Yusuf Sayed
Datos Biográficos
| ID | 760422 |
|---|---|
| NOMBRE | Yusuf Sayed |
| NOMBRES | Yusuf |
| APELLIDO | Sayed |
| FIRMA | SAYED Y |
| AFILIACIONES | University of Sussex |
| ORCID | 0000-0002-2534-8420 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 61 |
| TOTAL DE CITAS | 116 |
| TOTAL COMO AUTOR | 61 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
School-university partnership for effective teaching practicum experiences
The paper explores how three Initial Teacher Education programmes in Brazil, South Africa, and India cultivate school-university collaborations to support the teaching practicum. • The research identifies key elements for effective school-university partnerships, analysing their role in the teaching practicum through three lenses: governance structures and processes, the quality of relationships, and the allocation of resources. • The paper empha…
The world bank's Coach model of teacher professional development
Global governance and a new social contract for education
UNESCO’s 2021 Report Reimagining our futures together: A new social contract for education calls for principled dialogue and laudable commitment to education as a common good. At its heart is the call for a new social contract for education. This article interrogates the governance implications of such a principled social contract in the contemporary global education policy context, marked by power asymmetries between various actors, including st…
Teacher Motivation to Teach in Challenging School Contexts on the Cape Flats, Western Cape, South Africa
This study emerged from a desire to understand the motivation of teachers to teach in challenging school contexts on the Cape Flats of South Africa where the legacy of apartheid continues to impact the quality of teaching and learning as the communities experience abject poverty, violence, and gang activity and have little regard for schooling, teachers, or education. This qualitative study employed an interpretative paradigm to understand the pe…
Assessing progress in tracking progress towards the education Sustainable Development Goal
Discourses of international actors in the construction of the decentralisation policy
Decentralising education is a much-debated topic among policy researchers and practitioners though not often from a Foucauldian-influenced CDA perspective. This article’s specific focus is education decentralisation in Benin, arguing that the policy is framed by a modernist development understanding and reflects the country’s (neo-) colonial legacy and the influence of the development agencies and consulting firms involved in writing the policy. …
The World Bank’s construction of teachers and their work
This article examines how World Bank (WB) policy texts discursively constitute teachers and their work as functioning according to a circumscribed set of teaching approaches, while subjugating their reflexive and autonomous professional identities. But neither WB texts nor teacher images within them provide robust accounts of the realities of teachers and their work. What emerges are tropes of policy reforms in teachers and their work arguing for…
Teachers and Teacher Education
As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal (SDG) 4 will remain elusive. Drawing from two interrelated empirical studies, one focusing on citizenship and social cohesion at high school level and the other on the implementation of assessment fo…
Epistemic decolonisation in reconstituting higher education pedagogy in South Africa
This paper seeks to understand how the curriculum is experienced across two higher education institutions to probe students’ understandings of epistemic access in the context of decolonisation debates. Three particular aspects of student experience of the decolonised curriculum and pedagogy are scrutinised. First, we look at the kind of sociality encouraged in the pedagogic encounter. Since a core function of education is social and cultural form…
Teacher Education, Common Purpose and the Forging of Multiple Publics in South Africa
In an important scholarly intervention on African publics, Raufu Mustapha argues that the multiplicity of publics is not an obstacle but instead a creative resource that can be used to forge common purpose through public deliberation. However, he does not elaborate how common purpose operates and to what effect. In this article, we examine the dynamics of common purpose among student teachers in South Africa. Teachers inculcate the dispositions a…
Acquiring Pedagogic Authority While Learning to Teach
The quality of an education system and the quality of its teachers and teaching are interconnected. Learning to teach and teach meaningfully and equitably is a core priority of education reforms. In this article we reflect on what the process of learning to teach might mean for teachers in an education system. We ask how and to what extent initial teacher education mitigates and reduces education inequities. In particular, we examine the relation…
Poverty, protests and pandemics
No description supplied
Education and Care
