Various forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a 'global template' for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global 'knowledge society' or risk falling behind in the ubiquitous university ranking system? Or are there alternatives that can achieve a better, 'more ethically inclined, world? Basing their observations on their own experiences, an interesting mix of seasoned scholars and new voices from southern Africa and the Nordic region offer critical perspectives on issues of inter- and cross-regional academic co-operation. Several of the chapters also touch on the evolution of the higher education sector in the two regions. An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration. The Southern African-Nordic Centre (SANORD) is a partnership of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. SANORD's primary aim is to promote multilateral research co-operation on matters of importance to the development of both regions. Our activities are based on the values of democracy, equity, and mutually beneficial academic engagement.

One World, Many Knowledges. Regional experiences and cross-regional links in higher education

Education & Teaching

Schools & Teaching

African Minds

<p>Twenty Years of Education Transformation in Gauteng 1994 to 2014: An Independent Review presents a collection of 15 important essays on different aspects of education in Gauteng since the advent of democracy in 1994. These essays talk to what a provincial education department does and how and why it does these things - whether it be about policy, resourcing or implementing projects. Each essay is written by one or more specialist in the relevant focus area. The book is written to be accessible to the general reader as well as being informative and an essential resource for the specialist reader. It sheds light on aspects of how a provincial department operates and why and with what consequences certain decisions have been made in education over the last 20 turbulent years, both nationally and provincially. There has been no attempt to fit the book's chapters into a particular ideological or educational paradigm, and as a result the reader will find differing views on various aspects of the Gauteng Department of Education's present and past. We leave the reader to decide to what extent the GDE has fulfilled its educational mandate over the last 20 years.</p>

Twenty Years of Education Transformation in Gauteng 1994 to 2014

History

Africa

The Contemporary study of musical arts, Volumes 1 to 5 is a series that emphasizes the intellectual security of cultural knowledge orientation in the study and research of the musical arts for students and educators that could engage in global knowledge discourse and practice with original cultural-mental integrity. The "Need" that introduces the series argues that "theoretical content, philosophical and psychological foundations of creativity and practice, the nature and principles of musical arts theatre, and research and historical process [should] derive in essence from the original African intellectual perspective about the sense and meaning of music - indigenous to contemporary." The contents discuss what is Africa-generic at the sub-structural level about musical arts conceptualization and practice. Volumes 1 to 3 are designed as a graduated series for musical arts education at the tertiary level under the module topics: musical structure and form; factors of music appreciation; music instruments; music and society; research; music theatre; and performance.

Contemp. Study of Musical V1 (Ciimda)

Arts & Photography

Nzewi, Meki

Music

The Contemporary study of musical arts, Volumes 1 to 5 is a series that emphasizes the intellectual security of cultural knowledge orientation in the study and research of the musical arts for students and educators that could engage in global knowledge discourse and practice with original cultural-mental integrity. The "Need" that introduces the series argues that "theoretical content, philosophical and psychological foundations of creativity and practice, the nature and principles of musical arts theatre, and research and historical process [should] derive in essence from the original African intellectual perspective about the sense and meaning of music - indigenous to contemporary." The contents discuss what is Africa-generic at the sub-structural level about musical arts conceptualization and practice. Volumes 1 to 3 are designed as a graduated series for musical arts education at the tertiary level under the module topics: musical structure and form; factors of music appreciation; music instruments; music and society; research; music theatre; and performance. Volume 3 additionally discusses historical processes in African musical arts studies and aspects of Western classical music.

Contemp. Study of Musical V3 (Ciimda)

The Contemporary study of musical arts, Volumes 1 to 5 is a series that emphasizes the intellectual security of cultural knowledge orientation in the study and research of the musical arts for students and educators that could engage in global knowledge discourse and practice with original cultural-mental integrity. The "Need" that introduces the series argues that "theoretical content, philosophical and psychological foundations of creativity and practice, the nature and principles of musical arts theatre, and research and historical process [should] derive in essence from the original African intellectual perspective about the sense and meaning of music - indigenous to contemporary." The contents discuss what is Africa-generic at the sub-structural level about musical arts conceptualization and practice. Volume 4 is a collection of scholarly essays, some in narrative style, that discusses specifi c musical arts topics, basic to African indigenous knowledge grounding, in the disciplinary fields of philosophical illuminations, theoretical explorations, indigenous concept of drama, contemporary musical arts education including dance education, science and technology, and music and health.

Contemp. Study of Musical V4 (Ciimda)

A Contemporary Study of Musical Arts Informed by African Indigenous Knowledge Systems: Concert Drum Solos Drummistic Piano Solos v. 5, Bk. 1

Meki et Nzewi Odyke Nzewi

A Contemporary Study of Musical Arts Informed by African Indigenous Knowledge Systems: Concert Duos v. 5, Bk 2

A Contemporary Study of Musical Arts Informed by African Indigenous Knowledge Systems: Intercultural Concert Ensembles v. 5, Bk. 3

According to Tradition: A Cultural Perspective on Current Affairs

Politics & Social Sciences

Holomisa, Nkosi Phathekile

Social Sciences

This book is the sixth in a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project and reflects the work done in the sixth year of the project. LOITASA is funded by the Norwegian University Fund and began in January 2002. The project will come to an end in 2011. This book has its main focus research carried out in South Africa and Tanzania on the language of instruction issue. Most of the chapters in this book were presented at the Sixth LOITASA Workshop held at the University of the Western Cape in South Africa in May 2009.

Educational Challenges in Multilingual Societies. Loitasa Phase Two Research

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