Thematische Bibliographien / South African school choirs

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Auswahl der wissenschaftlichen Literatur zum Thema „South African school choirs“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "South African school choirs"

Blake, Beverley Shannon, und Raj Mestry. „Parental decision-making factors for school choice: A South African middle class perspective“. Educational Management Administration & Leadership 48, Nr. 6 (23.10.2019): 1046–62. http://dx.doi.org/10.1177/1741143219880326.

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The crisis in the quality of South African education is evident in a growing perception among South Africans that public schooling will not be able to enhance the educational outcomes and future of their children. This has resulted in a flight trend of learners across all types of primary and secondary education. Historically (pre-1994), South African parents were not actively involved in making choices regarding the schools their children would attend. Democracy opened the door to this possibility and parents are increasingly formulating their own ideas and preferences of what an ideal school should be and offer their children. In eliciting an understanding of this new trend this study aimed to develop a base of knowledge regarding the factors influencing the school choice decision in the South African context as perceived by middle class parents. To this end, a quantitative study utilizing questionnaires was used to establish parental perceptions regarding those aspects they valued, feared, desired, considered and followed in making the best possible school-choice decision for their children’s future. The results of the research point to a plethora of factors that drive decision-making emphasising agreement with international literature but unique and complicated in nature as often the decisions parents make in South Africa stem from consequences of apartheid policies and as such need to be understood in this specific context.

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Campbell, Eleanor T., Ethelwynn Stellenberg und Natasha Nurse-Clarke. „A Comparison of Food Choices Among Urban South African and New York Adolescents“. Urban Social Work 2, Nr. 1 (Juni 2018): 17–32. http://dx.doi.org/10.1891/2474-8684.2.1.17.

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Child obesity prevention is a relatively new phenomenon in developing countries where food insecurity and malnutrition have been the public health focus. Yet obesity is a global health problem. The purpose of this study was to compare healthy and unhealthy food choices among a convenience sample of 114 adolescent youths from ethically and economically diverse communities in Cape Town, South Africa and New York City using surveys and focus groups. Findings showed no significant differences in healthy food choices among participants regardless of socioeconomic status (SES). For unhealthy food choices, there were significant differences between adolescents from low and middle SES levels. Interviews indicated that unhealthy choices were influenced by money, convenience, and parents. School feeding programs were influential in initiating and sustaining healthy choices, whereas barriers included money and convenience of access to unhealthy food options. Parents and schools provided the most influence on these adolescents’ healthy options by including fruits and vegetables in homemade and school program lunches.

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Naicker, Anand. „The Psycho-Social Context of Career Counselling in South African Schools“. South African Journal of Psychology 24, Nr. 1 (März 1994): 27–34. http://dx.doi.org/10.1177/008124639402400104.

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In this article the author examines the role and relevance of career counselling in schools, as an aspect of the school psychological services. In particular, the psycho-social aspects of career counselling are studied against the background of education for democracy in a changing South African society. A major argument advanced in that the training programmes of school career counsellors should be made more relevant to the specific social and educational needs of disadvantaged pupils. This would mean effecting changes in some prevailing practices, and adopting different paradigmatic perspectives when viewing career counselling for a new South African society. In the movement away from rigid social control, mechanistic and behaviouristic tendencies towards emancipatory practices, both psychological as well as sociological perspectives will have to be taken into account. This will enable youngsters to discover their strengths and weaknesses and to be able to respond creatively to the prevailing socio-economic constraints which influence job choices.

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Bray, E. „Macro Issues of Mikro Primary School“. Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, Nr. 1 (04.07.2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.

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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.

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Van Wyk, Chris, und B. G. Moeng. „The Design And Implementation Of A Strategic Plan In Primary Schools“. International Business & Economics Research Journal (IBER) 13, Nr. 1 (31.12.2013): 137. http://dx.doi.org/10.19030/iber.v13i1.8364.

