Relevant bibliographies by topics / Schools of Architecture – South Africa

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Schools of Architecture – South Africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Schools of Architecture – South Africa.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Schools of Architecture – South Africa"

1

Sanders, Paul. "Defining a relevant architecture in South Africa." Architectural Research Quarterly 4, no. 1 (2000): 67–80. http://dx.doi.org/10.1017/s1359135500002438.

Full text
Abstract:
Architecture in South Africa is at a crossroads. After years of repression and isolation during which contemporary architecture lost its way, there is now a desperate need for architects to respond to the social and cultural challenges of a society riven by massive material contrasts. Within architecture schools, a student body more representative of society than hitherto is engaged in projects which reflect the very diverse needs of the community. Central to the effectiveness of such teaching programmes is the presence of teachers fully engaged in practice, creating a responsible architecture for a renewed nation.
APA, Harvard, Vancouver, ISO, and other styles
2

Mills, G., and A. Lipman. "Society and architectural education in South Africa -- are universities appropriate venues for schools of architecture?" Environment and Planning B: Planning and Design 21, no. 2 (1994): 213–21. http://dx.doi.org/10.1068/b210213.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lokko, Lesley. "A minor majority." Architectural Research Quarterly 21, no. 4 (2017): 387–92. http://dx.doi.org/10.1017/s1359135518000076.

Full text
Abstract:
The terms ‘age of consent’, ‘age of licence’ and ‘age of majority’ – often used interchangeably – give young adults legal and moral permission to drink, drive, vote, smoke, have sex and marry (among other rights). Depending on context, the threshold from being a minor to attaining majority – adulthood – is marked by a ritual or a ceremony, giving the threshold cul-tural as well as legal significance. But thresholds, as we already know, are places of action, movement, change … rarely comfortable or easy, and seldom precise. Drawing on the three years since the Graduate School of Architecture at the University of Johannesburg (GSA) was established in 2016, this essay traces the school's own ‘coming-of-age’ in a time of violent protest and popular uprising against an out-of-date and stubbornly Eurocentric curriculum. Whilst the issues facing young South African students – both black and white – have particular resonance inside South Africa, many of the initiatives that the school has pioneered under the banner of ‘Transformative Pedagogies’ hold meaning for the rest of the African continent. Using a mixture of conventional texts, videos, projects and transcripts, A Minor Majority details the GSA's attempts to seize both the site-specific ‘winds of change’ in South Africa and take advantage of global shifts in research culture and methodology to arrive at new insights and possibilities.
APA, Harvard, Vancouver, ISO, and other styles
4

Berger-Wolf, Tanya, Ben Carterette, Tamer Elsayed, Maria Keet, Fabrizio Sebastiani, and Hussein Suleman. "Report on the 2nd ACM SIGIR/SIGKDD Africa school on machine learning for data mining and search." ACM SIGIR Forum 54, no. 1 (2020): 1–6. http://dx.doi.org/10.1145/3451964.3451968.

Full text
Abstract:
We report on the organization and activities of the 2nd ACM SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search, which took place at the University of Cape Town in South Africa January 27--31, 2020.
APA, Harvard, Vancouver, ISO, and other styles
5

Carterette, Ben, Hussein Suleman, and Douglas W. Oard. "Report on the 1st ACM SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search." ACM SIGIR Forum 53, no. 1 (2019): 3–13. http://dx.doi.org/10.1145/3458537.3458538.

Full text
Abstract:
We report on the inception, organization, and activities of the 1st ACM SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search, which took place at the University of Cape Town in South Africa January 14--18, 2019.
APA, Harvard, Vancouver, ISO, and other styles
6

Govender, Desmond Wesley, and Manoj Maharaj. "Challenges with respect to the e-readiness of secondary school teachers in Kwazulu-Natal, South Africa." ACM SIGCSE Bulletin 39, no. 3 (2007): 191–95. http://dx.doi.org/10.1145/1269900.1268841.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

MAITLAND, DAVID P., and ARTHUR MAITLAND. "PENETRATION OF WATER INTO BLIND-ENDED CAPILLARY TUBES AND ITS BEARING ON THE FUNCTIONAL DESIGN OF THE LUNGS OF SOLDIER CRABS MICTYRIS LONGICARPUS." Journal of Experimental Biology 163, no. 1 (1992): 333–44. http://dx.doi.org/10.1242/jeb.163.1.333.

