Multicultural education: A new approach for a new South African dispensation

In a new South African dispensation, the reconstruction of a national education system necessitates fundamental change to existing educational policies and practices. Seen as a cultural kaleidoscope or ethnic mosaic of peoples, modern South African society can be characterised as being multicultural. It stands to reason, therefore, that multicultural education for a new multicultural South Africa has become a logical, outcomes-based necessity. The extent to which multicultural education will succeed depends largely on the knowledge, attitudes, views and conduct of the teacher as initiator, facilitator and manager of the educational and learning practice. Most teachers in this country have been trained in a monocultural context and are therefore not adequately prepared for implementing multicultural education. All educators in South Africa who are seriously concerned with the formal education of children will have to become equipped with the knowledge and skills necessary to initiate and facilitate optimal learning in a multicultural context. What is needed is an innovative and studious predisposition, cultural reappraisal, and the acceptance of co-ownership in building a new democratic dispensation for South Africa. Teachers within multicultural school contexts need to bring about this conceptual paradigm shift in the hearts and minds of young people.     

Orphanhood and Completion of Compulsory School Education Among Young People in South Africa: Findings From a National Representative Survey

We examined the association of orphanhood and completion of compulsory school education among young people in South Africa. In South Africa, school attendance is compulsory through grade 9, which should be completed before age 16. However, family and social factors such as orphanhood and poverty can hinder educational attainment. Participants were 10,452 16–24‐year‐olds who completed a South African national representative household survey. Overall, 23% had not completed compulsory school levels. In univariate analyses, school completion was lower among those who had experienced orphanhood during school‐age years, males, and those who reported household poverty. In multivariate analyses controlling for household poverty, females who had experienced maternal or paternal orphanhood were less likely to have completed school; orphanhood was not independently associated with males' school completion. Findings highlight the need for evidence‐informed policies to address the education and social welfare needs of orphans and vulnerable youth, particularly females, in South Africa.     

The South African State and urbanisation policy: Crisis and response

Towards the end of the 1970s political and economic tensions in South Africa precipitated a crisis of the State. In response to this, the last few years have seen an unprecedented attempt on the part of the government to restructure racial capitalism in South Africa. While reforms have left virtually no aspect of government policy untouched, this paper explores one particular and vital aspect of policy reform: that of urbanisation policy and regional development. It is frequently the case that internationally accepted regional development and settlement strategies, first, are adopted by governments for political rather than for developmental reasons and, secondly, are unable anyway to stimulate processes of regional development. The reasons for this relate not only to the biases which occur in the application of these strategies, but also to a failure to understand or to confront the real and complex developmental problems of the areas in which they are implemented. The case of South Africa clearly demonstrates these issues.     

Emigration dynamics in southern Africa

This review of the dynamics of international migration in Southern Africa focuses on four aspects of labor migration: 1) while migrant workers suffer from discrimination and lack of protection, there are few alternatives for them; 2) the regulations imposed by the Chamber of Mines in South Africa favor the mining industry at the expense of the workers; 3) worker supplier states have few options for negotiating a commercialized migration policy to achieve economic benefits; and 4) foreign mine workers must unionize in order to escape perpetual subordination. The review opens with a consideration of how migrant mine workers from Botswana, Lesotho, and Swaziland have provided a source of cheap labor which has enhanced the economic prosperity of South Africa. The role of the Chamber of Mines in regulating the supply of labor and employment policy for its members is described. Attention is then turned to Lesotho where land pressure has exacerbated poverty levels. Large-scale migration has led the citizens of Lesotho to consider it a place to live or retire to, not a place to work. Labor migration from Lesotho is organized, is supported by the government, is recurrent, and remains a viable alternative despite faltering demand. The discussion of Lesotho includes a consideration of its political, economic, and demographic situation as well as of ecological factors. Briefer analyses are then provided for Botswana, Swaziland, and Mozambique. The receiving country, South Africa, is shown to be suffering a decline in economic growth which is marked by widespread unemployment. More than 250,000 Whites are prospective emigrants from South Africa. After considering the issues surrounding refugees, regional concerns created by changing economic and political scenarios, and labor strategies which could be adopted by supplier states, the report reiterates a series of recommendations which arose from two major conferences on the problem of unemployment. It is concluded that the tendency to emigrate is fostered by landlessness (Lesotho), surplus labor (Botswana and Swaziland), and political and economic underdevelopment (Mozambique). In order to redirect migrant flows, policies must address labor migration, political refugees, urban-rural dynamics, job-creation, income distribution, and democratization.     