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Many policies, strategies and plans have been introduced in South African schools so as to acquire quality education. A strategic plan, as a mechanism of putting schools on a pathway of development and effectiveness over a period of time, is one of these initiatives. Its introduction is based on a number of reasons inter-alia - the shift to school self-management, the introduction of Norms and Standards, and the introduction of School Governing Bodies (SGBs). A schools strategic plan is the physical document that embodies the guiding orientation regarding how to manage the school within a larger national and local development perspective. Such a plan can lead to school effectiveness, improvement and development strategies, but not all plans obtain this status because of design efficiencies. A qualitative investigation was done in two primary schools in the Mahikeng Area Office (AO) of the North-West Province in South Africa. Document analysis, in-depth interviews with two principals and two SGB chairpersons, as well as a focus group interview with eight teachers from participating schools, were used to collect data on how primary schools in question design and implement their strategic plans. The investigation seems to suggest that, while an individual school community may craft a strategic plan in its own way, there are common aspects that underpin the entire process. Amongst others, technical knowledge and skill for its execution are necessary. Some policies emphasise the importance of a strategic plan and serve as an integrated implementation framework for its execution. It is concluded that a strategic plan is designed and implemented under three main elements: 1) strategic analysis, which is made up of stakeholder involvement; 2) strategic choices made up of direction-setting, priority determinations, mission, and vision; and 3) strategy in action, which refers to the process of translating the plan into action.

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Van der Berg, Servaas, und Debra Shepherd. „Continuous assessment and matriculation examination marks – An empirical examination“. South African Journal of Childhood Education 5, Nr. 2 (07.12.2015): 17. http://dx.doi.org/10.4102/sajce.v5i2.391.

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<p>This study analyses information and feedback from matriculation level continuous assessment in the South African education system. Continuous assessment (CASS) at the time carried a 25% weight in the final matriculation (Grade 12) mark, and it provides feedback that affects examination preparation and effort. Weak assessment in schools sends wrong signals to students that may have important consequences for the way they approach the final examination. Moreover, similarly wrong signals earlier in their school careers may also have affected their subject choice and career planning.<br />This study compares CASS data to the externally assessed matric exam marks for a number of subjects. There are two signalling dimensions to inaccurate assessments: (i) Inflated CASS marks can give students a false sense of security and lead to diminished exam effort. (ii) A weak correlation between CASS and the exam marks could mean poor signalling in another dimension: Relatively good students may get relatively low CASS marks. Such low correlations indicate poor assessment reliability, as the examination and continuous assessment should both be testing mastery of the same national curriculum. The paper analyses the extent of each of these dimensions of weak signalling in South African schools and draws disturbing conclusions for a large part of the school system.</p>

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Evelyn Chiloane-Tsoka, Germinah. „Factors influencing the Perceptions of youth entrepreneurship development in South Africa“. Problems and Perspectives in Management 14, Nr. 3 (27.09.2016): 556–63. http://dx.doi.org/10.21511/ppm.14(3-2).2016.12.

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Youth unemployment is one of the central concerns affecting global economics in the world today. The recent World Economic Forum held at Davos prioritized the discussions on issues confronting youth unemployment. The International Labor Office (ILO, 2013) projected a global youth unemployment rate of 12.7% by 2017. According to the ILO, (2013), 202 million people are unemployed globally and 40% are under the age of 24. South Africa fares even worse. Statistics SA (2012) indicates that 71% of the unemployed are aged 25-34 and the unemployment rate among youth is 36%. About 3.3 million youth aged 15-34 are not employed or studying (Financial Mail, 7th February 2013). With this in mind, the paper intends to look at the perceptions affecting youth entrepreneurship development in South Africa and whether entrepreneurial education and training fosters the development of entrepreneurial orientation in the South African youth. A five point Likert Scale was used, 1 = Strongly disagree 3 = Neutral and 5 = Strongly agree. Furthermore, a quantitative research method was used and 132 grade eleven learners were purposefully selected randomly in Crawford high school in Gauteng. Findings indicate that entrepreneurship education and training can direct students towards certain career choices; secondly, planned behavior can be predicted; and thirdly, practically is able to increase the propensity of students to start a business. Keywords: SA, learners, entrepreneurship culture, orientation, education, youth unemployment. JEL Classification: L26, J24

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Mclean, Michelle. „The choice of role models by students at a culturally diverse South African medical school“. Medical Teacher 26, Nr. 2 (März 2004): 133–41. http://dx.doi.org/10.1080/01421590310001653973.

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Robertson, J. „“Hell’s view”: Van de Ruit’s Spud – changing the boys’ school story tradition?“ Literator 32, Nr. 2 (22.06.2011): 33–64. http://dx.doi.org/10.4102/lit.v32i2.11.

