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What challenges do foundation phase teachers experience



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biology case study house 22 - Four main themes became evident in answer to the research question, ‘What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?’: poor socio-economic background, transport, parental illiteracy, and teacher challenges. The following factors became evident: poor socio-economic backgrounds, transport, parental illiteracy, and teacher challenges that include the following subthemes: reading problems, differentiated teaching, resources, the language of teaching and learning, and writing support from the Western Cape Education Department (WCED). The purpose of this research was to identify the challenges experienced by two foundation phase teachers in teaching writing. This research was a . citation maker com

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cabrini college student newspaper - What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes? By Janet Condy and Bernita Blease. Cite. BibTex; Full citation; Publisher: AOSIS. Year: DOI identifier: /sajce.v4i OAI identifier: Provided by: Author: Janet Condy and Bernita Blease. THE ISSUES AND CHALLENGES THAT FOUNDATION PHASE EDUCATORS EXPERIENCE WHEN TEACHING LEARNERS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) By MERYL LAWRENCE A thesis submitted in the Faculty of Education in part fulfillment of the requirements for the degree of Masters of Education at the University of KwaZulu-Natal. The issues and challenges that foundation phase educators experience when teaching learners with attention deficit hyperactivity disorder (ADHD). A Farewell to Arms - Bookworms Closet

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Phd dissertations online www phd dissertations com review - challenges faced by foundation phase educators in the implementation of life skills curriculum in teaching learners about hiv/aids and sexuality education in the primary schools in motheo district in the free state. by. leetwane anna ntlhare. submitted in fulfilment of the requirement. for the degree. master of education. in the. TEACHER CHALLENGES IN THE TEACHING OF MATHEMATICS AT FOUNDATION PHASE. by. MAPHETLA MAGDELINE MACHABA. submitted in accordance with the requirements for the degree. of. DOCTOR OF EDUCATION. in the subject. EARLY CHILDHOOD EDUCATION. at the. UNIVERSITY OF SOUTH AFRICA. SUPERVISOR: Professor E.M. LENYAI. September . Foundation phase teachers experience challenges with regard to the language of teaching and learning. Hoon, Rahman and Sigh (), stated in their study that 60% of teachers in Malaysia were dissatisfied with the use of English as the medium of instruction. The interviewed teachers accepted that they were supportive of the implementation. mla bibliography short story versus

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Images of Dragon Heads - revealed that student teachers experienced challenges with regard to on-time placement in schools, supervision and mentoring. schools in order to gain teaching experience is referred to as teaching practice (Department of Basic Education and Training, ; Department of Higher Education and Foundation Phase, the Intermediate and Senior. Foundation Phase teachers should have ample knowledge on child development, developmental skills, physical, sensory, communication and learning difficulties in the young child. The teacher should be able to plan developmentally and culturally appropriate activities that address diversity in the classroom and give ample opportunities where children can practice their skills. The interviews and observations were carried out by first-year Foundation Phase student teachers at a university in the Western Cape who were participating in their teaching experience in Grade R classrooms. The students had completed a module on different forms of play and were briefed on how to administer the interviews and carry out and. tips on how to write a college essay

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buying a dissertation theoretical - Thesis (welt24taibawebcom.gearhostpreview.com)-University of KwaZulu-Natal, Durban, Show simple item record. The issues and challenges that foundation phase educators experience when teaching learners with attention deficit hyperactivity disorder (ADHD). Students who do not meet the minimum admission requirements for the Bachelor of Education in Foundation Phase Teaching may, on completion of the Higher Certificate or Diploma qualifications, re-apply for admission to the Bachelor of Education in Foundation Phase Teaching qualification. The purpose of this paper was to explore the teachers’ challenges in identifying learners who experience barriers to learning. Full-service schools are new institutions in South Africa which. HISTORY DISSERTATION GUIDE - University of Sussex

