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Relevant bibliographies by topics / South Africa – Languages – Government policy

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Academic literature on the topic 'South Africa – Languages – Government policy'

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Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "South Africa – Languages – Government policy"

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Bernsten, Jan. "English in South Africa." Language Problems and Language Planning 25, no. 3 (December 31, 2001): 219–35. http://dx.doi.org/10.1075/lplp.25.3.02ber.

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In a departure from language policy in most other African countries, the 1996 South African Constitution added nine indigenous languages to join English and Afrikaans as official languages. This policy was meant to provide equal status to the indigenous languages and promote their use in power domains such as education, government, media and business. However, recent studies show that English has been expanding its domains at the expense of the other ten languages. At the same time, the expanded use of English has had an impact on the varieties of English used in South Africa. As the number of speakers and the domains of language use increase, the importance of Black South African English is also expanding. The purpose of this paper is to analyze current studies on South African Englishes, examining the way in which expanded use and domains for BSAE speakers will have a significant impact on the variety of English which will ultimately take center stage in South Africa.

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Heugh, Kathleen. "Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections." Annual Review of Applied Linguistics 33 (March 2013): 215–37. http://dx.doi.org/10.1017/s0267190513000135.

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Multilingual education policy has been a controversial affair in South Africa, especially over the last 60 years. Recent research conducted by government-led and independent agencies shows declining student achievement within an education system that employs 11 home languages for education in the first three grades of primary school, followed by a transition to English medium for the majority (approximately 80%) of speakers of African languages. Research that focuses on the linguistic practices of students in urban settings suggests that there is a disjuncture between the construction of multilingualism within contemporary education policy and the multilingual reality of students (e.g., Heugh, 2003; Makoni, 2003; Makoni & Pennycook, 2012; Plüddemann, 2013; Probyn, 2009; Stroud & Heugh, 2011). There is also a disjunction between constitutional and other government policies that advance, on paper, a multilingual policy, yet are implemented through an assimilatory drive towards English (Alexander & Heugh, 1999). As predicted nearly two decades ago, the ideological framing of multilingualism during the negotiations in the early 1990s was to have consequences for the way in which language policy would unfold in the education sector over the next 20 to 30 years (Heugh, 1995, 1999). While poor student achievement in school may be ascribed to a range of socioeconomic indicators, this article draws attention to contributory factors that relate to language(s) in education. These include different constructions of multilingualism in education in relation to sociolinguistic and educational linguistic considerations, contradictory interpretations of multilingual education in a series of education policy documents, pedagogical weaknesses, and recent attempts to strengthen the provision of African languages education alongside English in the first 10 years of school (Grades R and 0–9; e.g., Department of Basic Education (DBE), 2013a, 2013b).

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Spokazi, Matshikiza, Simon Luggya, and Magdaline Tanga. "The Medium of Instruction in a Multicultural Classroom: Teachers’ Perspectives in the Eastern Cape Province of South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 342–55. http://dx.doi.org/10.26803/ijlter.20.1.19.

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The South African Government has instituted a policy of multicultural education (ME) to ensure inclusivity and equal learning opportunities for all learners. This paper aimed to explore teachers’ perspectives on the medium of instruction in a multicultural classroom. The paper was extracted from a thesis that examined multiculturalism in selected schools in South Africa. A sample of 18 participants was purposively selected from two urban schools that have learners from different socio-cultural backgrounds in the Eastern Cape. The paper used the interpretive paradigm, which aligns with the qualitative approach. Data were analyzed thematically. The findings revealed that as a universal language, most participants preferred using English in the classroom. However, they sometimes code-switch to IsiXhosa and/or Afrikaans (two of the 11 official languages in South Africa) if the need arises. The participants also revealed attempts at balancing the use of English with learners’ first language, mostly during breaks, sporting, and cultural events, but they admitted this does not equal ME. Finally, the participants indicated that preference to teach in English was due to its universalism. Consequently, African languages have become receptors and not creators of knowledge. The paper concludes that despite the ME policy, teachers are not keen to practice it because of a lack of skills. It is recommended that the country be zoned into language areas and teachers be taught in at least two dominant languages of each region, excluding the English language, to ensure equal educational opportunities.

