Vol. 35 No. 2 (2017)

DOI: https://doi.org/10.38140/pie.v35i2
Published: 2018-04-05

Editorial

  • Education for sustainable development in the era of decolonisation and transformation

    Sechaba Mahlomaholo, Mzolisi Payi
    vii-xi
    DOI: https://doi.org/10.38140/pie.v35i2.3388

Research articles

  • Quality education for sustainable development: Are we on the right track? Evidence from the TIMSS 2015 study in South Africa

    J. K. Alex, A. Juan
    1-15
    DOI: https://doi.org/10.38140/pie.v35i2.3389

  • A socially inclusive teaching strategy for transforming the teaching of English first additional language

    M. L. Malebese
    16-29
    DOI: https://doi.org/10.38140/pie.v35i2.3390

  • Enhancing the teaching and learning of auditing: The case for descriptive feedback

    Makeresemese Rosy Qhosola
    30-44
    DOI: https://doi.org/10.38140/pie.v35i2.3391

  • Transformation and decolonisation of mathematics education for sustainable development: A case study of its learning trend in Nigeria

    I. A. Salami, C. I. O. Okeke
    45-59
    DOI: https://doi.org/10.38140/pie.v35i2.3392

  • Transformation of teaching quality in secondary school education: Teachers’ conception

    O. A. Ojo, E. O. Adu
    60-72
    DOI: https://doi.org/10.38140/pie.v35i2.3393

  • Teachers’ perspectives on transforming teacher education curriculum for relevance to basic education for sustainable development

    E. N. Cishe
    73-84
    DOI: https://doi.org/10.38140/pie.v35i2.3394

  • Creating sustainable physical sciences learning environments: A case for decolonised and transformative learning

    Moeketsi Freddie Tlali
    85-98
    DOI: https://doi.org/10.38140/pie.v35i2.3395

  • Sustaining good management practices in public schools: Decolonising principals’ minds for effective schools

    Andrea Mqondiso Buka, Nomzi Florida Matiwane-Mcengwa, Maisha Molepo
    99-111
    DOI: https://doi.org/10.38140/pie.v35i2.3396

  • The relevance of the school governance body to the effective decolonisation of education in South Africa

    N. Duku, I. A. Salami
    112-125
    DOI: https://doi.org/10.38140/pie.v35i2.3397

  • Resilience of the socio-educational afterschool and community intervention drop-in centre

    M. R. Mampane
    126-141
    DOI: https://doi.org/10.38140/pie.v35i2.3398

  • Unmasking the ramifications of the fees-must-fall-conundrum in higher education institutions in South Africa: A critical perspective

    Edmore Mutekwe
    142-154
    DOI: https://doi.org/10.38140/pie.v35i2.3399

  • Re-imagining higher education leadership – in conversation with South African female deputy vice-chancellors

    Adéle Moodly, Noluthando M. Toni
    155-167
    DOI: https://doi.org/10.38140/pie.v35i2.3400

  • Decolonising the future in the untransformed present in South African higher education

    Kehdinga George Fomunyam
    168-180
    DOI: https://doi.org/10.38140/pie.v35i2.3401

  • Codification, meritocracy and performativity: Debilitating factors for black pre-service teachers

    P. B. N. Maseko
    181-195
    DOI: https://doi.org/10.38140/pie.v35i2.3402

  • Curriculum responsiveness within the context of decolonisation in South African higher education

    Kehdinga George Fomunyam
    196-207
    DOI: https://doi.org/10.38140/pie.v35i2.3403

  • English studies: Decolonisation, deparochialising knowledge and the null curriculum

    Chaka Chaka, Mirriam Lephalala, Nandipha Ngesi
    208-229
    DOI: https://doi.org/10.38140/pie.v35i2.3404