critical issues in south african education

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Critical Issues in South African Education: Illumination from international comparative perspectives from the BRICS countries

2021, BRICS Education

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BRICS Education: Critical Issues in South African Education Illumination from international comparative perspectives from the BRICS countries

Louw de beer

The main thesis of this book is that, given that South African education faces major challenges, the BRICS (Brazil, Russia, India, China and South Africa) constellation of states offers – thus far overlooked – a valuable tertium comparationis, a source of international comparative perspectives, to inform the domestic scholarly discourse on education. Hitherto, the public as well as the scholarly discourse on education issues in South Africa have tended to be inward-looking. As far as international perspectives were brought in, these have concentrated on models from the Global North (the introduction of Outcomes-Based Education, developed in the Global North, where it had had its trial runs before being brought to South Africa, being an example), or recently from the countries who came out tops in the international Programme for International Student Assessment (PISA) test series, such as Finland. Both the Global North education systems and those of nations coming out tops in the PISA test series are inappropriate to serve as a comparative yardstick and example for South Africa, for the simple reason of too large contextual differences which these countries have with South Africa, a point explained thoroughly in this book. Up to now South–South comparisons in comparative and international education research have been few and far between, and comparisons between education issues in South Africa and other nations of the Global South have been virtually absent. The BRICS grouping represents a towering bloc of nations within the Global South, which has caught the interest of political leaders in South Africa. This book first investigates the national contexts and development of education in the BRICS countries, arguing that this grouping represents a valuable yet overlooked field for illuminating South African education issues with international perspectives. The book comprises chapters arguing for and illustrating this thesis from a variety of angles. Common to all chapters is that authors used the comparative method in education, that is, comparing the national education system in their education societal context interrelationships of the BRICS countries. The chapters focus on a number of critical issues in South African education, including the issue of the language of learning and teaching, the alignment of the world of education with the world of work, early childhood education and the development of world-class universities. Regarding the last one, for example, China has been the terrain of the most intensive national projects of establishing world-class universities, with Project 985, Project 211 and the ‘Double First Class University’ project. The chapters demonstrate what South Africa, in approaching her education issues, can learn from the experience of the BRICS countries. Motivating and illustrating the value of intra-BRICS education comparisons for South Africa, the book contains original research. The similarity report of an iThenticate analysis confirms that the work contains no plagiarism. This volume is a scholarly publication aiming at scholars of Education, arguing the case of international comparative studies within the BRICS grouping as a promising approach to do research on issues of education in South Africa.

The Education Systems of Africa

Dr Nevensha Sing

Patricia Mosikare

South African Journal of Education

C. Wolhuter

Ewelina Niemczyk

Vestnik RUDN. International Relations

Thomas Muhr (PhD) , Mario Azevedo

Framed by contested interpretations of the Buenos Aires Plan of Action, this article aims to conduct a first evaluation of the BRICS development and education cooperation agenda as a case study of South—South cooperation (SSC). Methodologically, as a theory-based case study that integrates exploration with illustration and explanation, an analytical review of Anglophone academic BRICS education literature combines with contents and discourse analysis of BRICS cooperation documents from 2009—2017. While the mainstream international and comparative education literature, embedded in (neo)realist international relations theory, limits itself to individual BRICS member country case studies, a critical approach associated with counter-dependency theory in conjunction with SSC as an analytical category transcends methodological nationalism by exploring common agendas, projects, relations and potential synergies generated within BRICS as an analytical unit. While a more pronounced and assertive BRICS SSC agenda has emerged over time, the findings do not permit to unambiguously conclude that BRICS education cooperation produces a counter-structure to the neoliberal global governance of education. However, we nonetheless perceive BRICS education cooperation as contributing to building a counter-dependency structure. Future empirical research will have to inquire about the de facto implementation of this agenda.

Mario Azevedo

Thomas Muhr (PhD)

This chapter adopts an historical and global approach to the under-researched field of South-South cooperation in education and development. The first section discusses the concepts of “the South”, “the global South” and “South-South cooperation”, counter-posed with practices of “triangular collaboration” and “best practice transfer”. On this basis, a review of existing South-South education cooperation literatures distinguishes a mainstream approach embedded in liberal and (neo)realist international relations theories from a critical theory approach associated with counter-dependency thinking. Framed by these discussions, two case studies of contemporary global South-South education relations are presented: the ¡Yo, Sí Puedo! (Sure, I Can!) global literacy campaign promoted by the governments of Cuba and Venezuela; and the BRICS common education cooperation agenda. While it cannot unambiguously be concluded that South-South education cooperation produces a counter-structure to the neoliberal global governance of education, the chapter equally shows that the South-South principles of solidarity, mutual benefits and self-reliance are very much practiced among South partners. Finally, proposals for future research in this field are presented.

