Dissertations / Theses: 'ABET in South Africa'

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Larney, Redewan. "ABET programmes at community learning centres in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.

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The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "
what exactly is the nature of the relationship between adult education and training"
?

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Manona, Barbara Nomanesi. "Evaluation of the National Diploma in Adult Basic Education and Training with regard to the demands of the ABET world of work." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1932.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005
The focus of this research is the evaluation of the National Diploma in Adult Basic Education and Training (ABET) for the purpose of suggesting improvements that could enable ABET diplomates to meet the demands of their challenging ABET world of work. The research study is based on the reflections of employed ABET diplomates and their employers on the relevance and usefulness of the ABET qualification in the workplace. The research is set against the general literature on the linkages between higher education and workplaces in general and the need for the development of work integrated curricula and high workplace competence levels in particular. The research also draws on literature that relate to the National Qualifications Framework (NQF) in the current South African education system and the role that could be played by learnerships and service-learning in the development of ABET practitioners. Reference is also made to the literature on employability of graduates, the contextual nature of the ABET world of work, work-based learning, and pedagogy or andragogy that is needed to support workplace practices. Qualitative evaluation approaches and narrative data production methods in the context of teaching and learning were used. The lecturers, ABET diplomates and their employers were interviewed in order to find out how the National Diploma in ABET prepared the diplomates to be effective and efficient in their ABET world of work. Curriculum documents for the National Diploma in ABET were also consulted. The research findings indicated that employed ABET diplomates find it difficult to meet all the demands of the workplace in general and to demonstrate an understanding of unit standards and outcomes when preparing lessons and planning learner activities in particular. The study therefore calls for higher education institution to find alternative ways of offering the National Diploma in ABET by establishing partnerships with workplaces and work closely with potential employers of ABET diplomates. Such collaborative efforts could result in the development of work-integrated curricula which could enable ABET diplomates to spend more time in the workplace than in the classroom. The study recommends that higher education institutions should be involved in ABET Practitioner learnerships that provide work-based learning and in service-learning which provides community service experience in order to provide learners with an opportunity to connect theory with practice and ideology with actuality.

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Malan, Sharon Brenda. "The role of the facilitator in implementing an adult basic education and training (ABET) programme in a rural area in the Southern Cape." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52021.

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Thesis (MEd) -- Stellenbosch University, 2000.
ENGLISH ABSTRACT: It is estimated that some 12,5 to 15 million adults in South Africa have had little or no education. Since the first democratic elections in April 1994 the political, economical and social context in South Africa is in the process of transformation. In order to cope with this transformation phase, South Africa is creating structures where the culture of every citizen, irrespective of class, race or gender is acknowledged and respected. One of these structures is the provision of basic education to all South African adults who have historically been deprived of education and training. The changing political situation in South Africa has inevitably influenced the concept of what literacy is for and how it should be taught. This inevitably affects the role performance of facilitators (educators of adults) at grass roots level. Recent policy developments place heavy demands on facilitators without adequately considering the necessary inputs needed to cope with these demands. The purpose of this study is therefore to make a meaningful contribution to the understanding of the challenging and important role of the facilitator in ABET. A qualitative approach which provided a clear description of the roles facilitators are currently performing in a rural area in the Southern Cape was chosen. This revealed the factors having an impact on the role performances of a facilitator. This study revealed the following: • In keeping with international trends the teacher's role in adult basic education in South Africa has been redefined as that of a facilitator of learning. • The attitudes adopted by the literacy organization can directly influence the teaching approach adopted by facilitators during classroom practice. • Facilitators need to exhibit flexibility when using different teaching styles during classroom practice. • Training objectives should encompass the different learning and teaching styles of facilitators. In order to enable facilitators to perform their multiple roles in ABET the preparation and continuing support of facilitators at grass roots level is crucial, especially if ABET is to make a meaningful contribution towards solving the adult literacy problems as experienced in South Africa and to prevent littering the South African landscape with the debris of failed projects
AFRIKAANSE OPSOMMING: Na raming het ongeveer 12,5 tot 15 miljoen volwassenes in Suid-Afrika min of geen onderwysonderrig gehad nie. Sedert die eerste demokratiese verkiesing in April 1994, is die politieke, ekonomiese. en sosiale konteks in Suid-Afrika in 'n proses van transformasie. Ten einde hierdie transformasiefase te bowe te kom, is Suid-Afrika besig om strukture te skep waarin die kultuur van elke burger ongeag klas, ras of geslag, erken en gerespekteer word. Een van hierdie strukture is die voorsiening van basiese onderwys aan alle Suid-Afrikaanse volwassenes wat histories onderwys en opleiding ontbeer het. Die veranderende Suid-Afrikaanse politieke situasie het 'n uitwerking gehad op die begrip van die doel van geletterdheid en hoe dit onderrig moet word. Hierdie werklikheid het onvermydelik weer 'n uitwerking op die rolvervulling van fasiliteerders ( onderwysers v1r volwassenes) op grondvlak. Onlangse beleidsontwikkeling stel hoe eise aan fasiliteerders, sonder voldoende oorweging van die noodsaaklike insette wat fasiliteerders moet lewer ten einde aan hierdie eise te voldoen. Die doel van hierdie studie is dus om 'n sinvolle hydrae te lewer om die uitdagende en belangrike rol van die fasiliteerder in volwasse basiese onderwys (VBO) te verstaan. 'n K walitatiewe benadering is verkies wat 'n dui de like beskrywing gee van die rolle wat fasiliteerders tans in 'n landelike gebied van die Suid-Kaap vervul en wat die faktore weerspieel wat 'n uitwerking op die rolvervulling van 'n fasiliteerder het. Die studie het die volgende tendense aan die lig gebring: • In ooreenstemming met intemasionale neigings, is die rol van die onderwyser in volwasse basiese onderwys in Suid-Afrika herdefinieer as 'nfasiliteerder van die leerproses. • Die gesindhede wat deur die geletterdheidsorganisasie aanvaar word, kan die onderrigbenadering van die fasiliteerder in die klaskamer direk be"invloed. • Fasiliteerders moet buigsaamheid aan die dag le by die gebruik van verskillende onderrigstyle in die klaskamer. • Opleidingsdoelwitte moet die verskillende leer- en onderrigstyle van fasiliteerders omsluit. Ten einde fasiliteerders in staat te stel om hulle veelvuldige rolle in volwasse basiese onderwys te vervul, is die voorbereiding en deurlopende ondersteuning van fasiliteerders op grondvlak deurslaggewend, veral indien volwasse basiese onderwys en opleiding 'n sinvolle hydrae wil maak tot die oplossing van volwassenes se geletterdheidsprobleme soos dit tans in Suid-Afrika ondervind word en as dit wil verhoed dat die Suid-Afrikaanse landskap met die opdrifsels van mislukte projekte besaai word.
National Research Foundation (NFR)

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Bouwer, Anne Margaret. "Visual literacy in adult basic education : a study of ABET learners' visual perception with regard to their general level of English second language learning." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003707.

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Adult learners face many difficulties in their learning programmes, particularly due to the fact that having mastered literacy in their mother tongues, they move on to further educational programmes which are mostly produced in English. In contemporary society, people need to be adept in a number of literacies, termed multiliteracies. Adult learners are rarely taught visual competence as visual images are relegated to illustrations for written texts, and attention is mainly focussed on the all-important written word. Adult basic education learners need to be able to interpret pictures in books, newspapers and magazines, just as much as they need to be able to read and write. It is the premise of this research that visual literacy enhances thinking skills and that adult learners need to be actively taught how to interpret visual images in order to more ably deal with the written word, the more 'important' part of literacy. The goals of this research are to develop understanding of the processes which go into understanding images and text, and to examine how pictures can be used to help adult learners develop proficiency in English. Another goal is to teach learners the basics of visual literacy so as to improve their comprehension of the plethora of images surrounding them. The research findings could help to inform adult educators facing the current crisis in Adult Basic Education and Training in South Africa, focusing on a little-studied aspect of literacy, visual literacy, one of the critical outcomes in the new South African curriculum for Adult Education and one of the multiliteracies required by citizens of today's world.

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Mol, L. "Sandstone weathering, Electrical Resistivity Tomography, and the deterioration of San Rock Art in the Golden Gate Highlands National Park, South Africa." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:e73c62d5-5dbb-4fb9-abe5-3de53efe5ced.