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The article identifies salient features of Van de Ruit’s novels “Spud: a wickedly funny novel” (2005) and “Spud – the madness continues” (2007) and compares them with the corresponding motifs commonly found in historical British boys’ school stories, tracing shifts in discourse to establish the novels’ construction of a South African boyhood. The article argues that through his conscious subversion of the imperial model’s defining discourses, Van de Ruit’s fictional representation of Spud’s school experience portrays the previously accepted “ideal” construction of boyhood, with its unmistakably defined principles and uncontested ethical code, as fundamentally challenged by the variety of alternative discourses to which the modern protagonist is exposed. The resultant construction of Spud’s South African boyhood is, therefore, characterised by the protagonist’s constant struggle to assimilate the frequently incongruous and bewildering discourses (about moral courage and personal integrity, in particular) that compete for his attention. The pivotal component of this particular construction of boyhood may be argued not to be a strict adherence to a clearly defined schoolboy ethic, but as a variable that is ultimately dependent on the boy’s choices.

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Walker, Melanie. „The Achievement of University Access: Conversion Factors, Capabilities and Choices“. Social Inclusion 7, Nr. 1 (10.01.2019): 52–60. http://dx.doi.org/10.17645/si.v7i1.1615.

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In the light both of persistent inequality of education opportunities for low income families and a wide equality gap in South Africa, this article explores students’ university access by applying Amartya Sen’s capability approach to a South African case study. The article demonstrates empirically that access is more than an individual project, shaped both by objective conditions and subjective biographies, that is by general conversion factors and a person’s social and personal options. Key conversion factors are material (income) and social (family, community, school, information), which produce an interlocking system of opportunity. Access thus requires more than formal opportunity to enable social mobility for all. The case study comprises qualitative interviews with diverse students in their first year at one university; illustrative narratives are selected to show different pathways, conversion factors and choices. Agency and self-efficacy emerge as especially important for making choices but also for constructing a higher education pathway where none exists for that person and her family. The article suggests that higher education has the potential to advance social mobility provided that it moves in the direction of expanding the capabilities of all students to have the choice of higher education.

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Dissertationen zum Thema "South African school choirs"

Masuelele, Oreeditse Patrick. „Social cohesion in school Choir competitions: the experiences of conductors and adjudicators“. Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80469.

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In this qualitative study the researcher investigates how school choir competitions in South Africa contribute to creating platforms for social cohesion. The study examines the experiences of conductors and adjudicators in two main South African school choir competitions, namely the ATKV-Applous and ABC Motsepe (previously known as SASCE). This study was inspired by the contribution of the rising choral music platform in post-apartheid South Africa to national regeneration from tensions created by past disparities and how choral music contributes to social cohesion in society. Phenomenology is used to investigate the experiences of conductors and adjudicators and whether participation in choral competitions contributed to advancing social cohesion in a transforming South Africa. Data were collected through semi-structured face-to-face interviews, the review of documents and the analysis of journal notes taken during the study. The Transformative Learning Theory (TLT) was applied as framework to contextualise deliberate reflection involving increased social knowledge and openness among respondents. In this study, choir conductors and adjudicators reflected on their experiences in choir competitions and how cohesion could be achieved through choir competitions. From the study the researcher concluded that competitive platforms such as choir competitions provide an opportunity for role players to test their strength as individuals and as part of a team. The study found that, regardless of many challenges hindering social cohesion, choral music competitions offer an environment for bringing people closer and establishing harmonious collaboration. Learning from others, sharing and reciprocating experiences lead to new partnerships that promote social cohesion. However, the conditions set out in the rules and policy requirements of the competitions could inhibit social cohesion by exclusion and conditions that may hinder interest. Although many studies focus on the value of choral activities and its contribution to social cohesion, this study fills the gap of exploring the role of choir competitions in fostering social cohesion. Recommendations include the need to foster an awareness of the role of school choir activities, which includes the selection of music, in encouraging nation-building. Furthermore, school choir competition policy should include clearer guidelines on social cohesion. It is recommended that training opportunities for conductors and adjudicators should be expanded and implemented to include musical development, but also focus on fostering a sensitivity to the complexity of cultural diversity and the power of choral activities to enhance nation-building and social cohesion in South Africa.
Thesis (PhD)--University of Pretoria, 2020.
pt2021
Humanities Education
PhD
Unrestricted

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Du, Toit Sedik. „Parental Choice in South African High Schools: An urban Cape Town Case Study“. Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9351_1258028191.

