Academic literature on the topic 'Foundation for Research Development (South Africa)'
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Journal articles on the topic "Foundation for Research Development (South Africa)"
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Hugo, Anna. "Using research to enable teachers in the foundation phase to understand why their learners could struggle to develop home language abilities." Journal for Language Teaching 54, no. 1 (March 4, 2021): 285–303. http://dx.doi.org/10.4314/jlt.v54i1.9.
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Home language abilities are important upon entering school, when children learn now concepts and skills such as reading, writing and mathematics. The home language also lays the foundation for the development of a second language. In terms of the Constitution ofthe Republic of South Africa, the use of the 11 official languages of South Africa has to be advanced and thus the right to be taught in one’s home language from Grade R to Grade 3 is protected in the South African policies. The author opines that children’s home languages are not always developed correctly and according to the standardised form of the various home languages. The importance of home language development will be discussed in this article and also the factors to be found in the home environment and in the school situation that could hinder and delay home language development.
Keywords: home environment, home language, home language development, parents’ influence, school environment, standardised form of a language, teachers.
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Fioramonti, Lorenzo. "Round table report: Advancing regional social integration, social protection, and the free movement of people in Southern Africa." Regions and Cohesion 3, no. 3 (December 1, 2013): 141–45. http://dx.doi.org/10.3167/reco.2013.030308.
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The round table on “Advancing regional social integration, social protection, and free movement of people in Southern Africa” was organized as part of the conference “Regional governance of migration and social policy: Comparing European and African regional integration policies and practices” held at the University of Pretoria (South Africa) on 18–20 April 2012, at which the articles in this special issue were first presented. The discussion was moderated by Prince Mashele of the South African Centre for Politics and Research and the participants included: Yitna Getachew, IOM Regional Representative for Southern Africa, Migration Dialogue for Southern Africa (MIDSA); Jonathan Crush, University of Cape Town and Balsillie School of International Affairs, Canada, representing the Southern Africa Migration Program (SAMP); Vic van Vuuren, Director of Southern African ILO; Vivienne Taylor, South Africa Planning Commission; Sergio Calle Norena, Deputy Regional Representative of UNHCR; Laurent De Boeck, Director, ACP Observatory on Migration, Brussels; Wiseman Magasela, Deputy Director General Social Policy, South African Department of Social Development; and Sanusha Naidu, Open Society Foundation for South Africa.
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Dunne, Ilka, and Anita Bosch. "Graduate identity development in South Africa." Journal of Managerial Psychology 30, no. 3 (April 13, 2015): 304–19. http://dx.doi.org/10.1108/jmp-06-2013-0200.
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Purpose – The purpose of this paper is to focus on the misunderstandings that hamper the graduate identity development process of black South African graduates in the first year of work. The authors introduce the role of an independent mediator in supporting identity development in a graduate development programme (GDP). The independent mediator mediates between graduate and manager when misunderstandings occur that inhibit the warranting process during professional identity development. Design/methodology/approach – In seeking to understand the graduate transition from student to professional, the authors used identity studies as the foundation from which to track a group of 21 graduates on a year-long GDP, in a financial institution in Johannesburg, South Africa. A model of emergent graduate identity was utilised to gain insight into the warranting process and associated behaviours that graduates employ in their interactions with others in the workplace. Findings – As warranting is based on people’s own assumptions and beliefs about a particular situation or role, misunderstandings can occur during the warranting process when graduates are determining their professional identity, and managers are either affirming of disaffirming this identity. These misunderstandings were exacerbated by the fact that the graduates were often South African multi-cultural, first-generation professionals who lacked insight into and experience of corporate dynamics, this impacted on how they found their place in the organisation. Both graduates and managers were often not equipped to deal with cultural, racial, and other differences. When the graduate programme manager stepped in to play the additional role of independent mediator, helping to mediate misinterpretations during the identity formation process, the negative impact of misunderstandings was lessened, and graduates transitioned to a professional identity with greater ease. Managers also learned about managing multi-cultural individuals and their own, often limiting, experiences and worldviews. Practical implications – This highlights the value of a third-party intervention in graduate identity transitions, particularly in contexts where the graduate has little or no experience of what it means to be professional, and where managers are not equipped to deal with people who come from backgrounds that differ vastly from their own. Originality/value – The role of a third-party in shaping the identities of graduates during the identity warranting process, referred to as the independent mediator in this paper, has not been presented in research before. Studies of this nature would give us insight into how best to support graduate identity development and improve the design of GDPs.
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Brown, Bruce, Di Wilmot, and Margie Paton Ash. "Stories of change: The case of a foundation phase teacher professional development programme." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 19. http://dx.doi.org/10.4102/sajce.v5i1.356.
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The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom – an important component of the complex education environment in South Africa. This article describes teachers’ and principals’ reports of micro-level changes that occurred during a professional development programme for foundation phase teachers at a South African university. An overview of the principles underpinning the programme design and implementation is given, followed by a description of the qualitative research design and grounded theory methodology used to research changes in the practices of teachers participating in the programme. The study provides evidence of changes in the classroom and professional practice of the teachers, aligned with changes in academic practice and children’s learning in the classroom. We argue that the programme’s strong orientation to practice, its focus on teachers’ understanding of children, and the model of teacher professional development that is located in reflexive practice together may have facilitated positive changes in the teachers’ practices.
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Badenhorst, Jo, and Retha van der Merwe. "Trial and Error? An Inquiry into Implementing a ‘Straight-for-English’ Approach with Foundation Phase Students with Inadequate English Proficiency." Journal of Asian and African Studies 52, no. 7 (March 30, 2016): 1040–56. http://dx.doi.org/10.1177/0021909616630994.