Children and youth at risk, particularly those placed in child and youth care centres (CYCC) in South Africa, have suffered from school disengagement due to multiple barriers to learning such as the exposure to crime and violence at a young age. As children and youth at risk at these centres find it difficult to engage in learning, new approaches need to be found to re-engage their interest to learn. This article discusses how the ‘Curriculum of …
Constraints Influencing the Efficacy of a PGCE Mathematics Program
The learning attainment of South African learners in mathematics is, as The International Mathematics and Science Study (TIMSS) data reveal, far from optimal. A key contributing factor is a shortage of competent and confident qualified mathematics teachers. The Post Graduate Certificate in Education (PGCE) offered at South African universities is a key qualification designed to address this challenge (amongst others, such as the Bachelor of Educa…
Social cohesion and initial teacher education in South Africa
Initial teacher education (ITE) is a key focus in current policy particularly in respect to shaping student teachers' dispositions and capabilities to effect change within the systems they will work, and for the learners they will teach. Teachers' pedagogic strategies also mediate inequalities and continuities within the education system, linked to the schooling system and society they operate within. In South Africa, contextually relevant pedago…
Comparative education
Education policy borrowing and mediation across and within countries
As teachers and teacher education rises to the top of the global education agenda, questions about what makes for quality teacher education programmes, what accounts for teacher job satisfaction an
Identities and achievements
Learning, pedagogy and the post-2015 education and development agenda
Education quality, and teaching and learning in the post-2015 education agenda
Knowledges, identities and aspirations
Navigating international education and development partnerships and the importance of teaching, teachers and teacher education in promoting education quality
This edition of Compare includes seven articles covering diverse contexts including Cameroon, England, Denmark, India, Ireland, Kenya, Mauritius and South Africa. They focus on two key concerns in
Aspirations, differences and inequalities
In a context of globalisation, one finds both opportunities and inequalities increasing in parallel. Aspirations are high, especially amongst young people, yet when frustrated, the result is increa
Converging and diverging comparisons
This Open Issue of Compare comprises seven articles, a number of which contribute to the ongoing theoretical debate in comparative education as to the factors that explain the characteristics of ed
Democratisation, rights and accountability in education systems
This open issue carries nine papers that deal variously with issues of rights, democratisation and accountability in education systems through exploring the experiences of students (both adults and
Post-1994 South African Education
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. Th…
Education quality, and teaching and learning in the post-2015 education agenda
Discourses of the Policy of Educational Decentralisation in South Africa since 1994
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 schoo…
Physical access to schooling in South Africa
The Education for All and Millennium Development Goals commit national governments, international agencies and civil society to ensure that all children are provided with basic education. In South Africa this would mean full attendance in Grades (1-9). The achievement of universal primary education and gender equity across low-income countries are seen as critical to efforts to reduce poverty, increase equity and transform the developmental prosp…
Decentralisation and the construction of inclusion education policy in South Africa
This paper critically reviews the ways in which the policy of education decentralisation in post‐apartheid South Africa results in both forms of inclusion and new forms of exclusion. Drawing on a two‐year research project carried out in three provinces in South Africa, it shows how in the governance of schools, new forms of exclusion are being generated. It thus throws into sharp relief the policy effects of education decentralisation in South Af…
Promoting access and enhancing education opportunities? The case of ‘no‐fees schools’ in South Africa
Public financing of education in the developing world context combines public and private funds, and the utilisation of fees is seen as a way of complementing state resources. In South Africa the new government in 1994 permitted schools to charge fees, a policy that has provoked much controversy. While different aspects of this policy have been well documented, less is known about the decision to review this policy and declare certain schools as …
Education quality in post‐apartheid South African policy
In spite of numerous definitions of quality, consensus on what constitutes quality is less clear and contested. Using South Africa as a case study, this paper explores the current conceptual thinking and debates about education quality. Specifically the paper reviews selected South African policy texts to identify how some of the global dimensions of quality map onto South African policy discourse. The paper begins by reviewing some of the concep…