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Electrical Resistivity Tomography (ERT) is a novel technique which can be used to build up a 2D pseudo-section of resistivity distribution of a porous material. Here, it is used to visualise internal moisture regimes by measuring the resistivity distribution of transects within sandstone, inferring that high resistivity equals low moisture content and vice versa. This method was used to perform two intermediate complexity laboratory tests; the first one to determine high-resolution, multi-scale drying patterns of sandstone, the second to determine capillary ingress of moisture within a sandstone block and the influence of temperature on moisture distribution. It was found that moisture behaviour showed far more complex patterns than previously acknowledged. A new model is therefore proposed which describes the influence of increased near-surface temperatures on capillary rise. This series of tests bridge the gap between field observations and mathematical models, as well as confirm the validity of ERT as a geomorphological tool. This research was continued by investigating the role of internal moisture in sandstone weathering using the Golden Gate Highlands National Park (GGHNP), South Africa as a case study. The ERT data was correlated with Equotip (rock surface hardness) and Protimeter (rock surface saturation) measurements. Seven sites were investigated, which showed that there is a non-linear correlation between rock surface hardness and internal moisture patterns. In addition, annual change measurements confirmed that the fluctuating patterns of internal moisture can be correlated to strengthening or weakening of the rock surface. This research therefore proposes two new conceptual weathering models. The first correlates ‘optimal moisture content’ to rock surface strength. The second correlates the development of shelters and changing weathering patterns to the non-linear interaction between case hardening and internal moisture. This new approach to sandstone weathering can be incorporated into conservation methods, as rock surface loss is one of the main causes of the San Rock Art deterioration observed in the GGHNP.

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Botes, Antoni Willem. "A feasibility study of utilising shipping containers to address the housing backlog in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85714.

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Thesis (MEng)--Stellenbosch University, 2013.
Please see accompanying Errata document to be viewed with original document.
ENGLISH ABSTRACT: The current housing backlog facing the informal residents of South Africa is daunting. With current research showing that the backlog is not shrinking fast enough, the stakeholders of the formal and informal housing sector are facing an immense challenge. Most houses constructed after 1994 utilised conventional brick and mortar construction, with alternative means of building homes taking up a negligible share in the total housing supply. The purpose of this study is to test the feasibility of container-based homes as an alternative to brick and mortar homes in South Africa’s low-cost housing supply according to the triple constraints of project management i.e. cost, time and quality. Social acceptance and environmental sustainability are also analysed as two secondary parameters that will influence container-based projects. These parameters form the basis of the three pillars of sustainability, i.e. economic, societal and environmental parameters, which indicates the feasibility of a new design implementation. Two test cases for the feasibility study were designed. The first case considers a modular single-storey residential home, equivalent to standard “Breaking New Ground” housing solutions. The second test case considers a multi-storey, medium-density residential building, capable of housing multiple families .The test cases represent possible container-based solutions, with traditional brick and mortar construction (single and multi-storey) acting as the control solution. The three sustainability parameters act as benchmarks of each solutions’ feasibility, with the control solution acting as the counter-performance example. The comparison of the economic parameter relies on the cost of each design case, its construction time and the quality of the end-product. The bills of quantities were measured against a conventional building type, and it was found that a single-storey solution will prove more costly than a small brick and mortar home. However, the multi-storey solution proves to be feasible when compared to a concrete three-storey structure. Regarding time, the construction of an Intermodal Steel Building Unit (ISBU) home is up to 3 times faster compared to a conventional house. The end-product quality will depend on the quality system used by the contractor and its correct implementation; thus it is not an important dividing factor when comparing conventional versus Alternative Building Technology (ABT) systems. The societal parameter of an ISBU solution rests on its acceptance by the beneficiaries. Traditionally, resistance has met ABT home implementation, as stakeholders consider them as inferior products. A comprehensive survey was carried out in an informal settlement to test this statement. The results show that the majority of beneficiaries prefer conventional homes, unless the ABT home resembles its conventional counterpart. The environmental sustainability of a new product relies primarily on the carbon footprint of the materials and methods used. This was tested by comparing the impact of an ISBU solution with a conventional solution. The “upcycling” (as opposed to recycling) of used containers provides a large environmental benefit when comparing it to newly constructed brick for conventional homes, and thus the impact is lower. The findings of the study show that a single-storey solution utilising containers proves ineffective, as it is more expensive per square meter than a conventional home. However, a multi-storey container solution is feasible, as it is lower in cost (than comparative conventional solutions), faster to construct, allows for higher density expansion of settlements and is more environmentally friendly.
AFRIKAANSE OPSOMMING: Die enorme behuisingsagterstand van informele nedersetters in Suid-Afrika skep 'n geweldige uitdaging vir die rolspelers in die formele behuisingsektor. Huidige navorsing toon dat hierdie agterstand nie vinnig genoeg verminder nie, en baie mense verkeer in nood. Die meerderheid van huise wat opgerig is sedert 1994 maak gebruik van konvensionele baksteen en sement konstruksie, terwyl alternatiewe maniere van konstruksie 'n nietige aandeel het. Die doel van hierdie studie is om die bruikbaarheid van skeepshouer-gebaseerde huise te bepaal in teenstelling met konvensionele baksteen en sement huise, spesifiek vir die lae-koste behuisingsgeval in Suid-Afrika. Dit word uitgevoer volgens die "drietallige beperking" beginsel van projekbestuur, naamlik koste, tyd en kwaliteit parameters. Addisioneel word die sosiale aanvaarbaarheid sowel as die omgewingsvriendelikheid van die konsep getoets teen konvensionele maniere van konstruksie. Hierdie parameters vorm saam die “drie pilare van volhoubaarheid”, wat betrekking het tot ekonomiese-, sosiale- en omgewings-aspekte. Twee toetsgevalle is ontwerp volgens argitektoniese en tegniese standaarde sowel as gemeenskap benodigdhede. Die eerste geval is ontwerp as 'n enkel-verdieping huis, met behulp van modulêre skeepshouers. Die tweede geval is 'n meertallige-verdieping, medium-digtheid residensiële gebou wat verskeie families kan huisves. Die toetsgevalle modelleer verskeie skeepshouer oplossings, terwyl konvensionele konstruksie oplossings dien as beheer gevalle. Elke geval word volgens die drie volhoubaarheids beginsels getoets, met die beheer gevalle wat dien as die teen-prestasie voorbeelde. Die vergelyking van die ekonomiese parameter berus op die koste van elke ontwerp, sy konstruksietyd en die eindproduk kwaliteit. Die lys van hoeveelhede is gemeet teen dié van ŉ konvensionele huis, en daar is bevind dat die enkelverdieping skeepshouer-geval veel duurder sal wees. Die meertallige-verdieping geval aan die ander kant, maak gebruik van baie kostebesparings metodes, en lyk uitvoerbaar. Die tyd-aspek wys dat die konstruksie m.b.v. “Intermodal Steel Building Units” (ISBUs) tot en met 3 keer vinniger te wees teenoor ŉ konvensionele huis. Die eindproduk kwaliteit hang af van die tipe kwaliteit stelsel wat die kontrakteur gebruik, sowel as die korrekte toepassing van hierdie stelsel; dus is dit nie ŉ skeidende faktor tussen alternatiewe en konvensionele boumetodes nie. Die gemeenskaplike aspek van die gebruik van alternatiewe konstruksie berus op die aanvaarding van die huisbewoners. Gemeenskappe het tradisioneel nie ŉ hoë dunk van Alternatiewe Bou-Tegnologie (ABT) behuising nie, aangesien hulle dit as swak kwaliteit bestempel. Om hierdie stelling te toets is ŉ opname uitgevoer in ŉ informele nedersetting. Die resultate wys dat die meerderheid inwoners die konvensionele opsie verkies. Daar is wel bevind dat die inwoners ŉ ISBU huis sal oorweeg indien dit ŉ visuele ooreenkoms toon met ŉ konvensionele huis. Die omgewingsvolhoubaarheid van ŉ nuwe produk berus hoofsaaklik op die koolstof-voetspoor van die materiale en boumetodes wat gebruik is. Hierdie aspek is getoets deur ŉ ISBU oplossing se omgewings-impak te meet teen dié van ŉ konvensionele huis. Die “upcycling” voordeel wat skeepshouers gebruik gee ŉ groot voordeel teenoor die konstruksie van konvensionele huise, siende dat min nuwe materiale gebruik word. Dus is die totale omgewings impak laer as die van ŉ konvensionele huis. Die bevindinge van die navorsing wys dat ŉ enkelverdieping ISBU oplossing onprakties is in terme van koste per vierkante meter, aangesien dit veel duurder as ŉ konvensionele metode is. Die meertallige-verdieping geval is wel uitvoerbaar, aangesien dit ŉ laer koste tot gevolg het, vinniger gebou word, hoër-digtheid behuising bevorder en meer omgewings-vriendelik is.