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This study examines how families judge and choose high schools. The review of literature relating to school choice provides a theoretical framework for the study. The review includes an international perspective including both developed countries such as United States, Canada, Australia, New Zealand, Denmark, England and Wales, the Netherlands, Scotland and Sweden, and developing countries including India, Chile, Uganda, Kenya, Tanzania, Mauritania, Senegal, Cote d'Ivoire and South Africa. The context within which school choice occurs in South Africa is examined. This context includes continued influence of Apartheid policies and current legislation including the South African Schools Act, The Admission Policy for Ordinary Schools Act and the Norms and Standards for Schools Funding. The literature review includes a critical analysis of the research, both Local and International, which addresses questions as to which factors are considered when judging and choosing schools, who makes the choice school, when the choice of school is made and which sources of information inform the choice of school. The empirical study examines the process of high school choice in urban Cape Town. The group areas Act and other Apartheid policies have created a situation where the respondents have a large number of high schools from which to chose. The selected area reflects diversity in Socio-Economic status, including both privately owned homes and council rental flats and houses. The study is limited to English medium or dual medium schools in the area. It includes both co-ed and single gender schools.

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Swart, Jan-Erik. „An exploratory study of South African choral identity with specific reference to three regional children's choirs“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1013205.

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This qualitative mini-treatise explores how South African choral identity is perceived by three regional children’s choirs, facing challenges of representing cultural diversity against the background of an ongoing process of social transformation. The study proposes that choirs from South Africa project a distinctly South African “choral” identity which they themselves have constructed by fabricating a mental representation of themselves, and which they project outwardly by means of a range of musical and extra-musical elements observable in the cultural product and artifacts generated over time. The researcher has analyzed a selection of cultural products and artifacts of the Eastern Cape Children’s Choir, the Cantare Children’s Choir and the Tygerberg Children’s Choir, in order to identify common practices among three subject choirs which sustain their continuity, in terms of Richard’s definition of identity (in Torres 2008: 3): “to name a set of practices which subjects may adopt in sustaining both the individual and, to varying degrees, collective continuity”. Research findings indicate that subject choirs are perceived, and project their choral identities, according to their musical ability to communicate and interact with other world-class choirs. Recurring practices undertaken by each subject choir, in order to maintain their international perspective, are identified as key to sustaining their continuity. Choral identity is furthermore strongly influenced by the choral tradition of the choir and the role of the conductor in developing their choral tone. This study is significant to regional children’s choirs seeking to overcome challenges of renegotiating cultural identity, as well as sustaining and expanding choral singing as an art form in South Africa.

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Bouwer, Renette. „A critical study of models implemented by selected South African university choirs to accommodate cultural diversity“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2783.

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Thesis (MMus (Music))--University of Stellenbosch, 2009.
The goal of this study is to explore three different models that three selected university choirs chose to accommodate diversity: two choirs with different identities existing independently alongside each other on one campus (model A), one choir, implementing diversity (model B) and one choir with a Eurocentric character (model C). Each university was treated separately, collecting qualitative data to provide historical insight into the choir, to determine profiles of the relevant conductor(s) and choristers and to determine the management body’s views regarding the role of the choir(s) within the institution. Information on repertoire indicates preference for musical styles, favouring an African or Western perspective or showing measures of cultural adaptability. Data was collected from choristers, conductors, organisers and university representatives by questionnaires and personal interviews as well as historical data in the form of concert programmes of the selected university choirs. The research findings indicated that the three universities concerned chose to handle their cultural diversities in completely different ways, resulting in creating unique choral identities which are evident in aspects such as repertoire, choristers’ experience and the support from the institution.

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Firth, Kerry. „British amateur singers and Black South African choral music : the politics of access and encounter“. Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/british-amateur-singers-and-black-south-african-choral-music-the-politics-of-access-and-encounter(aa580d73-8506-4cfc-80b1-02d77dca53f1).html.

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This thesis explores connections between British amateur singers and black South African choral music that, over the past fifty years, have grown in strength and significance. By concentrating on a set of representative case studies, it investigates how and why this music is learned, performed and rehearsed within a variety of choirs and ensembles of different styles and experiences. In addition, the thesis focuses on certain songs that have become popular within specific choral contexts, and discusses the reasoning behind their enthusiastic reception and attractive power. My approach is ethnographical, and the material I present is taken from my own participant-observations of choir rehearsals, workshops and performances, as well as from interviews I conducted with choir members and leaders. On a theoretical level, this thesis engages critically with ethnomusicological and anthropological debates surrounding cultural appropriation. Particularly pertinent to each chapter are discussions concerning authenticity, cultural authority and power relations, and I explore the politics and logistics that are associated with British singersâ encounters with black South African choral music. By discussing critically these different levels of encounter and engagement, I offer some new and intriguing standpoints from which to consider existing debates surrounding cultural appropriation and, in so doing, suggest approaches for theorising cross-cultural encounters through a more nuanced postcolonial lens.

