Teachers in South Africa

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Spady,The afther of OBE< who toured the country in 1997 addressing thousands of teachers about outcomes based education, said South Africa had "completely missed the boat" in understanding the concept.

The end of OBE?

I have moved over to Diigo as well but have only found out what I could be doing from this blog post!!! My maion reason for movingf was that I can create distinct groups while still auto posting to Delicious, cutting out bookmarking in Del and Diigo....

Watch a local guru being interviewed!

Kids have always tormented each other. Just think about Lord of the Flies. Now with the help of cyber technologies, sadly, they are doing it more and more online, using mobile phones and interactive games. I spend as much time protecting kids from each other online these days as from cyberpredators.

I have to smile at a few of the suggestions very un-21st century!!!

The practice of Recognition of Prior Learning (RPL) in the education of adults seeks to affirm and accredit the knowledge and skills which they have already attained in the course of their working lives. This monograph explores the implementation of RPL in a programme designed to upgrade tens of thousands of under-qualified teachers and finds a baffling dilemma: how does one value prior learning which one believes to be misguided, outdated, or inappropriate?

Education plays a key role in the development of any society. Responding to the need for empirical evidence on the demand for and supply of public educators in South Africa, the Education Labour Relations Council (ELRC) commissioned the Human Sciences Research Council-led consortium to conduct nation-wide research on the factors determining educator supply and demand in South African public education system. Growth demand for educators depends on learner enrolments and the learner-educator ratio, while replacement demand for educators depends on employment trends, demographics and attrition (including morbidity and morality). Educator supply depends on a number of factors, such as education graduates, morbidity and morality, and educators returning after a break from the profession

Teachers spend slightly less time on their activities overall, but much less time on teaching than policy requires. There is a serious erosion of instructional time in the majority of schools, but it is worst in rural and semi-rural African schools.