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Place value is a foundational competency for primary school mathematics and for this reason we have sought to investigate what the recent and current academic conversations are around this important concept. In this paper we present a survey of literature presented in the Australasian, European and Southern African contexts through a review of purposively selected conference proceedings and journals to establish what the conversations have been about the teaching and learning of place value in these research communities from 2013 to 2022.

This study investigated the mentoring of academics for leadership and management in higher education institutions through the application of contextual intelligence. Experts and professionals generally agree that effective institutional leadership and management mentorship, using contextual knowledge, is crucial for achieving institutional success. The paper aims to illustrate the significance of mentoring institutional leaders and managers using contextual intelligence skills. The dearth of literature on mentoring academics using contextual intelligence in South Africa might be addressed through mentoring, as this practice poses a significant obstacle. The challenges of applying contextual intelligence in mentoring academics are highlighted with a focus on four key areas: mentoring, leadership and management, contextual intelligence, and achieving organisational success. Despite their relatively tiny proportion within the overall framework, these elements exert influence over all aspects of the institution s activities. While tackling each impact individually may result in success, the continuous emergence of new factors makes it unlikely for this method to maintain improvement. The findings illustrate that the perception of improvement is determined by a dynamic and intricate setting. The paper plays a vital role in considering contextual dynamics when mentoring for contextual intelligence. [For the complete Volume 22 proceedings, see ED656158.]

Homeschooling, as a controversial educational practice, raises many questions about its outcomes, which still remain unanswered. The homeschooling population has been growing over the past years, as has interest in this educational paradigm. The increased accessibility and use of emerging information technologies also hold significance in facilitating access to knowledge and contributing to the expansion of this educational trend. In this context, numerous families contemplate homeschooling for several reasons. Yet, the decision to homeschool or not their children is often difficult, as the outcomes are not predictable. Researchers have explored the academic achievements of homeschooling; however, a more significant question remains unanswered: Are homeschoolers happy? This paper aims to provide insight into homeschoolers' perceptions of this matter. Research findings on the life satisfaction of homeschoolers presented here were based on the anonymous responses of an online survey collected between July 2022 and July 2023 from 33 current or former homeschoolers from five countries. This study used the Satisfaction with Life Scale (SWLS) to evaluate the well-being of homeschooled individuals who self-assessed their educational experience as well. The paper also examines the advantages and disadvantages of the educational practice as perceived by homeschoolers themselves in an attempt to provide a picture of the satisfaction of homeschoolers with their educational journey. [For the complete Volume 22 proceedings, see ED656158.]

This paper investigates the challenges, mitigation strategies and transformative approaches in educational programme delivery in South African education amidst the adverse influence of the pandemic in schools' Further Education and Training phase with a focus on the integration of technology-enhanced effective teaching and learning; using data obtained from interviews of a data-rich sample of the school management team and teachers of five schools. The noteworthy contribution of this paper to knowledge in the context of Comparative and International Education pertains to transformative strategies for technology-enhanced programme delivery in education. This paper's final objective is to link the explored findings of challenges, trends and innovations in the South African education system to the theme of this book focusing on the different worlds common education challenges. Furthermore, the findings emphasised the need for innovation and transformation toward a technology-enhanced education environment, especially in the Fifth Industrial Revolution milieu. In addition, this paper presented noteworthy recommendations for educational stakeholders and future research. [For the complete Volume 22 proceedings, see ED656158.]

While research on the impact of a Eurocentric curriculum has often focused on marginalized populations in developing nations, it is paramount that scholars also examine the impact of this curriculum on students in the Global North. To this end, this paper begins by first defining and then critiquing what is often referred to as the "Eurocentric curriculum", and how standard Eurocentric content, such as Eurocentric mathematics and its pedagogical practices may alienate learners from their families, societies, and cultures. It will then suggest an alternative approach, "Ethno-mathematics" introduced by D'Ambrosio (1985), and will apply this concept to educational outcomes in both South Africa and the USA. The paper concludes with a brief discussion of how these cultural imbalances within a school's curriculum, if not corrected, may negatively impact the academic success of all students, particularly the marginalized. [For the complete Volume 22 proceedings, see ED656158.]

