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1
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.
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Enakrire, Rexwhite Tega. "Publishing Patterns of Health Informatics in Africa: A Bibliometric Analysis." Electronic Journal of Knowledge Management 18, no. 3 (April 23, 2021): 356–73. http://dx.doi.org/10.34190/ejkm.18.3.2121.
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This study investigates the publishing patterns of health informatics (HIs) in Africa, with a view to analyse the bibliometric growth. The application of HIs has played an important role in the advancements in medical practice and scholars/academics’ teaching and learning at higher education institutions. The aim of analysing the volume of publications of HIs was to establish the research impact, visibility and output of academics, in order to promote scholarly communication and knowledge sharing, and contribute to existing knowledge in this field of study. Interpretive document analysis was applied to literature extracted from the Scopus database for the period between 1987 to 2018. The keywords entered for search engine optimisation were “Health Informatics” and “Africa”. The duration of the study - from when data was harvested, collated and analysis to when the data was presented in tables and then discussed - was three weeks. The results obtained revealed that there were 2332 papers published within this period. The publications were communicated through different avenues, including articles, conference papers, review and others. Publications on medicine was at the top of the list of subject areas recorded. The top journal, where papers in HIs were published, is Plos One. South Africa was among the top countries that published research on HIs. In relation to institution affiliation, University of Cape Town was identified as the higher education institution that produced the highest number of publications, with 128 publications. In terms of funding bodies that supported research, thus leading to publication of papers in HIs, it was found that the National Institute of Health, South African Medical Council, United States Agency for International Development, Bill and Melinda Gates Foundation, National Institute of Allergy and Infectious Diseases, National Research Foundation played crucial roles.
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Schlebusch, Lourens, and Lourens Schlebusch. "Health Psychology in South Africa: An Introduction." South African Journal of Psychology 26, no. 1 (March 1996): 1–3. http://dx.doi.org/10.1177/008124639602600101.
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Health psychology's public debut may be historically identified as having occurred in 1978 internationally and in 1989 in South Africa. It has since developed its own important role in disease prevention and health enhancement due to several good reasons highlighted in this article. This includes an increased sophistication in health-care consumerism which has also found expression in a renewed awareness of accepting personal responsibility for one's health because of the acknowledgement that lifestyle and behaviour change play crucial roles in health and disease. These developments have unfolded within an ever rapidly changing arena of health care. Both health-risk behaviour and lifestyle diseases have been identified as critical areas which have to be addressed in southern Africa. Although health psychology has made significant strides it remains in its early development stages in southern Africa, and thorough conceptual and methodological foundations continue to be required for its effective development. There are many challenges facing the health-care needs of South Africans, and health psychology researchers are in an excellent position to make a meaningful contribution in the ‘New South Africa’ to the health-care priorities of the Government of National Unity's Reconstruction and Development Programme, and to dealing with or preventing potential psychological problems that might arise from the transitional phase the country is going through. In line with international developments, increased accountability of health psychologists and a research and clinical focus on emotions, stress-induced immunomodulation and psychological intervention to modify the course of disease are likely to become major trends in southern Africa as we enter the 21st century.
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Mokhele, Khotso. "Using Astronomy to shape a country's science and technology landscape." Proceedings of the International Astronomical Union 10, H16 (August 2012): 539. http://dx.doi.org/10.1017/s1743921314011983.
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AbstractThere is data abundant to show a positive correlation between a nation's investment in science, engineering and technology and the economic prosperity of that nation. Yet, there remain many countries in the world, particularly in developing countries, where little, if any, serious investment in science, engineering and technology is evident. Even in these countries, policy documents speak positively about the positive correlation between investment in science, engineering and technology and national development and prosperity. Unfortunately these positive policy statements rarely get converted into real investment. When the National Research Foundation was founded in Post-Apartheid South Africa it set out to “. . .contribute to the improvement of the quality of life of all people. . .” and its inspiring vision was to achieve “A prosperous South Africa and African continent steeped in a knowledge culture, free of widespread diseases and poverty, and proud contributors to the well-being of humanity." This organisation, with its altruistic vision, succeeded in convincing the emerging government to invest in and support the construction of the Southern African Large Telescope as one of its flagship projects. This decision was subsequently followed by a high level national decision to leverage South Africa's geographical advantage to host major global astronomy facilities such as the Square Kilometer Array. This presentation highlighted the reasons for such decisions and how we went about motivating government organs that investing in astronomy would contribute to addressing societal challenges by stimulating the science and technology landscape.
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Hugo, Anna Johanna. "A snapshot of the use of reading methods in primary schools in three provinces of South Africa." Per Linguam 37, no. 1 (2021): 28–44. http://dx.doi.org/10.5785/37-1-967.
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The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.
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Hassanally, Saffia, Ashika Naicker, and Evonne Singh. "Snack Development for School Feeding Programs in Africa: A Scoping Review." International Journal of Environmental Research and Public Health 17, no. 14 (July 10, 2020): 4967. http://dx.doi.org/10.3390/ijerph17144967.
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The benefits of school feeding have been well documented. As such, school feeding programs have continuously gained popularity in developing countries. However, challenges and potential opportunities persist, calling for a review of school feeding for long-term sustainability. South Africa has an opportunity to improve their National School Nutrition Program (NSNP) by including an energy-dense snack that would increase the recommended dietary allowance (RDA) of school children to meet at least 25% of their energy requirements. The objective of this scoping review was to conduct a review and an appraisal of studies on snack food development for school feeding programs in Africa. Eligible studies had to report snack development for school feeding programs in Africa. We conducted an electronic search in National Research Foundation (NRF) NEXUS, Elton B. Stephens Company (EBSCO), International Food Information Service (IFIS), Nutrition and Food Sciences Center for Agriculture and Bioscience International (CABI.ORG), and Google Scholar. Of the 429 articles identified, nine studies were included in the final review—five from within South Africa and four from elsewhere in Africa. Data extracted included the study design, intervention, outcomes, relevant findings, and limitations. Results were presented in a narrative summary. The review findings showed that energy-rich staple foods and food fortification were commonly used in snack development. The popular snack products developed included porridges and biscuits. While most studies reported nutritional outcomes, few studies reported on sensory acceptability tests and only two studies conducted a cost analysis. This review of previous snack development initiatives for school feeding programs in Africa underscores the importance of establishing the sustainability of any food product developed. The findings of this review have the potential to inform future snack product development for school feeding programs.
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van der Walt, Tjaart, and William Blankley. "South African Strategies for the Promotion of Research and Technology Innovation." Industry and Higher Education 13, no. 1 (February 1999): 15–24. http://dx.doi.org/10.1177/095042229901300103.
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South Africa's new government has intensified certain existing initiatives and introduced various new wide-ranging policies, legislation and support measures to develop skilled human resources in science, engineering and technology. Other policies and measures have been introduced to increase collaboration in research and technology development between higher education institutions, industry and government to promote and support a National System of Innovation as envisioned by the Department of Arts, Culture, Science and Technology. Newly created institutions such as the National Advisory Council on Innovation and the National Research Foundation will guide, promote and support research and innovation with an emphasis on collaboration and technology development. Joint ventures such as the Technology for Human Resources for Industry Project and the Support Programme for Industrial Innovation provide valuable incentives for industry to engage in innovation and technology development projects. Specific initiatives have been developed by the South African Department of Trade and Industry to support the development of small, medium-sized and micro-scale enterprises. However, gaps still exist in the system, such as the absence of a ‘classic’ venture capital industry and the lack of proper incubation support for young entrepreneurs and new technology-based businesses. These and other gaps are being filled by new initiatives from both government and the private sector, often with the involvement of specialists from higher education institutions. The rich mix of policies, programmes and initiatives in place now needs to be carefully monitored and integrated and persistently and skillfully implemented.