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Finchilescu, Gillian, and Gugu Nyawose. "Talking about Language: Zulu Students' Views on Language in the New South Africa." South African Journal of Psychology 28, no. 2 (June 1998): 53–61. http://dx.doi.org/10.1177/008124639802800201.

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The post-apartheid South African government has in principle instituted a new language policy, which changes the country from one with two official languages to one in which there are eleven. The previously ignored indigenous languages are to have equal status with English and Afrikaans. This paper explores the views of some members of an indigenous language group about the language question. Two focus groups were conducted, with Zulu-speaking students at the University of Cape Town. One group contained only male students and the other female students. The discussions of the focus group were translated into English by the second researcher. The translations were thematically analysed. Some of the themes that emerged in the discussions were issues such as the practicality of the language policy, the multiple versus single language debate, ‘tribalism’, the meaning of language and its role in identity. In general, three major positions on the language issue were apparent, one favouring the increased status of the Zulu language, one favouring the pre-eminence of the English language, and one supporting a diglossia position.

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Wright, Laurence. "Why English dominates the central economy." Language Problems and Language Planning 26, no. 2 (August 8, 2002): 159–77. http://dx.doi.org/10.1075/lplp.26.2.04wri.

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This paper sets out to formulate some of the economic reasons for the continuing dominance of English in the boardrooms, government forums, parastatals and laboratories of South Africa, to consider whether this situation is likely to change, and to assess the extent to which such a state of affairs is at odds with South Africa’s new language policy. The historical reasons for the dominance of English in this sphere are well known: the language’s imperial history, its status as a world language, its role as a medium for political opposition during the apartheid conflict, and the accumulation of capital and economic influence by English-speakers from the mid-nineteenth century onward. However, the day-to-day economic basis for the continuing dominance of English at the apex of South African society has hardly been considered.

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Ferreira, Gerrit. "Response to Prof Thilo Marauhn's Opening Address on ’Land Tenure and Good Governance from the Perspective of International Law." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, no. 3 (June 9, 2017): 24. http://dx.doi.org/10.17159/1727-3781/2011/v14i3a2611.

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In an earlier judgment[1] on the right to education delivered by the South African Constitutional Court (the Constitutional Court), the principal focus was on the restriction of access to education through the implementation of the language policy of the school. Language, however, is only one barrier preventing access to education in South Africa. Learners countrywide are denied the right to basic education because of the levying of school fees and other educational charges.[2] This practice is prevalent in spite of the international obligation imposed on the South African government to provide free primary education. This article examines the exact nature of this obligation by exploring the concept of "free" basic education. * Lorette Arendse, Lecturer, Department of Legal History, Coparative Law and Legal Philosophy University of Pretoria. E-mail: Lorette.arendse@up.ac.za[1] Head of Department: Mpumalanga Department of Education v Hoërskool Ermelo 2010 2 SA 415 (CC).[2] Centre for Applied Legal Studies and Social Surveys Africa National Survey.

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Gouws, R. H. "On the Development of Bilingual Dictionaries in South Africa: Aspects of Dictionary Culture and Government Policy." International Journal of Lexicography 20, no. 3 (March 12, 2007): 313–27. http://dx.doi.org/10.1093/ijl/ecm020.

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Paulston, Christina Bratt. "Dennis Ager, Motivation in language planning and language policy. Clevedon, England: Multilingual Matters, 2001. Pp. vi, 210. Pb. $24.95; Kas Deprez & Theo du Plessis, eds., Multilingualism and government: Belgium, Luxembourg, Switzerland, former Yugoslavia, South Africa. (Studies in language policy in South Africa.) Pretoria: Van Schaik, 2000. Pp. xii, 179." Language in Society 31, no. 5 (November 2002): 790–96. http://dx.doi.org/10.1017/s0047404502255050.

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The two books under review, Motivation in language planning and language policy (MLPP) and Multilingualism and government (M&G), are both about language policy, at least at one level, and both are, or claim to be, based on case studies. That is the end of any similarity between them.

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Mokoena, Mabowa Thomas. "Speaking in Confused Tongues: Constructing Babelian Towers in Constitutional Times." Journal of African Law 62, no. 1 (February 2018): 51–76. http://dx.doi.org/10.1017/s0021855318000062.