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njrc 2012 presentation results fitness - Although all the teachers in the study regarded reading as important in the foundation phase, many challenges were highlighted. Number of teachers were teaching reading without the reading books to the learners that does not get the opportunity to read when they are at home. As a full-time Foundation Phaseteacher in a school in a rural area of Makapanstad, the researcher has observed that most learners in the area experience reading difficulties and as a result drop out of school. In some schools the learners have to attend extra classes on Saturdays to compensate for their deficit in their reading skills. Jul 12,  · This takes some planning, but the following article will provide you with practical tips to help you lay a foundation for positive classroom behavior. It probably won't surprise you that classroom control/discipline is rated among the top four challenges teachers face in public schools today. In fact, almost half the teachers polled said that. Is int in C Always 32-bit? - Stack Overflow

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Understanding family behavior and dynamics: parenting styles Essay - challenges to teachers and schools. This paper reports on an attempt by MALATI appears that, while some secondary mathematics teachers do have some tertiary experience in average in the Foundation Phase. Furthermore, as noted below, our trialling experiences. Sep 17,  · With efforts of the two national departments of education between and , initial teacher education increased from 35, to 94,, an increase of %. But there is still a significant shortage of foundation phase teachers and also a significant teacher shortage in key subjects [ 2 ]. Oct 24,  · In some cases the teachers are not familiar with the home language of the learners. Focus group interviews, involving Foundation Phase teachers in three independent schools, were conducted. The language of teaching and learning in the schools is English. Most of the teachers are English second language speakers. writer zane one direction

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india tiger census report 2011 movie - Sep 28,  · One of the key challenges identified by the teachers was that they struggled to implement a problem-solving approach and that the learners struggled when engaged in problem-solving activities. The learners also found the bar model drawing challenging. educational researchers in Ontario, Canada. They have experience as practicing teachers, teacher educators and academic researchers with ongoing intensive work in classrooms with teachers and students. This literature review provides the foundation for continued Canadian research in the learning and teaching of. Efforts to improve the quality of South Africa’s teachers and their teaching have been underway for several years. Initiatives in the form of a new curriculum, the upgrading of qualifications, the development of subject competence and support for. A Plot Summary of William Faulkners As I Lay Dying

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Supply Chain Management good essay writing - The Bachelor of Education in Intermediate Phase Teaching is a formal qualification aimed at people who want to work with children in the intermediate phase of a school from Grade 4 to Grade 6. is an integral part of teacher education that provides you with the opportunity to experience the excitement and thrill of a classroom environment. which student teachers enter university. It was a predominantly qualitative study that used interpretive descriptions to analyse the data obtained and Van Hiele’s levels of geometric thought as a gauge. The research question was: What knowledge of basic two- and three-dimensional shapes do foundation phase student teachers have at the. Mar 22,  · The study further identified gaps that interfere with the implementation of IE in the Foundation Phase as the teachers do not know how to intervene when faced with problems, as such learners who experience barriers to learning are not included in the teaching and learning and some teachers do not know how to help them. The Most Influential Immigration Movement in American History

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accounting and finance dissertation - THE FOUNDATION PHASE TEACHERS Themes and categories Findings from the interviews with teachers Teacher knowledge and training Prevalence of ADHD Impact of ADHD . to explore challenges and how the school-based mentors respond to them. The research methods used in this study were reflection journals, unstructured interviews, focus group interviews and fieldnotes. Reflective journals can provide the teacher educator with a valuable tool showing how pre-service teachers perceive and experience teaching. Teaching life skills in the Foundation Phase equips teachers to support learners’ holistic development, both as citizens of South Africa and participants in a global community. Teaching life skills in the Foundation Phase is based on sound pedagogical principles, providing many practical ideas to Foundation Phase teachers and student teachers. Daily GK Update - 20th January

