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The challenges facing South Africa's primary education system, particularly in disadvantaged communities, are closely linked to the ongoing efforts to decolonize education in the country. One of the key tenets of decolonizing education is the recognition of the importance of local knowledge and practices in education. This includes recognizing the importance of African languages, cultures, and histories in shaping educational curricula and pedagogy. In South Africa, this has been an ongoing challenge, as the legacy of colonialism and apartheid has led to a dominant educational system that is largely based on Western educational models and perspectives.

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INCLUSION IN EDUCATION CONCERNS

ALL

LEARNERS

Two key takeaways from General Comment No. 4 are

central to this report. First, as the description of the

requirements makes clear, inclusive education involves a

process that contributes to the goal of social inclusion.

The attainability of this goal should not affect the

resolve of those responsible for implementing this

process or those holding them accountable for fulfilling

their commitment. Inclusive education should embody

the principles of dialogue, participation and openness,

bringing all stakeholders together to resolve emerging

tensions and dilemmas. Decisions should be based on

human dignity, without compromising, discounting or

diverting from the long-term ideal of inclusion.

At the same time, the efforts of policymakers and

educators should not override the needs and preferences

of those affected. Beyond upholding the fundamental

human rights and principles that provide moral and

political direction for education decisions, fulfilling

the inclusive ideal is not trivial. Delivering sufficient

differentiated and individualized support requires

perseverance, resilience and a long-term perspective.

The academic achievement and academic

self-concept of deaf and hard-of-hearing primary school

students who transitioned into mainstream schools

decreased, compared with peers who remained in special

schools

(Mulat et al.,

2018)

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Norwegian educational policy can be characterised as being broad in terms of its vision of education (Payne, 2002), with it traditionally being deemed as a part of the welfare policy (Hilt et al; 2018), with inclusion, mastery, social skills, and welfare being important values and principles that students report as being of high importance for wellbeing (Bradshaw et al; 2011).

However, there have been many modifications to the Norwegian school system in recent times, primarily through the impact of global organisations, particularly the OECD (Hovdenak and Stray, 2015, as cited by Hilt et al; 2018). These global influences have encouraged major transformation of the school system in the shape of the Knowledge Promotion reform, which creates accountability at individual and organisation levels, employing a national framework that determines competence in the curriculum rather than the content (Dale et al; 2011, as cited by Hilt et al; 2008).

These policy reforms, introduced over time since the 1980s, suggest that neoliberalism is taking hold within the Norwegian education system, with the need to compete on the global stage in knowledge economy, a system whereby consumption and production is centred on intellectual capital,  at the expense of social democratic values through basing knowledge policy on international trends (Hilt et al; 2018).

References
Hilt, L,T, Riese, H, and Søreide  G, E. (2019) Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context, Journal of Curriculum Studies, 51(3), pp.384-402, DOI: 10.1080/00220272.2018.1502356.

Payne, J. (2002) A tale of two curriculums: Putting the english and norwegian curriculum models to the test of the ‘high skills’ vision. Journal of Education and Work, 15(2), pp.117–143.DOI: 10.1080/13639080220137807.

Bradshaw, J., Keung, A., Rees, G. and Goswami, H., (2011) Children's subjective well-being: International comparative perspectives. Children and youth services review, 33(4), pp.548-556.

doi:10.1016/j.childyouth.2010.05.010

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One of the major barriers especially during the early 21st century, gender inequality has been seen as a major barrier to gaining access to education. This was during a time during when the Taliban prohibited females to gaining access to education (Shayan, 2015).
Shayan, Z. (2015) Gender Inequality in Afghanistan: Access and barriers. Available from: https://www.researchgate.net/publication/276167701_Gender_Inequality_in_Education_in_Afghanistan_Access_and_Barriers . Accessed on 11/11/2021.

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Neoliberalism and the (internal) marketisation of primary education and assessment in England and other countries globally on how to ''raise standard'' in education. comparing to other countries on teaching and numbers.
According to  Pick and Taylor, (2009, p. 69-70) propose neoliberalism, it is a specifically about controlling or guiding the relationship between individual and their relations with social institution and communities. while Adams, 2014, p. 8 said for the past 30 years study about neoliberal agenda has been the main political issue driver for social and in the public sector.

