South African education

Political and social instability over many years has led to a crisis in the South African education system. One of the crucial changes and challenges that the new democracy faces is to reconstruct a society and an education system that will be able to establish a culture con-ducive to ...

Learning ought to be supported by both in class activities and outdoor activities contributing to structuring knowledge. Outdoor activities allow children to actively participate and to learn by doing. Learning requires a lot of work and activities. These activities, which provide primary experiences, help children to change theoretical knowledge into practice, record it in the long-term memory, and create solutions to problems they encounter in daily life, based on what they have learned. Children, especially preschoolers, can record things into their long-term memory in learning environments which stimulate all the senses. Based on these ideas, this study was directed towards revealing effects of outdoor activities on cognitive, motor, linguistic and social-emotional development of preschool children. Thirty-five preschool children living in disadvantageous districts in İzmir, Turkey, and not being able to get education, were offered ten-week preschool education involving outdoor activities. This research was designed according to one group pre-test and post-test model. The results show that outdoor activities improved cognitive, linguistic, social-emotional and motor skills of preschool children.

Teacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering initial teacher education programmes are themselves a product of a schooling system in which many inequalities and marginalising practices are still prevalent. In this paper, we present an analysis of the extent to which prospective teachers' personal experiences within the schooling system influences their perceptions about the benefits and drawbacks of two common organisational arrangements made for learners who experience barriers to their learning. The analysis of empirical data from a questionnaire and individual interviews reveals that participants who had personally observed or experienced such arrangements had fixed views about their benefits or drawbacks. We consider the implications of this finding for teacher education programmes that seek to produce teachers who can teach inclusively in the complexities of South African schools.

Guided by an interpretivist paradigm, the qualitative case study reported on here provided insight into the points of view of 9 foundation phase teachers on whether they believed that Response to Intervention (RtI) could be a viable approach to implement within their own school context. A semi-structured, focus group interview was conducted to explore the participants’ views regarding the viability of RtI for their school. Through exploring these teachers’ views, we aimed at initiating further research into whether RtI could potentially be a viable approach to assessment and intervention within a South African context. The findings suggest that the participants envisioned numerous challenges in the implementation of RtI within their school context. These challenges related to a lack of resources and challenges associated with the curriculum. The participants envisioned such challenges as potentially preventing the effective implementation of RtI and, therefore, decreasing its viabil...

Online-supported teaching and learning is a technological innovation in education that integrates face-to-face teaching in plenary lectures, with an online component using a learning management system. This extends opportunities to students to interact with one another via online chats in the process of transacting their learning. There is a need to understand how South African students experience these technologies, where many students encounter them for the first time at higher education level. We are yet to understand variations in students' experiences of online support and how it has influenced their learning. This article explores students' experiences of learning using online chats in Business Management Education. The qualitative component of this mixed-methods research draws on the tenets of phenomenography. Fifteen participants from a Business Management Education class of 156 students enrolled in a Bachelor of Education programme were sampled using phenomenographic approach. Qualitative data sources included personal reflective journals, focus group discussions and individual interviews, and questionnaires were circulated to the respondents. A quantitative component was subsequently implemented to validate the qualitative findings. Analysis of the data revealed that participants viewed online chats as learning contexts in qualitatively different ways.

This paper reports on the analysis of the voluntary uptake and use of the Nokia Mobile Mathematics service by 3,957 Grade 10 learners. It measures the effect of the service on the school Mathematics attainment of 1,950 of these learners over one academic year. The study reveals that 21 % of Grade 10 Mathematics learners voluntarily and regularly made use of this mobile learning resource outside of school time, with little involvement from their teachers. We found that across the group of 1,950 learners, there was an average decline in Mathematics attainment from Grade 9 to Grade 10 of 15 percentage points. We further found that there was a significant difference in the percentage point shifts of the group of non-users (zero questions), where there was a mean decline of 19 percentage points compared to the group of regular/extensive users (151+ questions), where the mean decline was 11.5 percentage points. This difference in means was significant (t (1344) = 8.0, p = 2.2 x 10-15), wi...