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Brewis, Chandre. "Quantifying the environmental dimension of sustainability for the built environment : with a focus on low-cost housing in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20298.

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Thesis (MScEng)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Sustainability is difficult to achieve in a world where population and economic growth leads to increased production of greenhouse gases, resource depletion and waste generation. Today, the environmental dimension of sustainability, which is more commonly known as the natural environment, and the construction industry are two terms often mentioned together. In Europe, 12.4 % of greenhouse gas emissions are induced by the construction and manufacturing industry (Maydl, 2004). Also, 50 % of the resources extracted are used in the construction industry and more than 25 % of waste generated is construction and demolition waste. In South Africa, the building sector accounts for approximately 23 % of the total greenhouse gas emissions (Milford, 2009). Furthermore, 60 % of investment is made in the residential sector where 33 % of the building stock is the focus of the government’s Housing Programme. It is seen that the construction industry significantly impacts the natural environment and the aim should be to reduce this negative impact. Within the local residential sector, the low-cost housing sector presents potential when it comes to sustainable improvements. Each of the three spheres of sustainability, namely economy, natural environment and society, plays a crucial role in this sector. Various studies have been done on the economical and social fields, but little information exists on the impact low-cost houses have on the environment. A need arises to scientifically quantify the environmental impact hereof, therefore it is chosen as the focus of this study. Various methods in order to determine the environmental impact of the built environment exist globally, but they tend to be complex, are used in conjunction with difficult to understand databases and require expensive software. A need for a local quantification method with which to determine the environmental impact of the built environment, more specifically low-cost housing, has been identified. A simple and easy-to-use analysis-orientated quantification method is proposed in this study. The quantification method is compiled with indicators related to the local conditions; these include Emissions, Resource Depletion and Waste Generation. The end objective is to provide the user with an aggregated total value called the Environmental Impact Index to ease comparison of possible alternatives. The quantification method is developed as a mathematical tool in the form of a partial Life Cycle Assessment which can aid in objective decision making during the conception and design phase of a specific project. Note that only the Pre-Use Phase of the building life cycle is considered during the assessment, but can be extended to include the Use Phase and End-of-Life Phase. The proposed method has the capability of calculating and optimising the environmental impact of a building. Regarding low-cost housing, different housing unit designs can be compared in order to select the best alternative. The quantification method is implemented for two low-cost house design types in this study. Firstly, the conventional brick and mortar design is considered whereafter a Light Steel Frame Building is viewed as an alternative. The model implementation demonstrates that the model operates in its supposed manner. Also, Light Steel Frame Building housing units are shown to be worth investigating as an alternative to the conventional brick and mortar design but should be confirmed with a more accurate Life Cycle Assessment.
AFRIKAANSE OPSOMMING: In ’n wêreld waar toenemende ekonomiese en bevolkingsgroei veroorsaak dat al hoe meer kweekhuisgasse voortgebring word, hulpbronne uitgeput word en groter hoeveelhede rommel geproduseer word, is dit ’n bykans onbegonne taak om volhoubaarheid te probeer bereik. Volhoubaarheid rakende die natuurlike omgewing en konstruksie is twee terme wat vandag dikwels saam genoem word. Ongeveer 12.4 % van die kweekhuisgasse wat in Europa vrygestel word kom uit die konstruksie- en vervaardigingbedrywe (Maydl, 2004). Die konstruksiebedryf gebruik ook bykans die helfte van hulpbronne wat ontgin word en meer as 25 % van rommel word deur konstruksie of sloping produseer. Die Suid-Afrikaaanse boubedryf is verantwoordelik vir 23 % van die totale hoeveelheid kweekhuisgasse wat die land vrystel. Die behuisingsektor, waar die regering aan die hoof van 33 % van eenhede staan, ontvang 60 % van bestaande beleggings (Milford, 2009). Dit is dus duidelik dat die boubedryf ’n negatiewe impak op die natuurlike omgewing het en dat dit van groot belang is om dié situasie te verbeter. In die behuisingsektor het lae-koste-behuising groot potensiaal as dit kom by volhoubaarheid. Volhoubaarheid bestaan uit drie sfere: ekonomie, natuurlike omgewing en sosiaal, en al drie speel ’n betekenisvolle rol in lae-koste-behuising. Daar is reeds verskeie studies aangepak om die ekonomiese en sosiale sfere te beskryf, maar daar is steeds min inligting beskikbaar oor die omgewingsimpak van ’n lae-koste-huis. Dit laat die behoefte ontstaan om hierdie impak te kwantifiseer. Bestaande metodes wat wêreldwyd gebruik word om ŉ omgewingsimpak te bepaal is dikwels besonder kompleks en benodig duur sagteware tesame met ingewikkelde databasisse om dit te implementeer. ’n Behoefte aan ’n plaaslike kwantifiseringsmetode is geïdentifiseer. Hierdie studie stel ’n eenvoudige, gebruikersvriendelike kwantifiseringsmetode bekend. Dit word saamgestel uit faktore wat verband hou met die plaaslike omgewing: Uitlaatgasse, Hulpbronuitputting en Rommelvervaardiging. Uiteindelik word ’n saamgestelde waarde, wat die Omgewingsimpak-indeks genoem word, bereken om vergelyking te vergemaklik. Hierdie kwantifiseringsmetode word aan die hand van ’n gedeeltelike lewenssiklus-analise as ’n wiskundige hulpmiddel ontwikkel. Slegs die eerste fase van ’n gebou se lewenssiklus word beskou tydens hierdie studie, maar dit is moontlik om die ander twee fases in te sluit. Die voorgestelde metode het die vermoë om die omgewingsimpak te bereken en ook te optimeer. Tydens die ontwerpsfase, wanneer belangrike besluite geneem moet word, kan so ’n hulpmiddel van enorme waarde wees om die beste opsie uit verskillende alternatiewe te help identifiseer. Die studie beskou twee tipes behuisingseenhede vir die doel van implementering van die kwantifiseringsmetode: die konvensionele baksteen en mortel metode en alternatiewelik ’n ligte staalraamwerk-gebou. Tydens implementering van die voorgestelde metode, demonstreer die model dat dit werk soos dit veronderstel is om te funksioneer. Verder is getoon dat ’n ligte staalraamwerk-gebou ’n waardevolle alternatief is om te ondersoek, maar dit moet liefs met ’n meer akkurate lewenssiklus-analise bevestig word.

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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2014. http://hdl.handle.net/10962/64864.

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[Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society.

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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2016. http://hdl.handle.net/10962/64838.

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[Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection.

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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2013. http://hdl.handle.net/10962/64878.

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[Editor's Letter]: Study South Africa has been the global mouthpiece of the International Education Association of South Africa (IEASA) and South African Higher Education since the publication of its first edition in 1999. It grew from a publication that served as a guide to South African Higher Education to a comprehensive source of information for the international academic community and others interested in South Africa’s tertiary education sector. This annual publication requires knowledgeable contributors as well as skilful editorial and other technical support. For the past number of years the editorial team was ably supported by Loveness Kaunda from the University of Cape Town (UCT). She provided the publication with her time, energy and knowledge. However, as she retired from her UCT position, she will no longer be available to consult with on a regular basis. This edition of Study South Africa is dedicated to her as a token of gratitude for all her time and passion. Another source of knowledge and inspiration is Patrick Fish - a higher education specialist who does research on topics relevant to the South African Higher Education landscape and provides us with up-to-date information. His writing skills turn the first number of pages of this publication into a real source of information. The knowledge about South African universities will be incomplete without the contributions of the universities themselves. A common trend this year is the focus on excellence of teaching and research as well as the relevance of South African Higher Education to local students functioning in an ever globalising world. It is also evident that most of the South African universities are aware of the need to be globally competitive, not only to attract the best international students, but also to be able to compete in a very competitive global knowledge driven environment. Study South Africa is again proudly presented by IEASA. This edition, focussing on Internationalisation of Higher Education, with a specific focus on South Africa in a changing world, again illustrates the interconnectedness of global higher education. It is envisaged that future editions will explore and document the collaboration between IEASA and similar organisations that is promoting the Internationalisation of Higher Education as well as global trends in international higher education affecting internationalisation of higher education in emerging countries.

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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2015. http://hdl.handle.net/10962/64911.

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[Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping.

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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2012. http://hdl.handle.net/10962/64928.