Full text
Abstract:
Soldier crabs, Mictyris longicarpus Latreille, inhabit intertidal sand-flats of Eastern Australia. Their gill chambers are modified for both water circulation and air-breathing. Water circulates through the lower gill compartments. The upper regions of the gill chambers are air-filled and function as lungs. The deep vascular parenchyma lining the upper gill chambers, or lungs, is penetrated by a regular series of fine branching airways. Scanning electron micrographs of lung architecture are shown. Measurements relating to lung structure were made on plastic casts. Because of the lung's design, water circulating through the lower gill compartments does not interfere with lung function. The airways are blind-ended and nonanastomosing, acting in effect as air-filled capillary tubes sealed at one end. A mathematical model and explanation show how the air trapped within this lung structure substantially reduces water penetration, despite surface tension (capillary) processes. This same lung design also facilitates the shedding of the lung cuticle at each moult. Note: Present address: Department of Physiology, Medical School, University of Witwatersrand, Parktown, Johannesburg, South Africa 2193.
APA, Harvard, Vancouver, ISO, and other styles
8

Blumberg, L., E. L. Karlsson, I. T. Hay, J. A. L. Van Wyk, and F. J. Pretorius. "MEDICAL SCHOOLS IN SOUTH AFRICA." Lancet 327, no. 8480 (1986): 560. http://dx.doi.org/10.1016/s0140-6736(86)90915-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Herz, Manuel. "Integration or Separation? Refugee Camps in Southern Chad." Open House International 33, no. 2 (2008): 61–69. http://dx.doi.org/10.1108/ohi-02-2008-b0008.

Full text
Abstract:
The south of Chad has seen an influx of many tens of thousands of refugees within the last three years. After the president of the neighbouring Central African Republic (CAR), Felix Patasse, was overthrown in a coup d'etat in March 2003 more than 50.000 people fled to Chad, across the northern border. From the beginning of the refugee crisis, UNHCR has been present in the area to house and protect the refugees. Following a renewed influx of large numbers of refugees in autumn 2005, UNHCR adopted a new strategy of ‘integration’ for their newest camp ‘Gondje’. ‘Integration’ aims for a joint use of camp facilities, such as schools and clinics, by the refugee population as well as by the local Chadian population. It is meant to bring benefits to the underdeveloped region of southern Chad. On the other hand, this strategy can also lead to a permanent resettlement of the refugees from CAR in Chad. Based on recent fieldwork in the area and in the camp of ‘Gondje’, this paper traces the strategy of ‘integration’ through a number of narratives as well as spatial analyses, puts it into a context of the planning strategies of refugee camps followed by UNHCR, and speculates on the effects and repercussions of this strategy. As emergency situations and the field of developmental work are becoming the areas within which architects are increasingly practicing, the article also sheds light on the responsibilities and the dilemmas the profession faces when operating in these humanitarian contexts.
APA, Harvard, Vancouver, ISO, and other styles
10

Mtambeka, PP, AB Van As, CA Mavengere, A. Van Niekerk, G. Elliot, and R. Mcinerney. "885 Safe schools project, South Africa." Injury Prevention 22, Suppl 2 (2016): A315.3—A316. http://dx.doi.org/10.1136/injuryprev-2016-042156.885.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Schools of Architecture – South Africa"

1

De, Klerk Dean. "Precast modular construction of schools in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80291.