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AbstractThe South African Constitution recognizes the use of 11 official languages within “provincial” and “national” government on the basis of “parity of esteem”. However, it does not specifically refer to the recognition and use of language in tribunals. Any perceived attribution is couched in generic terms that are open to interpretation, as evidenced in the cases of Matomela, Damoyi and Pienaar. The employment of a single language policy in court proceedings, as advocated in Matomela and Damoyi is probably the most sensible, pragmatic and plausible language policy imaginable. Such a position would be desirable to ensure speedier and simpler proceedings. However, it would, as argued in Pienaar, not only accord primacy and prominence to a single language, but would operate contrary to the spirit of plurality, multilingualism and inclusivity, which forms the bedrock of the current constitutional dispensation. Meanwhile, the dominance of English and (to a lesser extent) Afrikaans continues almost unabated, despite the principles of inclusivity championed by the Constitution.

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Steenkamp, Rochine Melandri. "Municipal Instruments in Law for Cultural Heritage Protection: A Case Study of the City of Cape Town Metropolitan Municipality." Potchefstroom Electronic Law Journal 24 (September 1, 2021): 1–34. http://dx.doi.org/10.17159/1727-3781/2021/v24i0a6435.

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This article questions the extent to which municipal bylaws aimed at cultural heritage resource management (CHRM) reflect the objectives of the Constitution of the Republic of South Africa, 1996 (the Constitution), national legislation and the discourse on cultural governance more broadly. In terms of Schedule 4A of the Constitution, the function of "cultural matters" is not an original power of local government. It is a function assigned to the national and provincial spheres. Municipalities are assumed, however, to have a responsibility to execute aspects of this function that may be incidental to other typical local government functions. This view finds support in the interpretation of various rights in the Constitution (e.g. sections 15, 30, 31 and 24) as well as the heritage, environmental and local government framework legislation and policy documents of South Africa. The premise of this article is that cultural heritage resource management by way of instruments such as bylaws promotes the overarching objectives of local government, such as sustainable development, while also promoting the rights to culture, language and religion, amongst others. To expand on its theoretical basis, this article provides a critical assessment of the bylaws of the City of Cape Town Metropolitan Municipality

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Dissertations / Theses on the topic "South Africa – Languages – Government policy"

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Strydom, Louise. "A sociolinguistic profile of Mamelodi and Atteridgeville its role in language policy development at local government level /." Thesis, Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-06222005-154430.

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Wright, Laurence. "English in South Africa : effective communication and the policy debate : inaugural lecture delivered at Rhodes University." Rhodes University, Grahamstown, 1993. http://hdl.handle.net/10962/d1020752.

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Koai, Mojalefa I. "The use of Sesotho as an official medium of communication in selected departments within the Free State Provincial Government as proposed in the draft Free State Provincial Government Language Policy." Thesis, Bloemfontein: Central University of Technology, Free State, 2015. http://hdl.handle.net/11462/668.

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Thesis (M. Tech. (Communication)) -- Central University of Technology, Free State, 2015
The central role of language in governance need not be argued; it is self-evident. Effective communication between the political leadership and the state administration, between individual government bodies and institutions, within these bodies and institutions, and between the government and its citizens, which is a prerequisite for good government, occurs mainly through language.

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Seshoka, Keaobaka Omphile Precious. "Language policy and planning in the Tshwane Metropolitan Municipality: the challenges of implementation." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001519.

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This study explores the challenges related to language policy and planning in the City of Tshwane Metropolitan municipality. The study sets to look at the at the challenges affecting successful implementation by the City of Tshwane Metropolitan Municipality as a state organ charged with local development and service delivery for the communities. In terms of the Municipal Systems Act of 2000 municipalities are expected to respond to the language use and preferences of their local communities by making sure that their language policies are fully implemented. The researcher highlights that in instances where municipalities communicate information they are required to make special provision for the speakers of African languages in the communities that they serve in the languages they best understand. This work looks at various statutory language policy documents in South Africa in particular, that give the task of language policy implementation to municipalities as they are the local extension of the national government. This study also argues that municipalities are critical to implementation of language policy. It further notes that in order for the full social, economic and political transformation to take place in municipalities they have to be transformed linguistically in a radical way whereby all the official languages play a major role in all these spheres than before. This view is held by many scholars and researchers in the areas of language policy and planning. This study highlights that the challenges to successful language planning and policy in the government sectors are due to lack of commitment by the government, language practitioners and planners and increased monolingualism in the municipality. The study further explores the language policy and plan of the City of Tshwane Metropolitan Municipality and the the strategies that can contribute to successful optimization of language resources of the Tshwane Metropolitan Municipality in order to give effect to the use of local languages as contained in policy documents and also establish how the city of Tshwane can better reinforce its strategies to implement this language plan and policy. The main focus area of this research is on the language policy and plan of the City of Tshwane Metropolitan Municipality and assesses whether the language practices in these institutions are reflective of their policy and plan. It is hoped that the study will be able to give policy makers and those tasked with implementation, especially at government municipalities’ strategies for improvement in the functionality and the implementation of their language policies and plans. It is also hoped that recommendations and challenges highlighted by this research will be of a better assistance on how to better reinforce strategies to implement the language plan and policy in the government sectors.

