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Lecture Notes in Computer Science (LNCS) is a globally recognised publication outlet for the field of Computer Science, including in South Africa. In this study, spanning from 1973 to 2022, we investigated the research participation of South African based authors in LNCS. The publication output and citation impact of these authors were compared to the global Computer Science and LNCS output. The authorship patterns and collaborative behaviour of South African LNCS papers were explored, and a keyword or topic analysis also conducted. Of the total of 518 662 LNCS papers published globally between 1973 and 2022, South African based researchers contributed 1150 papers (0.22%). The LNCS papers from South Africa exhibit a strong collaborative publication culture, with 1043 (91%) co-authored and 107 (9%) singleauthored works. Local LNCS researchers prefer institutional collaboration (43%), followed by international (37%) and national collaboration (11%). Europe emerged as the most significant collaboration partner for LNCS researchers in South Africa. Of the 1150 papers, 836 (73%) had received citations, while 314 (27%) had not. On average, papers published by South African based authors received 6.05 citations, compared to the global LNCS average of 9.49 citations per paper. A keyword analysis revealed that the majority of papers by South African authors focus on artificial intelligence. The results indicate that, although LNCS serves as a reputable dissemination platform for Computer Science research output both globally and locally, South African authors should consider publishing more journal articles to build and improve their researcher profiles. Significance: * The study shows that LNCS is the most frequent publication outlet for Computer Science researchers, globally and in South Africa. * The study offers insight into the publication output, authorship patterns, collaborative behaviour and citation impact of South African based Computer Science researchers. [ABSTRACT FROM AUTHOR]

Few high schools offer Information Technology (IT)) as a subject in South Africa. This paper used Bourdieu's conception of cultural capital to investigate the reasons why many public schools are shunning away from including IT in their curriculum. Data were collected using a questionnaire and analysed using ANOVA, to determine whether cultural capital influences choosing IT as one of the subjects in the school curriculum. The results showed that public high school principals view IT as a subject that should be done in schools where there is medium-to-high cultural capital status. It is a challenge for schools with low cultural capital to offer IT among their subjects as it is not practiced by the community or society in which the schools exist. The paper concludes by recommending that there is room for the so-called 'low cultural capital' schools to offer IT among their subjects despite the challenges they are facing. Cultural capital does not hinder students' performance. Students from low cultural capital communities can achieve good grades even though they learn under difficult circumstances of inadequate educational resources.

Twenty years into the millennium, the world has been confronted with a pandemic that has had an immeasurable impact on the workplace, learning environment and related technologies. Technology and technological advancements are founded on three disciplines, namely Physics, Mathematics and Computer Science. Internationally, an integration of the curricula of these disciplines are promoted in the education space, as an effective way to achieve 21st century capabilities that lately includes computational thinking. This study explores the changes in the content and alignment of the three subjects in the South African secondary school system from an interdisciplinary framework perspective. Textbooks, curriculum documents and planning calendars provided the information for the content analysis. The content in Physics and Mathematics have remained basically the same, with a few topics removed from Physics and some added to Mathematics. Information Technology has replaced Computer Science, with significant changes in content in alignment with developments in computing technology. No clear indication of an alignment between the disciplines could be found, which, to a certain extent, puts South Africa outside the international frame. The basic education system appears to run an assessment-driven curriculum in Mathematics, Physical Sciences and Information Technology. This system produces poor results and seemingly does not allow for interdisciplinary skills development. [ABSTRACT FROM AUTHOR]

The article focuses on South Africa is predicated upon policies are effective or ineffective is not primarily an issue and realities of the Fourth Industrial Revolution have proven to be shaping strategic policies various spheres of national life. Topics include the strategic recommendations of the South African Presidential Panel of the Fourth Industrial Revolution, the revolution is very nature a violent process, and the revolutions are an existential struggle between protagonists of history.