Full text
Abstract:
Thesis (MScEng)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This thesis is a study in the use of precast modular construction as an alternative to current methods of school construction in South Africa. Precast Modular Construction is a concept which utilises the principles of prefabrication and precast concrete. Concrete components, be they beams, columns, slabs or full volumetric modules, are manufactured either off-site in factories or in on-site facilities. These components are then assembled on-site to form the structural envelope of a building. This approach contains many inherent advantages: Time is saved due to on-site and off-site work happening concurrently and hence earlier building occupancy results which directly translates to cost reparation; quality is improved due to most of the work being carried out in a controlled factory environment; and health and safety is heightened. However, when viewed from a South African perspective, the fact that less work is done on-site indirectly implicates job loss, a serious issue in the country. Furthermore, implementing a prefabricated approach in the construction of South African schools requires a complete restructuring of the Department of Public Works’ current procurement approach. Prefabrication requires maximum integration between all parties to a project so that design and constructability issues can be addressed at an early stage. The design-build contract strategy is found to be the most integrated approach and allows for optimal collaboration between all project members. However, to only change the procurement route would not suffice as a complete solution. A broader approach is required which addresses issues prevalent in South Africa. These issues include job creation and the establishment of a sustainable and knowledgeable industry. Concepts such as standardisation and strategic partnering, in response, satisfy the need of the manufacturer - for economies of scale, and the employee - for creation of secure working environments. Verification is obtained from all of the aforementioned to propose that the optimal solution to successfully implement Precast Modular Construction for schools in South Africa would be to implement a design-build procurement approach, whereby a single design-build contractor is awarded by the Department of Public Works a contract, via competitive tendering, for the construction of a predetermined number of schools, preferably exceeding 3, over a given contract period using a standardised design and utilising customisable standardised prefabricated precast construction systems, i.e. Precast Modular Construction. This proposal will theoretically result, amongst other things, in the following: - Precast manufacturers will have a confirmed number of orders for products, and can hence be assured of a constant flow of income. This translates directly to an increase in both employment and job security at the manufacturing plant. - The economies of scale principle is satisfied and prefabricated components can therefore be manufactured or ‘mass customised’ in the most feasible way possible. - The design-build contractor will be guaranteed employment for a given period, once again providing job security for its employees, of which the number can also potentially increase. - The design-build contractor carries with it experience and lessons learned from each successfully completed project on to the next, and so becomes more proficient, resulting in better, higher quality schools delivered in shorter periods and with increased efficiency. It is recognised that the proposal is untested in practise but in a socio-economic situation such as South Africa, where large numbers of schools are required quickly, the above proposal makes sense. To additionally develop this hypothesis, further research is required in the fields of design-build procurement and strategic partnering.<br>AFRIKAANSE OPSOMMING: Hierdie tesis is 'n studie in die gebruik van modulêre voorafvervaardigte beton konstruksie as 'n alternatief vir die huidige metodes van skool konstruksie in Suid-Afrika. Modulêre voorafvervaardigte beton konstruksie bevat baie inherente voordele. Tyd word bespaar as gevolg van werk wat gelyktydig op en van die terrein af gebeur. Dus word die gebou vroeër betrek wat direk lei tot kostebesparings. Kwaliteit verbeter as gevolg van meeste van die werk wat in 'n beheerde fabriek omgewing uitgevoer word en as sulks lei tot beter gesondheid en veiligheid van werkers. Egter, vanuit 'n Suid-Afrikaanse perspektief impliseer die feit dat daar minder werk op die terrein gedoen word indirek werksverlies, 'n ernstige probleem in die land. Die implementering van 'n voorafvervaardigde benadering tot die bou van skole in Suid-Afrika vereis verder 'n volledige herstrukturering van die huidige verskaffing model. Voorafvervaardiging vereis maksimum integrasie tussen alle partye sodat projek ontwerp en boubaarheid op 'n vroeë stadium aangespreek kan word. Die ontwerp-bou kontrak strategie is die mees geïntegreerde benadering en laat toe vir optimale samewerking tussen alle projek lede. Om egter net die verskaffing roete te verander, sou nie voldoen as 'n enkele oplossing nie. 'n Breër benadering word vereis wat kwessies algemeen in Suid-Afrika aanspreek. Hierdie kwessies sluit in werkskepping en die vestiging van 'n volhoubare en kundige industrie. Konsepte soos standaardisering en strategiese vennootskap, as oplossings, voldoen aan die behoeftes van die vervaardiger - vir 'n ekonomieë van skaal, en die werknemer - vir die skepping van 'n versekerde werksomgewing. Die voorafgaande bevestig dat die optimale oplossing vir suksesvolle implementering van Beton Modulêre Konstruksie vir skole in Suid-Afrika sou wees om 'n ontwerp-bou verskaffingsprosedure te volg. Hierdeur kan 'n kontrak aan 'n enkele ontwerp-bou kontrakteur deur die Departement van Openbare Werke toegeken word, deur middel van ‘n mededingende tender proses. Daar word voorgestel dat die projek, vir die konstruksie van 'n voorafbepaalde aantal skole behoort te wees, verkieslik meer as 3, oor 'n bepaalde kontrak tydperk met behulp van 'n gestandaardiseerde ontwerp. Voorts word daar voorgestel om gebruik te maak van aanpasbare gestandaardiseerde voorafvervaardigde beton konstruksie stelsels, dws Beton Modulêre Konstruksie. Hierdie voorstel sal teoreties, onder andere, die volgende gevolge hê: - Beton vervaardigers sal 'n bevestigde aantal bestellings vir produkte hê, en kan dus verseker wees van 'n konstante vloei van inkomste. Dit lei direk tot 'n toename in indiensneming en werksekerheid by die fabriek. - Die ekonomieë van skaal beginsel is bevredig en voorafvervaardigde komponente kan dus vervaardig word in die mees haalbare manier moontlik. - Die ontwerp-bou kontrakteur is gewaarborg van indiensneming vir 'n gegewe tydperk, as sulks ook die verskaffing van werksekerheid vir sy werknemers, waarvan die aantal moontlik ook kan vermeerder. - Die ontwerp-bou kontrakteur neem ondervinding en lesse wat geleer is uit elke suksesvolle voltooide projek saam na die volgende een, en raak dus meer bedrewe, wat lei tot beter, hoër gehalte skole gelewer in korter tydperke en met toenemende doeltreffendheid. Die voorstel is egter ongetoets in die praktyk, maar in 'n sosio-ekonomiese situasie soos die van Suid-Afrika, waar 'n groot aantal skole vinnig benodig word, maak die bogenoemde voorstel sin. Om hierdie hipotese te ontwikkel, is verdere navorsing nodig in die gebied van ontwerp-bou verskaffing en strategiese vennootskappe.
APA, Harvard, Vancouver, ISO, and other styles
2