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Kovach, John C. „Teacher motivation in a South African school“. Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003675.

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This study explores and attempts to shed light on what motivates teachers and how teacher motivation is affected by a principal's leadership style. The worldviews of pragmatism and critical realism were used as the basis for exploring teacher motivation in a South African school. A primary school in the Eastern Cape of South Africa was chosen for the case study. Three data gathering tools, a leadership questionnaire, teacher survey, and interviews were used to generate data on teacher motivation and the interaction between leadership style and teacher motivation. In regards to teachers, religion, social justice, and self-efficacy were all identified as motivators. The principal was strongly charismatic in her leadership and along with transformational and social justice leadership played a major role in influencing teacher behaviors. Self-determination theory was identified as helping to explain different levels of intrinsic and extrinsic motivation and thereby to better understand varying degrees of teacher motivation. There are many difficulties in South African education and around the world in general and this study is premised on the belief that if teacher motivation can be studied and advanced there will be an improvement in education and learning. This thesis was limited in its scope and ability to fully explore the different levels of ontology as outlined by the critical realist and this is identified as a possible future course of action for not only studying teacher motivation but getting to the 'heart of the matter'.

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Montgomery, Alex. „Evaluating the South African National School Nutrition Programme“. Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11349.

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Includes abstract.
Includes bibliographical references.
This paper examines the effects of the South African National School Nutrition Programme on nutritional outcomes using a regression discontinuity design applied to the first wave of the National Income Dynamic Study. There is tentative evidence to suggest that the programme has a positive effect on weight-for- age and BMI-for-age z-scores, but data constraints necessitating the employment of a proxy selection variable and potentially unobserved discontinuity in other variables around the cut-off call into question the validity of the identification strategy. As such, these results should be interpreted with caution. The paper also serves to communicate ideas for identification strategies and estimation techniques that are conditional on the imminent release of new data.

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Harris, Carol. „Errors in South African secondary school mathematics textbooks“. Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9684.

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Bibliography: leaves 97-101.
Since 1960 various new topics were introduced into the South African mathematics syllabus for high schools. This was generally described as "New Maths". These topics were characterised by an emphasis on mathematical structure (set theory, groups, rings and fields, the construction of the real number system, relations and functions, vectors and mathematical induction). Textbooks that were published in South Africa during this time have been found to contain numerous significant mathematical errors, especially in connection with these new topics. This project has entailed the collection, classification and commentary on these problems. It has involved a study of a range of texts from Standards 6 to 10. The methodology utilised entailed reading as many maths textbooks as we could find in libraries such as Education libraries. Other sources of textbooks were from the library of the Mathematics Education Project (MEP)(of the University of Cape Town), private collections and second hand bookshops. Some misconceptions arise across a range of texts indicating that either a general misunderstanding has occurred or that authors have used one another's work in their research. We conducted a search for mathematical errors and not minor misprints, arithmetical slips, algebraic errors, mistakes in answers at the back of the book, spelling or grammatical mistakes.

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Vosloo, Penelope Leigh. „South African school teachers' perceptions of sustainable tourism“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13215.

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Although much research has been conducted on sustainable tourism and the education thereof internationally, a limited number of studies have focussed on education of sustainable tourism in South African secondary schools. A literature overview identified various approaches to the education of sustainability on the international front. Despite South Africa’s reliance on the tourism industry, the concept of sustainability has received little focus in classrooms where this pertinent issue should be receiving attention in order to ensure that future sustainability is ensured in the South African tourism industry. From the literature overview it was possible to identify topics pertaining to sustainability in the Tourism Curriculum and Assessment Policy Statement implemented in the Further Education and Training Phase (FET) in South African secondary schools. These assisted in the development of the research tool for this study. The New Ecological Paradigm (NEP), an instrument used to establish the level of environmental concerns of groups of people, also provided guidance in the development of the research tool. The primary objective of this study is to investigate the perceptions of Tourism educators in secondary schools towards sustainability. A framework to investigate this was developed and three hypotheses formulated. To give effect to this, an empirical investigation was conducted. Tourism educators who were successful in their application to mark 2014 National Senior Certificate Tourism examinations were included in the sample of this study. The result of the descriptive statistics performed on the data showed that the level of education of the respondents was the main contributing demographic that impacted on their perceptions of sustainable tourism. It is, however, of concern to note that a very low percentage of the respondents (6.2%) have received formal training in Tourism. This situation should be cause for concern for Tourism education in the Eastern Cape. Two of the three hypotheses were accepted. The researcher believes that specialised subject relevant training is required to empower educators to teach sustainable tourism in the South African secondary school classrooms in order to ensure future sustainability in the tourism industry of South Africa.

