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Littérature scientifique sur le sujet « Learning – South Africa »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 5 février 2022

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Articles de revues sur le sujet "Learning – South Africa"

Hoexter, Cora. "Administrative Justice in Kenya: Learning from South Africa's Mistakes." Journal of African Law 62, no. 1 (2018): 105–28. http://dx.doi.org/10.1017/s0021855318000025.

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AbstractThe wording of article 47 of Kenya's Constitution of 2010 is almost identical to that of the section 33 rights to just administrative action in South Africa's 1996 Constitution. Like section 33, article 47 mandates the enactment of legislation to give effect to these constitutional rights, and Kenya's Fair Administrative Action Act 4 of 2015 was strongly influenced by the equivalent South African legislation, the Promotion of Administrative Justice Act 3 of 2000 (PAJA). South Africa can thus be regarded as a sort of laboratory for Kenyan administrative justice. The aim of this article

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Sewankambo, Nelson K., and Achilles Katamba. "Health systems in Africa: learning from South Africa." Lancet 374, no. 9694 (2009): 957–59. http://dx.doi.org/10.1016/s0140-6736(09)61244-7.

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Cox, Amanda J., and Vaughn M. John. "Transformative Learning in Postapartheid South Africa." Adult Education Quarterly 66, no. 4 (2016): 303–18. http://dx.doi.org/10.1177/0741713616648376.

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J van Vuuren, Herman, Philip C van der Westhuizen, and JL van der Walt. "Leading and manage diverse schools in South Africa." Problems and Perspectives in Management 14, no. 2 (2016): 240–49. http://dx.doi.org/10.21511/ppm.14(2-1).2016.14.

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All school populations are diverse in many ways. The diversity in South African schools has been compounded since 1994 with the migration of Black learners to former ‘white’ schools. Some schools and their principals have succeeded in coping efficiently with the new social and cultural makeup of their schools, while others have been struggling and even resigned under the pressures of all the conflicting demands from stakeholders. The theoretical and empirical investigation reported in this paper shows that principals and schools could benefit enormously from learning from the experiences of th

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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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Julie, Hester, Priscilla Daniels, and Tracey-Ann Adonis. "Service-learning in nursing: integrating student learning and community- based service experience through reflective practice." Health SA Gesondheid 10, no. 4 (2005): 41–54. http://dx.doi.org/10.4102/hsag.v10i4.206.

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Domestic violence is a pervasive problem in South Africa.  Opsomming Huishoudelike geweld is ’n wydverspreide probleem in Suid-Afrika.  *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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Probyn, Margie. "Language and Learning Science in South Africa." Language and Education 20, no. 5 (2006): 391–414. http://dx.doi.org/10.2167/le554.0.

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Rosenberg, Eureta, Heila Betrie Lotz-Sisitka, and Presha Ramsarup. "The green economy learning assessment South Africa." Higher Education, Skills and Work-Based Learning 8, no. 3 (2018): 243–58. http://dx.doi.org/10.1108/heswbl-03-2018-0041.

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Waghid, Yusef. "On the Possibility of Cultivating Justice through Teaching and Learning: An Argument for Civic Reconciliation in South Africa." Policy Futures in Education 3, no. 2 (2005): 132–40. http://dx.doi.org/10.2304/pfie.2005.3.2.2.

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In this article the author explores possibilities for cultivating justice with reference to teaching and learning in (South African) universities. It is argued that teachers and learners ought to become responsive, democratic and critical – they need to act justly in order to break with South Africa's apartheid legacy. The author discusses why readiness, deliberation and responsibility – acts of justice – ought to unfold in South African university classrooms and, more importantly, how each characteristic can potentially engender responsiveness, democracy and criticism respectively. Finally, s

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Urban, Boris, and Elena Gaffurini. "Social enterprises and organizational learning in South Africa." Journal of Entrepreneurship in Emerging Economies 10, no. 1 (2018): 117–33. http://dx.doi.org/10.1108/jeee-02-2017-0010.

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Purpose The purpose of this study is to determine the relationship between different dimensions of organizational learning capabilities (OLC) and levels of social innovation in social enterprises. Design/methodology/approach The empirical strategy adopted is a cross-sectional study based on primary survey data. Following a survey of social enterprises in South Africa, statistically analysis is conducted using regression analyses to test the study hypotheses. Findings The findings show that the OLC dimensions of knowledge conversion, risk management, organizational dialogue and participative de

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Thèses sur le sujet "Learning – South Africa"

Mambinja, Sindiswa. "School grounds as a place for environmental learning in the life skills learning programme." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003642.

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With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson P

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Mungwashu, Sthembiso Handinawangu. "A learning state?: a case study of the post-1994 South African welfare regime." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003113.

