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SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg, CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell, Email
Liora Hellmann,
THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). A TOOLKIT FOR SCHOOL MANAGEMENT TEAMS ACCOMPANYING GUIDE Creating a Caring School A Toolkit for School Management Teams with Accompanying Guide Writers: Maryla Bialobrzeska, Christina Randell, Liora Hellmann, Gisela Winkler HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of Agricultural COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg, CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). A TOOLKIT FOR SCHOOL MANAGEMENT TEAMS ACCOMPANYING GUIDE Creating a Caring School A Toolkit for School Management Teams with Accompanying Guide Writers: Maryla Bialobrzeska, Christina Randell, Liora Hellmann, Gisela Winkler HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of Agricultural COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu-SAIDE
African Storybook’s Story Maker App is one of five finalists in UK-based 2021 Tech4Good Awards in Education. The Awards celebrates fantastic businesses, people and initiatives that are paving the way for a more inclusive, accessible and better world through the power ofdigital technology.
CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
FUNDAMENTALS ASSESSMENT GUIDE Section One: Fundamentals Assessment Guide 201 • Work which is internally assessed according to (specified) requirements This is known as Site Based Assessment, or SBA.”1 Different agencies have different requirements for assessment. A TOOLKIT FOR SCHOOL MANAGEMENT TEAMS ACCOMPANYING GUIDE Creating a Caring School A Toolkit for School Management Teams with Accompanying Guide Writers: Maryla Bialobrzeska, Christina Randell, Liora Hellmann, Gisela Winkler HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of Agricultural IMPLEMENTING WHITE PAPER 6 INCLUSIVE LEARNING PROGRAMMES 1 Introduction This is the second of two manuals aimed at assisting the implementation of Education White Paper 6, entitled Special Needs Education: Building an Inclusive Education and Training System, in South Africa.The Department of Education, in conjunction with GUIDELINES FOR DEVELOPING LEARNING MATERIALS Guidelines for Developing Learning Materials BOTA will be recognised nationally and internationally for creating and promoting a quality vocational training system JIKA IMFUNDO 2015–2017: WHY, WHAT AND KEY LEARNINGS 2 Jika iMfundo 2015–2017: Why, what and key learnings Mary Metcalfe This chapter intends to do two things: • Provide the rationale and the key ideas informing this initiative for change-at-scale. SYSTEMS IMPLICATIONS FOR RURAL DEVELOPMENT 2. SYSTEMS THEORY AND DISTANCE EDUCATION Distance education has been hailed as one means of opening access to meaningful educational opportunities for people in rural areas (and others, of course). USING LEARNING RESOURCES Using learning resources – some examples resources – some Free State University Workshops Nov 2005 and Jan 2006 Using learning SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg, CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of Agricultural COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg, CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of Agricultural COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems inSAIDE
African Storybook’s Story Maker App is one of five finalists in UK-based 2021 Tech4Good Awards in Education. The Awards celebrates fantastic businesses, people and initiatives that are paving the way for a more inclusive, accessible and better world through the power ofdigital technology.
CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
A TOOLKIT FOR SCHOOL MANAGEMENT TEAMS ACCOMPANYING GUIDE Creating a Caring School A Toolkit for School Management Teams with Accompanying Guide Writers: Maryla Bialobrzeska, Christina Randell, Liora Hellmann, Gisela Winkler FUNDAMENTALS ASSESSMENT GUIDE Section One: Fundamentals Assessment Guide 201 • Work which is internally assessed according to (specified) requirements This is known as Site Based Assessment, or SBA.”1 Different agencies have different requirements for assessment. IMPLEMENTING WHITE PAPER 6 INCLUSIVE LEARNING PROGRAMMES 1 Introduction This is the second of two manuals aimed at assisting the implementation of Education White Paper 6, entitled Special Needs Education: Building an Inclusive Education and Training System, in South Africa.The Department of Education, in conjunction with HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of Agricultural GUIDELINES FOR DEVELOPING LEARNING MATERIALS Guidelines for Developing Learning Materials BOTA will be recognised nationally and internationally for creating and promoting a quality vocational training system INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- SYSTEMS IMPLICATIONS FOR RURAL DEVELOPMENT 2. SYSTEMS THEORY AND DISTANCE EDUCATION Distance education has been hailed as one means of opening access to meaningful educational opportunities for people in rural areas (and others, of course). JIKA IMFUNDO 2015–2017: WHY, WHAT AND KEY LEARNINGS 2 Jika iMfundo 2015–2017: Why, what and key learnings Mary Metcalfe This chapter intends to do two things: • Provide the rationale and the key ideas informing this initiative for change-at-scale. SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg,THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without IMPLEMENTING WHITE PAPER 6 INCLUSIVE LEARNING PROGRAMMES 1 Introduction This is the second of two manuals aimed at assisting the implementation of Education White Paper 6, entitled Special Needs Education: Building an Inclusive Education and Training System, in South Africa.The Department of Education, in conjunction with CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly LEARNER SUPPORT: A SOUTH AFRICAN PROGRAMME PERSPECTIVE 3 Figure 1: Research method As illustrated above, the case studies were compiled using a triangulation of data gathering strategies: review of documentation, observation of contact sessions andinterviews with
SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg,THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without IMPLEMENTING WHITE PAPER 6 INCLUSIVE LEARNING PROGRAMMES 1 Introduction This is the second of two manuals aimed at assisting the implementation of Education White Paper 6, entitled Special Needs Education: Building an Inclusive Education and Training System, in South Africa.The Department of Education, in conjunction with CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly LEARNER SUPPORT: A SOUTH AFRICAN PROGRAMME PERSPECTIVE 3 Figure 1: Research method As illustrated above, the case studies were compiled using a triangulation of data gathering strategies: review of documentation, observation of contact sessions andinterviews with
SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle DEVELOPING LEARNING PROGRAMMES DEVELOPING LEARNING PROGRAMMES for NQF-registered qualifications and unit standards A STEP-BY-STEP GUIDE D E S I G N D O W N D E L I V E R U P PURPOSE OUTCOMES ASSESSMENT CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
FUNDAMENTALS ASSESSMENT GUIDE Section One: Fundamentals Assessment Guide 201 • Work which is internally assessed according to (specified) requirements This is known as Site Based Assessment, or SBA.”1 Different agencies have different requirements for assessment. GUIDELINES FOR DEVELOPING LEARNING MATERIALS Guidelines for Developing Learning Materials BOTA will be recognised nationally and internationally for creating and promoting a quality vocational training system INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of AgriculturalFUNDAMENTALS IN ECD
Contents v Unit Five Planning, writing and presenting – Parents and children 110 1. Giving a presentation 110 Unit Six Reading and writing for detail – Managing a centre 118 1. Reporting to funders 118 2. An agenda 120 3. Minutes of a meeting 121 4. Lease agreements 124 INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- JIKA IMFUNDO 2015–2017: WHY, WHAT AND KEY LEARNINGS 2 Jika iMfundo 2015–2017: Why, what and key learnings Mary Metcalfe This chapter intends to do two things: • Provide the rationale and the key ideas informing this initiative for change-at-scale. USING LEARNING RESOURCES Using learning resources – some examples resources – some Free State University Workshops Nov 2005 and Jan 2006 Using learning SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg,THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of Agricultural INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg,THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of Agricultural INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
