51 research outputs found
A snapshot of early childhood care and education in South Africa: institutional offerings, challenges and recommendations
This article draws from a research report on the Project for Inclusive Early Childhood Care and Education (PIECCE), which surveyed attitudes, training strategies, materials and entrance requirements across most relevant higher education institutions (HEIs), non-governmental organisations (NGOs) and technical and vocational education and training colleges (TVETs). The aim of this study was to identify what institutions were offering in terms of training teachers in the birth-to-four age group, to identify the challenges and provide recommendations based on the findings
Bridging skills demand and supply in South Africa: the role of public and private intermediaries
Demand-led skills development requires linkages and coordination between firms and education and training organisations, which are major challenges considering that each represents a ‘self-interested’ entity. The need for a ‘collaborative project’ involving government, firms, universities and colleges, and other bodies is thus increasingly recognised. However, the crucial role of intermediaries has been largely overlooked. The article addresses this gap by investigating the main roles of public and private intermediaries across three case studies: sugarcane growing and milling, automotive component manufacturing, and the Square Kilometre Array sectoral systems of innovation. The research highlights the need for a move towards systemic thinking, to bridge across public and private objectives. It shows that private intermediaries play a larger role than is recognised in policy; that public–private intermediaries play crucial roles in coordination; and the potential for public intermediaries to contribute more effectively to systemic functioning
Contextualising school readiness in South Africa: Stakeholders’ perspectives
Preparing children for mainstream school occurs in systems that act as an overarching context. The perspectives of stakeholders influence how they prepare children for mainstream education.The aim of this study was to develop an understanding of the contextual factors that affect school readiness as identified by stakeholders. School readiness was conceptualised as a function of contextual influences and connections between individual and systemic factors enabling the child to benefit from the curriculum
Youth marginalisation as a faith-based concern in contemporary South African society: Introducing a research contribution
The aim of this article is to introduce a special collection of articles focused on the topic ‘Youth
marginalisation as a faith-based concern in contemporary South African society’. In meeting
this aim the discussion begins by alluding to an international research project known under
the acronym YOMA (Youth at the Margins: A Comparative Study of the Contribution of Faith-
Based Organisations to Social Cohesion in South Africa and Nordic Europe) as the source that
inspired the undertaking of the collection. This recognition thereupon leads the article in
subsequent sections to give some more detailed recognition to the YOMA project but also to a
larger corpus of recent scholarly contributions as the most evident manifestations to date of an
emerging South African research engagement with the topical focus under discussion. From
this vantage point the article then proceeds to present the current special collection as a
concerted attempt to give further momentum to the emerging focus. Importantly, however,
this is done by presenting a more elaborate argument about the imperative of interdisciplinary
engagement within the topical focus and how such engagement defines the nature and scope
of the present collection. This finally leads the discussion to conclude with a summary of the
contributing articles
Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa
Experiences of facilitators regarding the extended curriculum programme offered at a higher education institution in the province of KwaZulu-Natal in South Africa
South Africa’s pedagogical transformation for participation in the global knowledge economy: Is it a panacea for modern development?
Needs assessment for vocational skills training for unemployed youth in eThekwini Municipality, South Africa
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