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[Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning.

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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2011. http://hdl.handle.net/10962/64952.

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[Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics.

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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2010. http://hdl.handle.net/10962/64963.

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[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility.

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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2009. http://hdl.handle.net/10962/64983.

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[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system.

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(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2007. http://hdl.handle.net/10962/65090.

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[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa.

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(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2002. http://hdl.handle.net/10962/65310.

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[Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today.

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(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2003. http://hdl.handle.net/10962/65321.

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[Message from the Honorable Minister of Education, Prof. Kader Asmal]: It gives me pleasure to be able to once again give message of support for the Guide to South African Universities and Technikons. Government policy has placed higher education at the centre of the Human Resource Development Strategy. In the last edition I indicated the need to ensure that our system of higher education is relevant, accessible, efficient and provides the basis for lifelong learning. To this end we are embarking on a major transformation and reconstruction process to improve the capacity of our higher education institutions to respond nor only to national demands but also to the demands placed upon us by a globalised economy. TI1e envisaged higher education landscape should be better aligned to respond to the challenges of the constantly changing demands. The realisation of the African Union and the proposals contained in the New Programme for Africa Development calls for greater understanding of the international imperatives that will inform greater economic, political and social cooperation. All of this requires that higher education institutions should step up the pace in forging academic cooperation and linkages as well as providing an enabling environment for international students to study in South Africa. It also requires higher education institutions to ensure that the quality of the programmes offered matches or exceeds international benchmarks so that they become first choice institutions for students wanting an international experience. The initiative that the International Education Association of South Africa (IEASA) has undertaken together with the South African Universities Vice-Chancellors Association and the Committee of Technikon Principals is beginning to show some results. There has been an increase in the number of international students who seek study opportunities in our institutions. This can only strengthen our system as we gain more insight into international perspectives through these students. I wish all those involved in this endeavour success.

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(IEASA), International Education Association of South Africa, and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2005. http://hdl.handle.net/10962/65344.

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[Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices.

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(IEASA), International Education Association of South Africa, and Orla Quinlan. "Study South Africa." International Education Association of South Africa (IEASA), 2017. http://hdl.handle.net/10962/64853.

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[Editor's Letter]: Welcome to the seventeenth Study SA, compiled as IEASA celebrates its twentieth anniversary. Study SA is the South African publication that provides an overview of South African Higher Education issues and developments. This edition has a special Commemorative section, celebrating 20 years of IEASA, as well as the standard sections found in every issue of Study SA, consisting of Higher Education in Context, Features and Medical Aid and the updated profiles of the 26 public Higher Education Institutions. Universities South Africa, USAF, kindly provided partial funding for this edition of Study SA and we are delighted to include a message from the current CEO Dr Ahmed Bawa, a consistent supporter of internationalisation in Higher Education. We also have a message from the former Minister of Higher Education, Dr Blade Nzimande (2009-2017). A voluntary organisation supported by a small secretariat, IEASA is testament to a group of people who saw the need for an organisation to support the South African Higher Education’s re-entry and engagement with the rest of the world, once it became a democracy in 1994. This edition includes articles by two of the founding members: lEASA’s first President, Dr Roshun Kishun and its first Treasurer, Dr Derek Swemmer. Our sincere thanks to all the committed individuals in South African Higher education, who have kept IEASA going from strength to strength. Thilor Manikam, lEASA’s longest serving staffing member and the Office Manager has provided continuity and institutional memory over the best part of the twenty years. Guided by lEASA’s Constitution, Thilor has ensured that regardless of the change in the Management Council over the years, IEASA operations are impeccably managed and that IEASA has received an unqualified audit every year since its inception. In its history, IEASA has had seven Presidents: Dr Roshun Kishan, Ms Fazela Hanif, Mr David Ferrai, Ms Merle Hodges, Mr Lavern Samuels, Dr Nico Jooste and the current President Leolyn Jackson, whose term will run until the end of 2018, when the current President Elect, Ms Orla Quinlan will serve a two-year term from 2019-2020. IEASA has facilitated the development of a close knit community of practice in South Africa with members drawing on each other’s strengths and skills; inviting each other to our respective institutions to share knowledge, skills and ideas on appropriate internationalisation, within the South African context. More than that, we have become friends and have developed a collective responsibility to present and represent South African Higher Education to the rest of the world. Sadly, we lost three of our very dear colleagues and friends in recent years: Mr Len Mkhize, Mr Jimmy Ellis and Professor Stan Ridge. We pay tribute to the energy and joy they brought to IEASA in all their endeavours. They are missed. Others who have supported IEASA over the years include PWC, who have provided free audit services up to 2017, as a contribution to South Africa’s Higher Education; ABSA and the Medical Aid companies, who have provided sponsorship to IEASA. Finally, its volunteer Management Council, members of which serve two-year terms, with the possibility of being re-elected, and each one of our members who participate in and support IEASA activities and events. IEASA continued its work with the Department of Home Affairs (DHA) to clarify the visa application procedures, communicate the processes and to request interventions when visa processing is unduly delayed or if there are extenuating circumstances, which require intervention. IEASA and DHA have held one joint workshop with universities in 2016; a second was held following the IEASA 20th conference in August 2017 and an initial meeting called by USAF was held with DHA, HR Directors from universities and IEASA in late 2017. Visa Facilitation Services (VFS) have introduced a new mobile biometric service for campuses who do not have a VFS office in their locality. IEASA will continue to work on behalf of the international students and the rest of the international Higher Education community to improve the clarity of immigration requirements and to help overcome any difficulties faced. An article providing an update on progress is included in this edition. The international landscape has shifted enormously in recent years, where previously unquestioned democratic principles are being contested in some of the world’s most established democracies. lEASA’s 20th Anniversary Conference theme was “Advancing internationalisation: overcoming hostilities and building communities”. While in reflective and celebratory mode about the achievements of the last twenty years during the the Colloquium, the conference attendees switched mode and engaged in robust debates, about the current challenges in Higher Education including economic and financial challenges, xenophobia, the lack of equity in existing partnerships, institutional strategies, opportunities for engaging with partners interested in South African Higher Education. IEASA is cognisant of its responsibility to build capacity for the upcoming professionals in the sector and workshops on themes pertinent to the professionals in International Offices included immigration, partnerships and developing internationalisation strategy.

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(IEASA), International Education Association of South Africa, and Essche Alexandra Van. "Study South Africa." International Education Association of South Africa (IEASA), 2004. http://hdl.handle.net/10962/65333.

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[Message from the President of IEASA, Dr Roshen Kishun]: The fourth edition of Study South Africa; Guide to South African Tertiary Education coincides with a momentous event in the history of South Africa. It is the 10th anniversary of the democracy after the 1994 elections that ended apartheid. It is time to celebrate the achievements, the development strides, and the reintegration of South Africa into the world community. The International Education Association of South Africa (IEASA) welcomes the new Minister of Education, Ms Naledi Pandor, elected to the Cabinet after the April 2004 elections. We wish her well in her new and demanding portfolio. We are confident that the Minister will support the tertiary education sector to develop linkages between international education, skilled migration and the transition to knowledge economies. While we believe that a free and democratic country may be the most powerful attraction for international students wishing to study in South Africa there are other reasons. South Africa is rated as a technological powerhouse on the African continent. Comparatively South Africa’s educational infrastructure can be compared with the best in the world. Its research sector is by far the strongest in Africa. The country has adopted English as one of its official languages and it is the main medium of instruction in the tertiary education sector. A significant factor which makes South African qualifications attractive is the relatively lower cost of study. Study in South Africa offers the best of both worlds to international students, combining the experience of living in Africa with the opportunity to obtain quality education at a fraction of the cost. In the ten years since 1994, the opening-up of the tertiary education sector in South Africa is evidenced by the dramatic increase of international students studying in the South African public education sector from about 13 000 to more than 47 000 in 2002. While the headcount numbers include distance education students, it is possible that South Africa is currently the leading host country for international students in Africa. An IDP report predicts that by 2025 almost eight million students will be educated trans-nationally. The growth in international student numbers presents South Africa with some exciting challenges in the global context. South Africa is expected to become one of the top nations in the world hosting international students in the next ten yean. Study South Africa is published in the middle of one of the most intense periods of change when the South African education system is being restructured to eliminate duplications created under the apartheid system. The number of public institutions is being reduced from 36 to 23 through mergers and incorporations. The binary divide that existed in the public higher education system pre- 2002, where there were 21 universities and 15 technikons is blurred by the creation of the universities of technology. In spite of the massive transformation, the South African higher education sector has much to offer in the form of quality education, advanced research facilities and internationally recognized qualifications. The information provided in this Guide introduces the individual institutions, their academic offerings, support services provided and other relevant details needed to make a choice of study destination Study South Africa is also a useful tool in the development of a strategy to market South African higher education into the competitive world of international education. The decision by IEASA to develop a marketing strategy is not only a reaction to global higher education pressures, but is also an acknowledgement of South Africa’s return to the global higher education community and in identified geographical areas. IEASA realised that past isolation can only be overturned by conscious new strategies. This 'marketing initiative’ meant that the presence of South Africa was highly visible at some of the leading forums dealing with international education in the world. Study South Africa is undertaken by IEASA in association with the South African Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). These organizations themselves are set to merge in the near future. We appreciate the support of the Council on Higher Education (CHE), the South African Qualifications Authority (SAQA), Unitech (Higher Education professional body for marketing, communication and development), and Professor T Mthembu. We are most grarefril to Karen MacGregor, our specialist writer, who compiled the excellent articles in this publication on achievements during the ten years of transformation. I wish to take this opportunity of thanking all those who made contributions for their support and all the tertiary education institutions in the public education sector for their participation. We are grateful to the Department of Foreign Affairs for the distribution of the Guide abroad and to members of the IEASA publications committee for their input. We appreciate the support of Artworks Publishing for working under pressure to meet publications deadline. Special thanks are due to Zandile Wanda for the work in coordinating the response from the tertiary education sector and to Alexandra van Essche for compiling and producing the Guide. Without their efforts it would not have been possible to publish the Guide.