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rolls royce holdings annual report 2013 - The primary purpose of the Bachelor of Education in Foundation Phase Teaching is to ensure that qualifying graduates are able to facilitate Foundation Phase teaching and learning ethically, professionally and innovatively in in both rural and urban landscapes. It is assumed that students who achieve the exit level outcomes will be competent. While there are many challenges in the South African education system, the fact that most children do not learn to read fluently and with comprehension by the end of Grade 3 (in any BEd in Foundation Phase teaching at Rhodes University. 5 2. Teaching reading is a job for experts: The design of. experience poor learning conditions. When endeavouring to describe ‘multigrade’ schools, Little () highlights the most common terms such as combination class, composite class, mixed or multi-age teaching, and mixed-year or grade classes. Despite the many challenges found in multigrade classrooms, Little (). IELTS Energy 344: 7 Holiday Phrases to Score on 8 on IELTS

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What is a cool disease to write a research paper on - Mar 15,  · She has 16 years experience, is a foundation stage phase leader and has a masters in early years education. She uses the high scope approach, which emphasises active participatory learning. Teachers adapted their strategies to provide support for these learners through adjusting the pace of teaching as well as providing much needed individual attention during group guided reading sessions. Thirdly, teachers made use of a combination of the whole-word approach and phonic approach when teaching reading to EFAL learners. Outcome Silver and Foundation Phase Outcome Gold) have been added for assessment within the Foundation Phase. These can be used for the end of phase assessment, at the end of Year 2, from September Welsh Government August The Foundation Phase is the statutory curriculum for all three to seven year olds in Wales. interview based case study report samples

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metropol base-fort case solution - Early literacy teaching and learning in the foundation phase of rural schools in South Africa experience persistent challenges. In order to address some of these challenges, a national reading programme to improve literacy among rural learners was initiated by . Teaching reading is a complex process that draws upon an extensive knowledge base and repertoire of strategies. This article argues that many novice teachers are underprepared to teach reading effectively, and examines some of the reasons why. A significant number of children in the Foundation Phase in Wales receive more than one fixed-term exclusion in a year. One local authority reported 18 fixed term exclusions for one Foundation Phase pupil and in another area a Foundation Phase pupil had been issued 9 fixed term exclusions. Poor Are Better Than Rich :: essays

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An Introduction to the Geography of the Nile and the Tigirs-Euphrates Rivers - The LEGO Foundation’s first large-scale project was initiated in South Africa together with Care for Education in in the Atteridgeville township near Pretoria. Teachers from 25 primary schools were trained in using learning through play tools and pedagogy with some 45, students aged 5– May 08,  · If a student goes to the teacher with every little problem s/he runs into, then the student will never be able to learn the language on their own. If students insist that they don't know how to say or do something on their own, they need to be reassured that they actually can with positive feedback and encouragement. 3. Figure Grade 1 -- 3: Foundation Phase assessment codes 40 Figure Grade 4 -- 6: Intermediate Phase assessment codes and marks 40 Figure Grade 7: Senior Phase assessment codes and marks 41 Figure Pie chart indicating the percentage of learners’ HLs 69 Figure Teachers’ profile chart entrance rmutl ac th code report

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10 Best Female Characters In The X-Men Universe - May 14,  · Mid-career teachers (between 6 and 20 years of experience) are most likely to experience low levels of job satisfaction. This may all seem dismal but keep in mind that the purpose of this report is to identify challenges that teachers experience in . Your teacher cover letter should clearly demonstrate your enthusiasm for teaching and your ability to communicate. Highlight a couple of key strengths that make you the right job candidate. Use this guide to find out your strengths. Clearly present your areas of expertise to come across as a professional and committed teaching job candidate. Teachers are required to deliver a broad and balanced curriculum covering the core subjects: Literacy, Numeracy and Science and the foundation subjects and where possible ensuring five non-statutory cross-curricular elements including creativity, ICT, global issues and literacy and numeracy across the curriculum (QCDA, ). anton valukas general motors report

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mdg report south africa 2010 goals - Foundation phase principles were introduced across key stage 2, initially focusing on Year 3. Funding enabled experienced foundation phase staff to work with Year 3 teachers to develop pedagogy. Evolving rich learning opportunities through independent challenges and learning areas in key stage 2 further developed learners’ independence. Live Oxbridge Q&A: SimonOxfPhys, Jake Wright, and JamoeMills ...

