• Master’s in Education (Curriculum studies)

• Entrepreneurship education

• Textbooks (Learning Teaching Support Material)

• Ideology and representation

• Social justice

N/A

Willard earned his Master’s degree in Education from the University of Free State and has more than twenty years of experience across the Education sector. Most recently Willard worked as a Lecturer in Education at the University of Free State, before joining the IIE CAT team as a Head of Programme within the Faculty of Education.

• MEd

• Self-study research

N/A

Siza Mlambo is the Head of Programme in the of Faculty of Education at the IIECAT. She joined the IIECAT in 2018. She has interest in qualitative research and especially the self-study methodology. She is currently finalizing her PhD thesis which focuses on self-study research. 

• MEd

• Educational management and leadership

• Management of curriculum

• Relevance of instructional leadership that supports school improvement.

• School governance

N/A

Nitasha joined the IIE CAT team in 2015. She has worked in education for the past 20 years and has worked both in the school and tertiary space. She graduated with my MEd from WITS University. She is passionate about research particularly in leadership and management of curriculum as well as teaching and learning.

• Masters by Dissertation: Teacher-Education

• Teacher-education

• Teacher Professionalism & Professionalisation

• Knowledge-Building

• Curriculum Development and Management and Teacher Agency.  

N/A

Philip Hlatshwayo obtained his Master of Education degree from Wits University, titled: the knower gazes of teachers –struggles for legitimacy between established and newly qualified teachers in South African Schools. He is currently enrolled for his PhD, which builds cumulatively on his previous research, in which he explored the way in which agency of newly qualified teachers is enacted or restrained within the early years of their career. Mr Hlatshwayo’s research interests are driven by establishing the organizing principles within the teaching practice. 

• DEd

• Early childhood education and Foundation Phase, in particular language in education and the role of parents in education.

• Curriculum development and management

• Collaborations and engagements in higher education for good practice

N/A

Dr S. Matshemo Khumalo obtained her Doctor of Education qualification with Tshwane University of Technology (TUT), titled: The role of home language in Early childhood Education for literacy development in Soshanguve Primary schools. Her Master of Education degree in Socio-Education is from the University of South Africa (UNISA), titled: Knowledge and action of parents in Early Childhood Education for Transformative Pedagogy. She also holds B.Ed. Hons in Education Law & Policy Studies from the University of Pretoria and B.Ed. in Early Childhood & Foundation Phase from University of Pretoria. Dr Khumalo brings a combination of research and lecturing experience into the fold, especially in Early Childhood Development and Foundation Phase. She has received exposure at both primary school teaching locally and internationally and university lecturing experience. She is passionate about early learning language and the parental engagement, collaborations, and engagements in higher education for quality and good practice sharing and curriculum development and management. She had already started to publish in accredited journals and been involved in book chapter writing for early childhood education.ation degree from Wits University, titled: the knower gazes of teachers –struggles for legitimacy between established and newly qualified teachers in South African Schools. He is currently enrolled for his PhD, which builds cumulatively on his previous research, in which he explored the way in which agency of newly qualified teachers is enacted or restrained within the early years of their career. Mr Hlatshwayo’s research interests are driven by establishing the organizing principles within the teaching practice.