| |
Title |
Authors/Editors |
Publisher |
Type |
Copies |
 |
Curriculum Assessment Policy Statement. Grades R-12. Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
 |
Children as agents in early childhood education
|
|
Taylor & Francis Online, London |
E-Journals |
1 |
 |
Curriculum and assessment policy statement. Foundation phase : Grades R-3, IsiXhosa life skills
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
 |
Child well-being in a rural context: shifting to a social sustainability lens
|
|
Aosis OpenJournals, Durbanville, Cape Town |
E-Journals |
1 |
 |
Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools
|
|
University of Fort Hare, Faculty of Management & Commerce, Alice |
Thesis |
1 |
 |
Curriculum and assessment policy statement. Foundation phase : Grade R, IsiNdebele mathematics
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
 |
Curriculum and assessment policy statement. Foundation phase : Grade 1-3, Afrikaans mathematics
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
|
|
Case study: using visual representations to enhance conceptual knowledge of division in mathematics
|
|
Rhodes University, Faculty of Education, Grahamstown |
Thesis |
1 |
 |
Curriculum and assessment policy statement. Foundation phase : Grades R-3, Sesotho life skills
|
|
Department: Basic Education, Pretoria |
E-Books |
1 |
|
|
Comparing the development of a sample of South African pre-school boys and girls utilizing the Griffiths Mental Development Scales-extended revised
|
|
Nelson Mandela Metropolitan University, Faculty of Health Sciences, Port Elizabeth |
Thesis |
1 |
