Gelyke onderwysgeleenthede met besondere verwysing na die implikasies daarvan vir onderwysvoorsiening in die RSA

Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1993.Een kopie mikrofiche.Full text to be digitised and attached to bibliographic record

Onderwysersopleiding in Afrika besuide die Sahara : 'n vergelykende studie

Tesis (M. Ed.) -- Universiteit van Stellenbosch, 1990.Een kopie mikrofiche.Full text to be digitised and attached to bibliographic record

Die wêreldrevolusie in die hoër onderwys en die verrekening daarvan binne die Suid-Afrikaanse konteks

Eerste gepubliseer op www.litnet.co.za. LitNet Akademies is LitNet se afdeling vir geakkrediteerde akademiese navorsingsartikels.Hierdie artikel fokus op die revolusie wat reeds sedert 1990 wêreldwyd in die hoër onderwys aan die gang is. Ten eerste is die doel van die artikel die kartering van hierdie internasionale hoëronderwysrevolusie. Tweedens is die doel om die hoëronderwysrekonstruksie in Suid-Afrika te vergelyk met die internasionale hoëronderwysrevolusie en om rekenskap te gee van die Suid-Afrikaanse konteks. Laastens is die doel om die Suid-Afrikaanse situasie te oriënteer volgens die buitelandse ondervinding ten einde die pad vorentoe vir hoëronderwyshervorming in Suid-Afrika te bepaal. Ten aanvang word die maatskaplike aandrywers van die internasionale hoëronderwysrevolusie bespreek, naamlik die demografie, ekonomiese groei, ekonomiese transformasie, die neoliberale ekonomiese revolusie, die inligtings- en kommunikasietegnologierevolusie, en demokratisering. Dit word gevolg deur ’n bespreking van die fasette van die hoëronderwysrevolusie: massifikasie; kompetisie en differensiasie; verskuiwing ten opsigte van befondsing en die opkoms van privaat- en korporatiewe universiteite; veranderende verhoudinge tussen die universiteit en die staat, en tussen die universiteit en die industrie; die opkoms van ’n bestuurskultuur en demokratisering aan universiteite en die impak daarvan op die akademiese professie; internasionalisering; en veranderinge betreffende inhoud en metodes van universiteitsonderrig. Wanneer veranderinge in die hoër onderwys in Suid-Afrika beskou word teen die agtergrond van die wêreldrevolusie in die hoër onderwys die afgelope twintig jaar, blyk dit dat Suid-Afrika in die meeste gevalle ’n omgekeerde hiërargie van prioriteite as die buiteland het, in die teenoorgestelde rigting as die buiteland beweeg, agter geraak het by internasionale ontwikkelinge, en die foute van die buiteland herhaal of selfs verdiep. Daar word aangedui dat al hierdie tendense onwys binne kontekstuele eise is. Ten slotte word enkele aanbevelings ter regstelling van die situasie gemaak.The world revolution in higher education viewed from the perspective of the South African context A higher education revolution is playing itself out worldwide in the post-1990 era, precipitated by the dawn of the knowledge economy (that is where the production of new knowledge has become the axial principle of economic organisation and growth) and where national competition in a globalised world underscores the centrality of the higher education project in national and international affairs. The aim of this article is threefold: • to map the international higher education revolution, including the societal drivers at the basis of this revolution and the dimensions, nature and extent of the resulting higher education revolution • to compare the reconstruction of higher education in South Africa with higher education reforms abroad after due factoring in of the South African context, to orientate the national higher education situation benefiting from the experience of higher education reform abroad, in order to map the road ahead for South African higher education. At least six interrelated societal drivers of international higher education can be distinguished, namely demography, economic growth, economic transformation, globalisation and the information and communications technology revolution, the neoliberal economic revolution and democratisation. International demographic trends include the population explosion (affecting higher education in the developing countries), the changing age profile and the increasing mobility of people. In slightly less than two decades, from 1990 to 2008, the world was the scene of one of the most sustained and forceful economic growth phases in history. The developed economies of the world are undergoing a transformation as they enter a new stage of economic development, namely a knowledge society, superseding the previous phases, which were successively a hunter and gatherer economy, an agricultural economy, an industrial economy and a service economy. Since 1990 a neoliberal economic revolution has developed in Western countries, from where it has rapidly spread to the countries of the East and of the global South. The empowerment of the individual by the information, communications and transportation technology revolutions, the demise of the once omnipotent central nation-state, and the wave of economic liberalisation have also resulted in a process of political democratisation, starting in the West, and spreading from there to the countries of the East and the global South. The dimensions of the resulting higher education revolution have been massification and democratisation, competition and differentiation, a shift in funding patterns and the rise of private and corporate universities, changing relations between university and state and between university and industry, rising managerialism at universities, the demand for relevance, a totally new professional working environment for academics, the restructuring of programmes and curricula, a new research agenda, and renewal of teaching methods

Eerstejaarstudente se belewing van leerderdissipline tydens praktiese onderwys

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Comparative education in primary teacher education in Ireland and South Africa

http://dx.doi.org/10.1016/j.tate.2009.10.01

Students' expectations of motivations for studying comparative education: a comparative study across nine countries in North America, Europe, Asia, Africa and Latin America

The aim of this research was to determine what comparative education students expect from comparative education courses. Students from nine countries in North America, Europe, Asia, Africa and Latin America were surveyed. These countries were the United States of America, Ireland, Greece, Bulgaria, Oman, Thailand, Tanzania, South Africa and Cuba. The results showed startling differences regarding students’ perceptions of and motivations for studying comparative education. Their diverse motivations, the study concludes, are linked to contextual factors. In conclusion the implications of these findings for comparative education course curricula, for the conceptualization of the significance of comparative education, and for the comparative education research agenda are highlighted.http://interesjournals.org/ER/pdf/2011/August/Wolhuter%20et%20al.pd

’n Gevallestudie van die bydrae van sendingonderwys tot die ontwikkeling van Afrika - omgekeerde spieëlbeeld van die stereotipiese uitbeelding in die literatuureerde spieëlbeeld van die stereotipiese uitbeelding in die literatuur

A case-study of the contribution of missionary education to the development of Africa - an inverse mirror-image of the stereo-typical depiction in the literature Scholarly literature, in general, depicts a predominantly negative image of missionary education in Africa. After a research visit to a missionary education complex in Zambia, it is the contention of the authors that at least judged from this case-study - this is a distorted and unfairly negative depiction. This article reports on the case study. The case study involved a study of the scholarly literature of missionary education, which was then contrasted with evidence gained from observations at the mission station of the case study and interviews with officials, lecturers, teachers and students at the mission station and leaders in the community in which the mission station is located. The study concludes that a defensible case could be made that education with a strong life- and worldview superstructure is a precondition for the modernisation and development of Africa and that missionary education - at least as done by the missionary organisation of this case-study - is ideally suited for providing such education

Skoolfase/Leerderouderdom as Faktor in Leerderdissipline in Suid-Afrikaanse Skole

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