DEVELOPING LEARNING PROGRAMMES DEVELOPING LEARNING PROGRAMMES for NQF-registered qualifications and unit standards A STEP-BY-STEP GUIDE D E S I G N D O W N D E L I V E R U P PURPOSE OUTCOMES ASSESSMENT FUNDAMENTALS ASSESSMENT GUIDE Section One: Fundamentals Assessment Guide 201 • Work which is internally assessed according to (specified) requirements This is known as Site Based Assessment, or SBA.”1 Different agencies have different requirements for assessment. IMPLEMENTING WHITE PAPER 6 INCLUSIVE LEARNING PROGRAMMES 1 Introduction This is the second of two manuals aimed at assisting the implementation of Education White Paper 6, entitled Special Needs Education: Building an Inclusive Education and Training System, in South Africa.The Department of Education, in conjunction with GUIDELINES FOR DEVELOPING LEARNING MATERIALS Guidelines for Developing Learning Materials BOTA will be recognised nationally and internationally for creating and promoting a quality vocational training system HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of Agricultural INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- SPEAKING, LISTENING, READING AND WRITING Unit One: Speaking, Listening, Reading and Writing 19 Activity 3: Speaking well Work with a partner. 1. Add to this list of things you do and things you don’t do when you speak well.FUNDAMENTALS IN ECD
Contents v Unit Five Planning, writing and presenting – Parents and children 110 1. Giving a presentation 110 Unit Six Reading and writing for detail – Managing a centre 118 1. Reporting to funders 118 2. An agenda 120 3. Minutes of a meeting 121 4. Lease agreements 124 USING LEARNING RESOURCES Using learning resources – some examples resources – some Free State University Workshops Nov 2005 and Jan 2006 Using learning SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg,THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without IMPLEMENTING WHITE PAPER 6 INCLUSIVE LEARNING PROGRAMMES 1 Introduction This is the second of two manuals aimed at assisting the implementation of Education White Paper 6, entitled Special Needs Education: Building an Inclusive Education and Training System, in South Africa.The Department of Education, in conjunction with CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly LEARNER SUPPORT: A SOUTH AFRICAN PROGRAMME PERSPECTIVE 3 Figure 1: Research method As illustrated above, the case studies were compiled using a triangulation of data gathering strategies: review of documentation, observation of contact sessions andinterviews with
SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg,THE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without IMPLEMENTING WHITE PAPER 6 INCLUSIVE LEARNING PROGRAMMES 1 Introduction This is the second of two manuals aimed at assisting the implementation of Education White Paper 6, entitled Special Needs Education: Building an Inclusive Education and Training System, in South Africa.The Department of Education, in conjunction with CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
NATIONAL QUALIFICATIONS FRAMEWORK ACT: POLICY ON MINIMUM STAATSKOERANT, 15 JULIE 2011 No.34467 7 1. The Purpose and Scope of this Policy Document The Minimum Requirements for Teacher Education Qualifications replaces the Norms and Standards for Educators (NSE), published in February 2000 (DoE 2000a). CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly LEARNER SUPPORT: A SOUTH AFRICAN PROGRAMME PERSPECTIVE 3 Figure 1: Research method As illustrated above, the case studies were compiled using a triangulation of data gathering strategies: review of documentation, observation of contact sessions andinterviews with
SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in COST-BENEFIT ANALYSIS IN EDUCATIONAL PLANNING Included in the series:* 2. The relation of educational plans to eu”ic and social planning, R. Poigmznt 4 Planning and the educational adminisbator.C.E. Beeby 5. The social context of educational planning, CA.Anderson 6. The costing of educational plans.J. Vaizey, JD.Chesswm 7. The gwoblems of rural education, VL.Gr’ uhr 8. Educational planning; the adviser’s role, TCurle DEVELOPING LEARNING PROGRAMMES DEVELOPING LEARNING PROGRAMMES for NQF-registered qualifications and unit standards A STEP-BY-STEP GUIDE D E S I G N D O W N D E L I V E R U P PURPOSE OUTCOMES ASSESSMENT CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
FUNDAMENTALS ASSESSMENT GUIDE Section One: Fundamentals Assessment Guide 201 • Work which is internally assessed according to (specified) requirements This is known as Site Based Assessment, or SBA.”1 Different agencies have different requirements for assessment. GUIDELINES FOR DEVELOPING LEARNING MATERIALS Guidelines for Developing Learning Materials BOTA will be recognised nationally and internationally for creating and promoting a quality vocational training system INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly HARAMAYA UNIVERSITY SCHOOL OF AGRICULTURAL ECONOMICS AND i ABOUT THE COURSE AgEc 541: Agricultural Marketing and Price Analysis (CAEE 5131) The course is classified as elective with 3 Credit Hours in the six accredited CMAAE member universities: Bunda College of Agriculture (Malawi), Department of AgriculturalFUNDAMENTALS IN ECD