This conceptual article explores self-directed localized open educational practices for a decolonized South African higher education curriculum. From the historical context, language demography and especially due to student protests regarding the curriculum the need for a decolonized South African curriculum is evident. In this article, an overview is presented about the context-specific issues in relation to decolonization and language. It is proposed that in order to move towards a decolonized South African curriculum, there should be a self-directed learning approach to open educational practices which would involve carefully planned and supported localization efforts. This process also implies acknowledging both internal and external localization as done in a structured or even student-driven manner. Furthermore, localization means drawing on translations study theories pertaining to specifically dynamic equivalence. This approach would require increasingly accommodating languages other than English in the higher education context and as such language attitude planning efforts are needed. Finally, open educational practices would require an open ongoing process which provides agency to South African teachers and students to use the language of their choice to engage with content applicable and relevant to their contexts. In addition, this would imply including indigenous knowledge in order to address the needs of a decolonized curriculum. In conclusion, this article presents some practical recommendations towards self-directed localized open educational practices for a decolonized South African higher education curriculum.

Participatory educational research is generally characterised by a commitment to making a difference in the lives of those who participate in the research and more broadly, to promoting social transformation. This suggests a potentially fruitful synergy between participatory educational research and the multidisciplinary body of academic work on generativity as a human capacity that has at its core a desire to contribute to the well-being of others. As a research team of teacher educators from diverse disciplinary backgrounds, we seek to add an alternative dimension to current debates on participatory educational research by focusing on understanding the 'how' and 'what' of generativity in a participatory research process. The research question we address is: How does/can engagement in participatory educational research facilitate generativity? While participatory research literature often concentrates on collaboration between researchers and 'researched' communities, we are taking a reflexive stance by exploring our own participation in our dual roles as university community members and as researchers studying our colleagues' experiences in relation to integration of Human Immunodeficiency Virus (HIV) & Acquired Immunodeficiency Syndrome (AIDS)-related issues in university curricula. We describe how our use of the visual method of storyboarding facilitated insight into generativity in participatory educational research. Building on an earlier concept of generativity, we identify and discuss significant generative features of participation, playfulness, passion, and perspicacity in our research process.

The purpose of this study is to determine the direct effect of intrinsic and extrinsic motivation on learning behaviour; the direct effect of intrinsic and extrinsic motivation and learning behavioural on learning achievement; the indirect effect of intrinsic and extrinsic motivation from learned behaviour to learning achievement; and the influence of intrinsic and extrinsic motivation and learning behaviour on the learning achievement of the biology education department students of FKIP Undana. This is a correlation study, consisting of three independent variables and one dependent variable. Data collection was done by a questionnaire and a document of learning achievement. Data were analysed descriptively and inferentially with path analysis. The results show that intrinsic motivation has a direct effect on learning behaviour, and that both directly affect learning achievement; intrinsic and extrinsic motivation and learning behaviour jointly affect the learning achievement of the students of the biology education department.

Presently, a plethora of instruments designed to assess a mathematical skill, disposition, or competence prevail in South Africa. Yet few of them adhere to the basic requirements of the unidimensionality and invariance of measures. The Marko-D is a mathematical instrument designed to test learners between the ages of 4 and 8. The instrument, thus far, appears to adhere to the central tenets of fundamental measurement, which hold that a test should be invariant across different groups of people and that it should measure a single variable to a level of pre-cision that is useful practically and theoretically. The Marko-D was used to assess the mathe-matical competence of 249 foundation phase pupils. Even though we cannot conclude at this stage that the Marko-D satisfies the requirements of invariance and unidimensionality com-pletely, this study provides an elucidation of the need for invariant assessments in South African education.

The main focus of this study was whether and how provision is made to enhance the quality of education in the Foundation Phase. After a case study investigation into a primary school and its view on quality assurance and interviews with the Department of Education: Eastern Cape province it became apparent that more research in to the q uality assurance aspect of primary schools is needed. The term "quality assurance" needs to be discussed and understood, and facilitators and managers at schools need to have a clear view of where they are going before ownership can be taken of teaching and learning. School principals should be in volv ed in the qu ality assuran ce process at all levels and facilitators should b e engaged in a process of self-evaluation in order to en sure quality in their teaching and learnin g. Certain quality assurance mechanisms and procedures should b e established at schools in order for all stakeholders to take responsibility for their own quality improvement, by being more accountable for their failures, to achieve the required results in their teaching.

