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  • MPI Ethno. Forsch.  (16)
  • Undetermined  (16)
  • Greek, Ancient (to 1453)
  • Russian
  • Cape Town : African Minds  (16)
  • Education  (16)
  • Aufsatzsammlung
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  • MPI Ethno. Forsch.  (16)
Material
Language
  • Undetermined  (16)
  • Greek, Ancient (to 1453)
  • Russian
  • English  (3)
Years
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Keywords
  • 1
    Online Resource
    Online Resource
    Digital Technology in Capacity Development : Enabling Learning and Supporting Change (2023)
    Cape Town : African Minds
    Details
    ISBN: 9781928502708
    Language: Undetermined
    Pages: 1 Online-Ressource (171 p.)
    Keywords: Education ; Higher & further education, tertiary education
    Abstract: This book focuses on digital approaches to capacity development, reflecting the greater interest in how digital tools and platforms can be used for capacity development in the ‘Global South’. While Covid-19 demonstrated some of the benefits of online learning, the widespread, often uncritical adoption of online tools driven by necessity has left many with an experience of ‘emergency online learning’. This book aims to assist in the design of technology-enhanced capacity development by sharing evidence of practices that are principled rather than rushed; inclusive rather than creating new digital divides. We have worked to evidence how technology can be leveraged effectively to enhance or strengthen capacities of individuals, teams or systems. We make clear that there are no magic bullets, that online approaches are not simply quicker or cheaper substitutes, and that solutions need to be selected carefully, designed well, and significant time invested if it is to work well. We hope Digital Technology in Capacity Development will be of interest to researchers and practitioners in a range of institutions, whether they are directly responsible for designing, delivering or evaluating new initiatives or whether they are advising or funding those who do
    Note: English
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  • 2
    Online Resource
    Online Resource
    Positioning Diversity in Kenyan Schools : Teaching in the Face of Inequality and Discrimination (2022)
    Cape Town : African Minds
    Details
    ISBN: 9781928502333
    Language: Undetermined
    Pages: 1 Online-Ressource (286 p.)
    Keywords: Education ; Multicultural education ; Children's, Teenage & educational ; Teachers' classroom resources & material
    Abstract: Education is considered key for societies to achieve greater social cohesion and equality. Yet, schools, as the main providers of formal education, have increasingly come into question concerning their role in manifesting and perpetuating social categorisations, inequalities and discrimination instead of decreasing existing fragmentations and challenging power relations and hierarchies. As a diverse society, Kenya is faced with power struggles and rivalries between different groups – for instance, along ethnic lines, often constructed deep in colonial history. This affects teaching and learning in school and the result is that Kenya is faced with vast disparities in terms of educational access and success – rendering some social groups marginalised and others favoured. Positioning Diversity at Kenyan Schools explores the ways in which teachers in Kenyan primary and secondary schools experience and deal with social categorisations and diversity in terms of ethnicity, gender, wealth, culture, religion, etc. in their professional practice and in the current education system. Using critical pedagogy and diversity theory as a lens for positioning diversity in Kenyan schools, the questions that this book sets out to answer are: In what ways do the teachers’ and schools’ practices lead to transformation in terms of more social equality and less discrimination? In what ways do the practices manifest existing group categorisations, hierarchies and discrimination? How can schools and teaching practices in postcolonial Kenya become more inclusive and foster social cohesion and equality?
    Note: English
    URL: kostenfrei
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  • 3
    Online Resource
    Online Resource
    Low-Income Students, Human Development and Higher Education in South Africa : Opportunities, obstacles and outcomes (2022)
    Cape Town : African Minds
    Details
    ISBN: 9781928502395
    Language: Undetermined
    Pages: 1 Online-Ressource (224 p.)
