Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis book, A Scholarly Inquiry into Disciplinary Practices in Educational Institutions, is a collection of chapters based on original research dealing with issues of discipline and disciplinary practices in educational institutions. The aim of the book is to provide a scholarly and scientific perspective on the current state of discipline and disciplinary practices in schools and tertiary education settings. The issue of discipline is investigated from diverse paradigmatic and methodological perspectives presenting not only empirical but also philosophical research. The empirical perspective includes quantitative (positivistic), qualitative (interpretive) and mixed methods (pragmatic), designs and worldviews. This book offers a groundbreaking contribution to the field of learner or student discipline, as it offers insights into disciplinary practices and issues in educational institutions not hitherto researched, such as Technical Vocational Education and Training colleges and universities.This book contains original research that has not been previously published, and it does not contain any content plagiarised from any other publication. Where a chapter is based on research from a dissertation or thesis, pertinent information is clearly indicated in the chapter. The target audience of the book are specialists and scholars in the field of education as well as policymakers, teachers and students at different levels of the education system. Following a widely circulated call for papers, several manuscripts were submitted. The manuscripts were screened and suitable ones were retained. Thereafter, where applicable, each author had to confirm that ethical clearance procedures had been followed prior to the study. All manuscripts were subjected to iThenticate plagiarism detection, and the authors were requested to double-check their manuscripts and address areas where the similarity index might have been an issue. iThenticate reports were securely filed. Subsequently, revised manuscripts were subjected to an external, double-blind peer review process by a panel of national and international reviewers. After the external peer review, chapters were again returned to the authors for a final revision in accordance with the reviewers' suggestions. The final revised chapters were submitted to the publisher along with change logs of amendment...
Globally, the universities are recognized as the centres of higher learning, which are considered as expedient agents of development in the nation building. Curriculums determine the skills and knowledge that will be obtained from the qualification, and these are vital in the progress and transition of one’s life. However, in South Africa higher education requires a synergy to engage the issues of redress. In addressing apartheid legacy, transformation in higher education curriculum remains a mechanism for achieving the needed change. Although, the general purpose of higher education may change overtime, as it remains important for individuals to gain access to education. This study is premised on the belief that, the purpose of higher education is to meet the socio-economic and developmental needs of a country. As a result, this study investigated the challenges of transformation in higher education curriculum development in South Africa. A qualitative approach was employed. The finding was that institutions of higher learning in South Africa are still mired in the past, as a result, the curriculum in place isn't geared towards meeting the residents' economic needs or the country's overall social goals. Furthermore, South Africa government raced towards reforming the higher education curriculum system shortly after 1994, when the new government took control, with the primary goal of repressing everything, notably in education. The researchers recommend that effective transformation for higher education curriculum in South African institutions requires an alignment of skills and knowledge taught in universities qualifications should address the need of the society.
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