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The educational imagination is the capacity to think critically beyond our located, daily experiences of education. It breaks away from the immediacy of personal understanding by placing education within wider, deeper and longer contexts. Boundaries of the Educational Imagination develops the educational imagination by answering six questions: What happens when we expand continuously outwards from one school to all the schools of the world?; What happens if we go inside a school and explore how its material equipment has changed over the past 300 years?; What is the smallest educational unit in our brain and how does it allow an almost infinite expansion of knowledge?; What is the highest level of individual development we can teach students to aspire towards?; What role does education play in a world that is producing more and more complex knowledge increasingly quickly?; How do small knowledge elements combine to produce increasingly complex knowledge forms? Each question goes on a journey towards limit points in education so that educational processes can be placed within a bigger framework that allows new possibilities, fresh options and more critical engagement. These questions are then pulled together into a structuring framework enabling the reader to grasp how this complex subject works.

For several centuries Cape Town has accommodated a great variety of musical genres which have usually been associated with specific population groups living in and around the city. Musical styles and genres produced in Cape Town have therefore been assigned an "identity" which is first and foremost social. This volume tries to question the relationship established between musical styles and genres, and social - in this case pseudo-racial - identities. In Sounding the Cape, Denis-Constant Martin recomposes and examines through the theoretical prism of creolisation the history of music in Cape Town, deploying analytical tools borrowed from the most recent studies of identity configurations. He demonstrates that musical creation in the Mother City, and in South Africa, has always been nurtured by contacts, exchanges and innovations whatever the efforts made by racist powers to separate and divide people according to their origin. Musicians interviewed at the dawn of the 21st century confirm that mixture and blending characterise all Cape Town's musics. They also emphasise the importance of a rhythmic pattern particular to Cape Town, the ghoema beat, whose origins are obviously mixed. The study of music demonstrates that the history of Cape Town, and of South Africa as a whole, undeniably fostered creole societies. Yet, twenty years after the collapse of apartheid, these societies are still divided along lines that combine economic factors and "racial" categorisations. Martin concludes that, were music given a greater importance in educational and cultural policies, it could contribute to fighting these divisions and promote the notion of a nation that, in spite of the violence of racism and apartheid, has managed to invent a unique common culture.

Much attention in late-developing countries is given to providing access to studies which allow school leavers to enter science and technology-related careers. These programmes are driven by the belief that graduates will then substantially contribute to the developmental needs of their countries. But is providing access to institutions enough? Students in developing countries often come from school environments lacking in resources - human, physical and financial. This book, in a number of chapters, reviews research related to the crucial dimension of epistemological access to the disciplines of import, which students need as much as institutional access in order to improve their chances of success. A significant feature of this collection's research studies is that their empirical bases are highly localised, covering areas such as: research methods; access; curriculum, instruction and assessment; and the relevance of science and mathematics education in Zimbabwe, Uganda, Swaziland, South Africa, Namibia, Malawi, Ghana and Lesotho. This volume provides invaluable insights and will be of relevance to researchers, policy makers and lecturers interested in these research outcomes in Sub-Saharan Africa. It is the outcome of a doctoral research capacity-development project, the Graduate Studies in Science, Mathematics and Technology Education (GRASSMATE).

This book is the sixth in a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project and reflects the work done in the sixth year of the project. LOITASA is funded by the Norwegian University Fund and began in January 2002. The project will come to an end in 2011. This book has its main focus research carried out in South Africa and Tanzania on the language of instruction issue. Most of the chapters in this book were presented at the Sixth LOITASA Workshop held at the University of the Western Cape in South Africa in May 2009.

Finland, South Korea and the state of North Carolina in the United States are three systems that successfully have harnessed higher education in their economic development initiatives. Common to the success of all these systems is, amongst others, the link between economic and education planning, quality public schooling, high tertiary participation rates with institutional differentiation, labour market demand, cooperation and networks, and consensus about the importance of higher education for development. Linking higher education and economic development: Implications for Africa from three successful systems draws together evidence on the three systems, synthesises the key findings, and distils the implications for African countries. The project on which the book is based forms part of a larger study on Universities and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is co-ordinated by the Centre for Higher Education Transformation in South Africa.

This nine-country study of higher education financing in Africa includes three East African states (Kenya, Tanzania and Uganda), five countries in southern Africa (Botswana, Lesotho, Mozambique, Namibia and South Africa), and an Indian Ocean island state (Mauritius). Higher Education Financing in East and Southern Africa explores trends in financing policies, paying particular attention to the nature and extent of public sector funding of higher education, the growth of private financing (including both household financing and the growth of private higher education institutions) and the changing mix of financing instruments that these countries are developing in response to public sector financial constraints. This unique collection of African-country case studies draws attention to the remaining challenges around the financing of higher education in Africa, but also identifies good practices, lessons and common themes.