South African pulp and paper mills have encountered frequent breakdowns of centrifugal pumps, resulting in considerable production losses. A case study was conducted to determine the factors contributing to these failures and devise ways to enhance pump reliability. Data were collected through questionnaires and operational records. The study revealed that inadequate maintenance, misalignment of pump components, lack of lubrication, improper baseplate installation, subpar sealing arrangements, inadequate design of the pumping system, and foreign materials entering the system were the primary causes of pump failure. To improve reliability, this study suggests employing machine learning methods to select the optimal maintenance strategy and provide internal maintenance personnel with training in condition monitoring systems. This will enable both pulp and paper mills and pump manufacturers to identify blind spots and improve the dependability of centrifugal pumps. [ABSTRACT FROM AUTHOR]

Ensuring the safety of learners is paramount in schools, particularly in workshops where hands-on learning takes place. Mechanical Technology teachers bear the responsibility for ensuring learners safe participation in activities, guided by specific safety management elements that dictate their duty of care and legal obligations. This paper presents findings from a comprehensive investigation conducted in 220 technical schools across South Africa, offering Mechanical Technology as a subject. Combining quantitative and qualitative methods, the investigation aimed to assess the frequency, severity, and management of accidents and injuries occurring in these workshops, while also examining the underlying reasons for such incidents. Results indicated that a significant number of accidents were attributed to unsafe behavior, including failure to wear or correctly use personal protective equipment. Furthermore, the study revealed a notable lack of awareness among participating teachers regarding injury reporting procedures and record-keeping practices. In response to these findings, it is recommended that Mechanical Technology teachers enhance their understanding of their legal obligations and responsibilities concerning learner safety. This entails strict adherence to safety policies and regulations to ensure a secure environment for all learners involved in workshop activities. Moreover, school governing bodies are urged to fulfill their legal mandate by developing and implementing effective safety policies for workshop environments. Such policies serve as crucial tools in reducing and preventing injuries, thereby mitigating legal liabilities for the department, teachers, and schools alike. [For the complete Volume 22 proceedings, see ED656158.]

The purpose of this paper is to emphasise the value of inducting and mentoring new practitioners in Early Childhood Education centres. Early Childhood Education centres are usually located in meaningful buildings. Centres care for more children than the family can provide for. They are usually divided into groups or classrooms of similarly aged children. Child care centres typically have many practitioners who are overseen by a centre manager or a director. Induction and mentoring are components of professional development aimed at enhancing the educational support system for all ECEC practitioners, particularly those who have recently been hired. Because centre managers are responsible for the growth and performance of their children, they should equip practitioners with support measures to help them improve child development and performance. Because most mothers work full-time, usually out of financial necessity, they require regular child care. For these mothers the question is not whether to use day-care, but how to choose among the available options in a way that is best for the child. Quality child care is more beneficial to children than staying at home. As a result, the purpose of this study is to look at conceptual frameworks as well as new approaches of educating and supporting practitioners to facilitate ECE learning excellence. More experienced personnel (mentors) should provide induction and mentorship, guidance, advice, and information to practitioners for career growth and enhanced performance. Findings reveal that induction and mentorship are important to pass along information, skills, and competence to practitioners who may not have had official training in these areas. Based on the appropriateness or inadequacy of the design of practitioner induction and mentoring programs, more study on the influence of induction on performance and practitioner turnover may be conducted (Ingersoll & Strong, 2011). Transformation and practitioner retention should be the goals of induction and mentorship. [For the complete Volume 22 proceedings, see ED656158.]

