Improving Learning In South African Schools
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| Author | : Cas H. Prinsloo |
| Publisher | : HSRC Press |
| Total Pages | : 56 |
| Release | : 2005 |
| Genre | : Activity programs in education |
| ISBN | : 0796921458 |
The QLP has been a multi-level, multi-site educational intervention that aimed to improve learner performance in 524 South African high schools. The QLP has been underpinned by the principle that mathematics and language are the foundations for all further learning. Therefore educators at all grades in all learning areas also have to foster the development of better reading and writing skills. This is why, at educator and classroom level, improvement of mathematics and reading and writing abilities have been the main foci of the QLP. In order to ensure that schools get effective support and monitoring from districts and that the good practices gained from the project are institutionalised, and therefore sustained, the programme has also focused on the development of district systems and officials.
| Author | : Yusuf Sayed |
| Publisher | : HSRC Publishers |
| Total Pages | : 0 |
| Release | : 2013 |
| Genre | : Education and state |
| ISBN | : 9780796924070 |
"This book considers these issues by reviewing selected large-scale interventions to improve education quality in South African schools. These interventions include the District Development Support Programme (DDSP), the Education Quality Improvement Partnership Programme (EQUIP), the IMBEWU programme, the Integrated Education Program (IEP), the Khanyisa School Programme, the Learning for Living (LFL) Project, and the Quality Learning Project (QLP). It locates these interventions by providing a chronology of education policy development in South Africa since 1994 as well as engaging with key debates about the notion of education quality. Furthermore, it invites policy-makers to critically review and reflect on the changes to improve education quality in South Africa since 1994. By bringing together academics, policy-makers and practitioners to reflect on education development the book sheds light on the continuous but elusive search for quality education for all. In so doing, the book provides a basis for a critical conversation about the history of education change in post-apartheid South Africa, and the implications for interventions aimed at improving education quality."--Publisher's note
| Author | : Felix Maringe |
| Publisher | : African Sun Media |
| Total Pages | : 292 |
| Release | : 2021-04-09 |
| Genre | : Education |
| ISBN | : 1991201141 |
Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa. This volume provides a useful foundation to the current state of education quality in South Africa including the impact of interventions. It also brings to the fore challenges still facing education transformation. The evidence presented which, taken together, lays out a coherent view of how improvements could be made. Albert Chanee Head of Planning, Gauteng Department of Education For too long the weight of educational scholarship produced in South Africa has been limited to that simple and standard form called the literature review. Now, for the first time, education researchers are provided with an African-based text on the concepts and methods of conducting systematic reviews. In this exceptional work of editorship, Felix Maringe brings together some of the leading researchers on South African education to model and demonstrate how to review a significant body of research on a chosen topic which is adjudicated strictly on the basis of the quality and efficacy of the evidence in hand. I have no doubt that this remarkable book will become a standard reference for educational researchers in and beyond the African continent. It will also lift the quality of educational inquiry by equipping a new generation of scholars with the capacity for doing evidence-based research that compels the attention of policymakers, planners and practitioners alike. Prof Jonathan Jansen Stellenbosch University
| Author | : Tsediso M. Makoelle |
| Publisher | : AFRICAN SUN MeDIA |
| Total Pages | : 207 |
| Release | : 2016-08-31 |
| Genre | : Education |
| ISBN | : 192835503X |
Inclusive education presupposes an all-inclusive approach where all learners are taught in regular classrooms, regardless of background, disability or social context. While there has been much debate, indications are that inclusive education has been gaining momentum. The book is divided into six coherent sections that address the how of inclusive education both inside and outside of the classroom.
| Author | : Godwin Khosa |
| Publisher | : African Minds |
| Total Pages | : 120 |
| Release | : 2014-04-14 |
| Genre | : Education |
| ISBN | : 1920677372 |
Looking at two smaller-scale systemic school improvement projects implemented in selected district circuits in the North West and Eastern Cape by partnerships between government, JET Education Services, and private sector organisations, this book captures and reflects on the experiences of the practitioners involved. The Systemic School Improvement Model developed by JET to address an identified range of interconnected challenges at district, school, classroom and household level, is made up of seven components. In reflecting on what worked and what did not in the implementation of these different components, the different chapters set out some of the practical lessons learnt, which could be used to improve the design and implementation of similar education improvement projects. Many of the lessons in this field that remain under-recorded to date relate to the step-by-step processes followed, the relationship dynamics encountered at different levels of the education system, and the local realities confronting schools and districts in South Africa’s rural areas. Drawing on field data that is often not available to researchers, the book endeavours to address this gap and record these lessons. It is not intended to provide an academic review of the systemic school improvement projects. It is presented rather to offer other development practitioners working to improve the quality of education in South African schools, an understanding of some of the real practical and logistical challenges that arise and how these may be resolved to take further school improvement projects forward at a wider district, provincial and national scale.
