SA Journal of Education Publication

Please note tha 2014 edition has been filled.

Reviews of the SABEC manuscripts will be considered for the post-2014 issue.

Programme Committee Biographies


Ms Gail Campbell

Gail Campbell is Chief Executive Officer of the Zenex Foundation, a non-profit, independent donor organisation that supports mathematics, science and language education. She has been involved in developmental grant making for over 15 years with a particular emphasise in school education.

Ms Campbell has a Social Science background and practiced as a Social Worker working with women and youth. She also lectured in the field of Social Work at the University of Natal for five years before joining ABSA as General Manager of Corporate Social Investment where she was responsible for the ABSA Foundation with a strategic portfolio which included education and health and she pioneered the Employee Involvement Programme.

Gail currently serves on the boards of a number of non-profit educational organisations including the board of Sci-Bono Discovery Centre, the Gauteng Education Development Trust and the KwaZulu Natal Education Development Trust. She also serves on the recently formed, National Education Council which is part of the National Education Collaboration Trust. She contributes extensively in various forums drawing on her knowledge and experience in social development and education in particular. She is a strong proponent of monitoring and evaluation as a tool for measuring impact and learning from practice.

Prof Mary Metcalfe

Professor Mary Metcalfe has worked in education since 1974. She was appointed as the Gauteng MEC of Education in 1994, and as MEC for Agriculture, Conservation, Environment and Land in 1999. She was the Head of the School of Education at Wits from 2004 and appointed as DG of the Department of Higher Education and Training in 2009.

She worked at the DBSA from 2011 to 2013 and is now the working on large-scale system improvement in education. She is a Visiting Fellow at the University of Johannesburg, and is a Visiting Adjunct Professor at Wits. She is the chairperson of the Education Advisory Board of the Open Society Foundations.

Joanne Brink

Joanne currently works as an independent consultant in the education sector, with a focus on supporting organizations in strategy, business planning and market research.

Previously she headed the Education Department at FPD where she led the design and delivery of professional development programmes for principals, subject heads, educators and district officials across over 2000 schools and 8 districts.

She also launched a student teacher internship programme to support the development of good quality young teachers. Joanne aims to build management and teaching skills and capacity in the Basic Education sector in SA. Prior to joining FPD, Joanne worked as the Entrepreneur Services Manager at Endeavor where she provided strategic advice and organizational capacity building to small and medium sized companies. Joanne has a MBA from the University of Geneva and qualified as a Chartered Accountant through KPMG Toronto where she worked for 5 years.

She studied a BComm Law at the University of Stellenbosch. She loves to travel and discover new cultures.

Prof Relebohile Moletsane

Relebohile Moletsane is Professor and John Langalibalele Dube Chair in Rural Education in the School of Education, the University of KwaZulu-Natal. She has extensive experience in teaching and research in the areas of curriculum studies and gender and education, HIV and AIDS Education in diverse 'cultural' contexts and girlhood studies in Southern African contexts.

Her methodological interests include the use of participatory visual methodologies in doing research and development work with marginalized groups. She is PI on a project which uses digital story-telling with teachers (Through the eyes of women teachers: Indigenous knowledge systems and teaching in rural schools in the age of AIDS). Moletsane is the co-author (with Claudia Mitchell, Ann Smith and Linda Chisholm) of the book:Methodologies for Mapping a Southern African Girlhood in Age of Aids.

Rotterdam/New York/Taipei: Sense Publishers, a co-editor (with Kathleen Pithouse and Claudia Mitchell) of the 2009 book: Making Connections: Self-Study & Social Action. New York: Peter Lang; and a co-editor (with Claudia Mitchell and Ann Smith) of a 2012 book, Was it Something I Wore? Dress, Identity, and Materiality. Cape Town: HSRC Press

John Gilmour

John Gilmour is the founder of LEAP Science and Maths School and co-founder of Bridge and the South African Extraordinary Schools Coalition.

