Academic literature on the topic 'Xhosa (African people) – Education (Higher)'
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Journal articles on the topic "Xhosa (African people) – Education (Higher)"
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Niehaus, Dana, Esme Jordaan, Riana Laubscher, Taryn Sutherland, Liezl Koen, and Felix Potocnik. "Do South African Xhosa-Speaking People with Schizophrenia Really Fare Better?" GeroPsych 33, no. 1 (2020): 31–41. http://dx.doi.org/10.1024/1662-9647/a000217.
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Abstract. Objectives: Results from multinational WHO studies suggest that schizophrenia patients in developing countries may have more favorable prognoses and morbidity outcomes than those in developed settings. This study serves to establish whether mortality outcomes in South African Xhosa-speaking schizophrenia patients are more favorable than in the general South African population. Methods: We recruited a group of 981 patients from September 1997 to March 2005 as part of a genetic study in the Western, Southern, and Eastern Cape provinces of South Africa. For this substudy, participants were included when they reached the age of 60 years during the study period (8–15 years). We examined factors associated with the probability of dying and computed survival times using national census data as reference. Results: At the time of follow-up, 73 individuals were 60 years or older (21.9% could not be traced); some 40% of the sample had died at the time of the follow-up assessment (mean age at death = 60.12 years, SD = 4.97). Univariate survival analysis, using duration of disorder, revealed that the number of hospitalizations and psychotic episodes impacted survival time. Compared to the age-specific death rates of the general South African population, the death rate in the Xhosa-speaking schizophrenia sample was higher than expected in the 60–69 years category, but lower than expected in the 70+ years category. Conclusion: This study suggests that increased exposure to inpatient mental healthcare (expressed as number of hospitalizations) at baseline, and number of psychotic episodes, improve survival probability in a group of older South African Xhosa-speaking schizophrenia patients.
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Jordaan, Esmè R., Dana J. H. Niehaus, Liezl Koen, Cathlene Seller, Irene Mbanga, and Robin A. Emsley. "Season of Birth, Age and Negative Symptoms in a Xhosa Schizophrenia Sample from the Southern Hemisphere." Australian & New Zealand Journal of Psychiatry 40, no. 8 (2006): 698–703. http://dx.doi.org/10.1080/j.1440-1614.2006.01870.x.
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Objectives: Seasonality of birth, more specifically winter/spring births, has been implicated as a risk factor for the development of schizophrenia. The primary aim of this study was to determine whether schizophrenia patients of Xhosa ethnicity born in autumn/ winter have different symptom profiles to those born in spring/summer. The secondary aim was to determine whether the autumn/winter and spring/summer birth rates for schizophrenia patients of Xhosa ethnicity were similar to that of the general Xhosa population. Method: Individuals with a diagnosis of schizophrenia, born in the Western and Eastern Cape Provinces of South Africa (n = 386), were categorized as autumn/winter-born (March to August) patients or summer/spring-born (September to February) patients. Negative global scores of the schedules for the assessment of negative symptoms were categorized as normal (rating of 0 and 1) or positive (rating of 2 to 5). Results: Patients born in autumn/winter were more likely to have avolition/apathy than those born in summer/spring. The results also showed that the age of the patients played a significant role in modifying the effect of the season of birth on symptoms of schizophrenia. Especially older people (more than 30 years old) born in autumn/winter had a higher incidence of avolition/apathy than those born in summer/spring (p = 0.026). Furthermore, in the relationship of birth season and avolition/apathy, the marital status of the patient was a significant independent explanatory variable, while gender was not. The study also showed a spring excess of 4% in birth rate compared with the general Xhosa population. Conclusion: The results from our study support the existence of a seasonal birth pattern in an African schizophrenia population and suggest that avolition/apathy may underpin this seasonal pattern.
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Levine, Susan. "Opening the wound: Receptions and readings of Inxeba in South Africa." Journal of African Cinemas 12, no. 2-3 (2020): 177–89. http://dx.doi.org/10.1386/jac_00035_1.
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This reading of Inxeba (2017) foregrounds the relationship between the #RhodesMustFall and #FeesMustFall movements in South Africa with the theme of wounding as an enduring social affliction in a country caught up in the midst of redefining itself after apartheid. Overtly narrated in the telling of Inxeba (2017) is the striking, amplified distinction between tradition and modernity among isiXhosa. Indeed, the polarized reception of the film among South African audiences shone a light on the slow burn of this most enduring trope. At universities across the country, Black students called for an end to the symbols of imperialist and colonialist White domination, as well as the desire to decolonize higher education by redressing Eurocentric canons of knowledge production. On the heels of the #Fallist movements, a White director makes a film about Xhosa initiation, and folds into this story a tale of homoerotic love. Notwithstanding the film’s official entry for best foreign language film at the Oscars, multiple forms of wounding came quick and heated upon the showcasing of the film’s trailer on social media. Film: Inxeba (English: The Wound): 2017 South African drama Director: John Trengove Language: Xhosa Cast: Niza Jay Ncoyini as Kwanda Nakhane Touré as Xolani Bongile Mantsai as Vija
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Cloete, Nico, and Johan Muller. "South African higher education reform: what comes after post-colonialism?" European Review 6, no. 4 (1998): 525–42. http://dx.doi.org/10.1017/s1062798700003653.
