Contemporary issues in South African education

South African education is widely regarded as being in crisis, facing deep and persistent challenges. This reality is starkly reflected in international assessments such as the 2021 Progress in International Reading Literacy Study (PIRLS), where South Africa ranked last among 43 countries and recorded the steepest decline of all participants.

This book brings together leading scholars to examine critical issues shaping South African education today. Each chapter focuses on a key topic, offering authoritative insights into the system’s weaknesses and potential pathways for improvement. Employing qualitative research methods, the authors provide in-depth analyses that enrich scholars’ understanding of the country’s educational landscape and point toward solutions for a more equitable and effective system.

                                                               ____________________________________________________

Contemporary issues in South African education is a scholarly volume that critically engages with the evolving challenges in South Africa’s education system. Aimed at researchers, academics and postgraduate scholars, the book thoroughly analyses reform imperatives across early childhood, primary, secondary and higher education.

Drawing on empirical insights and global perspectives, the authors interrogate the socio‑political, institutional and pedagogical barriers that hinder learner development and the system’s responsiveness. A key theme is the role of parents as educational partners, with a nuanced, research‑based discussion contrasting idealised goals of involvement with fragmented realities.

The book explores the uneven progress of inclusive education and positions higher education institutions as central to national transformation agendas, calling for greater responsiveness to societal needs. Technological integration is examined through the lens of Geography education, highlighting both the potential and limitations of information and communications technologies in a developing country’s context. Early childhood education, particularly play‑based learning, is addressed through innovative, research‑informed pedagogy.

Chapters on leadership and discipline investigate the realities of under‑resourced schools, promoting servant leadership and positive discipline as alternatives to authoritarian approaches. The tension between authority and democratic values is unpacked through reflections on governance and participatory school cultures.

This volume contributes to broader debates on education reform, policy and practice, situating South Africa’s experiences within global frameworks. It is a vital resource for scholars seeking to understand and shape educational change in complex, postcolonial contexts.

Dr Mari van Wyk, Comprehensive Online Education Services, Faculty of Education, University of Pretoria, Pretoria, South Africa

                                                               ____________________________________________________

Contemporary issues in South African education provides a scholarly platform for critical reflection on the current state of South Africa’s education system. Each chapter contributes to the broader academic discourse by examining a key issue shaping contemporary education. The book emerges at a pivotal moment, offering a retrospective view of progress since 1994 while highlighting the ongoing need for transformation.

Grounded in rigorous research and theoretical frameworks, the volume addresses pressing topics such as parental involvement, inclusive education, information and communication technology integration in teaching and learning, the transformative role of universities, early childhood pedagogy, leadership in multiply‑deprived contexts, school discipline and democratic values in school governance.

While focused on South Africa, several chapters include comparative insights that position local experiences within the global education landscape, making this a valuable case study in international education research. Rather than merely outlining challenges, the book provides evidence‑informed recommendations and solutions that enrich scholarly and policy debates. This book serves as an invaluable resource for researchers and scholars involved in education studies.

Prof. Maria Tsakeni, Department of Mathematics, Natural Sciences and Technology Education, Faculty of Education, University of the Free State, Bloemfontein, South Africa