The comparative research paper explores the use and risks of social media in South African, USA and European schools. It discusses the potential challenges that schools, educators and learners may face such as cyberbullying, sexting, identity theft, fraud, catphishing, cybercrimes, excessive online presence, and addiction to social media. The paper reports on the findings of a phenomenological study and purposive survey among school principals and educators in South African schools. The paper highlights the advantages of applying social media in the classroom, and provides recommendations for schools, educators, parents and principals to manage the use of social media in the education environment. [For the complete Volume 21 proceedings, see ED629259.]

Struggles for educational equity in the United States (US) and South Africa (SA), particularly with regard to race, class, and ethnicity, remain significant and have become even more critical during and following the COVID-19 pandemic and lockdowns. Many scholars have focused on the daily struggles of school-aged children, indicating that millions in each nation are homeless, food insecure, and without health care. Moreover, schools often serve critical social reproduction functions in addition to their primary role of advancing learning by providing feeding schemes, computers and internet connectivity, and, in many cases, essential childcare for workers. Since 2020, the pandemic and lockdowns negatively impacted the education delivery system in both countries by enhancing the socio-economic and digital divides. Both countries struggled to provide equitable access to quality education for all children, regardless of their socio-economic status (SES) or geographic location. Through a comparative lens, we analyze attempts by the US and SA to address racial and economic divides over the past decades, and particularly during the pandemic and its disruptions, to better understand the mechanisms education systems used to address stakeholder inequalities. After a brief overview of the historical paths to greater social and economic equality made by both nations the paper explores the significant roles that race, ethnicity, and SES continue to play in determining access to quality education, especially during times of disruptions such as the recent pandemic. It also asks if the economic divide has become the more powerful and consistent factor determining access to well-resourced schools. The paper concludes by asking if patterns of historical racial and ethnic inequalities are now being replaced by an even greater economic divide that continues to provide patterns of unequitable education for children based on their race, ethnicity, SES, and access to supportive resources. [For the complete Volume 21 proceedings, see ED629259.]

This paper investigates the transition planning for youth with disabilities living in foster care. Statutory regulations in South Africa contend that foster care lapses when young people reach the age of 18. It is however not certain how many of them are ready to navigate into an adult and independent lifestyle. This paper is concerned with the question on: "How is the transition for youth with disabilities facilitated towards adulthood?" Two foster homes catering for orphans, abused and children with disabilities were purposefully selected. Semi structured interviews were conducted with six caregivers. Findings revealed that there was no planning in place for these youth who are about to exit the foster care. Furthermore, these youths are not even aware that they will have to live independently after the age of 18 years. In conclusion, this paper suggests collaboration among the multi stakeholders, policymakers, and practitioners at all levels to best prepare youth with disabilities aging out of foster care for life beyond care and what lies ahead of them. A supportive environment can provide the tools and resources that youth with disabilities need as they prepare for their transition 'journey' and to make a smooth landing at their destination of choice. [For the complete Volume 21 proceedings, see ED629259.]

This paper presents the use of the time-on-task analysis (TOTA) diagnostic model as an instrument to improve the efficient management of allocated academic time in schools and focuses on the descriptive analytics produced by the TOTA model. The model aims to analyse how time is spent during the school day to enable school leaders, managers, and teachers to identify opportunities for improving teaching and learning 'uptime' in their schools and classrooms. The theoretical underpinning of the TOTA model is overall equipment effectiveness (OEE), a powerful analytical productivity metric used widely in manufacturing, and thus provides a novel perspective on how time is spent in the school day. The descriptive analytics are based on a data set of 450 observations taken during a time-series classroom observation study in the intermediate-senior phase of a primary school. It is argued that the TOTA model can be a valuable tool for school managers and teachers to improve teaching and learning productivity through the efficient utilisation of allocated academic time. The time-on-task analysis presented in this paper further underscores the importance of teachers' classroom management competencies and has the potential to be a valuable tool to enhance the instructional and transformational leadership practices of school principals. [For the complete Volume 21 proceedings, see ED629259.]