Many schooling systems do not fulfil their mandates because of poor m anagement and leadership. Similarly, the rigidity that one finds in schools does not only stunt schools' capacity to develop, but also leads to schools that are dysfunctional and u np rodu ctive. As a re sult, in cou ntries where there is universal transformation, efficacious management and leadership are elevated to the highest rostrum. In this paper I aim at investigating the necessity for professional development of school principals.

Assessing the abilities of learners with barriers to learning (BtL) is particularly difficult in the case of learners with severe physical difficulties or those who have little or no functional speech. We focus on the use of different types of assessment concessions as a basis for the development of more reliable assessments for those learners who are unable to participate in general assessment procedures. As the term assessment generally refers to a broad concept, including different types of evaluation procedures and strategies, we use the term assessment task in order to focus on a specific assessment tool as part of the process of providing access for learners with impairment to general assessment procedures. The requirements for different types of assessment concessions are contrasted, i.e. accommodations, adaptations, and modifications. A classification system for assessment concessions is critically discussed and strategies for further research are indicated.

The notion of pedagogy of hope has been conceptualised and symbolised as a significant conciliatory and propelling vision for the University of Stellenbosch. Yet few representations of hope engage with the historical and theoretical roots of this notion. These perspectives are crucial to understand in order to provide a foundation on which to build a vision for an institution such as Stellenbosch University, given its past racialised history. This article uses bell hooks' writings on the pedagogy of hope to examine a curriculum project ...

Participatory educational research is generally characterised by a commitment to making a difference in the lives of those who participate in the research and more broadly, to promoting social transformation. This suggests a potentially fruitful synergy between participatory educational research and the multidisciplinary body of academic work on generativity as a human capacity that has at its core a desire to contribute to the well-being of others. As a research team of teacher educators from diverse disciplinary backgrounds, we seek to add an alternative dimension to current debates on participatory educational research by focusing on understanding the 'how' and 'what' of generativity in a participatory research process. The research question we address is: How does/can engagement in participatory educational research facilitate generativity? While participatory research literature often concentrates on collaboration between researchers and 'researched' communities, we are taking a reflexive stance by exploring our own participation in our dual roles as university community members and as researchers studying our colleagues' experiences in relation to integration of Human Immunodeficiency Virus (HIV) & Acquired Immunodeficiency Syndrome (AIDS)-related issues in university curricula. We describe how our use of the visual method of storyboarding facilitated insight into generativity in participatory educational research. Building on an earlier concept of generativity, we identify and discuss significant generative features of participation, playfulness, passion, and perspicacity in our research process.

The globalization and digital environment are essential characteristics of today's rapidly changing world. Inevitably, learning and teaching facilities are under the impact of such changes. As indicated by O'Reilly (2005), web 2.0 tools have become popular. Such tools make use of social networking sites like Twitter and Facebook in addition to Wikipedia and YouTube in which visitors can contribute to the content of the web sites. Previously, individuals' intention when using the Internet may simply have been to surf in order to retrieve information. Such a one-way communication facility requires little interaction with the content of a web page. However, with the democratisation of the Internet web 2.0 tools now provide social connection and allow Internet users to take part in the presentation of materials-such as uploading photos and videos along with publishing personalised blogs and messages by means of social networking sites. The advantages provided by social media and web 2.0 tools may also contribute to contemporary educational facilities. Although this seems to be advantageous in terms of providing alternative education facilities, the long-term implications of such interactions require investigation. Inquiry into the education implications of technological developments promises interesting knowledge contributions for a range of education-related domains. For instance, the simplicity of retrieving information from the Internet has increased concerns related to plagiarism in learners' assignment submissions (e.g. Sentleng & King, 2012). Consequently online plagiarism detectors, such as Turnitin, emerged as prominent quality assurance structures in assessment. Educational research is also required to interrogate the intersections of design needs for innovative and effective learning environments. Technological developments seem to have both simplified and complicated instructional processes and experiences of teachers and students. Instructional technologies used in classrooms have to align with the dynamic trend of change synonymous with a technological era. The use of interactive boards is one such example. In a neo-liberalist marathon, schools compete to replace outdated blackboards with popular interactive boards (Beauchamp, 2004). To effectively benefit from such instructional technologies, teachers need evidence-based training about the utility of interactive boards.