A career exploration programme for learners with special educational needs

Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.     

Information society and digital divide in South Africa: results of longitudinal surveys

Integration into the information society implies that information plays an increasingly important role in all sectors of society and holds distinct social and economic benefits. Discourses on the information society are, however, also associated with the digital divide and inequalities in access to and use of information and communication technologies (ICTs). Within sub-Saharan Africa, South Africa is often regarded as one of the most information-integrated societies due to widespread mobile phone ownership, among other things. However, while ICT access has been emphasized, research also points to the role of demographic, socio-economic and cultural factors such as ethnicity, income, education and gender. This article discusses the results of questionnaire surveys conducted by Afrobarometer among probability South African samples in 2008 and 2011. The results indicate that individual Internet use and mobile Internet access were lower than estimated in the literature. Furthermore, gender gaps, as well as considerable gaps between population groups and educational levels, were found in Internet and computer use, mobile ownership and access to mobile Internet and accessing news via the Internet. Conclusions regarding strategies for bridging the digital divide and integrating South Africa into the information society are discussed.     

Migration and AIDS

This article presents the perspectives of UNAIDS and the International Organization for Migration (IOM) on migration and HIV/AIDS. It identifies research and action priorities and policy issues, and describes the current situation in major regions of the world. Migration is a process. Movement is enhanced by air transport, rising international trade, deregulation of trade practices, and opening of borders. Movements are restricted by laws and statutes. Denial to freely circulate and obtain asylum is associated with vulnerability to HIV infections. A UNAIDS policy paper in 1997 and IOM policy guidelines in 1988 affirm that refugees and asylum seekers should not be targeted for special measures due to HIV/AIDS. There is an urgent need to provide primary health services for migrants, voluntary counseling and testing, and more favorable conditions. Research is needed on the role of migration in the spread of HIV, the extent of migration, availability of health services, and options for HIV prevention. Research must be action-oriented and focused on vulnerability to HIV and risk taking behavior. There is substantial mobility in West and Central Africa, economic migration in South Africa, and nonvoluntary migration in Angola. Sex workers in southeast Asia contribute to the spread. The breakup of the USSR led to population shifts. Migrants in Central America and Mexico move north to the US where HIV prevalence is higher.     

‘Skeptics’ and ‘believers’: anti-trafficking,sex work,and migrant rights activism in South Africa

ABSTRACT

Very little is known about activism, as it relates to the issue of migration in South Africa. Yet, migration policy and migration governance are increasingly becoming important to states like South Africa, which, 22 years into democracy, finds itself being home to the second highest number of migrants in Africa. This paper fills this gap by exploring multi-level policies and advocacy experiences of activists working on migration in a post-colonial context of South Africa through the lens of key contestations around the trafficking discourse in South Africa from 2005 to 2018.     

The Human Capital Characteristics and Household Living Standards of Returning International Migrants in Eastern and Southern Africa

Africa’s experience with return migration is not new. However, few empirical studies have examined the social and economic characteristics of returning migrants within the continent. In this study, the human capital endowments and household living standards of returning migrants in Uganda and South Africa are examined using recently available data. The study compares returnees in both countries with immigrants as well as the native‐born population with no international migration experience. It also investigates how factors such as previous country of residence, year of arrival, and other demographic factors predict levels of education and living standards among returning migrants. In Uganda, the results show that recently arrived returning migrants had better educational endowments than both immigrants and non‐migrants. Migrants who returned to Uganda following the fall of Idi Amin’s regime had the lowest educational levels and lowest living standards compared to other returnees. Furthermore, the results indicate that previous residence in countries in the West was associated with four additional years of schooling while returning migrants arriving from other African countries had the lowest levels of schooling among returning migrants. In South Africa, the study finds that returnees arriving almost immediately following the end of Apartheid had the highest levels of education compared to either immigrants or non‐migrants. Returnees on average also had the highest household living standards in South Africa. Among South African immigrants, the results indicate that those arriving towards the end of the century had lower educational endowments compared to immigrants who arrived in the country two to four years after the end of Apartheid.     

Social Development and Minimum Standards in Social Work Education in South Africa

This paper evaluates how well South African minimum standards for social work education, known as Exit Level Outcomes, are aligned to a social development paradigm. Developmental social work is a relatively new approach in social work education internationally, and this article can therefore provide lessons for other countries using this paradigm in an education model based on national minimum standards.

