2,664 research outputs found
GEHALTEONDERRIG VIR ALMAL - SUID-AFRIKA SE SOEKE NA DIE "HEILIGE GRAAL"?
No full textInvitation to and presentation of a lecture by Prof. Howie, 4 August 2011, 17:00, Senate Hall, Hatfield Campus, University of Pretoria.Abstracts in Afrikaans, English and Northern SothoGEHALTEONDERRIG VIR ALMAL - SUID-AFRIKA SE SOEKE NA DIE "HEILIGE GRAAL" ?
aangebied deur prof Sarah Howie.
Internasionale agentskappe fokus die afgelope twee dekades op "onderwys vir almal". Op 'n vasteland waar "onderwys vir almal" tot nog toe onhaalbaar was, het Suid-Afrika die grootse doel gestel om dit teen die internasionale keerdatum, 2015, te bereik. "Onderwys vir almal" behels die voorsiening van onderwys aan almal in die regte ouderdomsgroep, wat dan ook voldoen aan elke mens se universele reg op onderwys. Die uitdaging was om tegelykertyd die gehalte van onderwys in alle skole regoor Suid-Afrika vol te hou en te verbeter. Na dekades van ontneming in talle kontekste is dit belangrik om nie net te praat en te dink oor die haalbaarheid van gehalte-onderwys vir almal nie, maar ook oor die prys wat betaal sal word as dit nie gebeur nie.
Prof Howie is vir die afgelope twee dekades betrokke by die monitering van die kwaliteit van onderrig in Suid-Afrika
en in die res van die wêreld. Sy sal die jongste inligting voorhou oor die status van Suid-Afrika se onderrigvoorsiening
vir almal asook die land se prestasie met betrekking tot die jongste kwaliteit-in-onderrig-aanwysers. Sy sal ook haar
siening deel van Suid-Afrika se uitdagings rakende gehalteonderrig en enkele aanbevelings doen vir die moontlike
bestuur daarvan.THUTO YA KHAWALITHI YA BOHLE - MAITAPISO A AFRIKA BORWA PHEGELELONG YA
"SEPHEGELELWA"?
ka Profesa Sarah Howie
"Thuto ya bohle" e bile sedi ye kgolo go mekgatlo ya boditshabatshaba mengwagasome ye mebedi ya go feta. Mo kontinenteng yeo "thuto ya bohle" e sego ya fihlelelwa le go fihla bjale, Afrika Borwa e ikemiseditse go fihlelela "thuto" ye pele 2015, ye e beilwego ke ba boditshabatshaba, e fihla bofelong. Afrika Borwa e be e lebane le tlhohlo ya go
boloka le/goba go kaonafatsa khwalithi ya thuto go kgabaganya dikolo ka moka tsa ka mo nageng. Ka morago ga go hlokiswa dibaka makaleng a mantsi, go bohlokwa go se bolele fela ka kgonagalo ya go aba thuto ya khwalithi go bohle, eupsa go bolelwe le ka tshenyo ye e ka bakwago ke go se dire bjalo.
Ke sebaka sa mengwagasome ye mebedi ya go feta Profesa Howie a swaragane le go lekola khwalithi ya thuto mo Afrika Borwa le maemong a boditshabatshaba. Profesa o tla fa tshedimoso ya moragorago ka maemo a kabo ya thuto ya bohle mo Afrika Borwa, gape le ka mo e somago ka gona go ya ka ditaetso tsa thuto tsa moragorago mabapi le
khwalithi. Gape o tla bolela ka diponego tsa gagwe go di tlhohlo tseo Afrika Borwa e lebanego natso mabapi le khwalithi ya thuto; gomme o tla fa maele a gore seemo se se ka laolwa bjang.
MOLOKOLOKO WA DITHUTOPHAHLOSO TSA BOTSEBI o fa banyakisisi polatefomo ya go boledisana le batheetsi
ka kakaretso mabapi le dikgatelopele tsa go bonala ka makaleng a bona a botsebi ao a nago le kgonagalo ya go ba
le khutso ka moso.QUALITY EDUCATION FOR ALL - SOUTH AFRICA'S QUEST FOR THE "HOLY GRAIL"?
presented by Prof Sarah Howie. "Education for all" has been the focus of international agencies for the past two decades. On a continent where "education for all" has been unattainable to date, South Africa has set itself the ambitious goal of attaining this by the internationally stipulated deadline of 2015. "Education for all" involves providing education to everyone of appropriate age, thereby satisfying everyone's universal right to access education. The challenge has been to simultaneously maintain and enhance the quality of education in all schools across South Africa. After decades of deprivation in many contexts, it is important to not only discuss and reflect on how achievable quality education for all is, but also, what the cost is of not doing so. Prof Howie has been involved in monitoring the quality of education in South Africa and internationally over the past two decades. She will present the latest information about the status of South Africa's provisioning for education for all, as well as its performance relative to the latest quality in education indicators. She will also give her perspectives on the challenges that South Africa faces regarding the quality of education and make some recommendations on how these could be managed
The 'true use of reading' : Sarah Fielding and mid eighteenth-century literary strategies.
No full textPhDThe aim of this thesis is to explore, by examining her life and
works, how Sarah Fielding (1710-68) established her identity as an author.
The definition of her role involves her notions of the functions of
writing and reading.
Sarah Fielding attempts to invite readers to form a sense of ties
by tacit understanding of her messages. As she believes that a work
of literature is produced through collaboration between the writer and
the reader, it is an important task in her view to show her attentiveness
toward reading practice. In her consideration of reading, she has two
distinct, even opposite views of her audience: on the one hand a familiar
and limited circle of readers with shared moral and cultural values and
on the other potential readers among the unknown mass of people. The
dual targets direct her to devise various strategies. She tries to
appeal to those who can endorse and appreciate her moral values as well
as her learning. Her writings and letters testify that she is sensitive
to the demands of the literary market, trying to lead the taste of readers
by inventing new forms.
The thesis opens with an overview of Sarah Fielding's career,
followed by a consideration of her critical attention to the roles of
reading. I go on to examine the narrative structures and strategies
she deploys, with a particular emphasis on her use of the epistolary
method. The following chapter deals with her attention to the reading
of the moral message tangibly embodied in her educational writing. It
is followed by an analysis of the activity which earned her a reputation
as a learned woman. Various as the forms of her works are, they invariably
reflect her attempt to balance herself between the two demands of
inventiveness and familiarity
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