Books: 'Foundation for Research Development (South Africa)'

1

Vuuren, Alanta Van. Foundation for Research Development: Guide. Pretoria: The Foundation, 1990.

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2

Brouwers, Ria. South Africa-Netherlands research programme on alternatives in development. The Hague, The Netherlands: Ministry of Foreign Affairs, 2005.

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3

Kok, P. C. Development research in South Africa: An inventory of research activities, 1992-1994. Pretoria: HSRC Publishers, 1994.

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4

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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5

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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6

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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8

When elephants fly: One woman's journey from Wall Street to Zululand. Golden, Colo: Fulcrum Pub., 2005.

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9

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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10

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.

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11

Tvedt, Terje. Bibliography on Norwegian development research, 1980-1989: A compilation of Norwegian research on Africa, Asia, Latin-America, Oceania, and North-South relations. Oslo: Ad Notam, 1991.

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12

Evaluation of the Netherlands' research policy 1992-2005: Experiences with a new approach in six countries : Bolivia, Ghana, Mali, South Africa, Tanzania and Vietnam. The Hague: Ministry of Foreign Affairs, 2007.

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13

E, Whitten Norman, and Sacha Runa Research Foundation, eds. Art, knowledge, and health: Development and assessment of a collaborative, auto-financed organization in eastern Ecuador. Cambridge, MA: Cultural Survival, 1985.

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14

Crouch, Margaret. South-south cooperation in agroforestry: Summary report : Interregional Meeting on Agroforestry Research, Education, and Development for Africa, Asia, and Latin America, 3-7 May 1994, Nairobi, Kenya. Nairobi, Kenya: International Centre for Research in Agroforestry, 1994.

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15

Symposium on Scientific Institution Building in Africa (1988 Bellagio, Italy). The new challenge of science and technology for development in Africa: Proceedings of a Symposium of Scientific Institution Building in Africa, held at the Rockefeller Foundation Conference Centre, Bellagio, Italy, March 14-18, 1988. [Nairobi]: ICIPE Foundation, 1991.

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16

Bunting, A. H. A prospect for Africa: Knowledge, biological production and development in twenty countries of Africa south of the Sahara : a contribution ... on organization and structure of agricultural research systems .... The Hague: International Service for National Agricultural Research, 1992.

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17

Conference, United Nations Conference on Trade and Development. The Ninth Conference of the United Nations Conference on Trade and Development: South Africa preparing for the agenda : proceedings of a workshop convened by the Foundation for Global Dialogue and the Department of Industry, held in Johannesburg on March 1996. Braamfontein: Foundation for Global Dialogue, 1996.

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18

W, Du Toit C., and University of South Africa. Institute for Theological Research., eds. The impact of knowledge systems on human development in Arica: Proceedings of the thirteenth conference of the South African Science and Religion Forum (SASRF) of the Research Institute for Theology and Religion held at the University of South Africa, Pretoria, 7 & 8 September 2006. Pretoria: Research Institute for Theology and Religion, University of South Africa, 2007.

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19

United States. Congress. House. Committee on International Relations. Subcommittee on Africa. Recognizing the importance of inheritance rights of women in Africa ; and relating to efforts of the Peace Parks Foundation in the Republic of South Africa to facilitate the establishment and development of transfrontier conservation in southern Africa: Markup before the Subcommittee on Africa of the Committee on International Relations, House of Representatives, One Hundred Seventh Congress, second session on H. Con. Res. 421 and H. Con. Res. 287, July 23, 2002. Washington: U.S. G.P.O., 2002.

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20

Africa), Urban Foundation (South, ed. The Urban Foundation. [Cape Town: Churchill Murray Publications, 1987.

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21

Women, Development and Transport in Rural Eastern Cape, South Africa (Hsrc Research Monograph). Human Sciences Research Council, 2007.

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22

Development in the transition: Opportunities and challenges for NGOs in South Africa (ABEN research papers). Development Society of Southern Africa, 1993.

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23

Johan, Erasmus, Breier Mignonne, Human Sciences Research Council. Education, Science and Skills Development Research Programme., and South Africa. Dept. of Labour., eds. Skills shortages in South Africa: Case studies of key professions. Cape Town, South Africa: HSRC Press, 2009.

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24

Human Resources Development Review 2003: Education, Employment, And Skills In South Africa (Human Sciences Research Council). Michigan State University Press, 2005.

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25

Lele, Uma J. The Development of National Agricultural Research Capacity: India's Experience With the Rockfeller Foundation and Its Significance for Africa. World Bank, 1989.

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26

E, Anderson Stephen, ed. Improving schools through teacher development: Case studies of the Aga Khan Foundation projects in East Africa. Lisse: Swets & Zeitlinger, 2002.