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Prinsloo, Dawn Lilian. "The right to mother tongue education a multi-disciplinary, normative perspective." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.

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The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language — English. In contravention of both the intentions and the specific provisions of numerous legislative measures and policy statements, Government has made no serious or effective attempt to promote the use of any language other than English in South African schools nor to encourage language practices most conducive to the cognitive development and academic success of millions of non-English speaking pupils. To make matters worse, most of the children who enter the school system with very little knowledge of English and are expected to make an abrupt transition to that language as a medium of instruction after a totally inadequate three years are from impoverished households and communities still suffering the gravest effects of the discrimination and oppression of apartheid. They are often underprepared and seriously disadvantaged by their background circumstances when they enter the culturally strange and intimidating western-style education system. To heap on top of these disadvantages the burden of language practices in the classroom that hinder rather than facilitate their access to education is indefensible. When Macdonald asks, “ Are our children still swimming up the waterfall?” (Macdonald 2002: 111) she is not exaggerating. In these circumstances and if ineffective language teaching and inadequate use of the mother tongue as a medium of instruction can be shown to bar effective access to basic education of an acceptable standard, there are far more serious and far-reaching implications in terms of human rights than just the right to choice of language medium. Linguistic research into medium of instruction has tended to be isolated from evaluative legal approaches to minority language rights, children’s rights, education rights or other fundamental human rights. Insufficient attention has been given to the interrelationship between the various rights and the importance of local conditions and circumstances in any assessment of their relative weight and enforceability. Human rights cannot be seen out of context, and theory from various disciplines, such as politics, economics and linguistics may be invaluable in forming a fresh perspective on the right to mother tongue education and, indeed, to basic education in general. The principle of non-discrimination in education is generally recognised, to be sure, as is the importance of ensuring access to and quality of education (Strydom 1992/93:139), but the dependence of these factors on the most appropriate medium of instruction within the education system does not merit much attention in the literature. The right to basic education tends to be seen as separate from any possible right to choice of medium of instruction and the latter often merely as a question of convenience or preference, at best a qualified right (Oosthuizen and Rossouw 2001: 666), dependent on feasibility, numbers and available finance (Motata and Lemmer 2002: 111). In fact, the case for regarding the right to mother tongue education as a strong positive right in many contexts and countries does not appear yet to have been made. This study is theoretical in nature and constitutes an attempt to fill this gap by examining the findings and views of experts from various disciplines within the framework of current thinking on human rights issues. The development of a coherent framework within which to view the right to mother tongue education and government obligations in connection therewith might be of some value to policy makers in their efforts to plan improvements within the education system. The synthesis and possibly, to a limited extent, the development of theory from the relevant disciplines will be undertaken by means of a survey of the relevant literature, an analysis of not only local but also international legislation and policy documents and the weighing and balancing of conflicting evidence and contrasting viewpoints. Sources and contributions in each area will be discussed under the headings outlined in Chapter 3. First, however, I should like to provide an overview of the educational, political and economic context in which mother tongue education must be considered.

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Hughes, Sharon. "The change of language and the language of change : a consideration of some of the assumptions behind non-governmental language planning projects : implications for language in education policy." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/16990.