Contents v Unit Five Planning, writing and presenting – Parents and children 110 1. Giving a presentation 110 Unit Six Reading and writing for detail – Managing a centre 118 1. Reporting to funders 118 2. An agenda 120 3. Minutes of a meeting 121 4. Lease agreements 124 INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- JIKA IMFUNDO 2015–2017: WHY, WHAT AND KEY LEARNINGS 2 Jika iMfundo 2015–2017: Why, what and key learnings Mary Metcalfe This chapter intends to do two things: • Provide the rationale and the key ideas informing this initiative for change-at-scale. USING LEARNING RESOURCES Using learning resources – some examples resources – some Free State University Workshops Nov 2005 and Jan 2006 Using learning SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg, DEVELOPING LEARNING PROGRAMMES DEVELOPING LEARNING PROGRAMMES for NQF-registered qualifications and unit standards A STEP-BY-STEP GUIDE D E S I G N D O W N D E L I V E R U P PURPOSE OUTCOMES ASSESSMENTTHE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
IMPLEMENTING WHITE PAPER 6 INCLUSIVE LEARNING PROGRAMMES 1 Introduction This is the second of two manuals aimed at assisting the implementation of Education White Paper 6, entitled Special Needs Education: Building an Inclusive Education and Training System, in South Africa.The Department of Education, in conjunction with CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and READING SUPPORT PROJECT: LEARNING AND TEACHING SUPPORT LTSM pack – Learning and Teaching Support Materials (LTSM): a set of 10 copies of 20 different readers and storybooks (200 in total) to share across each grade in Foundation CREATING A CARING SCHOOL GUIDE 4 Creating a Caring School: Guide Series Guide 4 this licence, This work is licensed under the Creative Commons Attribution 2.5 South AfricaLicence.
SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in GUIDELINES FOR DEVELOPING LEARNING MATERIALS Guidelines for Developing Learning Materials BOTA will be recognised nationally and internationally for creating and promoting a quality vocational training system SAIDE - ADVANCED DIPLOMA IN TECHNICAL AND VOCATIONAL Saide 14th Floor, 19 Ameshoff Street, Braamfontein Johannesburg, DEVELOPING LEARNING PROGRAMMES DEVELOPING LEARNING PROGRAMMES for NQF-registered qualifications and unit standards A STEP-BY-STEP GUIDE D E S I G N D O W N D E L I V E R U P PURPOSE OUTCOMES ASSESSMENTTHE ROLE OF FAITH
At the centre of these development initiatives is the whole idea of revitalising worship. This is done with an understanding that materials development without CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
IMPLEMENTING WHITE PAPER 6 INCLUSIVE LEARNING PROGRAMMES 1 Introduction This is the second of two manuals aimed at assisting the implementation of Education White Paper 6, entitled Special Needs Education: Building an Inclusive Education and Training System, in South Africa.The Department of Education, in conjunction with CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and READING SUPPORT PROJECT: LEARNING AND TEACHING SUPPORT LTSM pack – Learning and Teaching Support Materials (LTSM): a set of 10 copies of 20 different readers and storybooks (200 in total) to share across each grade in Foundation CREATING A CARING SCHOOL GUIDE 4 Creating a Caring School: Guide Series Guide 4 this licence, This work is licensed under the Creative Commons Attribution 2.5 South AfricaLicence.
SOUTH AFRICAN INSTITUTE FOR DISTANCE EDUCATION Saide, the South African Institute for Distance Education, is a non-governmental organization based in Johannesburg but conducting projects throughout South Africa and sub-Saharan Africa. Saide's task is to contribute to the development of new models of open and distance education practice, that accord with and take forward the values, principles, and goals of the evolving education systems in GUIDELINES FOR DEVELOPING LEARNING MATERIALS Guidelines for Developing Learning Materials BOTA will be recognised nationally and internationally for creating and promoting a quality vocational training system CREATING A CARING SCHOOL Creating a Caring School A Guide for School Management Teams with Accompanying Toolkit Writers: Maryla Bialobrzeska, Christina Randell,Liora Hellmann,
CRITERIA AND GUIDELINES FOR SHORT COURSES AND SKILLS The need for this document stems from the lack of clarity about short course provisioning and the formalisation of a mode of delivery, which has been, up to now, an informal and LEARNING ABOUT SUSTAINABLE CHANGE IN EDUCATION IN SOUTH Introduction to PILO and its Theory of Change. The Programme to Improve Learning Outcomes (PILO hereafter), an education NGO, started the Jika iMfundo improvement campaign in KwaZulu-Natal (KZN) in 2014 as a large-scale provincial educational intervention whose form and focus were rather different from those of other ProvincialDepartments.