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27

Research Programme on Human Resources Development (Human Sciences Research Council), THRIP, and Innovation Fund, eds. Working partnerships: Higher education, industry and innovation : government incentivisation of higher education-industry research partnerships in South Africa. Cape Town, South Africa: HSRC, 2003.

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28

Papers submitted for the competition to promote academic research into industrial policy and development in South Africa. Thorold's Africana Books [distributor], 1992.

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29

Papers submitted for the competition to promote academic research into industrial policy and development in South Africa. Thorold's Africana Books [distributor], 1992.

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30

Maringe, Felix, ed. Systematic Reviews of Research in Basic Education in South Africa. African Sun Media, 2021. http://dx.doi.org/10.18820/9781991201157.

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Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa. This volume provides a useful foundation to the current state of education quality in South Africa including the impact of interventions. It also brings to the fore challenges still facing education transformation. The evidence presented which, taken together, lays out a coherent view of how improvements could be made. Albert Chanee Head of Planning, Gauteng Department of Education For too long the weight of educational scholarship produced in South Africa has been limited to that simple and standard form called the literature review. Now, for the first time, education researchers are provided with an African-based text on the concepts and methods of conducting systematic reviews. In this exceptional work of editorship, Felix Maringe brings together some of the leading researchers on South African education to model and demonstrate how to review a significant body of research on a chosen topic which is adjudicated strictly on the basis of the quality and efficacy of the evidence in hand. I have no doubt that this remarkable book will become a standard reference for educational researchers in and beyond the African continent. It will also lift the quality of educational inquiry by equipping a new generation of scholars with the capacity for doing evidence-based research that compels the attention of policymakers, planners and practitioners alike. Prof Jonathan Jansen Stellenbosch University

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31

(Editor), Tessa Marcus, and Alexandra Hofmaenner (Editor), eds. Shifting Boundaries of Knowledge: A View on Social Sciences, Law and Humanities in South Africa. University of Kwazulu Natal Press, 2006.

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32

Hall, Anthony. South-South Cooperation for Social Development. Edited by Edmund Amann, Carlos R. Azzoni, and Werner Baer. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190499983.013.27.

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Under President Lula (2003–2010), Brazil’s foreign aid program expanded significantly into the area of South-South cooperation. This included the “soft power” fields of social protection, food security, agricultural research, and humanitarian assistance, among others, with a particular emphasis on supporting Sub-Saharan Africa, notably but not exclusively Portuguese-speaking countries. Much of this aid was provided with the support of technical assistance from UN agencies such as UNDP and FAO and bilateral aid bodies, via trilateral agreements, under the coordination of Brazil’s International Cooperation Agency (ABC). South-South collaboration is considered to be morally superior to conventional aid arrangements, being supposedly demand-driven and “non-exploitative,” thus empowering recipients in the process. Brazilian policymakers sought to transfer national anti-poverty initiatives to Africa. This was based initially on the Bolsa Família conditional cash transfer (CCT) program, but other nutritional food security initiatives followed, such as boosting small farmer production as well as supporting agribusiness.

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33

Council, Human Sciences Research, Associates for Development (Organisation), and International Center for Research on Women., eds. Women's property rights HIV and AIDS & domestic violence: Research findings from two districts in South Africa and Uganda. Cape Town: HSRC Press, 2008.

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34

Re-Visioning Television: Policy, Strategy and Models for the Sustainable Development of Community Television in South Africa (Hsrc Research Monograph). Human Sciences Research Council, 2007.

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35

The Reconstruction and Development Programme (RDP): The role of the church, civil society, and NGOs : report of the Third Church and Development Conference ... Theological & Interdisciplinary Research). EFSA Institute for Theological & Interdisciplinary Research, 1995.

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36

Cloete, Nico, Tracy Bailey, and Peter Maassen. Universities and Economic Development in Africa. African Minds, 2011. http://dx.doi.org/10.47622/9781920355807.

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Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

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37

Cloete, Nico, Johann Mouton, and Charles M. Sheppard. Doctoral Education in South Africa. African Minds, 2015. http://dx.doi.org/10.47622/9781928331001.

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Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book.The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously.

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38

Krauss, Kirstin, Marita Turpin, and Filistea Naude. Locally Relevant ICT Research: 10th International Development Informatics Association Conference, IDIA 2018, Tshwane, South Africa, August 23-24, ... in Computer and Information Science). Springer, 2019.

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39

Scientific Diasporas As Development Partners Skilled Migrants From Colombia India And South Africa In Switzerland Empirical Evidence And Policy Responses. Peter Lang, 2010.