The complexities and difficulties of using a minimum standards approach in education are discussed and the policy context for the development of these standards in South Africa is explained. The use of a social development framework for the analysis is motivated in relation to its relevance to the social context. Nine criteria for a social development perspective were drawn from the literature to form an analytical framework. A content analysis using this framework was done on the minimum standards.

The results show that the minimum standards are generally aligned with social development principles that drive national priorities, but a few significant gaps exist, which are outlined and discussed. This article attempts to grapple with the complexities of using these minimum standards to drive both curricula related and extra curricula activities in social work education in South Africa     

Interaction dynamics: The case of the water sector skills plan in South Africa

Despite extensive and continuous efforts to strengthen the capacity of people, organizations and institutions, there is evidence of an increasing gap between the existing and required capacities within the water sector. Consensus seems to be emerging regarding the need for national strategies to improve water sector capacity development. This paper analyses the dynamics of actors’ interactions and their characteristics (motivation, cognition and power) during the formulation and implementation of a specific capacity development strategy, namely the Water Sector Skills Plan (SSP) in South Africa. Based on the Contextual Interactive Theory and empirical findings, our analysis indicates slow progression and challenges with implementing the SSP, mainly due to the lack of consultation with key stakeholders during the formulation stage, a lack of data sharing among the target group (the Sector Education Training Authorities), and a lack of capacities within the key implementing organizations. These policy dynamics need to be taken into account when advocating for national capacity development strategies as a solution for challenges with water sector capacity development. The paper proposes the recommendations that are of relevance for the SSP as well as similar initiatives in other countries.     

Dealing with Institutional Abuse in a Multicultural South African Society

SUMMARY

The climate of socio-political transformation in South Africa together with a society of complex multicultural diversities creates enormous challenges regarding the care of the elderly in institutions. Institutional abuse in South Africa may present in a unique way, as a result of issues relating to policy and legislation and care delivery systems. The need for previously segregated groups to integrate and understand the various cultural practices of people from different socio-economic backgrounds further compounds the opportunity for abuse in homes for the aged which are undergoing transformation.     

Inclusive education policy provision in South African research universities

The 4-A Framework suggests that all inclusive education systems must be available, accessible, acceptable and adaptable. South Africa is committed to establishing an inclusive education system that does not exclude students with disabilities. South African university disability policies translate the imperatives of the United Nations Convention on the Rights of Persons with Disabilities into institutional mandates that govern the implementation of inclusive education. The aim of this study was to determine to what extent disability policies at South African research-intensive universities addressed the markers contained in the 4-A Framework. The framework was reworked and operationalised for the higher education context, and expanded to include a fifth marker, namely affordability. A deductive thematic analysis, using a protocol based on the five markers, was used to analyse these policies. Results indicate that, of the five markers, affordability was not sufficiently addressed. Various disclaimers also limit policy provisions related to other markers.     

Local economic development and urban poverty alleviation: the experience of post-apartheid South Africa

Urban poverty is a policy issue of growing significance in post-apartheid South Africa. In terms of the new Constitution the developmental role of local governments is given considerable attention. Against a background analysis of the best practice of local anti-poverty strategies in the developing world, this paper reviews the experience of eight case studies of local economic development (LED) initiatives. The case studies review a cluster of research findings from South African metropolitan areas (Midrand, Port Elizabeth, inner-city Durban, Khayelitsha and Winterveld) followed by issues from secondary cities (Nelspruit, Harrismith) and small towns (Stutterheim). A key conclusion from the experience of post-apartheid South Africa is that LED practitioners are currently struggling to find means to integrate their LED initiatives with the task of poverty alleviation.     

RACE AND THE EDUCATIONAL EXPECTATIONS OF PARENTS AND CHILDREN: The Case of South Africa

South Africa, a country that is highly stratified by race, is an important location for studying the relationship between race and educational expectations. Using a longitudinal data set, we examine the educational expectations of black (African), colored (mixed race), and white (European ancestry) parents and children in Cape Town, South Africa. We find that parents and children have high educational expectations regardless of race, but black parents and children have higher educational expectations than coloreds and whites once socioeconomic and other factors are controlled. We also find that parents' and children's expectations tend to agree more and are more closely correlated among coloreds and whites than blacks. We test two explanations for the educational expectations of parents and children, finding more support for the status attainment perspective among coloreds and whites than blacks and support for the family social capital perspective among blacks and coloreds only.     