    Keywords: Education, Higher Economic aspects ; Students Economic conditions ; Education ; Higher & further education, tertiary education ; Colleges of higher education
    Abstract: This book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen’s capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of ‘inclusive learning outcomes’ to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-cognitive outcomes for students from low-income backgrounds whose experiences are strongly shaped by hardship. Based on capability theorising and student voices, the book proposes for policy and practice a set of contextual higher education capability domains and corresponding functionings orientated to more justice and more equality for each person to have the opportunities to be and to do what they have reason to value. The book concludes that sufficient material resources are necessary to get into university and flourish while there; the benefits of a university education should be rich and multi-dimensional so that they can result in functionings in all areas of life as well as work and future study; the inequalities and exclusion of the labour market and pathways to further study must be addressed by wider economic and social policies for ‘inclusive learning outcomes’ to be meaningful; and that universities ought to be doing more to enable black working-class students to participate and succeed. Low-Income Students, Human Development and Higher Education in South Africamakes an original contribution to capabilitarian scholarship: conceptually in theorising a South-based multi-dimensional student well-being higher education matrix and a rich reconceptualisation of learning outcomes, as well as empirically by conducting rigorous, longitudinal in-depth mixed-methods research on students’ lives and experiences in higher education in South Africa. The audience for the book includes higher education researchers, international capabilitarian scholars, practitioners and policy-makers
    Note: English
    URL: kostenfrei
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  • 4
    Online Resource
    Online Resource
    On Becoming a Scholar : What Every New Academic Needs to Know (2022)
    Cape Town : African Minds
    Details
    ISBN: 9781928502616
    Language: Undetermined
    Pages: 1 Online-Ressource (296 p.)
    Keywords: Learning and scholarship 21st century ; Universities and colleges Study and teaching (Graduate) ; Educational change ; Educational leadership ; Information technology ; Information organization ; Qualitative research ; Teachers Training of ; Research ; Research & information: general ; Education ; Higher & further education, tertiary education
    Abstract: "The origins of On Becoming a Scholar lie in the realisation that there is a need for a vademecum, a handy compendium of ideas, plans and strategies for building a productive and fulfilling academic career to guide the host of prospective academics. On Becoming a Scholar is geared to help relatively new scholars to construct personal futures and to find their way through the 21st century university. It is intended to be a map, and like any map it does not contain all the contours and details of the landscape, but rather seeks to reveal the important pathways and milestones in the journey to becoming an established academic. Drawing on highly experienced academics and accomplished professors in their different fields, as well as promising younger academics already on their way, this book cover a concentrated resource of practical wisdom. The topics are broad and, cumulatively, they seek to answer the many questions that experienced mentors encounter every day in their work with new academics." --
    Note: English
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  • 5
    Online Resource
    Online Resource
    Teaching and Learning for Change : Education and Sustainability in South Africa (2021)
    Cape Town : African Minds
    Details
    ISBN: 9781928502241
    Language: Undetermined
    Pages: 1 Online-Ressource (322 p.)
    Keywords: Teaching ; Effective teaching ; Curriculum change ; Sustainable development ; Education ; Teaching staff ; For General Education & Training (GET) (South Africa) ; For Further Education & Training (FET): Academic grades (South Africa) ; Sustainability
    Abstract: Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically
    Note: English
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  • 6
    Online Resource
    Online Resource
    One world, many knowledges : Regional experiences and cross-regional links in higher education (2016)
    Cape Town : African Minds
    Details
    ISBN: 9780620557894
    Language: Undetermined
    Pages: 1 Online-Ressource (312 p.)
    Keywords: Education ; Education: care & counselling of students ; Higher & further education, tertiary education
    Abstract: Various forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a global template for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global knowledge society or risk falling behind in the ubiquitous university ranking system? Or are there alternatives that can achieve a better, more ethically inclined, world? Basing their observations on their own experiences, an interesting mix of seasoned scholars and new voices from southern Africa and the Nordic region offer critical perspectives on issues of inter- and cross-regional academic co-operation. Several of the chapters also touch on the evolution of the higher education sector in the two regions. An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration. The Southern African-Nordic Centre (SANORD) is a partnership of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. SANORDs primary aim is to promote multilateral research co-operation on matters of importance to the development of both regions. Our activities are based on the values of democracy, equity, and mutually beneficial academic engagement
    Note: English
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  • 7
    Online Resource
    Online Resource
    Doctoral Education in South Africa (2016)
    Cape Town : African Minds
    Details
    ISBN: 9781928331001
    Language: Undetermined
    Pages: 1 Online-Ressource (296 p.)