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Bibliography: pages 70-80.
Language planning and language policy are currently being debated by both politicians and educationists. Language policy is seen by both Afrikaner nationalists and some progressive educationists as the key to political and economic power. This dissertation argues that language policy-making alone cannot achieve political goals. It also proposes that the most successful and most democratic policies are those which are "facilitatory and enabling rather than compulsory and punitive" (Fishman, 1991: 82) and which are differentiated to take account of existing sociolinguistic contexts. Chapter 1 begins by looking at definitions of language planning and language policy. Following this, it examines some of the terms that people use to speak about language and languages in language planning. The concern here is not with establishing fixed meanings but with how the use of these terms constructs certain "realities", for example relationships amongst languages. This chapter also looks at some of the proposed relations between language and "reality". Chapter 2 briefly outlines the history of language planning in South Africa, focusing on language medium of instruction in education. It examines the Nationalists' and the ANC's language policy positions. A postscript discusses the agreement reached in November 1993. Chapter 3 looks at the role of various non-governmental associations in the language policy debate. It also examines the phenomenon of white advocacy of increased status for African languages. Chapter 4 deals with the process of language planning. Who decides on language goals and through what mechanisms are goals promoted? Chapter 5 asks questions about what bilingual or multilingual medium of instruction models would mean in terms of classroom practice and underlines the lack of consensus in bilingual education research about universally applicable solutions. Chapter 6 summarises the main arguments covered in the dissertation and makes some general recommendations about language-in-education policy.

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Pieters, Minnaar. "Open source software and government policy in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2480.

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Thesis (MA (Information Science. Socio-Informatics))--Stellenbosch University, 2009.
Open-source software is not something new; however, it has come into the spotlight in the last few years, mostly due to hyped initial cost savings of the Linux operating system. Consumers and businesses were made aware of shortcomings in the traditional proprietary software model and this has in turn created a surge in popularity of open-source. The migration to open-source requires efficient research of options available and thorough analysis of the migratory process through all levels of the organization. Initial independent cost analysis has not been conclusive, with unreliable, skewed results and below average performance due to poor implementation. The focus of this study is whether open-source software is a suitable alternative to current proprietary software packages utilized by the government sector.

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De, Heus Louisa. "E-commerce in South Africa : an overview." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52812.

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Thesis (MPhil)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: E-commerce developed as a direct result of the Internet and it has impacted the way South African businesses conduct its operations and consumers receive their information. It is impossible to quantify the e-commerce phenomenon locally - this research study aims to cover most of the important areas impacted bye-commerce in South Africa. There are some barriers slowing the development of e-commerce in this country. The goal of this study is to determine if the local market is ready to accept e-commerce technologies that are already widely used in global markets. This research study examines the history of the Internet in South Africa and also raises the question whether the market was affected by the global dot com crash (also known as the dot bomb crash) experienced in 2000. The study also aims to identify the barriers hindering effective e-commerce in South Africa. It further highlights the importance of other areas of online commerce, such as mobile commerce (m-commerce), to bring the power of technology to consumers and collaboration commerce (c-commerce), to streamline business operations. Lastly, the study aims to explore the South African government's initiatives to effectively formulate a policy for e-commerce to protect the consumers' rights.
AFRIKAANSE OPSOMMING: E-handel het ontwikkel as gevolg van die Internet. Dit beïnvloed die manier waarop Suid-Afrikaanse besighede werk, en verbruikers kommunikasie ontvang. Dit is onmoontlik om die omvang van e-handel in Suid-Afrika te kwantifiseer - hierdie navorsingstudie se doel is om te fokus op die belangrikste areas wat deur e-handel beïnvloed is. Daar is hindernisse wat die ontwikkeling van e-handel in Suid-Afrika belemmer. Die doel van hierdie studie is om vas te stelof die plaaslike mark gereed is om e-handeltegnologie, wat alreeds in internasionale markte in gebruik is, te aanvaar. Die navorsingstudie ondersoek die geskiedenis van die Internet in Suid-Afrika en vra ook of die mark beïnvloed was deur die internasionale dot com ineenstorting van 2000 (dit word ook die dot bom ineenstorting genoem). Die studie kyk ook na wat effektiewe e-handel in Suid-Afrika keer. Dit fokus op die belangrikheid van ander areas van e-handel, soos mobiele elektroniese handel (m-handel), wat tegnologie op verbruikers se voorstoepe plaas, en saamwerk elektroniese handel (s-handel), wat besighede meer vaartbelyn maak. Laastens ondersoek die studie die Suid-Afrikaanse regering se pogings om 'n effektiewe beleid op te stel wat die verbruiker se regte te beskerm.

