More than one lesson: the Thousand Schools Project in KwaZulu-Natal,South Africa |
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| Affiliation: | 1. Centre of Excellence for Advanced Materials & Applications, Utkal University, Odisha, India;2. Photovoltaic Laboratory, Centre for Energy Studies, Indian Institute of Technology Delhi, Hauz Khas, Delhi, India;3. Electrochemistry for Energy & Environment group, Research Focus Area: Chemical Resource Beneficiation, School of Physical and Chemical Sciences, North-West University, Potchefstroom, South Africa;4. School of Chemistry, University of Birmingham, Birmingham, United Kingdom;1. Department of Chemistry University of Fort Hare, Alice, South Africa;2. Department of Chemistry, University of Fort Hare, Alice Campus, Eastern Cape, South Africa;1. Department of Food Protectants and Infestation Control, CSIR-Central Food Technological Research Institute, Mysore, India;2. Department of Zoology, Drosophila Neurobiology Laboratory, Nagaland University (Central), Lumami, India;3. Department of Biochemistry, CSIR-Central Food Technological Research Institute, Mysore, India |
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| Abstract: | The Thousand Schools Project was conceived at a time of far-reaching social and political change in South Africa. The innovative features of the programme are acknowledged. Drawing on evidence derived from an evaluation of the implementation phase of the project in the province of KwaZulu-Natal, critical issues are identified in relation to the project's goals and strategies, and in relation to the impact of contextual factors. The paper then examines the implications of these issues for an enhanced understanding of educational development in an African context. |
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