A generational catastrophe: COVID-19 and children’s access to education and food in South Africa

2021 ◽  
pp. 1-19
Author(s):  
Debra Shepherd ◽  
Nompumelelo Mohohlwane
Keyword(s):  
South Africa ◽  
Access To Education

scholarly journals Die gestremde as werknemer: Werkgewerperspektief

1988 ◽  
Vol 19 (4) ◽  
pp. 175-181
Author(s):  
Rene Uys ◽  
N. P. Du Preez
Keyword(s):  
South Africa ◽  
Labour Market ◽  
Response Rate ◽  
Self Determination ◽  
Equal Access ◽  
Access To Education ◽  
Research Project ◽  
Equal Chance ◽  
Handicapped People ◽  
Education Training

An extensive research project with a response rate of 35% was undertaken under various companies in South Africa. The purpose of the project was to determine the attitude of employers in the open labour market towards disableds as employees. The researchers also wanted to determine the extend whereto disableds are employed within the labour market, as well as what their application and work successes are. In addition the research will focus on the various disabilities, and persons' abilities, training and expectations. The viewpoint of the research project is that today in the era of self-determination handicapped people do not want to be hired because they are handicapped. Nor do they want to be denied a job because of their handicap. Rather, they want to be treated as any other person. They want an equal chance to demonstrate their abilities and to live up to their potential. They want equal access to education, training and employment. They want to prove that they are people who can do the work and they want others to stop thinking about their handicapping condition.'n Omvangryke navorsingsprojek, waarop die responskoers 35% was, is in samewerking met ondernemings in Suid-Afrika gedoen. Die doel was om te bepaal wat die gesindheid van die werkgewer in die ope-arbeidsmark teenoor die gestremde as werknemer is. Die navorsers wou ook bepaal tot watter mate gestremdes in die ope-arbeidsmark in diens geneem word, die mate van hulle aanwending en wat hul werkprestasies is. Daar word gepoog om te bepaal wat die onderskeie gestremdhede en persone se vermoens, vaardighede, opleiding en bepaalde verwagtinge is. Die uitgangspunt van die navorsingsprojek is dat die gestremde in vandag se 'gelykegeleenthede-omgewing' nie in diens geneem wil word omdat hulle gestremd is nie, maar hulle wil ook nie 'n pos geweier word as gevolg van hul gestremdheid nie. Hulle wil eerder op dieselfde wyse as alle ander werknemers hanteer word. Hulle wit gelyke geleenthede he om hulle vermoens en vaardighede uit te leef en om hulle potensiaal ten voile te benut. Hulle wit gelyke geleenthede tot opvoeding, opleiding en indiensname he. Hulle wil bewys dat hulle wel die werk kan doen en hulle wil he dat ander moet ophou konsentreer op hul gestremdheid en dit wat hulle nie kan doen nie.

Citizenship, Social Justice, and Evolving Conceptions of Access to Education in South Africa

2012 ◽  
Vol 36 (1) ◽  
pp. 239-260 ◽  
Author(s):  
Lori Diane Hill ◽  
Jean Baxen ◽  
Anne T. Craig ◽  
Halima Namakula
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Access To Education

scholarly journals COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa

2020 ◽  
Author(s):  
David Mhlanga ◽  
Tankiso Moloi
Keyword(s):  
South Africa ◽  
Tertiary Education ◽  
Education Level ◽  
Digital Transformation ◽  
Education Sector ◽  
Human Suffering ◽  
Access To Education ◽  
Secondary Sources ◽  
The Impact ◽  
Improve Access

The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these to technologies improve access.

scholarly journals COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa?

2020 ◽  
Vol 10 (7) ◽  
pp. 180 ◽  
Author(s):  
David Mhlanga ◽  
Tankiso Moloi
Keyword(s):  
South Africa ◽  
Industrial Revolution ◽  
Tertiary Education ◽  
Digital Transformation ◽  
Education Sector ◽  
Access To Education ◽  
Secondary Sources ◽  
Fourth Industrial Revolution ◽  
The Impact ◽  
Improve Access

The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.

scholarly journals EDITORIAL: Pharmacy workforce education challenges and responses to the COVID-19 pandemic in South Africa

2021 ◽  
pp. 74-77
Author(s):  
Mariet J Eksteen
Keyword(s):  
South Africa ◽  
Continuing Professional Development ◽  
Positive Outcome ◽  
Workforce Education ◽  
Pharmacy Education ◽  
Remote Access ◽  
Access To Education ◽  
Learning Content ◽  
Pharmacy Workforce ◽  
First Time

The COVID-19 pandemic arrived unannounced and every facet of humankind was forced to align. In South Africa, all aspects of pharmacy education were impacted. Higher education institutions had to adopt emergency remote teaching strategies and skills to ensure pharmacy students had remote access to learning content to ensure that the academic year could be salvaged. For pharmacist interns, the writing of the pre-registration exam was delayed for most of the year. Pharmacists were subjected to compulsory continuing professional development for the first time in 2020. Despite several challenges experienced during this year, COVID-19 will be remembered for the change it initiated and hopefully, a positive outcome for access to education in the country.

A Comparative Analysis of Access to Education for Students with Disabilities in Brazil, Canada, and South Africa

2017 ◽  
Vol 21 (2) ◽  
pp. 34-44 ◽  
Author(s):  
Elisheba Kiru ◽  
North Cooc
Keyword(s):  
South Africa ◽  
Comparative Analysis ◽  
Students With Disabilities ◽  
Relevant Literature ◽  
Cultural Barriers ◽  
Sociocultural Factors ◽  
Access To Education ◽  
Exclusionary Practices ◽  
Professional Development For Teachers

Abstract Access to education for children with disabilities remains a significant challenge in many countries despite international agreement of its importance. This paper describes results from a comparative analysis of education for students with disabilities in Brazil, Canada, and South Africa with a focus on how differences in disability policies, pedagogy, professional development for teachers, and sociocultural factors shape access to schooling in these three countries. The paper also reviews relevant literature to discuss how structural and cultural barriers can exacerbate exclusionary practices. The analysis highlights ways that these countries and others can increase participation in society and enhance quality of life for individuals with disabilities.

scholarly journals Toward a Relevant De-colonized Curriculum in South Africa: Suggestions for a Way Forward

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110525
Author(s):  
Malesela J. Masenya
Keyword(s):  
South Africa ◽  
Literature Review ◽  
South African ◽  
Curriculum Change ◽  
Document Analysis ◽  
Current Debate ◽  
Free Access ◽  
Access To Education ◽  
New Curricula

The debate on the de-colonization of universities in South African gained momentum after protests by students through the #FeesMustFall (FMF) and #RhodesMustFall (RMF) movements. At the center of these protests were issues like free access to education, accommodation, removal of apartheid and colonial statues, and the Africanization of the curriculum. Thus, revisiting and reimagining curricula offerings is an important aspect of the current debate on the de-colonization of education at South Africa’s educational sites. To add to the de-colonization debate, this article discusses the concept of relevance in (re)curriculation. The article will discuss the concepts of de-colonization and relevance, readiness in the implementation of new curricula offerings, challenges, and hurdles in curriculum change and important points of reference in achieving a de-colonized curriculum. Literature review and document analysis will be used to shed more light on this topic.

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.

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