Sciences de l'éducation

The Making of Post-Apartheid State Policies for Workers, Adult and Community Education and Training: Abandoned Possibilities

Learning together: The dynamics of training teachers for disability inclusion in South Africa

The role of explicit teaching of reading comprehension strategies to an English as a second language learner

Industrial psychologist intern: Professional purpose, skills and practice confidence

INVESTIGATING THE EFFEECT OF CO-OPERATIVE LEARNING AND DEMONSTRATION METHODS ON THE ACHIEVEMENT OF JUNIOR SECONDARY BASIC SCIENCE STUDENTS IN ABUJA MUNICIPAL COUNCIL AREA

Effects of Classroom Interaction Patterns on Secondary School Students’ Achievement in Ecology

The Practice of Active Learning Techniques in Governmental Secondary Schools: A Case Study of Debre Berhan Town in North shewa Zone, Amhara Regional state, Ethiopia Paragraph

Prática reflexiva como competência do designer no processo de design critique

PENDAMPINGAN ORANG TUA TERHADAP ANAK YANG BERKEBUTUHAN KHUSUS (ABK)

Geleerde digters en geleerde lesers

A critical Evaluation of Zakariyau Oseni’s (play in Arabic) Al-‘Amid Al-Mubajjal

Effects of Increasing Student Enrolment on Teaching and Learning in Senior High Schools in Ghana: The Free Senior High School Policy in Retrospection

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

Perceptions of writing prowess in honours economic students

The interface between unitary hypothesis and componential approach to testing reading skills: do subjects show similar levels of performance with respect to specific reading sub-skills in tests representing both theories? Descriptive correlational study

Orisa Sanponna: Indigenous health systems, disability, and morality in Osofisan’s dramaturgy

The role of the South African qualifications authority in curbing misrepresentation of qualifications

A trio reclaiming blackness and black spirituality: A tribute to Vuyani Vellem

Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs)

De-colonising global citizenship education for knowledge sharing and acceptable norms in Nigeria