Issue

Vol. 13 No. 1-2 (2015): Journal of Higher Education in Africa: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing

6 - ‘From Cradle to Grave’: Transforming South Africa’s Learning Ecologies

https://doi.org/10.57054/jhea.v13i1-2.1519
Lebusa Monyooe
https://orcid.org/0000-0002-1567-744X

Corresponding Author(s) : Lebusa Monyooe

lebusa@nrf.ac.za

Journal of Higher Education in Africa, Vol. 13 No. 1-2 (2015): Journal of Higher Education in Africa: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing

Abstract

This article examines key organizational principles that underpin responsive transformation strategies that have the potential to create spaces for critical engagement with South Africa’s basic education post the 1994 democratic elections. The article deploys various metaphors like the ‘ants, ecology, London Tube and bridge construction’ to unravel the deeper elements for transforming schools into sustainable learning ecologies. It concludes with an articulation of plausible interventions that the country may deploy to improve educational quality and the system’s efficacy.

Keywords

Mandela Transforming learning ecologies apartheid regime. school children Proliferation of policies educational transformation
Monyooe, L. (2022). 6 - ‘From Cradle to Grave’: Transforming South Africa’s Learning Ecologies. Journal of Higher Education in Africa, 13(1-2). https://doi.org/10.57054/jhea.v13i1-2.1519
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Author Biography

Lebusa Monyooe

Director, Grants Management and Systems Administration, National Research Foundation, South Africa.

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