Hijab: Unveiling Queer Muslim Lives is the first known collection of South African Muslim stories relating to Islam and sexual diversity. This anthology shares real-life stories of people that have struggled, or may still be struggling, to reconcile their spirituality and their sexuality. These are stories that illustrate the oneness of being and reflect on how some interpretations of the scriptures may alienate others. Although the collection focuses predominantly on Muslim stories, it is universal in its approach in dealing with spirituality rather than religion. The stories are all biographies, or autobiographies, and the writing process was a therapeutic one for the authors of these powerful stories. Hopefully they will provide strength and courage to others in similar situations, not so much through a deeper understanding of those who share their stories in this collection, but rather through a process of identification with the circumstances related by these courageous story-tellers.

The research reflected in this volume indicates that in South Africa thereare almost three million youth between the ages of 18 and 24 who arenot in education, training or employment - a situation which points notonly to a grave wastage of talent, but also to the possibility of serioussocial disruption. The authors in this work paint a picture of the enormousreservoir of human talent which exists in the country, but is not providedwith the means to develop.Responding to the Educational Needs of Post-School Youth attempts notonly to sketch the scope and extent of the current post-school educationalcrisis, but also to explore possible solutions through collaboration in thehigher education sector. The findings reported here are a result of threedistinctive but linked research components conducted by the FurtherEducation and Training Institute (University of Western Cape), the Centrefor Higher Education Transformation, and the Southern Africa Labour andDevelopment Research Unit (University of Cape Town). The research wasfunded by the Ford Foundation and the project conducted in consultationwith the Department of Education.

This collection brings together many African voices expressing their ideas and conceptions of musical practice and arts education in Africa. With essays from established scholars in the field as well as young researchers and educators, and topics ranging from philosophical arguments and ethno-musicology to practical classroom ideas, this book will stimulate academic discourse. At the same time, practical ideas and information will assist teachers and students in Africa and elsewhere, bringing fresh musical perspectives on instrument playing, singing, childrenís literature and play.

APCOF is a network of African policing practitioners drawn from state and nonstate institutions. It is active in promoting police accountability through civilian oversight. It believes that the broad values behind establishment of civilian oversight is to assist in restoring public confi dence, develop a culture of human rights, integrity and transparency within the police, and promote good working relationships between the police and the community. It achieves its goal through raising awareness, sharing information on police oversight and providing technical assistance to civil society, the police and new and emerging oversight bodies in Africa.This audit provides insight into the diversity of police oversight on the African continent and the challenges it faces. Through this publication APCOF also seeks to highlight the importance of policing oversight in the ongoing efforts to build African police agencies into organisations that are effective and effi cient but also respectful of peoples' and human rights.

Dick Fehnel worked as higher education consultant for the World Bank, FordFoundation and the Human Sciences Research Council. He held the positions of acting representative (1998-1999) and programme officer (1993-2000) for the FordFoundation, Southern Africa, after which he semi-retired to Portland, Oregon, and continued to travel and consult until his death in May 2006.The transformation of South African higher education became hisraison d'être in the last stage of his career. He loved participatingin debates and seminars, and was always responsive to funding requests for urgent transformation issues pertaining to the emerging new system. Dick did not leave himself enough time to finish the last project ofhis career (perhaps an unintended lesson for us). During the periodleading up to his "ultimate deadline" (two to four weeks accordingto his doctor), Dick dictated his thoughts while his wife, Dorene, transcribed,completing a full circle from the start of their courtship, when sheused to type his term papers.The lack of time deprived Dick of one of his favorite activities -reflections leading to lessons.

South Africa has made huge gains in ensuring universal enrolment for children at school, and in restructuring and recapitalising the FET college sector. However, some three million young people are not in education, employment or training and the country faces serious challenges in providing its youth with the pathways and support they need to transition successfully into a differentiated system of post-school education and training. Across nine evidence-based chapters, 17 authors offer a succinct overview of the different facets of post-school provision in South Africa. These include an analysis of the impact of the national qualifications system on occupational training, the impact of youth unemployment, the capacity of the post-school system to absorb larger numbers of young people, the relationship between universities and FET colleges, the need for more strategic public and private investment in skills development, and a youth perspective on education and training policy. The authors have a number of recommendations for improving the alignment between schooling, further education and training, and university education - interventions that could shape the future of our youth.

Brain Rot is a fast-paced, highly entertaining parody of the politics, in-fighting and corruption at a fictional university in Africa. Here, sexual favours are traded for grades, bribes smooth the way for under-qualified academics and blackmail ensures that scandals remain hidden from the public eye.

Driving Change tells a story that exemplifies a basic law of physics, known to all - the application of a relatively small lever can shift weight, create movement and initiate change far in excess of its own size. It tells a story about a particular instance of development cooperation, relatively modest in scope and aim that has nonetheless achieved remarkable things and has been held up as an exemplar of its kind. It does not tell a story of flawless execution and perfectly achieved outcomes: it is instead a narrative that gives some insight into the structural and organisational arrangements, the institutional and individual commitments, and above all, the work, intelligence and passion of its participants, which made the SANTED Programme a noteworthy success.

Aims to combine ethnomusicological, musicological, music educational and performance-based research in a unique way, to promote musical arts on the African continent.