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40

Badji, Toure Lalla, and African Development Foundation (U.S.), eds. Mobilizing the grassroots for community health: An ADF research reader. Washington, D.C. (1400 Eye St., N.W., 10th floor, Washington 20005): African Development Foundation, 1995.

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41

B, Armecin Romel, and International Centre for development oriented Research in Agriculture., eds. Towards sustainable land and water use management: Constraints and opportunities for research and development in the farming systems of Mankwe and Madikwe Districts, North West Province, South Africa. Wageningen: ICRA, 2002.

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42

Rensburg, Ihron. Serving Higher Purposes: University Mergers in Post-Apartheid South Africa. African Sun Media, 2020. http://dx.doi.org/10.18820/9781928480877.

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"Universities of the 21st century and beyond must be about teaching, learning, research excellence, creativity and innovation as much as they must be about enabling the destiny of students, communities and nations to realize their potential. UJ succeeded in her vision and responsibilities to transform the divisions, prejudices and limitations that often restrain the advancement of society. The story of UJ’s transition to an inclusive, diverse, dynamic, bold and purposeful institution of learning demands to be read by everyone, South African, African and beyond. It is a story of how to be an object rather than the subject of history, while dynamically shaping our shared futures, laying a solid foundation for future generations to be advocates and architects for social change and cohesion. It is a story of courageous and visionary leadership. The book offers our nation profound lessons in leadership that should enrich all our efforts to transform institutions in a sustainable way, to play a meaningful role in building ONE NATION. - DR WENDY LUHABE, Economic Activist, Social Entrepreneur, First Chancellor of the University of Johannesburg "

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43

Torres Mazzi, Caio, Gideon Ndubuisi, and Elvis Avenyo. Exporters and global value chain participation: Firm-level evidence from South Africa. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/902-0.

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Using the South African Revenue Service and National Treasury firm-level panel data for 2009–17, this paper investigates how global value chain-related trade affects the export performance of manufacturing firms in South Africa. In particular, the paper uses extant classifications of internationally traded products to identify different categories of global value chain-related products and compares the productivity premium of international traders for these different categories. Also, the paper investigates possible differences in learning-by-exporting effects across the identified categories of global value chain-related products by estimating the effect of exporting before and after entry into foreign markets. The results confirm that global value chain-related trade is associated with a higher productivity premium compared with traditional trade. However, within the categories of exporters, only the firms that trade in global value chain-related products and simultaneously engage in research and development in the post-entry periods appear to learn from exporting.

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44

Principles and practical implementation of farming systems research and farmer participatory research: Including Vulindlela District and Sobantu Village case studies : materials developed during courses given as part of the project "Support to the Institute of Natural Resources for Institutional Development in South Africa". INR/NRI/DFID, 1998.

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45

Denis, Philippe. Case Study: Memory Work with Children Affected by HIV/AIDS in South Africa. Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0011.

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This article focuses on working with children affected by HIV/AIDS in South Arica. In the early years of the AIDS epidemic, relief organizations focused their efforts on the material needs of children, but their psychological and emotional needs are no less important. Recognizing this, the Sinomlando Centre for Oral History and Memory Work in Africa, a research and community development center located at the University of KwaZulu-Natal, in Pietermaritzburg South Africa, has pioneered a model of psychosocial intervention for children in grief—particularly but not exclusively in the context of HIV/AIDS. This model uses the methodology of oral history in a novel manner, combined with other techniques such as life story work and narrative therapy. During the early years of the project, the model followed for the family visits was the oral history interview. A discussion on caregiver as the narrator and skills required in memory work especially in these cases concludes this article.

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46

Michael, Kahn, Human Sciences Research Council, South African Council for Scientific and Industrial Research., and National Advisory Council on Innovation (South Africa), eds. Flight of the flamingos: A study on the mobility of R & D workers : a project by the Human Sciences Research Council in partnership with the CSIR for the National Advisory Council on Innovation. Cape Town, South Africa: Human Sciences Research Council, 2004.

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47

Kahn, Michael. Flight of the Flamingos: A Study on the Mobility of R&D Workers. Human Sciences Research Council, 2005.

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48

Dube, Opha Pauline. Climate Policy and Governance across Africa. Oxford University Press, 2016. http://dx.doi.org/10.1093/acrefore/9780190228620.013.605.