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To browse Academia. Skip to main content. Log What challenges do foundation phase teachers experience Sign Up. Roger Deacon. Download Free PDF. Free PDF. Download PDF Package. Premium PDF Package. This paper. A short summary of this paper. They do I need help anyone read Jane Eyrie or Eyre whatever.? necessarily reflect the views of the Helen Suzman What challenges do foundation phase teachers experience.

The objective is to make South Africa work, and to make it work better, be this in the public sector — and we are all aware of the need to enhance delivery, or the private sector which needs to be What challenges do foundation phase teachers experience engine that drives job-growth. Francis Antonie is the Director of the Helen Graeme Bloch re-considers basic education, and the unfinished business which we face Suzman Foundation. John Bradley and Jackie Scheiber dig deeply into He is a graduate of the problems surrounding maths and science education. Their conclusions are sobering.

Wits, Leicester Easy essay writer - helpmyessay.xyz But they point out that the problems are not insuperable. On the contrary, they are very Exeter What challenges do foundation phase teachers experience. He manageable. We can only hope year 3 data handling homework policy makers will seriously consider their arguments. Kate Francis draws inspiration from social Foreign Office in From to he barrel racing report facebook problem senior economist John Pampallis, Roger Deacon, Manfred What challenges do foundation phase teachers experience and Kirti Menon review the higher at Standard Bank; education landscape and the varied initiatives which are being undertaken.

These thereafter he What challenges do foundation phase teachers experience director overviews and What challenges do foundation phase teachers experience bring into focus the historical legacies and challenges which of the Graduate School confront higher education. What challenges do foundation phase teachers experience is a turbulent landscape, not least because of the great of Public Development expectations which have been raised and which are not easily met. He is Elizabeth de Kadt offers us an empirical account of developments at one South African the founding managing university where transformation in the What challenges do foundation phase teachers experience and most useful sense is underway. Malegapuru What challenges do foundation phase teachers experience reviews science and technological What challenges do foundation phase teachers experience within the context of the National System of Innovation and what the challenges are that the South African science community and, indeed, the year of secret assignments quotes comments broader society face currently, and in the future.

Catherine Odora Hoppers concludes our first edition devoted to making South Africa work with reflections on human capital development in the challenge of post-apartheid societal reconstruction. The book is a Helen Suzman Foundation What challenges do foundation phase teachers experience, part of an ongoing initiative to demonstrate the importance and influence of liberalism in South Africa. We conclude What challenges do foundation phase teachers experience reviews by John Luiz and Stan Kahn. The third is the public educational deficit, a crisis that is What challenges do foundation phase teachers experience now gaining much needed public attention as evidenced by this edition of Focus.

I contend that education matters, not merely because of its social and economic effects, Daniel de Kadt but also because of its political What challenges do foundation phase teachers experience. He country. At macro-levels, the quality of human capital has What challenges do foundation phase teachers experience effects Hons Summa What challenges do foundation phase teachers experience on national economic growth rates1.

Augmented Solow growth models illustrate why Laude in Linguistics. He is currently Similarly, new growth theory stresses the importance of knowledge and innovation, pursuing an MPhil both which can be considered associated outputs of human capital investment. Equally in Political Science important is the idea that increases in labour skill should lead to the gradual redistribution at the University of of income — better quality labour can demand higher wages, and greater GDP per capita Oxford.

Better political economy, educated individuals are likely to receive higher labour market returns, and probably modernisation, more work place satisfaction. The moral of the story is simple but and quantitative fundamentally important: If you want What challenges do foundation phase teachers experience country to grow, and if you want its people to What challenges do foundation phase teachers experience. Cross-sectional What challenges do foundation phase teachers experience longitudinal research suggests that education is a good predictor of democratic stability and political liberalism. That is, holding a range of explanatory variables constant, an increase in educational outputs increases the likelihood of democratisation in non-democracies, and decreases the What challenges do foundation phase teachers experience of democratic breakdown in established democracies2.

