Teaching braille music notation to blind learners using the recorder as an instrument by Wootton, Joan Elizabeth

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Innovative practice of Non-Governmental Organisations (NGOs) working with out-of-school, unemployed youth in Cape Town : an exploratory study by Mutongwizo, Nyasha

“…The survey's findings revealed that all the participating organisations considered their programmes to be innovative and to be providing both immediate and long-term benefits to their programme participants. …”
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Investigating the views of mathematics senior primary school teachers on Continuous Professional Development: A case study of Kavango East Region, Namibia by Muhepa, Victoria Shengu

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Adapting instruction to meet the individual needs of foundation phase readers and writers by Swart, Marika

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Sport as an empowerment ritual: The case of a sport for development organisation in South Africa by Luvuno, Ndabuko Banele

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The implimantation [i.e. Implementation] of inclusive education : a support program for teachers by Makhavhu, Thanyani Selinah

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Strengthening district management as a key lever in health system strengthening: bottom up innovation in two district health systems in South Africa by Orgill, Marsha

“…Key lessons are that: management capacity development should be integrated within routine health system functioning; formal training should be complemented by workplace-based learning; training should enable managers to lead systemic capacity development, team development and broader system strengthening; and large-scale processes of health system strengthening must prioritise system capacity development within the DHS. …”
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How School Management Committees monitor the implementation of Universal Primary Education in Uganda

“…The study findings further reveal that there is no clear monitoring framework used by SMCs that guides them on what to monitor and how to monitor based on set measurable indicators. This gap leaves the SMC in each school to undertake their duties differently, yet they monitor the same programme. …”
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Shining a Light: A Single Case Study of Shine Literacy and the Implementation of their Literacy Interventions During the COVID-19 Pandemic by Houliston, Kate

“…This shift in approach to literacy is both crucial and significant in light of school closures during the pandemic, where a departure from exclusively valuing school-based education was necessary. Based on the findings of how Shine continued to facilitate Foundation Phase literacy learning in households during the pandemic, this study presents a framework of reflection, adaptation, and collaboration (RAC). …”
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Evaluation of the use of resource kits in professional development in science teaching by Isaacs, Akeda

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Development and effect of an N-3 fatty acid-rich spread on the nutritional and cognitive status of school children by Dalton, Annalien

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A professional development enquiry : teacher pedagogical content knowledge to support reading comprehension of non-mother-tongue speakers by Basson, Magdalene

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An assessment of the home management training needs of domestic workers in selected regions of the Ethekwini Municipal Area by Ngidi, Buyisiwe Ethel

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Principles for mainstreaming gender equality in the South African rural water services sector by Rust, Urszula Anna

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Exploring safe spaces for students to engage with critical and caring thinking regarding portrayals of ‘self’ and ‘other’ by Strydom, Esti

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Translanguaging as a pedagogical strategy to improve the reading comprehension of Grade 4 learners in a Limpopo primary school

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Supporting professional development of in-service educators teaching English in a multi-language environment

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Primary school principals’ lived experiences of their roles as instructional leaders in selected primary schools by Van Wyk, Jeremy Mark

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Reviewing Lownveld [sic] : the schematic development of children in the twenty first century by Johnson, Sandra Mary

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Internet use, as technological access, by student nurses at the South African military health service nursing college campuses: A technology acceptance model (TAM) perspective by Nagiah, Sharday Melissa

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