The contributors to this original volume use case studies to explore community-based psychology practice. The book emphasises the importance of a thorough understanding of context for community work and shows how change in others cannot happen without change in ourselves.
From 1971 to 2000, prior to the transfer of this data to SAQA, the HSRC has regularly monitored the income of university graduates. This is the fourteenth survey in the series. The sample was drawn from the HSRC Register of Graduates, the most comprehensive source of names and addresses of graduates residing in South Africa.
Drawing on the personal narratives of women from across the political spectrum in the Western Cape, this book presents an unusual and regional perspective on the political history of South African women.
Drawing on nearly a decade of the South African Association for Research in Mathematics Science and Technology Education (SAARMSTE) conferences, this book captures the broad range of research being done in mathematics education in South Africa. The volume also provides an historical analysis of forces that have shaped mathematics curricula.
For a long time economists have warned that abundant natural resources are bad for economic development because their exploitation stunts manufacturing exports, favours rent-seeking activities by politically well-connected people, and generally leads to unsustainable policies for which, as so often, the poor end up paying the price with lost growth and opportunity. But over the last few years the so-called resource curse has been revisited as historically uninformed, theoretically unsatisfactory, empirically incorrect, and largely useless for development policy.
South Africa's first democratic elections in 1994 heralded the end of more than forty years of apartheid. The Government of National Unity started the process of bringing together this deeply divided society principally through the establishment of the Truth and Reconciliation Commission (TRC).
Internationally, Recognition of Prior Learning (RPL) has become a standard component of education policy reforms aimed at meeting the requirements of a globalised labour market on the one hand, while responding to demands for widening access to further and higher education on the other.
The practice of Recognition of Prior Learning (RPL) in the education of adults seeks to affirm and accredit the knowledge and skills which they have already attained in the course of their working lives. This monograph explores the implementation of RPL in a programme designed to upgrade tens of thousands of under-qualified teachers and finds a baffling dilemma: how does one value prior learning which one believes to be misguided, outdated, or inappropriate?