- Can poststructuralist nuances of sustainable living contribute towards educational transformation in schools
- A postmodern model for career guidance (in Afrikaans)
- Predictors of scientific literacy of matriculants entering universities and technikons in the Western Cape
- Effects of a shared vision on the attitudes of teachers towards outcomes-based education
- Is there a >space= for enabling disparate knowledge traditions to work together? Challenges for science (education) in an African context
- Strawberries, cream and the implementation of Curriculum 2005: Towards a research agenda
- Possible barriers to the advancement of women to leadership positions in the education profession
- The transformation of a practice in Philosophy of Education: a case study
- Quality and effectiveness in mathematics education: the role of the professional mathematics teacher/educator
- Environmental education, materials development and collegiality: implications for universities and schools
- A multiperspective approach to school history (in Afrikaans)
- Some implications of the 1996 census for the education research agenda (in Afrikaans)
- Quality education: revival of staff induction in schools
1. Can poststructuralist nuances of sustainable living contribute towards educational transformation in schools
Waghid Y & Schreuder D
vs1@maties.sun.ac.za
The implementation of policy instruments is not sufficient to move beyond apartheid education, but rather, to practice poststructuralist nuances of sustainable living which may enable educational transformation in schools. Diversity, equality and liberty, and participation are nuances of constitutive meanings of sustainable living, that is, intergenerational equity, human rights, basic human needs and participation that hold the most radical possibilities for praxis (critical discourse) to occur. 
2. A postmodern model for career guidance (in Afrikaans)
JG Maree & SE Bester
jgmaree@econ.up.ac.za
Although effective models and methods for the provision of career counselling exist in South Africa, it has to be kept in mind that existing models were mainly designed for South Africa=s previously unequal, modern society. The need for an innovative model and methods for career counselling, based on the viewpoints of the postmodern approach, has become evident. In this article a potential postmodern model for career counselling is offered, and a case study is presented
3. Predictors of scientific literacy of matriculants entering universities and technikons in the Western Cape
RC Laugksch & TT Dunne
laugkschr@unin.unorth.ac.za
A multivariate logistic regression model was used in determining which combination of student background variables best predicts the scientific literacy of the students sampled. Students were classified as Ascientifically literate@ on the basis of writing an 110-item Test of Basic Scientific Literacy. The findings suggest possible intervention strategies for achieving wider scientific literacy in South Africa.
4. Effects of a shared vision on the attitudes of teachers towards outcomes-based education
P Singh & PG Manser
singh-p@pelican.vista.ac.za
The findings of this study indicate that a shared vision alone does not guarantee the successful implementation of OBE. Systemic paradigm shifts require a fundamental change of the old order. This necessitates the retraining of educators and the provision of materials that could contribute substantially to the formulation of a shared vision on transformational OBE. The study indicated that the lack of resources, especially in historically black schools, impacts negatively on a shared vision of OBE. The problem is exacerbated by the premature enforcement of the implementation of OBE.
5. Is there a >space= for enabling disparate knowledge traditions to work together? Challenges for science (education) in an African context
L le Grange
llg@akad.sun.ac.za
In recent years there has been a rethinking of the status of Western science, recognising that there are other ways of knowing in addition to Eurocentric and egocentric ones. These developments provide particular challenges in the context of globalization. This article critically explores a >space= for knowledge production, which may enable both Western science and African Indigenous knowledge to coexist. The implications of such a >space= for science (education) are explored.
6. Strawberries, cream and the implementation of Curriculum 2005: Towards a research agenda
JM Rogan
jrogan@scientia.up.ac.za
Schools and school systems fall along a developmental continuum. In this article the consequences of this continuum for the implementation of innovation in general and Curriculum 2005 in particular are examined. Furthermore, the article suggests the establishment of a long-term research and development agenda based on the continuum and current efforts at innovation. It is advocated that the departments of education, research institutions and NGO=s pool their resources and experience to create test-beds where the implementation of Curriculum 2005 could be developed and researched. The essence of these test-bed Asolutions@ is that schools need to be given ownership of both the curriculum and how it is to be implemented.
7. Possible barriers to the advancement of women to leadership positions in the education profession
ER Mathipa & EG Tsoka
mthpa-er@marlin.vista.ac.za
The article focusses on a number of barriers placed against the advancement of women inter alia in the education profession. The barriers referred to are culture (when it prescribes that a woman=s place is at home); tradition (which prescribes certain careers as being solely for women); employment (as it prescribes specific practices to be followed in employing women); prejudice and stereotypes (as they influence the manner in which promotions must be done), and lack of promotion (as it is perceived that challenging work is more important to men than to women).
8. The transformation of a practice in Philosophy of Education: a case study
LG Higgs
higgslg@unisa.ac.za
This article introduces the new approach in the curriculum for philosophy of education at the University of South Africa. The previous content of Fundamental Pedagogics has been replaced by a pluralistic problem-centred approach to educational discourse which encourages teachers to reflect critically on their own classroom practice, as well as on contemporary issues in education.
9. Quality and effectiveness in mathematics education: the role of the professional mathematics teacher/educator
RJ Botha
rjbotha@unisa.ac.za
Aspects of the professional life, as well as some qualities of the >good and effective= mathematics teacher, are discussed. The phases in the professional life of the mathematics teacher are indicated and a number of alternative answers to the question of quality and effectiveness in mathematics are formulated and analysed. The desired outcomes of the training of mathematics teachers is also discussed. In conclusion the teacher=s mathematics-related belief system is discussed and some guidelines for the improvement of quality and effectiveness in mathematics teaching at secondary school level are suggested.
10. Environmental education, materials development and collegiality: implications for universities and schools
L le Grange & Y Waghid
llg@maties.sun.ac.za
This article deals with university and school partnerships in environmental education research as effective ways of supporting teacher education while engaging in collaborative curriculum materials development. It reflects upon environmental education as a process of collegial dialogue and how this understanding has shaped approaches to research and the development of curriculum materials.
11. A multiperspective approach to school history (in Afrikaans)
C de Wet
dewetnc@opv.uovs.ac.za
In this article it is argued that a multiperspective approach can possibly obviate the criticism against school history textbooks written in a specific paradigm. On the basis of a case study, it is concluded that a multiperspective approach in history teaching can lead to critical thought, insight into the influence of the spirit of the times on historical interpretations and tolerance towards those who do not hold the same views as the learner. However, this approach makes great demands on history teachers in respect of expertise and infrastructure.
12. Some implications of the 1996 census for the education research agenda (in Afrikaans)
CC Wolhuter
wolhuterc@unizul.ac.za
The recently processed results of the 1996 census were scrutinized to determine how the education research agenda should be adjusted to remain relevant. The following five trends with significant implications for the education research agenda were identified: The decrease in the number of annual births; the urbanisation of the South African population; a highly mobile population; a substantial informal economic sector, and a significant number of children growing up in informal settlements.
13. Quality education: revival of staff induction in schools
M Heyns
heynsmg@opv.uovs.ac.za
Optimal utilisation of human resources is a prerequisite for school effectiveness. Induction has as its aim the speedy integration and hence optimal utilisation of every newly appointed teacher. The rationale, objectives, contents and implementation of school induction programmes are discussed. Reference is also made to the results of a pilot research programme that has been conducted as a first step in the assessment of the state of induction in South African schools.
