https://www.africanminds.co.za/wp-content/uploads/2020/02/JET-TVET-cover-final.jpg 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2016-06-22 19:09:002020-03-24 12:35:09Change management in TVET colleges: Lessons learnt from the field of practice
The Technical and Vocational Education and Training (TVET) college environment is marked by increasingly stark juxtapositions between what needs to be achieved in the post-school education sector and the increasing difficulty of current conditions. The ‘triple challenge’ of poverty, inequality and unemployment weighs heavily on the social, political and economic fabric of the country and expectations are high that the TVET colleges can make a pivotal contribution to counter these challenges. Despite laudable increases in TVET enrolment, the education system needs to work harder to accommodate the weight of demand for post school further education and training (FET) band qualifications from young people not in education, employment or training. At the same time, it is vital to secure adequate quality in TVET programmes which depend so much on the competence and commitment of college lecturers.
https://www.africanminds.co.za/wp-content/uploads/2020/02/61lsG8V3nDL.jpg 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2016-03-03 15:20:002020-03-24 12:56:34Student Politics in Africa: Representation and Activism
The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent and came together for a research project, and related workshops and a symposium on student representation in African higher education governance.
https://www.africanminds.co.za/wp-content/uploads/2020/02/boundaries_cover.png 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2015-10-16 15:39:002020-03-24 13:14:44Boundaries of the Educational Imagination
The educational imagination is the capacity to think critically beyond our located, daily experiences of education. It breaks away from the immediacy of personal understanding by placing education within wider, deeper and longer contexts.
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"Twenty Years of Education Transformation in Gauteng 1994 to 2014: An Independent Review" presents a collection of 15 important essays on different aspects of education in Gauteng since the advent of democracy in 1994.
https://www.africanminds.co.za/wp-content/uploads/2020/02/IJR-TA-2013-cover-final.png 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2014-06-20 09:35:002020-03-24 13:56:36Confronting Exclusion: 2013 Transformation Audit
South Africa has made important political strides over the past two decades. It has created a framework of democratic legislative, executive and judicial institutions that mark a clear break from the apartheid past. In theory, they are inclusive and offer every citizen equal access to constitutionally protected rights. Their capacity to deliver, however, is coming under increasing pressure and, as this happens, citizen confidence in their efficacy is waning.
https://www.africanminds.co.za/wp-content/uploads/2020/02/JET-Lesson-cover-final.png 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2014-06-20 09:30:002020-03-24 13:57:51Systemic School Improvement Interventions in South Africa: Some Practical Lessons from Development Practitioners
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.
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The goal of Perspectives on Student Affairs in South Africa is to generate interest in student affairs in South Africa. The papers contained herein are based on best practice, local experience and well-researched international and local theories.
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This is a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and continued till the end of 2006.
https://www.africanminds.co.za/wp-content/uploads/2012/05/post-school_cover.jpg 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2012-05-28 12:39:002020-03-24 14:29:34Responding to the Educational Needs of Post-School Youth
The research reflected in this volume indicates that in South Africa there are almost three million youth between the ages of 18 and 24 who are not in education, training or employment – a situation which points not only to a grave wastage of talent, but also to the possibility of serious social disruption. The authors in this work paint a picture of the enormous reservoir of human talent which exists in the country, but is not provided with the means to develop.
https://www.africanminds.co.za/wp-content/uploads/2020/03/scimath_cover.jpg 849 600 vene https://www.africanminds.co.za/wp-content/uploads/2020/02/logo.png vene2012-05-28 12:29:002020-03-24 14:30:51Some Developments in Research in Science and Mathematics in Sub-Saharan Africa
Much attention in late-developing countries is given to providing access to studies which allow school leavers to enter science and technology-related careers. These programmes are driven by the belief that graduates will then substantially contribute to the developmental needs of their countries.