Children's daily travel to school in Johannesburg-Soweto, South Africa: geography and school choice in the Birth to Twenty cohort study

This paper has two aims: to explore approaches to the measurement of children’s daily travel to school in a context of limited geospatial data availability, and to provide data regarding school choice and distance travelled to school in Soweto-Johannesburg, South Africa. The paper makes use of data from the Birth to Twenty cohort study (n=1428) to explore three different approaches to estimating school choice and travel to school. Firstly, straight-line distance between home and school is calculated. Secondly, census geography is used to determine whether a child's home and school fall in the same area. Thirdly, distance data are used to determine whether a child attends the nearest school. Each of these approaches highlights a different aspect of mobility, and all provide valuable data. Overall, primary school aged children in Soweto-Johannesburg are shown to be travelling substantial distances to school on a daily basis. Over a third travel more than 3km, one-way, to school, 60% attend schools outside of the suburb in which they live, and only 18% attend their nearest school. These data provide evidence for high levels of school choice in Johannesburg-Soweto, and that families and children are making substantial investments in pursuit of high quality educational opportunities. Additionally, these data suggest that two patterns of school choice are evident: one pattern involving travel of substantial distances and requiring a higher level of financial investment, and a second pattern, involving choice between more local schools, requiring less travel and a more limited financial investment

Piketty comes to South Africa

One of the most valuable features of Capital and Ideology is its concern to take history seriously and consider how the eme

Education for Sustainable Development and retention: unravelling a research agenda

This paper considers the question of what education for sustainable development (ESD) research might signify when linked to the concept of “retention”, and how this relation (ESD and retention) might be researched. It considers two different perspectives on retention, as revealed through educational research trajectories, drawing on existing research and case studies. Firstly, it discusses an ESD research agenda that documents retention by focusing on the issue of keeping children in schools. This research agenda is typical of the existing discourses surrounding Education for All (EFA). It then discusses a related ESD research agenda that focuses more on the pedagogical and curricular aspects of retention, as this provides for a deeper understanding of how ESD can contribute to improving the quality of teaching and learning within a wider EFA retention agenda

Nelson Mandela on leadership and the role of the churches : an interview : words from leaders

In October 2002 the editor of Die Kerkbode, official newspaper of the Dutch Reformed Church (N G Kerk) paid a visit to ex-president Nelson Mandela. He talked about his life, leadership, as well as the challenges to the churches in our day. His gracious remarks on the role of the Dutch Reformed Church is of special significance, in view of the fact that during many years the church not only supported the policy of Apartheid, but provided a theological argument for doing so. During the 1990s the church, on a number of occasions, confessed guilt in this regard. Dr Frits Gaum, editor, provided a transcript of the interview to Verbum et Ecclesia for this special edition on leadership.http://explore.up.ac.za/record=b152516

Examining the rights of children with intellectual disability in South Africa: Children's perspectives

BACKGROUND. Human rights provide fundamental conditions for people to maintain dignity and selfdetermination and protect a nation’s most vulnerable citizens. In South Africa, children with intellectual disability who experience socioeconomic disadvantage may be particularly vulnerable due to their cognitive impairments and inability to garner needed resources. METHOD. The perceptions of children with intellectual disability regarding their access to basic amenities in their home environments were examined to determine whether their positive human rights were met. Risk factors were examined in relation to these perceptions. RESULTS. The results suggested that participants generally reported high degrees of access to basic resources. Logistic regressions suggested socioeconomic risk factors (e.g., income, education, household size, relationship status) were negatively related to children’s reports of access to food and their own beds and positively related to having someone available to explain confusing concepts to them. CONCLUSIONS. The positive human rights of children living in high risk environments should be monitored to ensure all South Africans have their rights met.http://www.tandfonline.com/loi/cjid20hb201