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(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2006. http://hdl.handle.net/10962/65386.

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[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It is a great pleasure for me to give a word of support to the sixth edition of Study South Africa: The Guide to South African Higher Education. I am particularly pleased with the effort and level of commitment shown by the International Education Association of South Africa (IEASA) in promoting South African higher education institutions internationally. The internationalisation of our higher education system is an acknowledgement that South African universities have a valuable contribution to make to the global higher education community, and in particular on the African continent. In this regard, I am pleased to note that of the 52,000 international students enrolled in our institutions, the majority come from the African continent. South Africa's higher education institutions offer unique benefits for international students, blending the experience of living in Africa with the opportunity to obtain internationally recognised qualifications at reasonably affordable costs. Also, high quality educational infrastructure, unique research opportunities, and a rich variety of cultures make South Africa one of the favourable study destinations for many international students. More than ever before our institutions are working hard to ensure that they provide high quality education, comparable to the best in the world. Our institutions continue to strive towards excellence and also to encourage international students, particularly those from Africa, upon completion of their studies to go back and make valuable contributions to the socio-economic development of their home countries. IEASA, Higher Education South Africa (HESA) and our universities have played a valuable role in reinforcing South Africa's international relations in academic and research exchange programmes. The Ministry would like to take this opportunity to commend IEASA and HESA for the dedicated efforts and targeted interventions made towards achieving our national priorities.

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(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2008. http://hdl.handle.net/10962/65010.

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[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education.
8th Edition

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Starr, Greg. "Botanizing in South Africa." University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/555907.

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Wilson, Jeya. "Sanctions and South Africa." Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:67c840e5-03ee-4437-a81d-c67f37b0a8b5.

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This thesis studies sanctions and South Africa to show that sanctions can be an effective instrument of foreign policy. It provides a general study on sanctions and South Africa that is not limited to economic factors alone. It develops a framework for analysis using legal, economic and political factors that form the components of sanctions such as the legality of sanctions, the actors which impose sanctions, types of sanctions, the purposes and targets of sanctions, and the response of targets. The effectiveness of sanctions as an instrument of foreign policy is assessed, and factors that limit or enhance their effectiveness are identified. The investigation is in two parts. The first part uses the framework to examine international cases other than South Africa. The second part uses the same framework to examine sanctions against South Africa. Fundamental to the study is the fact that although sanctions are widely used in the conduct of international relations, the research on them is meagre in comparison with the available literature on other instruments of foreign policy such as diplomacy and war. The study finds that from a legal viewpoint there is no apparent rule in international law that prohibits the imposition of sanctions. For sanctions to succeed, sanctioners must commit themselves to making the sanctions work from the point of implementation and enforcement. Different types of sanctions achieve different levels of effectiveness. Even if sanctions do not fulfil their stated purpose, they do often fulfil other purposes which may, in fact, be more important. When faced with sanctions, targets invariably react to their imposition. The effectiveness of sanctions cannot be measured by economic and stated objectives alone. When additional criteria are used, it is found that contrary to conventional wisdom, sanctions are an effective instrument of foreign policy.

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Johnson, David. "Shakespeare and South Africa /." Oxford [GB] : Clarendon press, 1996. http://catalogue.bnf.fr/ark:/12148/cb370959733.

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Haron, Muhammed. "South Africa and Malaysia: identity and history in South-South relations." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002990.

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The focus of this thesis is on the bilateral relationship between South Africa and Malaysia. The thesis appropriates ‘critical theory,’ and as a flexible theoretical tool, and, as an open-ended, loose frame in order to give voice to the marginalized and voiceless from the South. The thesis thus looks at the politico-economic ties that have been developed and brings into view the socio-cultural relations that had been established between the peoples of the two sovereign nation-states during the apartheid and post-apartheid eras respectively. The basic purpose of this study was fivefold: (a) to contribute to the extant literature that concentrates on South Africa’s relations with Malaysia, (b) to examine the relationship at political and economic ties in some detail, (c) to demonstrate that apart from the afore-mentioned bonds IR specialists should also take into account the socio-cultural dimensions of international relations, (d) to bring to light the nation-state’s limitations when discussing the role of non-state actors and considering the contributions of other factors such as globalization, and (e) to stimulate further research on bilateral and multilateral relations in the South – particularly between South Africa and other states in Asia and Latin America - that would assist to better understand the past, present and perhaps the future.

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Ndzeng, Nyangone Emmanuel. "South Africa's relations with Gabon and the Ivory Coast : 1969-1994 /." Link to the online version, 2008. http://hdl.handle.net/10019.1/1138.

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Whelan, Johanna. "South Africa : whither civil society? /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09AR/09arw5659.pdf.

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Fagan, Anton. "Constitutional adjudication in South Africa." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363516.

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Rusch, Peter C. "Precision farming in South Africa." Diss., Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-01072004-153302.

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Hay, Mark. "Ukubuyisana reconciliation in South Africa /." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Baidoo, Emmanuel. "Investigating underemployment in South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6817.

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Philosophiae Doctor - PhD
Labour economists in South Africa have extensively researched on almost all aspects of the unemployment phenomenon, specifically, the levels and extent of unemployment as well as the causes of unemployment have received a lot of empirical attention. One category of the labour force, namely the underemployed, has mostly been ignored in empirical studies. An investigation into the prevalence and rate of underemployment is essential because unemployment alone underestimates the magnitude of a country’s available excess labour capacity. The study focuses on various conceptual and empirical issues, including the definition of underemployment, the extent of underemployment in South Africa, demographic characteristics of the underemployed, an empirical estimation of the total earnings effect of underemployment, the duration of underemployment, and the possible policy options to tackle underemployment. To achieve its research objectives, the study conducts various descriptive and econometric analyses, using the data from the 1995-2016 labour force surveys and the first four waves of NIDS conducted in 2008-2015.

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(IEASA), International Education Association of South Africa, and Andy Mason. "Study abroad in South Africa." International Education Association of South Africa (IEASA), 2001. http://hdl.handle.net/10962/65375.

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[Message from the Honorable Minister of Education, Prof. Kader Asmal]: I am pleased to provide a message for this important Guide to South African Universities and Technikons so soon after my appointment as Minister of Education. Each country depends on the higher education system to meet high human resource needs and to be the engine for the creation of new knowledge and innovation, and critical discourse. Our system offers students a wide choice of career options in a variety of differing environments of a world-class standard. Our universities and technikons play a vital role in preparing students, by equipping them with the necessary knowledge and skills, to take up their rightful place in society and to contribute to the socio-economic development of our country and the many other countries from which students come to study in South Africa. This also affords them the opportunity of making a substantial contribution to the development of human resources in their specialised fields. Like schools, our universities, technikons and other third level institutions must become vibrant centres of community and cultural life. We are looking at the ways in which universities can contribute to the responsibility of citizenship - within an atmosphere of voluntary help. This may be in the form of community service, which many institutions are already involved in, or, for instance, in the form of assisting with a national literacy campaign. In addition they must provide a safe and secure environment conducive to promoting their mission of teaching and learning, scholarship and research, and community service. Proper preparation for the challenges of a fast globalising world is essential if our students are to contribute to the development of the societies and the countries in which they live. Therefore I am committed to building a responsive higher education system of high quality. Such a system should demonstrate its readiness to meet the challenges of the 20st Century.