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Akor, Eusebius Ugochukwu. "Government intervention in higher education in South Africa policy options /." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11252008-130318/.

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Maidi, Mohloriseng Athelia Mmatshepo. "The countercyclicality of fiscal policy in South Africa since 1994." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/23721.

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This study uses a simple univariate regression model to assess the cyclicality of fiscal policy, based on government expenditure, in South Africa since 1994. The model suggests that that total government expenditure is highly procyclical, indicating that government spending responds positively to economic growth. The results from similar regression focusing on components of government spending suggests that only capital spending (economic classification) and general services (functional classification) are countercyclical, while other classifications are more procyclical in line with total government spending. The procyclicality of expenditure components such as compensation of employees, goods and services and all functional classification is in line with government’s decisions to reduce taxes in order to boost economic activities during periods of recessions, coupled with South Africa’s high public wage bill. The countercyclicality of capital spending is attributed to government's view on prioritising capital projects during periods of recession, in line with the Keynesian theory. Results of procyclicality confirm most of other empirical findings on South Africa’s fiscal policy. However, this suggests that the procyclicality of South Africa’s government expenditure plays only a small role in demand management and therefore stabilising aggregate demand or economic fluctuations.
Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
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Books on the topic "South Africa – Languages – Government policy"

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Language policy and national unity in South Africa/Azania: An essay. Cape Town: Buchu Books, 1989.

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Thoughts on the new South Africa. Auckland Park, South Africa: Jacana Media, 2013.

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Communication and democratic reform in South Africa. Cambridge: Cambridge University Press, 2001.

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Caldwell, Don. South Africa, the new revolution. Saxonwold, South Africa: Free Market Foundation of Southern Africa, 1989.

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Fourie, L. J. South Africa, how are you? [South Africa]: L. Fourie and J.P. Landman, 2002.

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United States. Dept. of State. Advisory Committee on South Africa. A U.S. policy toward South Africa: The report. Washington, D.C: United States Dept. of State, 1987.

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United States. Dept. of State. Advisory Committee on South Africa. A U.S. policy toward South Africa: The report. Washington, D.C: United States Dept. of State, 1987.

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United States. Dept. of State. Advisory Committee on South Africa. A U.S. policy toward South Africa: The report. Washington, D.C: United States Dept. of State, 1987.

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Southall, Roger. South Africa in Africa: Foreign policy making during the apartheid era. Braamfontein, South Africa: Institute for Global Dialogue, 1999.

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Zegeye, Abebe. Our dream deferred: The poor in South Africa. Pretoria: South African History Online, 2002.

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Book chapters on the topic "South Africa – Languages – Government policy"

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Maphunye, Kealeboga J., and Robert A. Dibie. "Corporate Takeover and Public Policy in South Africa." In Business and Government Relations in Africa, 273–90. New York : Routledge, 2017. | Series: Routledge critical studies in public management: Routledge, 2017. http://dx.doi.org/10.4324/9781315204987-12.

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van Jaarsveldt, Liza Ceciel. "Development of E-Government in South Africa." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–7. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31816-5_3326-1.

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Kamwangamalu, Nkonko M. "2. Language Policy in Post-Apartheid South Africa – An Evaluation." In AWorld of Indigenous Languages, edited by Teresa L. McCarty, Sheilah E. Nicholas, and Gillian Wigglesworth, 48–67. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923071-006.

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Kaggwa, Martin. "Government-Industry Partnership in South Africa: Social Bias in the Automotive Industry." In Business, Politics and Public Policy, 271–91. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230277243_11.

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Mmusi, Sheila. "On the Eleven-Official Languages Policy of the New South Africa." In Language Legislation and Linguistic Rights, 225. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/impact.2.15mmu.

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Kaplan, David. "Challenges and Constraints for Government Agencies Supporting Firm Level Innovation: Some Reflections from South Africa." In Entrepreneurship, Technology Commercialisation, and Innovation Policy in Africa, 259–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58240-1_12.

