48 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
The role of Parliament in promoting active citizenship in relation to the Grade 11 Life Orientation in the South African curriculum
The Parliament of the Republic of South Africa plays a pivotal role in promoting active
citizenship to ensure the deepening of democracy. This article, as based on the study by
Arendse, explored the extent to which Parliament as a key participatory institution promotes
active citizenship in relation to the Grade 11 Life Orientation (LO) curriculum in South Africa.
A qualitative, interpretive approach was employed. However, data were gathered through the
crystallisation approach using different methods of gathering data such as document study,
questionnaires and focus group interviews, which involved 461 Grade 12 LO learners who had
completed the Grade 11 LO curriculum during 2012 and seven LO educators. The findings
suggest that there is: (1) lack of exposure, knowledge and understanding about Parliament;
(2) lack of public education programmes and initiatives about Parliament; and (3) limited
information about Parliament in the LO curriculum
Mother-tongue education in a multilingual township: Possibilities for recognising lok’shin lingua in South Africa
Abstract: Background: Mother-tongue education in South African primary schools remains a challenge to policymakers. The situation is problematic in multilingual lok’shin (township) schools where the lok’shin lingua is not recognised as ‘standard’ language. This article raises the controversial possibility of positioning of lok’shin lingua in a formal education langscape. Objectives: The article’s first purpose is to highlight recent international and local research which depicts controversies surrounding mother tongue instruction in primary schools. The second purpose is to conceptualise lok’shin lingua as a dialect present in children’s everyday vocabulary..
The Relationship Between Science Teachers' Understandings of the Nature of Science and their Classroom Practices
Comparative and international education: a tool for powerful global impact available to South African scholars
No abstract available