Bantu Primary and Secondary Education in the Republic of South Africa

1970 ◽  
Vol 61 (4) ◽  
pp. 150-157 ◽  
Author(s):  
Ralph R. Ireland
Keyword(s):  
South Africa ◽  
Secondary Education ◽  
Primary And Secondary Education ◽  
The Republic

scholarly journals The contribution of the teaching contents of primary and secondary education to the development of the security culture of young people

2021 ◽  
Vol 63 (3) ◽  
pp. 163-186
Author(s):  
Slađana Ćurčić
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Primary Schools ◽  
Special Focus ◽  
Educational Context ◽  
Security Culture ◽  
Primary And Secondary Education ◽  
The Republic ◽  
Comparative Systems ◽  
Insight Into

The paper considers teaching contents in comparative systems of primary and secondary education, which are important for the development of security culture of young people and based on the expanded security agenda and new educational needs in that context. Methodologically, the paper is based on a review of the existing literature and the analysis of certain strategic documents in the field of education and security. Special focus was placed on the practice in the Republic of Serbia and previous activities in this field. The initial aim was to gain insight into certain foreign experiences and experiences of the Republic of Serbia, regarding the representation of security contents in primary and secondary education, and - on the basis of this - to try to consider the development of security culture in the educational context. It was found that among the analyzed countries Poland, Slovenia and Russia have a special subject dedicated to security topics within their education systems and it is noticeable that there is such an effort in other countries, but for now, security contents are mostly implemented in the existing subjects. Regarding the Republic of Serbia, it is concluded, that the potential introduction of a special subject dedicated to security topics in secondary schools and the enrichment of existing subjects with the security content in primary schools, may result in the improvement of general security of the youth.

scholarly journals Work in the time of Covid-19 pandemic: challenges for didactic activity in the Republic of Moldova

Economica ◽  
2021 ◽  
pp. 37-51
Author(s):  
Eduard Tugui ◽  
◽  
◽  
Keyword(s):  
Secondary Education ◽  
Working Conditions ◽  
Opinion Poll ◽  
Republic Of Moldova ◽  
Cultural Rights ◽  
Primary And Secondary Education ◽  
Labour Rights ◽  
Decent Life ◽  
The Republic

The study represents an analysis of the pandemic impact on working conditions of teachers employed in general primary and secondary education institutions in the Republic of Moldova. The analysis is based on an opinion poll carried out among the didactic staff and relates the working conditions during the pandemic to the provisions stipulated in the International Covenant on Economic, Social and Cultural Rights, as well as those in the Constitution of the Republic of Moldova. The poll results denote the fact that the working conditions of the didactic staff have changed for the worse during the pandemic, having aggravated some chronic problems of Moldovan education, whereas exercising labour rights in conformity with international and constitutional engagements implies rationalization of work and providing necessary remuneration for a decent life.

scholarly journals Student dropout in primary and secondary education in the Republic of Serbia

2017 ◽  
Vol 20 (1) ◽  
pp. 27-50 ◽  
Author(s):  
Ksenija Krstic ◽  
Ivana Stepanovic-Ilic ◽  
Marina Videnovic
Keyword(s):  
Secondary Education ◽  
Student Dropout ◽  
Primary And Secondary Education ◽  
The Republic

scholarly journals IMPLEMENTASI PELAYANAN BIMBINGAN KONSELING BERDASARKAN PANDUAN KEMENDIKBUD 2016

2021 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Anniez Rachmawati Musslifah
Keyword(s):  
Secondary Education ◽  
Counseling Services ◽  
Developmental Tasks ◽  
Guidance And Counseling ◽  
Ministry Of Education ◽  
Assessment Data ◽  
Primary And Secondary Education ◽  
Self Reliance ◽  
The Republic

Guidance and Counseling Guidelines on Primary and Secondary Education issued by the Ministry of Education and Culture of the Republic of Indonesia in 2016 is one of the main modules of the implementation of guidance and counseling in Indonesia which is full of various studies. This paper aims to find out what indicators of the implementation of counseling guidance and the implementation of counseling guidance is in line with those indicators. The research conducted is normative or literatures studies research.  The results of the analysis showed 4 (four) indicators in guidance and counseling services: first, through characteristics; second, through the interrelationship of developmental tasks and standards of self-reliance competencies, which focus on the suitability of levels and developmental tasks; third, through both test and non-test techniques; and fourth, through the utilization of assessment data as an evaluation material for students. In its implementation, guidance and counseling services focus on developments that are in line with the characteristics and duties of learners.