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Ngoqo, Bukelwa, and Kennedy Njenga. "The State of e-Government Security in South Africa: Analysing the National Information Security Policy." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 29–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98827-6_3.

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Sukumane, Joyce B. "Language Policy in Education and the Future of Indigenous Languages in Post-Apartheid South Africa." In Language Legislation and Linguistic Rights, 248. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/impact.2.17suk.

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Tshabalala, Sabelo, and Ashley Gunter. "Technologies of Government and Policy Implementation in Small Towns Economic Development Plans in Mpumalanga, South Africa." In The Routledge Handbook of Small Towns, 361–72. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003094203-30.

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Maumbe, Blessing M., and Julius Juma Okello. "Uses of Information and Communication Technology (ICT) in Agriculture and Rural Development in Sub-Saharan Africa." In Technology, Sustainability, and Rural Development in Africa, 113–34. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3607-1.ch009.

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This paper presents a framework of the evolution of information and communication technology (ICT) applications in agriculture and rural development based on comparative experiences of South Africa and Kenya. The framework posits that full deployment of ICT in agriculture and rural development will be a culmination of several phases of changes that starts with e-government policy design, development and implementation. The paper argues that ICT use in agriculture and rural development is a powerful instrument for improving agricultural and rural development and standards of living throughout Sub-Saharan Africa. However, success in greater application of ICT in agriculture will require addressing impediments to adoption and diffusion. Such impediments include the lack of awareness, low literacy, infrastructure deficiencies (e.g. lack of electricity to charge electronic gadgets), language and cultural barriers in ICT usage, the low e-inclusivity and the need to cater for the special needs of some users. The paper reviews successful applications of ICT agriculture and urges greater use of ICT-based interventions in agriculture as a vehicle for spurring rural development in Africa.

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Conference papers on the topic "South Africa – Languages – Government policy"

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Musvoto, C., K. Nortje, M. Murambadoro, and S. Dube. "Relevance of national and local government policy to sustainable community natural resource management in South Africa." In The Sustainable City 2012. Southampton, UK: WIT Press, 2012. http://dx.doi.org/10.2495/sc120271.

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Bayaga, Anass. "Examining the Challenges of Integration and Interoperability of a Security and Privacy Policy Framework for e-Government Services: The Case of South Africa." In 2020 Conference on Information Communications Technology and Society (ICTAS). IEEE, 2020. http://dx.doi.org/10.1109/ictas47918.2020.233974.

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Adedeji, Paul A., Stephen Akinlabi, Nkosinathi Madushele, and Obafemi O. Olatunji. "Latent Dynamics in Siting Onshore Wind Energy Farms: A Case of a Wind Farm in South Africa." In ASME 2020 Power Conference collocated with the 2020 International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/power2020-16726.

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Abstract Siting a renewable energy facility entails several latent but influential quantitative and qualitative variables. Empirical and analytical models often fail to unravel the dynamics of these variables however; prior knowledge of their existence and dynamics offers knowledge-based decision-making during the plant siting process. This article examines the significance and dynamics of land ownership, avian environment, and renewable energy policies. Asides the literature survey, review of government policy, and regulations, a semi-structured interview-based method was used in this study using a wind power plant in the Eastern Cape Province of South Africa as a case study. A qualitative content analysis was used for response analysis. From our findings, dynamics around land ownership could be complex depending on the land category and existing contracts between a landowner and the developer. Also, an in-extensive study of avian habitat in seemingly viable land could lead to forced-downtime of wind turbine generators at periods where production is notably high. Lastly, careful examination of prevailing renewable energy policies and a projection on future policies culminates into the viability of the investment. Trivializing these variables before site development could lead to investment loss through low-productivity or force-majeure in the investment. On the overall, the proposed solutions to these barriers can be useful for wind developers in solving similar problems in other renewable energy resources both in South Africa and other countries.

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"THE IMPACT THAT GOVERNMENTíS INCLUSIONARY HOUSING POLICY (IHP) WILL HAVE ON THE PROVISION OF HOUSING BY THE PRIVATE SECTOR IN SOUTH AFRICA: LESSONS TO BE LEARNT BY OTHER EMERGING COUNTRIES?" In 17th Annual European Real Estate Society Conference: ERES Conference 2010. ERES, 2010. http://dx.doi.org/10.15396/eres2010_349.

