach." International Journal of Educational Management 35, no. 4 (2021): 879–96. http://dx.doi.org/10.1108/ijem-08-2020-0389.

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PurposeThe researcher emphasised with current research the need for an induction programme for beginning teachers in the South African context to overcome the challenges experienced by beginning teachers while bridging from pre-service teaching to in-service teaching and to introduce and illuminate the design of a new multimodal induction model.Design/methodology/approachThe researcher followed a narrative approach by discussing previous research regarding the insufficient pre-service training beginning teachers received and the lack of a structured induction programme in the South African con

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