Changing Societies & Personalities

The article is devoted to the discussion of the educational policies of the BRICS countries in the context of rising Global South. The author argues that BRICS grouping is better understood not as a union of the countries based upon common identity or a set of the values, but as a group, which is held together by certain imaginaries. These imaginaries are a vision of alternative world order on the one hand and of the emerging Global South on the other hand. Education, then, pays a pivotal role in BRICS collaboration, because it helps to develop and to spread these imaginaries. The article analyses multilateral educational collaboration in BRICS in comparison with excellence programmes devoted to establishment of elite world-class universities and oriented at indicators of the main international academic rankings. The author argues that such projects as BRICS Network University are much more relevant to the tasks of South-South collaboration than the excellence programmes such as Russian 5/100 one. In conclusion, the author attracts readers’ attention to the multiple modernities theories as possible rationale for BRICS cooperation or South-South collaboration in general.

Felipe G K Buttelli , Clint Le Bruyns

Educação e questões contemporâneas na África do Sul: um olhar a partir da crise no ensino superior Educación y cuestiones contemporáneas en África del Sur: una mirada a partir de la crisis en la enseñanza superior Abstract: This article has as objective to present historical aspects, as much as a brief conceptualization of the contemporary socioeconomic situation of South Africa. The theoretical reflection of this article articulates the participation of both authors in the youth movement "Fees Must Fall". Based on that, it aims to debate about the contemporary issues on the field of High Education in South Africa. Like in Brazilian reality, since 2015 there has been a rise of a students' movement demanding free education and a decolonial reform of the higher education curriculum, as much as gender and racial justice. The "Fees Must Fall" movement lead to, but also protested against, the militarization of the campi, imprisonment of students, depredation, arson and violence from the different sides. The so called High Education crisis in South Africa has made propitious a wide debate in society, as much as it has served as model for many student's struggles in other contexts. This article will speak from the reality of the engagement with these students to debate about the political and economic situation in South Africa and its impact in the field of high education. Methodologically, the article sets up a bibliographical debate concerning the social and economic reasons for the contemporary crisis. The conclusion of it points to a list of some of the reasons for the crisis in high education in South Africa.

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Inclusive education: Developments and challenges in South Africa

• Cases/Trends
• Published: 24 August 2020
• Volume 49 , pages 219–232, ( 2020 )

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• Petra Engelbrecht   ORCID: orcid.org/0000-0003-4128-0208 1  

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The implementation of inclusive education in South Africa must be seen in the context of the country’s broader political, social, and cultural developments since 1994, particularly the systematic and progressive transformation of education in congruence with Constitutional values and ideals. As a result, the move towards inclusive education has been primarily justified on educational and social grounds. Using a three-step linear process, this paper systematically reviews relevant peer-reviewed research studies and research reports on inclusive education policy enactment in South Africa, to identify both challenges and successes in implementing inclusive education in South Africa. The research findings indicate that although South African teachers in principle support the justification of inclusive education on social grounds, the lack of adequate human, technical, and infrastructural resources to facilitate implementation is a major contributing factor to the negative perceptions (within some school communities) of its educational and economic viability. Despite these challenges, encouraging positive developments include continued support of an inclusive education agenda at the national level, the gradual transformation of teacher education for inclusion, and the identification of successful locally situated inclusive education approaches. It is therefore important to acknowledge that implementation of inclusive education in South Africa is a continuously evolving process, which needs to be contextually relevant and responsive to the social and economic realities within unique school contexts.

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Inclusive Education in the Asia-Pacific: Moving Forward with Commitment and Intent

Inclusion in Education Policy as an Enabler: Lessons from South Africa

Understanding the value of inclusive education and its implementation: A review of the literature

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Engelbrecht, P. Inclusive education: Developments and challenges in South Africa. Prospects 49 , 219–232 (2020). https://doi.org/10.1007/s11125-020-09499-6

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Critical issues in South African education: Illumination from international comparative perspectives from the BRICS countries

