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Intellectual property (IP) is the outcome of thought or intellectual effort. Intellectual property rights are a series of legal rights that give protection for different types of invention, design, brand name or original creation. The legal rights, which include patents, trade marks and copyright, give the creator the right to prevent the unauthorised use of their materials or creation for the specified period of protection. These rights exist to reward creativity and encourage inventors to share their innovations. Unauthorised use can be a criminal offence, equivalent to theft.

key members of staff. Each of the learning areas need to be represented including computer studies and the teacher librarian should be a significant member of the team. The object of this exercise is for a school to create a policy which is embraced by all educators as information literacy falls across the curriculum and is the responsibility of all. Once a policy has been created an implementation plan should be formulated and introduced with clearly defined time frames.

Lovely principal at this school!!!!!

A study to investigate changes in attitudes towards methods of disciplining school pupils among South Africans aged 16 years and older, by Mbithi wa Kivilu and Muchiri Wandai, was drawn from the annual SASAS between 2003 and 2006. The study also included other influences, such as religion, gender, and race on these attitudes.

South African Primary Schools rewarded with prestigious US grant of more than a half million Rands

Free school readiness test

Kobus is asking for some comments on this. How do we sustain ICT's in schools?

"The Low Achievement Trap is an empirical study of student mathematics learning in Grade 6 classrooms that is unique in its focus on two school systems shaped by different political histories on either side of the Botswana-South Africa border. The study provides a detailed examination of the capacity of teachers - how they teach, how much they teach, and what they teach. Because of this wealth of detail, The Low Achievement Trap gives us much greater insight than previous research into why students seem to be making larger gains in the classrooms of South Eastern Botswana than in those of North West Province, South Africa. Rather than identifying a single major factor to explain this difference, the study finds that a composite of inter-related variables revolving around teachers' mathematics knowledge and their capacity to teach mathematics are crucial to improving education in both regions. The message is a hopeful one: good teachers can make a difference in student learning."

The Department of Science and Technology (DST), together with the Department of Basic Education and the Eastern Cape Department of Education, has launched the Cofimvaba Schools District Technology Project.

Our vision is to mobilise business, government and civil society to work collaboratively towards meeting the educational challenges facing South Africa. The S@CC initiative speaks to the idea that enhancing the quality of education, improving the school environment and encouraging engagement between parents and teachers are meaningful and attainable goals that would provide an upward spiral of real change in society. S@CC is committed to realising the Third Dinokeng Scenario: Walking Together. This scenario envisions a future for South Africa marked by collaboration, engagement and active citizenship, in which multiple sectors work together in support of a better South Africa.

Numeric is interested in finding ways to increase access to and usability of Khan Academy in South Africa. If you've never heard of Khan Academy, it is an outstanding online learning tool primarily targeted at school level mathematics. You can read more here, or check out their website directly at www.khanacademy.org. But we're not only talking about accessibility and usability, we're putting our money where our mouth is and taking it into the field ourselves! Numeric is piloting Khan Academy in township and rural areas in the Eastern and Western Cape, translating the videos into Xhosa, and providing useful tools for teachers and learners to make this resource more user friendly.

Ubunye is dedicated to providing educational advancement, opportunities for leadership and life-skills development, and mentorship and guidance to motivated high school learners in Cape Town.

This Green Paper, launched by the South African Minister of Higher Education and Training Dr Blade Nzimande in January 2012, identifies the key challenges facing South African higher education and sets out a path for overcoming these obstacles.

The Department of Basic Education briefed Members on its Second Quarterly Performance Report from 1 July 2011 to 30 September 2011; on the progress on delivery of infrastructure development for technical schools; and on the Quality Learning and Teaching Campaign.

It does not include any reference to social networks or the use of web 2.0 tools and has been developed for use in Khanya schools.

a good powerpoint summarising the main point of 2st century learning and libraries role in accommodating it

Telkom is to spend R22-million at Western Cape schools to boost pupils' access to the Internet, says the Western Cape Education Department

It's no secret that today's wired learners have better technology in their back pockets than they're offered at school. It's also clear that students are much more inclined to engage these devices than take in the sage-on-the-stage teaching models of yesteryear. So why aren't we making use of the technologies our students actually enjoy

Becta has published major new research into the use of Web 2.0 technologies, such as wikis, blogs and social networking, by children between the ages of 11-16, both in and out of the school environment.