Damons, Yolande L. "Has educational transformation deepened democracy in public high schools?" Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52294.

Full text
Abstract:
Thesis (MPhil)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: The process of educational transformation in South Africa was characterised by the creation of a coherent policy and legislative framework (e.g. Constitution; South African Schools Act, 1996) that would form the basis for systematic changes. My concern is if or to what extend the transformational goals of access, redress, equality, quality, freedom and participation manifest itself in public high schools, particularly those schools from historically disadvantaged communities. Engaging in an interpretive and critical analysis of data (South African Schools Act, 1996 and diverse educator voices), I explore the conceptual and pragmatic links between different nuances of democracy in schools. There seem to be huge gaps between policy and practice. As the transformation of the education system is inseparable from the total transformation of our nation, I contend that the education landscape needs to be reviewed. A rigorous multi-facetted approach by all role players is necessary in order to meet the complexity of challenges to the process of transforming the education system of South Africa, in order to bring about a deep democracy. KEY WORDS: Education, transformation, democracy, participation, equality and quality.<br>AFRIKAANSE OPSOMMING: Die proses van onderwys-transformasie in Suid-Afrika is gekenmerk deur die daarstelling van 'n koherente beleids-en wetgewende raamwerk (o.a. Konstitusie; Suid-Afrikaanse Skolewet, 1996), wat die grondslag van sistematiese veranderinge sou vorm. My besorgdheid is of, en tot watter mate die transformasie-doelwitte van toeganklikheid, regstelling, gelykheid, kwaliteit, vryheid en deelname in publieke hoërskole gemanifesteer word - veral dié skole in histories benadeelde samelewings. Verbind tot 'n interpretatiewe- en kritiese data-analise van die Suid-Afrikaanse Skolewet en menings van diverse onderwyslui, ondersoek ek die konseptueie en pragmatiese skakeling tussen verskillende nuanses aangaande demokrasie in skole. Daar blyk groot gapings tussen beleid en praktyk te wees. Omdat die transformasie van die onderwysstelselonlosmaaklik deel vorm van die totale transformasie van ons nasie, voer ek aan dat die opvoedkundige landskap dringend in heroënskou geneem moet word. 'n Daadwerklike, multi-fassettige benadering deur alle rolspelers is nodig ten einde die komplekse uitdagings ten opsigte van die transformasie van die Suid-Afrikaanse onderwys die hoof te bied, en sodoende 'n diep demokrasie tot stand te bring. SLEUTELWOORDE: Onderwys, transforrnasie, demokrasie, deelname, gelykheid en kwaliteit.
APA, Harvard, Vancouver, ISO, and other styles
3

