Whilst the educator must have authority and mastery of content, it is imperative to note that facilitating learning has more benefits than directing learning. Paulo Freire, a Brazilian revolutionary in his conversation with Maccedo, admitted that, to have authority does not mean being authoritative.

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Overcrowding across the country's schools seem to be a forgotten reality for those in positions of power. It was and still is a major issue that affects teaching and learning.

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In this essay I will examine, using Bottery’s 2006 article titled ‘Educational leaders in a Globalising world: a new set of priorities?’ as a guide, how South Africa, Argentina and Chile’s public Educational Leadership have been influenced by the various forms of Globalization, as well as how these nations’ Public Educational Systems have been affected by a global shift towards Decentralization. I will analyse Globalization and Decentralization’s contribution via specific policies and systematically discuss and critique the implementation of said policies by highlighting Thomas Sowell’s views on related and connected issues. My analysis will be based on these nations exposure to, and shift towards a Neoliberal and Capitalistic agenda.

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UMkhanyakude is one of the eleven districts in the KwaZulu Natal province. It is a largely rural district located in the far Northern region of KwaZuluNatal Province in South Africa. UMkhanyakude is the second largest District in KwaZulu-Natal, in terms of size, behind its neighbouring district, Zululand District. It is also one of the poorest.

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Learners with special educational needs have enjoyed the rightful legal backing through legislation for a number of years. The international influence upon South African legislature can be found in various sources, but have these legal acts proven sufficient to see the inclusion of these learners in the classroom?

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