John attended Wynberg Boys High School and obtained a Bachelor of Arts degree from the University of Cape Town. He taught English and Geography and was a student guidance counsellor at Bergvliet and Pinelands high schools, before being appointed Principal at Abbott's College for five years.

After many years of involvement in the community, John opened the first LEAP Science and Maths School serving the township community of Langa in 2004. LEAP is a leading learning organisation which aims to give young South Africans the academic and life skills they need to become future leaders. LEAP now consists of six, no-fee, independent high schools serving students living in the township communities in the Western Cape, Gauteng and Limpopo. LEAP includes a teacher training programme, an after-hours community-based maths tutoring programme and a social development programme. John now serves as the Executive Director of the LEAP Science and Maths Schools.

John co-founded Bridge with Dr Mamphela Ramphele; Bridge focuses on linking and replicating innovation in education. In collaboration with other leaders in education, John co-founded The South African Extraordinary Schools Coalition. The Coalition represents a collection of intervention-based independent and public schools and organisations committed to transforming the lives of socio-economically vulnerable children. John also serves on the Teach with Africa, Edunova and REALISTIC boards.

For more information about at the LEAP Science and Maths Schools and Bridge, please visit www.leapschool.org.za and www.bridge.org.za.

Prof Eldrie Gouws

Eldrie Gouws joined the University of South Africa in 1990 and has been involved in Teacher Training since then. She is currently a professor in the Department of Psychology of Education at the University of South Africa. Her research and teaching focus primarily on the adolescent. She has authored and co-authored numerous books and articles on her academic fields of interest namely, adolescent development, multiple intelligences, life skills education, career guidance and counselling, entrepreneurship education, issues around the National Curriculum Statement and assessment in Higher Education. The most recent book is the 4the edition of The Adolescent published by Pearson Publishers.

Eldrie is a member of 4 education associations and the current outgoing chair of EASA. She is also a member of the editorial board of Africa Education Review.

Mr. Martin Prew

Martin Prew After ten years teaching and lecturing history, geography and political economy in Zimbabwe during the 1980s I completed a Masters at the Institute of Education in London. Following that I settled in South Africa in late 1993 as the education director of a small NGO, Link Community Development. Over the next 8 years I helped build it into an international education development organisation working in 7 African countries.

From 2002 – 2007 I was director in the national department of education with responsibility for school management and governance, districts and school safety. I then returned to LCD for 2 years and later spent 3 years as executive director of the Centre for Education Policy Development (CEPD). In October 2012 I took up a visiting fellowship at Wits and set up an education development agency based in Pretoria and Uganda. Most of my work at present is in managing large scale programme evaluations in South Sudan and Uganda and writing projects in South Africa.

Barbara Dale-Jones

Barbara Dale-Jones is the CEO of BRIDGE. She has experience in organisational leadership and management, project management, e-learning, publishing and education. During the past three years she has overseen the running of BRIDGE's communities of practice, including in the field of school principals. Developing knowledge management to inform school improvement practice is a task undertaken by Ms Dale-Jones. Her latest writing includes a chapter on communities of practice for the Matthew Goniwe School of Leadership and Governance's handbook for district officials and she regularly writes on education for the Mail & Guardian.

Ms Dale-Jones worked for the Riverbend Group from 2005-9 and was responsible for managing projects as well as for strategic and operational management and capacity-building. She consulted with clients, which included SAQA, the Western Cape Education Department and the FET Colleges of the North West Province. Her role included responsibility for the negotiation and setting up of new Open University programmes in Southern and East Africa.

Ms Dale-Jones has extensive expertise in materials development and designing learning environments for English second language learners as well as an in-depth knowledge of the South African education and skills development landscape and her experience as an educator and manager has equipped her with the skills and competence to conduct research and development at all levels.

Ms Dale-Jones has an MA in English and a BA (Hons) in English and Philosophy. Prior to joining Riverbend, Ms Dale-Jones worked as a freelance project manager following a 9-year period of lecturing English at Rhodes University.