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Kusi-Mensah, John Y. „Factors influencing parents choice of Catholic schools in the Western Cape, South Africa“. Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3646.

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Bücher zum Thema "South African school choirs"

Along freedom road: Hyde County, North Carolina and the fate of Black schools in the South. Chapel Hill: University of North Carolina Press, 1994.

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Hawkins, Joyce. The South African Oxford school dictionary. Cape Town: Oxford University Press, 1996.

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Hawkins, Joyce. The South African Oxford school dictionary. Cape Town: Oxford University Press, 1996.

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Nangamso, Koza, und Toyana Lihlumelo, Hrsg. Great South African teachers. Johannesburg: Bookstorm, 2011.

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Mabokela, Reitumetse Obakeng. Voices of conflict: Desegregating South African universities. New York: Falmer Press, 2000.

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Hoadley, Ursula. Managing to learn: Instructional leadership in South African secondary schools. Cape Town, South Africa: HSRC Press, 2009.

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L, Ward Catherine, und Human Sciences Research Council. Education, Science and Skills Development Research Programme., Hrsg. Managing to learn: Instructional leadership in South African secondary schools. Cape Town, South Africa: HSRC Press, 2009.

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Between the lines: The spirit of South African rugby. Johannesburg: Penguin, 2009.

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Cilliers, H. Compendium of evaluations of South African and foreign educational qualifications. Pretoria: Human Sciences Research Council, 1987.

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Rossouw, J. P. Labour relations in education: A South African perspective. Pretoria: Van Schaik, 2004.

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Buchteile zum Thema "South African school choirs"

Wessels, Helena. „Statistics in the South African School Curriculum“. In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 21–25. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_4.

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Chikoko, Vitallis, und Pinkie Mthembu. „South African school principals' use of time“. In How School Principals Use Their Time, 187–200. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429327902-12.

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Mestry, Raj, und Tsediso Michael Makoelle. „School effectiveness and improvement in the South African school context“. In School Leadership for Democratic Education in South Africa, 37–69. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-4.

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Makhalemele, Thabo, und Lloyd D. N. Tlale. „Managing inclusive schools in South African schools“. In School Leadership for Democratic Education in South Africa, 149–71. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-10.

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Mphethi, Kgatabela Albert. „Management of School Finances in South African Schools“. In The Education Systems of Africa, 1–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_21-1.

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Mphethi, Kgatabela Albert. „Management of School Finances in South African Schools“. In The Education Systems of Africa, 1–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_21-2.

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Mphethi, Kgatabela Albert. „Management of School Finances in South African Schools“. In The Education Systems of Africa, 437–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_21.

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Kyobe, Michael, und Shallen Lusinga. „Factors in Reporting Mobile Victimization in South African Schools“. In Bullying Prevention and Intervention at School, 119–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95414-1_7.

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Bhana, Deevia. „Violence and the Gendered Negotiation of Masculinity Among Young Black School Boys in South Africa“. In African Masculinities, 205–20. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979605_13.

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Hugo, Anna J. „Language as an Excluding Factor in the South African School System“. In Inclusive Education in African Contexts, 115–28. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-803-7_8.

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Konferenzberichte zum Thema "South African school choirs"

Raghavjee, R., und N. Pillay. „Using genetic algorithms to solve the South African school timetabling problem“. In 2010 Second World Congress on Nature and Biologically Inspired Computing (NaBIC 2010). IEEE, 2010. http://dx.doi.org/10.1109/nabic.2010.5716348.

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Thaba-Nkadimene, Kgomotlokoa Linda, und Disego Vincentia Thobejane. „MENTORING EXPERIENCE OF STUDENT PRINCIPALS IN SOUTH AFRICAN SCHOOL LEADERSHIP PROGRAMME“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1631.

