Reflections on a multi-layered intervention in the South African public education system: Some ethical implications for Community Operational Research

2018 ◽  
Vol 268 (3) ◽  
pp. 971-983 ◽  
Author(s):  
Norma R.A. Romm
Keyword(s):  
Public Education ◽  
South African ◽  
Education System ◽  
Operational Research ◽  
The South ◽  
Public Education System ◽  
Ethical Implications ◽  
Community Operational Research

The Mother Tongue

2017 ◽  
Author(s):  
Stephanie Elizondo Griest
Keyword(s):  
Public Education ◽  
Human Trafficking ◽  
Education System ◽  
Native Language ◽  
Mother Tongue ◽  
South Texas ◽  
The Internet ◽  
Drug Trade ◽  
The South ◽  
Public Education System

What does it mean to be Mohawk today—especially given that so many traditions (hunting, fishing, fur trapping, basketry) have been compromised by outside influences (polluting industries, the drug trade, human trafficking, the Internet)? Of Akwesasne’s 12,000 residents, only a thousand still speak their native language fluently. Most of them are elderly. This chapter investigates Mohawk efforts to revitalize their native language, including an immersive K-8 school called the Akwesasne Freedom School. The author also reflects upon the loss of her own mother tongue back in the South Texas public education system, where Tejano children were punished for their Mexican accents.

scholarly journals Factors that Inhibit Sustainable Adoption of Industry 4.0 in the South African Manufacturing Industry

2021 ◽  
Vol 13 (3) ◽  
pp. 1013
Author(s):  
Whisper Maisiri ◽  
Liezl van Dyk ◽  
Rojanette Coeztee
Keyword(s):  
South African ◽  
Education System ◽  
Industry 4.0 ◽  
Manufacturing Industry ◽  
Youth Unemployment ◽  
Small Scale ◽  
The South ◽  
Qualitative Descriptive ◽  
Cultural Construct ◽  
Sub Saharan

Industry 4.0 (I4.0) adoption in the manufacturing industry is on the rise across the world, resulting in increased empirical research on barriers and drivers to I4.0 adoption in specific country contexts. However, no similar studies are available that focus on the South African manufacturing industry. Our small-scale interview-based qualitative descriptive study aimed at identifying factors that may inhibit sustainable adoption of I4.0 in the country’s manufacturing industry. The study probed the views and opinions of 16 managers and specialists in the industry, as well as others in supportive roles. Two themes emerged from the thematic analysis: factors that inhibit sustainable adoption of I4.0 and strategies that promote I4.0 adoption in the South African manufacturing industry. The interviews highlighted cultural construct, structural inequalities, noticeable youth unemployment, fragmented task environment, and deficiencies in the education system as key inhibitors. Key strategies identified to promote sustainable adoption of I4.0 include understanding context and applying relevant technologies, strengthening policy and regulatory space, overhauling the education system, and focusing on primary manufacturing. The study offers direction for broader investigations of the specific inhibitors to sustainable I4.0 adoption in the sub-Saharan African developing countries and the strategies for overcoming them.

No Child Left Behind: The Ongoing Movement for Public Education Reform

2006 ◽  
Vol 76 (4) ◽  
pp. 461-473 ◽  
Author(s):  
ROD PAIGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
Education Reform ◽  
Education System ◽  
Academic Skills ◽  
Public Education System ◽  
Left Behind ◽  
Public Education Reform ◽  
Original Goal

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

SOCIAL STRUCTURE AND EDUCATIONAL LEVEL OF TEACHERS OF THE UZBEKISTAN SSR

2021 ◽  
Vol 4 (7) ◽  
pp. 34-43
Author(s):  
Muysin Dusaliev ◽  
Keyword(s):  
Public Education ◽  
Education System ◽  
Educational Level ◽  
Primary Schools ◽  
Current Problem ◽  
Educational Institutions ◽  
Religious Schools ◽  
Soviet Government ◽  
Public Education System ◽  
The Impact

The article highlights the problems and needs of the population for education as a result of the concentration of the Soviet government on the formation of a public education system in the spirit of its socialist ideas by creating new Soviet schools and increasing their number.In November 1918,the Soviet government of Turkestan decided to separate church from state and school from church. Although the existing private old religious schools were not completely banned by this decision, the creation of new Soviet schools and the increase in their number became more and more important. It is clear that this is a sign that the system is completely politicized. The schools were divided into two levels: the first level educational institutions included the first three classes, and the second level consisted of four classes. There was also a high school with three classes. Under the conditions of that time, more primary schools were opened in the country.This article discusses the current problem in the Soviet-era public education system under the Soviet government from 1994 to 1991, as well as the impact of this problem on today's education system

scholarly journals Critical agency in the post-apartheid education system

2015 ◽  
Author(s):  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Critical Thinking ◽  
South African ◽  
Educational System ◽  
Education System ◽  
The South ◽  
African Education ◽  
South African Education

This paper looks at critical agency in the South African education system. There has been a consistent linking of critical thinking with critical agency under apartheid, and that this was constructed by a ‘critical struggle’ (Touraine, 1985) against apartheid domination. However, this changed significantly in the post-apartheid moment, where compliance with the newly elected government is emphasised, and could be viewed in terms of ‘positive struggles’ (Touraine, 1986). These, however, limit critical agency in the post-apartheid formation. There is, nonetheless, evidence of critical agency being enacted in the post-apartheid education system. The importance of highlighting those forms of critical agency is crucial in order to enhance social justice in the post-apartheid educational system and society. This paper also links critical agency in the post-apartheid situation with the postcolonial and postmodern conditions because such conditions affect the possibilities of critical agency not only in South Africa but more generally.

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