FUNDAMENTALS IN ECD
Contents v Unit Five Planning, writing and presenting – Parents and children 110 1. Giving a presentation 110 Unit Six Reading and writing for detail – Managing a centre 118 1. Reporting to funders 118 2. An agenda 120 3. Minutes of a meeting 121 4. Lease agreements 124 INDIGENOUS KNOWLEDGE PRACTICES FOR SUSTAINABLE LIFELONG 24 J. T. Ng’aike 1 3 InTurkanaCounty,Kenya,mobileschoolshighlydepend-entonavailabilityofwaterandfood,withattendancedroppingsignicantly QUALITY IN ECD IN DIFFERENT CONTEXTS solutions were sometimes found. Initiatives aimed at improving the provision of ECD in South Africa need to recognise the demands of different contexts and cultures. JIKA IMFUNDO 2015–2017: WHY, WHAT AND KEY LEARNINGS 2 Jika iMfundo 2015–2017: Why, what and key learnings Mary Metcalfe This chapter intends to do two things: • Provide the rationale and the key ideas informing this initiative for change-at-scale. INTRODUCING E-LEARNING IN A SOUTH AFRICAN HIGHER EDUCATION The use of e-learning has grown considerably in the past three decades, which has prompted a great deal of interest in using technology thereby transforming the very nature of higher edu- SYSTEMS IMPLICATIONS FOR RURAL DEVELOPMENT 2. SYSTEMS THEORY AND DISTANCE EDUCATION Distance education has been hailed as one means of opening access to meaningful educational opportunities for people in rural areas (and others, of course). LANGUAGE IN HIGHER EDUCATION LANGUAGE POLICY FOR HIGHER EDUCATION. MINISTRY OF EDUCATION. NOVEMBER 2002 LANGUAGE POLICY FOR HIGHER EDUCATION. INTRODUCTION “ the building blocks of this nation are all our languages working together, our unique idiomatic expressions thatSAIDE
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SIYAPHUMELELA NETWORK 2.0 KICKS OFF WITH THE KNOW YOUR DATA WORKSHOPSERIES
NEWSLETTERS
* Saide Newsletter Vol. 27 No. 1, 2021 * Newsletter 26(5) 2020 * Newsletter 26(4) 2020 * Newsletter 26(3) 2020 * Newsletter 26 (2) 2020 * Newsletter 26(1) 2020 * Newsletter 25(4) 2019LATEST NEWS
* Open pedagogy
* DUT hots data day awards * DUT’s S CELT launced its Siyaphumelela 2.0 Moving the middleproject
* World Book Day 2021 * Important considerations for licensing Open Educational Resources(OER)
* Open Education Week 2021 * DETA Conference 2021* Open pedagogy
* DUT hots data day awards * DUT’s S CELT launced its Siyaphumelela 2.0 Moving the middleproject
* World Book Day 2021 * Important considerations for licensing Open Educational Resources(OER)
* Open Education Week 2021 * DETA Conference 2021CURRENT AWARENESS
* 31 May 2021
* 28 May 2021
* 27 May 2021
* 20 May 2021
* 19 May 2021
* 17 May 2021
* 19 April 2021
ABOUT US
OUR MISSION
Saide is committed to the process of transformation of education and training so to increase equitable and meaningful access to knowledge, skills and learning through the adoption of open learning principles , distance education methods and educational technology.OUR VISION
A society in which all people value, have access to, and succeed in lifelong education that meets national and regional priorities in the context of the global knowledge economy.GOVERNANCE
_Saide_ is a non-profit organization that is registered as an educational trust (Registration Number: 1355/92). It is also registered as a Non Profit Organisation (041-137 NPO). We currently have a level one B-BBEE status. _Saide’s_ Trustees are: Mr Sedupe Ramokgopa (Co-chairperson), Mr Siven Maslomoney (Co-chairperson), Professor Ahmed Bawa, Ms Jennifer Glennie, Professor Mary Metcalfe, Professor Shireen Motala and Ms Linda Vilakazi-Tselane. _Saide's_ Director is Ms Jennifer Glennie.FUNDING
_Saide_ was initially entirely supported by the European Union. From 1995, _Saide_ began to diversify its funding. In early 1997, _Saide_ turned its attention to its financial sustainability around different sources of income: project grants with agreed deliverables, commissioned project income, general income from funding agencies (organizational grants), other (including interest, royalties, use of administrative services etc). The balance among these types has shifted dramatically, with no organizational grants since 2005. _Saide_ is committed to balancing the above sources of income to ensure that it retains a strong committment to its mission and is not driven entirely by the 'market'.WHAT WE DO