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This thesis examines the processes of policymaking in South Africa, as expressed through the shifts in income maintenance policy. The thesis focuses on the processes leading to the establishment of the South African Social Security Agency (SASSA), as its case study. SASSA is the institutional framework for the delivery of social grants. Our intention is to test the efficacy of what we have called ‘state learning’ in the South African context. Therefore, the overall aim of the study is to assess the capacity of the ‘state to learn’ in the process of policymaking as expressed through the shifts

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Swart, John-Frederich. "The nature of learning support in rural schools." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2368.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. The focus of this research study is on learning support to learners in rural schools as experienced by learning support professionals and teachers in order to identify best-practices and the obstacles experienced in this regard. It was envisaged that continuous exploration of current practices could assist in identifying ways to support the development of inclusive education. The research questions to address this aspect were: What is the nature of learning support in rural schools as experienced by teacher

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Engel-Hills, Penelope Claire. "An integrated learning curriculum for radiography in South Africa." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1569.

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Thesis (DTech (Radiography))--Cape Peninsula University of Technology, 2005. The most significant changes and challenges to radiography in South Africa are rapid technological changes in the fields of imaging and radiation oncology, the changing status of radiographers as members of the multi-disciplinary health care team and the socioeconomic impact of post-apartheid ideology, policy and legislation with regard to both higher education and health provision. This altered landscape in which academic and clinical work is accomplished has impacted on radiography education. Curricula

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Africa), Council on Higher Education (South, Brenda Leibowitz, Vivienne Bozalek, et al. "Learning to teach in higher education in South Africa." Council on Higher Education (South Africa), 2017. http://hdl.handle.net/10962/66524.

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publisher version Preface by Prof Narend Baijnath: “Teaching and learning are never neutral. Every aspect is ideological in nature: from the admission of students, to the selection of curriculum content, to the adoption of learning materials, to the pedagogical approach, to the mode of assessment and the quality of the feedback. The form of disciplinary knowledge may vary from the more subjective and contentious to the more objective and broadly accepted, but teaching and learning remain highly political acts across all institutions, faculties and disciplines. So it is unsurprising that whe

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Prince, Jacqueline Yvonne. "Operating room nursing science learning programmes in South Africa." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/594.

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Operating room nurses form the corner-stone of the operating room because perioperative care of the patient rests mainly in the hands of the nursing personnel. Unique challenges face nurses functioning in the stressful surgical environment where anticipation to prevent or cope with life-threatening situations is the order of the day. The operating room nurse must be knowledgeable, skilled and alert, as he/she is held accountable for all acts of commission and omission. To ensure that nurses are appropriately educated and trained and able to keep trend with the changing technology in the operat

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Coleman, Lynn. "Implementing lifelong learning at a Technikon in South Africa." University of Western Cape, 2001. http://hdl.handle.net/11394/8497.

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Magister Philosophiae - MPhil The nature of lifelong learning in the context of a South African technikon is the investigation focus of this mini-thesis. It argues for the adoption of a holistic and humanistic conceptualization to lifelong learning in this context. The argument that the implementation of lifelong learning has significant implications for all aspects in the functioning of a higher education institution, is supported.

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Jolly, Rachel. "Co-engaged learning : Xhosa women's narratives on traditional foods." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003331.

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This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and

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Rhamachan, Molly. "Social movement learning: Collective,participatory learning within the jyoti jivanam movement of south Africa." University of the Western Cape, 2014. http://hdl.handle.net/11394/4401.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL) The purpose of this research paper is to explore and examine the nature of learning within the context of and situated within a social movement. Based on an exploratory qualitative study of learning within the Jyoti Jivanam Movement of South Africa, this research explores the nature and purpose/s of learning within a social movement. Accordingly, this study is guided by the research questions: How and why do adults learn as they collectively participate in social movements; and what factors facilitate, contribute, hinder and

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Nel, Andri. "An intergrated learning programme for the Knysna Montessori school." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1142.

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In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That h

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Livres sur le sujet "Learning – South Africa"

The learning spirit: Lessons from South Africa. Chalice Press, 1994.

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Tilton, Douglas J. USAID in South Africa: Learning lessons, continuing debates. Africa Policy Information Center, 1996.

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Opening the doors of learning: Changing schools in South Africa. Heinemann, 2008.

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Inman, Robert P. Federal institutions and the democratic transition: Learning from South Africa. National Bureau of Economic Research, 2008.

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Time, space and pace: Computer-integrated learning in corporate South Africa. Unisa Press, 2009.

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The school as a learning organisation: Reconceptualising school practices in South Africa. Van Schaik, 2002.

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Ramaru, J. Improving soil fertility management in South Africa: Learning through participatory extension approaches. IIED Drylands Programme, 2000.

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Samoff, Joel. South Africa at Stanford: A survey of resources for learning and research. Stanford Publication Services, 1989.

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Mbeki, Govan. Learning from Robben Island: The prison writings of Govan Mbeki. J. Currey, 1991.

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International Commission on Distance Education and Open Learning in South Africa. Open learning and distance education in South Africa: Report of an international commission, January-April, 1994. Macmillan Boleswa, 1995.

