1,871 research outputs found
Geografsko porijeklo autora odgojno-obrazovnih istraživanja
No full textThe first aim of this study was to build a theoretical framework considering the relevance of the author’s provenance with respect to research on Education, and then to investigate the current patterns of the above-mentioned provenance. The author’s provenance was found to have a bearing on a number of the research process components, including the following: collection, processing and interpretation of data, ethics of research, content of research, construction of theory, and improvement of practice. There was investigated the location of 18 523 authors of the articles published in 2012 in 219 Thomson Reuters indexed journals in the field of Education. An extremely uneven pattern emerged. Almost half of all the countries did not register a single author in this pool. Close to ninety per cent of the authors resided in the North American and Western European primary hub, and the Asian-Pacific weaker secondary hub of the international network of Education scholars. Smaller-order nodes occurred in Turkey, South Africa and Brazil. In conclusion, some recommendations for further research, and for rectifying this uneven pattern of scholarly activity, are made.Cilj je ovog istraživanja najprije izgraditi teorijski okvir o relevantnosti porijekla autora koji provode odgojno-obrazovna istraživanja, a zatim istražiti trenutne obrasce s obzirom na porijeklo tih istih autora. Utvrđeno je da se porijeklo autora povezuje s brojnim komponentama istraživačkog procesa, što obuhvaća: prikupljanje podataka, njihovu obradu i tumačenje, istraživačku etiku, sadržaj istraživanja, konstrukciju teorije i unapređenje prakse. Istražena je lokacija 18 523 autora čiji su radovi 2012. godine objavljeni u 219 indeksiranih časopisa za odgoj i obrazovanje (Thomson Reuters). Pojavljuje se vrlo neujednačen obrazac. Gotovo polovina svih zemalja ne bilježi nijednog autora u ovoj analizi. Blizu 90 % autora živi u dvama središtima međunarodne mreže za odgojno-obrazovna istraživanja, u Sjevernoj Americi – Zapadnoj Europi i slabijoj Istočnoj Aziji-Pacifiku. Središta nižeg ranga su Turska, Južna Afrika i Brazil. U zaključku su navedene određene preporuke za daljnja istraživanja, kao i za korigiranje tako neujednačenog obrasca znanstvene aktivnosti
Weaknesses of South African education in the mirror image of international educational development
No full textThe aim of this article is to present a systematic, holistic evaluation of the South African education system, using international benchmarks as the yardstick. A theoretical model for the evaluation of a national education project is constructed. This consists of three dimensions, namely: a quantitative dimension, a qualitative dimension, and an equality dimension. International databases and the existing international taxonomies of national education systems are then used to evaluate the South African education system, along the three dimensions of the model. It is found that the weakest links are the facts that primary and secondary education enrolment ratios are not followed through to the higher education level; that input, particularly financial input, does not render a commensurate return in terms of the quality of teaching and learning, and learning outcomes; that the administrative component of the system and teacher input appear to be the two weak links in the system in this regard; and that stark inequalities exist in the education system. In conclusion, some recommendations for the improvement of practice and for further research are made
Godsdiens in onderwys in Suid–Afrika: beligting vanuit internasionaal-vergelykende perspektiewe
No full textThe aim of this article is to present a comparative-international perspective on South African policy on religion in education, based on a capita selecta of ten national/regional education systems worldwide. The relation between religion and education in the following ten countries/regions are surveyed: the United States of America, Western Europe, Armenia, Israel, Iran, Malaysia, Japan, Tanzania, South Africa and Brazil. The conclusion is that the widely proclaimed credo of secular public education is a chimera; a practical impossibility which is even further thwarted by a number of disadvantages. The total usurpation of national education by a mono-perspectivistic religion, especially in the context of a theocratic state or a religiously intolerant state, also results in a number of (intended and unintended) undesired consequences. A positive accommodation of religion and religious diversity in public education is recommended. the powers vested in school governing bodies by the South African Schools Act (1996) indeed makes such an accommodation within the South African context possiblehttp://reference.sabinet.co.za/webx/access/electronic_journals/tcwet/tcwet_v48_n1_2_a8.pd
Integratiewe religieuse onderwys in Suid–Afrikaanse skole: moontlikhede en beperkinge
No full textDuring the past few years, the scientific as well as the public discourse about Religious Education in South African schools has become fixated on the issue of confessional versus integrative religious education. The result of this "either ... or" dispute has been that the value of integrative Religious Education together with confessional Religious Education has been missed, and that the camp in favour of confessional Religious Education in schools (and it is in this camp where at least a large part of Christian scholars do find themselves) have not appreciated the educative value of the subject of integrative Religious Education. This article surveys the international corpus of literature on integrative Religious Education, with the final objective of bringing it into the national education research agenda. The potential of this subject is spelled out, but it is also cautioned that the absence of confessional Religious Education in school does limit the realisation of this potentialhttp://www.cs-journal.co.za/http://reference.sabinet.co.za/webx/access/electronic_journals/tcwet/tcwet_v49_n3_a8.pd