_Saide _is not an implementing agency but acts as an advocate, catalyst, and facilitator to bring about change in existing educational practices. _Saide_ is in a unique position to facilitate networks and provide advice on the planning and implementation of distance education and the evaluation, development and sharing of courses and materials. Educational providers in South Africa and neighbouring countries have increasingly sought _Saide's _assistance in planning and evaluating their programmes, courses and systems and supporting them by facilitating professional development for theirstaff.
_Saide _is a non-governmental organization conducting projects throughout South Africa and sub-Saharan Africa. _Saide's_ task is to contribute to the development of new models of open learning, including the use of distance education methods, educational technology and open educational resources. These should accord with and take forward the values, principles, and goals of the evolving education systems in the sub-Saharan Africa.STAFF MEMBERS
Education
Administration
* Alan Amory
Senior Programme Specialist: Learning Technologies* Dorcas Wephukulu
Partner Development Co-ordinator: African Storybook* Ephraim Mhlanga
Programme Specialist: Quality Assurance* Fatima Rahiman
Programme Specialist: Learning Technologies* Jabulani Sithole
Knowledge and Communications Manager* Jenny Glennie
Executive Director
* Maryla Bialobrzeska Programme Specialist* Sheila Drew
Senior Education Specialist * Smangele Mathebula African Storybook Partner Development Coordinator, Southern Africa* Takalani Rambau
Programme Specialist: Siyaphumelela Network* Tony Lelliott
Programme Specialist * Cynthia Sissy Juleka Senior Administrator* Elias Macuacua
Digital Systems Co-ordinator* Maureen Madonsela
Projects Administrator* Moses Zulu
Office Assistant
* Mpumi Thabethe
Bookkeeper
* Nombulelo Thabane
Secretary to the Director* Sadiya Sukhadia
Senior Finance and Administration Manager* Sello Laka
HR Consultant
* Shyne Dayaram
Finance and Admin Manager* Andrew Moore
Consultant
* Brenda Mallinson
Consultant
* Jenny Louw
Consultant: Multi-format layout services * Lisa Treffry-Goatley Publisher: African Storybook Initiative* Neil Butcher
Consultant
* Nomalizo Mguye
African Storybook Publishing Consultant* Tony Mays
Former staff member
* Alice Barlow Zambodla* Catherine Ngugi
* Lorato Trok
* Najma Agherdien
* Rosemary Juma
* Alan Amory
Senior Programme Specialist: Learning Technologies* Dorcas Wephukulu
Partner Development Co-ordinator: African Storybook* Ephraim Mhlanga
Programme Specialist: Quality Assurance* Fatima Rahiman
Programme Specialist: Learning Technologies* Jabulani Sithole
Knowledge and Communications Manager* Jenny Glennie
Executive Director
* Maryla Bialobrzeska Programme Specialist* Sheila Drew
Senior Education Specialist * Smangele Mathebula African Storybook Partner Development Coordinator, Southern Africa* Takalani Rambau
Programme Specialist: Siyaphumelela Network* Tony Lelliott
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OUR SERVICES
Saide offers a number of services accross all educational sectors - higher education, teacher education, early childhood development, schooling, technical and vocational education and community education. We do not deliver education programmes, but work with educators, programmes and institutions as well as government to enable successful open learning for all. PROGRAMME AND COURSE DESIGN Programme, course and materials design and development is based on the key principles of Open Learning, whether delivery is fully online, face to face or a blend somewhere in between. MATERIALS DESIGN AND DEVELOPMENT Saide works with collaborative teams to design and develop materials that facilitate access to learning. We encourage the use of effective teaching methodologies, in the context of coherent programmes andcourses.