Mobile technologies illustrate a positive effect when used in mathematics learning. However, user experience evaluations are mostly quantitative. The study adopted a qualitative case study approach using semi-structured interviews to examine the experiences of educators at a special needs school in the Western Cape, South Africa. Thematic analysis of the interview data was performed using an inductive approach. The data revealed five themes, and the connections between these themes shed light on the educators' experiences with Siyavula. [For the full proceedings, see ED659933.]

This research aimed to investigate the experiences of students with learning disabilities (LD) at two universities in Sub-Sahara Africa. While universities are increasingly addressing the needs of students with sensory and physical disabilities, there is less emphasis on LD which does not present physically, thus often referred to as invisible or hidden disabilities. The research was, conducted as qualitative case studies, guided by Vygotsky's social cultural theory (SCT). A basic qualitative research methodology, embedded in an interpretive paradigm was used. Data was collected through an online background survey and semi-structured interviews. Thematic qualitative content analysis was used to analyse collected data systematically. From a social justice perspective, the major findings suggest that there are several factors that impede on equal education for students with LD at university. The research outcomes revealed that the hidden nature of LD becomes apparent as participants must self-declare their needs. They further experienced a lack of acknowledgement and support from lecturers. Most participants revert to valuing the support of family and friends more than that of lecturers. While both universities have policies and structures of support for students with LD, it is concluded that university lecturers need to adopt an inclusive pedagogical stance by acknowledging the factors that affect the learning of students with LD. Recommendations from the findings include the need for professional development for lecturers and increased awareness of learning support services on campus. It is further concluded that university lecturers need to be reflective of their pedagogical practices to transform higher education learning spaces in pursuit of authentic inclusion. [For the complete Volume 22 proceedings, see ED656158.]

The preponderance of literature associated with school violence illuminates the severity of its manifestation in schools both nationally and internationally. The impact of school violence on students' physical and emotional well-being cannot be understated as this is commensurate with student academic achievement. The South African Government's National Development Plan 2030 identifies the improvement of the quality of public services as critical to achieving transformation. It is germane to then consider how an education system entrenched in a long-standing history of violence can be adopted in an agenda of transformation. In his 2023 State of the Nation Address, President Cyril Ramaphosa stated: "Schools must be safe and allow for effective learning and teaching". Behind this pronouncement, is a silent revolution unfolding. South African schools, now nearly three decades into democracy, are focusing on collaborative leadership to contribute meaningfully to the redress of violence in school environments and move toward trauma-informed practices. A study comprising 121 schools in South Africa reveals that school management teams are employing collaborative leadership to address such behaviours. Underpinned by the Collaborative Leadership Theory, this mixed methods research design investigates how collaborative leadership is employed by educational practitioners to address school violence in 21st century classrooms. The results of this study have the potential to offer an approach towards addressing school violence in South African schools, despite the complexities of an education system stemming from a violent past which remains evident in South African classrooms today. [For the complete Volume 22 proceedings, see ED656158.]

The purpose of this study was to explore career opportunities for diverse women in South Africa with special reference to aviation. Little has been done on this focus due to its complexities and that after 20 years of South African democracy; female skill shortage in the aviation industry is still not addressed. The researcher utilized a qualitative approach. Mason (2002) argues that a qualitative approach is grounded in philosophy and is largely concerned about how the social world is interpreted and understood. Bronfenbrenner's (1977) ecological system theory is used in this study as a relevant theoretical framework. This study seeks to understand career opportunities for diverse women in South Africa with special reference to aviation. The study also emphasizes the role of the subject Life Orientation in making people aware of career opportunities. Findings from this study showed that the relative lack of diverse women in the South African aviation sector is not an excuse because the South African government has given us opportunities to explore this field. On this note, it is recommended that more career awareness and bursaries be made available to the ideal candidates and that aviation industries should make piloting more attractive to women. [For the complete Volume 22 proceedings, see ED656158.]