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Chapitres de livres sur le sujet "Learning – South Africa"

Naicker, Inbanathan. "Developing School Principals in South Africa." In International Handbook of Leadership for Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1350-5_25.

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Venter, Elize, and Ulrich Oberprieler. "Zoo Programs in South Africa." In STEM and Social Justice: Teaching and Learning in Diverse Settings. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56297-1_6.

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Ramsarup, Presha. "Learning pathways into environmental specialisations." In Green Skills Research in South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-6.

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Coetzee-Van Rooy, Susan. "Motivation and Multilingualism in South Africa." In The Palgrave Handbook of Motivation for Language Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28380-3_23.

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Kamwangamalu, Nkonko M. "Second/Foreign Language Learning in South Africa." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_20.

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Kamwangamalu, Nkonko M. "Second/Foreign Language Learning in South Africa." In Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_20-1.

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Rosenberg, Eureta. "Framing learning needs assessments for sustainability policy practices." In Green Skills Research in South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9780429279362-9.

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Kosch, Ingeborg M., and Sonja E. Bosch. "4. African Languages as Languages of Teaching and Learning: The Case of the Department of African Languages, University of South Africa." In Multilingual Universities in South Africa, edited by Liesel Hibbert and Christa van der Walt. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091669-006.

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Morkel, Jolanda, and Johannes Cronjé. "Flexible Learning Provision for Architecture in South Africa." In Faculty Perspectives on Vocational Training in South Africa. Routledge, 2019. http://dx.doi.org/10.4324/9781351014311-3.

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Mashiyi, Nomakhaya. "9. Tertiary Educators’ Reflections on Language Practices that Enhance Student Learning and Promote Multilingualism." In Multilingual Universities in South Africa, edited by Liesel Hibbert and Christa van der Walt. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091669-011.

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Actes de conférences sur le sujet "Learning – South Africa"

"The Role of E-Learning in Tertiary Institutions." In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eph1117012.

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Luggya, Simon Kiyingi, Ellen Kereng Luggya, and Melikhaya Skhephe. "TEACHER MOTIVATION ON SCHOOL PERFORMANCE IN SOUTH AFRICA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2168.

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Strydom, Kariena. "DIVERSITY CHALLENGES FOR FEMALE ACADEMICS IN SOUTH AFRICA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0683.

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Amanjee, Bashir, and Teresa Carmichael. "Cooperative learning amongst MBA students in South Africa." In 3rd Annual International Conference on Business Strategy and Organizational Behaviour (BizStrategy 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-1970_bizstrategy13.33.

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Cilliers, J. A., and I. Basson. "Distance learning for University Physics in South Africa." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53203.

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Monamo, Patrick, Vukosi Marivate, and Bheki Twala. "Unsupervised learning for robust Bitcoin fraud detection." In 2016 Information Security for South Africa (ISSA). IEEE, 2016. http://dx.doi.org/10.1109/issa.2016.7802939.

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Chikoko, Vitallis. "HOW SCHOOL PRINCIPALS USE TIME: EVIDENCE FROM SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0814.

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von Solms, S., W. S. Hurter, and J. Meyer. "A Sustainable Model for Problem Based Learning in a South African School." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68075.

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South Africa is currently facing an education dilemma with high numbers of youth unemployment and a growing specialized skills shortage in Science, Technology, Engineering and Mathematics (STEM). STEM problem based learning events, hosted by government and the corporate sector, has shown to improve science and technology literacy and to encourage the youth to pursue tertiary education in the field of science. Unfortunately, schools face a range of challenges which restricts them from participating in these learning methods, depriving learners of the advantages offered by problem based learning

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Masonta, Moshe T., Tlou M. Ramoroka, and Albert A. Lysko. "Using TV White Spaces and e-Learning in South African rural schools." In 2015 IST-Africa Conference. IEEE, 2015. http://dx.doi.org/10.1109/istafrica.2015.7190564.

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"A Multi-Disciplinary Approach for Excellence in Research and Teaching and Learning in Higher Education." In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eph1117005.

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Rapports d'organisations sur le sujet "Learning – South Africa"

Inman, Robert, and Daniel Rubinfeld. Federal Institutions and the Democratic Transition: Learning from South Africa. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w13733.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua

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Brady, Martha, Saiqa Mullick, Barbara Friedland, Marlena Plagianos, Linda Du Plessis, and Thabiso Mango. Learning from women about HIV risk, HIV testing behaviors, and prevention practices in Mpumalanga, South Africa: A descriptive study to inform microbicides introduction. Population Council, 2015. http://dx.doi.org/10.31899/hiv8.1004.

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The Africa Regional SGBV Network Learning Brief Series: Learning updates from South Africa (Brief #1). Population Council, 2016. http://dx.doi.org/10.31899/rh8.1017.

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Social Capital in South Africa: A Data-Driven Learning Guide. Inter-university Consortium for Political and Social Research, 2009. http://dx.doi.org/10.3886/soccapsa.

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