OPEN EDUCATION RESOURCES At its core, the concept of Open Educational Resources (OER) describes educational resources that are freely available for use by educators and learners, without an accompanying need to pay royalties or licencefees.
POLICY DEVELOPMENT
Assist in developing policy in distance education and open learning and the use of technology. Contribute to policy processes from this perspective.Conduct systemic reviews of distance education provision and the use of technology in education. APPROPRIATE USE OF TECHNOLOGY Research the use of technology in education and encourage and support appropriate use of technology in education QUALITY CRITERIA AND SYSTEMS _Saide _promotes quality educational delivery by supporting institutions in developing approprite quality assurance systems and through quality assurance capacity building. EVALUATION AND RESEARCH Work with the client to develop the evaluation plan, including appropriate indicators. Collect and analyse both quantitative and qualitative information systematically and sensitively. Feed the information back to the client to improve the initiative. BUILD CAPACITY AND SHARE KNOWLEDGE Build capacity in all areas of distance education. Refine understandings of open learning, distance education and the use of technology in education which is shared through our websites, newsletters and online catalogue. Network with the community ofdistance educators.
SOFTWARE AS A SERVICE Software as a service (SAAS; pronounced /sæs/) is a software licensing and delivery model in which software is licensed on a subscription basis and is centrally hosted. It is sometimes referred to as "on-demand software", and was formerly referred to as "software plus services". Saide's SaaS support open access to offer online software to our partner institutions.PROJECTS
Since inception, Saide has developed and sustained an excellent reputation for the quality and effectiveness of its work, and for its ability to manage a wide range of projects. The project pages provide information on our projects, related services and staff involved. Where possible we include links to resources and outputs related to these projects. The search facility can also be used to look for ourresources.
The aim of the African Storybook (ASb) initiative is to support and promote literacy in the languages of Africa using digital storybooks made available through openly licensed digital storybooks distributed by means of web-based Internet and mobile app services. THe African Storybook Initiative is recognised as an official partner of the Department of Basic Education's Read2Lead Campaign.
Participating in a consortium in a multi-sectoral teacher education project that aims to professionalise the sector by developing a standardised framework for the training of ECD practitioners workingin Birth to Four.
Acting as a backbone organization to work with five universities and the university sector as a whole to promote student success. The project is funded by the Kresge Foundation and the partner institutions are the Durban University of Technology, Nelson Mandela University, University of the Free State, University of Pretoria and the University of the Witwatersrand. * ACDE Quality Assurance WorkshopHigher education
* Advanced Diploma in Technical and Vocational Teaching (Adv Dip TVT)Higher education
* Agshare
Higher education
* ANC Political Education Material PackageCommunity education
* Bella Visita SchoolTeacher education
* Capacity building for University of RwandaHigher education
* Capacity Building In Course Design and Development for Makerere University Business SchoolHigher education
* Caring Schools and Education Centres Materials AdaptationSchooling
* CHE Distance Education ResearchHigher education
* CHE Lesotho Audit WorkshopHigher education
* CHE Quality Assurance SupportHigher education
* COL /Vanuatu Open SchoolingSchooling
* COL Open SchoolingSchooling
* COL Quality Assurance ProgrammeHigher education
* COL/UNISWA Materials DevelopmentHigher education
* CPD Programme for Teacher Educators in NigeriaTeacher education
* Department of Education Inclusion Project Early childhood development * DHET/HEAIDS Monitoring and Evaluation of HIV and AIDS CurriculumContent Integration
