Educational Innovation (6 documents)
GIESE, S. (2003) Strengthening schools as nodes of care and support. Education Policy round Table Meeting Report. Cape Town, Children's Institute, University of Cape Town, South Africa.
This report presents the papers delivered at this round table policy meeting together with the recommendation from the group for strengthening schools as nodes of support and care for children affected by HIV and AIDS in South Africa.
HOPPERS, W. (2005) Community Schools as an educational alternative in Africa: a critique. International Journal Review of Education, 51, 115-137.
With a view to basic formal education, this study explores actual experiences and potential values of current community-school initiatives in Africa. Using data from different programmes around the continent, it examines their dynamics in terms of various conceptions about alternative provisions for basic education. The wider policy question posed is whether community schools can respond in a meaningful and viable manner to the interests of learners and their communities, meet social-policy goals of equity and social justice, and foster reform. While its conclusions remain tentative, the study explores effective but problematic approaches supported by communities, non-governmental organizations and governments. It gives particular attention to those elements promoting empowerment and transforming educational provision and local socio-economic conditions. It also raises fundamental questions about sustainability and equity as well as the responsiveness of schools to community needs and their ability to assist learners in overcoming disadvantage and marginality. (Abstract by author/s)
MAWINDO, S., JESSEE, C. & SIMPSON, H. (2006) Primary School Support Program: A School Fees Pilot (PSSP: SFP). Annual Report. USAID.
SAIDE (2006) KwaZulu-Natal: Indicator-based Evaluation of year 1 of the Education Centres and Schools as Centres for Care and Support Projects.
The report presents findings, conclusions and recommendations of a study undertaken by the South African Institute for Distance Education in the KwaZulu-Natal province as part of the evaluation of the Education Centers (ECs) and Schools as Centers for Care and Support (SCCS) Projects funded by the Royal Netherlands Embassy.
SAIDE (2006) North West Province: Indicator-based Evaluation of the first year of the Education Development and Support Centres and Schools as Centres for Care and Support Projects.
This report presents findings, conclusions and recommendations of a study undertaken by the South African Institute for Distance Education in the North West province as part of the evaluation of the Education Development and Support Centres (EDSCs) and Schools as Centres of Care and Support (SCCS) Projects funded by the Royal Netherlands Embassy. The report is a baseline study, the key purpose of which was to capture the status of the projects in the first year of implementation (1 June 2005 to 31 March 2006).
SOUL CITY (n.d.) Circles of Support for our Children, Johannesburg, Jacana.
This book is about different ways to help children in need. It shows how you can do this by getting your community to help and support them. It will be useful for families, neighbours, caregivers, teachers, nurses, social workers, and for anyone who cares enough to help children. As adults, we must do whatever we can to make sure that all children have their needs met. This is why we say, "Every child is my Child!" In this book you will learn about the ways to help children in need. (Abstract by the author/s)
Teachers (2 documents)
BENNELL, P. & AKYEAMPONG, K. (2007) Teacher Motivation in Sub-Saharan Africa and South Asia. DFID.
This report synthesises the main findings and recommendations of an international research project on teacher motivation and incentives in sub-Sahara Africa and South Asia. The study has addressed the following four main questions:
• To what extent is there a problem of poor teacher motivation in sub-Saharan Africa and South Asia? Does this amount to a ‘crisis’ as has been suggested by some observers?
• If so, what are the main reasons for poor teacher motivation?
• How does poor motivation and incentives affect teacher performance and the overall effectiveness of national education systems?
• What should be done to ensure that teachers are adequately motivated?
(Abstract extracted from the executive summary)
LEWIN, K. M. & STUART, J. S. (2003) Researching Teacher Education: New Perspectives on Practice, Performance and Policy. Multi-Site Teacher Education Research Project (MUSTER). Synthesis Report. London, Department for International Development.
Document available online