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Reports on the topic "South Africa – Languages – Government policy"

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Marcos Barba, Liliana, Hilde van Regenmortel, and Ellen Ehmke. Shelter from the Storm: The global need for universal social protection in times of COVID-19. Oxfam, December 2020. http://dx.doi.org/10.21201/2020.7048.

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As 2020 draws to a close, the economic devastation caused by the COVID-19 pandemic shows no sign of abating. Without urgent action, global poverty and inequality will deepen dramatically. Hundreds of millions of people have already lost their jobs, gone further into debt or skipped meals for months. Research by Oxfam and Development Pathways shows that over 2 billion people have had no support from their governments in their time of need. Our analysis shows that none of the social protection support to those who are unemployed, elderly people, children and families provided in low- and middle-income countries has been adequate to meet basic needs. 41% of that government support was only a one-off payment and almost all government support has now stopped. Decades of social policy focused on tiny levels of means-tested support have left most countries completely unprepared for the COVID-19 economic crisis. Yet, countries such as South Africa and Bolivia have shown that a universal approach to social protection is affordable, and that it has a profound impact on reducing inequality and protecting those who need it most. In addition to the full paper and executive summary, an Excel file with the data analysed by Oxfam and Development Pathways is available to download on this page, along with an annex on the crisis in Latin America and the Caribbean.

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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.

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Reproductive intentions and choices among HIV-infected individuals in Cape Town, South Africa: Lessons for reproductive policy and service provision from a qualitative study. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1002.

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While many HIV-infected individuals do not wish to have children, others want children despite their infected status. The desire and intent to have children among HIV-infected individuals may increase because of improved quality of life and survival following commencement of antiretroviral treatment. In developing countries such as South Africa, where the largest number of people living with HIV/AIDS worldwide reside, specific government reproductive health policy and service provision for HIV-infected individuals is underdeveloped. This policy brief presents findings from a qualitative study that explored HIV-infected individuals’ reproductive intentions, decision-making, and need for reproductive health services. The study also assessed the opinions of health-service providers, policymakers, and influential figures within nongovernmental organizations who are likely to play important roles in the shaping and delivery of reproductive health services. Conducted at two health centers in the Cape Town metropolitan area in South Africa from May 2004 to January 2005, the study focused on issues that impact reproductive choice and decision-making and identified critical policy, health service, and research-related matters to be addressed.

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Paving the Path: Preparing for Microbicide Introduction—Report of a Qualitative Study in South Africa. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1011.

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With recently accelerated support for the development of microbicides to prevent HIV transmission and the urgency of the global AIDS epidemic, it is important to begin to identify strategies for introducing a microbicide once it is proven safe and effective and is approved for use. This report presents results from a qualitative study that explored a range of issues likely to influence microbicide introduction—positively or negatively—at three levels: community, health service, and policy. The study, which identified critical issues to be addressed in building support for microbicides and facilitating a smooth introduction, was conducted between September 2002 and September 2003 in Langa, a peri-urban site in the Western Cape Province of South Africa, and at national and provincial levels. Through in-depth interviews and focus group discussions, this study explored and identified issues that could facilitate or undermine access to and use of microbicides. Respondents included community members, health care providers and managers, provincial- and national-level government officials, and representatives from national and provincial nongovernmental organizations and health professional bodies that influence policy.

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Paving the Path: Preparing for Microbicide Introduction—Report of a Qualitative Study in South Africa [Executive Summary]. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1010.

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With recently accelerated support for the development of microbicides to prevent HIV transmission and the urgency of the global AIDS epidemic, it is important to begin to identify strategies for introducing a microbicide once it is proven safe and effective and is approved for use. This executive summary presents results from a qualitative study that explored a range of issues likely to influence microbicide introduction at the community, health service, and policy levels. The study, which identified critical issues to be addressed in building support for microbicides and facilitating a smooth introduction, was conducted between September 2002 and September 2003 in Langa, a peri-urban site in the Western Cape Province of South Africa, and at national and provincial levels. Through in-depth interviews and focus group discussions, this study explored and identified issues that could facilitate or undermine access to and use of microbicides. Respondents included community members, health care providers and managers, provincial- and national-level government officials, and representatives from national and provincial nongovernmental organizations and health professional bodies that influence policy.

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