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The language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa’s political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school.
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Townsend, Beverley, and Bonginkosi Shozi. "ALTERING THE HUMAN GENOME: MAPPING THE GENOME EDITING REGULATORY SYSTEM IN SOUTH AFRICA." Potchefstroom Electronic Law Journal 24 (March 29, 2021): 1–28. http://dx.doi.org/10.17159/1727-3781/2021/v24i0a9179.
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Novel therapeutic strategies using genome editing technologies, such as CRISPR-Cas9, are revolutionising the way in which diseases can be prevented and treated in the future. Consequently, a global debate has emerged around the ethical and legal implications relating to the use of such technology in research, therapy, and human reproduction. This has brought to the forefront questions regarding the extent to which current policies respond to these issues. In this paper, we provide a “map” of South African policy relating to genome editing, and illustrate how current ethical guidelines and law regulate its use. We find that the South African policy framework is marred with inconsistencies and incompleteness, and that an opportunity exists for the normative and regulatory framework governing this field of research and therapeutic application in South Africa, to be reviewed and reformed. In this paper we present certain recommendations – with the goal of informing and supporting health policy and decision-making regarding the regulation of genome editing in South Africa. We suggest that by adopting a pragmatic regulatory approach, such recommendations serve to address public concern, reflect appropriate international perspectives, and provide a firm foundation for the development of genome editing regulation in South Africa.
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Ndebele, Clever. "Nurturing research capacity among emerging academics through mentoring : reflections from a pilot at a historically disadvantaged South African university." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (December 1, 2020): 59–83. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a3.
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The need to develop the next generation of academics to replace the aging professorate in South Africa has been on the agenda of the departments of higher education and training for some time, gaining momentum in recent years. The Higher Education South Africa (HESA)'s Publication on the National Programme to Develop the Next Generation of Academics for South African Higher Education (2011) paints a dire situation for the higher education industry with regards to the attraction and retention of academic staff. Key challenges identified in the report include the aging profile of academics, poor remuneration of academics, the current postgraduate pipeline and expansion of the higher education sector. Using the Communities of Practice (CoPs) theoretical framework, this paper unpacks an initiative by a professor at a South African university to develop research capacity among emerging academics through a collaborative mentorship programme with five emerging academics. The major findings of the study include, among other things, development of the mentees identity as both academics and researchers, a boost in the mentees research profiles and the development of a community of practice. The study recommends that supervisors and promoters should be supported financially by historically disadvantaged institutions or the National Research Foundation to mentor and nurture emerging academics from historically disadvantaged backgrounds and that such mentorship initiatives be formalised and incentivised as a token of appreciation for both mentors and mentees.
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De Silva, Chamellé René, and Margaret A. Hill. "Higher order reading skills and reader response theory: strategies for the classroom." International Journal for Innovation Education and Research 1, no. 2 (October 31, 2013): 87–108. http://dx.doi.org/10.31686/ijier.vol1.iss2.105.
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South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforced the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases, particularly comprehension. PIRLS (2006) highlights the areas of low achievement of South African learners by referring to strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. We argued for the inclusion of an alternative reading programme to the phonics only approach currently and predominantly used in Foundation Phase.The study was lodged in a qualitative paradigm and embedded in action research. The analysis is framed by constructivist grounded theory. Qualitative data generated by the respondents’ response journals were analysed using the constant comparative method. Theories that inform the analysis of this data, are Bourdieu’s theory of habitus, Kohlberg’s theory of moral development and Bloom’s taxonomy of thinking skills. The participants' were a non-exclusionary cohort of 58 third Graders.
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VICTOR, JANINE E., GIDEON F. SMITH, and ABRAHAM E. VAN WYK. "History and drivers of plant taxonomy in South Africa." Phytotaxa 269, no. 3 (August 5, 2016): 193. http://dx.doi.org/10.11646/phytotaxa.269.3.3.
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The development of plant taxonomy in South Africa from about 1600 to 2015 is reviewed, with emphasis on the main driving factors that have influenced the research direction, techniques used, and choice of taxonomic research topic. In addition, key personalities and important historical events are highlighted. The early scientific interest in the flora of South Africa and, by implication, its taxonomy was initially driven by curiosity. Exploration of plants for economic purposes especially for medicinal use and later, agriculture, drove the scientific development of botany and formed the foundation of formal botany in the country. Establishment of botanical gardens and herbaria influenced botanical research, in particular the field of taxonomy. Technological advances lead to increased modernisation of taxonomy as new sources of information derived from other fields of botany were incorporated into taxonomic research. Funding priorities and availability of financial resources influence the taxonomic research that is conducted, and international initiatives that impact on priorities in biodiversity science have further impact on taxonomy. At present the predominant culture of taxonomy is directed towards electronic dissemination of taxonomic information, leading to increased accessibility and connectivity. Strategic planning of plant taxonomy in South Africa has become more formal as relevance and impact of research products increasingly need to be justified with respect to the financial costs of conducting taxonomic research.
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Fynn, Angelo, and Hugo Denton van der Walt. "Teaching Research Psychology in South Africa: reflections by programme coordinators." South African Journal of Psychology 50, no. 1 (February 25, 2019): 67–80. http://dx.doi.org/10.1177/0081246319831820.
