Education and Social Justice 3Jun2022

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Education and Social Justice 3Jun2022

Title Conference on Education and Social Justice 3Jun2021 - Stellenbosch, South Africa
Place Teams@Microsoft
Date, Time 2021/06/03, 0900-1700
Contact Person Thuli Madonsela
Participants Josef.Noll, Fernando M. Reimers, Thuli Madonsela, Wim de Villiers, Nicola Smit, Sarah Sydenham, Jasmine Jacob, Khulekile Msimanga, Wenzile Madonsela Msimanga, Marna Lourens
related to Project BasicInternet
Keywords Social justice, Digital Inclusion
this page was created by Special:FormEdit/Meeting, and can be edited by Special:FormEdit/Meeting/Education and Social Justice 3Jun2022
Category:Meeting
Plenary 3 on Educational Models and Pedagogical Approaches

Education and Social Justice

”Social Justice and Education for the 21st Century:Towards a Decade of Equalizing Opportunities and Optimizing Social Justice Outcomes in and Through Education”

Focussing on three dimensions:

  1. Transforming education itself, with the aim to achieve equality and social justice within education.
  2. The transformative potency of education in other areas of life, with the aim to equalise opportunities and outcomes.
  3. Education as an enabler for South Africa achieving equality with the rest of the world

Plenary III: Educational Models and Pedagogical Approaches

Thumb Title Author Date Keywords
Screenshot 2021-06-03 at 15.58.22.png Advancing Equal Education in the Digital Age
Click to Open
Education and Social Justice 3Jun2022
Josef Noll, Khulekile Msimanga, Wenzile Madonsela Msimanga 3 June 2021 Social justice, Digital Cooperation


Addressing the questions:

  1. What quality criteria do school leaders in ESD (Education for sustainable development) schools recognise as contributing to high quality in education? What is the relative importance of each quality criterion according to the school leaders?
  2. Are there any differences in the quality of school organisation between ESD active schools and reference schools as well as variation of aspects in the ESD active schools?
  3. How can the quality of transformative ESD implementation be understood?
  4. How the notion of sustainability is conceptualized within early childhood education discourses and how it is manifested in early childhood curricula?
  5. Transformation (decolonisation) has been one of the most talked-about subjects in higher education. Whose responsibility is it to transform higher education and can this transformation ensure the realisation of a just and equal society?
  6. Most education systems in third world countries were caught unaware by COVID-19. Access to education became a matter of who has access to technology. What lessons can South Africa learn from this and what impact does COVID-19 have on the future of education systems which are already unbalanced? What can be done to close these gaps?
  7. What policy changes need to be effected to bridge the gap between basic and tertiary education, especially among disadvantaged learners?
  8. How can future education be structured in a manner that enhances an investment in all considering human diversity and the needs of the 4IR?