The paper emanates from the inaugural lecture that I presented on the 22nd of November 2022 at the University of South Africa. It is well known that "The Zondo Commission" revealed numerous crises with principled leadership poisoning organisations in South Africa. The world is becoming more conscious of ethics and ethical leadership because of the numerous scandals that have occurred in a variety of sectors, such as state-owned corporations and government institutions owing to unethical conduct by those organisations' leaders. It would be wrong to think that because corrupt behaviour had been exposed, the golden era of frauds had ended and that organisations had reached a turning point due to democracy and open management. If fraudulent actions continue to deplete organisations of resources and offer difficulties for managers and leaders, I contend, principled leadership is becoming toxic in organisations. These leaders need to be visionary. They must be able to communicate with members of their team. When leaders and their teams communicate, trust and confidence are increased. They should inform team members of their decisions rather than forcing decisions upon them. Leaders should consider all relevant factors before making judgments. They ought to enforce their influence by persuasion rather than by pressure. They must be creative in coming up with new solutions to challenges, taking chances to support organisations in minimising toxic inclinations. [For the complete Volume 21 proceedings, see ED629259.]

South Africa requires an educated population to sustain her economic development. Higher education institutions are under pressure to produce graduates with skills and competencies to fulfil such an aspiration. Distance education is an essential avenue through which more South Africans can have the much-needed education without necessarily displacing themselves. Distance education is facilitated and regulated by the White Paper on e-Education which is a generic policy document to serve the needs of the system-wide use of ICT integration at all levels of education. It falls short of conceptualising the implications of ICT in distance education particularly the North-West University's (NWU) open distance learning (ODL) multi-mode of education content delivery. The conceptualisation shortfall facilitates a Western-oriented understanding of knowledge while ODL students' traditional understanding of their roles and responsibilities is ignored. The concepts of roles and responsibilities are critically important for the effective functioning of ODL, and they are essential to the attainment of students' education aspirations. At the NWU, approximately seventy per cent of ODL students are Africans whose worldviews do not harmonise with the vision of universities. The research question which underpinned this study was "What are the experiences of the roles and responsibilities of open distance students at a higher education institution?" This study followed an interpretivist research paradigm, which would draw on a qualitative research approach. A systematic literature review was utilised and subsequently the views of ODL students were explored. Purposive sampling was employed to select ODL students as research participants for focus-group interviews. The collected data were analysed using the computer-assisted qualitative data analysis software (a CAQDAS), ATLAS tiTM. Due attention was given to ethical considerations throughout the study. The findings revealed that ODL students have several ways in which they understand their roles and responsibilities which were shaped by their African worldview, Africanisation. The findings that emerged from the analyses of roles and responsibilities were task orientation; time management; personal growth; social roles; financial responsibilities; personal responsibilities; family responsibilities; and social responsibilities. [For the complete Volume 21 proceedings, see ED629259.]

This paper reports on a section of the findings of a study of which the purpose, among others, was to investigate and analyse the application of professional discretion by public school principals. The study adopted a mixed-methods approach from within a pragmatist research paradigm. Data was collected by means of quantitative and qualitative data collection techniques, namely survey questionnaires followed by semi-structured interviews within the Gauteng province. The findings suggest that there are multiple scenarios in which principals are required to apply professional discretion. Factors that influence principals' professional discretion were also identified. [For the complete Volume 21 proceedings, see ED629259.]

The paper examines the role educators and members of school management teams (SMTs) play in transforming schools towards integrative learning environments. Data was collected through a survey and individual interviews that were administered to educators and members of SMTs (N = 88) in four multiracial schools. The survey included open-ended questions that focused on what was happening in schools, in racially diverse classrooms, and the interaction between racially diverse groups. SMTs and SGBs are seen as always advancing strategies that lead to racial integration at school. The results showed that racial integration was not evident in these schools but rather there was a heightened racial conflict and racial incidences were prevalent in former White, Indian and Coloured schools. [For the complete Volume 21 proceedings, see ED629259.]

