Dissertations / Theses: 'Negroes in South Africa'

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Childs, Alundra Nicole. "La Tradicion de Los Negros Lubolos: ¿Es Una Apreciacion o Una Apropiacion del Candombe?"." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1496097078570828.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Ndlovu, (Mamabolo) Thabisile Mavis. "The effects of hair relaxer treatment on the amino acid profile and surface characteristics of South African Negroid hair." Thesis, University of Limpopo (Medunsa Campus), 2011. http://hdl.handle.net/10386/669.

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Thesis (MSc (Chemistry)) -- University of Limpopo, 2011.
Surveys indicate that most South African origin women want long and straight hair (Mamabolo and Summers, 2006). Such women will therefore use a relaxer to straighten their hair. Many such preparations cause damage to the hair and scalp; hence identification of an effective and mild relaxer would be advantageous. This dissertation investigates South African origin hair structure and goes on to describe the effects of relaxers on South African origin hair. This work also analyses the effects of the lye and no-lye relaxers separately. The work was divided into two sections. The first section was the clinical study where two types of relaxers (‘lye’, a sodium hydroxide base relaxer and ‘no-lye’, a guanidine hydroxide base relaxer) were applied on the new outgrowth representing natural hair in a half-head study design of five South African origin female volunteers. Subjective (subject self-assessment) and objective (Researcher assessment) hair assessments were performed. The second section was the analysis of the hair samples by Reversed-Phase High Performance Liquid Chromatography (HPLC) using the Pico Tag as well as Electron Microscopy. There was no erythema detected in the clinical study on the scalp of any of the subjects post-application. Both the researcher and the subjects assessed the performance of the no-lye relaxer to be better than the lye relaxer in terms of straightness. The researcher also assessed the performance of the no-lye relaxer to be better than the lye relaxer in terms of softness, shininess, volume and dryness. The performance of the two types of relaxers was assessed to be the same by both the researcher and the subjects in terms of length and damage. There was a statistically significant (p< 0.1) decrease in the amount (g/100 g hair) of cystine after treatment compared to before treatment with both the lye relaxer (median [range]) (7.8 [2.5-9.9] vs. 9.1 [6.7-11.9]; p= 0.086) and the no-lye relaxer (4.0 [2.9-4.8] vs. 9.1 [6.7-11.9]; p= 0.005); this decrease was significantly greater (p= 0.086) for the no-lye relaxer. There was also a statistically significant decrease in the amount of lysine after treatment compared to before treatment with both the lye relaxer (2.0 [1.5-2.3] vs. 2.1 [2.0-2.6]; p= 0.082) and the no-lye relaxer (2.0 [1.5-2.2]; p= 0.036); this decrease was not significantly different (p= 0.920) for the two types of relaxer. No significant differences were found in the levels of the remaining 15 amino acids analysed. For all the subjects no physical evidence of hair damage was observable from the scanning electron microscopy images of the hair shafts and the cuticles. The longer wash-off time confirmed the claimed relative safety of ‘no-lye’ relaxers. The no-lye relaxer performed better overall than the lye relaxer in terms of the hair quality parameters assessed. A decrease in cystine levels is consistent with better performance in terms of hair straightness. The results from electron microscopy were not conclusive.

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

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

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39

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

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

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40

Evaldsson, Anna-Karin. "Grass-roots reconciliation in South Africa /." Göteborg : Göteborg University, 2007. http://www.loc.gov/catdir/toc/fy0803/2007476728.html.

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Siegwarth, Mark. "BTA's Director Travels to South Africa." University of Arizona (Tucson, AZ), 2010. http://hdl.handle.net/10150/556717.

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42

Stanley, Edmund John Andrew. "France and South Africa 1945-1985." Thesis, SOAS, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412927.

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This thesis investigates the economic, military, multilateral, African and direct political relationship between France and South Africa between 1945 and 1985. Subjects discussed include co-operation in the colonial era, the relationsrJp at the Ut~, South Africa's African diplomacy, nuclear, military and conventional exchange, Over time, the relationship became increasingly complex as pressure against official contact increased, leading eventually to France applying a limited sanctions regime against Pretoria in 1985. However, even as measures expressing official French condemnation of apartheid were established, an intimate and sensitive sub-official relationship was maintained. South Africa's attempt to secure itself against international challenges was more sophisticated and successful than sometimes suggested. it also witnesses the connivance of French government, which always considered French exporters above all else, with the creation of a relationship impervious to external pressure. However, that France did not do more to develop its interests in South Africa, and, indeed, was forced to give concessions to the international anti-apartheid movement, establishes its vulnerability to the largely African pressure to change its policy. This refutes the view that France was an unrestrained friend to SouLh Africa. It also challenges the widely held perception of French neo-colonial influence in Africa. Rather than an expression of Paris's autonomy, French policy in South Africa was a pragmatic attempt to manage the competing pressures upon it, either to extend or break relations with South Africa. The way that the French state negotiated these competing dema_nds provides a window on the development of wider French African policy, its goals and the influence of actors, both domestic and intemational, upon its creation. France's African policy emerges as hesitant, inconsistent, and bereft of clear PUlpOSe; characteristics reflected in the parochialism of the majorit"j of the French electorate.