College education
* Distance EducationCollege education
* DPME/DHET Design Evaluation of Policy on Community CollegesCommunity education
* Early Learning Framework Agreement Early childhood development * Early Maths Stories Early childhood development* ECD in Namibia
Early childhood development * ECD Quality Toolkit Pilot Early childhood development* eKitabu
Early childhood development * Emlalatini Online Course DevelopmentHigher education
* Evaluation of the UKZN Teaching Development GrantHigher education
* Evaluation of Zenex funded BRIDGE Communities of PracticeEvaluation
Teacher education
* Gauteng Education Development Trust/Bridge Evaluation of Communities of PracticeSchooling
* Google Impact ChallengeCommunity education
* HEAIDS TVET Working GroupCollege education
* Household Food Security ProgrammeCommunity education
* ICT Advisory Committee - Department of Basic EducationSchooling
* ICT Rapid Research for DPMESchooling
* iGO Zambia - Early Learning Course for Pre-Primary Teachers Early childhood development * ISCED (Mozambique) Quality AuditHigher education
* ISCED workshop organised by NBAHigher education
* JET Initial Teacher Education ResearchTeacher education
* Literacy Development Phase Three Early childhood development* Maluti workshop
Higher education
* NADEOSA SecretariatHigher education
* NASCA Materials DevelopmentCollege education
* National Advanced Diploma in Education: School Leadership andManagment
Teacher education
* National Data Warehouse DevelopmentHigher education
* National Reading Coalition Early childhood development * National Senior Certificate for Adults QualificationSchooling
* National University of Lesotho ODL WorkshopHigher education
* OER Africa Participatory Action ResearchHigher education
* OER Africa Professional DevelopmentHigher education
* OMT Story Development and Use: South AfricaCommunity education
* Online course dev for FODE, Papua New GuineaSchooling
* OU (UK) ACDE Online CourseHigher education
* PHEA-ETI
Higher education
* PILO KZN Research ProjectSchooling
* QCTO e-Assessment Policy and CriteriaCollege education
* Quality Assurance Support at University of BUEA, CameroonHigher education
* Quality Assurance Support for Rwanda UniversityHigher education
* Reading Support ProjectSchooling
* Review of R-Maths Materials Early childhood development * Rhodes Foundation Phase Support MaterialsTeacher education
* Roger Federer Foundation Early Learning Early childhood development * Roles and Functions of NAMCOLHigher education
* Saide Education StudiesTeacher education
* SAJEI Writers' Workshops for Judicial OfficersHigher education
* SANTS Materials Moderation Early childhood development * Sol Plaatje University Deputy ChairHigher education
* Strengthening Institutional Capacity to Promote Online and DistanceLearning
Higher education
* TDP Continuous Professional Development Certificate Course, NigeriaTeacher education
* Teaching for All: Blended Learning SolutionTeacher education
* TESSA Badged Open Course (BOC) South Africa Early childhood development * TESSA Early Reading CourseTeacher education
* The Action Foundation Early childhood development* TPD@Scale
Teacher education
* Trois Soeurs Education Fund Early childhood development * TVET Installation, Repair and Maintenance (IRM)College education
* Twinning Schools ManualSchooling
* UFS Quality Audit
Higher education
* UJ Postgraduate SchoolHigher education
* UKZN Advanced Certificate in Teaching Materials DevelopmentTeacher education
* Umalusi TVET National Curriculum Vocational QualficationCollege education
* Vaal University of Technology Support for Online/Blended LearningHigher education
* Zambian Community SchoolsTeacher education
* Zambian Community Schools Teacher SupportTeacher education
* Zenex Ulwazi LwethuSchooling
* Zenex Ulwazi Lwethu TechnicalHigher education
* ZENEX/BRIDGE Communities of Practice EvaluationTeacher education
CONTACT
MAILING LIST
Join our mailing listADDRESS
*
Saide
14th Floor,
19 Ameshoff Street,
Braamfontein Johannesburg,South Africa
-26.187392, 28.037548*
info@saide.org.za
*
Phone
+27 11-403-2813
+27 60 436 4823
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