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Since the fall of the apartheid regime South African higher education has begun to undergo a process of fundamental transformation. First-world universities, which were beneficiaries (however unwilling) of past racial inequalities, have had to adapt to the urgent needs of what is a post-colonial and, for the majority of its citizens, a third-world society. South Africa, therefore, provides a particularly sharp example of the encounter between a higher education system established within the European tradition, in terms of both its institutional and its academic culture, and a society in the process of radical change. This encounter has been mediated through the work of the National Commission on Higher Education which attempted to produce a compromise that would enable South African higher education to be both ‘Western’ (in terms of academic values and scientific standards) and also ‘African’ (in terms of its contribution to building the capacities of all the people of South Africa). The tension between the university's claims to represent universal knowledge and the counter-claims that ‘local’ knowledge traditions should be accorded greater respect, therefore, is much sharper than in Europe.
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Mall, Sumaya, Jonathan M. Platt, Henk Temmingh, et al. "The relationship between childhood trauma and schizophrenia in the Genomics of Schizophrenia in the Xhosa people (SAX) study in South Africa." Psychological Medicine 50, no. 9 (2019): 1570–77. http://dx.doi.org/10.1017/s0033291719001703.
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AbstractBackgroundEvidence from high-income countries suggests that childhood trauma is associated with schizophrenia. Studies of childhood trauma and schizophrenia in low and middle income (LMIC) countries are limited. This study examined the prevalence of childhood traumatic experiences among cases and controls and the relationship between specific and cumulative childhood traumatic experiences and schizophrenia in a sample in South Africa.MethodsData were from the Genomics of Schizophrenia in the South African Xhosa people study. Cases with schizophrenia and matched controls were recruited from provincial hospitals and clinics in the Western and Eastern Cape regions in South Africa. Childhood traumatic experiences were measured using the Childhood Trauma Questionnaire (CTQ). Adjusted logistic regression models estimated associations between individual and cumulative childhood traumatic experiences and schizophrenia.ResultsTraumatic experiences were more prevalent among cases than controls. The odds of schizophrenia were 2.44 times higher among those who experienced any trauma than those who reported no traumatic experiences (95% CI 1.77–3.37). The odds of schizophrenia were elevated among those who experienced physical/emotional abuse (OR 1.59, CI 1.28–1.97), neglect (OR 1.39, CI 1.16–1.68), and sexual abuse (OR 1.22, CI 1.03–1.45) compared to those who did not. Cumulative physical/emotional abuse and neglect experiences increased the odds of schizophrenia as a dose–response relationship.ConclusionChildhood trauma is common in this population. Among many other benefits, interventions to prevent childhood trauma may contribute to a decreasing occurrence of schizophrenia.
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Ntozini, Anathi Nomanzana, and Ali Arazeem Abdullahi. "Perceptions of Traditional Male Circumcision among University Male Students at a South African University." Men and Masculinities 21, no. 2 (2016): 189–209. http://dx.doi.org/10.1177/1097184x16652657.
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In the past decade, traditional male circumcision, known as ulwaluko among the Xhosa-speaking people in the Eastern Cape Province, has become a burning issue in South Africa. The discourse has led to the emergence of two opposing camps: the supporters of ulwaluko who rely on “traditional ideology” to justify the cultural relevance of the practice, and the opposing camp who believe that ulwaluko is no longer in tandem with the reality of the twenty-first century. Amid the ongoing debate, this study investigated the perceptions of ulwaluko among South African university students at the University of Fort Hare, South Africa. Open-ended individual interviews were conducted among nine male students at the university. The study relied on “hegemonic masculinity” as the theoretical framework. The study revealed mixed feelings about the ulwaluko ritual among the students interviewed. In spite of the exposure to modernization and Western education, the students interviewed were still emotionally and culturally attached to ulwaluko, especially as a rite of passage. While some doubted the ability of the ritual to change “bad boys” into “good boys,” virtually all the participants believed that morbidity and mortality recorded during and after ulwaluko were not sufficient grounds to abolish it. This finding suggests ulwaluko may have, over the years, consciously or unconsciously, constructed an idealized masculine identity that is morally upright, faced with challenges to the ritual and burdened by a prescriptive set of masculine role expectations.
