The purpose of this occasional paper is to analyse well-being in Gauteng province from a capability perspective. The authors adopt a standard ‘capability approach’ consistent with Amartya Sen’s concept of capabilities.

South Africa's peaceful transition to democracy has gained it world recognition. This book gives a frank report on contemporary South African society and the challenges which the new nation faces. Sixteen social scientists, experts in fields as wide-ranging as economics, politics, and development planning, have compiled a social report on South Africa two years into democracy. The volume covers critical concerns which impact on the well-being of the average South African. The dozen chapters in the book present facts and figures as well as in-depth commentary on social issues which South Africa must address. The authors discuss the legacies of the past, including poverty and social inequality; problems of transition ranging from trauma to crime; and the hopes for the future which lie in economic growth and development, a deeper understanding of democracy, and a healthy dose of optimism. The book draws on information from a wide variety of sources including government statistics, independent social surveys, community research, and opinion polls. This rich data weaves a tapestry of the quality of life in South Africa for Africa watchers and the general public.

The improvement of the quality of life of all South Africans is high on the agenda at national (The National Planning Commission, 2012) and regional levels of government (The Gauteng Planning Commission, 2012) and it is therefore important to develop an instrument that can measure this multi-dimensional concept. The need therefore exists for a composite index of quality of life with the ability to both track the quality of life of people over time and compare it across different demographic and socio-economic groups. Such a measure could identify those demographic and socio-economic groups with low levels of quality of life and also highlight dimensions that need to be prioritised in order to improve the wellbeing of people. In South Africa there are a limited number of quality of life indices and measures of wellbeing. Indices that measure wellbeing nationally include: the Quality of Life Index of Moller and Schlemmer (1983), the Living Standard Measure (LSM) Index produced by the South African Audience Research Foundation (SAARF) (2013), the South African Development Index of the South African Institute of Race Relations (2011), and the Everyday Quality of Life Index (Higgs, 2007). The following indices measure wellbeing at a regional level: the Quality of Metropolitan City Life in South Africa Index (Naude, et al., 2009), the Non-Economic Quality of Life Index at Sub-National Levels (Rossouw & Naude, 2008) and the Quality of Life Index of the Gauteng City-Region Observatory (GCRO, 2011). Although these quality of life indices make distinctive contributions to the study field, the focus of these studies is often to measure only objective or subjective quality of life or only economic or non-economic quality of life, rather than all of the above. Furthermore, many of the indices use equal weighting, which does not necessarily reflect the priorities of the communities.

The authors explain why subjective indicators of well-being are needed, showing how these can offer useful input and giving examples of policy uses of well-being measures. They also describe the validity of the subjective well-being measures as well as potential problems, then delve into objections to their use for policy purposes.

In a sweeping survey of African economies, leading scholars offer the latest research into the biggest current influences on African growth and development, taking account of relevant institutional contexts as well as significant or unique problems that have slowed Africa’s progress.

Technology and research for disabilities and disability support are largely produced by the Global North even though it is utilized globally, including in the Global South. For this reason, the encouragement of greater research efforts and technological creation are essential for advanced disability support in the Global South. Social, Educational, and Cultural Perspectives of Disabilities in the Global South is an essential scholarly publication that examines scholarship and academics with disabilities, with an emphasis on the disruption of stereotypes as well as lived experience. Featuring a wide range of topics such as feminist theory, student motivation, and artificial intelligence, this book is ideal for academicians, academic professionals, researchers, policymakers, and students.

This book presents case studies to analyse the relationship between sustainability – environmental, social, institutional and economic – and digital innovation. The respective contributions offer a contextualisation of the main present and future trends concerning these two elements, and present analyses from economic, technical, managerial, and social perspectives alike. The individual sections of the book focus on interactions between sustainability and digital innovation in existing organisations and highlight the new opportunities, challenges and threats that may emerge as a result. The contributions are mainly based on case studies and research conducted in Europe and Africa, with a few focusing on Southeast Asia and Central America, and were prepared by experts in the fields of Information Systems, Computer Science, Social Development, and Economics.

The focus of this book is original research regarding the implementation of problem-based learning and pedagogies of play as active approaches to foster self-directed learning. With the Fourth Industrial Revolution (4IR) in mind, educational institutions need to rethink teaching and learning for the future. As such, active engagement can be encouraged, as evident in this book, where problem-based learning drives learning through real-world problems, while pedagogy of play focuses on innovative environments where the action of play and learning are integrated with the aim of developing SDL. The following are addressed in the chapters: an overview of problem-based learning and pedagogy of play, metaliteracy, playful problem-based learning tasks, computational thinking in game-based tasks and geometry, solving puzzles, applying LEGO®, using drama as the pedagogy of play and implementing educational robotics. The empirical research findings disseminated in this book aim to inspire academics in the research focus area of self-directed learning with active learning approaches in the school and tertiary classroom that hold affordances to enhance 21st-century skills. Active learning is an umbrella term for pedagogies that mainstream student engagement, such as problem-based learning, cooperative learning, gamification, role-play and drama. This scholarly book highlights various engaging pedagogies.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. All over the world, economic inclusion has risen to the top of the development discourse. A well-performing education system is central to achieving inclusive development - but the challenge of improving educational outcomes has proven to be unexpectedly difficult. Access to education has increased, but quality remains low, with weaknesses in governance comprising an important part of the explanation. The Politics and Governance of Basic Education explores the balance between hierarchical and horizontal institutional arrangements for the public provision of basic education. Using the vivid example of South Africa, a country that had ambitious goals at the outset of its transition from apartheid to democracy, it explores how the interaction of politics and institutions affects educational outcomes. By examining lessons learned from how South Africa failed to achieve many of its goals, it constructs an innovative alternative strategy for making process, combining practical steps to achieve incremental gains to re-orient the system towards learning.