In this study I use the notion of 'capabilities poverty', as theorised by Sen, to exam ine the experiences of learners attending inform al settlem ent schools in NorthWest Province, South Africa. Sen distinguishes between functionings (what people do or their ability to do som ething) and capabilities (various com binations of what people do, their notions of freedom, what life opportunities they may have). The study was based on a sample of respondents from four schools in the Sarafina informal settlement in Ikageng township in the municipal district of Tlokwe (Potchefstroom). It captured some com plexities of schooling within South Africa's dem ocratic educational fram ework and clearly exposed the manifestations of capabilities poverty. The precise location of capabilities poverty within the plethora of poverty approaches presents educational research with a reality check when looking at informal settlement schools. The study revealed a multiplicity of barriers for informal settlement learners that prevent them from choosing the educational experience they value and contributes to research into the nuanced nature of the interface between poverty and schooling.

With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant category, the test used for those in the junior school category was not effective enough and most teachers had limited knowledge of dyslexia. We recommend the development of a variety of culturally sensitive assessment tools for infants as well as the junior school category. We also recommend that early diagnosis for early intervention and continuous professional development of teachers to keep abr...

Education is the most powerful weapon which you can use to change the world" (Nelson Mandela, 1994) Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be empowered to effectively deal with challenges facing them in the 21st century. Using qualitative research, this study explored the importance of promoting a culture of professional development that will prepare principals to confront education challenges and obstacles facing them. Fifteen principals were selected to determine their perceptions and experiences of how they were prepared and professionally developed to lead and manage schools. Findings revealed that in South Africa, there is no formal preparation for aspiring or practicing principals taking on leadership and management positions, and very few in-service professional development programmes are available. There is a dire need for education authorities to introduce compulsory training and development programmes for aspiring and practicing school leaders to lead and manage their schools successfully.

During Apartheid, language was used to make education exclusive and since the end of
Apartheid it has continued to create learning challenges in the classroom.  Policies such as The South African Schools Act (Act No. 37 of 1997) and the South African Constitution sanctified the desegregation of schools in South Africa and, in turn, created the opportunity for previously disadvantaged students to attend the public school of their choice. Many students then, and now still struggle with language as a learning barrier in the classroom

Many schooling systems do not fulfil their mandates because of poor m anagement and leadership. Similarly, the rigidity that one finds in schools does not only stunt schools' capacity to develop, but also leads to schools that are dysfunctional and u np rodu ctive. As a re sult, in cou ntries where there is universal transformation, efficacious management and leadership are elevated to the highest rostrum. In this paper I aim at investigating the necessity for professional development of school principals.

This paper is a secondary analysis, using data from the South African 2015 cycle of the Trends in International Mathematics and Science Study (TIMSS). TIMSS is a trend study that assesses Mathematics and Science achievement and is designed to measure changes in the education system over time. The participants of the study included 12,514 learners from 292 schools, where a national sample of schools and learners are selected, making the study nationally representative. A multiple regression was conducted to respond to the main aims of the study, which is, firstly, to investigate the association between school climate and the prevalence of bullying in schools. Secondly, to determine if the socioeconomic status of the school is associated with incidences of bullying at the school. The results show that learners are less likely to be bullied when they feel a sense of belonging to the school they attend, they are confident, and when they are constantly engaged in the classroom. A significant gender bias exists where boys are bullied more often than girls. It has also been found that students who are often bullied obtain a significantly lower score in Mathematics than their counterparts. The findings demonstrate the need for schools to monitor the nature and frequency of bullying, so that targeted interventions can be designed, implemented and monitored on a regular basis.