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This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Climate Science. Please check back later for the full article.Africa, a continent with the largest number of countries falling under the category of Least Developed Countries (LDCs), remains highly dependent on rain-fed agriculture that suffers from low intake of water, exacerbating the vulnerability to climate variability and anthropogenic climate change. The increasing frequency and severity of climate extremes impose major strains on the economies of these countries. The loss of livelihoods due to interaction of climate change with existing stressors is elevating internal and cross-border migration. The continent is experiencing rapid urbanization, and its cities represent the most vulnerable locations to climate change due in part to incapacitated local governance. Overall, the institutional capacity to coordinate, regulate, and facilitate development in Africa is weak. The general public is less empowered to hold government accountable. The rule of law, media, and other watchdog organizations, and systems of checks and balances are constrained in different ways, contributing to poor governance and resulting in low capacity to respond to climate risks.As a result, climate policy and governance are inseparable in Africa, and capacitating the government is as essential as establishing climate policy. With the highest level of vulnerability to climate change compared with the rest of the world, governance in Africa is pivotal in crafting and implementing viable climate policies.It is indisputable that African climate policy should focus first and foremost on adaptation to climate change. It is pertinent, therefore, to assess Africa’s governance ability to identify and address the continent’s needs for adaptation. One key aspect of effective climate policy is access to up-to-date and contextually relevant information that encompasses indigenous knowledge. African countries have endeavored to meet international requirements for reports such as the National Communications on Climate Change Impacts and Vulnerabilities and the National Adaptation Programmes of Action (NAPAs). However, the capacity to deliver on-time quality reports is lacking; also the implementation, in particular integration of adaptation plans into the overall development agenda, remains a challenge. There are a few successes, but overall adaptation operates mainly at project level. Furthermore, the capacity to access and effectively utilize availed international resources, such as extra funding or technology transfer, is limited in Africa.While the continent is an insignificant source of emissions on a global scale, a more forward looking climate policy would require integrating adaptation with mitigation to put in place a foundation for transformation of the development agenda, towards a low carbon driven economy. Such a futuristic approach calls for a comprehensive and robust climate policy governance that goes beyond climate to embrace the Sustainable Development Goals Agenda 2030. Both governance and climate policy in Africa will need to be viewed broadly, encompassing the process of globalization, which has paved the way to a new geological epoch, the Anthropocene. The question is, what should be the focus of climate policy and governance across Africa under the Anthropocene era?

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49

Kraemer-Mbula, Erika, Robert J. W. Tijssen, Matthew L. Wallace, and Robert L. McLean. Transforming Research Excellence. African Minds, 2019. http://dx.doi.org/10.47622/9781928502067.

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"Modern-day science is under great pressure. A potent mix of increasing expectations, limited resources, tensions between competition and cooperation, and the need for evidence-based funding is creating major change in how science is conducted and perceived. Amidst this perfect storm is the allure of research excellence, a concept that drives decisions made by universities and funders, and defines scientists research strategies and career trajectories. But what is excellent science? And how to recognise it? After decades of inquiry and debate there is still no satisfactory answer. Are we asking the wrong question? Is reality more complex, and excellence in science more elusive, than many are willing to admit? And how should excellence be defined in different parts of the world, particularly in lower-income countries of the Global South where science is expected to contribute to pressing development issues, despite often scarce resources? Many wonder whether the Global South is importing, with or without consenting, the flawed tools for research evaluation from North America and Europe that are not fit for purpose.This book takes a critical view of these issues, touching on conceptual issues and practical problems that inevitably emerge when excellence is at the center of science systems. Emerging from the capacity-building work of the Science Granting Councils Initiative in sub-Saharan Africa, it speaks to scholars, as well as to managers and funders of research around the world. Confronting sticky problems and uncomfortable truths, the chapters contain insights and recommendations that point towards new solutions both for the Global South and the Global North."

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50

Luescher-Mamashela, Thierry M. The University in Africa and Democratic Citizenship. African Minds, 2012. http://dx.doi.org/10.47622/9781920355678.

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Whether and how higher education in Africa contributes to democratisation beyond producing the professionals that are necessary for developing and sustaining a modern political system, remains an unresolved question. This report, then, represents an attempt to address the question of whether there are university specific mechanisms or pathways by which higher education contributes to the development of democratic attitudes and behaviours among students, and how these mechanisms operate and relate to politics both on and off campus. The research contained in this report shows that the potential of a university to act as training ground for democratic citizenship is best realised by supporting students' exercise of democratic leadership on campus. This, in turn, develops and fosters democratic leadership in civil society. Thus, the university's response to student political activity, student representation in university governance and other aspects of extra-curricular student life needs to be examined for ways in which African universities can instil and support democratic values and practices. Encouraging and facilitating student leadership in various forms of on-campus political activity and in a range of student organisations emerges as one of the most promising ways in which African universities can act as training grounds for democratic citizenship. The project on which this report is based forms part of a larger study on Higher Education and Democracy in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

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Books on the topic 'Foundation for Research Development (South Africa)'

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