Eerste taal as onderrigmedium in hoër onderwys: 'n Internasionale perspektief

Walt, J.L. Van der; Wolhuter, Charl C.

doi:10.17159/2224-7912/2016/v56n4-1a9

Cited by 7 publications

(6 citation statements)

References 5 publications

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“…A university can be defined as "a relatively autonomous education institution for the advancement of various branches of higher learning" (Wolhuter, 2021: 368). It is a moot question as to where and when the first university in the world was established (see Van der Walt & Wolhuter, 2016: 1022. Western historians usually put it at the University of Paris, 1080, not without merit.…”

Section: The University In Societymentioning

confidence: 99%

The sustainable development goals as criteria for the global ranking of universities

Wolhuter

2022

PiE

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The aim of this article is to survey and interrogate the university sector of the world ranked by international rankings critically as to the sector's pursuit of the sustainable development goals. Universities have a unique and indispensable role to play in the pursuit of the lofty objective of the sustainable development goals. However, when dealing with the global impact rankings, three provisos should be kept in mind, namely that academic autonomy is a prerequisite for a university and cannot be sacrificed, the sustainable development goals do not capture the entire round of challenges facing humanity and social metrics should be treated with circumspection, as these too have their shortcomings. Most universities, with the possible exception of a few very top-tier universities, seem not to be geared to make their contribution to the realisation of the sustainable development goals. However, pockets of excellence exist, also in the Global South, and in terms of internationalisation and comparative international studies, these should be capitalised on.

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Section: The University In Societymentioning

confidence: 99%

The sustainable development goals as criteria for the global ranking of universities

Wolhuter

2022

PiE

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“…In die diskoers oor Afrikaans as onderrigtaal by hoëronderwysinstellings in Suid-Afrika word gewoonlik nadruk gelê op die voordele van moedertaalonderrig asook die taalregtekwessie (Bornman et al 2014;Carstens & Raidt 2019;Van der Walt & Wolhuter 2016). Betreklik min aandag word egter gegee aan die faktore wat die taalkeuse van studente beïnvloed.…”

Section: Besprekingunclassified

“…Globalisme kan teengewerk word deur studente van die voordele van moedertaalonderrig -ook op tersiêre vlak -te oortuig. Hulle moet in die eerste plek verstaan dat dit tot hulle voordeel strek om in Afrikaans te studeer (Bornman et al 2017;Van der Walt & Wolhuter 2016;Webb 2006). Hulle moet verder oortuig word dat Afrikaanse onderrig hulle geensins sal belemmer wanneer hulle in 'n Engelse konteks sou werk nie.…”

Section: Besprekingunclassified

Globalisme en taal in die hoër onderwys: Redes vir die keuse van Engels as onderrigtaal

Bornman

Vuuren²,

Pauw

et al. 2021

Tydskr. geesteswet.

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is 'n navorsingsgenoot in die Departement Kommunikasiewetenskap aan die Universiteit van Suid-Afrika. Sy het 'n doktorsgraad in Sosiale Sielkunde aan Unisa verwerf en was voorheen werksaam by die Raad vir Geestesweten skaplike Navorsing (RGN). Sy is die outeur/ mede-outeur van verskeie boeke, hoof stukke in boeke, artikels in nasionale en inter nasionale vaktydskrifte, kongreslesings en navorsingsverslae.

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“…During this unrest, damage caused to infrastructure alone amounted to at least R150 million (Tandwa 2016). Furthermore, irreparable damage was caused to the image of universities where teaching, learning and research could have taken place in an atmosphere devoid of fear (Van der Walt & Wolhuter 2016:1018. Harm was also incurred to racial relations and tolerance and to political and economic stability (Van der Walt & Wolhuter 2016:1018).…”

Section: Yearmentioning

confidence: 99%

Violence and education in the BRICS countries: A comparative study

Botha¹,

Gore²

2021

BRICS Education

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The main thesis of this book is that, given that South African education faces major challenges, the BRICS (Brazil, Russia, India, China and South Africa) constellation of states offers -thus far overlooked -a valuable tertium comparationis, a source of international comparative perspectives, to inform the domestic scholarly discourse on education. Hitherto, the public as well as the scholarly discourse on education issues in South Africa have tended to be inwardlooking. As far as international perspectives were brought in, these have concentrated on models from the Global North (the introduction of Outcomes-Based Education, developed in the Global North, where it had had its trial runs before being brought to South Africa, being an example), or recently from the countries who came out tops in the international Programme for International Student Assessment (PISA) test series, such as Finland. Both the Global North education systems and those of nations coming out tops in the PISA test series are inappropriate to serve as a comparative yardstick and example for South Africa, for the simple reason of too large contextual differences which these countries have with South Africa, a point explained thoroughly in this book. Up to now South-South comparisons in comparative and international education research have been few and far between, and comparisons between education issues in South Africa and other nations of the Global South have been virtually absent. The BRICS grouping represents a towering bloc of nations within the Global South, which has caught the interest of political leaders in South Africa. This book first investigates the national contexts and development of education in the BRICS countries, arguing that this grouping represents a valuable yet overlooked field for illuminating South African education issues with international perspectives. The book comprises chapters arguing for and illustrating this thesis from a variety of angles. Common to all chapters is that authors used the comparative method in education, that is, comparing the national education system in their education societal context interrelationships of the BRICS countries. The chapters focus on a number of critical issues in South African education, including the issue of the language of learning and teaching, the alignment of the world of education with the world of work, early childhood education and the development of world-class universities. Regarding the last one, for example, China has been the terrain of the most intensive national projects of establishing world-class universities, with Project 985, Project 211 and the 'Double First Class University' project. The chapters demonstrate what South Africa, in approaching her education issues, can learn from the experience of the BRICS countries. Motivating and illustrating the value of intra-BRICS education comparisons for South Africa, the book contains original research. The similarity report of an iThenticate analysis confirms that the work contains no plagiarism. This volume is ...

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Eerste taal as onderrigmedium in hoër onderwys: 'n Internasionale perspektief

Cited by 7 publications

References 5 publications

The sustainable development goals as criteria for the global ranking of universities

The sustainable development goals as criteria for the global ranking of universities

Globalisme en taal in die hoër onderwys: Redes vir die keuse van Engels as onderrigtaal

Violence and education in the BRICS countries: A comparative study

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