The main thesis of this book is that, given that South African education faces major challenges, the BRICS (Brazil, Russia, India, China and South Africa) constellation of states offers — thus far overlooked — a valuable tertium comparationis , a source of international comparative perspectives, to inform the domestic scholarly discourse on education. This book first investigates the national contexts and development of education in the BRICS countries, arguing that this grouping represents a valuable but yet overlooked field for illuminating South African education issues with international perspectives. The book consists of chapters arguing for and illustrating this thesis from a variety of angles. Common to all chapters is that authors used the comparative method in education, that is comparing the national education system, in their education societal context interrelationships, of the BRICS countries.  The chapters focus on a number of critical issues in South African education, including the language of learning and teaching issue, the alignment of the world of education with the world of work, early childhood education, and the development of world-class universities. Regarding the last, for example, China has been the terrain of the most intensive national projects of establishing world-class universities, with Project 985, Project 211, and the 'Double First Class University' project.  The chapters demonstrate what South Africa, in approaching her education issues, can learn from the experience of the BRICS countries.

• Chapter 1 Critical issues in South African education Charl C Wolhuter
• Chapter 2 The significance of the BRICS countries as international datum line and data bank for South African education Charl C Wolhuter
• Chapter 3 Early childhood education: Benefitting from the BRICS experience by a new front of education development in South Africa Benita Taylor, Marinda Neethling, Juliana Seleti
• Chapter 4 Language of learning and teaching in South Africa and India: A comparative study V Santhakumar, Charl C Wolhuter
• Chapter 5 Aligning education with employment: Lessons from vocational education in India and South Africa Artwell Marimo, Hennie J Steyn, Ewelina Niemczyk
• Chapter 6 Providing for the unique educational needs of minority groups: Lessons from the BRICS countries Hennie J Steyn, ZL (Louw) de Beer
• Chapter 7 Models of trilingual education in China and the relevance thereof for South Africa Charl C Wolhuter
• Chapter 8 Violence and education in the BRICS countries: A comparative study Johan Botha, Oliver Gore
• Chapter 9 The objectives of the BRICS organisation in correlation with the objectives of the Organisation for Economic Cooperation and Development Deon Vos, ZL (Louw) de Beer
• Chapter 10 The creation of world-class universities in China as an object lesson for South Africa Charl C Wolhuter

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Critical Issues in South African Education After 1994

By motlola , mda , and steward mothata.

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South African Journal of Business Management

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Original research, the composition of listed family firm boards in south africa: alignment to best practices and governance codes, about the author(s).

Purpose:  As elsewhere in the world, family firms (FFs) play a critical role in the South African economy. There is, however, scant research on how, if at all, listed South African FFs differ from their non-family counterparts concerning board composition and independence. The purpose of this study was to address this knowledge gap by investigating director and chair independence, chair-chief executive officer (CEO) role duality, board race and gender diversity, as well as board rotation at FFs listed on the Johannesburg Stock Exchange (JSE) over the period 2006 to 2022. The study was informed by the agency, socioemotional wealth, and stewardship theories.

Design/methodology/approach:  Data were collected on 753 directors who served on the boards of 37 JSE-listed FFs. Data sources included Bloomberg and the FFs’ integrated reports and websites. Data were analysed by examining trends in the considered variables over time.

Findings/results:  While family involvement at board level remained relatively constant, considerably fewer family members served as board chairs and CEOs towards the end of the research period. Board independence increased significantly over the research period.

Practical implications:  Shareholder activists’ requests for improved board governance of JSE-listed FFs seem justified. Activists should, however, also consider the benefits of family stewardship when evaluating director and chair independence in these firms. This study also identifies practical implications for nomination committees and investor education.

Originality/value:  The use of multiple theoretical lenses provides a balanced view of board governance at JSE-listed FFs. The study contributes to the scant body of knowledge on board composition and independence in listed FFs in South Africa, which will enable future FF research.

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South African Journal of Business Management    |    ISSN: 2078-5585 (PRINT)    |    ISSN: 2078-5976 (ONLINE)

ISSN: 2078-5976

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Listen to the cgsp podcast, looking forward: african and chinese priorities ahead of focac 9.

As we approach the ninth Forum on China-Africa Cooperation (FOCAC) , anticipation is growing around the key themes and deals that will emerge from the meeting. While China and Africa are aligned on many critical issues, their interests heading into FOCAC 9 also diverge in important ways.

Since the first FOCAC gathering in 2000, the meeting has evolved to keep pace with the changing Africa-China relationship. What began as a platform primarily focused on economic ties has expanded to encompass a broader range of issues reflecting both Chinese and African priorities.