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43

Jansen, van Rensburg WS, Averbeke W. Vab, R. Slabbert, M. Faber, Jaarsveld P. Van, Heerden I. Van, F. Wenhold, and A. Oelofse. "African leafy vegetables in South Africa." Water SA, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000817.

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In this article the term ‘African leafy vegetables’ was adopted to refer to the collective of plant species which are used as leafy vegetables and which are referred to as morogo or imifino by African people in South Africa. Function is central in this indigenous concept, which is subject to spatial and temporal variability in terms of plant species that are included as a result of diversity in ecology, culinary repertoire and change over time. As a result, the concept embraces indigenous, indigenised and recently introduced leafy vegetable species but this article is concerned mainly with the indigenous and indigenised species. In South Africa, the collection of these two types of leafy vegetables from the wild, or from cultivated fields where some of them grow as weeds, has a long history that has been intimately linked to women and their traditional livelihood tasks. Among poor people in remote rural areas the use of these types of leafy vegetables is still common but nationwide there is evidence of decline, particularly in urban areas. Cultivation of indigenous or indigenised leafy vegetables is restricted to a narrow group of primarily indigenised species in South Africa. Seven groups of indigenous or indigenised African leafy vegetables that are important in South Africa were given special attention and their local nomenclature, ecology, use and cultivation are discussed.

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44

Sadie, J. L. (Johannes L. ). 1918. "The economic demography of South Africa." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51963.

