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Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited curriculum and recognise African identity, culture and system as valuable for Africans. Aim: This article aims to explore coloniality within the primary school education system in South Africa and aims to motivate curriculum transformation that will divest coloniality in Africa. Setting: This article centres around South African Primary schools. Methods: This article employs a desktop approach and a systematic literature review. To collect the data, the study selected articles from different search engines such as EBSCO, Science Direct and Google Scholar. This enables the synthetisation of previous works to provide knowledge on the topic. The decoloniality theory underpins the study. Results: Primary school education in South Africa is influenced by coloniality; hence, there is a need for transformation. Conclusion: The primary school curriculum in South Africa needs to be revised in a decolonised manner to suit a multi-racial or ethnic South Africa for the realisation of an equitable and just future for Africans. Contribution: This article provides knowledge about coloniality within the context of primary schools in South Africa and further recommends curriculum transformation to a truly African manner. It thus aligns with the journal's theme and scope, which is the interrogation of coloniality in South African primary schools.

This study investigates the intricate connections between race and police culture, exploring how solidarity, isolation, and cynicism vary among military police officers in South Africa: Blacks and Whites. Adopting a quantitative approach, the research examines how racial identity shapes officers' experiences within the force, potentially influencing their sense of belonging, professional detachment, and disillusionment. Using a survey format, the researcher employed a non-experimental ex post facto (cross-sectional) design. This study employs descriptive analysis to describe characteristics that exist within different variables. The study established in general that SANDF MPOs have attitudes in support of police culture themes of solidarity and isolation but do not have a police culture of cynicism according to race variables. However, the study also finds that, in more than half of the SANDF MPOs, the respondents evinced attitudes in support of the police culture theme of cynicism. Statistically significant differences, differences of kind, and differences of degree were found in relation to all race categorical dependent variables (Blacks and Whites). The study provides an empirical peek into military police culture, allows for comparisons between public police culture and military police culture, and contributes novel knowledge to broader police culture in general. [ABSTRACT FROM AUTHOR]

This qualitative research examines how Nigeria, Seychelles, and South Africa applied technologies to mediate the impact of the COVID-19 lockdown on their education systems. The research demonstrates that sociocultural and institutional factors, and attitudes of stakeholders, rather than technological access, significantly determined the countries' capacity to transition tertiary institutions online at the height of the pandemic. It expands the understanding of the role of institutions and policies in the adoption of education technologies. The research findings are expected to inform the articulation of relevant policies and system-wide strategies for resilience and antifragility in case of future societal disruptions. [ABSTRACT FROM AUTHOR]

The use of the Internet and the World Wide Web by higher education institutions in developing countries is gaining traction. Most Universities in the Sub-Sahara African Countries can now boast of Internet access for educational purposes. This study describes the effects of the current development of Internet technologies at the University of Calabar on students learning experience. Given the relatively small penetration of the Internet and other computer-mediated technologies for teaching and learning in African Universities, the paper highlights the benefits of the current Internet revolution. The main advantage is access to educational resources, leading to an improved learning experience for students. We also proffer possible solutions towards the realization of the full potentials of internet technology in higher education in less developed countries. [ABSTRACT FROM AUTHOR]

This study employs the gravity model of trade to examine the impact of improving the quality of a regional road infrastructure in the ECOWAS sub-region, from its current level to the level of roads in South Africa, on intra-regional trade. The study augments the traditional gravity model to include variables for language, common border and road quality. The positive difference in per capita GDP of trading partners is also included to test the Linder hypothesis. The parameters in the model are estimated using the random-effect model and the result shows that such improvement will lead to a US$356.06 million (4.97 per cent) increase in intra-regional trade relative to the 2012 level, ceteris paribus. Moreover, the ancillary benefits of improvement in road quality in terms of increased movement of factors of production will foster further intra-regional trade in the medium and long terms. To enhance the benefits of the improvement in the road quality, ECOWAS governments needs to put in place other 'soft' infrastructures to fast-track the achievement of the objectives of the ECOWAS trade liberalization scheme. However, increasing the quality of roads demands huge financial investment, thus a cost-benefit trade-off must be carefully considered. [ABSTRACT FROM AUTHOR]

The article presents a speech by Wilson Akpan, faculty at the University of Fort Hare's Social Sciences and Humanities, London, England, delivered at the XVIIth Annual South African Sociological Association (SASA), held in Pretoria, South Africa, in which he discussed the bifurcation issue of postcolonial scholarship and development practice, the link between conspiracy of empathy and indigenous knowledge, and the relevance of knowledge power in community development.

The article presents the text of the speech by Wilson Akpan, president of the South African Sociological Association (SASA) delivered during the 2010 SASA Congress. He discussed the referentialisation problem facing the field of sociology in South Africa. Akpan emphasized the need for sociology to research hope and make it the center of sociological teaching. He explained the rationality of hope in the culture of Africa.