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Moller, Valerie, and Benjamin J. Roberts. "South Africa, quality of life." Springer Netherlands, 2014. http://hdl.handle.net/10962/67255.

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publisher version
The aim of this encyclopedia is to provide a comprehensive reference work on scientific and other scholarly research on the quality of life, including health-related quality of life research or also called patient-reported outcomes research. Since the 1960s two overlapping but fairly distinct research communities and traditions have developed concerning ideas about the quality of life, individually and collectively, one with a fairly narrow focus on health-related issues and one with a quite broad focus. In many ways, the central issues of these fields have roots extending to the observations and speculations of ancient philosophers, creating a continuous exploration by diverse explorers in diverse historic and cultural circumstances over several centuries of the qualities of human existence. What we have not had so far is a single, multidimensional reference work connecting the most salient and important contributions to the relevant fields. Entries are organized alphabetically and cover basic concepts, relatively well established facts, lawlike and causal relations, theories, methods, standardized tests, biographic entries on significant figures, organizational profiles, indicators and indexes of qualities of individuals and of communities of diverse sizes, including rural areas, towns, cities, counties, provinces, states, regions, countries and groups of countries.

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Burger, Bertus Roux. "Bank Rescue in South Africa." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65725.

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The 2008 Global Financial Crisis has revealed the importance of maintaining financial stability. A big threat to the maintenance of financial stability is however bank failure. Especially if a bank is systemically important due to its size and interconnectedness it may propagate contagion and bank runs and trigger the collapse of a whole financial system. It is therefore pertinent that the issue of bank failures be addressed, preferably by extending assistance to such a failing bank where appropriate. In South Africa bank rescue is currently facilitated in terms of section 69 of the Banks Act 94 of 1990 that provides for the Minister of Finance, on recommendation by the Registrar of Banks, to appoint a curator for a bank that is unable to pay its debts as they become due. The process of curatorship is however deficient when it comes to dealing with banks that are failing but of which some part may be rescued. This deficiency was revealed during the rescue of African bank when some innovative amendments had to be effected urgently to the Banks Act by means of the Banks Amendment Act 3 of 2015. This dissertation explores the concept of curatorship and how the curatorship process and powers of the curator was changed as a result of the problems posed by the collapse of African Bank. It looks into the restructuring of the bank and also discusses the complimentary process of the investigation into the affairs of a failing bank as set out in section 69A of the Banks Act. The dissertation further looks into international developments in the context of the prevention and mitigation of bank failures. Spesific regard is had to the Financial Stability Board's Key Attributes of Effective Resolution Regimes for Financial Institutions, pointing out that the rescue of African Bank actually comprised of bank resolution rather than curatorship in the strict sense.
Mini Dissertation (LLM)--University of Pretoria, 2017.
Mercantile Law
LLM
Unrestricted

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Duyvené, de Wit Jean-Jacques. "Statistical arbitrage in South Africa." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/18603.

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Includes bibliographical references.
This study investigates the performance of a statistical arbitrage portfolio in the South African equity markets. A portfolio of liquid stock pairs that exhibit cointegration is traded for a ten year period between the years 2003 and 2013. Without transaction costs, the portfolio has an encouraging Sharpe ratio of 2.1. When realistic transaction costs are factored in, the Sharpe ratio drops to 0.43.The results underline the theoretical profitability of statistical arbitrage as a trading strategy and highlight the importance of transaction costs in a real-world setting.

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Winship, Ingrid M. "Epidermolysis bullosa in South Africa." Doctoral thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/25674.

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Couper, Michael Patrick. "Immigrant adaptation in South Africa." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003118.

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Although the immigrant flow to South Africa has been relatively small compared to that of other immigrant receiving countries, when considered in terms of the size of South Africa's population and the fact that immigrants are restricted to the White population group, the role of immigrants in this society is considerable. Despite this, few comprehensive studies of the experiences of immigrants in South Africa have been attempted. The aim of this study is to examine the adaptation of immigrants from various countries according to a number of dimensions. Adaptation is conceived of as a dynamic and multidimensional process. A mail survey of seven immigrant groups in South Africa was undertaken during 1985. A total of 3,520 completed questionnaires were obtained from respondents representing British, German, Dutch, Italian, Portuguese, British African and Portuguese African immigrants. The relationships among dimensions of subjective adaptation (satisfaction, identification and acceptance) and objective adaptation (social, cultural, economic, religious and political adaptation) are examined. The role of settlement and citizenship intentions are also investigated, as are various factors (country of origin, length of residence, etc.) that affect immigrant adaptation in South Africa. Multivariate analyses are undertaken to explore the nature of the relationships among these variables. Following these analyses a model of immigrant adaptation in South Africa is proposed. This model is intended to serve as a framework to guide future research on the adaptation of immigrants in South Africa.

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Abrahams, Rayghana. "Financial inclusion in South Africa." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13579.

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The research for this study was guided by the question on whether the financial inclusion improvement strategies of the South African government adequately address the financial inclusion targets, as set out in the National Development Plan. This descriptive non-empirical study was conducted by means of a literature review. The secondary data used for the study were collected from a number of sources, namely: (i) the 2015 Brookings Financial and Digital Inclusion Project report; (ii) the 2014 Global Findex survey; (iii) the InterMedia surveys; (iv) Financial Access surveys; (v) various national FinScope surveys; and (iv) a number of working papers of the World Bank related to financial inclusion. The data revealed that South Africa, with its sophisticated financial sector, was early to adopt policies and initiatives to advance financial inclusion and the country has experienced a noticeable increase in financial inclusion from 61% in 2004 to 87% in 2015. South Africa is 3% away from its National Development Plan goal of 90% financial inclusion by 2030. This indicates that overall, the financial inclusion initiatives adopted by the South African government were successful.

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Putter, Renier. "Dental fraud in South Africa." University of the Western Cape, 2016. http://hdl.handle.net/11394/5736.

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Magister Scientiae Dentium - MSc(Dent) (Community Oral Health)
Healthcare fraud wastes money that could be spent in the treatment of patients. The exact amount of healthcare fraud is very difficult to determine, especially in a two-tier healthcare system like South Africa. The amount and cost of dental fraud in South Africa has never been researched. If the amount and cost of fraud in a specific area can be determined, resources can be better used to combat healthcare fraud in the future.