An attempt is made to assess the effect of human resource diversity in South Africa and provide strategies for managing such diverse institutions. A pilot study using questionnaires was conducted to determine the circumstances surrounding workforce diversity in a number of educational institutions. Thereafter, qualitative interviews provided in-depth perspectives on issues such as individualism vs. collectivism, gender, assumptions, attitudes and affirmative action measures. The data emerging from the investigation provided clear guidelines for handling diversity in institutions and suggest the necessity for creating an understanding and recognition of differences, providing for reward and support and for developing a sound diversity management strategy.

Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children's education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.

The development and validation of an instrument for establishing the perceived INSET needs of teachers of Mathematics, Physical Science, and Biology in Limpopo province, South Africa, and their pertinent demographic details are described. The instrument was modified from the Science Teacher Inventory of Needs (STIN-3) developed by previous workers. STIN-3 was adapted for use in the educational context of Limpopo province in collaboration with important stakeholders in Mathematics, Physical Science, and Biology education at the provincial and national level. The stakeholders commented on the appropriateness or otherwise of items, suggested additional items, and assessed the clarity of items and instructions for completing the questionnaire. An English Second Language expert inspected the instrument to make its language demands appropriate for the target audience. The resulting Science Teacher Inventory of Needs for Limpopo Province (STIN-LP) was pilot-tested on 132 teachers in the su...

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

ADHD is one of the most common chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD. The aim of this study was to examine primary school teachers' knowledge of the symptoms and management of children in their classrooms who were diagnosed with ADHD. The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in Grades One to Four. A self-administered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS), which measures the misperceptions and understanding of the disorder, was used to collect the data. The results indicated that overall, 45% of the teachers correctly identified the responses to the items asked in the questionnaire. The "don't know responses" accounted for 31% of responses, while 22% of the responses were incorrectly identified. Furthermore, teachers were more knowledgeable of the general associated features of ADHD than of symptoms, diagnosis and treatment. A majority of teachers indicated that they had received training. These findings suggest a need to consider improving evidenced-based classroom interventions for ADHD among South African teachers.

English summary:

Multilingualism is a reality in South African classrooms. The Constitution of South Africa (Act 108 of 1996) and the national language policy recognize language rights and aims at supporting, promoting and developing the official languages. However, despite the advantages of mother tongue education, English is often chosen as language of learning and teaching at the cost of the African official languages. This study proposes the accommodation and promotion of multilingualism through blended learning.

Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with other forms of instruction such as online learning and teaching. Through a discussion of asynchronous and synchronous learning tools it was established that wikis would be used for this study. In terms of blended learning and learning theories the main emphasis in this study is on socio-constructivism as well as communal constructivism.

The empirical research in this study focused on the establishment and testing of a conceptual model for the accommodation and promotion of multilingualism through blended learning in the subject IT. The research took the form of a sequential embedded mixed methods design. Both quantitative and qualitative approaches were used. A questionnaire was used with IT teachers to investigate the language and blended learning context. This was followed up with qualitative research in the form of interviews aimed at provincial and national experts in terms of the subject IT and e-learning. Based on the literature and these two investigations, a conceptual model was developed. The conceptual model’s effectiveness was tested through a quasi-experimental study. A questionnaire was also completed by the respondents at the schools after the completion of the study. Through the testing of the effectiveness of the conceptual model it was found that multilingualism could successfully be accommodated and promoted through this conceptual model.



Afrikaans summary:

Meertaligheid is ’n werklikheid in Suid-Afrikaanse klaskamers. Die Grondwet van Suid-Afrika (Wet 108 van 1996) en die nasionale taalbeleid erken taalregte en het die ondersteuning, uitbreiding en ontwikkeling van die amptelike tale ten doel. Hierteenoor, ten spyte van die voordele van moedertaalonderwys, word Engels dikwels as taal van onderrig en leer gekies ten koste van die Afrikatale wat amptelike tale is. Hierdie studie stel die akkommodering en uitbreiding van meertaligheid deur gemengde leer voor.

