This study analyses international research collaboration (IRC) trends of South African public universities during the 2012-2021 period. While previous studies have explored IRC trends between South Africa and the rest of the world, there is a gap in literature when it comes to the analysis of institutional IRC trends. Using bibliometric data from…

This article draws on the literature in development economics, psychology and sociology to explicate how decolonised early childhood education and care services can reverse the metacolonial cognition lingering in the postcolonial era. In particular, the author shows that colonial institutions persist even after formal colonisation has ended…

This article presents an unusual concrete insight to African higher education transformation. The purpose is to examine the roles of African women mainly Charlotte Maxeke, a South African, in the transformation of higher education and to identify the legacy these transformation offerings translate into for women. It is organized as follows: first,…

This article discusses the denial of access to education to Ismaili Muslim women in colonial Kenya during the 1890s and the 1960s. The Ismailis were part of the "Asians" in Africa, a working class, religious, Muslim immigrant group from India, circumscribed by poverty and a traditional culture, the orthodox elements of which, with regard…

This paper attempts to offer an alternative framework for assessing education delivery in South Africa. Its purpose is to develop an analytic approach for understanding education delivery in South Africa in the last 11 years and to use this framework to pose a set of strategic questions about how policy might be framed to deal with delivery. The…

The article discusses the dissemination and reception of a practice-oriented, community-centred approach to colonial education, which was derived from educational concepts developed for African-Americans in the United States around the turn of the twentieth century. This approach--which came to be known as "Phelps-Stokesism"--gained wide…

This paper examines dynamic changes in educational quality and equity differences between Black and other population groups in post-Apartheid South African public schools, using the ratio of learners to educators in each school, available from the School Register of Needs, 1996 and 2000. The analysis incorporates school or community-level…

This article examines the struggles of the South African government to establish school-wide evaluation policies within post-apartheid institutions. It is demonstrated that even when such evaluation policies promise teacher development and whole-school improvement, there is significant resistance to government intervention in the school…

This statistical record of the progress of African Americans in U.S. institutions of higher education focuses on the black-white higher education equity index; statistics that measure the state of racial inequality; rankings of black enrollments at the nation's 50 highest-ranked universities and liberal arts colleges; and students and faculty from…

This paper critically reviews the ways in which the policy of education decentralisation in post-apartheid South Africa results in both forms of inclusion and new forms of exclusion. Drawing on a two-year research project carried out in three provinces in South Africa, it shows how in the governance of schools, new forms of exclusion are being…

This article argues that skills development in South Africa must be aligned to the economic and political imperatives of reducing unemployment and poverty, while fostering growth and international competitiveness. The legacy of a resource-based economy, overlaid by apartheid policies, has resulted in widespread poverty, inequality and unemployment…

Traditional interventions (small group, individual counseling, classroom guidance, parent conferences) were obviously having little or no effect to stop bullying among children. The bullies had stuck with their project relentlessly, using snide looks, vicious whispering and a systematic plan to totally isolate one child on the playground. These…

In South Africa there is widespread recognition amongst university educators that the new outcomes-based education (OBE) system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal…

This paper examines the life history narratives of a group of 12 black and white male and female undergraduate students at a historically white Afrikaans medium university, now undergoing its own transformation in post-apartheid South Africa. Conceptualizations of identity and discourse across four elements of context, setting, situated activity…

This paper explores both the personal narratives of a group of black and white undergraduate students and the institutional discourse at one historically white and Afrikaans medium university now undergoing its own transformation in post-apartheid South Africa. It considers how students talk about their actual experiences and the micro-realties of…