New HSRC Publications
Learning/Work: Turning work and lifelong learning inside out
Linda Cooper & Shirley Walters (eds)
The global economy is increasingly challenging the accepted dichotomies between home-life and work-life, between employment and unemployment, paid work and unpaid work. This calls for serious analysis of how knowledge is generated in workplaces as diverse as the factory, the field, or the street. It raises questions about what forms of learning and training are involved; how they articulate with one another and what implications this has for our societies. In this book, 34 leading scholars from ten countries challenge established understandings of lifelong learning and work, with several arguing that ‘work’ and ‘lifelong learning’ need to be ‘turned inside out’ through a rigorous critique of underlying social relations and practices so that we understand the power relations that shape learning/work possibilities. In various ways, all of the 25 chapters that make up this impressive volume are infused with imaginings of alternative futures which prioritise social justice and sustainability for the majority in the world.
Learning/Work will appeal to scholars and practitioners who are grappling to understand and implement learning/work critically within the demanding conditions of our times.
In 2008, South Africa had 400 953 educators, which included school teachers and principals. Were they adequate in number and quality for the 12 239 363 learners in ordinary public and independent schools? Is the country’s teacher education system sufficiently geared up to produce the teachers that are required and are sufficient numbers of students being attracted to teaching? How successful have government and union attempts to address specific teacher shortages since 1994 been? What has the contribution of research been in these areas? These are the questions this book addresses. It does so by providing an overview and synthesis of the interventions, research and consequences of initiatives related to the demand for and supply of teachers since 1994. What the study shows is that in order to deal with shortages, a bold vision for sustained investment in teacher education is a first priority. This needs to be supported with measures that will not only attract young graduates to the teaching profession, but also retain them and their developed expertise.
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Michael Cosser with Sekinah Sehlola
The study is the first in South Africa to reveal the post-matric destinations – including the labour market outcomes – of a nationally representative cohort of learners. As such it will be of interest to policy-makers and planners in various fields across the public and private sectors.
Moeketsi Letseka, Michael Cosser, Mignonne Breier & Mariette Visser (eds)
Student attrition has been a perennial theme in South African higher education throughout the past decade. In its National Plan for Higher Education (2001), the department of education attributed high dropout rates primarily to financial and/or academic exclusions. Four years later, it reported that 30% of students dropped out in their first year of study and a further 20% during their second and third years. Against this backdrop, the erstwhile HSRC research programme on Human Resources Development initiated a research project to investigate more thoroughly why students dropped out, what led them to persist in higher education to graduation, and what made for a successful transition to the labour market. The chapters in this volume variously address these issues in relation to one or more of seven institutional case studies conducted in 2005. Although the data analysed pertain to the 2002 cohort of graduating/non-completing students and to institutional data for 2004/5, their currency is confirmed by the recent interest expressed by the new ministry of higher education and training in exploring ways for ‘continuously improving the access and success, particularly of black students, at all levels of the system’ (Budget Speech, Minister of Higher Education and Training, June 2009).
Ashwin Desai & Goolam Vahed
Inside Indian Indenture is a timely and monumental work which makes a significant contribution to our understanding of South African Indian history. It tells a story about the many beginnings and multiple journeys that made up the indentured experience. The authors seek to trespass directly into the lives of the indentured themselves. They explore the terrain of the everyday by focusing on religious and cultural expressions, leisure activities, power relations on the plantations, the weapons of resistance and forms of collaboration that were developed in conflicts with the colonial overlords. Fascinating accounts brimming with desire, skulduggery and tender mercies, as much as with oppression and exploitation, show that the indentured were as much agents as they were victims and silent witnesses. Inside Indian Indenture is a special commemorative edition published by the HSRC Press which marks the 150th anniversary of the arrival of the first ship of indentured Indian labourers in South Africa in November 1860.