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The aim of this study was to investigate the English syllabus of Tamil Nadu Equitable Education system or Uniform System of School Education or Samacheer Kalvi Thittam with respect to the teachers' perspective. The method of this study was Descriptive Method. Stratified proportionate sampling method was followed by administering a close-ended questionnaire. Proportionately nine different schools, three government schools, three government aided schools and three self-financing schools in and around Trichy district, Tamil Nadu were selected for the study. Three English teachers from each school, tota lof twenty-seven teachers were sampled. The responses from the teachers were measured as Strongly Agree, Agree, Disagree and Strongly Disagree. More favourable responses were received from the teachers' towards the syllabus. The conclusion of the study establishes that the English syllabus of the system is good when compared to the previous one. The study recommends that the syllabus may be framed in depth so that it enables the students to appear for competitive examinations.

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Schools in Limpopo Province are facing learners' underperformance, and a blame is levelled on poor teachers' performance. Teacher Education Centres that train educators for the Limpopo Province are also blamed for training teachers who fail to deliver quality teaching and learning because of their lack of necessary teaching skills that are required to improve learners' performance. The study aimed at examining the performance of teachers and how schools' contextual factors impact on their teaching practice. The main research question that drove the study is "what are possible causes of poor performance of teachers in Limpopo rural schools?" Critical Social Theory was used to understand the causes of poor performance of teachers, and the contextual factors that influence the teaching practice. Twelve teacher graduates from one rural Limpopo university were purposively sampled. The findings range from lack of teaching competencies; lack of school resources and infrastructure; and challenged home background. In conclusion, when teacher training has to be blamed for production of teachers who lack adequate teaching competencies, the Department of Education is blamed for not providing adequate school resources and infrastructure vital for the creation of conducive learning environment, and delivery of quality education and learning. This study recommends that improved working conditions in schools that enhances high levels of teachers' performance should be made.

In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers’ productivity and learners’ academic outcomes was examined. The primary objective of this study was to examine teachers’ and principals’ perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of participants. Semi-structured interviews and observations were used to collect data from 5 school principals and 10 teachers in 5 primary schools in the Limpopo province, South Africa. Inadequacies in school provisioning was found to influence teacher performance and learner outcomes, causing psychological stress and low morale among teachers as a result of poor working conditions. Inadequacies in school resources constitute an unfair and unjust practice by the Department of Education and infringes upon learners’ right to education. Such infringement exacerbates learners’ demotivation, which subsequently results in them dropping out of school. Poor schools ultimately exclude Black students from quality education in South Africa. I recommend that the Department spearheads the implementation of the Framework on Equitable Provision of Infrastructure in Public Schools as a matter of urgency to ensure equity and access for poor schools.