Gemengde leer verwys na die mengsel van tradisionele onderrigmetodes, soos gesig-tot-gesig-onderrig, met ander vorme van onderrig soos aanlynonderrig en -leer. Deur ’n bespreking van asinchrone en sinchrone leertegnologie is bepaal dat wiki’s vir hierdie studie gebruik sal word. Met betrekking tot gemengde leer en leerteorieë was die fokus van hierdie studie op sosio-konstruktivisme sowel as gemeenskapskonstruktivisme.

Die empiriese navorsing van hierdie studie het op die daarstelling en toetsing van ’n konseptuele model vir die akkommodering en uitbreiding van meertaligheid deur gemengde leer in die vak IT gefokus. Die navorsing was in die vorm van ’n sekwensiële, insluitende gemengde metode ontwerp. Beide kwantitatiewe en kwalitatiewe benaderings is gevolg. ’n Vraelys is aan IT-onderwysers gestuur om die konteks in terme van taal en gemengde leer te bepaal. Dit is opgevolg deur kwalitatiewe navorsing in die vorm van onderhoude met die provinsiale en nasionele kenners van die vak IT en e-leer. Op grond van die literatuur en die twee ondersoeke is ’n konseptuele model ontwikkel. Die konseptuele model se effektiwiteit is gemeet deur middel van ’n kwasi-eksperimentele studie. ’n Vraelys is ook deur die respondente by die skole voltooi nadat die studie voltooi is. Daar is, na aanleiding van die toetsing van die effektiwiteit van die konseptuele model, bevind dat meertaligheid suksesvol deur die konseptuele model geakkommodeer en uitgebrei kan word.

This paper investigates the underlying causes of financial mismanagement in public schools and focuses on the perceptions of various role players in the Limpopo Province of South Africa. The various Departments of Basic Education in South Africa allocate funds to schools each year, and expect school principals and school governing bodies to manage it appropriately. The problem is that in some schools, the principals, teachers and school governing body members are perpetrators of various financial mismanagement activities related to financial mismanagement. This article reports on qualitative research used to arrive at an in-depth understanding of why financial mismanagement occurs in certain schools. For this purpose, data was collected through semi-structured interviews with principals, finance officers and departmental officials and analysed thematically. The findings revealed a lack of knowledge of legislation and skills, poor monitoring and control of funds, unavailability of financial policies in schools, omission to act against culprits, and lack of honesty, openness and trustworthiness. The article proposes remedies that might bring financial management in public schools in line with the principles of good governance.

The collection of the preceding contributions to this volume are evidence of the multiple challenges faced by students and teachers-practitioners in South Africa’s linguistically and culturally diverse classrooms. Chief amongst them is the inadequate development of many students’ literacy and academic language proficiency, manifested in dismal reading scores and matriculation results. While challenges inherent in multilingual classrooms are a staple of schools throughout the world, one uniqueness of the South African scenario resides in many students’ having to switch to new languages of instruction at successive levels of their education.
This concluding chapter commences with a succinct portrayal of the language policies in the country and its education system, and a critical synthesis both of the multiple transitions during the scholastic process and the educational challenges inherent in the system. The subjective selection of issues deemed most vital and critical in the education landscape of the Motherland will then expand into a discussion of school realities and challenges that are not exclusive to South Africa, but which are experienced by all countries and educational institutions bringing together people from diverse cultural and linguistic backgrounds.
Since this is by no means a given in mainstream language policies and practices, we shall subsequently present the rationale behind the maintenance, development, and principled in-class use of students’ home (and other) languages and dialects. Such considerations beg the question of an appropriate course of action. One that naturally presents itself as well-suited in this context is the theoretical stance, set of communicative practices, and pedagogical approach that have collectively been referenced under the umbrella term of translanguaging. The philosophy is explicated, followed by proposals of compatible techniques and strategies for linguistically diverse classrooms, as well as a set of additional recommendations which, whilst not pertaining to the translanguaging ideology per se, are believed to be potentially relevant to and beneficial for South African and other heteroglossic classroom contexts.
Although the concept of translanguaging has now gained world recognition and popularity in the scholarly literature and among teachers ‘on the ground’, its interpretation and implementation are by no means without problems and limitations. The chapter concludes with recommendations of critical, reflective plurilingual pedagogies that always take into account the circumstances and ecologies of the classroom and the subjectivities of the students.