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Beattie, Pauline, and Moses Bockarie. "THE NINTH FORUM OF THE EUROPEAN & DEVELOPING COUNTRIES CLINICAL TRIALS PARTNERSHIP." BMJ Global Health 4, Suppl 3 (April 2019): A1. http://dx.doi.org/10.1136/bmjgh-2019-edc.1.
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The EDCTP community meets biennially to share research findings, plan new partnerships and collaborations, and discuss maximising impact from EDCTP-funded research. In 2018, the Ninth EDCTP Forum took place in Lisbon, Portugal, from 17–21 September 2018. The Lisbon meeting was the largest international conference focusing on clinical research on poverty-related infectious diseases in sub-Saharan Africa. It started with a strong commitment, from European and African EDCTP member countries, for a successor programme to EDCTP2 (2014–2024). It provided a platform for the presentation of project results and discussion of progress in clinical research and capacity strengthening in sub-Saharan Africa.The theme of the Ninth Forum was ‘Clinical research and sustainable development in sub-Saharan Africa: the impact of North-South partnerships’. This reflected not only the broader scope of a larger EDCTP research programme but also the growing awareness of the need for global cooperation to prepare for public health emergencies and strengthen health systems. The theme highlighted the impact of Europe-Africa partnerships supporting clinical research and the clinical research environment, towards achieving the sustainable development goals in sub-Saharan Africa.A central topic of the Forum was the discussion of the character and scope of an EDCTP successor programme, which should start in 2021 under the next European Framework Programme for Research and Innovation, Horizon Europe. On 17 September, a high-level meeting on this topic took place immediately before the opening of the Forum1. On 19 September, the plenary session continued this discussion through a panel of representatives of strategic partners. There was consensus on the added value of the programme for Europe and the countries in sub-Saharan Africa and political commitment to a successor programme. Poverty-related infectious diseases and a partnership approach will remain central to the programme. There was also a general awareness that all participating countries would need to engage more strongly with a successor programme, both in its governance and in their financial contributions to its objectives.The Forum hosted 550 participants from more than 50countries. The programme consisted of keynote addresses by policy makers, research leaders, and prominent speakers from Europe and Africa in 5 plenary presentations. There were 9 symposia, 45 oral presentations in parallel sessions, and 74 electronic poster presentations. Abstracts of the plenary, oral and poster presentations are published in this supplement to BMJ Global Health.EDCTP is proud of its contribution to strengthening clinical research capacity in Africa, with more than 400 postgraduate students and 56 EDCTP fellows supported under the first EDCTP programme. The second programme developed a comprehensive fellowship scheme. More than 100 EDCTP fellows (former and current) participated in a one-day pre-conference to discuss the further development of our Alumni Network launched in 2017. The Forum also offered scholarships to many early and mid-career researchers from sub-Saharan Africa and Europe. With the support of the European Union, EDCTP member countries and sponsors, they were able to present results of their studies and meet colleagues from Africa and Europe.The Forum also provided the appropriate platform for recognising individual and team achievements through the four EDCTP 2018 Prizes. With the support of the European Union, EDCTP recognised outstanding individuals and research teams from Africa and Europe. In addition to their scientific excellence, the awardees made major contributions to the EDCTP objectives of clinical research capacity development in Africa and establishing research networks between North and South as well as within sub-Saharan Africa.Dr Pascoal Mocumbi Prize Professor Souleyman Mboup (Professor of Microbiology, University of Cheikh Anta Diop, Dakar; Head of the Bacteriology-Virology Laboratory of CHU Le Dantec, Dakar; and President of IRESSEF, Senegal) was recognised for his outstanding achievements in advancing health research and capacity development in Africa.Outstanding Research Team Prize The prize was awarded to the team of the CHAPAS (Children with HIV in Africa – Pharmacokinetics and acceptability of simple antiretroviral regimens) studies, led by Professor Diana Gibb (MRC Clinical Trials Unit, United Kingdom).Outstanding Female Scientist Prize The prize was awarded to Professor Gita Ramjee (Chief Specialist Scientist and Director of the HIV Prevention Research Unit of the South African Medical Research Council, Durban, South Africa) for her outstanding contributions to her field.Scientific Leadership Prize The prize was awarded to Professor Keertan Dheda (Head of the Centre for Lung Infection and Immunity and Head of the Division of Pulmonology at Groote Schuur Hospital and the University of Cape Town, South Africa) for his research contributions and leadership.Partnership is at the core of the EDCTP mission. In the year before the Forum, Nigeria and Ethiopia were welcomed as the newest member countries of the EDCTP Association, while Angola became an aspirant member. Partnership was also demonstrated by the many stakeholders who enriched the programme by organising scientific symposia, collaborative sessions and workshops. We thank our sponsors Novartis, Merck, the European Union, the Federal Ministry of Education and Research (Germany), the Institute of Health Carlos III (Spain), the National Alliance for Life Sciences and Health (France), the Medical Research Council (United Kingdom), the Swedish International Development Agency (Sweden), ClinaPharm (African CRO), the Deutsche Stiftung Weltbevölkerung (Germany), The Global Health Network (United Kingdom), PATH, and ScreenTB. We gratefully acknowledge the support of our partners and hosts of the Forum, the Portuguese Foundation for Science and Technology and the Calouste Gulbenkian Foundation.The tenth EDCTP Forum will take place in sub-Saharan Africa in 2020.
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Nedambale, T. L., M. L. Mphaphathi, P. H. Munyai, M. Tshabalala, P. Malusi, and A. Dinnyes. "107 MOTILITY PARAMETER PATTERNS OF NGUNI BULLS: EFFECT OF VARIOUS GYCEROL CONCENTRATIONS FOLLOWING CRYOPRESERVATION." Reproduction, Fertility and Development 22, no. 1 (2010): 212. http://dx.doi.org/10.1071/rdv22n1ab107.
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The Nguni breed of South Africa is small, hardy, disease-tolerant, thrives on poor pasture, and was regarded as an inferior breed in the past. For optimizing routine fresh and freezing of Nguni bull semen analysis, 3 different concentrations of glycerol (7, 10, and 14%) were examined. Ten ejaculates were collected from each 6 Nguni bulls using electro-ejaculator at ARC, Irene, South Africa. Following semen collection, semen was examined for macroscopic (volume, pH, and concentration) and microscopic (motility) parameters. The semen was extended with Tris + 10% egg yolk diluent at a ratio of 1 : 2 (v/v) and frozen at different concentrations of glycerol (7, 10, and 14%). The semen was then evaluated using the sperm class analyzer (SCA; CASA system) for progressive motility parameters. Fresh and frozen-thawed were fixed and stained with Nigrosin-Eosin for morphology (dead and live). Data were analyzed by ANOVA. There was a significant difference among individual Nguni bull spermatozoa volume and concentration. Analyzed frozen-thawed Nguni spermatozoa resulted in a significant (P < 0.05) difference of spermatozoa motility parameters frozen in 10% glycerol (68%) compared with 7 (41%) and 14% glycerol (30%). In conclusion, Nguni spermatozoa can be cryopreserved successfully when 10% of glycerol concentration is used. The results of this study will improve the viability of cryopreserved Nguni bull spermatozoa following the development of a South African semen cryo-gene bank. This study was supported by grants from National Research Foundation (NRF), Hungarian, South African Bilateral Scientific and Technological (TETNo. OMFB-00302/2008, RT24000) collaborative project. Department of Agriculture Forestry and Fisheries (DAFF, RPPP15).