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"One of the most important benefits of education is higher income from
participation in the labor market. This increase in income is the key to
understanding the link between investment in education and economic
growth". (Jorgenson, D.W. and Fraumeni, B.M. 1992, p.4)

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Purposes in higher education in Australia English models of university education have provided the strongest influences shaping the idea of university in Australia. The history of universities shows that universities have not remained static over time nor have they been monolithic even within one time and country, (Preston, 2002). Preston’s overview also illustrate that practical and vocational education has a history dating at least from mediaeval times, as does the contrary idea of separation of universities from the practical concerns of the world. Higher education has often had multiple (and contradictory) purposes (Preston, 2002). Support for multiple purposes of universities also comes from educational research on students’ orientation to learning reported in (Marton, Hounsell, & Entwistle, 1997). The conflicting purposes of higher education can be categorised according to whether the intention is to provide individual benefit to students or broader societal benefit and according to whether ‘benefit’ is conceived normatively or transformatively. This provides the following typology: • Normative/ individual: Student development within normative bounds of culture, ‘the cultured man’ (when concepts of acculturation were more strictly gendered) • Normative/ societal: Normative professional and vocational preparation, to both serve industry (or empire) and the professions • Transformative/ individual: to seek new knowledge for its own sake irrespective of considerations of immediate utility and profit, or social acceptability • Transformative/ societal: Emancipative and transformative social and personal change; The purpose of this schema is to illustrate differences in roles and relationships arising from different kinds of university mission. Many universities have purposes that inhabit different areas of schema.

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In pakistan in order to go to the next year, they will have to pass an exam. if the do not pass the exam they will stay in the same class and not go to the next.

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Suneung is a standardised test in South Korea other wise known as The College Scholastic Ability Test (CSAT). It is based on Korea's high school curriculum and designed to test a students ability to study in college.

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In 1967, Kenya, with Uganda and Tanzania, formed the East African Community. The three countries adopted a single system of education, the 7-4-2-3, which consisted of 7 years of primary education, 4 years of secondary education, 2 years of high school and 3–5 years of university education. With the collapse of the East African community in 1977, Kenya continued with the same system of education until 1985 when the 8-4-4 system was introduced, which adopted 8 years of primary education, 4 years of secondary education and 4 years of university education. Primary education is universal, free and compulsory and usually caters for children ages 6 to 14. A major goal of primary school education is to develop self-expression, self-discipline and self-reliance, while at the same time providing a rounded education experience.

(2019) Embassy of the Republic of Kenya

in the Russian Federation

Official website, 24 October. Available from

The education system in Kenya, 24 October. Available from: The education system in Kenya (kenemb.ru)[Accessed 1 November 2021].

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History

Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846. Before independence elementary education was based on the colonial system of education. In 1967, Kenya, with Uganda and Tanzania, formed the East African Community. The three countries adopted a single system of education, the 7-4-2-3, which consisted of 7 years of primary education, 4 years of secondary education, 2 years of high school and 3-5 years of university education.

With the collapse of the East African community in 1977, Kenya continued with the same system of education until 1985 when the 8-4-4 system was introduced, which adopted 8 years of primary education, 4 years of secondary education and 4 years of university education.

Before joining primary school, children aged between three and six are required to attend pre-primary for one or two years.

Primary education is universal, free and compulsory and usually caters for children ages 6 to 14. A major goal of primary school education is to develop self-expression, self-discipline and self-reliance, while at the same time providing a rounded education experience.

Secondary education begins around the age of fourteen and lasts for four years. Secondary school education especially in public school is subsidized by the government, with the government paying tuition fee for students attending public secondary school.

The roots of higher education in Kenya date only from 1956 with the founding of Nairobi's Royal Technical College, a school that would in 1970 become the country's first university - The University of Nairobi.

Today the story has considerably more depth. Kenya has:

52 public, private and constituent university college institutions.

A total student population of 251,000, up from 81,000 in 2003.

A one-year increase of 20% in newly enrolled students for the 2012-13 academic session.

79,000 students in 40 technical and vocational institutions, up from 34,000 in 2003.

The top universities in East Africa in the area of ICT (Information and Communication Technology), according to a CPS International survey.

Recent legislative changes to university education
In September Margaret Kamar, Minister of Higher Education, Science and Technology, signed The Universities Bill 2012, which seek to introduce radical changes to higher education such as:

Abolishing the decades-old Commission for Higher Education (CHE), which has hitherto regulated the sector, and replacing it with the Commission for University Education (CUE).

The CUE would advise government on university education policy, undertake accreditation inspections, monitor and evaluate the state of university education and ensure compliance with set standards.

Additional new bodies running the educator sector would include the Universities Funding Board, to coordinate financing of universities; the Kenya Universities and Colleges Central Placement Service, to handle admissions to public universities and colleges; and the Technical and Vocational Education (TVET) Funding Board, to handle funding of the TVET sector - a role previously left in the hands of individual, middle-level colleges.

In January 2013, the bill was signed into law, bringing public universities, which were previously governed by specific acts of parliament, under the same law as private institutions.

