Issues in South African Educatio

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Issues in South African Educatio Powered By Docstoc
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SUMMARY OF MAIN RESEARCH
ISSUES ARISING FROM SUBMITTED
CONCEPT PAPERS, AUDIT AND
STATUS QUO STUDIES AND THE
OECD REPORT: FUTURE RESEARCH
DIRECTIONS?

Presentation at the NRF Regional Workshops: Setting a framework for
education research in South Africa? October 14-November 26, 2009
    Background
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       Stakeholder consultations: setting a framework
        for education research in South Africa;
       Questions:
         Should we develop a research agenda for
          education research in South Africa?
         For whom is this research agenda?

         What form should this agenda take and what
          issues/elements should be considered in the
          development of such an agenda?
    Presentation Outline
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     To provide a summary of the main research
      issues emerging from the consultative
      process and the research reports identified
      above;
     To identify possible gaps in the issues
      identified by the above processes; and
     To identify some of the possible research

      priorities for education in South Africa (for
      discussion and debate in this workshop)
        Consultative Process
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       A “Status Quo” Study of Education Research in South Africa
        (Analysis of NRF funded projects 2003 – 2006)
       An “Audit and Interpretative Analysis of Education Research in
        South Africa-What has been learnt?” study: What are the current
        gaps and strengths (based on research undertaken over the last 10
        years)? and what will the research needs and priorities be for the
        next ten years?
       Concept papers: Important and relevant issues in developing a
        way forward for education research in South Africa (A position
        paper summarizing research issues/directions proposed through
        the submission of concept papers by the research community).
    Process…
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       PPER: a descriptive analysis of the entire corpus of MEd and
        PhD research undertaken at South African higher education
        institutions during the period of between 1994 and 2005.

       OECD Report:
         analysis of educational sector within political, social
          and economic contexts of South Africa;
        Emerging Themes
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       Sectors:
         ECD   emerging as key issue needing focus (vis-à-vis
          primary and secondary schooling traditionally focused
          on in educational research)
         FET, particularly TVET

         Adult Basic Education

         Higher education, particularly scholarship of teaching
          and learning and student outcome
    Issues…
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       Institutional and Classroom practice: Scholarship of
        Teaching and learning strategies:
          across all levels of education, particularly in higher
           education;
          Diversity in education and inclusive education
           strategies
          place-/context-sensitive pedagogy

          Effective management of institutions and curricula
    Issues…
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       Role of education in development and transforming contexts?
         Literacy and numeracy
         Development Issues:
            health, poverty, violence;
            Gender, race, social class and sexuality (etc) in education;
            Rurality and rural education;
            Inclusive education;
            Environmental education
         Integration    of workplace knowledge with formal
          knowledge‟;
         Education partnerships in diverse contexts; and
         Support across the education community.
    Issues…
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       The role of teachers:
         Teacher education, socialisation, induction and professional
          development
         Teacher quality and impact

         Skills shortage and skills development

       Educational Policy:
         Democracy, discipline and educational effectiveness and
          relevance;
         Curriculum policy and how it is experienced at institutional
          level
     Some Gaps
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        Issues:
          Sector/level   of education:
            ECD  and adult education (teacher education; management;
             and finance)
            Teacher education and development: Teacher identity, self-
             efficacy and experiences
            Teacher socialisation and professionalism
          Policy:
            Evidence based policy research?
            MDGs: Appropriate measures for SA‟s progress towards
             achieving equality and quality in education?
     Gaps…
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     School level issues
        multi-grade teaching;
        WSD,
        health promoting schools,
        HR in schools
     Gaps…
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       Skillsshortage and skills development in the context
        of development and globalisation
       Development and transformation:
         Gender inequality and gender-based violence in
          schools
         Education-Poverty-GBV-HIV/Health interaction
         Race, racism and the transformation agenda?
         Democracy, national identity and cohesion?
         Globalisation    and      internationalisation  of
          education
     Gaps…
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        Methodological:
        mostly small-scale qualitative research conducted; case studies
         tend to dominate
             Quantitative research
             Large-scale research– for example: “larger-scale or
              meta-analytical studies that synthesize, draw on and
              connect insights from the many small scale studies in ways
              that suggest more effective answers to the most powerful
              and enduring problems in education” (Audit Report).
             More institutional level research needed: policy to
              practice, how micro-events inform policy, comparative
              studies (e.g. teacher education, FET sector)
     Methodological gaps…
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        action-oriented research currently limited
          Practitioner/reflective research
          Ethics in educational research (e.g., How can ethical
           issues surrounding “least harm” also contribute to
           doing “most good” --- (too often the principle of
           least harm is not balanced with „most good
           especially within Ethical Review Committees in
           universities and research units,‟) --- important in
           unequal society and in the context of poverty,
           HIV/Aids and violence
     Other?
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