Democratising Education in a Decentralised System
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 co…
Changing forms of teacher education in South Africa
Social cohesion and initial teacher education in South Africa
Initial teacher education (ITE) is a key focus in current policy particularly in respect to shaping student teachers' dispositions and capabilities to effect change within the systems they will work, and for the learners they will teach. Teachers' pedagogic strategies also mediate inequalities and continuities within the education system, linked to the schooling system and society they operate within. In South Africa, contextually relevant pedago…
Compare Forum
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
EFA, civil society and the post-2015 agenda
View correction statement: COMPARE Forum: EFA, civil society and the post-2015 agenda Notes 1. The views presented in the Forum are those of the authors and do not represent any official institutional position. 2. For example, Adams (Citation2012) reviews proposals by the Overseas Development Institute, UN Conference on Sustainable Development Goals, The Center for International Governance Innovation and others. 3. With some exceptions emerging, …
Globalisation, educational governance and decentralisation
Integrating South African Schools
Aspirations, differences and inequalities
In a context of globalisation, one finds both opportunities and inequalities increasing in parallel. Aspirations are high, especially amongst young people, yet when frustrated, the result is increa
(Re)Framing Education Exclusion and Inclusion Discourses
Educational policy in South Africa
Understanding Educational Decentralization in Post-Apartheid South Africa
Yusuf Sayed, Understanding Educational Decentralization in Post-Apartheid South Africa, The Journal of Negro Education, Vol. 66, No. 4, Education in a New South Africa: The Crises of Conflict, the Challenges of Change (Autumn, 1997), pp. 354-365
Discourses of international actors in the construction of the decentralisation policy
Decentralising education is a much-debated topic among policy researchers and practitioners though not often from a Foucauldian-influenced CDA perspective. This article’s specific focus is education decentralisation in Benin, arguing that the policy is framed by a modernist development understanding and reflects the country’s (neo-) colonial legacy and the influence of the development agencies and consulting firms involved in writing the policy. …
The World Bank’s construction of teachers and their work
This article examines how World Bank (WB) policy texts discursively constitute teachers and their work as functioning according to a circumscribed set of teaching approaches, while subjugating their reflexive and autonomous professional identities. But neither WB texts nor teacher images within them provide robust accounts of the realities of teachers and their work. What emerges are tropes of policy reforms in teachers and their work arguing for…
Poverty, protests and pandemics
No description supplied
Learning, pedagogy and the post-2015 education and development agenda
Converging and diverging comparisons
This Open Issue of Compare comprises seven articles, a number of which contribute to the ongoing theoretical debate in comparative education as to the factors that explain the characteristics of ed
Equity and education change
Equity and ‘No Fee’ Schools in South Africa
Despite almost 20 years of democratic governance in South Africa, there is growing evidence that equitable access to quality education remains elusive for the majority of its children. In 2007, the Department of Education declared 40 per cent of schools in the country to be ‘no fee’ schools and, by 2011, 60 per cent of all schools had been designated as such. This article examines the introduction and the effects to date of the no fee schools pol…
Transforming Educational Management in South Africa
Muavia Gallie, Yusuf Sayed, Herma Williams, Transforming Educational Management in South Africa, The Journal of Negro Education, Vol. 66, No. 4, Education in a New South Africa: The Crises of Conflict, the Challenges of Change (Autumn, 1997), pp. 460-467
Understanding Educational Decentralization in Post-Apartheid South Africa
Yusuf Sayed, Understanding Educational Decentralization in Post-Apartheid South Africa, The Journal of Negro Education, Vol. 66, No. 4, Education in a New South Africa: The Crises of Conflict, the Challenges of Change (Autumn, 1997), pp. 354-365
Inclusiveness and participation in discourses of educational governance in South Africa
The abolition of apartheid has, for the first time, made it possible for South Africa to enter into discourses of inclusiveness on all levels of society: constitutionally, legislatively and in terms of policies and processes of implementation. Given the white supremacist and exclu‐sivist nature of apertheid, current transformation processes are explicitly aimed at redressing the imbalances and inequities caused by apartheid iself. The new Constit…
Discourses of the Policy of Educational Decentralisation in South Africa since 1994