| Author | : Ursula Hoadley |
| Publisher | : HSRC Publishers |
| Total Pages | : 0 |
| Release | : 2009 |
| Genre | : Curriculum planning |
| ISBN | : 9780796922410 |
Internationally and locally, there is growing emphasis on the importance of effective school management and leadership in contributing to good student achievement outcomes. 'Instructional leadership' has become a key concept in the research literature, reflecting an attempt to better understand the relationship between school leadership, curriculum and instructional matters, and student achievement. Managing to Learn is the first study of its kind in South Africa, considering these issues in a sample of 200 schools in two provinces. The research reported in this monograph provides an extensive review of the literature around the management of curriculum and instruction, a framework and methodology for the research, and the empirical findings from the study. Through a series of regression analyses, the study presents those management factors identified across a wide range of schools as most crucial to improved performance of students. It brings greater clarity to the somewhat undifferentiated view of school management currently, and a sharper focus on its importance in relation to how students learn.
| Author | : Henry Levin |
| Publisher | : Routledge |
| Total Pages | : 194 |
| Release | : 2012-05-31 |
| Genre | : Education |
| ISBN | : 1136722270 |
This volume brings together eight case studies which describe a variety of initiatives to create more effective schools for children of poverty, especially in the Third World. The initiatives reviewed published and unpublished documents and both qualitative and statistical studies were examined. Countries include Brazil, Burundi, Colombia, Ghana, Nepal, Sri Lanka, Thailand and the United States. Each initiative was developed independently to address unique challenges and situations but taken as a group, the features of the approaches described in this volume can be viewed as a basis for considering the development of effective schools strategies in other contexts.
| Author | : Alma Harris |
| Publisher | : Taylor & Francis |
| Total Pages | : 329 |
| Release | : 2023-05-09 |
| Genre | : Education |
| ISBN | : 1000948773 |
School improvement has become a dominant feature of educational reform in many countries. The pressure upon schools to improve performance has resulted in a wide-range of improvement programmes and initiatives which can provide both inspiration and advice to everyone involved in school improvement. This book draws together the most effective school improvement projects from around the world in one comprehensive text, including detailed comparative analysis of a wide variety of initiatives. Drawing on examples from the UK, the USA, Canada, South Africa and Australia this book gives both an international snapshot and a coherent synthesis of initiatives that have given achievable results.
| Author | : Godwin Khosa |
| Publisher | : African Books Collective |
| Total Pages | : 122 |
| Release | : 2014-05-08 |
| Genre | : Education |
| ISBN | : 1920677461 |
Looking at two smaller-scale systemic school improvement projects implemented in selected district circuits in the North West and Eastern Cape by partnerships between government, JET Education Services, and private sector organisations, this book captures and reflects on the experiences of the practitioners involved. The Systemic School Improvement Model developed by JET to address an identified range of interconnected challenges at district, school, classroom and household level, is made up of seven components. In reflecting on what worked and what did not in the implementation of these different components, the different chapters set out some of the practical lessons learnt, which could be used to improve the design and implementation of similar education improvement projects. Many of the lessons in this field that remain under-recorded to date relate to the step-by-step processes followed, the relationship dynamics encountered at different levels of the education system, and the local realities confronting schools and districts in South Africas rural areas. Drawing on field data that is often not available to researchers, the book endeavours to address this gap and record these lessons. It is not intended to provide an academic review of the systemic school improvement projects. It is presented rather to offer other development practitioners working to improve the quality of education in South African schools, an understanding of some of the real practical and logistical challenges that arise and how these may be resolved to take further school improvement projects forward at a wider district, provincial and national scale.
| Author | : Tsediso Michael Makoelle |
| Publisher | : Cambridge Scholars Publishing |
| Total Pages | : 445 |
| Release | : 2023-08-04 |
| Genre | : Education |
| ISBN | : 1527525198 |
This book provides a comprehensive account how school leaders conceptualize the notion of school improvement and school effectiveness in a South African school context. The various authors have critically examined crucial themes, accentuating school improvement and school effectiveness and encapsulating the pertinent perspectives of curriculum leadership, resource management, professional development, school administration, school development planning, inclusion and equity, student management and the role of school management teams. This book is targeted at aspiring and practicing school leaders, school administrators, policy-makers and scholars of school leadership and management across different levels who intend positively changing the education landscape of not only South Africa, but also other developing and underdeveloped countries.