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This article explores the experiences of Master’s programme coordinators in Research Psychology with the purpose of gaining an understanding of the planning and implementation of programmes that are directed at training Research Psychology students. The practical significance of the study was to investigate the course curricula of Research Psychology programmes within the South African context to grasp an understanding of the course structure and the challenges that accompany curriculum development. This article aims to elaborate on underlying tensions and considerations that programme coordinators encounter in structuring and implementing training for Master’s programmes that lead to registration with the Health Professions Council of South Africa. Six of the eight programmes that lead to registration with the Health Professions Council of South Africa were included in this study. Data were collected using semi-structured interviews and analysed using qualitative content analysis. The reflections by the programme coordinators showed a shared pedagogical philosophy of active learning in which students are expected to take ownership of their learning and to participate actively in shaping and constructing the learning process. Reflections on the Research Psychology programmes revealed seven broad content areas concerned with the development of curricula in Research Psychology, namely applied research, ethics, foundational concepts and skills, language and report writing, and project management and micro-skills development within qualitative and quantitative methodological approaches. Programme coordinators also expressed the tensions inherent in attempts to establish neutral ground between the demands of the discipline and the demands of the employers.
Dissertations / Theses on the topic "Foundation for Research Development (South Africa)"
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Baduza, Gugulethu Qhawekazi. "A needs-ICTD strategy alignment framework foundation for the measurement of ICTD impact." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011116.
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Many Information and Communication Technologies for Development (ICTD) projects are established with the overall aim of positively developing the communities they are implemented in. However, the solutions that are provided are often commonly developed without the needs of these communities being sufficiently investigated beforehand. As a result the ICTD strategy of the project ends up not well aligned with the aims and targets of the needs of the community. As a result of this, an appropriate programme theory for the project and relevant impact indicators fail to be adequately developed. Consequently, when an impact assessment is conducted it is often found that the intended effects are not directly linked to the needs of the community or what the community had hoped to gain from the ICTD initiative. The purpose of this research serves to develop a needs-ICTD strategy alignment foundation that supports the identification and formulation of impact assessment indicators. Through this research, a framework is developed to support the alignment of ICTD strategy, the development and the promotion of contextual needs of rural communities and other frequently marginalized areas. The Needs-ICTD strategy alignment framework is composed of eight main components that describe the process that can be used to align ICTD strategy with community needs. These components include: collaboration between the internal and external stakeholders, the development of the community, conducting baseline studies, the needs assessment, the ICTD strategy, linking of the needs-ICTD strategy, and lastly the identification of impact indicators. An interpretive research approach is used to explore and inform the framework through a multi-case study investigation of the Siyakhula Living Lab and two projects in the Systems Application Products (SAP) Living Lab. Two main case study questions drive the exploration of the framework, that being: 1) How are the needs of the community elicited and how is the ICTD strategy aligned to the needs of the community? 2) And, why were the selected approaches chosen for aligning the needs of the community and ICTD strategy? Data for this research was collected qualitatively through interviews, document analysis and participant observation. Key findings indicate that the involvement of internal (local) stakeholders in the development and alignment of ICTD strategy to the needs of the community is still lacking. As a consequence, many community members end up not fully understanding the project objectives and how these objectives aims are to be achieved. The research also finds that ‘solution specific’ projects also fail communities as they focus specifically on one target group and repeatedly fail to assist the community holistically in supporting their information and their community development needs.
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Jaftha, A. P. "An investigation into whether a leadership and management development project changed the perceptions of the educators in a black, disadvantaged school." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003502.
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This study investigates whether a leadership and management development programme changed the management perceptions of the teachers of one of the schools that participated in the programme. The programme seeks to change the organisational culture of schools and develop effective management. The development philosophy of the programme is informed by literature on school effectiveness, organisation development, whole school development and systemic change. My research is conducted in the interpretive paradigm. Interpretive researchers view reality a construct of the human mind, and therefore the way people perceive the world is not necessarily the same since there can be different understandings of what is real. I employ convenience sampling to select the school and purposive sampling to identify my research participants. Whilst overall impression that the data conveys is that much of the programme does not seem to have had a lasting effect on the culture of the school, it nonetheless made an impression on the teachers’ perceptions of management. There clearly seems to be a greater appreciation of participative management processes. The reintroduction of proper prior planning played a decisive role in re-establishing sound work ethics at the school and contributes to a more structured approach to events at the school. Some sort of organisational learning has also been introduced at the school. The realisation on the part of the staff that they now have their destiny in their own hands is an especially critical development. And whilst the vision is not a compelling force in the organisation, it has nevertheless produced some strategic focus at the school. The insights and skills they acquired concerning resource management will also stand them in good stead.
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Hlam, Thandiwe Lillian. "A teacher collective as a professional development approach to promote foundation phase mathematics teaching." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15071.
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This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
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Lawrence, Yolisa Innocentia. "Poverty alleviation through empowerment and participation: the Seki Women's Foundation." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020020.
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As poverty alleviation projects are being established in communities in order to reduce the impact of unemployment, crime, and inequality as well as other factors propagating poverty, numerous projects fail to democratically meet the needs of the poor majority. Development initiatives brought forth by government and non-governmental organisations, which adopt a top-down approach in order to accelerate development, do not always have a positive effect on the community, especially on the poor majority, which development is meant to empower and benefit. This results in the short life span of the project and leads the community into immense poverty. Thus, the focus of this research paper was to evaluate the extent to which poverty alleviation projects such as the Seki Women’s Foundation, contribute towards the alleviation of poverty in its community, located in New Brighton, Port Elizabeth. This evaluation study focused more on aspects of development concerning community participation, empowerment through skills training and project sustainability. The objectives of the study were to investigate the values, aims and objectives of the Seki Women’s Foundation; how these values, aims and objectives were fulfilled; the challenges faced by the project towards effective community development and the determinants of the long-term sustainability of the project. The research study adopted a qualitative approach, which allowed the researcher to collect meaningful knowledge from the volunteers and stakeholders by conducting semi-structured interviews and a focus group which were guided by open-ended questions. The data was thematically analysed where important concepts were coded in order to obtain accurate information so that valid results could be reached. The main findings of the research study suggested that the contribution made by the Seki Women’s Foundation towards poverty alleviation and community development is to empower the volunteers and community through skills training in baking, gardening and sewing. The volunteers share these skills amongst community members, enabling them to be self-sufficient and implement the skills in their own surroundings. The project builds strong partnerships with the stakeholders by being accountable and transparent about the utilisation of funds through report formulation. Although the project implements some principles of community development, the full participation of volunteers in the development process remains a concern, especially in decision making. The challenges faced by the project are concerned with burglary of clothing containers, stealing of vegetation and garden tools and the community not buying the products sold by the project. The research study recommends that the volunteers reason with the community and instil trust and honesty to avoid crime. The project should instil authentic participation in all development processes and form a partnership with local shops in convincing them to sell their produce as this will allow some income to generate within the project and community.