Prof Felix Maringe

A Professor in Educational Leadership and Policy Studies at the WITS School of Education, Felix has an international track record with wide ranging academic experience in Zimbabwe, the UK and in South Africa. He began his career as a secondary school teacher of science; became a deputy head teacher in an inner city large comprehensive school and head teacher of a rural catholic boarding school. He then worked as a teacher educator becoming head of the education and teaching experience before moving to the University of Zimbabwe as a lecturer in Curriculum Studies.

In 2000, Felix enrolled for doctoral studies in Educational Management at the University of Southampton where he later became lecturer and later senior lecturer between 2004 and 2012. Moving back to the mother continent, Felix teaches Educational Leadership and Policy Studies and his core research spans the fields of Globalisation, Marketisation and Internationalisation in Higher Education, School Leadership and School Improvement. Felix has over 50 publications in academic journals, research reports and three books to his credit.

Prof Maureen Robinson

Maureen Robinson has been the Dean of the Faculty of Education at Stellenbosch University since 2012. Born in Cape Town, she completed her BA and teachers' diploma at UCT, a doktorandus degree at the University of Leiden in the Netherlands, and her M Ed and D Ed at the University of the Western Cape. She worked as a high school teacher and later joined UWC, where she taught courses on action research and curriculum innovation, and coordinated a materials development project with teachers.

In 2002 she was appointed Dean of the newly-established Faculty of Education at Cape Technikon (later the Cape Peninsula University of Technology). During that time she led the Faculty through the incorporation of two colleges of education and the merger of two Technikons. Her research interests are teacher education and educational change. She has published widely on this topic and has been involved in many national and international networks advancing research in education.

Dr Nomalanga Mkhize

Nomalanga Mkhize has been involved in community education initiatives since 2008. She is part of a community based organisation called Save Our Schools and Community which works in Port Elizabeth and Grahamstown areas. She holds a doctorate in Sociology from the University of Cape Town and is currently a lecturer with the Department of History in Grahamstown.

In 2002 she was appointed Dean of the newly-established Faculty of Education at Cape Technikon (later the Cape Peninsula University of Technology). During that time she led the Faculty through the incorporation of two colleges of education and the merger of two Technikons. Her research interests are teacher education and educational change. She has published widely on this topic and has been involved in many national and international networks advancing research in education.

Almarie van Zyl

Studied BA and HDE at the University of Pretoria and started a career in education in Pinetown, KZN.

I always wanted to be a teacher and aspired to add value and empower. I come from a family of teachers and moving into school management was a natural transition.

I have done the ACE in School Management and Leadership through UJ and completed a Certificate in School Leadership and Management through UNISA. I have serves as the President of the Gauteng Chamber of the South African Principals Association. This has afforded me the opportunity to attend many conferences and workshops - locally and abroad, exposing me to different approaches and ideas in education.

As Principal of Midrand High School, a large urban school in Gauteng, I nurture the human capital and inspire all stakeholders to be the best for the world. This is the only hope for South Africa - to succeed in education...

My motto? Go big or go home!

Vusi MnCube

Vusi Mncube is Professor and Head of Department of Educational Leadership and Management in the College of Education at the University of South Africa (Unisa). He holds a PhD in International Management and Policy in Education from Birmingham University, United Kingdom.

His research focuses on good governance, with special focus on school governance, democracy and education and democracy for education and issues of social justice. He has published widely in the area of school governance. He collaborated with Clive Harber in publishing a monograph entitled: Education, Democracy and Development: Does Education Contribute to Democratisation in Developing Countries? (Harber and Mncube, 2012).

He has completed a number of research projects; presented papers at both national and international congresses focussing on school governance; supervised to completion a number of PhD and Master of Education students and is currently supervising five PhD and five Master of Education students. He has examined more than 10 PhD theses and 18 Master of Education dissertations for various universities in South Africa.

