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dc.contributor.authorWolhuter, Charl
dc.contributor.authorde Beer, Zacharias Louw
dc.contributor.authorNiemczyk, Ewelina
dc.contributor.authorBotha, Johan
dc.contributor.authorGore, Oliver
dc.contributor.authorMarimo, Artwell
dc.contributor.authorNeethling, Marinda
dc.contributor.authorSanthakumar, V.
dc.contributor.authorSeleti, Juliana
dc.contributor.authorSteyn, Hennie J.
dc.contributor.authorTaylor, Benita
dc.contributor.authorVos, Deon
dc.contributor.editorWolhuter, Charl
dc.contributor.editorde Beer, Zacharias Louw
dc.contributor.editorNiemczyk, Ewelina
dc.date.accessioned2021-06-03T10:59:52Z
dc.date.available2021-06-03T10:59:52Z
dc.date.issued2020
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/49410
dc.description.abstractThe 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.en_US
dc.languageEnglishen_US
dc.relation.ispartofseriesBRICS Educationen_US
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Educationen_US
dc.subject.otherBRICS countries; Comparative and International Education; Language in education; South African education; World-class universities; BRICS; BRICS educationen_US
dc.titleCritical Issues in South African Educationen_US
dc.title.alternativeIllumination from international comparative perspectives from the BRICS countriesen_US
dc.typebook
oapen.identifier.doi10.4102/aosis.2020.BK207en_US
oapen.relation.isPublishedByd7387d49-5f5c-4cd8-8640-ed0a752627b7en_US
oapen.relation.isbn9781928523611en_US
oapen.relation.isbn9781928523628en_US
oapen.series.number2en_US
oapen.pages402en_US
oapen.place.publicationDurbanvilleen_US


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