Public-Private Partnerships: Instruments to Enhance Education, Training and Employment Opportunities in the Republic of South Africa (original) (raw)
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U.S.?South African Research and Training Collaborations
Social Science Research Council, 2004
This report, the most recent of several SSRC projects related to knowledge production, research networks and capacity building in sub-Saharan Africa, concerns the state of collaboration between U.S. and South African higher education institutions around social science research and other areas linked to the extraordinary changes that have (and are) taking place in postapartheid South Africa's higher education system. Conducted and written by Beth Whitaker, an assistant professor of political science at the University of North Carolina, Charlotte and former program associate at the American Council on Education's Association Liaison Office for University Cooperation in Development, the study inventories recent partnerships with an eye toward the future. Political transformations in South Africa catalyzed a flood of student exchange programs, individual research partnerships between U.S. and South African scholars, and broader efforts in establishing institutional linkages around research, advanced training, and in addressing the extreme inequities of a higher education system bifurcated along racial lines (an issue far from unfamiliar in the U.S. context). In focusing on these broader institutional connections, the study demonstrates some overlaps and some significant gaps (especially the paucity of cross-national institutional collaborations on HIV/AIDS). It also calls attention to the unevenly distributed participation in partnerships-with historically black and disadvantaged institutions in both countries less able to establish networks internationally for mutual benefit. It should be an important resource for those institutions planning future collaborations, which will hopefully address some of the gaps that have been identified in the study. While the research for the study was primarily conducted in 2002-3 with the support of the National Science Foundation, Prof. Whitaker updated the results for the purposes of this publication in the Spring of 2004. The study follows a series of SSRC projects that have sought to draw lessons from the networking activities of African researchers and research Executive Summary organizations, both nationally and internationally, in a context that is intellectually rich, resource poor and, at times, politically precarious. As a strategy for knowledge production and dissemination, training new cohorts of researchers, and asserting a voice and a place for African intellectual perspectives in the global arena, networks have helped direct attention and scarce resources towards research on key social issues in the region-agendas shaped, and sometimes struggled over, by scholars, and others within and beyond the region. Based on workshops and commissioned reports, the following SSRC publications have emerged:
African Journal in Education & Transformation (AJET), ISSN 2788-6379, 2023
The African Journal in Education and Transformation (AJET) is an open-access, peer-reviewed and multidisciplinary bi-annual Journal offering graduate scholars the opportunity to participate in research output to address the shift from elite to mass participation in higher education and emerging opportunities that make higher education more responsive to competing demands of SA society. The Journal aims to increase research output by graduates from disadvantaged communities from various functional areas. The Journal avails a platform for novice to experienced Researchers to journal detailed accounts of various research projects across various functional areas. The ultimate objective is to encourage an increase in research output in line with the National Development Plan Vision 2030 and assist graduate Researchers to attain professional ratings by the National Research Foundation (NRF). The Journal welcomes articles, dialogues, notes, book reviews and further comments thereon, in keeping with Editorial policy (see www.ajet.org.za). The theme of this 3rd Volume is “Social Justice and Transformation In Education In The Post-Covid 19 Era”. The key focus areas of AJET (ISSN 2788-6379) is in the following functional areas:- • Education • Social Sciences • Management Sciences • Economics • Law • Built Environment All article submissions by email to research@ajet.org.za / research@hetn.org.za Yours faithfully Editor in Chief Prof Thidziambe Sylvia Phendla www.ajet.org.za Email: research@ajet.org.za Email: research@hetn.org.za
FAM 5014S: Media and National Development Policy-University of Cape Town
ommunication for development must be systematically planned, implemented and coordinated. In the field of development communication there is need for more coordination and elimination of duplication of efforts. Otherwise, there is confusion, with the dissemination of conflicting messages to the population. National communication systems should be established to meet the needs of all the stakeholders and should draw upon the resources of all the partners (public sector, NGOs, universities and the private sector). The question of digital divide has appeared frequently as impacting negativity on the provision of library and information services. The digital divide, a disparity in access to ICTs between countries and communities is caused by many factors. They include; inadequate infrastructure, high cost of access, inappropriate or weak policy regimes, inefficiency in the provision of telecommunication network, language divides, and lack of locally created content (Mutula, 2004). The divide creates an environment where the disadvantage groups in society are unable to contribute and benefit from the information age and global communities created by the Internet. In most countries of Sub-Sahara Africa, the high cost of access to telecommunication services, is an impediment to access to ICTs.
Education Policy Networks in Africa
Reaching Out, Reaching All
The views and opinions expressed in this publication are those of the authors and should not be attributed to ADEA, to its members or affi liated organizations, or to any individual acting on behalf of ADEA. Published by the Association for the Development of Education in Africa (ADEA) ISBN : 92-9178-045-6 Cover design: Marie Moncet Sculptor: Robert J. Francis A French edition of this publication exists entitled "Aller plus loin, aller vers tous -pérenniser les politiques et pratiques effi caces pour l'éducation en Afrique et les initiatives porteuses dans la lutte contre le VIH/SIDA."
Public-Private Partnerships in South African Education: Risky Business or Good Governance?
Education as Change
This article discusses the globalised phenomenon of public-private partnerships, which involve the private and public sector collaborating to provide infrastructure and service delivery to public institutions. Within the education sector, the most commonly known public-private partnerships exist in the United States as charter schools and the United Kingdom as academies. Discussing this phenomenon in the South African context, this article draws on the Collaboration Schools Pilot Project as an example for understanding how the involvement of private partnerships within public schooling is being conceptualised by the Western Cape Education Department. Framed within the debate of public-private partnerships for the public good, the article provides a critical discussion on how these partnerships are enacted as a decentralisation of state involvement in the provision of public schooling by government. The article concludes by noting that the Collaboration Schools Pilot Project, which i...
Global Education Episode 16: Principal partnerships in South Africa
2018
change and developing their organisations is something that's definitely required in education. So I started out by asking a group of principals whether one of them would partner with me and pilot this idea and test it with me. So Ridwan Samodien-the Principal of Kannemeyer Primary-was excited about the idea, and he and I became partners in April 2010. At that time it wasn't, there was no structure to the process-it was just two people trying to figure out how to be in partnership with each other across traditional, functional boundaries and sectoral boundaries. So it was an amazing experience for both of us. And so towards the end of that year, I said to a group of people: 'Why don't you all do this? Why don't we all go and work with a principal?' and then we can support them and ... let's see where this all goes.' And by December
African Journal in Education & Transformation (AJET) (ISSN 2788-6379), 2023
The African Journal in Education and Transformation (AJET) is an open-access, peer-reviewed and multidisciplinary bi-annual Journal offering graduate scholars the opportunity to participate in research output to address the shift from elite to mass participation in higher education and emerging opportunities that make higher education more responsive to competing demands of SA society. The Journal aims to increase research output by graduates from disadvantaged communities from various functional areas. The Journal avails a platform for novice to experienced Researchers to journal detailed accounts of various research projects across various functional areas. The ultimate objective is to encourage an increase in research output in line with the National Development Plan Vision 2030 and assist graduate Researchers to attain professional ratings by the National Research Foundation (NRF). The Journal welcomes articles, dialogues, notes, book reviews and further comments thereon, in keeping with Editorial policy (see www.ajet.org.za).