Established in 2006, TATA Africa Services (Nigeria) Limited operates as the nodal point for Tata businesses in West Africa. TATA Africa Services (Nigeria) Limited has a strong presence in Nigeria with investments exceeding USD 10 million. The company was established in Lagos, Nigeria as a subsidiary of TATA Africa Holdings (SA) (Pty) Limited, South Africa and serves as the hub of Tata’s operations in Nigeria and the rest of West Africa.

What About Us

A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

/pdf/education-at-a-glance-m5vl7o68j5.pdf

Education at a Glance

On behalf of Mr. Koichiro Matsuura, Director-General of UNESCO, it is my great pleasure to welcome you all to this international scientific conference. Drylands are often considered fragile ecosystems, yet they have a remarkable resilience to stress. They are home to unique and well-adapted plant and animal species that we need to conserve. Some of the world’s greatest cultures and belief systems have originated in drylands. On the other hand, desertification and land degradation in drylands often result in poverty and cause environmental refugees to abandon their homes. These problems can only be addressed in a holistic manner, based on sound scientific research and findings. Solutions to the problems of dryland degradation need to be communicated as widely as possible through education at all levels. These are many reasons why UNESCO – within its mandate of science, education, culture and communication – took the intiative to organize this conference. And we are glad that so many partners have responded to our call. UNESCO considers this conference as its main contribution to the observance of the International Year of Deserts and Desertification in 2006. We have deliberately chosen the title ‘The Future of Drylands’ as we feel it is time to redefine our priorities for science, education and governance in the drylands based on 50 years of scientific research in arid and semi-arid zones. In fact UNESCO has one of the longest traditions, within the UN system, of addressing dryland problems from an interdisciplinary, scientific point of view. In 1955, the ‘International Arid Land Meetings’ were held in Socorro, New Mexico (USA). They were organized by the American Association for the Advancement of Science (AAAS), sponsored by UNESCO and supported by the Rockefeller Foundation. One important output of the International Arid Land Meetings was a book entitled The Future of Drylands, edited by Gilbert F. White and published in

United Nations Educational, Scientific and Cultural Organization (UNESCO)

Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies can be properly targeted and developed to counter an ever-changing landscape of social problems. The book will be essential reading for all those who loved (or loathed) the arguments developed in Realistic Evaluation (Sage, 1997). It offers a complete blueprint for research synthesis, supported by detailed illustrations and worked examples from across the policy waterfront.

Evidence-based Policy: A Realist Perspective

Prisoners who fail to take control of their correctional programming fail to change themselves. Ricciardelli is not writing in the tradition of governmentality scholars; rather, she sets out to describe the interior worlds of prisoners as they seek to reconcile the environmental risks of drugs and violence with their hope to achieve parole and reintegrate into their community. Prisons are unlikely places for positive self-change.

Epistemologies of the South: Justice Against Epistemicide:

The author examines the extent to which policies of education decentralization promote equity and redress. He states that while post-apartheid education policy has made significant strides in de-racializing education, deep seated and endemic inequities in society and in education are yet to be tackled. The South African case indicates that:

Decentralization is not a panacea for enhancing participation, effecting equity and/or improving quality;
Policies of education decentralization cannot easily affect equity in societies with a high degree of social inequity;
Ambitious education programs are only effective to the extent that institutions are able and committed to engage with processes of change;
Charging fees at the school level is not a policy that has engendered greater equity in South Africa.

Education decentralisation in South Africa:equality and participation in the governance of schools - Paper commissioned for the EFA Global Monitoring Report 2009- Overcoming Inequality: why governance matters

The author examines the extent to which policies of education decentralization promote equity and redress. He states that while post-apartheid education policy has made significant strides in de-racializing education, deep seated and endemic inequities in society and in education are yet to be tackled. The South African case indicates that: 
 
Decentralization is not a panacea for enhancing participation, effecting equity and/or improving quality; 
Policies of education decentralization cannot easily affect equity in societies with a high degree of social inequity; 
Ambitious education programs are only effective to the extent that institutions are able and committed to engage with processes of change; 
Charging fees at the school level is not a policy that has engendered greater equity in South Africa.

EFA Global Monitoring Report 2009- 'Overcoming Inequality:Why governance matters'

This paper examines the democratisation of education in South Africa within the context of the policy of educational decentralisation with regards to key policy texts, namely, the South African Schools Act (SASA) and the National Norms and Standards for School Funding (NNSSF). It begins by exploring the concept of decentralisation with specific reference to the notions of democratisation and participation. This leads to an examination of these concepts within the South African context. The final section examines the policy impact of participation and democratisation in relation to the powers and functions of School Governing Bodies (SGBs) by considering four illustrative examples, namely, religion, language, admissions and teacher employment. The paper concludes by considering the policy gap between policy rhetoric and practice in relation to attempts to entrench democracy and participation, and enhance participation at the school level.

Democratising Education in a Decentralised System: South African policy and practice

The formal end of apartheid was greeted with optimism and expectations. A new Government of National Unity with Nelson Mandela at its head signaled a new just and democratic social order, including social justice in and through education. Twenty years later, formally desegregated yet class-based educational institutions, continuing disparities and inequities, and poor academic achievement are key features of the contemporary educational order. This article considers how far South Africa has come since 1994 in realizing laudable constitutional and policy goals, especially equity, quality, and social justice in education. It argues, however, that, as a consequence of policy, the doors of learning remain firmly shut to the majority of South Africans. Some key strategies to advance social justice are identified. A failure to act now and with urgency to reform South Africa’s educational approach betrays constitutional ideals and leaves intact the systemic crisis of education that especially affects South Afric...

http://digitalknowledge.cput.ac.za/bitstream/11189/3268/5/Badat-Saleem-Sayed-Yusuf-Post-1994-South-African-Education-The-Challenge-of-Social-Justice-%20The-%20Annals-Of%20-The%20-American%20%e2%80%93Academy-2014.pdf

Post-1994 South African Education The Challenge of Social Justice

The policy of educational decentralisation has in recent times become a key aspect of educational restructuring in the international arena. The decentralisation of educational control and decision‐making is also evident in discussions surrounding educational restructuring in South Africa and has been expressed in the call for greater community and parental participation in schooling. This move towards greater devolution and participation in schooling increased in momentum after the elections of 1994 and was sanctioned with the passing of the South African Schools Act (SASA) in November 1996. In an attempt to understand the move towards educational decentralisation, this paper examines the rationale and likely implications behind such a policy in the South African context. The paper argues that educational decentralisation in the South African context may result in greater educational inequities along the lines of class rather than race. The paper cautions against unqualified commitment to educati...

http://digitalknowledge.cput.ac.za/bitstream/11189/4794/1/Sayed_Yusuf%20_Discourses%20of%20the%20policy%20of%20educational%20decentralisation%20in%20South%20Africa%20since%201994%3a%20An%20examination%20of%20the%20South%20African%20Schools%20Act_pdf

Yusuf Sayed

Papers

Education decentralisation in South Africa:equality and participation in the governance of schools - Paper commissioned for the EFA Global Monitoring Report 2009- Overcoming Inequality: why governance matters

EFA Global Monitoring Report 2009- 'Overcoming Inequality:Why governance matters'

Democratising Education in a Decentralised System: South African policy and practice

Post-1994 South African Education The Challenge of Social Justice

Discourses of the Policy of Educational Decentralisation in South Africa since 1994: an examination of the South African Schools Act [1][2]