The teaching of mathematics in South African schools is placed among the worst in the world, despite recognizing the development of the country as a knowledge economy that largely depends on mathematics teaching and competency. The simple logic flowing from this line of thinking is that for learners to perform in mathematics, they need competent teachers who are responsive to the context of the right to basic education. Inclusive education defines such context. For effective teaching of mathematics within an inclusive education setting to be possible in lower grades, this study argues for differentiated teaching practices to support all learners. For this to be possible, teachers need capacity to carry out curriculum differentiation. This study followed a qualitative approach in which data was collected through observations, document analysis and interviews. The results show that Foundation Phase Mathematics teachers face such challenges as the lack of training in curriculum differentiation and the inability to respond to learner diversity.
This study examines the management of school infrastructure in the context of the "no-fee schools" policy introduced in the South African education delivery system. Focusing on four rural schools, the study applied a qualitative method, which involved observation of infrastructure conditions prevailing at four selected schools and in-depth interviews held with their principals. The study has found that though the no-fee policy has come to relieve poor parents of the burden of paying school fees, it does not help schools in addressing their infrastructural challenges.
This chapter explores the implementation of the re-entry policy for teenage mothers in secondary schools in Zambia. Research indicate that girls getting pregnant in schools are not re-entering school despite the re-entry policy having been in place since 1997. The objectives of this chapter are to explore the challenges faced by teenage mothers and the current support systems in secondary schools. The chapter is based on teenage mother's pregnancy stories at school and how they influence the implementation of the re-entry policy. Through teenage mothers' perspectives, the chapter explores the uncertain relationship between policies, decisions, and implemented programs in secondary schools Zambia. The argument is that the teenage mothers that re-enter schools in Zambia
This article focuses on decentralisation of financial control as a strategy used to develop school-based management (SBM) and improve performance. SBM is a management mechanism aimed at improving schools by shifting decision-making powers regarding the budget from the central level to the schools (Raywind 1990, 142). The article examines the role of the state in decentralisation by exploring the current South African education policy on this aspect of educational reform as expressed through the Norms and standards for school funding (RSA 1998). The policy was designed in response to the demands for educational reform and restructuring initiatives.A common feature in the implementation of this policy is the devolution of decisionmaking authority over the management of resources to schools. This includes devolution of state-allocated budgets and delegation of financial management responsibilities to school-based financial management structures through the district as a primary education service delivery system for the state. To assist both the district and the school in carrying out their responsibilities, a model for school-based financial management is presented in this article.
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