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„Initial Challenges When Introducing Business Subjects into the South African School Curriculum“. In 15th European Conference on Management, Leadership and Governance. ACPI, 2019. http://dx.doi.org/10.34190/mlg.19.018.

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von Solms, S., W. S. Hurter und J. Meyer. „A Sustainable Model for Problem Based Learning in a South African School“. In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68075.

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South Africa is currently facing an education dilemma with high numbers of youth unemployment and a growing specialized skills shortage in Science, Technology, Engineering and Mathematics (STEM). STEM problem based learning events, hosted by government and the corporate sector, has shown to improve science and technology literacy and to encourage the youth to pursue tertiary education in the field of science. Unfortunately, schools face a range of challenges which restricts them from participating in these learning methods, depriving learners of the advantages offered by problem based learning. This paper presents a model for the sustainable provision of STEM problem based learning opportunities in South African schools. The presented model is based on a two-team mentoring model which makes problem based learning sustainable in a South African school environments. The Shell Eco Marathon is in its third year, and the students that have passed through the program will now be progressing to university. The impact of this program, therefore, will be become evident by the success of the students’ studies in the near future.

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Hart, Mike. „Informing South African Students About Information Systems“. In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2499.

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At the University of Cape Town, females and students disadvantaged under the previous South African apartheid education system are under-represented in Information Systems (I.S.) classes. This research shows that these are also the groups most ignorant about I.S. at the school-leaving stage. After being informed about the discipline through a small intervention, a significant increase in enthusiasm for majoring in and being employed in I.S. occurred. This should result in a better educational fit and greater enrolment of these groups in I.S., and reduce some switching to I.S. from other subjects at a later stage. The key influencing sources for university students’ study decisions are also examined, and it is evident that a different approach is needed for each group in order to maximize the number of quality I.S. graduates.

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Peens, Shaun. „HIGHER EDUCATION INSTITUTIONS’ NEED TO INITIATE CHANGE TO THE ACCOUNTING CURRICULUM DURING THE FOURTH INDUSTRIAL REVOLUTION (4IR)“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end032.

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In South Africa, the Further Education and Training phase (FET) in Accounting faces a major decline in learner numbers. The current format of FET Accounting serves little purpose in preparing learners for Accounting courses at tertiary level, if FET Accounting is not a precondition to Professional and Chartered Accountant courses. This study followed a qualitative research approach, from five Focus Groups at five Secondary schools in the Motheo Educational district, comprising of 16 FET Accounting Teachers to consider possible reasons for the decline of learners in FET Accounting. As result, uncertainty exists regarding the future of FET Accounting and the Accounting profession, when guidance teachers are presumably advising learners to take less suitable subjects, like Mathematical Literacy, History of Geography to enhance school reports. These findings influence the social responsibility of teachers; and it also results in many Accounting students having to spend two or more additional years at university due to their apparent lack of basic Accounting skills. Additionally, the negative perception towards FET Accounting might impact learners’ choices who might not plan a career in Accounting, thereby limiting their ability to secure any career in the financial sector. Collaborative social change is required from the Accounting profession and university alike, especially in the Fourth Industrial Revolution era, where a high degree of ethics and transparency are required.

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Pillay, Nelishia. „A comparative study of hyper-heuristics for solving the school timetabling problem“. In the South African Institute for Computer Scientists and Information Technologists Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2513456.2513466.

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Raghavjee, Rushil, und Nelishia Pillay. „The effect of construction heuristics on the performance of a genetic algorithm for the school timetabling problem“. In the South African Institute of Computer Scientists and Information Technologists Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2072221.2072243.

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Maremi, Keneilwe, Marlien Herselman und Adele Botha. „Scoping the aspects and capabilities of South African School Administration and Management Systems (SA-SAMS)“. In 2020 Conference on Information Communications Technology and Society (ICTAS). IEEE, 2020. http://dx.doi.org/10.1109/ictas47918.2020.233988.

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Ettershank, Michael, Hannelie Nel und Sune von Solms. „Integration of a robotics programme into a South African secondary school curriculum: A case study“. In 2017 IEEE AFRICON. IEEE, 2017. http://dx.doi.org/10.1109/afrcon.2017.8095568.

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Berichte der Organisationen zum Thema "South African school choirs"

CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.

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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.

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