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Manten, Aileen, Mia le Roux, Salomé Geertsema, and Marien Graham. "An investigation into the early literacy skills of English second language learners in South Africa." Australasian Journal of Early Childhood 45, no. 2 (April 22, 2020): 142–54. http://dx.doi.org/10.1177/1836939120918504.
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This study employs the Comprehensive Emergent Literacy Model (CELM) theoretical framework, as it refers to the impact of context on learning early literacy skills. It is relevant to this study as the participants were English second language learners from cultures, communities, and demographics different from those of English first language speakers in South Africa. Early literacy skills, specifically phonological awareness (PA), are predictive of later literacy success. Many English second language (EL2) learners are unable to develop language and early literacy skills. Foundational skills such as general PA skills, often need explicit instruction to prepare the learners to learn to read in English. Twenty-one EL2 Grade 1 learners in an English medium private school in South Africa were selected as participants. Early literacy skills were assessed at the beginning of Grade 1. Reading, spelling, and reading comprehension skills were assessed after two terms in Grade 1 to determine if there is a correlation between early and later literacy skills. Results indicated significantly strong positive correlations between early literacy and later literacy skills. These results and previous research suggest that EL2 learners must be exposed to high-quality early literacy skills as early as possible to provide them with a foundation for future literacy success.
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Ramaswamy, Rohit, Tobias Chirwa, Kathryn Salisbury, Jabulani Ncayiyana, Latifat Ibisomi, Laetitia Rispel, Charles van der Horst, and Audrey Pettifor. "Developing a Field of Study in Implementation Science for the Africa Region: The Wits–UNC AIDS Implementation Science Fogarty D43." Pedagogy in Health Promotion 6, no. 1 (February 18, 2020): 46–55. http://dx.doi.org/10.1177/2373379919897088.
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From 2014 to 2019, the Wits–UNC (University of Witwatersrand and University of North Carolina at Chapel Hill) AIDS Implementation Science D43 Training Program laid critical academic foundation by creating a graduate degree program in implementation science (IS) for master’s- and doctoral-level students in the Department of Epidemiology and Biostatistics at the Wits School of Public Health. Before this collaboration, funded by the Fogarty International Center (FIC) at National Institutes of Health, no IS degree existed in Southern Africa. The FIC “D43” is an international research training grant mechanism to strengthen global health research expertise through education. Historically, students from low-resource settings have been trained in health sciences at universities in the United States or the United Kingdom. This is not scalable or sustainable and therefore this D43 focused on building capacity in South Africa where HIV-related challenges are located. Consequently, South Africans and other African international students were able to apply to the newly offered program, allowing training at significantly lower costs. IS allows a systematic assessment of factors affecting the implementation of HIV interventions and in developing strategies for addressing them. It guides the successful scale-up of effective programs and informs policy to improve programs. The training aims to assist in lowering the HIV incidence rate, suppressing viral load for those infected, and meeting the UN 2030 Agenda for Sustainable Development. A second cycle of funding from 2019 to 2024 will enable the infrastructure built in the first program to train South African HIV researchers and practitioners in the field who are unable to enroll in a formal academic program.
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Lever, Christopher. "South African Red Data Book—Terrestrial Mammals (South African National Scientific Programmes Report No. 125) Reay H. N. Smithers Foundation for Research Development, Council for Scientific and Industrial Research, PO Box 395, Pretoria 0001, South Africa, 1986, 216 pp, SB (no price given)." Oryx 21, no. 3 (July 1987): 198–99. http://dx.doi.org/10.1017/s003060530002706x.
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McGregor, Richard Gavin, Andrew John Ross, and Ganzamungu Zihindula. "The socioeconomic impact of rural-origin graduates working as healthcare professionals in South Africa." South African Family Practice 61, no. 5 (October 28, 2019): 31. http://dx.doi.org/10.4102/safp.v61i5.4948.
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Background: Studies documenting the socioeconomic impact of education leading to employment of rural youth, specifically in the healthcare professions, are lacking. The Umthombo Youth Development Foundation (UYDF) is an NGO that provides financial support for rural students to train as healthcare professionals (HCPs) as a way of addressing staff shortages at rural hospitals. The aim of this study was to understand the social and economic impact on individuals and their families of qualifying as an HCP and being employed at a rural district hospitalMethodology: A mixed methodology was used to collect data from 40 graduates at eight district hospitals in rural KwaZulu-Natal province. The research tools had qualitative and quantitative questions, with additional data being extracted from the UYDF database. The qualitative data were analysed thematically, with STATA software being used for the quantitative analysis.Results: The findings indicate that graduate household assets increased significantly, as did their socioeconomic circumstances, compared with before they qualified as HCPs. Graduates attached high value to education that led to their employment, which provided them with money to afford assets. Having a permanent job and regular income also transformed their families’ lives, as they were able to care for their siblings and extended family members.Conclusions: Training rural youth for employment in scarce skills that leads to employment, such as a career in the health sciences, boosts their socioeconomic circumstances and that of their families. This contributes to the staffing of rural hospitals, job creation and the economic development of the country.
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Raito, M. B., M. L. Mphaphathi, L. M. Schwalbach, J. P. C. Greyling, and T. L. Nedambale. "216 COMPARISON BETWEEN A TRI-GAS THERMO INCUBATOR AND A MODULAR CHAMBER WITH PREMIXED GAS ON THE DEVELOPMENT OF BOVINE EMBRYOS IN VITRO." Reproduction, Fertility and Development 21, no. 1 (2009): 206. http://dx.doi.org/10.1071/rdv21n1ab216.
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In an attempt to optimize germplasm and reproduction biotechnology IVF laboratory conditions in South Africa, we compared the effects of 2 triple-gas incubation systems, a tri-gas thermo incubator and a modular chamber with premixed gas, on the development of bovine embryos in vitro. After aspirating ovaries collected from a local abattoir, 778 oocytes were matured for 24 h in M-199 supplemented with 10% FBS, and 1 μg mL–1 of FSH and LH at 39°C in 5% CO2. Oocytes were then fertilized in vitro in Brackett and Oliphant (BO) medium at 39°C in 5% CO2. Presumptive zygotes were randomly allocated to the tri-gas thermo incubator or the modular chamber with premixed gas and cultured in synthetic oviductal fluid (SOF) medium at 39°C in 5% CO2, O2, and 90% N2. Total cleavage (Day 2), 8-cell (Day 2), morula (Day 6), and blastocyst (Day 7) rates were recorded postfertilization. Data were analyzed by ANOVA. There was no statistical difference in total cleavage rate between the 2 incubation systems. However, the 8-cell, morula, and blastocyst rates were significantly higher for the modular chamber group compared with the tri-gas incubator group (Table 1). In summary, this study suggests that the modular chamber with premixed gas was a better system for culturing zygotes of South African domestic animals to the blastocyst stage. Table 1.Effect of modular chamber and tri-gas incubator on embryo development in vitro This work was funded by the South African National Department of Agriculture, DST-PDP, and the National Research Foundation (NRF, Grant Nos. RT21 and 24000).
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Höglund, Kristine, and Anna K. Jarstad. "Toward Electoral Security: Experiences from KwaZulu-Natal." Africa Spectrum 46, no. 1 (April 2011): 33–59. http://dx.doi.org/10.1177/000203971104600102.