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Mabuda, Gcotyiswa. "Investigating the impact of poverty in Amahlathi Municipality: the case of Siyakholwa Development Foundation project." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/7846.
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The Millennium Development Goals (MDGs) that range from halving extreme poverty rates to halting the spread of HIV/AIDS and providing universal primary education, have been the most effective anti‐poverty push in history. The lives of thousands of people have been improved and targets have already been met on reducing poverty, increasing access to safe water, improving the lives of slum dwellers, and achieving gender parity in primary education. Despite huge gains, progress towards the eight MDGs has been uneven, not only among regions and countries, but also between population groups within countries, with accelerated action needed in many areas (MDG, 2013). On the other hand poverty alleviation, when we look at poverty alleviation, Mbaku (2007) defines it as the creation of a social, economic, and political environment that enhances and promotes entrepreneurial activities particularly among the poorest and most deprived persons while at the same time eliminating the inequalities that have diminished their life chances.
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Maqwelane, Nonkoliso Sheila. "An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006041.
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This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.
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Ruiters, Mellaney Bualin. "The development of a translucent low fired porcelain casting slip using South African raw materials." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20004.
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The purpose of the research was to develop a translucent low fired porcelain casting slip using South African raw materials, due to the ever increasing electricity tariffs in South Africa as well as the physical deterioration put on the elements and brickwork in electric kilns when fired to traditional porcelain temperatures. Traditional porcelain bodies that can be purchased from South African suppliers are required to be fired to between 12000C and 13000C. The commercially prepared porcelains when tested produced white vitrified bodies but were lacking in translucency. Local ceramic artists are therefore compelled to import their porcelains from overseas suppliers if they require a white translucent porcelain but this is still requires a firing temperature well above 12000C. It has been shown that by using South African ceramic raw materials and adjusting a Parian ceramic formula using a selected frit; a low fired translucent porcelain can be made that matures below 12000C. The addition of paper fibres to the non-plastic porcelain was necessary to reduce the high shrinkage rate and prevented the clay from cracking and tearing in the firing process. With the further adjustments to the formula by the addition of calcium triphosphate true white translucent porcelain was produced. Without this last adjustment the porcelain would be an off-white colour due to the impurities found in the South African ceramic raw materials which are mainly contaminated with iron oxide. It was found that the following formula produced a white translucent porcelain which vitrified at 11900C and satisfies the original concept in the title stated above.
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Mayson, David. "The Rural Foundation, management and change on fruit farms : a case study of selected farms in the Elgin area." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/17265.
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Includes bibliography.This is an exploratory study which investigates changes introduced by management on farms in Elgin and explores the perceptions of some of those involved in the changes. The initiatives and activities of the Rural Foundation for Community Development (Rural Foundation) and its involvement in these changes forms a crucial part of the exploration. Three questions direct the study. 1. What are the changes that have been introduced? 2. Why were they introduced? 3. What is the social meaning of the changes? The study is based on a case study of four farms. Documentary material was collected from a variety of sources including the Rural Foundation, the South African Government, as well as other agencies operating in the field. Interviews with various actors were conducted, including management and a selection of workers on each of the four farms, Rural Foundation officials as well as other actors connected to the developments on the farms. The study is informed by historical materialist theory and draws from certain labour process theories. Important for the study was the discussion raised in these theories around the effect that workers' motivation has on their productivity. The study is located in the context of the national historical development of capitalist agriculture since the Second World War. More specifically it is situated locally in terms of changes that occurred on Elgin farms more generally prior to the 1980's as well as the present general circumstances in the area. Three fields of change are identified on the four farms: (i) training of workers, (ii) new incentives and pay structures, and (iii) community development. It is asserted that these changes are measures introduced by management in an attempt to, firstly, decrease production costs by employing greater numbers of women and migrant workers and paying them less. Secondly, they are aimed at increasing the productivity of workers through measures designed to improve the 'quality' and stability of workers and to develop a new authority structure on the farms. Four trends are thus identified as occurring on the farms: 1. Increasing use of women and migrant workers. 2. An improvement in workers' living conditions and standards. 3. An increasing emphasis on improving workers' productivity. 4. A shift in the emphasis on control towards developing workers' consent.
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Dison, Arona. "Research capacity development of individuals at three South African university research centres." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7177_1253849279.
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In South Africa, there has been recognition of the need for increasing research capacity at South African universities and within the national science system. Furthermore there has been a need to address imbalances in the racial and gender profile of researchers. There has been a growth of application-oriented, multidisciplinary research centres at South African universities in response to changing national and international knowledge contexts. Many research centres have a research capacity development component and run postgraduate programmes in collaboration with academic departments. This it was relevant to investigate what types of contexts these centres provide for research capacity development and postgraduate education. In this study, individual research capacity development was examined as a process of identity formation and socialisation through social, organisational and epistemological lenses.