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Thesis (DCom)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: It is remarkable that population, which is at the centre of the economic problem - the Wealth if not the Poverty of Nations - has received scant attention in economic research in South Africa. Which is probably why we can have a NEW - so designated in the Draft Report - population policy propounded by government (in 1997) which manifests little appreciation of the economics of population. This dissertation is an attempt to demonstrate why the void should be filled and to bring to light specific topics within the broader subject matter that could be fruitfully researched. The demographic scene in South Africa lends itself to a telling demonstration of the economic effects of population movements by way of contrasting the experience of the high fertility, youthful Black population - with a total fertility rate of around 37 after having been 6,75 in the 1950s - and that of the demographically older non-Blacks, among whom the Whites exhibit a fertility level way below the replacement rate of 2,1, while that of the Asians (Indians) and Coloureds has almost reached that rate. Since the former has a share of more than a dominant three-quarters in the aggregate South African population, the emphasis is inevitably on the economic consequences of rapid population growth and its attendant demographic magnitudes: fertility, mortality, migration, age and sex composition, spatial distribution and, what is called "economic quality" of the population as manifested in its supply of enterprise. The analysis is presented in the traditional supply and demand paradigm. Supply is examined by linking demographic forces to the five factors of production whose co-operation is responsible for the generation of the national product: entrepreneurship, (ordinary) labour, natural resources, technology and capital. The population has to generate an adequate supply of entrepreneurs, and the two human factors of production have to have one or more of the non-human factors at their disposal to accommodate the population economically. Proliferating human numbers can be destructive of natural resources, and in conflict with the formation of capital, the accumulation of technology and their potential economic welfare-enhancing operation. The demand aspects are analysed by linking on to the four macro demand components in the national accounts system: Household consumption, Government consumption, Investment (visa- vis saving) and foreign trade. Some of the issues discussed are: the stability deriving from a population elasticity of demand close to 1,0; the comparative significance of the population versus the affluence factor; the role of high fertility in the acquisition, at the election polls, of economic power via political power, and its consequences for the diversion of demand; the capital absorbed in "demographic investments"; and the significance of the South African factor endowment for its foreign trade. From the above analyses conclusions could be drawn about econormc growth, poverty, unemployment and the economic value of a life. In human populations, in sub-Saharan Africa at least, quantity is the adversary of quality.
AFRIKAANSE OPSOMMING: Dit is merkwaardig dat Bevolking, wat aan die middelpunt staan van die Rykdom van Volkere indien nie van die Armoede nie, so weinig aandag in die ekonomiese literatuur van Suid-Afrika geniet. Dit is waarskynlik waarom die regering in 1997 'n NUWE bevolkingsbeleid - so gespesifiseer in die konsepwitskrif - kan voorstel wat weinig aanduiding toon van 'n waardering vir die Ekonomie van Demografiese tendense. Hierdie dissertasie is 'n poging om te demonstreer waarom die leemte gevul moet word, en om spesifieke onderwerpe, binne die breëre raamwerk, vir verdere ondersoek aan die lig te bring. Die demografiese toneel in Suid-Afrika leen homself tot 'n treffende demonstrasie van die ekonomiese gevolge van demografiese tendense by wyse van 'n kontrastering van die ondervinding van die snelgroeiende, jeugdige Swart bevolking - met 'n totale fertiliteitsyfer (TFS) van nagenoeg 3.7, nadat dit gedurende die vyftigerjare 6,75 was - en dié van die demografies-ouer nie-Swart bevolking, onder wie die Blankes, met 'n TFS wat reeds ver benede verplasingskoers van 2,1 is, en Asiërs (Indiërs) en Kleurlinge wat alreeds byna daardie peil bereik het. Aangesien eersgenoemde etniese groep ook nog 'n oorheersende aandeel van meer as driekwart in die totale SA bevolkingsgrootte het, is dit onvermydelik dat die nadruk sal val op die ekonomiese gevolge van snelle bevolkingsgroei met die daarmee samehangende demografiese groothede: fertiliteit, mortaliteit, migrasie, leeftyd- en geslagsamestelling, geografiese verspreiding en ook "ekonomiese kwaliteit" soos dit in die aanbod van ondernemerskap gemanifesteer word. Die analise word in die tradisionele vraag en aanbod paradigma aangebied. Aanbod word ontleed deur demografiese faktore te koppel met die vyf produksiefaktore waarvan die samewerking vir die skepping van die nasionale produk verantwoordelik is: ondernemers, arbeid, natuurlike hulpbronne, tegnologie en kapitaal. Die bevolking moet 'n voldoende aantalondernemers verwek, en die twee menslike produksiefaktore benodig die bystand van een of meer van die niemenslike faktore, om die bevolking ekonomies te kan akkommodeer. Vermenigvuldigende mensegetalle kan vernietigend inwerk op natuurlike hulpbronne en kan in konflik verkeer met kapitaalvorming en tegnologie-akkumulasie en hul ekonomiese welsynsbevorderende werking. Die vraag-aspekte word analiseer deur aan te sluit by die vier makro vraagkomponente in die nasionale boekhoudingstelsel : huishoudelike verbruik, regeringskonsumpsie, belegging (vis-a-vis besparing) en buitlandse handel. Aangeleenthede wat onder die loep geneem word, sluit, onder andere, die volgende in: stabiliteit wat voorspruit uit 'n bevolkingselastisiteit van vraag wat nagenoeg 1 is; die vergelykende invloed van ekonomiese oorvloed teenoor die menslike getallefaktor; die rol van hoë fertiliteit in die verkryging van ekonomiese mag deur middel van die stembus en sy gevolge vir die omleiding van vraag; die kapitaal wat in "demografiese beleggings" geabsorbeer word; en die betekenis van die Suid-Afrikaanse produksiefaktorbegunstiging vir sy internasionale handel. Uit bogenoemde ontledings kan gevolgtrekkinge gemaak word ten opsigte van ekonomiese groei, armoede, werkloosheid en die ekonomiese waarde van 'n menselewe. In menslike bevolkings - minstens sover dit sub-Sahara-Afrika betref - staan kwantiteit in 'n adversatiewe houding teenoor kwaliteit.

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45

Venter, Francois A. "An EMC framework for South Africa." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53258.

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Thesis (MScEng)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: This thesis pursues the establishment of a new Electromagnetic Compatibility (EMC) framework for South Africa. The aim of this framework is to ensure that the user is protected from sub-standard products as well as to ensure that products such as medical devices operate safely within the electromagnetic environment. The thesis presents a basic introduction into EMC and then overviews current worldwide legislation. After this information is studied a new framework is proposed for South Africa. This framework covers all areas of industry and the standards with which one has to comply as well as the procedure for demonstrating the compliance of the product. In order to establish the basis whereby smaller manufacturers can show compliance by means of in-house testing, a method for establishing measurement accuracy is also presented. In conclusion some standard measurements and an overview of some alternative measurement techniques are presented.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek en stel 'n nuwe Elektromagnetiese Versoenbaarheids (EMV) raamwerk voor vir Suid Africa. Die doel van die raamwerk is om 'n eenvormige stelsel daar te stel waarteen produkte getoets kan word om die publiek teen onder standaard produkte te beskerm. In sekere gevalle help die raamwerk ook om te verseker dat produkte soos mediese toerusting veilig werk in die Elektromagnetiese omgewing. Die tesis lê 'n basiese inleiding oor EMV voor en gee 'n opsomming van huidige wêreldwye wetgewing as inleiding tot 'n raamwerk vir Suid Afrika. Nadat die inligting bestudeer is, word 'n nuwe raamwerk vir Suid Afrika voorgestel. Die raamwerk dek die hele elektroniese industrie, spesifiseer die toepaslike standaarde en voorsien die metodes hoe voldoenning aan die vereistes bewys moet word. Die tesis verskaf ook riglyne hoe kleiner vervaardigers kan bewys dat hulle voldoen aan die vereistes, deur in-huis toetsing. Tesame met 'n oorsig oor basiese meet tegnieke en alternatiewe tegnieke word 'n metode daar gestel vir sulke vervaardigers om hul metings se akuraatheid te bewys.