In these two companion reports, CGSP Managing Editor Cobus van Staden provides a thorough analysis of the China-Africa relationship as it enters FOCAC 9, detailing the challenges and priorities on both sides, exploring areas of convergence and divergence, and offering insights into what to expect from this upcoming meeting.

Read the reports:

Taking Control: Africa’s Priorities and Challenges at FOCAC 2024

China’s agenda at focac 2024: climate, connectivity & coalitions.

To read more of CGSP’s coverage of FOCAC, click here.

Key insights :

China’s evolving partnership with Africa is reshaping the continent’s infrastructure, data, and energy landscape. This relationship, punctuated by the triennial Forum on China-Africa Cooperation (FOCAC), is not just about bilateral ties—it’s a strategic framework influencing Africa’s global engagements. As FOCAC 2024 approaches, this report provides an African perspective on the process and priorities that will likely shape the upcoming discussions.

• Strategic Importance: FOCAC has emerged as a pivotal platform in Africa-China relations, driving not just economic collaboration but also influencing Africa’s engagement with other global powers. The forum’s outcomes set precedents that Africa can leverage in its interactions with other international partners.
• Evolving Priorities: While FOCAC began with a narrow scope that mostly dealt with the economic facet of the relationship, successive waves of negotiations between African diplomats and their Chinese counterparts have resulted in a slow expansion of the platform’s purview to include more African priorities. Heading into FOCAC 2024, Africa is focused on collaborating with China on training and technology transfer, increasing Africa’s value share in production and supply chains, and developing a sustainable and robust agricultural industry.
• African Agency: The utility of FOCAC for Africa is increasingly tied to Africa’s ability to set the agenda. Africa’s green energy potential, youthful population, and mineral resources promise a bright future, but low electrification rates and an industrialization backlog present challenges. If Africa hopes to take full advantage of the FOCAC setting, negotiators must be proactive in bringing its priorities to the table.

FOCAC 2024 is positioned to be a critical juncture in the Africa-China relationship, with the potential to drive significant advancements in trade, industrial development, and sustainable cooperation. As Africa navigates this partnership, its ability to influence the agenda will be key to achieving long-term benefits.

China’s Agenda at FOCAC 2024: Climate, Connectivity, and Coalitions

While some might believe that China’s engagement with Africa is primarily driven by a desire for the continent’s natural resources, in reality, the relationship is multifaceted. Africa’s 54 votes at the UN, its substantial youth demographic, and the way that Africa-China cooperation enhances China’s narrative that it is building a global community of developing countries highlight why China remains committed to Africa. As China navigates increasing global pressure, particularly from the U.S. and its allies, this relationship has become even more critical. The upcoming 2024 Forum on China-Africa Cooperation (FOCAC) in Beijing will be a defining moment for both sides, shaping the trajectory of this vital partnership. This report deals with the Chinese perspective of the China-Africa relationship ahead of FOCAC in September 2024: why Africa matters to China, where the relationship currently stands, and what China’s priorities are going into this meeting.

• Economic Development: While trade expansion remains a priority, the ambitious goal set in 2021 to increase African imports to China has seen modest progress. Still, China remains committed to developing and deepening its economic ties in Africa, and the 2024 FOCAC is expected to renew commitments, with a focus on agriculture and aiding African producers in accessing Chinese markets.
• Political Alliances: Beyond economic interests, China views Africa as a key partner in its efforts to establish alternative global governance structures more in line with its own priorities and less centered around Western power. Africa’s moral weight as the heart of the Global South, and its 54 votes at the UN, make it an important partner in this quest.
• Green Energy and Industrial Development: Reflecting China’s renewable energy investments under the Belt and Road Initiative, the upcoming FOCAC will likely emphasize green energy cooperation. Additionally, China’s expertise in renewable energy positions it as a crucial partner for Africa’s electrification, supporting the continent’s broader industrial development goals.
• Global Connectivity: While FOCAC predates the Belt and Road Initiative (BRI), it has emerged as a key platform for BRI engagement. The BRI has focused on boosting connectivity between China and the rest of the world. This has historically been centered on physical infrastructure but increasingly includes other forms of connectivity, like trade and regulatory integration, ICT, training, and people-to-people exchange. These themes will likely feature heavily at FOCAC 2024.

The 2024 FOCAC summit is poised to reinforce China’s role as a key partner in Africa’s development and a leader in the Global South. Amid ongoing anti-China rhetoric from the U.S., this meeting will be critical in solidifying the strategic, economic, and diplomatic ties that bind China and Africa.

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