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Kirsten, Maria Albertina. "Improving the well-being of the poor through microfinance : evidence from the Small Enterprise Foundation in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18002.
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Thesis (PhD)--Stellenbosch University, 2011.ENGLISH ABSTRACT: Poverty in South Africa’s rural areas is complex and severe, especially among female-headed households. The marginalisation of South Africa’s rural areas over a period of decades resulted in an acute lack of economic opportunities, limited infrastructure and a serious breakdown of social capital. Women living in rural areas are particularly poor in moneymetric terms; they are often illiterate and therefore isolated from economic and social opportunities; and many fall victim to violence in the household. They eke out a meagre existence, based on small-scale agriculture, marginal self-employment or limited wage and remittance income. While such income diversification, combined with the government’s range of development interventions, helps to buffer them against risks such as illness, death and disaster, rural poverty is not just a matter of income and assets. It is also rooted in other disadvantages, such as exclusion, disempowerment and unequal power relations. These all contribute to making poverty a multidimensional phenomenon. The South African government has committed significant resources to poverty intervention over the past 17 years. These interventions, which include social assistance grants, basic municipal services and free water, electricity, schooling and health services, certainly have an impact on the livelihoods of the rural poor, but they do not seem to bring a significant improvement in the standard of living of the most vulnerable people in marginalised areas. There is increasing recognition in the poverty literature that vulnerabilities – of income, health, social exclusion and service delivery – are linked, and that support programmes should focus not only on increasing the poor’s access to resources and assets but also on empowering individuals to use these assets and make decisions. This study investigates the potential of microfinance to address the overlapping vulnerabilities experienced by women in South Africa’s rural areas. It suggests that microfinance has the potential to generate positive shifts in selected indicators of empowerment and well-being among participating women in rural areas. These claims are tested by evaluating data gathered among clients of the Small Enterprise Foundation (SEF) against a conceptual framework. The framework offers a stepwise progression away from vulnerability: acquiring internal skills (empowerment), strengthening social capital, accumulating assets and, eventually, transforming these assets into wealth. Existing datasets, gathered over a period of five years in rural Limpopo and representing both a group that received microfinance from SEF and a control group, were examined. No evidence could be found that the recipients of SEF’s microfinance experienced increased empowerment, but the results did provide evidence that belonging to the group that received microfinance increased the likelihood of experiencing livelihood security and well-being. The findings show that microfinance can, even over the short term, make a difference in people’s ability to smooth their consumption and, as such, provide them with more secure livelihoods. The research also suggests that microfinance assists women in rural areas in constructing and maintaining a portfolio of assets, thus improving well-being among the recipients of microfinance. The scope of the study was confined to measuring the effect of microfinance on selected poverty indicators, and it did not attempt to prove that microfinance alleviates poverty. As such, the research demonstrates that the government’s efforts to reduce rural poverty can be complemented by micro-level interventions such as access to finance.
AFRIKAANSE OPSOMMING: Armoede in Suid-Afrika se landelike gebiede is kompleks en straf, veral vir huishoudings met vroue aan die hoof. Landelike gebiede is vir dekades lank gemarginaliseer en dit het gelei tot gebrekkige ekonomiese geleenthede, beperkte infrastruktuur en ‘n ineenstorting van sosiale kapitaal. Vroue in Suid-Afrika se landelike gebiede is nie net arm in monetêre terme nie, maar ook dikwels ongelettered, geïsoleerd van ekonomiese en sosiale geleenthede, en dikwels die slagoffers van huishoudelike geweld. Hul huishoudings oorleef deur die skamele bestaan wat hulle maak uit bestaansboerdery, gebrekkige besoldiging en trekarbeider lone. Alhoewel die regering se wydverspreide ontwikkelingshulp daartoe bydra om arm mense te help om risiko’s soos siekte, dood en natuurrampe te kan hanteer, gaan landelike armoede oor veel meer as net inkomste en bates, en sluit dit ook ontmagtiging, uitsluiting en ongelyke magsverdeling in. Al hierdie ontberinge maak armoede ‘n multidimensionele verskynsel. Die Suid-Afrikaanse regering het oor die afgelope 17 jaar aansienlike bronne op armoede verligting gespandeer. Die hulp, wat maatskaplike toelaes, basiese munisipale dienslewering, gratis water, elektrisiteit, opvoeding en gesondheidsdienste insluit, het sonder twyfel die oorlewing van die armes in landelike gebiede meer houdbaar gemaak, maar tog lyk dit nie of die lewenskwaliteit van die mees kwesbare huishoudings in die gemarginaliseerde areas verbeter het nie. Die armoede-literatuur dui daarop dat verskillende vorms van kwesbaarheid – kwesbaarheid in terme van inkomste, gesondheid, sosiale uitsluiting en dienslewering – met mekaar verband hou. Daarom is dit belangrik dat hulpverlening nie alleen vir die armes toegang gee tot hulpbronne en bates nie, maar ook die individue bemagtig om die bronne te gebruik en besluite te neem. Hierdie studie ondersoek die potensiaal van mikrofinansiering om die verskeidenheid sosiale kwesbaarhede wat vroue in Suid Afrika se landelike gebiede ervaar aan te spreek. Die studie voer aan dat mikrofinansiering kan lei tot positiewe veranderinge in geselekteerde bemagtigings- en welvaarts-indikatore onder deelnemende vroue. Data wat versamel is onder die kliente van die Small Enterprise Foundation (SEF) word gebruik om hierdie aansprake te evalueer. Die studie is gedoen teen die agtergrond van ‘n konseptuele model, wat voorhou dat armoede en kwesbaarheid oorkom kan word as ‘n trapsgewyse program gevolg word – deur eerstens kundigheid (bemagtiging) te verkry, daarna sosiale kapitaal te versterk, bates op te bou en uiteindelik die bates in rykdom te omskep beweeg die vroue, en hul huishoudings, al verder weg van hulle aanvanklike kwesbaarheid. Bestaande data, versamel oor ‘n tydperk van vyf jaar in die landelike gebiede van Limpopo is geanaliseer. Die data verteenwoordig twee groepe – ‘n groep wat mikrofinansiering ontvang het en ‘n kontrole groep. Geen empiriese bewyse kon gevind word dat die vroue wat mikrofinansiering van SEF ontvang het, bemagtig is nie. Die resultate het wel daarop gedui dat vroue wat mikrofinansiering ontvang na alle waarskynlikheid meer bestaans-sekerheid het en dat hulle welvaart verbeter het. Die bevindinge dui daarop dat mikrofinansiering, selfs oor die kort termyn, ‘n wesenlike verskil kan maak in die vermoë van kwesbare vroue om hulle verbruik, oor tyd, beter te bestuur en sodoende bestaans-sekuriteit te verseker. Die navorsing toon ook dat mikrofinansiering vroue in landelike gebiede kan help om ‘n portefeulje van bates te skep en te handhaaf, wat bydra tot groter welvaart. Hierdie studie het die impak van mikrofinansiering op geselekteerde armoede indikatore geevalueer, en het nie gepoog om te bewys dat mikrofinansiering armoede verlig nie. Sodoende dui die navorsing daarop dat die regering se pogings om armoede te verlig kan baat vind by mikrovlakintervensies soos mikrofinansiering.