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There is a growing recognition of the dangers of electoral violence. Yet, the theoretical foundation for systematic research and for adequate policy is still underdeveloped. This article aims to develop the theoretical understandings of strategies to manage and prevent electoral violence. This is accomplished by integrating research conducted within the two academic discourses on democratization and conflict management and also by drawing on the experiences from the conflict-ridden province KwaZulu-Natal in South Africa. The five strategies identified are monitoring, mediation, legal measures, law enforcement and self-regulating practices. In the article, the functions and mechanisms of the strategies are discussed. In addition, we analyse the limitations and usefulness of each of the strategies in turn and also provide suggestions on how to improve electoral security.
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McBride, Vanessa, and Ramasamy Venugopal. "Overview of the OAD: Achievements, Challenges and Plans." Proceedings of the International Astronomical Union 14, A30 (August 2018): 553–54. http://dx.doi.org/10.1017/s1743921319005350.
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AbstractThe Office of Astronomy for Development (OAD) aims to use astronomy, including its tools, practitioners and skills, to benefit society. The OAD, a joint project of the International Astronomical Union and the South African National Research Foundation, has the vision of using ‘Astronomy for a better world’. Since 2013, the OAD has funded more than 120 projects that use astronomy to address developmental issues as defined under the United Nations Sustainable Development Goals (SDG).
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Govender, Natasha. "Current State of Collections Management Strategies, Standards and Procedures in the Entomology Department at the Durban Natural Science Museum, South Africa." Biodiversity Information Science and Standards 2 (June 13, 2018): e26289. http://dx.doi.org/10.3897/biss.2.26289.
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The Durban Natural Science Museum (DNSM) is located in the city of Durban in KwaZulu-Natal province, South Africa. Its entomology collection is one of three main collections at the museum. The collection consists of 141,000 dried specimens and encompasses 25 of the 29 known insect orders. Most of the specimens originate from South Africa however there is also a small percentage which has international origins. Collection growth is perpetuated by field collection trips and donations. In the recent past, DNSM was afforded the opportunity, through the South African National Research Foundation (NRF) via the Natural History Collections (NHC) Funding Instrument, to digitise insect type specimens and move the entomology research database from Microsoft Access to the web-based data management system, Specify 7. These developments have improved accessibility to the collection especially by those who do not have direct contact and access to the collection. In preparation for the migration to Specify 7, the specimen data was cleaned and standardised by means of an open source online tool, OpenRefine. The tool enabled the analysis and correction of data using an automated process which allowed for maximum productivity. Henceforth, we will ensure that the errors encountered during the data cleaning process will not be repeated. This will be achieved by training data capturers on correct formatting standards and using pick lists in the new database management system to foster consistency. On-going collections care is a core component of the DNSM, however a collections management policy is lacking and therefore such procedures differ somewhat across the three core departments. With regards to the entomology department, temperature and humidity monitoring efforts and mould prevention, detection and collection recovery occur regularly. Durban is a coastal city, and the characteristic high humidity is of great concern because it facilitates mould development on the specimens. Regular monitoring procedures mitigate such outbreaks. The DNSM has joined South Africa’s newly launched Natural Science Collections Facility (NSCF) which is a network of institutions which maintain zoological, botanical and paleontological collections. The NSCF, in consultation with institution representatives, has initiated the development of a collections management policy document which will be adopted by the DNSM as one of its sub-policies once it has been passed. The Durban Natural Science Museum will continue to strive for international best practises in collections management.
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Haegert, Sandy. "An African Ethic for Nursing?" Nursing Ethics 7, no. 6 (November 2000): 492–502. http://dx.doi.org/10.1177/096973300000700605.
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This article derives from a doctoral thesis in which a particular discourse was used as a ‘paradigm case’. From this discourse an ethic set within a South African culture arose. Using many cultural ‘voices’ to aid the understanding of this narrative, the ethic shows that one can build on both a ‘justice’ and a ‘care’ ethic. With further development based on African culture one can take the ethic of care deeper and reveal ‘layers of understanding’. Care, together with compassion, forms the foundation of morality. Nursing ethics has followed particular western moral philosophers. Often nursing ethics has been taught along the lines of Kohlberg’s theory of morality, with its emphasis on rules, rights, duties and general obligations. These principles were universalistic, masculine and noncontextual. However, there is a new ethical movement among Thomist philosophers along the lines to be expounded in this article. Nurses such as Benner, Bevis, Dunlop, Fry and Gadow - to name but a few - have welcomed the concept of an ‘ethic of care’. Gilligan’s work gave a feminist view and situated ethics in the everyday aspects of responsiveness, responsibility, context and concern. Shutte’s search for a ‘philosophy for Africa’ has resulted in finding similarities in Setiloane and in Senghor with those of Thomist philosophers. Using this African philosophy and a research participant’s narrative, an African ethic evolves out of the African proverb: ‘A person is a person through other persons’, or its alternative rendering: ‘I am because we are: we are because I am.’ This hermeneutic narrative reveals ‘the way affect imbues activity with ethical meaning’ within the context of a black nursing sister in a rural South African hospital. It expands upon the above proverb and incorporates the South African constitutional idea of ‘Ubuntu’ (compassion and justice or humanness).
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Agyepong, Irene Akua, Uta Lehmann, Elizeus Rutembemberwa, Suzanne M. Babich, Edith Frimpong, Aku Kwamie, Jill Olivier, Gina Teddy, Boroto Hwabamungu, and Lucy Gilson. "Strategic leadership capacity building for Sub-Saharan African health systems and public health governance: a multi-country assessment of essential competencies and optimal design for a Pan African DrPH." Health Policy and Planning 33, suppl_2 (July 1, 2018): ii35—ii49. http://dx.doi.org/10.1093/heapol/czx162.
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Abstract Leadership capacity needs development and nurturing at all levels for strong health systems governance and improved outcomes. The Doctor of Public Health (DrPH) is a professional, interdisciplinary terminal degree focused on strategic leadership capacity building. The concept is not new and there are several programmes globally–but none within Africa, despite its urgent need for strong strategic leadership in health. To address this gap, a consortium of institutions in Sub-Saharan Africa, UK and North America have embarked on a collaboration to develop and implement a pan-African DrPH with support from the Rockefeller Foundation. This paper presents findings of research to verify relevance, identify competencies and support programme design and customization. A mixed methods cross sectional multi-country study was conducted in Ghana, South Africa and Uganda. Data collection involved a non-exhaustive desk review, 34 key informant (KI) interviews with past and present health sector leaders and a questionnaire with closed and open ended items administered to 271 potential DrPH trainees. Most study participants saw the concept of a pan-African DrPH as relevant and timely. Strategic leadership competencies identified by KI included providing vision and inspiration for the organization, core personal values and character qualities such as integrity and trustworthiness, skills in adapting to situations and context and creating and maintaining effective change and systems. There was consensus that programme design should emphasize learning by doing and application of theory to professional practice. Short residential periods for peer-to-peer and peer-to-facilitator engagement and learning, interspaced with facilitated workplace based learning, including coaching and mentoring, was the preferred model for programme implementation. The introduction of a pan-African DrPH with a focus on strategic leadership is relevant and timely. Core competencies, optimal design and customization for the sub-Saharan African context has broad consensus in the study setting.
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Kanjee, Anil, and Jane Mthembu. "Assessment literacy of foundation phase teachers: An exploratory study." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 26. http://dx.doi.org/10.4102/sajce.v5i1.354.
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This study explores foundation phase teachers’ assessment literacy, and their understanding and use of formative and summative assessment. Using questionnaires, observations and interviews, data were obtained from Grade 1, 2 and 3 teachers from a school each in quintile 2, 3 and 5. Teachers from all three schools demonstrated equally low levels of assessment literacy. While understanding of summative assessment was noticeably higher, all teachers demonstrated very poor understanding of formative assessment. Notwithstanding the small sample size, the study highlights the need for professional development programmes to focus on enhancing teachers’ assessment literacy. It also calls for additional research on a conceptualisation of assessment literacy that is relevant to South African teachers, and for determining the impact of concepts and practices advocated in the national assessment and curriculum policies on teachers’ use of assessment to address the learning needs of all learners across schools in the different quintile categories.
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Henningsen, Marjorie Ann. "Making sense of experience in preschool: Children’s encounters with numeracy and literacy through inquiry." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 15. http://dx.doi.org/10.4102/sajce.v3i2.39.
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<br />Opening up space for authentic inquiry in preschool can influence the extent to which children can make use of their growing mathematical and linguistic understandings to make sense of themselves and the world around them. Authentic inquiry here refers to investigation that arises naturally from the interests and questions of the children as they experience the learning environment. Three authentic examples are presented from the work of four- to five-year-old children in the domains of mathematics and literacy development to illustrate how the two domains need to be viewed as intertwined at the preschool level. Reflections are also offered on the role of the learning environment, the role of curriculum and the role of teachers and other adults in the learning process. This manuscript is based on a plenary address given in Grahamstown, South Africa at the SARAECE Research and Development week: “Strengthening Foundation Phase Education” conference at Rhodes University in September 2012.
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Willenberg, Ingrid. "Foundations for Literacy: Emergent Literacy Competencies of Grade R Learners on the Cape Flats." South African Journal of Communication Disorders 54, no. 1 (December 31, 2007): 20–28. http://dx.doi.org/10.4102/sajcd.v54i1.751.
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International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In the light of increasing evidence of poor literacy performance of South African children in the foundation phase of schooling it is imperative that appropriate and timely intervention be undertaken. However it is important that intervention be informed by baseline assessments of the children’s literacy competencies in the full spectrum of socio-cultural contexts in this diverse country. This study documents the emergent literacy competencies of 101 grade R (the year prior to grade 1, equivalent to kindergarten in the United States) learners attending schools in historically disadvantaged coloured communities on the Cape Flats in the Western Cape. An Emergent Literacy and Language Assessment protocol was developed for use with this population. The children’s performance on the assessment tool indicated that in general they possessed a reasonable repertoire of emergent literacy skills. Although they displayed adequate skills to support acquisition of print decoding skills necessary for fluent reading, weaknesses in the decontextualised language skills that have been found to support later reading comprehension, were evident.
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MEUSBURGER, MAGDALENA, and ALEXANDER JOSEF ANTONITES. "ASSESSING ANTECEDENTS OF ENTREPRENEURIAL ACTIVITIES OF ACADEMICS AT SOUTH AFRICAN UNIVERSITIES." International Journal of Innovation Management 20, no. 06 (July 13, 2016): 1650058. http://dx.doi.org/10.1142/s1363919616500584.
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The knowledge economy is driven by entrepreneurship, and the entrepreneurial university takes on the role of an important catalyst for regional economic and social development. Academics represent key agents of knowledge and technology transfer from university to society. Previous research suggests that academics’ successful engagement in entrepreneurial activities can positively contribute to the development of local society and economy. However, evidence on the antecedents of academic engagement and commercialisation is scarce. This study examines whether aspects related to academics’ human, physical and organisational capital resources influence their engagement in consulting, sponsored research, licensing/assignment of intellectual property (IP) and spin-off creation with industry, government and civil society. The analysis is based on a new and unique data set of 398 individual academic researchers affiliated to South African universities who were awarded a quality rating by South Africa’s National Research Foundation (NRF) and covers the full spectrum of academic disciplines. Data analysis employed generalised linear models (GLMs) and demonstrated that the availability of human, physical and organisational resources relate to the four entrepreneurial activities in different ways. The findings support the concept that individual factors are more significant than institutional factors in determining entrepreneurial activities. A key finding is that academics’ engagement in entrepreneurial activities is primarily influenced by their prior entrepreneurial experiences. The study provides scholars investigating academic entrepreneurship, policy makers and university administrators with the key resource drivers of entrepreneurial activities and may assist them in establishing the appropriate role of institutions and organisations in promoting entrepreneurial activities of academics.
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Zhang, Y., William Cioffi, Rebecca Cope, Pedro Daleo, Eleanor Heywood, Carmen Hoyt, Carter Smith, and Brian Silliman. "A Global Synthesis Reveals Gaps in Coastal Habitat Restoration Research." Sustainability 10, no. 4 (April 1, 2018): 1040. http://dx.doi.org/10.3390/su10041040.
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Coastal ecosystems have drastically declined in coverage and condition across the globe. To combat these losses, marine conservation has recently employed habitat restoration as a strategy to enhance depleted coastal ecosystems. For restoration to be a successful enterprise, however, it is necessary to identify and address potential knowledge gaps and review whether the field has tracked scientific advances regarding best practices. This enables managers, researchers, and practitioners alike to more readily establish restoration priorities and goals. We synthesized the peer-reviewed, published literature on habitat restoration research in salt marshes, oyster reefs, and seagrasses to address three questions related to restoration efforts: (i) How frequent is cross-sector authorship in coastal restoration research? (ii) What is the geographic distribution of coastal restoration research? and (iii) Are abiotic and biotic factors equally emphasized in the literature, and how does this vary with time? Our vote-count survey indicated that one-third of the journal-published studies listed authors from at least two sectors, and 6% listed authors from all three sectors. Across all habitat types, there was a dearth of studies from Africa, Asia, and South America. Finally, despite many experimental studies demonstrating that species interactions can greatly affect the recovery and persistence of coastal foundation species, only one-fourth of the studies we examined discussed their effects on restoration. Combined, our results reveal gaps and discrepancies in restoration research that should be addressed in order to further propel coastal restoration science.
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Degterev, D. "Non-Western Theories of Development in the Global Capitalism Era." World Economy and International Relations 65, no. 4 (2021): 113–22. http://dx.doi.org/10.20542/0131-2227-2021-65-4-113-122.
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Received 31.08.2020. This article is devoted to the evolution of non-Western theories of development in the epoch of global capitalism, i. e. after 1990. It describes in detail what is meant by this concept – models of socio-economic development, alternative to the Western neoliberal paradigm and associated with the modernization of non-Western countries, primarily in the “Global South”. Periodization of these approaches is given in connection with the process of decolonization (early 1960s), the end of the bipolar world, and the strengthening of China (since 2010s). Two main directions of such theories – neo-Marxian tradition, as well as post-colonial and anti-colonial studies – are shown. The author concludes that the “non-Westernness” of post-colonial studies is conditional, while anti-colonial and neo-Marxian studies are very much intertwined. The article shows the role of such organizations as CODESRIA and Third World Network in shaping the intellectual development agenda of the Global South. It traces the evolution of neo-Marxist approaches to development of the poorest countries, which originated in Latin American structuralism, American neo-Marxism, the works of J. Galtung and W. Rodney. By the early 1980s, the world-systemic approach was already dominant, its representatives were relatively capable to explain the collapse of the socialist system, and also made attempts to describe the growing influence of China. Nevertheless, the theory of the transnational capitalist class that emerged in the 1990s and 2000s was more successful from this point of view. The article investigates the phenomenon of an emerging confrontation between China and the United States in the ideological field – for the influence on leftist intellectuals around the world, and shows the main resources of both sides in this conflict. Special attention is paid to Postdevelopmentalism that developed in the 1990–2000s in line with postmodernist approaches; both strengths and weaknesses of this concept are presented. In conclusion, the author summarizes that neo-Marxist approaches play a key role as the major alternative to neoliberal capitalist development in the countries of the “Global South” while national modernization theories are lacking in the non-Western countries. Acknowledgements. The article has been prepared at RUDN University and supported by a grant of the Russian Foundation for Basic Research (RFBR). Project no. 19-111-50655 (Expansion) “Non-Western Theories of Development in the Age of Global Capitalism”. The author also expresses his sincere gratitude to P. Bond (University of the Western Cape, South Africa), T.M. Gavristova (YarSU), E.N. Grachikov (RUDN University), Li Yan (CASS, China) and V. G. Shubin (Institute for African Studies, RAS) for their valuable comments.
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Samantha Muriëll, Bennett, and Theresa de Young. "Developing an e-Strategy for the South African Astronomical Observatory Library and Information Service: A case study." EPJ Web of Conferences 186 (2018): 09002. http://dx.doi.org/10.1051/epjconf/201818609002.
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The South African Astronomical Observatory (SAAO) Library and Information Service (LIS) forms part of the SAAO - which is a business unit of the National Research Foundation (NRF) in South Africa. Until recently each business unit had a library service that operated independently. With the formation of the NRF Knowledge Center (KC) this is set to change. Previously it was possible for a library service to conduct its processes and procedures in isolation as long as the LIS aligned with the business unit. This paper covers the study that investigated the needs and possible guidelines for an e-Strategy for the SAAO LIS that is both aligned to the broader NRF strategy but which also incorporates recommendations to upgrade the library products and services offering. The pool of Information and Communication Technology (ICT) -based products and services is growing. ‘Upgrading’ therefore requires that it is acknowledged that ICT provides essential infrastructure for the relevant the library. Library focused trends show continuous development. Bringing the SAAO LIS up to standard will require that these developments are continuously monitored for relevance and incorporation. This paper provides information about the SAAO LIS and its history. Both ‘SWOT’ and ‘PESTEL’ analyses were used to direct the discussion on the internal and external influences on the SAAO LIS. The analyses also provided insight into the challenges the SAAO LIS faces, the strengths that could be capitalized and the opportunities that could be exploited. The paper recommends that the SAAO LIS, before engaging in a strategic change, addresses the challenges of sustainable funding and accessibility to core resources. It is also recommends that the SAAO LIS uses its e-Strategy to ‘fast track’ the process of bringing it up to the standard required of world-class astronomy libraries.
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Lambeck, Kurt. "Anton Linder Hales 1911–2006." Historical Records of Australian Science 30, no. 2 (2019): 146. http://dx.doi.org/10.1071/hr18022.
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Anton Linder Hales died in Canberra on 11 December 2006. He was a distinguished geophysicist of international renown who made major contributions to understanding the structure and evolution of the deep Earth through the combination of theoretical developments, field experimentation and laboratory measurements, including in whole-mantle convection, palaeomagnetism, geochronology and seismology. He was also a creative and highly successful builder of research institutions on three continents, in South Africa, the USA and Australia. The last of these was as Foundation Director of the Research School of Earth Sciences at the Australian National University, leaving behind one of the leading geoscience research institutions in the world. His career spanned a period in which earth science was undergoing rapid evolution—from a ‘fixist’ view of the planet to the ‘highly dynamic’ view that we have today, an evolution to which he made important contributions both through his own research and his scientific leadership at institutional and international level.
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Guinan, Edward, and Katrien Kolenberg. "Astronomy for a Better World: IAU OAD Task Force-1 Programs for Advancing Astronomy Education and Research in Universities in Developing Countries." Proceedings of the International Astronomical Union 10, H16 (August 2012): 540–41. http://dx.doi.org/10.1017/s1743921314011995.
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AbstractWe discuss the IAU Commission 46 and Office for Astronomy Development (OAD) programs that support advancing Astronomy education and research primarily in universities in developing countries. The bulk of these operational activities will be coordinated through the OAD's newly installed Task Force 1. We outline current (and future) IAU/OAD Task Force-1 programs that promote the development of University-level Astronomy at both undergraduate and graduate levels. Among current programs discussed are the past and future expanded activities of the International School for Young Astronomers (ISYA) and the Teaching Astronomy for Development (TAD) programs. The primary role of the ISYA program is the organization of a three week School for students for typically M.Sc. and Ph.D students. The ISYA is a very successful program that will now be offered more frequently through the generous support of the Kavli Foundation. The IAU/TAD program provides aid and resources for the development of teaching, education and research in Astronomy. The TAD program is dedicated to assist countries that have little or no astronomical activity, but that wish to develop or enhance Astronomy education. Over the last ten years, the ISYA and TAD programs have supported programs in Africa, Asia, Central America and the Caribbean, the Middle East, South East and West Asia, and South America. Several examples are given.Several new programs being considered by OAD Task Force-1 are also discussed. Other possible programs being considered are the introduction of modular Astronomy courses into the university curricula (or improve present courses) as well as providing access to “remote learning“ courses and Virtual Astronomy labs in developing countries. Another possible new program would support visits of astronomers from technically advanced countries to spend their sabbatical leaves teaching and advising University Astronomy programs in developing countries. Suggestions for new Task Force -1 programs are also welcomed. Useful information about the participation of IAU members and volunteers in these programs will be discussed and practical information will be provided.
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Graven, Mellony. "Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 13. http://dx.doi.org/10.4102/sajce.v3i2.45.
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In this paper we examine the extent of the focus on number sense, enabled and accompanied by the development of efficient strategies for mental maths, in the foundation and intermediate phase. We do this through documentary analysis of the Curriculum and Assessment Policy Statements (CAPS) for these phases and the Annual National Assessments (ANAs). We argue that number sense and mental agility are critical for the development and understanding of algorithms and algebraic thinking introduced in the intermediate phase. However, we note from our work with learners, and broader evidence in the South African landscape, that counting-based strategies in the foundation phase are replaced in the intermediate phase with traditional algorithms. We share experiences in the form of vignettes to illuminate this problem. Whilst literature and the CAPS curriculum emphasise the important role of mental computation within number sense, we note that the ANAs do not include a “mental mathematics” component. This absence in assessment, where assessment often drives teaching, is problematic. We conclude with the suggestion that research be conducted into the viability/appropriateness of an orally administered mental mathematics assessment component in the ANAs as a way to establish a focus on number sense across the foundation and intermediate phases.
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Daley, Patricia. "An African Peace Process: Mandela, South Africa and Burundi, by Kristina A. Bentley and Roger Southall. Cape Town: HSRC Press, Nelson Mandela Foundation & Human Science Research Council, 2005. xix + 220 pp. £18.50 paperback. ISBN 0796920907 (paperback)." African Affairs 105, no. 418 (December 20, 2005): 153–54. http://dx.doi.org/10.1093/afraf/adi102.
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Heim, Richard R., and Michael J. Brewer. "The Global Drought Monitor Portal: The Foundation for a Global Drought Information System." Earth Interactions 16, no. 15 (December 1, 2012): 1–28. http://dx.doi.org/10.1175/2012ei000446.1.
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Abstract The international scientific community has long recognized the need for coordinated drought monitoring and response, but many factors have prevented progress in the development of a Global Drought Early Warning System (GDEWS): some of which involve administrative issues (coordinated international action and policy) while others involve scientific, technological, and logistical issues. The creation of the National Integrated Drought Information System (NIDIS) Portal within the United States provided an opportunity to take the first steps toward building the informational foundation for a GDEWS: that is, a Global Drought Information System (GDIS). At a series of workshops sponsored by the World Meteorological Organization (WMO) and Group on Earth Observations (GEO) held in Asheville, North Carolina, in April 2010, it was recommended that a modular approach be taken in the creation of a GDIS and that the NIDIS Portal serve as the foundation for the GDIS structure. Once a NIDIS-based Global Drought Monitor (GDM) Portal (GDMP) established an international drought clearinghouse, the various components of a GDIS (drought monitoring, forecasting, impacts, history, research, and education) and later a GDEWS (drought relief, recovery, and planning) could be constructed atop it. The NIDIS Portal is a web-based information system created to address drought services and early warning in the United States, including drought monitoring, forecasting, impacts, mitigation, research, and education. This portal utilizes Open Geospatial Consortium (OGC) web mapping services (WMS) to incorporate continental drought monitors into the GDMP. As of early 2012, the GDM has incorporated continental drought information for North America (North American Drought Monitor), Europe (European Drought Observatory), and Africa (African Drought Monitor developed by Princeton University); interest has been expressed by groups representing Australia and South America; and coordination with appropriate parties in Asia is also expected. Because of the range of climates across the world and the diverse nature of drought and the sectors it impacts, the construction and functioning of each continental drought monitor needs to be appropriate for the continent in question. The GDMP includes a suite of global drought indicators identified by experts and adopted by the WMO as the necessary measures to examine drought from a meteorological standpoint; these global drought indicators provide a base to assist the global integration and interpretation of the continental drought monitors. The GDMP has been included in recent updates to the GEO Work Plan and has benefited from substantial coordination with WMO on both their Global Framework for Climate Services and the National Drought Policy efforts. The GDMP is recognized as having the potential to be a major contributor to both of these activities.
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Wilmot, Dianne, and Jean Schäfer. "Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.350.
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This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.
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Foreman, Emma, Isla Leslie, Hannah Lyons, Katherine Piddock, Anguraj Sadanandam, Alison Sanneh, Susannah Jane Stanway, Julie Webb, and Richard Cowan. "Collaborating with low- and middle-income countries: Experience from two of the United Kingdom’s comprehensive cancer centers." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): e23014-e23014. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e23014.
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e23014 Background: The number of annual global cancer deaths is rising and the majority of this burden, for a multitude of reasons, falls in low- and middle- income countries (LMICs). With the United Nations’ 3rd and 17th Sustainable Development Goals in mind (which include by 2030 “reduce by one third premature mortality from non-communicable diseases” and “partnership for the goals”) a survey was undertaken at the UK’s two largest comprehensive cancer centres to scope individual and team endeavours to work with colleagues in less well-resourced countries. Methods: Employees at the Royal Marsden Foundation Trust (RM) and Institute of Cancer Research (ICR) in London and Surrey, UK and The Christie NHS Foundation Trust (Christie), Manchester were invited to complete a survey to capture collaborative clinical care, research, education and training. Results: Responses were received from 520 multidisciplinary individuals across the 2 centres to two similar questionnaires. A large number had experience of working in some capacity in, or in collaboration with an LMIC. At the RM 14.62% of respondees were currently working with colleagues in LMICs. At The Christie 13.22% of staff had experience of working in LMICs in a supportive capacity. Those currently collaborating with colleagues in LMICs were working in a wide range of countries across Asia, Africa and South America in a range of initiatives spanning clinical care, research, education and training. Of those who answered the survey 64% at The Christie said they’d like to hear more about opportunities to be involved in supporting global health care, and 89% at RM/ICR said they’d be interested in joining a collaborative group working on global oncology initiatives at the institutions. Conclusions: This survey highlights the body of willing, interested individuals keen to work with colleagues in LMICs to improve cancer outcomes. The launch of the UK Global Cancer Network in 2020 will build upon these two surveys with a planned national survey of global health and cancer work undertaken by individuals in 2021.
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Petersen, Belinda, Sharon McAuliffe, and Cornelis Vermeulen. "Writing and mathematical problem solving in Grade 3." South African Journal of Childhood Education 7, no. 1 (June 30, 2017): 9. http://dx.doi.org/10.4102/sajce.v7i1.483.
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This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.
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van der Westhuizen, Marichen, Sibulelo Gawulayo, and Nomvuyo Lukelelo. "A Reflective View of the Introduction of Technologies in Social Work Fieldwork Modules within the South African Context." Education & Self Development 16, no. 1 (March 31, 2021): 54–73. http://dx.doi.org/10.26907/esd16.1.06.
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The COVID-19 pandemic highlighted the need to prepare students for emergency online learning and teaching. The blended-learning approach that includes online learning and teaching options in social work theoretical modules has been described as valuable in providing students with a variety of modes of learning and teaching. However, its use in fieldwork modules requires further research. This article aims to explore the experiences and perceptions of undergraduate student social workers and their supervisors regarding the inclusion of technologies in the first-year fieldwork module, and how this affected their online experiences during the pandemic. The activity theory served as a theoretical framework. A qualitative approach was followed with an explorative-descriptive research design. Participants were selected through purposive non-probability sampling. Data was collected through written reflection sheets that were analysed through thematic content analysis. Ethics included voluntary participation, informed consent, privacy, confidentiality and anonymity. The findings indicate that all the components of the activity theory were present, while challenges experienced prior and during the pandemic were identified as a lack of previous exposure to the use of technology and of access to technological resources, socioeconomic challenges, the need to become skilled in becoming independent scholars, a need for direct interaction among students and between students and supervisors/lectures, and the importance of a variety of role-players to support learning. The findings provided a foundation to draw conclusions and make recommendations regarding what is needed to effectively use the activity theory’s components in fieldwork modules and to prepare students for technology-based learning and teaching in higher education settings.
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Barker, Charles, and Gawie De Villiers. "A philosophical basis for the holistic study of landscape development in Geomorphology." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 27, no. 3 (September 16, 2008): 165–82. http://dx.doi.org/10.4102/satnt.v27i3.89.
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The development of Geomorphology from two former major disciplines (Geography and Geology),makes it difficult for practitioners to accept a single major meta-paradigm as is the case with other earth sciences. It is also clear from current developments in the discipline, that the move away from the traditional qualitative research in micro-scale environments left a methodological gap in investigations into larger (meso-scale) phenomena. In this article, paradigms and science are examined with special reference to Geography as one of the parental sciences of Geomorphology (a view which is largely held in South Africa). After an elucidation of a meta-paradigm for Geomorphology, this meta-paradigm is then discussed in greater detail. Critical issues such as time and space and the way in which they are treated in Geomorphology are considered. Five social paradigms (functionalism, positivism, pragmatism, realism and the general systems theory or holism) used in Geomorphology are explained in as far as they have been applied to the discipline in the past. These are then linked to philosophical concepts and research approaches in landscape development in particular. The historical evolution of landscape development studies and principles of landscape development such as quantitative methods, antagonism, stability, equilibrium, catena’s, directedness, tectonics, and environmental variables provide the foundation from which the authors formulate a philosophical basis, “systemic realism”, for the integration of process and historic-genetic studies in Geomorphology. Several criteria are given for testing the proposed methodology, based on the components from which the approach was formulated. Results from a case study done on the Modder River catchment in the central Free State are compared with the suggested approach. Firstly, a conceptual model of the catchment is discussed. The identification of possible causal processes and environmental conditions is made from the conceptual model, previous studies and the spatial distribution of land forms and geological features in the catchment. Finally, some light is shed on the possible future development of the landscape. It is the authors’ contention that systemic realism forms a sound basis for future research in landscape development and, from there, provides a guideline to resource management.