Swart, John-Frederich. "The nature of learning support in rural schools." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2368.

Full text
Abstract:
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.<br>The focus of this research study is on learning support to learners in rural schools as experienced by learning support professionals and teachers in order to identify best-practices and the obstacles experienced in this regard. It was envisaged that continuous exploration of current practices could assist in identifying ways to support the development of inclusive education. The research questions to address this aspect were: What is the nature of learning support in rural schools as experienced by teachers? and What is the nature of learning support in rural schools as experienced by learning support professionals? The aim of this study was therefore to explore and describe the nature of learning support in rural schools, in order to make some recommendations to learning support professionals, teachers and education authorities to ensure the effective development and implementation of learning support strategies in rural schools. The research study was conducted from a qualitative approach, utilising explorative, descriptive and contextual research designs. Purposive sampling was employed and data saturation determined the sample size. The findings were based on a structured analysis framework. Ethical aspects included informed consent, voluntary participation and confidentiality
APA, Harvard, Vancouver, ISO, and other styles
4

van, Niekerk Susanna Elizabeth. "A strategy to assist rural multigrade schools to reduce the dropout rate experienced in high schools." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1955.

Full text
Abstract:
Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014<br>Educationists and political leaders are concerned about the high dropout rates experienced in South African high schools. For the purposes of this research, “dropout” is defined as “one who has not graduated from high school”. Research indicates that the high school dropout rates, both in South Africa and globally, culminate in challenges for the school, the community and society. The multigrade primary school environment sees learners doing well academically, but when these learners move on to high school, the dropout rates increase for these learners. The purpose of this study is two-fold: to determine the reasons for dropout of learners who have ably and successfully completed their primary education within the multigrade system; and to propose a strategy to assist rural multigrade primary schools in reducing the foreseen dropout rates in high schools. A sequential explanatory mixed-method approach was designed in order to determine what strategy could assist rural multigrade schools in Circuit 2 of the West Coast Education District to prevent the dropout rate experienced in high schools. During the preliminary research a scrupulous literature study was done, to determine global trends and to determine which current intervention programmes exist. The quantitative phase of this study was conducted first and consisted of a content analysis of school documents to determine which learners did not complete high school. The qualitative phase followed and the data was collected through face-to-face interviews with principals of rural multigrade primary schools, and learners who had dropped out. This was done in order to determine the perceptions of the principals, and the former learners who had dropped out of the schooling system. This research elucidates the challenges – the inexorable odds – that these multigrade learners have had to overcome in order to complete Grade 12. In closing, it proposes pragmatic strategies which may decrease the high dropout rates that learners, from a multigrade primary setting, experience in future.
APA, Harvard, Vancouver, ISO, and other styles
5

Jhatam, Mohammed Saeed. "Black housing in South Africa : realities, myths and options." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/74797.