As evident in scholarly literature, universities worldwide embrace Sustainable Development Goals initiated by United Nations. Yet, regardless institutions' commitment, many countries, especially developing ones, struggle to effectively implement sustainability-oriented principles and practices in higher education. To that end, this paper, based on the qualitative document analysis, brings attention to main challenges associated with the implementation of sustainability-orientated principles and practices in seven South African universities. The findings show that several challenges exist due to the holistic nature of sustainable development (SD) as it is a concept that not only connects different areas of knowledge but also articulates knowledge from distinctive disciplines. Furthermore, the findings indicate that the strategy with the most potential of enhancing the implementation of sustainability-orientated principles and practices and ensuring longevity and improvement require support from top management of higher education institutions (HEIs). In addition, in order to strengthen SD, HEIs need to adapt a holistic approach and implement sustainability principles, knowledge, and practices within all academic activities. In alignment with the theme of the conference, this study provides reflections and recommendations towards the improvement of education considering the experiences and lessons learnt in a specific context. [For the complete Volume 21 proceedings, see ED629259.]

In this paper we compare the early years mathematics curricula of Germany, South Africa, and Australia in relation to the place value concept. Place value is an important topic as it underpins much of the number work completed by learners in the early years of schooling. We found that there were differences between the three curricula that could be summarised using five themes: namely, number range, place value structure, role of the zero, influence of language, and use of materials. We argue that how the different curricula deal with these five themes influences the quality of learning provided and we highlight key areas of concern. In concluding we identify three important implications for our future research project.

In this paper we reflect on our combined work in some of the most marginalised educational contexts in the Southern Hemisphere. We draw on the work of Bourdieu to frame the paper. We propose the working in marginalised education settings requires a particular habitus or way of being to be able to play the research game. Underpinning our approach is the South African construct of Ubuntu, which is very much about collaboration--I am because we are--so that there is a move away from doing research "on" participants and contexts to one which is very much about doing research "with" participants and contexts. We find Bourdieu's notion of game as a powerful construct to theorise ways of thinking about the field of educational research.

This paper describes the authors' journey in designing a linear representation that aligns mathematics and music to support fractional reasoning. The three authors, guided by the theoretical framing of realistic mathematics education, engaged in a task design process over a 12-month period to develop integrated resources. Data were collected in the form of Zoom meeting recordings, among other sources. This paper describes some key findings from a narrative analysis of this process. We posit that the contribution is twofold--methodological insight of a task design journey and findings around the obstacles and resolutions of aligning representations across mathematics and music, despite the obvious confluence.

This paper emerges from a broader study that investigated the strategies employed by teachers to continue mathematics teaching and learning during South Africa's COVID-19 lockdowns and through subsequent phased and partial re-opening of schools. In this paper, we focus on teacher views of the role of parents in these efforts gathered through two questionnaires administered from 2020 to 2021. Twenty-five Grade 4-7 mathematics teachers from schools in the Eastern Cape province took part in the study. We address the question: What were teacher perspectives on the role of parents in the continuation of mathematics teaching and learning during COVID-19 and the gradual reopening of schools? We explore the teacher responses and show how the pandemic context provided a stimulus to forge stronger teacher-parent relationships and opened opportunities for productive ways of extending mathematics learning almost exclusively undertaken in the classroom into homes.

Early years mathematics textbooks are support material for teachers and learners as they contain visual representations which communicate and clarify mathematical concepts. In this paper, we report on the types and functions of visual representations of multiplication and division in South African early years mathematics textbooks. There seems to be a reliance on textbooks amongst teachers in South Africa as they assist in providing pedagogic content knowledge. The research from which this paper emerged was a document analysis of multiplication and division visual representations in nine textbooks (Grade 1-3). A Visual Representation Framework was used to analyse the textbooks. The findings indicated that the most dominant type of visual representations across all three textbook series and across the three grades were equal groups and the majority of visual representations had an exemplifying function.

