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.

Economic growth in South Africa depends on engineering capacity to provide state-of-the-art, safe infrastructure for service delivery. At the same time the new democracy needs to address transformation. This monograph explores current capacity to address these challenges.

The book opens up a space of frank discussion about the often unsettling, messy realities of ethical decision-making in the thick of social research. All the contributors write in the first person about personal experiences of research. They expose tensions within professional codes of ethics, as well as a range of dilemmas that arose when personal ethical convictions jostled with disciplinary and institutional ethical imperatives. The book is unique in spanning a range of research scenarios, qualitative and quantitative, across different disciplines, fields of study and institutional settings. The book will be of interest to all social researchers - in universities, NGOs and other applied milieu - working in fields of research structured by hierarchies of difference and conditions of inequality.

Analysing the extent and severity of HIV/AIDS among educators without looking at the broader context within which schools operate, provides only a partial understanding of the immense challenges facing the education sector in South Africa. This study examines material issues affecting the quality of teaching and learning in our schools, both within and external to the classroom environment. The findings reveal significant disparities in conditions, both within and between provinces. Compounded by the effects of ill-health related to HIV/AIDS, these disparities are likely to hamper any efforts to improve the quality of teaching and learning in South African public schools, and therefore require serious attention.

A monograph in a series focussing on the origins and theories of federalism.

This is a book of the experiences of violence and well-being of #FeesMustFall student activists from a range of South African universities. It is also a book of the sacrifices that this student generation made for the benefit of many to be able to access higher education.

Finding place and keeping pace: exploring meaningful and equitable learning in South African Schools, learning in South African schools, crisis in schools in South Africa, Veerle Dieltiens, Roelien du Toit, Gift Luxomo, Paul Kgobe, Setungoane Letsatsi, Sarah Meny-Gibert, Sarah Meny-Gibert, Shireen Motala, Elvis Ngwenya, Carla Pereira, Symphorosa Rembe, Bev Russell, Yusuf Sayed, Jennifer Shindler, Hamsa Venkat, Samantha Williams

Complementing existing labour-market research on graduates, this study provides qualitative and quantitative data relating to graduates experiences in the labour market. The data presented here offers a clear picture of graduate employment and includes the time it takes graduates to find employment, the factors that influence employability, the types of jobs they find, their perceptions of the relation of the level of jobs they found to their qualifications and to the sectors of employment.

The study on the mobility of Research and Development (R&D) workers aims to address concerns about the sustainability of South Africa's R&D workforce and the perceived negative effects of the 'brain drain'. The final report received a high quality rating from the international reviewer.

This substantive report is essential reading for those involved in higher education planning and policy-making. Based on responses to a survey done in all nine provinces of South Africa, research focuses on Grade 12 learners' intentions to enter higher education and their choices around institution and field of study.

The Grade 9 Trends in International Mathematics and Science Study (TIMSS) was administered in August 2019 by the Human Sciences Research Council, in collaboration with the Gauteng Department of Education, the Department of Basic Education and the International Association for the Evaluation of Educational Achievement.

This paper examines the reasons for studying religion and the necessity for teacher, student, administrative or parental involvement in the process of learning about religious diversity. Chidester suggests that the study of religion and religious diversity can usefully be brought into conversation with recent research on new formations of citizenship.