scholarly journals Optimising Post-Colonial Bilingual Education in Cameroon’s Primary and Secondary Schools: A Critic on School Practice

2020 ◽  
pp. 39-53
Author(s):  
Yaro Loveline
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Implementation Process ◽  
Policy Formulation ◽  
State Budget ◽  
Post Colonial ◽  
Primary And Secondary Education ◽  
The Republic ◽  
The Government

The post-colonial period was a turning point in Cameroon’s educational system. Since Independence and Reunification in 1960-61, the various governments of the Federal Republic of Cameroon, the United Republic of Cameroon and the Republic of Cameroon have been committed to the development of Education. Significant resources have been invested in this course geared towards improved education quality in both sub-sectors of Primary and Secondary Education. The Ministries of Primary and Secondary Education continue to be amongst the top ministries to receive the highest allocation from the state budget with 19.7% in 2010 and 16.3% in 2011 (Cameroon, 2015). However, there still exist challenges to quality education in Cameroon that the government has continued to address through, formation of commission, committees, and taskforces that have influenced curriculum policy formulation and implementation. In this respect, the formulation of education policy of bilingualism to use in the teaching and learning in Cameroon schools has been one of the main concerns of education in Cameroon. There is therefore need to asses and monitor progress of how this has guided teaching and learning in schools. How this policy has evolved overtime and especially how it is serving the purpose for which it was formulated. Using the Historical approach this study provides an opportunity to critically examine the efforts made in Cameroon in implementing the policy of bilingualism formulated for teaching in primary and secondary schools after independence and reunification. It sheds light in the meaning of bilingualism in the context of school application and broadens discussions on challenges faced by stakeholders in the implementation process. Furthermore, as the country, looks towards the achievement of the millennium development goals and education for sustainable development, the study provides recommendations to optimize bilingualism in Schools in Cameroon.

Time and Latitude in South Africa

1972 ◽  
Vol 1 ◽  
pp. 27-38
Author(s):  
J. Hers
Keyword(s):  
South Africa ◽  
Cape Town ◽  
Astronomical Observations ◽  
Royal Observatory ◽  
The Republic ◽  
Astronomical Determination ◽  
Limited Accuracy ◽  
Better Than

In South Africa the modern outlook towards time may be said to have started in 1948. Both the two major observatories, The Royal Observatory in Cape Town and the Union Observatory (now known as the Republic Observatory) in Johannesburg had, of course, been involved in the astronomical determination of time almost from their inception, and the Johannesburg Observatory has been responsible for the official time of South Africa since 1908. However the pendulum clocks then in use could not be relied on to provide an accuracy better than about 1/10 second, which was of the same order as that of the astronomical observations. It is doubtful if much use was made of even this limited accuracy outside the two observatories, and although there may – occasionally have been a demand for more accurate time, it was certainly not voiced.

A Call for Public Participation in the Treaty-making Process in South Africa: What can South Africa Learn from the Kingdom of Thailand?

2020 ◽  
Vol 53 (1) ◽  
Author(s):  
Retselisitsoe Phooko
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Public Participation ◽  
International Treaty ◽  
Legal Implications ◽  
Future Situation ◽  
Rules Of Procedure ◽  
The Republic ◽  
The Government ◽  
Personal Jurisdiction

On 2 August 2002 South Africa signed the Southern African Development Community (SADC) Protocol on Tribunal and the Rules of Procedure Thereof, thus effectively recognising and accepting the jurisdiction of the SADC Tribunal. Among the cases received by the SADC Tribunal was a complaint involving allegations of human rights violations by the government of Zimbabwe. It ruled that the government of Zimbabwe had violated human rights. Consequently, Zimbabwe mounted a politico-legal challenge against the existence of the Tribunal. This resulted in the review of the role and functions of the Tribunal in 2011 which resulted in the Tribunal being barred from receiving new cases or proceeding with the cases that were already before it. Furthermore, on 18 August 2014, the SADC Summit adopted and signed the 2014 Protocol on the Tribunal in the SADC which disturbingly limits personal jurisdiction by denying individual access to the envisaged Tribunal, thus reducing it to an inter-state judicial forum. This article critically looks at the decision of 18 August 2014, specifically the legal implications of the Republic of South Africa’s signing of the 2014 Protocol outside the permissible procedure contained in article 37 of the SADC Protocol on the Tribunal. It proposes that South Africa should correct this democratic deficit by introducing public participation in treaty-making processes in order to prevent a future situation where the executive unilaterally withdraws from an international treaty that is meant to protect human rights at a regional level. To achieve this, this article makes a comparative study between South Africa and the Kingdom of Thailand to learn of any best practices from the latter.

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