The notion that educators are committed to effective facilitation of racial integration in secondary schools has become the keystone in developing a socially just schooling system in South Africa. This paper sets out to determine the role educators play in the transformation of schools towards racial integration, as well as their nature and perception in facilitating racial integration in the truest sense. Findings emanating from this research indicate that the striking down of the policies and educational system of the Apartheid regime has propelled educators from segregated backgrounds into teaching learners from different racially diverse backgrounds. Similarly, most learners for the first time are being taught by racially diverse educators. A qualitative framework is used to investigate firsthand experiences of managing racial integration in relation to educators and school management, and their role in determining successful racial integration in secondary schools in South Africa. The purpose of this paper is to prepare educators with the accumulative knowledge, understanding and tenets of the Critical Race Theory (CRT) on how to create opportunities for decolonising classroom content and practice as well as addressing the weaknesses in previous approaches to racially integrate learners in desegregated schools. [For the complete Volume 20 proceedings, see ED622631.]

This paper aims to demonstrate how a South African secondary school responded to the negative impact of COVID-19 and still ensures quality education. This paper's final objective is to link this experience to the theme of this book focusing on the next epoch of education. The paper commences with an orientation and autobiographical reflection on the case study-school (cs-school). The findings revealed how this school adopted and established an online digital education solution to ensure the continuation of effective teaching and learning amid, as well as after the pandemic. However, the findings also indicate challenges that this school experienced. [For the complete Volume 20 proceedings, see ED622631.]

The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]

South Africa must embark upon the third epoch of education policy after the failures of the first two epochs: the 1953-1994 ("apartheid") era and the 1994-2021 era (the dawn of democracy and the dismantling of apartheid structures). There were not enough education opportunities to guide all the children of the country to maturity and acceptance of their civilian responsibilities. This paper examines the reasons why the education policies of the first two epochs failed and contributed to a poor, unequal and ineffective school education system. The paper also explores the challenges that the education system needs to confront to create a new education system that will support the attainment of the hitherto unfulfilled expectations and dreams that its citizens carried into the democratic era. The education policy of the third epoch must address critical issues to chart the way to an effective education system. There is a need to reorganize (reset) the education system in the wake of the COVID-19 pandemic. A streamlined curriculum needs to focus on the essential skills and knowledge the country needs. The system can no longer ignore the need for the adequate provision of vocational and technical education to alleviate the sharply rising unemployment rate of young people and support the growth of the economy. Quality education policy must function despite the lack of funds for the provision of appropriate and functional infrastructure and competent human resources. [For the complete Volume 20 proceedings, see ED622631.]

Having reviewed several pieces of strategy documents, policy papers, and literature, we concluded that there is no uniform definition of either institutional autonomy or academic freedom (AF). Many different points of view determine the interpretation of these terms. Furthermore, the policymakers (e.g., governments, legislators) can ignore the theories connecting to autonomy and AF and separate from them the legislation-level realization. This paper aims to overview different interpretations of autonomy and AF, highlighting the most important standpoints and presenting how autonomy and AF are realized in the national legislation. Considering the limited length of this paper, we focus on our respective countries, namely Hungary and South Africa. Our previous findings show that in many aspects, our countries face similar challenges despite the different historical antecedents. In previous research we compared the factors, which can influence research activities, however, we did not investigate the legislative framework. To that end, in this paper, we go further and look specifically at legal frameworks within our respective countries. Our results illustrate that without a homogenous content, the State may use the concepts of autonomy and AF in its legislation as it sees fit. This in turn may lead to autonomy and AF or some of their components, while being formally safeguarded, they may lose the guarantee character that corresponds to their actual content. [For the complete Volume 20 proceedings, see ED622631.]

This paper explicates how statutes and case law (court cases) can be used as sources for discourse analysis when researching South African education reform through a complexity theory lens. Firstly, the law-making process is built on discourses at different levels. Secondly, discourses are manifested in case law because in order to resolve disputes arguments are presented on which the court is then required to rule. Discourse analysis explores how meaning, identities, activities and relationships are negotiated and constructed and these sources of discourse are useful when the focus is on the study of actions and interactions within the education system. [For the complete Volume 20 proceedings, see ED622631.]