Physician Migration in the Global South between Cuba and South Africa

Transnational physician migration has concerned states' health and migration policies for many years. Recent developments have increased attention to the outcomes of these flows in the global south, where physician emigration is undermining public health policies. Cuba's exporting of medical professionals presents an alternative dynamic, based upon both an ideology of humanitarian solidarity and a need to secure hard currency earnings. The benefits and challenges arising from a bilateral agreement between Cuba and South Africa to supply Cuban doctors to South Africa and training at the Latin American Medical School (ELAM) for South African medical students are addressed. The benefits of skills enhancement and professional development are noted, as well as the economic benefits for both the Cuban government and individual doctors, while concerns with the appropriateness of the medical training provided at ELAM for the South African health context and the sustainability of the current policy are discussed.

Policy Implications

• Strategic bi‐lateral agreements offer a productive route towards more sustainable management of skilled migration.
• When migration agreements include skills training, attention is needed to ensure the training provided is appropriate to the destination context: attention needs to be paid to the appropriateness of the medical training afforded to South African medical students in Cuba for health requirements in South Africa.
• International migration agreements can form part of a broader policy suite aimed at realizing public health and other development priorities. However, attention must be paid to the suitability and sustainability of the outcomes of these practices.

     

Environmental justice in South Africa: tools and trade‐offs

Despite constitutional commitments to environmental justice in South Africa, evidence indicates that the poor and the natural environment continue to be marginalised in decision making. This paper examines the role of environmental assessment procedures, specifically Environmental Impact Assessments, in shaping outcomes at the local level to understand how injustices are perpetuated and maintained. Injustices are understood here by examining the relationship between power, knowledge and rationality, and the effects these have on including the public in decision‐making processes. In the revamping of environmental assessment regulations in South Africa, much attention has been paid to streamlining the process of assessment. However, this paper argues that environmentally just decisions cannot be made in a context where debates are centred on process. Instead, debates need to be redirected to qualities of outcomes, foregrounding the need for an approach grounded in questions of value. Recognising that the poor and the natural environment tend to systematically lose out in a context where environment is pitted against development, environmental assessment must be able to take into account the distributional consequences of decisions. Furthermore, the paper makes a case for the need to challenge the broader political context within which environmental assessments are conducted, as environmental assessments cannot replace broader strategic and policy debates. In the absence of this broader institutional challenge, political power will continue to work through decision‐making tools to perpetuate and maintain systems of injustice.     

Financing Children's Futures: Economic Strategies for Postsecondary Education Among Middle‐Income Families

This paper, based on three waves of qualitative data with middle‐income families outside of Philadelphia, explores how families deal with the challenge of financing postsecondary education over time. Because of economic setbacks, these families adopt a variety of financial maneuvers to support their young adult children's postsecondary educational plans. In particular, families are driven to sacrifice familial savings accounts and retirement funds, take on significant student loan burdens, and downgrade children's college plans to cheaper, often less prestigious, options. These results highlight the financial vulnerability of families in the middle of the income distribution and the complicated relationship between family economics and postsecondary educational plans for children.     

What's on Their Minds? The South African Child Welfare Academic Agenda from 2001 to 2010

Social work teaching and research is assumed to impact significantly on practice, readying students for employment and investigating areas relevant to practice. In South Africa, the historic divergence between the academic agenda and population needs is significant. In a context of transformation towards developmental social welfare, this paper investigates the extent to which tertiary education as well as research agendas match what South African child welfare practitioners have identified as priorities in the field. In a study examining trends and drivers in South African child welfare, it was found that the curriculum was largely being informed by the same trends that shaped practice. However, the research agenda differed markedly from the issues concerning practitioners. Also, practitioners thought that new graduates were ill-equipped to deal with practice demands in resource-poor and transforming (post-apartheid) environments. It is recommended that South African academics and practitioners ensure that child welfare curricula, academic enquiry and practice demands overlap more closely in order to better prepare novice social workers and provide leading research. With globalization and the increased need to respond to diverse populations, it becomes critical that social work education is reviewed both in the north and south to ensure its relevance for practice.     

Preparing for work practice: Under- and postgraduate student training at the University of Pretoria (South Africa)

South Africa has experienced much new legislation since the restoration of democracy in 1994 which has had widespread influences on education. Past and current teaching strategies of occupational therapy training at the University of Pretoria have included the training of students in vocational rehabilitation (or work practice). The influence of these new laws on training is discussed. An outline of the undergraduate and postgraduate modules presented at the University of Pretoria is presented in this paper. The authors wish to share the training of vocational rehabilitation with other educators as this training program seems to be very successful in South Africa.