    Keywords: Education ; Educational strategies & policy ; Higher & further education, tertiary education
    Abstract: Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book.The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously
    Note: English
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  • 8
    Online Resource
    Online Resource
    Change Management in TVET Colleges : Lessons Learnt from the Field of Practice (2016)
    Cape Town : African Minds
    Details
    ISBN: 9781928331339
    Language: Undetermined
    Pages: 1 Online-Ressource (144 p.)
    Keywords: Education ; Higher & further education, tertiary education ; Colleges of further education ; Colleges of higher education
    Abstract: 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
    Note: English
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  • 9
    Online Resource
    Online Resource
    Twenty Years of Education Transformation in Gauteng 1994 to 2014 (2015)
    Cape Town : African Minds
    Details
    ISBN: 9780621429152
    Language: Undetermined
    Pages: 1 Online-Ressource (358 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: 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. These essays talk to what a provincial education department does and how and why it does these things whether it be about policy, resourcing or implementing projects. Each essay is written by one or more specialist in the relevant focus area. The book is written to be accessible to the general reader as well as being informative and an essential resource for the specialist reader. It sheds light on aspects of how a provincial department operates and why and with what consequences certain decisions have been made in education over the last 20 turbulent years, both nationally and provincially. There has been no attempt to fi t the book's chapters into a particular ideological or educational paradigm, and as a result the reader will find differing views on various aspects of the Gauteng Department of Education's present and past. We leave the reader to decide to what extent the GDE has fulfilled its educational mandate over the last 20 years
    Note: English
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  • 10
    Online Resource
    Online Resource
    Higher Education in Portuguese Speaking African Countries (2014)
    Cape Town : African Minds
    Details
    ISBN: 9781920677039
    Language: Undetermined
    Pages: 1 Online-Ressource (120 p.)
    Keywords: Education ; Higher & further education, tertiary education
    Abstract: This publication is the result of a baseline study of the state of the higher education systems in the five Portuguese speaking countries in Africa (PALOP): Angola, Cape Verde, Guinea-Bissau, Mozambique and Sao Tome and Principe. The project was undertaken by an African international expert in the field of higher education studies and was fully sponsored and supported by the Association for the Development of Education in Africa (ADEA). The report offers a historical overview of the development of higher education in PALOP from colonial times to the present. The main objective of this baseline study is to map the landscape and dynamics of change in the higher education systems of PALOP countries. It focuses on describing the latest developments of trends of expansion, financing, governance and policy reforms closely linked to the development of higher education systems in these countries. Furthermore, the study will facilitate an informed debate and the dissemination of knowledge on the role of higher education for development in Africa
    Note: English
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  • 11
    Online Resource
    Online Resource
    Perspectives on Student Affairs in South Africa (2014)
    Cape Town : African Minds
    Details
    ISBN: 9781920677442
    Language: Undetermined
    Pages: 1 Online-Ressource (170 p.)
    DDC: 378.197
    Keywords: Education ; Higher & further education, tertiary education ; Philosophy & theory of education
    Abstract: 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. The papers in this book deal with matters pertaining to international and national trends in student affairs: academic development, access and retention, counselling, and material support for students coming from disadvantaged backgrounds. They are linked to national and international developments, as described in the first two papers. This publication will assist both young and experienced practitioners as they grow into their task of developing the students entrusted to them. All contributors are South Africans with a great deal of experience in student affairs, and all are committed to the advancement of student affairs in South Africa. The editors are former heads of student affairs portfolios at two leading South African universities
    Note: English
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  • 12
    Online Resource
    Online Resource
    Shaping the Future of South Africa’s Youth : Rethinking Post-School Education and Skills Training (2012)
    Cape Town : African Minds
    Details
    ISBN: 9781920677855
    Language: Undetermined
    Pages: 1 Online-Ressource (208 p.)