Can we afford to wait any longer? Pre-school children are ready to learn mathematics Abstract South African students' poor mathematics performance on national and international tests can be attributed to the gap the children begin schooling with from different socio economics homes. Wright et al assert that this gap continues to grow the longer students are in school. Early childhood research highlights the significant educational gains of exposing young children to quality, structured mathematical play or activity that goes beyond what is learned within the family and community. South Africa has high levels of poverty and inequality and also has tremendous difficulties in overcoming these inequalities. Most provision of quality pre-school education is private, self-funded and not targeted to poor children resulting to different levels of mathematics readiness prior entry to primary school. This paper argues for quality mathematics interventions, longitudinal studies on impact o...

The government's educational reforms since 1994 have focused on equity and redress. Redressing historical imbalances and achieving equity are fundamental policy mechanisms in attempts to restructure South African education. This aspiration is demonstrated in many education policies including the National Norms and Standards for School Funding (NNSSF) policy. While inequalities in resource allocation from the state have been removed, inequalities persist due to the inability of the state to provide free education to all, parents' inability to pay user-fees, the unavailability of qualified teachers in rural schools and unfavourable learner-teacher ratios. A quantitative research was conducted to investigate the implications of the NNSSF policy on equity in public schools in the Tshwane West District of the Gauteng Province. Based on the three first order factors derived from the first analytic procedure, namely, "The effective financial management", "The management of equity issues" and "Access to educational resources", it was found that despite substantial government interventions in the education system, equity has not been fully realised.

Abstract
This paper uses the way in which the C Major scale is presented in the most recent
iteration of the curriculum in Grade 6 to illustrate some of the curriculum’s
fundamental limitations and that of the ‘back to basics’ call with which it has been
closely associated. The paper subjects aspects of the Creative Arts/Life Orientation
and Social Sciences curriculum to a close textual scrutiny, arguing that the so-called
Curriculum Assessment Policy Statement (CAPS) is not really ‘basic’ at all.
Furthermore, with regard to Music and History education, at least, the authors
contend that ideologically and pedagogically it hardly represents an advance over
the kind of authoritarian curricula that prospered under apartheid. Little remains
of the immediate post-apartheid impetus behind curriculum-makers’ attempts to
cut the traces with apartheid precedents. The authors contend that CAPS, in an
environment of public anxiety and hasty political calculation, has fallen back on
Eurocentric ideas of what constitutes knowledge and an unproductive pedagogy
that is, in some ways, an unavoidable consequence of this regression.
Keywords: Curriculum; CAPS; Music education; music literacy; History
education; Intermediate Phase; Motshekga; back to basics; Bantu Education

Mathematics is a key subject necessary to the promotion of economic development, particularly in developing countries; however, South African learners perform poorly in Mathematics when benchmarked against their counterparts in other countries. One way to address this issue is by taking cognisance of the learners' learning styles when teaching. Using the Dunn and Dunn model and the VARK model, the study on which this article is based explored the interrelationships of Mathematics achievement and seven learning styles, as well as the learning styles of high and low achievers. To this end, the investigation employed a mainly quantitative research design involving 240 learners from one secondary school in the NorthWest Province. The learners completed a structured questionnaire. Among others, the results revealed that an individual learning style correlated the highest with Mathematics performance. Through follow-up interviews with 10 high achievers, the study also found that context influenced learning style preferences: in addition to individual learning at home, high performers preferred reading/writing and group learning in the classroom. The study recommends that teachers should create a positive learning environment at school, and use teaching methods that accommodate a variety of learning styles. Further research is needed to determine the impact of demographic variables on learning style preferences in Mathematics.