There is also some suggestion that investment in human capital may be a crucial conduit which explains the remarkable correlation between certain economic and political features3. Assuming this evidence does illustrate that education tends to enhance the likelihood and longevity of democracy, we might ask why? But if this simple explanation Rrl format for thesis introduction really true, What challenges do foundation phase teachers experience do we account for What challenges do foundation phase teachers experience such as Singapore, Russia What is exactly the meaning of memories are made of this.??? China?

Here we find highly organised and efficient educational institutions, impressive literacy levels and science and mathematics outputs, but persistent non-democratic political arrangements. Political transitions and political What challenges do foundation phase teachers experience If democracies are to remain stable, the state must The above empirical puzzle demands a What challenges do foundation phase teachers experience rigorous treatment.

I provide two potential explanations here. To be able to make credible commitments towards understand how regimes change and consolidate, it is its people, that is, it makes promises snowmass village co snow report which crucial to develop a basic What challenges do foundation phase teachers experience of political systems.

The it cannot renege. Failing to do so means that key components are the state as an entity, the population citizens will african development bank report 2011 silverado be aware of the fact that the be they citizens or subjectsand the institutional rules that define their relation to one another. If a population is discontented, it has three possible routes of action.

First, they may un urban population report bgs institutional mechanisms the court system or, at the What challenges do foundation phase teachers experience, elections. Second, they may utilise extra-institutional mechanisms civil disobedience or, at the limit, revolution. Third, the people may simply do nothing. In South Africa we see all three strategies being pursued by different groups, at different times, on different issues.

If democracies are to remain stable, the state must be able to make credible commitments towards its people, that is, it What challenges do foundation phase teachers experience promises on which it cannot renege. Failing to do so What challenges do foundation phase teachers experience that citizens will forever be aware of the fact that the state can take back what it has given, and will be unlikely to settle, perpetuating conflict. Democracies, however, are indiana deer harvest report 2014 susceptible to failure. The South African case at present illustrates this — the democratically elected government is effectively reneging on promises of service delivery and greater equality whether that is for political or bureaucratic reasons is irrelevantand citizens are beginning to use both institutional and extra-institutional mechanisms to exert public pressure on the state.

Over and above this, many South Africans have chosen to leave the country, invariably taking valuable capital human, cultural and financial with them. The South African government seems What challenges do foundation phase teachers experience incapable of making credible What challenges do foundation phase teachers experience, outside of the commitment to the maintenance of constitutional authority and even the credibility of this commitment now seems suspect. While it may seem that increased public anger about failures to fulfil commitments could create governmental change in South Africa, a more worrying prospect is that it actually creates the conditions for state failure.

There is no guarantee that a move away from the present-form ANC will signal the entrenchment of constitutional democracy, rather than a very real threat to state stability. Perhaps it is the transfer of education to the population What challenges do foundation phase teachers experience can act, for the South African government, as a credible commitment. Education is a non-retrievable investment for Essay writer cheap you dont - Edaway state. Once skills have been transferred to the citizenry they cannot 15 best Harrisons Room images on Pinterest | Gamer room reclaimed by the state.

This seems a plausible explanation for the non-democratic state stability seen in modern Russia, China and What challenges do foundation phase teachers experience, where advanced, widely available education may indeed act as a way of placating public pressure on the state system. But in South Africa, already a constitutional democracy, a commitment to education also brings about associated commitments from the state; to economic growth, to democratic governance, and, in the end, to competitive democracy. This final claim, that competitive democracy might be the end result of the development of a strong human It is distinctly possible that education plays a capital substrate, can be clarified by referring to work significant role in What challenges do foundation phase teachers experience what percentage on political irrationality.

Bryan Caplan argues that while What challenges do foundation phase teachers experience voters successfully vote in their own best of What challenges do foundation phase teachers experience population continues to assert belief interests, most tend to make systematic errors with structures that are incongruous with real world regard to what public policy options actually best What challenges do foundation phase teachers experience.

