By: Wired Space (Mohamed, Zaakirah) Abstract Although school readiness assessment has proven to be useful, it is surrounded by controversy especially within the South African context (Amod & Hatfield, in press). To determine if a learner is ready for school of pivotal importance as it affects his or her performance in later years ()Mazjub
By: SA Journal of Education (Petro Marais and Corinne Meier) Since the passage of legislation banning corporal punishment in South African schools, disruptive behaviour in schools has become an issue of national concern. Against this background a research project was undertaken in which the types and causes of disruptive behaviour occurring most frequently in
By: Department of Basic Education The Report on the Annual National Assessment (ANA) of 2014 presents to the South African public the performance of learners in the General Education and Training (GET) band who were assessed in Numeracy and Literacy using a nationally standardised test. During the week of 16 to 19 September 2014,
Primary Teacher Imagination: The Emergence of Identities through Participation in a Numeracy Community of Practice
The paper investigates how primary teachers learn and negotiate their numeracy teacher identities through participation in an in-service community of practice-informed teacher professional development programme (NICLE). The study is informed by a situated theory of learning (Lave and Wenger, 1991) and Wenger’s (1998) Community of Practice theory. The paper draws on data obtained from interactive
By: Ursula Hoadley (University of Cape Town) A Review of the Classroom-Based Research Literature Introduction This document reports the findings of a review of classroom-based studies in order to discern what the existing knowledge base around teaching and learning is in South African primary schools. The review forms the background to the WCED Grade
The Implications of the National Norms and Standards for School Funding Policy on Equity in South African Public Schools
By: Department of Education Leadership and Management, University of Johannesburg, South Africa (Raj Mestry and Raymond Ndhlovu) 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
By: Department of Basic Education Becoming a teacher Do you want to make a difference? Then become a teacher. Teaching is a noble profession that requires passion, commitment, tolerance, perseverance, character and the dedication to make a difference in the lives of a diverse group of young and older children, depending on your choice
By: PRAESA (Somikazi Deyi) Abstract (Isishwankathelo) The view that learning in the students’ first language is of significance for concept development can be linked to the importance of the language of learning and teaching. This is highlighted in government policies such as the Ministerial report for the Development of African Languages (DoE:2005). On the
The Collection & Recording of Xhosa Oral Material in the Form of Rhymes and Wordplay; to enhance Literacy learning and Development in Early Child Education.
By: Project for the Study of Alternative Education in South Africa (PRAESA) Research Topic The initial topic to this research was: “What is it that is taught to young children in Xhosa homes that enables them to grasp quickly and later, master their mother tongue”. As the research progressed; I realised that accepting the
This paper aims to inform policy-makers, researchers and development practitioners in South Africa in building the evidence-base and its use in in policy making to address poverty and inequality. It is supported by the Programme to Support Pro-Poor Policy Development (PSPPD), a partnership between the Presidency, Republic of South Africa and the European Union. For
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