Kenyan authorities, in partnership with the EAC (East African Community), are also promoting more student mobility. To that end, in November 2012, education ministers from Kenya, Burundi, Rwanda, Tanzania and Uganda met in the Rwandan capital Kigali, and after three years of negotiations, approved the Inter University Council for East Africa (IUCEA) Bill 2012.
Public Universities
Following the enactment of the Universities Act No. 42 of 2012, these institutions individual Acts were repealed. This signified their award of Charters on 1st March 2013:

University of Nairobi (UoN) - 2013

Moi University (MU) - 2013

Kenyatta University (KU) - 2013

Egerton University (EU) - 2013

Jomo Kenyatta University of Agriculture and Technology (JKUAT) 2013

Maseno University (MSU) - 2013

Masinde Muliro University of Science and Technology (MMUST) - 2013

University Constituent Colleges were previously established by Legal Orders under their respective mother University Acts. This was replaced after the institutions met the set accreditation standards and guidelines set by the Commission which culminated to their Charter award to be fully-fledged public universities. These institutions are:

Dedan Kimathi University of Technology (DKUT) - 2012

Chuka University (CU) - 2013

Technical University of Kenya (TUK) - 2013

Technical University of Mombasa (TUM) - 2013

Pwani University (PU) - 2013

Kisii University (EU) - 2013

University of Eldoret - 2013

Maasai Mara University - 2013

Jaramogi Oginga Odinga University of Science and Technology - 2013

Laikipia University - 2013

South Eastern Kenya University - 2013

Meru University of Science and Technology - 2013

Multimedia University of Kenya - 2013

University of Kabianga - 2013

Karatina University - 2013

Public University Constituent Colleges
These were established by a Legal Order under the then Act of the University shown in bracket against each, after requisite verification of academic resources by the Commission for University Education. These are:

Murang'a University College (JKUAT) - 2011

Machakos University College (UoN) - 2011

The Kenya Cooperative University College (JKUAT) - 2011

Embu University College (UoN) - 2011

Kirinyaga University College (KU) - 2011

Rongo University College (MU) - 2011

Kibabii University College (MMUST) - 2011

Garissa University College (EU) - 2011

Taita Taveta University College (JKUAT) - 2011

Public University Campuses

Kenya Science University Campus (UoN)

Kitui University Campus (KU)

Ruiru Campus (KU)

Chartered Private Universities
These are universities that have been fully accredited:

University of Eastern Africa, Baraton - 1991

Catholic University of Eastern Africa - 1992

Scott Theological College - 1992

Daystar University - 1994

United States International University - 1999

Africa Nazarene University - 2002

Kenya Methodist University - 2006

St. Paul's University - 2007

Pan Africa Christian University - 2008

Strathmore University - 2008

Kabarak University - 2008

Mount Kenya University - 2011

Africa International University - 2011

Kenya Highlands Evangelical University - 2011

Great Lakes University of Kisumu (GLUK) - 2012

KCA University, 2013

Adventist University of Africa, 2013

Private University Colleges
Catholic University of Eastern Africa has the following constituent Colleges:

Hekima University College (CUEA)

Tangaza University College (CUEA)

Marist International University College (CUEA)

Regina Pacis University College (CUEA)

Uzima University College (CUEA)

Universities with Letter of Interim Authority (LIA)
The following universities are operating with Letters of Interim Authority (LIA), while receiving guidance and direction from the Commission for University Education in order to prepare them for the award of Charter:

Kiriri Women's University of Science and Technology - 2002

Aga Khan University - 2002

Gretsa University - 2006

KCA University of East Africa - 2007

Presbyterian University of East Africa - 2008

Adventist University - 2009

Inoorero University - 2009

The East African University - 2009

GENCO University - 2010

Management University of Africa - 2011

Riara University - 2012

Pioneer International University - 2012

Registered Private Universities

Nairobi International School of Theology

East Africa School of Theology

https://www.education.go.ke/

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History Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact.

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"The British

were directly confronted with the difficult question of establishing the

right balance between promoting Oriental culture and Western science

which can be equated with the choice between, on the one hand,

preserving and promoting indigenous culture and, on the other,

imposing the colonial culture. The Funds for education were to be used mainly to promote the spread of

European science and literature through the medium of the English language" (Tivassen, 2007, p. 89).

Tirvassen, R. (2007) The Mauritian Education System: Was there a will to Anglicize it?, Education Research and Perspectives, 34 (1), pp. 88-113.

