Yusuf Sayed’s research while affiliated with University of Cambridge and other places

... (Sasere & Makhasane 2023) Somalia -"The NGOs do not consult with us about which training we require, and we are instructed to take such training. But it would be better to consult with us…" (Sayed et al. 2024) Ethiopia -"All decisions were made at the centre…We expressed our dissatisfaction at various times, but our voice was unheard." (Gemeda & Tynjälä 2015, p11) Findings ...

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Just teacher learning in Africa: Examining professional development provision through the lens of power, knowledge and inclusion

... We have argued that such an approach reflects the democratic and human rights-based principles of the UN and other international agencies, as well as the direction of travel for global policy commitments into the 2020s (UNGA, 2016;ICFE, 2021;INEE, 2021). The framework complements recent work on the governance implications of the ICFE's new social contract for education, and international organisations' role in this, in light of obdurate power asymmetries (Sharma & Sayed, 2024). Where Sharma and Sayed's (2024) work identifies social justice based principles to inform such governance arrangements, the endogenous systems leadership framework operationalises this by highlighting some of the processes involved in the leadership of inclusive, equitable education for all during crises (Figure 2). ...

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Endogenous systems leadership of education provision during crises in low-and middle-income countries: a conceptual framework

... Esto implica reforzar los programas de estudio y métodos de enseñanza para que integren elementos como la educación para la sostenibilidad, los derechos humanos, la valoración de la diversidad cultural, la resolución de conflictos y la promoción de una ciudadanía global solidaria y comprometida con el desarrollo humano (Rose & Sayed, 2024). ...

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Incorporación de la educación para la ciudadanía global en la enseñanza del inglés en educación media: posibilidades desde los docentes

... The implementation of mother-tongue instruction in many educational institutions across the country has largely remained unchanged. English continues to be the primary language of instruction, even in communities where it is not the learners' first language (Ngcobo & Barnes, 2021;Motala et al., 2023). In South Africa, despite the Constitution of 1996, the South African Schools Act (SASA) of 1996 and the Use of Official Languages Act of 2012, the use of English continues to dominate in most schools (Kretzer & Kaschula, 2021). ...

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The use of "mother tongue" in information literacy instruction among the NEET (not in education, employment, or training) youth at a South African township

... Specifically, we examine the meaning of social contract in the contemporary global education policy (GEP) context, paying attention to the actors in this social contract and how this contract could be formed and transacted. We build our arguments on our broader research on the multilateral nature and intellectual trajectory of UNESCO as an IO (see Sayed et al., 2023). ...

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Global governance and a new social contract for education: Addressing power asymmetries

... Education policy responses to the COVID-19 pandemic reveal a sense of surprise and shock that, while understandable, fail to recognise that crisis and uncertainty have always beset the education system and, as Sayed et al. (2021) have argued, made the experience of the marginalised, disadvantaged, impoverished, displaced, and exploited a reality for all. In many instances, the COVID-19 pandemic has revealed and exacerbated existing education inequities, further marginalising those with poor and limited education opportunities, particularly in conflict, fragile, and insecure contexts (Sayed & Singh, 2020). ...

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Teacher support, preparedness and resilience during times of crises and uncertainty: COVID-19 and education in the Global South

... Alongside the issues raised above, evidence from the region suggests various other characteristics associated with differential access to TPD provision. These include qualification level, favouring more qualified participants (Cheriyan et al. 2021); length of service, favouring early and mid-career teachers (Geldenhuys & Oosthuizen 2015); location, favouring teachers in urban over rural areas (Nakidien et al. 2022); and in some contexts, political affiliation, where in Ethiopia, for example, teachers affiliated to the ruling party have received favourable access to training opportunities (Berihu & Mewcha 2015). Wherever TPD is linked to wider incentive systems -whether through per diems for participating in training (Abakah 2023), or enhanced opportunities for career advancement -it is less likely to reach marginalised groups, without effective action to safeguard this. ...

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Teacher professional development in Africa: A critical synthesis of research evidence

... Teaching workload increased significantly from 2007 to 2017, with 51% reporting between 41 and 80% of their time, while 47.5% reported no increase Van Niekerk and van Gent [42] The university staff members had been in a lockdown (levels 4 and 5) for approximately two months, carrying out their work remotely from home. This sudden transition placed significant pressure on the university's academics as their successful completion of the 2020 academic year was at stake Barkhuizen, Rothmann and Van De Vijver [43] Both individual and job-related resources significantly influenced burnout, work engagement, and organizational commitment among academics in higher education institutions Williams, Sayed and Singh [44] Academic staff members with high emotional intelligence (EI) tend to possess competence, confidence, and the ability to accomplish tasks successfully. Consequently, they are less likely to be hindered by work challenges. ...

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Discover Education Understanding the well-being challenges confronting academic staff in South African universities: a narrative review Nkosinathi Goodman Dlamini 1 · Nothando Delight Dlamini 2

... However, teachers have not only remained marginal to global education discourses and absent in determinations about the global education agenda; they have been subject to a negative and derisory positioning, especially in the work of some IOs, such as the OECD and the WBG. This has resulted in the undermining of teacher agency and the imposition of narrow scripted pedagogy, scripted professional development, and anti-democratic forms of teacher accountability (Pesambili et al., 2022;Robertson, 2012). ...

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Global governance and a new social contract for education: Addressing power asymmetries

... An increasing number of scholars have shifted research on SVB from what and why questions to a combined focus that also examines how to bring about change as well as the nature of such change (Ardestani et al., 2022;McMahon et al., 2022;Moreroa, 2022;Ngidi, 2018;Taole, 2016). Linked to SDG 3 (good health and well-being) and SDG4 (quality education for all), the radar is on how to promote schools that integrate value-driven education within the teaching-learning of subject specific content (Sayed, Salmon & Balie, 2020). https://doi.org/10.38140/pie.v42i1.7215 ...

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School violence and its impact on teachers' well-being