The role of district officials as education reform agents is undeniable. Through perspectives analyses, we explore factors that affected the capacity of eight South African districts to provide effective teacher support during the last implementation of natural science reforms. We argue that district officials' capability and reality issues are some of the factors that are likely to determine the success or failure of reforms. Further, they have the gravity to nullify the efforts to improve school performances. Lastly, we propose ways to bridge the gap between theory and practice and strategies to promote partnership between district officials and schools.

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The signing of the African Continental Free Trade Agreement (AfCFTA) has stimulated a lot of trade potential in Africa that could see the continent significantly improving its intra-trade levels, thereby boosting the economic welfare of Africans. In light of food security sustainability in the Southern African Development Community (SADC) region, this paper employed the World Integrated Trade Solution, Software for Market Analysis and Restrictions on Trade (WITS-SMART) simulation model to assess the potential effects of the AfCFTA on trade in cereals. Cereals have been regarded as the most critical component of food security. The model indicated trading partners for each of the 15 SADC countries, their level of trade creation, trade diversion, consumer surplus, welfare and revenue effects of any regional trade agreement. The results indicated that the AfCFTA will only lead to positive outcomes in four (Angola, the Democratic Republic of Congo, Madagascar and Namibia) of the fifteen SADC countries, with the rest remaining unchanged. In general, previously closed economies, that is, economies which were not part of a free trade agreement (FTA) or a deeper arrangement will stand to gain more than open economies because they are already opened up at the free trade level, which is equivalent to the AfCFTA. Thus, as far as cereals and food security is concerned, the AfCFTA will add minimal value. However, the overall value gains are likely to be greater when all food categories are included in the simulations. In general, the study recommends that African countries should deepen their integration levels to perhaps common markets where production factors, that is, labour and capital, become mobile. This will have multiplier effects in improving continental food security sustainability from a trade perspective.

This study investigated the causality among education, health, and economic growth in Zimbabwe. Causality effects are a thinly explored area in literature, with most studies focusing on bidirectional relationships. Granger causality tests were employed in a Vector autoregressive (VAR) model. Results showed that education Granger causes health improvements, with health improvements in turn fairly associating to Granger cause economic growth in Zimbabwe. Thus, the effect of education on economic growth is not direct, but works through improved health, pointing to the conclusion that health is a transmission mechanism through which education drives economic growth. No feedback effect was established from health to education and from economic growth to education and health. Thus, results suggest the need for a holistic policy approach which integrates education and health policies in a bid to drive economic growth, since education has no effect on economic growth in its own domain, but through health.

The Constitution of the Republic of South Africa, 1996 confers equality on all South African citizens regardless of race and gender. It has been reported that, under apartheid, gender inequality was a way of life and even social liberation movements observed it. Education is not exempt from gender inequality; the Department of Education in 2003 produced the Gender Equality In Education policy. The then Minister of Education committed to the policy and adopted the mainstreaming of gender and the training of education administrators in the implementation of gender equity programmes. Despite these efforts, male dominance continues in areas such as educational leadership. This paper employs a case study approach to investigate the role of institutional culture in undermining the constitutional aim of attaining gender equality. Using feminist critical policy analysis theory to study the mentoring and management style employed in a South African rural high school, the article concludes that despite the policy imperatives, the conservative and patriarchal tendencies within educational leadership undermine the attainment of gender equality. To attain success, implementation of gender policies needs to be strictly monitored.