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DECOLONISING EDUCATION WITH POLITICS.
according to Wolhuter and Brock (2015) Post-war Angola govt. adopt a Marxist leninist ideology.(1977-2010).
In 2011 Angolan govt. enact another  policy reform which affects their secondary school education curriculum. it was divided into two phases:
first cycle is about deeping cognitive skills developed in primary education.
second cycle is about preparing student for workforce and for study higher institution. According to WOLHUTER AND BROCK (2015, p. 31) "the objective is to deliver a graduate who is ready to take up his or her position in the labour market, be it the public or private sector; in the industries, agriculture, health services, entertainment and sports: and at the same time being equipped for studying at a higher education institution". the Angola government decolonise education to help its economy decimated by war. the politician instil freeing their economy from poverty ideology with vocational education into every facet of their senior secondary school education. the disadvantage of this is it can only be accessed by the elite that can afford it. Kibble (2006) "Few citizens have access to basic services of reasonable quality in water, health, education, public order, justice, energy, and infrastructure and where there is access, it is allocated not by right or need but according to spending power and political connections.22".
from Adeoba Oluwatobi

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Angola: Can the politics of disorder become the politics of democratisation & development?

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(2006). Angola: Can the politics of disorder become the politics of democratisation & development? Review of African Political Economy: Vol. 33, No. 109, pp. 525-542.

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Singapore’s performance in PISA has placed it among the world’s high performing education systems (HPES) (Deng and Gopinathan, 2016). In the Global Competence test, conducted as part of the Programme for International Student Assessment (Pisa), Singapore students scored an average of 576 marks, followed by their peers from Canada who on average scored 554, Hong Kong (542), Scotland (534) and Taiwan (527). (OECD, 2018)

By being identified as one of the best performing education system, Singapore as been place as a new ‘reference society’ to which other country policy-makers will be looking at to borrow ‘best’ educational policies and practices to the achievement level of their countries (Deng and Gopinathan, 2016).

Deng, Z. and Gopinathan, S. (2016) PISA and high-performing education systems: Explaining Singapore’s education success. Comparative Education, 52(4), pp.449-472.

OECD (2018) Programme for International Student Assessment (PISA) 2018. Available from: www.oecd.org/pisa/publications/PISA2018_CN_SGP.pdf [Accessed 31 October 2021].

FROM Aurore Lecorche-Hanniquet

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Finnish students represent Finland as one of the top performing countries on international tests, scoring higher than average on all subjects in the PISA (OECD, 2018).

The Finnish education system has reformed  vastly in the last 50 years, particularly since 1972 when it implemented a new education system (periskoulu) - the one that is still practiced today. This system tackled the nationwide inequity in education, it improved teaching and learning by training all teachers to differentiate their practice to meet the needs of all learners. Students in the teacher education program represent the top 10 percent of Finland's high school graduates and need to finish a 5-year master's degree to complete the program (Hancock, 2011).
Educators in Finland do not believe that frequent testing and stronger accountability will increase student learning. Thus, standardized tests are not used in Finland to rank students or schools.

Hancock, L. (2011) Why are Finland's Schools Successful? Available From: www.smithsonianmag.com/people-places/Why-Are-Finlands-SchoolsSuccessful.html [Accessed 31 October].

OECD (2018) Programme for International Student Assessment (PISA) 2018. Available From: https://www.oecd.org/pisa/publications/PISA2018_CN_FIN.pdf [Accessed 31 October 2021].

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Within China, 98% of students attained Level 2 or higher within mathematics, this is higher than the OECD average of 76%.  Additionally, in China students can at a minimum interpret and recognise, without direct instructions, how a (simple) situation can be represented mathematically. For example, students can compare the total distance across two alternative routes additionally they can also convert prices into a different currency.  98% of students studying within different areas of China, specifically in Beijing, Shanghai, Jiangsu and Zhejiang attained level 2 or higher of proficiency in mathematics compared to only 2% of students within Zambia (OECD, 2018).

OECD (2018) Programme for International Student Assessment (PISA) Results from PISA 2018. Available from: https://www.oecd.org/pisa/publications/PISA2018_CN_QCI.pdf [Accessed 28 October 2021].

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Standardised tests are presented as an important part of accountability for schools in Australia: “NAP provides the measure through which governments, education authorities and schools can determine whether or not young Australians are meeting important educational outcomes.” https://www.nap.edu.au/

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“Many teachers are concerned about the lack of time and curriculum opportunities to address climate change in their classrooms, especially with the current (over?) emphasis on NAPLAN scores and literacy and numeracy (often through explicit teaching) in primary schools (Nicholls 2016) and science, technology and mathematics (STEM) in secondary schools.” (Stevenson, Nicholls, & Whitehouse, 2017, p. 70)

Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What Is Climate Change Education? Curriculum Perspectives, 37(1), 67-71. doi:10.1007/s41297-017-0015-9