Books on the topic "Foundation for Research Development (South Africa)"
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Vuuren, Alanta Van. Foundation for Research Development: Guide. Pretoria: The Foundation, 1990.
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Brouwers, Ria. South Africa-Netherlands research programme on alternatives in development. The Hague, The Netherlands: Ministry of Foreign Affairs, 2005.
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Kok, P. C. Development research in South Africa: An inventory of research activities, 1992-1994. Pretoria: HSRC Publishers, 1994.
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Coning, C. De. Development research in Mpumalanga 1991-2001. Nelspruit]: Mpumalanga Management Centre (MMC), Graduate School of Public and Development Management (P&DM), University of the Witwatersrand, 2001.
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Heinrich Böll Foundation (Nairobi, Kenya), ed. Enabling initiatives in Africa towards WSSD: Report of the Heinrich Böll Foundation Regional Office, East and Horn of Africa. Nairobi, Kenya: Heinrich Böll Foundation, Regional Office, East and Horn of Africa, 2002.
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Group, Publishers Association of South Africa Training and Development. Response to the BDCSA research report on book development in South Africa. [Johannesburg]: Publishers Association of South Africa, 1997.
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Perrold, Helene. Research report on book development in South Africa: Final report by the BDSCA Research Team. Johannesburg: Book Development Council of South Africa, 1997.
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When elephants fly: One woman's journey from Wall Street to Zululand. Golden, Colo: Fulcrum Pub., 2005.
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Hoebink, Paul. Cooperating for science: An inventory of research and education partnerships between South Africa and the Netherlands. Amsterdam: Rozenberg Publishers, 2007.
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International Conference on Physics and Industrial Development: Bridging the Gap (3rd 2000 Durban, South Africa). 3rd Conference on Physics and Industrial Development: COPID²⁰⁰⁰ : bridging the gap : Durban, South Africa, September 4-7, 2000. Edited by Alport M. J and Zingu E. C. [Stockholm, Sweden]: Royal Swedish Academy of Sciences, 2002.
Find full textBook chapters on the topic "Foundation for Research Development (South Africa)"
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Scholtz, Dorothy, and Elmarie Kritzinger. "Enculturation of Cyber Safety Awareness for Communities in South Africa." In Information Systems: Research, Development, Applications, Education, 91–104. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29608-7_8.
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Wang, Zhongyang, Dong Zhang, and Zongwen Ma. "South Africa Report on Science, Technology and Innovation." In Research Series on the Chinese Dream and China’s Development Path, 197–217. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8078-4_8.
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Odularu, Gbadebo. "Conclusion: Emerging Issues, Strategic Priorities for South–South RTAs Research, and Economic Policy Directions for Africa." In Advances in African Economic, Social and Political Development, 159–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45569-3_10.
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Møller, Valerie. "Quality of Life and Positive Youth Development in Grahamstown East, South Africa." In Advances in Quality-of-Life Theory and Research, 53–79. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0387-1_5.
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Glazewski, Jan. "Challenges Concerning ‘Development’: A Case-Study on Subsistence and Small-Scale Fisheries in South Africa." In Kobe University Monograph Series in Social Science Research, 191–207. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9423-2_11.
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Timol, Furzana. "Dimension of Childhood Development Within the Millennium Development Goals: The Role of Water-Related Characteristics in Reducing the Burden of Childhood Diseases in South Africa." In Social Indicators Research Series, 179–90. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16166-2_12.
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George, Anu Treesa, Min Jiang, and Terry DeLacy. "A case study on impacts of community participation in tourism planning and destination management in Kerala, India." In Tourism planning and development in South Asia, 5–22. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246698.0001.
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Abstract This case study in Kerala, India explores the positive impacts of community participation on economic, socio-cultural and environmental factors through responsible tourism initiatives in Kumarakom destination. This research evaluates the effectiveness, fundamental elements and conceptual foundation of participatory design in the case study destination. The results of the case study indicate that participatory design can accelerate local community development, innovative initiatives, leadership, employment opportunities, demand for local products and sustainable development in the destination.
