Research appropriate ways to eradicate the shortcomings in the teaching of language, science, technology and mathematics. The point of departure for this research issue is that there is a relation between knowledge, ideology and power and that the concept of a knowledge society needs to be contextualised to respond to local realities and needs. This sub-theme calls for analyses and technical evaluations of South African education in the past in order to shed light on some of our current problems and provide suggestions for future policy frameworks. Furthermore, in considering 'the past' and 'the future' in terms of education in South Africa, much research is required into those aspects of our society that were either denied or distorted by the architects of apartheid education, for example, history, languages, cultures and science in service of society. This research issue invites researchers to concentrate on the role of education as a tool for development at the political, societal and economic level in the context of the various knowledge systems endogenous to South Africa.
Education is a continuous process.
In this sense, articulation becomes a fundamental concept to investigate and to evaluate. A well-articulated education system is premised on the general access of all citizens to education of a homogenous quality and high level of adaptability. Education practice would also address broader issues such as that of educational training, and again, curriculum theory and development, and educational and project management issues.