Full text
Abstract:
Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1988.<br>Includes bibliographical references.<br>This thesis is primarily based on three statements, the first a reality, the second a statement of policy and the third a declaration of intent. THE REALITY: In order to keep pace with the growth in population over the period 1980 to 2000, more than four million houses will need to be built. In addition, in 1983 the housing backlog was estimated to be approximately 700 000, with the major shortages being experienced by Blacks. (Sutcliffe, 1986). This amounts to approximately 550 houses per day for the twenty year period. At present the building rate is below 20 units per working day. (Kentridge, 1986). THE PRESENT POLICY:In 1982, the Minister of Community Development, Pen Kotze, announced that the state will no longer provide built housing units. Instead, our first priority will be to ensure that land and infrastructure is made available to all persons who can, with their own financial resources, those of their employers, financial institutions and other private means, accept responsibility for the construction or their own houses. (Dewar, 1983). Furthermore state- provided rented accommodation will, only be built for welfare cases and for people earning less than R150.00 a month. Even here a substantial cutback is implied. To quote the Minister, As far as housing for the poor is concerned, the Department will STILL CONSIDER making funds available for housing projects for people earning less than RlSO a month. [emphasis added) (Dewar, 1983). THE DECLARATION OF INTENT: Clause 9 of the Freedom Charter states, There Shall Be Houses, Security and Comfort All people shall have the right to live where they choose, to be decently housed and to bring up their families in comfort and security; Unused housing space to be made available to the people; Rent and prices shall be lowered, food plentiful and no one shall go hungry, ... Slums shall be demolished and new suburbs built where all have transport, roads, lighting, playing fields, creches and social centres; ... Fenced location and ghettos shall be abolished, and laws which break up families shall be repealed. Each of the above two statements in turn begs a related question: Of the present policy - how and why did it come about? What are the present responses and how effective are they? Of the declared intention - how can it be fulfilled? In essence, this thesis addresses these questions.<br>by Mohammed Saeed Jhatam.<br>M.S.
APA, Harvard, Vancouver, ISO, and other styles
6

Laughton, Lorraine Rosemary. "Teacher-stress in South African state high schools." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1005865.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mkhomi, Moses Sipho. "Intergroup conflict in selected schools in Diepkloof, Johannesburg North District." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020924.

Full text
Abstract:
Intergroup conflicts are rife in public schools and often the bone of contention is promotional posts. These conflicts can affect the quality of teaching and learning if the focus of the teachers moves from the primary purpose of teaching to contesting senior posts. In addition, such contestation often splits the teaching staff into groups or factions. One such split is between the group made up of teachers belonging to the politically-aligned union and the group of teachers from non-politically aligned teacher unions or those not unionised at all. The School Governing Body parent-wing is often caught in conflict between these two groups as it has the legislative power to recommend appointment to the District Director. It is within this context that this study explores the perceptions of stakeholders in selected schools in Diepkloof with regard to intergroup conflict and investigates whether cadre deployment plays a role in this conflict. The findings of this study reveal stakeholders‟ perceptions that politically-aligned unions tend to exert influence to have their members promoted and, in the process, often overlook better qualified educators.
APA, Harvard, Vancouver, ISO, and other styles
8

Hirsch, Phoebe. "Islamic architecture in the Cape South Africa, 1794-2013." Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23644/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nonyukela, Nontathu Elizabeth. "The state of guidance in Mdantsane High Schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003656.

Full text
Abstract:
Guidance was introduced into Black Schools in 1981. Its aim was to help students so that they could understand themselves and the world they live in. At present it appears that very little Guidance is taking place in the Mdantsane High Schools. This was supported by these research findings. In the research five High Schools were investigated to discover the state of Guidance in these High Schools. The writer made use of an interview schedule which was presented to the principals of the five High Schools. Questionnaires were given to twenty seven Guidance teachers from the same High Schools and to two hundred and fifty student respondents. In each High School fifty student respondents were chosen, that is, ten from each standard. The research findings suggested that Guidance is not receiving its rightful place in these five High Schools since it is not effectively taught. The findings were generalised to other High Schools. Reasons for the ineffective teaching of Guidance were given by both the principal and teacher respondents. Recommendations are made as to how this state of Guidance can be remedied and improved.
APA, Harvard, Vancouver, ISO, and other styles
10

Brink, Yvonne. "Places of discourse and dialogue : a study in the material culture of the Cape during the rule of the Dutch East India Company." Doctoral thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/22580.