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Midgarden, David, Alies van Sauers-Muller, Maria Julia Signoretti Godoy, and Jean-François Vayssières. "Overview of the Programme to Eradicate Bactrocera carambolae in South America." In Fruit Fly Research and Development in Africa - Towards a Sustainable Management Strategy to Improve Horticulture, 705–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43226-7_31.
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Barnes, Brian N. "Sterile Insect Technique (SIT) for Fruit Fly Control – The South African Experience." In Fruit Fly Research and Development in Africa - Towards a Sustainable Management Strategy to Improve Horticulture, 435–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43226-7_19.
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Smith, Ronel, and Marita Turpin. "Design Science Research and Activity Theory in ICT4D: Developing a Socially Relevant ICT Platform for Elderly Women in Remote Rural South Africa." In Information and Communication Technologies for Development, 345–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59111-7_29.
Full textConference papers on the topic "Foundation for Research Development (South Africa)"
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.
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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Marais, Mario, and Judy van Biljon. "Social mapping for supporting sensemaking and collaboration: The case of Development Informatics research in South Africa." In 2017 IST-Africa Week Conference (IST-Africa). IEEE, 2017. http://dx.doi.org/10.23919/istafrica.2017.8102336.
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Dobson, R. T. "PBMR Technology Development Projects at Stellenbosch University, South Africa." In Fourth International Topical Meeting on High Temperature Reactor Technology. ASMEDC, 2008. http://dx.doi.org/10.1115/htr2008-58103.
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PBMR has initiated a research and development program wherein a network of expertise relating to PBMR-specific technology is to be established. As a result of this initiative four specific PBMR sponsored technology development projects have been initiated at Stellenbosch University. The work done and still to be done towards these projects will be presented. The first project relates to the characterization of the flow dynamics of particles (ions, atoms and clusters) in a high pressure and velocity (9 MPa and 120 m/s) stream of helium due to various body-force fields (magnetic, electric and centrifugal); the ultimate objective of this project is to develop a graphite dust and particle scrubbing system. The second project relates to an entirely passive reactor cooling system (RCCS) using thermosyphon-type heat pipes with no pumps and active controls. The third project relates to the fuel temperature measurement under normal and loss of coolant pressure conditions using a fibre-optic Bragg-grating method. A fourth project relates to energy efficiency improvement by the conversion of waste, decay, after and residual heat into electrical power. This project makes use of two-phase closed loop thermosyphon-type heat pipes to transport the heat to an external heat engine, such as free piston type Stirling engine or organic Rankine cycle system. The research activities needed to meet the objectives of the above projects will be presented and discussed in this paper.
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Thobejane, Disego Vincentia, and Kgomotlokoa Linda Thaba-Nkadimene. "LANGUAGE OF TEACHING AND LEARNING IN THE FOUNDATION AND INTERMEDIATE PHASES: A CASE OF A PRIMARY SCHOOL IN LIMPOPO PROVINCE, SOUTH AFRICA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1779.
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Zwarts, Hendrik, and Sharwen Singh. "Understanding ICT innovation strategies in South Africa: The development of a context-specific research instrument." In 2016 International Conference on Advances in Computing and Communication Engineering (ICACCE). IEEE, 2016. http://dx.doi.org/10.1109/icacce.2016.8073780.
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Kumpaty, Subha, Esther Akinlabi, Andrew Gray, Kevin Sivak, Mutiu Erinosho, and Sisa Pityana. "Study on Functionally Gradient Materials Under International Research Experiences for Undergraduates Program: US - South Africa Collaboration." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86288.
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This paper details the ongoing research conducted by Milwaukee School of Engineering senior undergraduate students in South Africa under the third year of the Research Experiences for Undergraduates grant EEC-1460183 sponsored by the National Science Foundation (Principal Investigator Dr. Kumpaty). Andrew Gray and Kevin Sivak conducted research in summer of 2017 under advisement of Dr. Kumpaty and his South African collaborators, Dr. Esther Akinlabi, Dr. Mutiu Erinosho and Dr. Sisa Pityana. They extended the work of Paoli (reported in IMECE2017-71037), with varying percent of Mo (0–15%) in the combination of Ti64-Mo deposited on Ti64 substrate at laser powers of 1500 and 1700 W for a select scan speed. Laser metal deposition was completed at the CSIR – National Laser Center, in Pretoria, South Africa and the material characterization was performed at the University of Johannesburg as in the previous year. Hardness decreased with addition of Mo. Lowest hardness was observed in 10% Mo layers, and greater percent of Mo led some agglomeration issues due to its melting temperature being much higher than that of Ti64. Corrosion tests were also attempted. Etching challenges were present as percent of Mo varied in the same sample. Results are directly applicable to biomedical industry in evaluating functionally graded materials. An alumnus of MSOE, Peter Spyres served as a liaison for our international REU participants as he engaged them during the weekends in a cultural immersion which otherwise would not have been possible. Gray and Sivak were able to spend July 4th at the U.S. Consulate in Pretoria. While the research collaborators have generously provided support, it is the care taken by Peter’s remarkable household, which enhanced the beneficial value of this international research enterprise.
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Jacobus Bornman, Dawid Alwyn. "Advancing the entrepreneurial potential of Screenagers: Investigating Generation Z perceptions of youth entrepreneurship development in South Africa." In Proceedings of The International Conference on Research in Business, Management and Finance. GLOBALKS, 2019. http://dx.doi.org/10.33422/icrbmf.2019.07.1012.
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Kumpaty, Subha, Esther Akinlabi, Elizabeth Paoli, Arianna Ziemer, and Sisa Pityana. "Global Research Engagement by Undergraduates and its Impact: Laser Metal Deposition Studies in US-South Africa Collaboration." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70137.
