Effectual Structuring of Entrepreneurship Education: Guidelines for Overcoming Inadequacies in the South African School Curriculum

2020 ◽  
Vol 17 (4) ◽  
pp. 41-55
Author(s):  
Adri du Toit ◽  
Elizabeth L. Kempen
Keyword(s):  
South African ◽  
Entrepreneurship Education ◽  
School Curriculum ◽  
The South ◽  
South African School

The inclusion of children’s rights and responsibilities in the South African school curriculum

2017 ◽  
Vol 21 (1) ◽  
pp. 48-62
Author(s):  
Lucia Munongi ◽  
Jace Pillay
Keyword(s):  
South African ◽  
Children's Rights ◽  
School Curriculum ◽  
Children’S Rights ◽  
The South ◽  
South African School

This study aimed to explore Grade 9 learners’ perceptions on the extent to which rights and responsibilities are taught in the school curriculum. The sample consisted of 577 learners from 13 public, independent and independent-subsidised schools, randomly sampled from four Johannesburg education districts. Data were collected through a quantitative questionnaire that was self-administered. Results showed that rights and responsibilities were being taught to a low or moderate extent in various learning areas. The findings suggest a gap in the teaching of children’s rights and responsibilities in the school curriculum. Based on the findings, we make several recommendations for the inclusion of children’s rights in the school curriculum in South African schools.

scholarly journals Human evolution in the South African school curriculum

2019 ◽  
Vol 115 (7/8) ◽  
Author(s):  
Clarisa Sutherland ◽  
Ericka N. L'Abbé
Keyword(s):  
South African ◽  
Human Evolution ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
School Curriculum ◽  
The South ◽  
Theory Of Evolution ◽  
South Africans ◽  
South African School ◽  
Evolution By Natural Selection

A decade after the introduction of the topic into the South African public school curriculum, the theory of evolution by natural selection is poorly understood among those who teach it, and that flawed understanding is transferred to those attempting to learn it. The curricula, support material and textbooks designed to underpin teaching and learning of evolution are often inaccurate. Deeply held religious views in the country, especially Christianity, remain a stumbling block towards understanding and accepting evolution. The lack of scientific literacy allows for the continuation of Social Darwinism and racial stereotypes and deprives the victims of those ills of the knowledge and mechanisms of thought to counter these ideas. This review explores the relatively sparse but nevertheless well-conducted research into evolution education in South Africa. We conclude that an understanding of human evolution is essential to the country’s growing democracy because it provides a framework within which South Africans can understand and appreciate the diversity and heterogeneous nature of our society.

Teaching About Sexual and Gender Diversity and Challenging Homophobia/Transphobia in the South African School System

2016 ◽  
pp. 165-184
Author(s):  
Finn Reygan
Keyword(s):  
South Africa ◽  
Education Policy ◽  
South African ◽  
Gender Diversity ◽  
The South ◽  
Gender Minorities ◽  
South African School ◽  
And Gender ◽  
South African Constitution ◽  
Diversity In Education

The South African Constitution was the first in the world to include sexual orientation protections, and the country was an early embracer of same-sex marriage. Nevertheless, the lives of sexual and gender minorities in South Africa, including young people in schools, are often characterized by violence and discrimination. The growing body of research on sexual and gender diversity in education in South Africa indicates that homophobia is widespread in schools and that teachers and school principals are ill-prepared to challenge this homophobia and to teach in an affirming way about sexual and gender diversity. This chapter discusses the development of a training module for South African teachers on how best to challenge homophobia and transphobia and to teach about sexual and gender diversity in schools. Given the focus in South African education policy on social justice and inclusion in the post-apartheid context, this ground-breaking intervention supports transformative education policy.

scholarly journals Challenging the ‘Four Corner Press’ as framework for invitational leadership in South African schools

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Rita Niemann ◽  
Zendré Swanepoel ◽  
Nalize Marais
Keyword(s):  
School Leadership ◽  
South African ◽  
The Body ◽  
Eastern Cape ◽  
The South ◽  
Invitational Leadership ◽  
South African School ◽  
Managerial Implications ◽  
Value Add ◽  
Successful School

Orientation: Invitational leadership (IL) is consistent with current leadership trends and, because South African schools are in need of sound leadership, it is necessary to have a framework that can guide principals to act in accordance with the expectations of their educators.Research purpose: This study challenges the internationally accepted ‘Four Corner Press’ of Purkey and Novak (1984) as a framework for IL in the South African school context.Motivation for the study: IL appears to be a comprehensive model for successful school leadership. This necessitated an investigation to determine whether the ‘Four Corner Press’ reflects the expectations of teachers and, if so, whether it could serve as a valuable leadership tool.Research design, approach and method: A questionnaire containing 31 Likert-scale items, underpinned by the principles of IL, was disseminated to 600 educators conveniently drawn from the population of 88 828 teachers in Free State and Eastern Cape schools.Main findings: The data obtained from the survey enabled the researchers to perform a factor analysis, which revealed that South African educators’ expectations of leadership aligned with the ‘Four Corner Press’.Managerial implications: The ‘Four Corner Press’ can be used as a plausible framework for IL in South African schools, which has implications for the development and training of principals.Contribution/value-add: The ‘Four Corner Press’ can be regarded as a reliable prototype of IL expectations within the South African context, which contributes to extending the body of knowledge of education leadership in South Africa.

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