Full text
Abstract:
Bibliography: pages 221-235.<br>The main object of study in this thesis is the architectural tradition commonly known as "Cape Dutch". The aim is to make sense of this architecture by answering questions about its coming into being, the people who created it, and their reasons for doing so. Contrary to the suggestions of most existing works on Cape Dutch architecture, an earlier substantial form of domestic architecture, which resembled the town houses of the Netherlands, underlies the tradition. Analysis of existing literature, archaeological excavation, and inventories, indicates that gradual changes towards the basic traditional form during the first decades of the eighteenth century took a dramatic leap during the 1730s. Moving away from the shapes of the dwellings to the people who changed them involves a major theoretical shift, away from formalism towards poststructuralist theory: discourse theory, literary criticism, feminism. These frameworks enable me to identify contradictions underlying historical events; to deconstruct documents, thus revealing their rhetorical devices for constituting subjectivities and establishing social hierarchies; and to see the architecture as a body of works or texts - a discourse. From 1657 free burghers were given land to farm independently. These farmers were an anomalous group whose view of themselves no longer coincided with the lesser subjectivities structured for them by Dutch East India Company (VOC) documents. Together the latter constituted a discourse of domination against which the anomalous group, in the process of establishing new identities for themselves, developed a discourse of resistance. Since the VOC maintained a strict monopoly over the word, the discourse of discontent was manifested in other forms of inscription, most notably in free burgher architecture. Using a particular type of gender theory, it becomes possible to envisage the two discourses in conversation with each other. The theoretical component of the thesis involves, first, writing historical archaeology into the gaps of existing post-structuralist perspectives which were not designed for archaeology; second, demonstrating the two discourses at work in the practice of their everyday existence by the people concerned.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Schools of Architecture – South Africa"

1

Strauss, Pamela. Africa style in South Africa: Pondokkies, khayas, and castles. J. Ball Publishers, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Muwanga, Christina. South Africa: A guide to recent architecture. Ellipsis, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Picton-Seymour, Désirée. Historical buildings in South Africa. Struikhof Publishers, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

James, Walton. Homesteads and villages of South Africa. 2nd ed. J.L. Van Schaik, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Sulcas, P. The future of business schools in South Africa. University of Cape Town, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gaganakis, Margaret. Farm schools in South Africa: An introductory review. South African Institute of Race Relations, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Christie, Pam. Open schools: Racially mixed Catholic schools in South Africa, 1976-1986. Ravan Press, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Marschall, Sabine. Opportunities for relevance: Architecture in the new South Africa. UNISA Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hawthorne, Peter. Historic schools of South Africa: An ethos of excellence. Pachyderm Press, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Universität Hamburg. Akademie der Weltreligionen, ed. Muslim schools and education in Europe and South Africa. Waxmann, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Schools of Architecture – South Africa"

1

Whelan, Debbie. "Architecture in South Africa: Domestic Architecture." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-3934-5_9884-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Whelan, Debbie. "Architecture in South Africa: Domestic Architecture." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9884.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Makhalemele, Thabo, and Lloyd D. N. Tlale. "Managing inclusive schools in South African schools." In School Leadership for Democratic Education in South Africa. Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sing, Nevensha, and Felix Maringe. "Learner Dropout in South African Schools." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_22-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Sing, Nevensha, and Felix Maringe. "Learner Dropout in South African Schools." In The Education Systems of Africa. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mestry, Rajkumar, and Petrus Du Plessis. "South Africa: Education Authorities and Public Schools: The Organisation and Impact of Policies in South Africa." In Educational Authorities and the Schools. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mphethi, Kgatabela Albert. "Management of School Finances in South African Schools." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_21-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mphethi, Kgatabela Albert. "Management of School Finances in South African Schools." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_21-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mphethi, Kgatabela Albert. "Management of School Finances in South African Schools." In The Education Systems of Africa. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rosenberg, Eureta. "Eco-Schools as Education for Sustainable Development in Rural South Africa." In Green Schools Globally. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46820-0_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Schools of Architecture – South Africa"