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46

Hinnen, Gieri. "South Africa as an emerging market." St. Gallen, 2007. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/02713121002/$FILE/02713121002.pdf.

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47

Bamford, Lesley Jean. "Implementing IMCI supervision in South Africa." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409351.

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48

Isaacs, Gilad Lee. "Financialisation in post-apartheid South Africa." Thesis, SOAS, University of London, 2018. http://eprints.soas.ac.uk/26178/.

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The thesis explores the internationalisation and financialisation of the South African economy in the post-apartheid period grounded in a Marxist political-economy framework that understands financialisation as part of a structural transformation in mature capitalism. It elucidates this in terms of shifting property relations in concert with the internationalisation of the circuits of capital. Financialisation is viewed as entailing the intensive and extensive penetration of finance into ever more spheres of political, economic, and social life, and the remaking of relationships between capitals, capital and the state, and capital, the state and households, with the local political economy and global integration playing key roles. The historic trajectory of the South African economy - and the development of the financial system therein - is understood through the lens of the Minerals-Energy Complex (MEC). Liberalisation and reregulation are shown to be critical developments in post-apartheid monetary policy. Together, these deeply affect South Africa's global financial integration, subjecting the South African economy to new external vulnerabilities. The South African financial sector undergoes important shifts, with banking increasingly geared towards short-term financial market intermediation and lending to households. At the same time financial investors come to play an increasingly important role in market dynamics. Far-reaching change is visible in the productive sector with restructuring, internationalisation, quasi-privatisation, and Black Economic Empowerment altering patterns of ownership. Non-financial corporations are increasingly engaged in shortterm financial-market activity and shareholder payouts boom, with deleterious affects for capital accumulation. The underlying structure of the economy however has strong continuities with the past and a financialised MEC emerges. Finally, households have, highly unevenly, been integrated into financial markets structuring the nature of social reproduction with broader processes of financialisation retarding employment and raising inequality. Through this all, social and economic relations are remade with financialisation constituting a central feature of South Africa's post-apartheid transformation.

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49

Maliza, Phumelela. "Regulating virtual currencies in South Africa." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77409.

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In late 2008, a paper titled “Bitcoin: A peer-to-peer electronic cash system” was published by Satoshi Nakomoto. This paper introduced the global community to Bitcoin and by extension, to virtual currencies. The paper details the characteristics of Bitcoin, a virtual currency, and its linked enabling technology, named Blockchain. Since then, the popularity and use of virtual currencies has drastically increased. Virtual currencies are defined as “digital representation of value that can be digitally traded and function as a medium of exchange, a unit of account and/or a store of value but does not have legal tender status”. Much like the broader global community, virtual currencies are not viewed as legal tender in South Africa and as such are not subject to regulatory scrutiny. However, with this increased global popularity, central banks are awakening to the need to develop regulatory frameworks to deal with virtual currencies, to ensure the stability and integrity of financial markets. In this dissertation I will examine the current South African regulatory framework in relation to the issuing and supervision of legal tender and the broader financial services legal and regulatory framework. I will also consider international regulatory trends, in order to identify what regulatory enhancements could possibly be developed and implemented, to best regulate virtual currencies and financial technology.
Mini Dissertation (LLM)--University of Pretoria, 2019.
Mercantile Law
LLM
Unrestricted

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50

Koloti, Lehlohonolo. "CSR in South Africa mining sector." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/15129.

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There are distinct ways in which mining companies in South Africa operate today that are different from the operations three decades ago. Companies have grown in proportion, and the extension of the businesses is directly proportional to the mining activities hence the ultimate prize of degradation and related challenges has to be faced. There is increasing need to understand the relationship between corporate social responsibility and company returns. Both the opponents and proponents of CSR argue their case through convincing arguments presented here concerning the subject as brought out in this discussion. The immediate stakeholders of any company are the consumers, and they form a critical component of the company’s operations. A study of the evolution of CSR Mining in South Africa strategies is critical; as brought out in the discussion of CSR strategies employed three decades ago with what is done today

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

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