SIGS

To Advance Research Specialisations On Topics Of Shared Interest. Including Problematics, Theory & Practice Of Education.

What is a SIG?

A Special Interest Group is a group of individuals who are interested in a specialised focus/ topic/problem/area in education.

  • The purpose of SAERA SIGs is to advance research specializations on topics of shared interest. These may include problematics, theory and practice of education.

  • SIGs are free to organize themselves as they see fit. The minimum requirement is that SIGs need 5 members to constitute themselves; they need to represent more than one institution; they need to be SAERA members; and SIG members and/or a representative of the SIG must attend the SAERA conference.

  • SIGs need to mobilize interest across institutions and domains and may be multidisciplinary.

  • An annual report on SIG activities and membership needs to be submitted to the SAERA Executive. Such reports need to be sent to the President at least 14 days before the SAERA conference so that they may be included in the President’s report to the conference.

  • SIGs can only raise funds in the name of SAERA and not in the name of the SIG. All such fundraising initiatives need to be in line with SAERA policies and communicated to the Treasurer and President of SAERA.

  • SIGs are advised to meet at a SAERA conference as a SIG to discuss the constitution of its membership and future activities of the SIG.

  • SIGs may organize their own conferences, with the prior knowledge and support of the SAERA Executive. The financial and organizational aspects of such a conference will be carried by the SIG and reported to the President of SAERA.

  • SIGs may arrange a Special Edition of the SAERA Journal of Education. Such special editions will be approved by the Editor of the Journal of Education and reported to the SAERA Executive.

  • One member of the SAERA executive committee will have SIGS as a portfolio.

  • SIGS should be allocated a specific space within the conference structure to accommodate their meeting and sharing of research.

  • A list of SIGS will be included on SAERA membership application and renewal forms.

A minimum requirement to establish a SIG is five SAERA members, who represent more than one institution. One member of the proposed SIG needs to email the following information to the SIG coordinator, Prof. Petro du Preez on sspather@uwc.ac.za. 

  • Provide a motivation for the new SIG, explaining its purpose and why the SIG is important and offers something different to existing SIGs. 
  • Provide a list of members, their email, institutions and their roles within the SIG.

The names and contact details of the existing SIGs can be found on the website.  If you wish to join any of the existing SIGs, please contact the relevant coordinator. 

Dear SAERA Members

You are welcome to the official website of the South African Educational Research Association (SAERA). This platform serves as a central hub where one can stay informed and be kept abreast of the latest news and developments about events like seminars, symposiums, workshops, conferences organized by SAERA.

SAERA is a community of like-minded scholars who are passionate and dedicated to active and result-oriented educational research capable of solving the challenge confronting teaching and learning. SAERA was founded with a fundamental aim of enhancing educational research in South Africa and beyond. As a learned association, SAERA aim to foster collaboration among researchers, educators, and policymakers, to create an environment where theory and practice converge meaningfully. Our association aspires to bridge the gaps that often exist between academic research and practical implementation, a gap that, if left unaddressed, can stifle our efforts towards educational transformation. A central tenet of our mission is to promote rigorous research quality. In an age where information overload has become a norm, it is important that we not only produce research but ensure that our researches are of quality and highest standard. Our commitment to research integrity is unwavering, and we strive to cultivate an atmosphere where scholarly work is not only respected but also valued for its impact on educational practices. We believe that through high-quality research, we can influence policies that will make a tangible difference in the education sector.

Over the years, paucity of quality research outputs has been a daunting stumbling block to research frontiers in Africa and the rest of the world. As we forge ahead in this 21st century, it is crucial to devote particular attention to developing the next generation of researchers. It is important to note that investing in young researchers is not merely a gentle encouragement; it is a necessity. They are our torchbearers in the relentless quest for knowledge and innovation. To achieve this, we offer mentorship programmes, workshops, and resources aimed explicitly at equipping young researchers with the skills and knowledge they require to succeed. By nurturing these talents, we ensure that the field of educational research remains dynamic, robust, and responsive to the ever-evolving educational landscape to meet the need of the modern society.

Our vision is not defined by individual achievements but by the establishment of a cohesive, coherent, and inclusive academic and research identity within the education sector. We seek to create vigorous and responsive epistemic communities that foster collaboration, dialogue, and innovation. These will serve as platforms for sharing best practices, discussing challenges, and brainstorming solutions to common issues in educational research. Moreover, we recognize the importance of interaction with national and provincial education departments and research agencies. These relationships are vital as they pave the way for informed policy-making backed by solid research evidence. We will actively seek to engage these stakeholders, ensuring our research informs their initiatives. This collaboration enables us not only to advocate for the importance of educational research but also to influence policy decisions that will lead to improved educational outcomes for all South Africans.

As we strive for local impact, we must also set our sights on the global stage. The world is becoming increasingly interconnected, and our efforts should reflect that reality. Therefore, SAERA is committed to establishing links with international educational research organizations and similar entities across Southern Africa and the broader African continent. Together, we can share insights, learn from one another, and contribute to a unified body of knowledge that serves our collective goals. These collaborations will enrich our understanding and elevate our standing in the global academic community, allowing us to contribute actively to international discourses on education.

Yours in scholarship.

 Prof. Melanie B. Luckay.