1

Pillay, Nischolan, Trynos Gumbo, and Innocent Musonda. "Discovering the Level Of BIM Implementation at South African Architecture Schools: A Qualitative Study." In Creative Construction Conference 2019. Budapest University of Technology and Economics, 2019. http://dx.doi.org/10.3311/ccc2019-115.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ford, Merryl, and Marlien Herselman. "Broadband in schools: Towards a definition and model of broadband for South African schools." In 2017 IST-Africa Week Conference (IST-Africa). IEEE, 2017. http://dx.doi.org/10.23919/istafrica.2017.8102299.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Masonta, Moshe T., Tlou M. Ramoroka, and Albert A. Lysko. "Using TV White Spaces and e-Learning in South African rural schools." In 2015 IST-Africa Conference. IEEE, 2015. http://dx.doi.org/10.1109/istafrica.2015.7190564.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sieborger, Ingrid, and Alfredo Terzoli. "The network society: A model for computing infrastructure in South African schools." In 2016 IST-Africa Week Conference. IEEE, 2016. http://dx.doi.org/10.1109/istafrica.2016.7530673.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Moyo, Moses, Hanifa Abdullah, and Rita C. Nienaber. "Information security risk management in small-scale organisations: A case study of secondary schools computerised information systems." In 2013 Information Security for South Africa. IEEE, 2013. http://dx.doi.org/10.1109/issa.2013.6641062.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Muriithi, Gerald M., and Muthoni Masinde. "Cloud SAMS: Cloud computing solution for public schools within South Africa's ‘second economy’." In 2016 IST-Africa Week Conference. IEEE, 2016. http://dx.doi.org/10.1109/istafrica.2016.7530689.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Herselman, ME. "ICT in Rural Areas in South Africa: Various Case Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2680.

Full text
Abstract:
The primary aim of this study is to indicate what has been done about ICT implementation in rural areas in South Africa by investigating various case studies like the SchoolNet programme in Mpumalanga Province and a possible web portal for rural schools. Rural schools and some communities currently lack access to quality education and resources that their urban counterparts consider basic.
APA, Harvard, Vancouver, ISO, and other styles
8

Koletka, Robert, and Andrew Hutchison. "An architecture for secure searchable cloud storage." In 2011 Information Security for South Africa (ISSA). IEEE, 2011. http://dx.doi.org/10.1109/issa.2011.6027526.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sonhera, N., E. Kritzinger, and M. Loock. "A proposed cyber threat incident handling framework for schools in South Africa." In the South African Institute for Computer Scientists and Information Technologists Conference. ACM Press, 2012. http://dx.doi.org/10.1145/2389836.2389880.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mihai, Maryke. "AN INFORMATION AND COMMUNICATIONS TECHNOLOGY NETWORK IN RURAL SCHOOLS IN SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0155.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Schools of Architecture – South Africa"

1

Case, Anne, and Motohiro Yogo. Does School Quality Matter? Returns to Education and the Characteristics of Schools in South Africa. National Bureau of Economic Research, 1999. http://dx.doi.org/10.3386/w7399.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Unterhalter, Elaine, Amy North, Jenni Karlsson, Jane Onsongo, and Herbert Makinda. Four forms of disconnection : negotiating gender, education and poverty reduction in schools in Kenya and South Africa. Unknown, 2009. http://dx.doi.org/10.35648/20.500.12413/11781/ii066.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

Full text
Abstract:
The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&amp;E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&amp;E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
APA, Harvard, Vancouver, ISO, and other styles
4

African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

Full text
Abstract:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&amp;D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&amp;D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&amp;D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Schools of Architecture – South Africa' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography