<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

African Minds

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

<p>For several centuries Cape Town has accommodated a great variety of musical genres which have usually been associated with specific population groups living in and around the city. Musical styles and genres produced in Cape Town have therefore been assigned an "identity" which is first and foremost social. This volume tries to question the relationship established between musical styles and genres, and social - in this case pseudo-racial - identities. In Sounding the Cape, Denis-Constant Martin recomposes and examines through the theoretical prism of creolisation the history of music in Cape Town, deploying analytical tools borrowed from the most recent studies of identity configurations. He demonstrates that musical creation in the Mother City, and in South Africa, has always been nurtured by contacts, exchanges and innovations whatever the efforts made by racist powers to separate and divide people according to their origin. Musicians interviewed at the dawn of the 21st century confirm that mixture and blending characterise all Cape Town's musics. They also emphasise the importance of a rhythmic pattern particular to Cape Town, the ghoema beat, whose origins are obviously mixed. The study of music demonstrates that the history of Cape Town, and of South Africa as a whole, undeniably fostered creole societies. Yet, twenty years after the collapse of apartheid, these societies are still divided along lines that combine economic factors and "racial" categorisations. Martin concludes that, were music given a greater importance in educational and cultural policies, it could contribute to fighting these divisions and promote the notion of a nation that, in spite of the violence of racism and apartheid, has managed to invent a unique common culture.</p>

Sounding the Cape Music, Identity and Politics in South Africa

Martin, Denis-Constant

Looking at two smaller-scale systemic school improvement projects implemented in selected district circuits in the North West and Eastern Cape by partnerships between government, JET Education Services, and private sector organisations, this book captures and reflects on the experiences of the practitioners involved. The Systemic School Improvement Model developed by JET to address an identified range of interconnected challenges at district, school, classroom and household level, is made up of seven components. In reflecting on what worked and what did not in the implementation of these different components, the different chapters set out some of the practical lessons learnt, which could be used to improve the design and implementation of similar education improvement projects. Many of the lessons in this field that remain under-recorded to date relate to the step-by-step processes followed, the relationship dynamics encountered at different levels of the education system, and the local realities confronting schools and districts in South Africa's rural areas. Drawing on field data that is often not available to researchers, the book endeavours to address this gap and record these lessons. It is not intended to provide an academic review of the systemic school improvement projects. It is presented rather to offer other development practitioners working to improve the quality of education in South African schools, an understanding of some of the real practical and logistical challenges that arise and how these may be resolved to take further school improvement projects forward at a wider district, provincial and national scale.

Systemic School Improvement Interventions in South Africa. Some Practical Lessons from Development Practioners

Education & Teaching

Schools & Teaching

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Books by African Minds