    Keywords: Education ; Higher & further education, tertiary education ; For Further Education & Training (FET): Academic grades (South Africa)
    Abstract: South Africa has made huge gains in ensuring universal enrolment for children at school, and in restructuring and recapitalising the FET college sector. However, some three million young people are not in education, employment or training and the country faces serious challenges in providing its youth with the pathways and support they need to transition successfully into a differentiated system of post-school education and training. Across nine evidence-based chapters, 17 authors offer a succinct overview of the different facets of post-school provision in South Africa. These include an analysis of the impact of the national qualifications system on occupational training, the impact of youth unemployment, the capacity of the post-school system to absorb larger numbers of young people, the relationship between universities and FET colleges, the need for more strategic public and private investment in skills development, and a youth perspective on education and training policy. The authors have a number of recommendations for improving the alignment between schooling, further education and training, and university education – interventions that could shape the future of South Africa’s youth
    Note: English
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  • 13
    Online Resource
    Online Resource
    The University in Africa and Democratic Citizenship (2012)
    Cape Town : African Minds
    Details
    ISBN: 9781920355678
    Language: Undetermined
    Pages: 1 Online-Ressource (138 p.)
    Keywords: Education ; Higher & further education, tertiary education ; Political structures: democracy
    Abstract: Whether and how higher education in Africa contributes to democratisation beyond producing the professionals that are necessary for developing and sustaining a modern political system, remains an unresolved question. This report, then, represents an attempt to address the question of whether there are university specific mechanisms or pathways by which higher education contributes to the development of democratic attitudes and behaviours among students, and how these mechanisms operate and relate to politics both on and off campus. The research contained in this report shows that the potential of a university to act as training ground for democratic citizenship is best realised by supporting students' exercise of democratic leadership on campus. This, in turn, develops and fosters democratic leadership in civil society. Thus, the university's response to student political activity, student representation in university governance and other aspects of extra-curricular student life needs to be examined for ways in which African universities can instil and support democratic values and practices. Encouraging and facilitating student leadership in various forms of on-campus political activity and in a range of student organisations emerges as one of the most promising ways in which African universities can act as training grounds for democratic citizenship. The project on which this report is based forms part of a larger study on Higher Education and Democracy in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa
    Note: English
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  • 14
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    Linking Higher Education and Economic Development : Implications for Africa from three successful systems (2012)
    Cape Town : African Minds
    Details
    ISBN: 9781920355449
    Language: Undetermined
    Pages: 1 Online-Ressource (106 p.)
    Keywords: Education ; Higher & further education, tertiary education ; Economic growth
    Abstract: Finland, South Korea and the state of North Carolina in the United States are three systems that successfully have harnessed higher education in their economic development initiatives. Common to the success of the all these systems is, amongst others, the link between economic and education planning, quality public schooling, high tertiary participation rates with institutional differentiation, labour market demand, cooperation and networks, and consensus about the importance of higher education for development. Linking higher education and economic development: Implications for Africa from three successful systems draws together evidence on the three systems, synthesises the key findings, and distils the implications for African countries
    Note: English
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  • 15
    Online Resource
    Online Resource
    Higher Education Financing in East and Southern Africa (2012)
    Cape Town : African Minds
    Details
    ISBN: 9781920355333
    Language: Undetermined
    Pages: 1 Online-Ressource (242 p.)
    Keywords: Education ; Higher & further education, tertiary education ; Funding of education & student finance
    Abstract: This nine-country study of higher education financing in Africa includes three East African states (Kenya, Tanzania and Uganda), five countries in southern Africa (Botswana, Lesotho, Mozambique, Namibia and South Africa), and an Indian Ocean island state (Mauritius). Higher Education Financing in East and Southern Africa explores trends in financing policies, paying particular attention to the nature and extent of public sector funding of higher education, the growth of private financing (including both household financing and the growth of private higher education institutions) and the changing mix of financing instruments that these countries are developing in response to public sector financial constraints. This unique collection of African-country case studies draws attention to the remaining challenges around the financing of higher education in Africa, but also identifies good practices, lessons and common themes
    Note: English
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  • 16
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    Online Resource
    Universities and Economic Development in Africa : Pact, academic core and coordination (2012)
    Cape Town : African Minds
    Details
    ISBN: 9781920355807 , 9781920355739
    Language: Undetermined
    Pages: 1 Online-Ressource (110 p.)
    Keywords: Education ; Higher & further education, tertiary education ; Colleges of higher education
    Abstract: Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa
    Note: English
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