Project African Dawn : a study of second-chance learners' perceptions of how an equine skills apprenticeship programme has impacted on their identity, their workplace practices and their desire for further learning programmes by Hodes, Margrete Lizbeth

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Demand-driven programme provisioning at a public FET College in the Western Cape : case study of the West Coast FET College by Jooste-Mokgethi, Osma Thandiwe

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Perception of integration in the MBChB III programme at Walter Sisulu University by Garcia-Jardon, Mirta

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Music education in Nigeria, 1842 - 2001 : policy and content evaluation, towards a new dispensation

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Exploring project-based learning: a case study of a first-year medical education course by Weir,Gavin

“…This study describes the eleven-year period of preparation and implementation of a project-based learning programme within a first year course for medical students, at the University of Cape Town. …”
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Exploring students' conceptions of the racial and socio-cultural differences in the learning environment of a medical specialty by Wamono, Aye Aye

“…The education of postgraduate students, so called registrars or intermediary novices, is structured as personal mentoring in the form of cognitive apprenticeship and their legitimate participation in the departmental Community of Practice. …”
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Negotiating the edge : resolving the conflicts and potentials between endogenous and exogenous environments in peri-urban settlement by creating a condition for a narrative between...

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Mathematics, pedagogy and textbooks : a study of textbook use in Grade 7 mathematics classrooms by Jaffer, Shaheeda

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Exploring early childhood music experts’ practices to guide generalist pre-service teacher education in Southern Africa

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Expanding the repertoires of practice of multilingual science student teachers through a decolonial approach to academic literacies at an elite English medium university by Abdulatief, Soraya

“…Drawing on academic literacies and decoloniality theorising, this study examines the apprenticeship into the coloniality of schooling for African language speaking students locating deficit, not in the students but in the lingering colonial ideologies of language and literacy in the schooling and higher education systems. …”
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The contribution of Harmony Goldmine's Protech training to trainee's socio-economic development

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