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Kim, Yejoo. "Why corporatism failed : comparing South Africa and South Korea." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95881.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: In this study the aim is to examine what the impact of the imbalance in the power dynamics between the state, business and labour is on corporatist institutions in South Africa and South Korea. In both countries, the corporatist institutions have failed to bring the actors together and to resolve the various issues as these institutions were expected to do. When looking at the establishment of corporatist institutions in the two countries it is clear that the state had to incorporate the interests of labour in their decision-making process due to the increasing power of labour during the democratisation process. However, the current situation proves that the corporatist institutions in South Africa and South Korea have faced various problems. Therefore why the corporatist institutions in the two countries have not functioned properly is explored in this study. It was found that labour has been placed at a disadvantage compared to the state and business. The influence of labour as an agenda setter and a representative of labour has diminished. On the other hand the state and business, which used to form a coalition under the authoritarian governments, have started gaining power along with globalisation. The adoption of neo-liberal economic policies, has resulted in the fragmentation of labour, generating unemployment and irregular jobs. The imbalance of power between the actors has negatively affected the corporatist institutions. Under the circumstances, the corporatist institutions did not ensure that the voice of labour was heard and heeded. Instead of using corporatism, labour in South Africa tends to use the tripartite alliance in order to advance its interests. Labour in South Korea is likely to use mass action, and this tendency prevails in South Africa as well. Also, the corporatist institutions have been criticised due to their lack of accountability and institutional problems; this has negatively affected their credibility. The corporatist institutions have become little more than names. In the cases of South Africa and South Korea, corporatism seems to have been adopted as a mere crisis response when the two countries faced political economic crises and it is seen as another control mechanism created by states experiencing democratisation. Furthermore, the imbalance in the relationship between actors negatively affected the corporatist institutions and in the end they collapsed.
AFRIKAANSE OPSOMMING: In hierdie studie word die impak van die magsbalans tussen die staat, sakesektor en georganiseerde arbeid op korporatisme in Suid-Afrika en Suid-Korea ondersoek. In beide gevalle het die korporatiewe instellings nie daarin geslaag om die nodige konsensus tussen die drie sleutel akteurs te bewerkstellig nie. As gevolg van demokratiseringsprosesse in beide state, en die toenemende invloed van arbeid, was die staat verplig om die belange van arbeid in besluitnemingsprosesse in ag te neem. Die korporatiewe instellings in Suid-Afrika, nl. NEDLAC en die KTC in Suid-Korea staar egter verskeie probleme in die gesig, Waarom die korporatiewe instellings nie behoorlik gefunksioneer het nie, word in die studie onder die loep geneem. Arbeid het in ‘n onderdanige posisie jeens die staat en die sake sektor te staan gekom aangesien die invloed van georganiseerde arbeid as ‘n agenda skepper en verteenwoordiger van arbeid afgeneem het. Aan die ander kant het die aanvanklike koalisie tussen die staat en die sakesektor gedurende die outoritere periodes - voor demokratisering - weer eens verstewig as gevolg van die invloed van globalisering. Namate neo-liberale ekonomiese beleide nagevolg is, het die vakbond beweging al meer gedisintegreer, werkloosheid het toegeneem en gelei tot werksgeleenthede wat al meer tydelik en ongereguleer is. Die ongelyke magsbalans tussen die rolspelers het die korporatistiese instellings negatief beinvloed. Onder die omstandighede, kon die korporatistiese instellings nie daarin slaag om aan die stem van arbeid gehoor te gee soos wat gehoop is nie. In plaas daarvan om dus van die korporatistiese instellings gebruik te maak, het arbeid in Suid-Afrika eerder van die vakbond beweging se rol in die regerende alliansie gebruik gemaak om beleid te probeer beinvloed. Arbeid in Suid-Korea, soos in Suid-Afrika, is ook meer geneig om van massa aksie gebruik te maak. Daarbenewens is die korporatiewe instellings daarvan beskuldig dat hulle nie deursigtig is nie en gebuk gaan onder institutionele gebreke, wat die geloofwaardigheid van die instellings ondermyn het. In die Suid-Afrikaanse en Suid-Koreaanse gevalle blyk dit dat korporatisme bloot as ‘n soort ‘krisis reaksie’ tot ekonomiese en politieke probleme ontwikkel het – in samehang met demokratisering - en nie as diepgaande beieldsprosesse in eie reg nie. Die gebrek aan ‘n magsbalans tussen die drie rolspelers het daartoe gelei dat die korporatiewe instellings in beide gevalle effektief tot niet gekom het.

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Moalosi, Dhilah Reswelang. "Assessing privatisation in Africa : comparisons between South Africa and Zambia." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/70082.

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Thesis (MBA)-- Stellenbosch University, 2004.
ENGLISH ABSTRACT: The 1990s witnessed a substantial increase in privatization of SOEs in African countries. In some countries, like Zambia, privatization was greatly motivated by IFIs, through SAPs. However, for other countries like South Africa, the drive came from the desire to improve efficiency in the delivery of services and enhance economic growth. This study seeks to assess privatisation processes in Africa, with special reference to South Africa and Zambia. The motives for privatisation are discussed, as well as the role played by IFI in African privatisation programs. Privatisation in Zambia is regarded by many, including the World Bank as a success story. The government of Zambia, through the ZPA, has shown commitment towards privatisation and embarked on a rigorous privatisation programme which saw the transfer of 85 percent of the Zambia's economy to the private sector. In South Africa, privatisation's pace is slower than expected a nd there has been a shift of focus from pure privatisation to investment into efficiency of the state enterprises. There is no consensus from various stakeholders. The business criticises the government for the slow paced privatisation process, while organised labour, for fear of job losses, is putting resistance to the process. This study concludes by mapping a way forward for African countries. African countries should continue cautiously with the privatisation process. Proper regulatory framework should be established and issues like poverty reduction and long tern development should be addressed as well when drawing privatisation policies.
AFRIKAANSE OPSOMMING: Die 1990's getuig van 'n beduidende toename in die privatisering van ondernemings in staatsbesit (State-owned Enterprises - SOEs) in Afrikalande. In sommige lande, soos Zambië, is privatisering grootliks deur Internasionale Finansiële Instellings (IFI's) via Gestruktureerde Aanpassingsprogramme (Structural Adjustment Programmes - SAPs) gemotiveer. Die dryfkrag in ander lande, soos Suid-Afrika, spruit egter uit die begeerte om doeltreffendheid in dienslewering te verbeter en om ekonomiese groei te versterk. Hierdie ondersoek kyk na die assessering van privatiseringsprosesse in Afrika, met spesiale verwysing na Suid-Afrika en Zambië. Die beweegredes vir privatisering word bespreek, sowel as die rol wat IFI's in privatiseringsprogramme in Afrika speel. Baie mense en organisasies, insluitend die Wêreldbank, beskou die privatisering in Zambië as 'n suksesverhaal. Die regering van Zambië, via die ZPA, het hom tot privatisering verbind, en het 'n streng privatiseringsprogram aangepak waarvolgens 85 persent van Zambië se ekonomie na die private sektor oorgedra is. Die tempo van privatisering in Suid-Afrika is stadiger as wat verwag is, en daar is 'n klemverskuiwing van suiwer privatisering na 'n belegging in die doeltreffendheid van staatsondernemings. Daar is geen eenstemmigheid tussen die verskillende belangegroepe nie. Sakeondernemings kritiseer die regering vir die stadige privatiseringsproses terwyl georganiseerde arbeid, uit vrees vir verlore poste, die proses teenstaan. Hierdie studie sluit af deur 'n pad vorentoe vir Afrika-lande uit te stippel. Afrika-lande moet versigtig voortgaan met die privatiseringsproses. Behoorlike regulatoriese raamwerke moet gevestig word, en aangeleenthede soos armoedeverligting en langtermynontwikkeling moet aandag geniet wanneer beleid oor privatisering opgestel word.

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Teny, Jamual Peter Malual. "Comparing child justice legislation in South Africa and South Sudan." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020941.

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The legal framework and legislation governing the rights of the children have become of great concern in modern societies, particularly, in the area of criminal justice and human rights. The Convention on the Rights of the Child and African Charter on the Rights and Welfare of the Child are basic international and regional conventions regulating the rights of the children and include how to deal with children in conflict with the law. States parties to these conventions are required to take appropriate measures, which includes enactment of legislation to give effect to these rights. Legislative instruments must address the following issues: The principle of the best interest of the child; the age of criminal responsibility; restorative justice; diversion; and the trials of children in conflict with the law. The above-mentioned instrument require and emphasise the use of an alternative approach in respect of the children who are in conflict with law. In this research a comparative approach is used to compare the South African and South Sudanese child justice legislative instruments. The legislative instruments pertaining to child justice in both countries are set out and compared. It is concluded that the South African legislative instruments are more aligned to the Convention on the Rights of the Child and African Charter on the Rights and Welfare of the Child. Recommendations and proposals are made to enact to adopt in South Sudan new legislative measures and provisions aim to afford more protection to children in conflict with the law and to strike a better balance between rights of a child and victim of crimes.

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Alkenbrack, Betsy. "Materials development training for ABET workers." Thesis, 2014.

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The aim of this study was to develop a high-quality, experience-based, accredited training course that would bring black literacy workers into the ABET materials writing field. The report begins by setting the context of ABET in South Africa, then describing the literature on a wide variety of materials development projects in South Africa and other developing countries, some of which can be used as models for the proposed course. Training courses in fields outside ABET also inform the study. Through a combination of questionnaires and interviews, the study explores the needs of institutions concerned with ABET materials as well as the needs and skills of potential trainees. Ten specialists were interviewed: Seven were ABET practitioners representing a tertiary institution, NGOs and government and three were involved in educational publishing.They identified the need for relevant practical materials in all South African languages and learning areas, and said a training course should stress thinking skills, writing skills, visual literacy and a firm grasp of the process and economics of book production. Thirty eight potential trainees were contacted through questionnaires and focus groups. They were positive about the proposed course and alerted the researcher to logistical issues regarding finances and timing. All respondents said the course must be accredited in line with NQF requirements. The main tension that arose in the interviews was around priorities. While all the experts said training in the production of materials was important, it had to viewed as a luxury in light of extremely limited resources and urgent demands for delivery. Finally a proposed course is described, consisting of a 12-module, part-time course lasting approximately one year.

