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ABET and development in the Northern Cape province: Assessing impacts of CACE courses, 1996-1999
(Centre for Continuing and Adult Education (CACE), University of the Western Cape, 2001)
This study presents the results of an investigation into the impact of CACE courses for adult educators, trainers and development practitioners. The report describes how the courses affected the training practices and ...
Racial desegregation and the institutionalisation of ‘race’ in university governance: The case of the University of Cape Town
(Faculty of Education, University of the Free State, 2009-12)
The racial desegregation of the student bodies of historically white universities in South Africa has
had significant political implications for student politics and university governance. I discuss two
key moments in ...
The politics of e-learning in South African higher education
(University of the West Indies, Distance Education Centre, 2007)
Introduction: The appearance of information and communication technologies (ICTs) at the intersection of
competing perspectives on higher education transformation in South Africa suggests that the
increasing use of ICTs ...
Towards leadership for school cultures associated with good academic performance in South African township secondary schools: the ‘power’ of organic emergence, diversity and service
(2008)
The South African government has over the past fourteen years been introducing numerous efforts aimed at improving the academic performance of schools who have been struggling in this regard for some time now. However, ...
Neither ivory towers nor corporate universities: Moving public universities beyond the "mode 2" logic
(UNISA, 2002)
This article investigates the tensions in the
"mode 2" thesis, which suggests the emergence
of new, global trends in the production and
dissemination of knowledge. I explain its influence in recent South African higher ...
Changing conceptions of literacies, language and development: Implications for the provision of adult basic education in South Africa
(Centre for Bilingual Research, Stockholm University, 2009)
This study aims to contribute to the growing body of knowledge on the circumstances under which
adult education, in particular adult basic education, can support and occasionally initiate participatory
development, social ...
RPL as cognitive praxis in linking higher education, the African Renaissance and lifelong learning
(Taylor & Francis, 2003)
This article argues that one can use the Recognition of Prior Learning (RPL) to conceptualise the project of bridging the articulation gap between further and higher education in South Africa by framing the cognitive praxis ...