He also serves as peer reviewer for a number of national and international journals and is currently Editor-in-Chief of a newly established journal called International Journal of Educational Development in Africa (IJEDA). He is a member of the following research associations: the British Association for International and Comparative Education (BAICE), the Southern African Society of Educators (SASE), the Education Association of South Africa (EASA), KENTON, and the South African Research Association (SAERA).

Mokgethi Tshabalala

Mokgethi Tshabalala is the CEO of Thebe Foundation, an independent Trust established by Thebe Investment Corporation to effect community development. Thebe Foundation currently focuses on Education and Enterprise Development. Prior to joining the Thebe Foundation, Mokgethi was the Senior Project Manager-Africa, Virgin Unite Africa, the entrepreneurial foundation of the Virgin group, where he managed social investment projects across the African continent.

He has considerable experience in managing multiple foreign-donor funded programmes having managed the implementation of community health programmes at Constella Futures LLC, Engenderhealth and Hope Worldwide.

Liesel Ebersöhn

The effect of Liesel Ebersöhn's research niche, indigenous pathways to resilience in chronic high-risk school communities, is recognised internationally - particularly her generative theory, relationship-resourced resilience, describing an embedded system to counter chronic adversity (especially poverty and HIV&AIDS), and 'flocking', which she coined to depict a collectivist indigenous psychology pathway to resilience. Acknowledgements of her international contribution to educational psychology are evident in keynote addresses; invited contributions in high profile scientific journals; being co-chair of the World Education Research Association (WERA) Task Force leading the development of an international white paper on poverty and opportunity to learn worldwide; nomination by the WERA task force to present aforementioned at the celebrated American Education Research Association (AERA) annual meeting, Philadelphia, 2014; Secretary General of World Education Research Association (2014-2017); member of international panels of invited symposia in Europe, Australasia and North America; visiting scholar at institutions worldwide she has been asked to share her specialised knowledge; examination panels of international graduate students; Woman In Science Awardee (2012) of the South African Department Of Science And Technology.

She has successfully attracted research funding (an average of R1 million/annum for the last three years, and R500 000.00/annum in the preceding decade). She has extended her research focus by mentoring colleagues and postgraduate students in funded projects. To shape her research niche she has long-standing world-wide scholarship links: Yale University; North-Carolina State University; Duke University; University Of San Francisco California; and recently with Penn State, as well as Fordham University; Edith Cowan University, Perth; Curtin University; Murdoch University; University Of Saskatchewan; Nipissing University.

Regionally the contribution of her research focus is indicated by her being an invited team member of RiLab, the Southern Africa hub of the ResilientAfrica Network - one of seven United States Agency For International Development-Funded Developmental labs (and the only one outside of the USA). This is a partnership with Stanford and Tulane universities, hosted by Makerere University and includes 20 universities representing 16 countries in Sub-Saharan Africa. Regional recognition of her research influence is also evident in the Nelson Mandela Children's Fund inviting her to lead a R3.5 million Southern African Development Community (SADC) investigation into indigenous pathways of resilience care and support patterns.

She has published 52 articles in peer-reviewed journals, five books and contributed twelve chapters to scholarly books. She has supervised 59 postgraduate students to completion - many of whom are now young educational psychology scholars at universities. Her research focus has had a decided impact on curricula for teacher training in South Africa, with thousands of in-service distance education students learning, since 2003, to view marginalised children from a strengths-based perspective - as captured in evidence-based books she authored, co-authored or edited. Development outcomes of her long-term, participatory social research include educational psychology services to more than a thousand children in a rural secondary school since 2006, as well as sustained supportive environments in partnering schools in three South African provinces since 2003.

Liesel is the Executive Editor of the South African Journal of Education, the Director for the Unit for Education Research in AIDS, and the Ethics Chair of the Faculty of Education, University of Pretoria. I teach career psychology and clinical supervision in the Master's (Educational Psychology), Department of Educational Psychology.

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