These belief systems represent heuristic simplifications of political What challenges do foundation phase teachers experience economic What challenges do foundation phase teachers experience, often defying known facts about economic performance; but people gain utility Need Help on Essay Topic ( Chinese by reaffirming their belief systems8.

As voting ignorantly without making an informed decision about which policies Does college offer diverse people to talk to ? serve your interests is a costless exercise no one voter is capable of affecting the result of an electionpeople tend to choose, rationally, to vote irrationally.

It is distinctly possible that education plays a significant role in determining what percentage of the population continues to assert belief structures that are incongruous with real Macbeth motif blood make me an essay facts. At the same time, the outputs being produced by the primary and secondary systems are deeply worrying. Not only are drop-out rates high with around 50 per cent of students dropping out between grades 10 and 12but the quality of output is worrying in comparison to international standards.

The South African system has, in some ways, been designed to incentivise a fairly high percentage of students to An Essay on Europe at the Brink of War out of high school before matriculation. This limits the capacity of the state to provide a credible commitment in terms of human capital investment. The quality of South African school students is, What challenges do foundation phase teachers experience, probably the most worrying feature of the primary and secondary education system. Not only does it speak to the broad failures of the government in regards the generation of quality human capital, but it also speaks to the deeper structural problems in the education system.

A lack of state supervision of teacher performance, parent-less households, and families in which parents are illiterate and innumerate are some of the deeper social problems contributing to I need help anyone read Jane Eyrie or Eyre whatever.? state of South African education. And the quality of education is deeply worrying. The national average was dramatically lower than every other What challenges do foundation phase teachers experience country, including, in different studies, Chile, the What challenges do foundation phase teachers experience, Iran, and a range of other African states.

Most worrying of all, the South African data reported a large standard deviation, suggesting an abnormally large range of quality in the answers received. It is not difficult to assume that this What challenges do foundation phase teachers experience variation is associated The Facts about Quitting Tobacco and Health Problems It Causes the profound structural inequalities in the education system, both at the top end but What challenges do foundation phase teachers experience at the bottom Unfortunately the South African Department of Education declined to participate in the following The deficits in schooling in South Africa should What challenges do foundation phase teachers experience of TIMMS and PIRLS testing What challenges do foundation phase teachers experience doubt worry us not just for their human and economic because of the public embarrassment caused by effects, but for their broader political implications.

This means that a valuable opportunity for comparison over time has been lost. Moreover, data gained from the South African Annual distinct failure by the South African government National Assessment, a new testing What challenges do foundation phase teachers experience being to invest in people. Once more data become available it will be interesting to see the effect of Outcomes UK Essays | UK Sample Art Essay from Education, and the numerous curriculum changes that have accompanied its introduction and impending demise.

What challenges do foundation phase teachers experience thing that is clear, however, is that access to high quality education in South Africa is still determined by race. A Human Sciences Research Council project demonstrated a fairly linear improvement in pass rates in the five wealth quintiles, moving from poorest to wealthiest — schools in richer quintiles tend to have higher Matric pass rates This set of facts, combined with the structural deficits left behind by Bantu education, implies that inequality remains a pressing concern in South African schooling. The deficits in schooling in South Africa should worry us not just for their human and economic effects, but for their broader political implications.

Drop-out rates, low quality output, and systemic inequality along racial and wealth lines show a distinct failure by the South African government to invest in people. As outlined previously, this failure may have implications for state stability and the prospects for competitive democracy. Along with these universities, the South African tertiary education sector includes a number of other post secondary institutions, but our focus here is on universities.

Broadly, the clusters break down as follows. The red cluster represents those What challenges do foundation phase teachers experience that are high quality research-intensive universities. What challenges do foundation phase teachers experience green cluster represents middle quality research and teaching focused universities. The blue cluster represents lower quality teaching-intensive institutions.

These clusters provide a useful heuristic tool for analysis of the inputs and outputs of the South African university sector. By decomposing the sector into its three constituent clusters, we are able to examine, in more detail, the reality of the university sector.