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Mohlotsane, Mapule. "The relationship between adult basic education and training (ABET) and work opportunities." Thesis, 2014.

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A national education policy proposal to integrate adult basic education and training (ABET) in South Africa came about largely because of pressure from trade unions to introduce training at the workplace which would make workers more marketable in case of retrenchment. Workplace ABET programmes provide literacy and numeracy skills, after which some workers have a chance of joining further training opportunities provided by their employers. The Independent examinations Board (JEB) provides adult examinations and certifies those learners who pass. This study aims to find out whether the ABET certificates issued by the IBB, particularly Level 3 certificates, open up job opportunities for their holders. A qualitative approach was adopted to research the views of ABET learners and their managers. A small scale survey was undertaken in which four industries providing ABET in the Gauteng area were visited. Interviews were conducted to access information on learners’ and managers’ views on ABET certification. This proved a suitable method for the study because the researcher managed to build confidence in learners and at times used the learners’ home language to clarify questions. The study concludes that ABET empowered learners by giving them reading, writing and communication skills. These skills helped them in building their confidence when communicating with their supervisors and to work with less supervision. On the other hand the study showed that there was no direct relationship between the certificates that learners earned and work opportunities. Managers could not clearly identify the kind of work that learner who had attained ABET Level 3 certificates could perform. The recommendations call for a clear' policy by both unions and employers on ABET. Workers need to be rewarded for the effort they put into learning, even if the rewards are not the reasons which lead them to learn.

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Sibiya, Octavia Sibongile. "A comparative analysis of methods used in ABET facilitation." Thesis, 2007. http://hdl.handle.net/10530/743.

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Submitted in fuliillment ofthe requirements for the degree of Master ofEducation in the Department of Comparative and Science Education ofthe Faculty of Education at the University of Zululand, 2007.
The fundamental problem addressed in this study revolve around methods of facilitation in Adult Basic Education and Training (ABET). The democratic government in South Africa is at present focusing on learners at the adult basic education level to ensure that the needs of adults are met, and that basic demands evident in contemporary society are addressed. While the introduction of Adult Basic Education and Training (ABET) in South Africa is progressing towards the right direction, there seems to be problems underlying the methods of facilitation used in various programmes aimed at improving the lives of adult learners. Methods of facilitation indicate insufficient implementation techniques and continuity which results in adult learners relapsing to illiteracy. The more specific objectives of this study were to investigate if the methods of facilitation used in ABET provide implementation techniques which enable adult learners to be independent; provide skills necessary for self-development; answer to the needs of the adult learners; provide for sustained self-development through continuity. The study is broadly structured around five chapters. Chapter one introduces the study, presents the problem under investigation, gives and aim and significance of the investigation and relevant analysis of concepts in the study. Chapter two gives literature review on methods of facilitation used in ABET. Chapter three explains the research design and methodology that was followed. Chapter four contains an analysis and interpretation of research data. Chapter five covers a summary of findings and recommendations. Major findings of the study attempts to reveal the role played by higher institutions in monitoring the methods of facilitation. A comparative analysis to formal schooling methods should be engaged in order to establish a sound relationship between formal, informal and non-formal education. A number of supporting programmes must be put in place for adult learners, after the completion of literacy courses in order to promote a continuous learning culture and ensure the retention of skills and technology acquired.

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Mokgatle, Mokaba. "The reorganisation of ABET centres in the Gauteng Department of Education." Thesis, 2014. http://hdl.handle.net/10210/11012.

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M.Phil. (Adult and Community Education)
The Constitution of the Republic of South Africa (1996: 13) stipulates that everyone has the right to Basic Education and Training and to Further Education and Training, which the state through reasonable measures must make progressively available and accessible to all citizens. It has often been acknowledged that a well-developed Adult Basic Education and Training sector in the country could make a major contribution to South Africa's economic growth and general social development. The Adult Basic Education and Training Sector is meant to address the transformation of "night schools" into meaningful Adult Basic Education and Training centres. In 1997 the Department of Education adopted a framework for the implementation of Adult Basic Education and Training. This multi-year plan, informed the development of Adult Basic Education and Training plans at provincial level. Therefore, the Gauteng Department of Education's Adult Basic Education and Training plan set out a multi-level programme of action for four years, (1997-2000), which plan has now been strengthened by the promulgation of Adult Basic Education and Training Act No. 52 of 2000. The plan strategy as stipulated by the Department of Education (1997:4) sought to provide strategic direction for the transformation of Adult Basic Education and Training Centres in order to respond to the Education and Training needs of the citizens of this country. The plan also identified priorities, including timeframes that guide the restructuring of the sector. The policy framework as stated above, is quite clear in terms of what needs to be done to restructure and transform Adult Basic Education and Training centres. However these centres remain untouched by the envisaged developments. The pace at which change is happening is very slow. Therefore, this study sought to establish what are the stumbling blocks to the reorganisation of these Adult Basic Education and Training centres.

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Quan-Baffour, Kofi Poku. "A model for the evaluation of ABET programmes." 2000. http://hdl.handle.net/10500/15838.

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This research project focuses on a model designed for the evaluation of ABET instructional programmes. In the light of rapid changes in the socio-economic and political contexts in Africa and particularly in South Africa, this study examines adult basic education and training, which has become acknowledged as an indispensable tool for the transformation and development of societies. Since 1994 education has become a constitutional right for all citizens of South Africa. In an attempt to offer basic education and training to all adults many institutions and departments have established ABET programmes offering adults the skills they may need in order to contribute to the development of their communities. The lack of guidelines for instructing, assessing and evaluating ABET programmes prompted the choice of research topic. The study begins with a review of relevant literature pertaining to the field of adult education and also provides a general discussion on didactics as it .is relevant to adult education. The study proposes a model for evaluating ABET instructional programmes. Focus group discussions are employed as a research tool to validate the proposed model and its accompanying guidelines. The study reveals that, for ABET instructional programmes to be outcomes based, relevant, conducive to critical thinking and creativity and productive of meaningful assessment, a model for evaluating the programmes' performance in these areas is essential. Based on this presupposition, the study proceeds to develop a model for the evaluation of ABET programmes. It draws on literature pertaining to educational evaluation in general and extrapolates the findings to construct a model appropriate for evaluating ABET programmes. In the field component of the study, endeavour is made to validate the model according to the perceptions of a sample of ABET practitioners. In-depth focus interviews are conducted to validify the various components of the model. In conclusion, the study recommends further research into the didactics of adult education and training (ABET) in order to improve adult education practices.
Curriculum and Instructional Studies
D. Ed. (Didactics)

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Maabane, Tswelopele A. "Implementation of new policies, the white paper and the ABET programme in adult education. What effects have the new policies, the white paper and ABET had on education, training, development practitioners and adult learners?" Thesis, 2014.

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This study investigated implications of new education policies, the white paper on education and training and implementation of adult basic education and training (ABET) and the consequences thereof for education, training and development practitioners (ETDPs) and adult learners. The study also investigated how ETDPs implement new ABET policies and how these new policies affect adult learners. Adult education policies (in the democratic South Africa) were introduced to reduce inequalities in education. Despite these interventions, since 1994 the failure rate of adult education learners has continued to deteriorate. (This is partly confirmed by honours students (see Personal Communications) involved in teaching adult learners from 1993 to 1998.) The new adult education policies are intended to improve literacy and the quality of education for adults in South Africa. However, this does not seem to be happening. Three groups within adult education participated in this study. The groups consisted of twenty (20) adult learners, seven (7) ETDPs and seven (7) district education managers. All thirty-four (34) respondents were based in Soweto and the surrounding areas, which lie within Gauteng Province (see map contained in Appendix A). The information was gathered from respondents by telephonic interviews and by completing questic-nnaires. The literature review examined adult education policies; the Whit,- Pape" on Education and Training; successes and failures of ABET policies; and implementation and financial implications for adult education. “Quality education” based on a review of literature (world-wide and locally) was explored The information from the respondents supports the view that new ABET polices have had little impact in offering quality education. The results from the. interview and questionnaires show that the process of policy implementation is ineffective and inefficient, and is without clear direction. Workshops orgauised by the Department of Education reach only a few, and are not very effec j F i n a n c i a l constraints have rendered the process of policy implementation almost, impossible. The majority of learners and educators in this study were not iu'iy aware of the workshops. Based on world-wide and local literature, elements which might improve quality education were suggested. The study used both a qualitative and a quantitative approach. The concluding section of the research report suggested areas for future research relating to the process of policy implementation in adult education in South Africa.

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Dissertations / Theses on the topic 'ABET in South Africa'

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