Research on HE in South Africa: stocktaking and assessment from international comparative perspectives
No full textAbstract
The aim of this article is to compare higher education (HE) research in South Africa with
developments in the field of HE research internationally. This will be done by means of a
content analysis of HE scholarly articles published locally compared with those published
internationally during the decade from 2001 to 2010. While local HE scholarship now
seems to be more aligned with international HE scholarship than was the case some
two decades ago, there are indications that HE scholarship in South Africa allows itself
be dictated to by the current societal status quo, and that critical scholarship is not as
thriving as was the case two decades ago. In the light of this dangerous development,
the article concludes with three suggestions for further research regarding the integration
of local HE scholarship with international HE research.http://www.sajhe.org.za
The scholarly impact of doctoral research conducted in the field of education in South Africa
No full textThe aim of this study is to investigate the scholarly impact of knowledge generated as part of doctoral studies in the field of education in South Africa. The transition rate of the 97 doctoral theses completed in the various fields of education in South Africa in 2008 into peer-reviewed articles and chapters in scholarly books, as well as the citation impact of these theses, were studied. It was found that the transition rates of these theses to journal articles and book chapters were low, as was their citation impact. Eighty three of the 97 theses did not transfer into any kind of publication, 70 out of the 97 made no citation impact, and 65 theses neither transferred to an article/a book chapter, nor did they receive any citation. The low scholarly impact of doctoral research in education in South Africa is related to a number of contextual and field-specific factors, identified in the survey of literature. The main recommendation made is the mapping of fields of education scholarship, making possible the identification of lacuna for research with high impact potential
1994: new academic profession for a new South Africa?
No full textSince 1994, the eyes of the world have been on South Africa, observing with interest the societal reconstruction project, upon which the country had embarked. In this project, higher education is both the terrain and the perceived instrument of change. In this higher education system and its mission, the academic profession is pivotal – especially, the new up-and-coming generation of academics, who have entered the profession since 1994. Using data from the International Changing Academic Profession Survey of the academic profession, this article focuses on this new generation of South African academics: their teaching; their research and service activities; their biographical details; their international profile; their relations with institutional management; and their job satisfaction. The results of this analysis reveal that while the new generation is present in terms of numbers, they also face three challenges. These pertain to three critical areas, namely research productivity, internationalisation, and the creation of a satisfying work environment, amidst signs of seriously harmful managerialism. The article concludes with recommendations as to how to approach these challenges
The philanthropic mission of comparative and international education bequeathed by Jullien: continuing capstone of the field
No full textThe aim of this lead article of this special issue of Compare is to
assess the value of Jullien’s vision for the field of comparative and
international education today. The life, writings and ideas of Jullien
are sketched, followed by a survey of the path of development of the
field since the time of Jullien. In view of the exigencies of the earlytwenty-
first century, the article argues that Jullien’s philanthropic
vision holds up a beacon for a future trajectory of the field. This article
also introduces the other contributions to this volume by using them
to illustrate, to refine and to qualify this thesis
The worldwide expansion of education since the middle of the Twentieth Century: reconstruction and assessment
No full textThis paper has a dual purpose, namely to reconstruct the defining moments in the global history of
developments in education, and to assess the outcomes and consequences of the expansion of education. In this
paper, the literature survey as method for collecting information was utilised. The historical method was utilised at
the second level. Guided by literature, the impressive developments and innovations in education in the West, the
East and the Global South were reconstructed, in particular since the 1960s. The paper shows that, despite global
endeavours to eliminate disparities in education, there are still no equal opportunities pertaining to quality and
accessibility. Possible reasons for the inequalities are highlighted. The paper emphasises the necessity for local and
international collaboration in order to establish equal access to high-quality education for all children worldwide
Historic tree at Mission Carmel (San Carlos Borromeo de Carmelo) in Monterey, ca.1888
No full textPhotograph of the historic tree at Mission Carmel (San Carlos Borromeo de Carmelo) in Monterey, ca.1888. The tree stands at center, growing from the slope of a hill that feeds into the dry ravine at left. In the background left, the gaurd rail of a bridge can be seen.; "Viscaino hung bell on this tree and held mass in 1602 and Father Juniper Serra utilized it for the same purpose June 3, 1770 when he first landed to establish a mission for Saint Charles. [Also the boat was tied here.] The tree fell early in 1900 and the trunk was removed to the garden at rear of San Carlos Mission in Monterey. Photo made by a Mr. Adams [a photographer of Monterey about 1890] abt. 1880 and [negative] purchased from him about 1895 by C.C. Pierce". -- Unknown author
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