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This paper presents the follow-up work of research conducted by Milwaukee School of Engineering senior undergraduate students in South Africa under the second year of the Research Experiences for Undergraduates grant EEC-1460183 sponsored by the National Science Foundation (Principal Investigator Dr. Kumpaty). Elizabeth Paoli and Arianna Ziemer conducted research in summer of 2016 under advisement of Dr. Kumpaty and his South African collaborators, Dr. Esther Akinlabi and Dr. Sisa Pityana. Arianna extended the work of Mueller (reported in IMECE2016-65094), with 10% Mo in the combination of Ti64-Mo deposited on Ti64 substrate at a laser power of 1700 W for five scan speeds ranging from 0.5 to 1.5 m/min. It was observed that lower scan speeds produced elongated grains. Hardness and corrosion tests were also completed in her study. Elizabeth worked on varying the percent of Mo from layer to layer deposited (5%, 10%, 15%) and characterized these functionally graded samples for biomedical applications. Laser metal deposition was completed at the CSIR – National Laser Center, in Pretoria, South Africa and the material characterization was performed at the University of Johannesburg as in the previous year. An alumnus of MSOE, Peter Spyres was an important liaison for our international REU participants as he engaged them during the weekends in a cultural immersion which otherwise would not have been possible. While the research collaborators have generously provided support, it is the care taken by Peter’s remarkable household, which enhanced the beneficial value of this global research enterprise. The paper addresses yet another successful completion of the international Research Experiences for Undergraduates.
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Mlitwa, Nhlanhla B. W., and Ravindraw Bappoo. "POTENCY OF TECHNICAL INTERVENTIONS TO SUPPORT RESEARCH CAPACITY IN A COMPREHENSIVE UNIVERSITY IN SOUTH AFRICA: A CASE OF THE UNIVERSITY OF ZULULAND." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1487.
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Basson, C. I., W. E. Dharmilingum, C. E. Reddy, A. P. Singh, and R. Stopforth. "Gamification and Game Development for Educational Agile Operations Management in Robotics Research." In 2019 Southern African Universities Power Engineering Conference/Robotics and Mechatronics/Pattern Recognition Association of South Africa (SAUPEC/RobMech/PRASA). IEEE, 2019. http://dx.doi.org/10.1109/robomech.2019.8704798.
Full textReports on the topic "Foundation for Research Development (South Africa)"
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Research Institute (IFPRI), International Food Policy. The role of CGIAR in agricultural research for development in Africa South of the Sahara. Washington, DC: International Food Policy Research Institute, 2016. http://dx.doi.org/10.2499/9780896292123_15.
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Research Institute (IFPRI), International Food Policy. Changing donor trends in assistance to agricultural research and development in Africa South of the Sahara. Washington, DC: International Food Policy Research Institute, 2016. http://dx.doi.org/10.2499/9780896292123_06.
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Francesco, Petruccione,, Gastrow, Michael, Hadzic, Senka, Limpitlaw, Justine, Paul, Babu Sena, Wolhuter, Riaan, and Kies, Carl. Evaluation of Alternative Telecommunication Technologies for the Karoo Central Astronomy Advantage Area. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0073.
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The National Research Foundation (NRF) requested the Academy of Science of South Africa (ASSAf), on behalf of South African Radio Astronomy Observatory (SARAO) and the Square Kilometre Array (SKA), to undertake an independent and objective evaluation of potential alternative telecommunication technologies for the areas of the Karoo Central Astronomy Advantage Areas (KCAAA). The study encompasses regulatory, public sphere, and technical dimensions to explore options for maintaining the functionality of the telescope while, at the same time, delivering appropriate connectivity solutions for local communities.The objectives of this study are as follows: 1) Assess the technologies currently being, or planning to be, deployed through existing alternative communications programs managed by SARAO, including whether these technologies are comparable with market available technologies that could feasibly be deployed in the KCAAA; and 2) Assessment of current and future telecommunication technologies that may act as suitable replacement and/or improvement (functional and feasible) for existing detrimental technologies, utilised in the KCAAA. This report provides a critical background into the relationship between the SKA and local communities as it relates to ICTs in the area. Based on this understanding, potential technology solutions are proposed to ensure residents of the KCAAA are still afforded valuable access to information and communication technologies (ICTs) within the parameters of affordability, desirability and feasibility.
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Marcos Barba, Liliana, Hilde van Regenmortel, and Ellen Ehmke. Shelter from the Storm: The global need for universal social protection in times of COVID-19. Oxfam, December 2020. http://dx.doi.org/10.21201/2020.7048.
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As 2020 draws to a close, the economic devastation caused by the COVID-19 pandemic shows no sign of abating. Without urgent action, global poverty and inequality will deepen dramatically. Hundreds of millions of people have already lost their jobs, gone further into debt or skipped meals for months. Research by Oxfam and Development Pathways shows that over 2 billion people have had no support from their governments in their time of need. Our analysis shows that none of the social protection support to those who are unemployed, elderly people, children and families provided in low- and middle-income countries has been adequate to meet basic needs. 41% of that government support was only a one-off payment and almost all government support has now stopped. Decades of social policy focused on tiny levels of means-tested support have left most countries completely unprepared for the COVID-19 economic crisis. Yet, countries such as South Africa and Bolivia have shown that a universal approach to social protection is affordable, and that it has a profound impact on reducing inequality and protecting those who need it most. In addition to the full paper and executive summary, an Excel file with the data analysed by Oxfam and Development Pathways is available to download on this page, along with an annex on the crisis in Latin America and the Caribbean.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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The state of research, development and innovation of electrical energy efficiency technologies in South Africa. Academy of Science of South Africa (ASSAf), 2018. http://dx.doi.org/10.17159/assaf.2017/0017.
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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.
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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.