You might also consider these related books
This compelling study, comprising of a sample of eight schools in three countries in sub-Saharan Africa Kenya, South Africa and Tanzania examines the sources, contents and processes of children´s community-based sexual knowledges and asks how these knowledges interact with AIDS education programmes in school. Old enough to know showcases the possibilities of consulting pupils using engaging, interactive and visual methods including digital still photography, mini-video documentaries, as well as interviews and observations. These innovative methods allow children to speak freely and openly in contexts where talking about sex to adults is a cultural taboo.
This monograph is the sequel to Studying Ambitions: Pathways from grade 12 and the factors that shape them, which investigated the aspirations for future study and/or work of 20 659 grade 12 learners across South Africa in 2005. Ambitions Revised: Grade 12 learner destinations one year on tracks the same cohort of learners into their destinations one year later. Of particular interest to the research team was the sub-set of those who enrolled in teacher education programmes. The extremely low levels of interest in teaching first observed in a similar 2002 HSRC study are confirmed here a finding which has implications for sustainable teacher supply and for the health of an education system upon which the future of the country depends.
Internationally and locally, there is growing emphasis on the importance of effective school management and leadership in contributing to good student achievement outcomes. Instructional leadership has become a key concept in the research literature, reflecting an attempt to better understand the relationship between school leadership, curriculum and instructional matters, and student achievement. Managing to learn is the first study of its kind in South Africa, considering these issues in a sample of 200 schools in two provinces. The research reported in this monograph provides an extensive review of the literature around the management of curriculum and instruction, a framework and methodology for the research, and the empirical findings from the study. Through a series of regression analyses, the study presents those management factors identified across a wide range of schools as most crucial to improved performance of students. It brings greater clarity to the somewhat undifferentiated view of school management currently, and a sharper focus on its importance in relation to how students learn.