Zobrazeno 1 - 10
of 126
pro vyhledávání: '"Yusuf Sayed"'
Autor:
Jacques Verster, Yusuf Sayed
Publikováno v:
Perspectives in Education, Vol 40, Iss 4 (2022)
South African teacher education policy expects initial teacher education programmes to introduce integrated and applied knowledge to underpin a teacher’s practice in diverse classroom contexts. This paper explores how a one-year Postgraduate Certif
Externí odkaz:
https://doaj.org/article/ff9dfebb35ef4fa7a68bbcf52b5a1bdd
Publikováno v:
Perspectives in Education, Vol 40, Iss 2 (2022)
As a response to the exponential increase in COVID-19 cases, the South African government implemented the closure of schools and many universities in March 2020, with some universities operating under partial lockdown conditions. In this context of c
Externí odkaz:
https://doaj.org/article/ca476467bab0465bbdd677f95e0be440
Publikováno v:
South African Journal of Education, Vol 40, Iss 4, Pp 1-12 (2020)
Equity and redress, in and through education, are fundamental commitments of the new South African democratic government that ensued in 1994 after a brutal and protracted history of colonial and apartheid segregation and oppression denied the majorit
Externí odkaz:
https://doaj.org/article/d9073226944b409eabec72b662793122
Autor:
Desiré Christian, Yusuf Sayed
Publikováno v:
Education Sciences, Vol 13, Iss 2, p 165 (2023)
This study emerged from a desire to understand the motivation of teachers to teach in challenging school contexts on the Cape Flats of South Africa where the legacy of apartheid continues to impact the quality of teaching and learning as the communit
Externí odkaz:
https://doaj.org/article/f8c4d738241d40288a467cac82425e34
Publikováno v:
South African Journal of Childhood Education, Vol 10, Iss 1, Pp e1-e9 (2020)
Background: It is widely accepted that the quality of schools depends on the quality of teachers. Understanding what occurs while learning to teach is an important pursuit for acquiring a sense of the quality of teachers. The initial development of t
Externí odkaz:
https://doaj.org/article/39839f066ab748adb1fb8abc5e5b39e6
Autor:
Mario Novelli, Yusuf Sayed
Publikováno v:
Education as Change, Vol 20, Iss 3, Pp 15-37 (2016)
This paper presents a ‘peace with social justice’ framework for analysing the role of teachers as agents of sustainable peace, social cohesion and development and applies this to research evidence from Pakistan, Uganda, Myanmar and South Africa.
Externí odkaz:
https://doaj.org/article/1ed1a1f1e42f481fa864408028f02620
Publikováno v:
Education as Change, Vol 20, Iss 3, Pp 76-97 (2016)
Recent years have witnessed violence in educational settings becoming an object of public concern and global mobilisation. International initiatives indicate rising levels of awareness regarding the interconnectedness of violence and education. In th
Externí odkaz:
https://doaj.org/article/058728289f7b493cb990ba52e212ca4e
Autor:
Azeem Badroodien, Yusuf Sayed
Publikováno v:
Education as Change, Vol 20, Iss 3, Pp 1-14 (2016)
Externí odkaz:
https://doaj.org/article/67adc06717b9446e8bf4685200c86626
Autor:
Thomas Salmon, Yusuf Sayed
Publikováno v:
Education as Change, Vol 20, Iss 3, Pp 38-56 (2016)
The governance of teachers during apartheid in South Africa was characterised by high levels of disparity in teacher distribution and in conditions of labour. In the post-apartheid context policies and interventions that govern teachers are critical,
Externí odkaz:
https://doaj.org/article/039216c435d64c759bb29a304389ab3a
Publikováno v:
Education Sciences, Vol 11, Iss 2, p 66 (2021)
As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal
Externí odkaz:
https://doaj.org/article/470543a3493546f6babe554cc177f728