As the most stigmatised epidemic in historythe human immunodeficiency virus and acquired immune deficiency syndrome (HIV/AIDS) have proven to be a fierce challenge to humanity. The stigmatisation associated with the HIV/AIDS pandemic continues to destroy societies worldwide. The present study was designed to explain the challenges faced by teachers living with HIV. Transformational and ethics of care theories framed this research study. A narrative research design rooted in social constructivism was used to gather qualitative data. The data were analysed using qualitative content analysis, where descriptive, process, and emotion codes were used to interpret the data. Key findings speak to affected teachers' social exclusion, stigmatisation and discrimination, inadequate care and support, physical debilitation as well as psychological stress and depression. All these conditions resulted in teachers being unable to perform their tasks at optimal level in South African schools.

This article describes phases of post-lesson reflective dialogues that were enacted by secondary school mathematics student teachers with their peers. Five pairs of student teachers on 12 weeks of teaching practice provided data through lesson assessments, post-lesson reflective dialogues, and end-of-teaching-practice reflective interviews. A cognitive theory of collaborative reflection with a peer that encapsulates phase characteristics of a post-lesson reflective dialogue is proposed. Dialogue at each of the phases of the theory may not easily change student teachers' conceptions of teaching, but could provide a platform and structure for reviewing, modifying, or even maintaining teaching cognitions. While the older and more familiar 'apprenticeship' models are based on an expert teacher coaching a novice student teacher instructional skills, this fresh 'social' model is based on novice student teachers and their peers coaching each other teaching skills. An important implication of this observation is that current discourse on strategies for improving the quality of student teaching may move towards a consideration for a fresh school attachment model.

There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and man agers if the y are to provide the best po ssible edu cation f or their learn ers. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective prin cipa ls and su pp ort from other senior an d m iddle managers. While the need for eff ective leaders is widely ack nowledged, there is much less certainty about which leadership behaviours are most likely to produce favourable outcomes. I examine the theoretic al u nd erpinn ing s f or the fie ld of ed uc atio na l lead ersh ip and management, assess different leadership models, and discuss the evidence of their relative effectiveness in developing successful schools.

This conceptual article explores self-directed localized open educational practices for a decolonized South African higher education curriculum. From the historical context, language demography and especially due to student protests regarding the curriculum the need for a decolonized South African curriculum is evident. In this article, an overview is presented about the context-specific issues in relation to decolonization and language. It is proposed that in order to move towards a decolonized South African curriculum, there should be a self-directed learning approach to open educational practices which would involve carefully planned and supported localization efforts. This process also implies acknowledging both internal and external localization as done in a structured or even student-driven manner. Furthermore, localization means drawing on translations study theories pertaining to specifically dynamic equivalence. This approach would require increasingly accommodating languag...

ADHD is one of the most common chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD. The aim of this study was to examine primary school teachers' knowledge of the symptoms and management of children in their classrooms who were diagnosed with ADHD. The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in Grades One to Four. A self-administered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS), which measures the misperceptions and understanding of the disorder, was used to collect the data. The results indicated that overall, 45% of the teachers correctly identified the responses to the items asked in the questionnaire. The "don't know responses" accounted for 31% of responses, while 22% of the responses were incorrectly identified. Furthermore, teachers were more knowledgeable of the general associated features of ADHD than of symptoms, diagnosis and treatment. A majority of teachers indicated that they had received training. These findings suggest a need to consider improving evidenced-based classroom interventions for ADHD among South African teachers.

This paper utilises two dimensions of Legitimation Code Theory, Specialisation and Semantics, to describe and analyse aspects of the poetry pedagogy of a South African home language subject English teacher. The Specialisation analysis illuminates how, while the lesson is oriented towards social relations in its focus on cultivating learners' literary gaze, the teacher's pedagogy exhibits varying emphases on epistemic relations and social relations in different phases of the lesson. These concepts facilitate more precise description of the pedagogy, which assists in clarifying and explicating the nature of the pedagogy of a teacher working with a cultural heritage orientation to literary instruction. Analysis within the Semantic dimension enables the tracking of pulses of shifts in abstraction and particularity through the lesson. This highlights the ways in which the teacher moves between more and less abstract and concrete forms of knowledge, which implicitly models ideational networks required for higher levels of close textual analysis.