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 schoo…
The governance of the South African higher education system
Educational policy in South Africa
Needs-Based Resource Allocation in Education via Formula Funding of Schools
Changing forms of teacher education in South Africa
Democratising Education in a Decentralised System
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 co…
Inside and Outside the School Gates
Schooling is often optimistically presented as the forum in which individuals find avenues for self development where a nation can sow and harvest the human resource potential of the future generation of society where notions of democracy equity and social justice are taught and learnt. Most nation-states develop their official policies around education in order to realise at least some of these psychological social and ideological goals yet the …
(Re)Framing Education Exclusion and Inclusion Discourses
Integrating South African Schools
Decentralisation and the construction of inclusion education policy in South Africa
This paper critically reviews the ways in which the policy of education decentralisation in post‐apartheid South Africa results in both forms of inclusion and new forms of exclusion. Drawing on a two‐year research project carried out in three provinces in South Africa, it shows how in the governance of schools, new forms of exclusion are being generated. It thus throws into sharp relief the policy effects of education decentralisation in South Af…
Promoting access and enhancing education opportunities? The case of ‘no‐fees schools’ in South Africa
Public financing of education in the developing world context combines public and private funds, and the utilisation of fees is seen as a way of complementing state resources. In South Africa the new government in 1994 permitted schools to charge fees, a policy that has provoked much controversy. While different aspects of this policy have been well documented, less is known about the decision to review this policy and declare certain schools as …
Physical access to schooling in South Africa
The Education for All and Millennium Development Goals commit national governments, international agencies and civil society to ensure that all children are provided with basic education. In South Africa this would mean full attendance in Grades (1-9). The achievement of universal primary education and gender equity across low-income countries are seen as critical to efforts to reduce poverty, increase equity and transform the developmental prosp…
Developing alternative theoretical lenses on educational policy and practice
Education in the context of globalisation
View correction statement:Erratum Notes 1. For an in‐depth discussion of this concept, see: Rizvi, Fazal. 2009. International students and doctoral studies in transnational spaces. Paper presented at the ESRC seminar on ‘Rethinking the Needs of International Students: Critical Perspectives on the Internationalisation of UK HE Institutions’, September 23, 2009, in Nottingham. http://www.education.bham.ac.uk/research/seminars1/esrc/isss.shtml
Global reforms and local interpretations
This open issue of Compare reflects the international nature of the journal with articles which focus on educational issues in South Africa, Spain, France, England, Peru, China and Central Asia. Ma
Globalisation, educational governance and decentralisation
Comparison, convergence and educational reform
This open issue of the journal is notable insofar as the majority of articles involve studies that compare aspects of education across national borders. Two of the articles involve comparisons of t
The continuing relevance of context for national and global educational policy and practice
The global-local interface
The global-local interface: zones of tension or opportunity?." Compare: A Journal of Comparative and International Education, 41(6), pp. 719–720
Quality, diversity and lesson learning in international education
This open issue of Compare brings together articles which address education quality, diversity and comparative lesson learning in different national contexts. They also bring into focus countries i
Global security, religion and education development
The article offers a brief profile of the participants to the forum on the connections between security, religion and education situating it as a crisis for comparative education. It states that the contributors come from varied backgrounds, and have different opinions concerning the topic. The participants include Lynn Davies, Mike Hardy, and Masooda Bano. It notes that their arguments can be seen as contentious, and understanding the role of th…
After 2015
Welcome to the first edition of the Compare Forum. It is an important space in the journal where different actors and organisations can develop and respond to key contemporary issues in the field o
Political science (51 obras) · Global Educational Policies and Reforms (33 obras) · Sociology (30 obras) · Economics (27 obras) · Law (22 obras) · Economic growth (20 obras) · Pedagogy (19 obras) · Teacher Education and Leadership Studies (19 obras) · Global Education and Multiculturalism (18 obras) · Politics (18 obras)