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van Dijk, Gerda HG, Brenda A. Vivian, and Lianne P. Malan. "Creating epistemic access through a scaffold approach: Academic literacy skills development for South African first-year public administration students." Teaching Public Administration 37, no. 2 (January 7, 2019): 156–74. http://dx.doi.org/10.1177/0144739418822133.
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For higher education institutions to produce graduates capable of contributing to society and the economy in a productive manner, educational emphasis is placed on the development of critical thinking. The above necessitates that higher education institutions are able to engage in responsive curriculum design and delivery for enhanced student success and access. Public Administration programmes focus on equipping students to work within the broader government sector, able and capable of delivering public functions responsive to the needs of society. Literature suggests that there are a number of factors which influence the success ratio of any undergraduate programme in the South African context, including, inter alia, increased enrolments, student–staff ratios and the overall decline of professional and intellectual life in the country. Further complicating matters are classes too big to be participatory and crammed syllabi preventing in-depth discussions. The notion of embedding academic literacy development in curriculum design through a scaffolded approach aims to influence the academic performance of students through engaged and active learning in order to attain a higher level of achievement as well as benefit from the process of scaffolding. The research comprises a mixed method approach using a case study of the first-year students enrolled for a Public Administration degree. Data collected included an analysis of 2015, 2016 and 2017 student cohorts in: determining their academic literacy level upon registration (set as a baseline before any academic literacy intervention); tracking their academic performance through their formative and summative assessments (through a scaffolded approach); and reflecting upon their learning through their completion of a semi-structured survey. The research intends to argue that the use of a scaffolded approach to learning enhances epistemic access, which sees students moving beyond propositional, or foundation knowledge to epistemic or reflexive knowledge.
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Mgoqi, Wallace. "The Work of the Legal Resources Centre in South Africa in the Area of Human Rights Promotion and Protection." Journal of African Law 36, no. 1 (1992): 1–10. http://dx.doi.org/10.1017/s0021855300009682.
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The Legal Resources Centre (LRC) is a non-profit-making law centre. Its aims are to encourage belief in the value of law as an instrument of justice and to give practical effect to this goal by providing legal and educational services in the public interest. It is controlled and funded by the Legal Resources Trust (LRT) which is a South African charitable and educational trust registered under the Fundraising Act. It is supported by development agencies, corporations, charitable foundations and concerned individuals. The trustees include judges, senior advocates and attorneys. For the fiscal year April 1990 to March 1991 the trustees of the LRT approved a budget of R8.5 million for the work of the LRC's offices.The LRC was established after nation-wide consultations on the desirability of a legal resources centre produced positive feedback from a wide range of constituencies, and it became operational at the beginning of 1979. It seeks to fulfil the following purposes:(a) To provide legal representation for litigants in any court of law, tribunal or body before whom a party may be represented by counsel or attorney.(b) To conduct a programme in legal education and conduct seminars of educational value.(c) To engage in research in legal areas including all matters relevant to the effective administration of justice.(d) To publish the results of any research undertaken by it, and any material relevant to its objects.
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Mphaphathi, M. L., M. B. Raito, M. B. Makhafola, D. Luseba, and T. L. Nedambale. "71 COMPARISON OF CRYOPROTECTANTS ON CRYOPRESERVATION OF VENDA COCK SPERMATOZOA." Reproduction, Fertility and Development 21, no. 1 (2009): 135. http://dx.doi.org/10.1071/rdv21n1ab71.
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Improving the cryopreservation technique for indigenous fowl semen may contribute to the development of cryogene banks in South Africa. The goal was to identify a cryoprotectant among dimethyl sulfoxide (DMSO), ethylene glycol (EG), and propanediol (PND) that is compatible with survival after freezing of Venda cock spermatozoa. Six Venda cocks were used for semen collection. The abdominal massaging technique was applied for semen collection from cocks. Individual ejaculates were diluted with modified Kobidil+ (mK+) extender (extender A) at ratio of 1:2 (v/v) before freezing, and equilibrated for 2 h. Semen was diluted again at a ratio of 1:1 (v/v) with mK+ plus 8% DMSO, EG, and PND (extender B) and equilibrated for 2 h at 5°C. Semen were then transferred into 0.25-mL plastic straws and placed into a programmable freezer (Planer Kryosave). The temperature of the chamber was decreased in a stepwise manner, from 5°C at a rate of 1°C min–1 until it reached the target temperature of –20°C. Finally, the straws were exposed to liquid nitrogen (LN2) vapor and plunged into LN2 (–196°C). The semen straws were stored in an LN2 tank at –196°C. After 1 week, frozen semen straws were thawed at 5°C for evaluation of spermatozoa survivability and motility rate at 0, 30, 60, and 90 min, using contrast microscopy (20× magnification). Data were analyzed by ANOVA. Spermatozoa live and motility rates were greater before freezing (Table 1) in all groups. There was no significance difference between DMSO and EG with regard to live and motility rates. However, the lowest rates of live and motility spermatozoa were recorded in the PND group. In conclusion, this study demonstrated that the cryopreservation process reduces sperm quality and propanediol was not suitable for cryopreserving Venda cock spermatozoa. Table 1.Comparison of three CPA on cryopreservation of Venda cock semen This study was funded by the South African National Department of Agriculture, ARC, DST-PDP (RT19000), and National Research Foundation (NRF, Grant. no. RT21 and 24000).
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Roberts, Nicky, and Hamsa Venkat. "Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson." South African Journal of Childhood Education 6, no. 1 (July 29, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.377.
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<p>In this article, Mason’s ‘discipline of noticing’ is used to theorise a reflective process for changing mathematics teaching in a challenging context. The methodological approach was guided by critical reflective processes that produced, firstly, a descriptive ‘account-of’ an unsuccessful mathematics lesson, followed by layers of analyses drawing on theory and literature that guided our development of ‘accounts-for’ the classroom interactions. This example of a South African teacher-researcher’s self-study on disruptive learner behaviour in her Foundation Phase mathematics class is useful at the practitioner level, in which it details how increasingly critical layers of pedagogic reflection can be used to transform mathematics teaching, and via this route, to improve access to mathematical learning in a challenging context. At the research and policy levels, our findings question the separation of attention to mathematics and learner behaviour, rather than addressing the two in combination.</p>
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ADOM-BAMFI, GIDEON, DANIEL OPOKU, and BENJAMIN KOMMEY. "WELCOMING THE SEMICONDUCTOR INDUSTRY IN GHANA: CHALLENGES AND RECOMMENDATIONS – A CASE STUDY." Journal of Engineering Studies and Research 26, no. 4 (January 8, 2021): 27–33. http://dx.doi.org/10.29081/jesr.v26i4.232.
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The Semiconductor Industry is one industry that has been driving technological innovations for decades since its birth in the USA. Semiconductors form the building blocks of a wide array of consumer, medical and industrial electronics. The growth of many economies in the world can be attributed to the growth in the semiconductor industry in such countries. The global semiconductor industry consists of companies in the USA, South Korea, Taiwan, China, and the European Union. However, the semiconductor industry has no presence in the African region, in Ghana to be specific. This work investigates some challenges associated with the establishment of the semiconductor industry in Ghana, including challenges from basic research and development to manufacturing and marketing. The paper also highlights some recommendations which are key in laying the foundation for the entry of the industry in Ghana, including the provision of tax incentives, training of personnel, etc.