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Du Preez, Petro, and Shan Simmonds. "Higher Degree Committee Members’ Perceptions of Quality Assurance of Doctoral Education: A South African Perspective." International Journal of Doctoral Studies 11 (2016): 341–65. http://dx.doi.org/10.28945/3586.
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In South Africa four key policy discourses underpin doctoral education: growth, capacity, efficiency, and quality discourses. This article contributes to the discourse on quality by engaging with quality assurance from the perspective of the decision makers and implementers of macro policy (national), meso (institutional), and micro (faculty/departmental) levels. We explore the perceptions that members of higher degree committees in the field of Education have of the quality assurance of doctoral education. Our data are drawn from a national survey questionnaire completed by these respondents at all public South African institutions that offer a doctorate in Education. The insights gained reside within four categories: positionality, policy, programmes, and people (stakeholders). Thereafter, we problematised the main results using academic freedom in a mode 3 knowledge production environment as a lens, which revealed thought provoking directions for future research about doctoral education.
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Machimana, Eugene Gabriel, Liesel Ebersöhn, and Maximus Monaheng Sefotho. "Higher education community engagement as a pathway to developing global citizenship practices in young people: South African perspective." Citizenship Teaching & Learning 15, no. 3 (2020): 371–87. http://dx.doi.org/10.1386/ctl_00040_1.
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The aim of this study is to discuss how South African higher education (HE) is a mechanism to enable global citizenship. This qualitative secondary analysis study draws on retrospective qualitative case study data generated by multiple partners (parents, teachers, young people, HE students, researchers) in a long-term community engagement (CE) study in a remote high school. Thematic analysis of data sources (verbatim transcriptions of participatory reflection and action discussions, and visual data) enabled in-depth multi-partner descriptions on the utility of CE to address social and cognitive injustices given extreme structural disparity and social disadvantage. It was evident that, across CE partner groups, HE involvement was viewed as a mechanism to promote the positive social development of young people. In particular, when young people were included in CE, their social development was supported as they were afforded opportunities to develop capacity as future leaders and in terms of language development in multilingual spaces. We argue that CE can support progress towards social and cognitive justice by offering alternate views and beliefs to young people that promote their global citizenship practices.
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Ndlovu, Sibonokuhle. "Provision of Assistive Technology for Students with Disabilities in South African Higher Education." International Journal of Environmental Research and Public Health 18, no. 8 (2021): 3892. http://dx.doi.org/10.3390/ijerph18083892.
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This paper used the Critical Disability Theory (CDT) to analyse the provision of assistive technology (AT) and assistive devices at an institution of higher education in South African. In this empirical study, data were collected through interviews with students with disabilities and Disability Rights Centre staff members. The paper sought to explore the effectiveness of the provision of AT and assistive devices, in terms of enabling students with disabilities’ learning. The provision was deemed inadequate, and a specific AT and assistive device was inaccessible to one category of disability, consequently limiting learning. The paper concludes that the provision of assistive devices at the institution enabled students with disabilities’ learning, however, there was a need for improvement by way of the Universal Design for Learning (UDL). The UDL will help all diverse students, including students with disabilities in all their categories of disability, to be assisted to learn through the provision of AT and assistive devices. It is hoped that the paper will contribute to contemporary debates on the provision of AT and assistive devices for people with disabilities in low-resource settings, from a South African context specifically, and in higher education broadly.
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Muftahu, Muhammad, and Hazri Jamil. "The Demographic Shifts in West African Countries: Implications for Access to Higher Education in Nigeria." Asia Proceedings of Social Sciences 6, no. 3 (2020): 247–53. http://dx.doi.org/10.31580/apss.v6i3.1391.
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Africa as a continent is so far the fastest growing in the entire world where the projections indicted that the population of the continent would increase by 50% in the next two decades. Presently, the population of the region stands at 1.2 billion and the West African states consist of 15% of the total number while Nigeria accounts for nearly 200 million people with 44% of the people under 15 years old. Consequently, the purpose of this research paper is to see how the demographic change has implications for access to the Nigerian higher education system with a specific focus on university education. In order to understand this phenomenon, this research engaged in secondary data analysis as a technique to obtain information in achieving the study’s objectives. Subsequently, even though the total number of secondary school graduates or output was not accessible for this study, the analysed data from the Joint Admissions and Matriculation Board (JAMB) indicated that 1,687,551 and 1,557,017 students sat for university matriculation examinations in Nigeria for 2016 and 2017 academic sessions respectively, in which 97% of the candidates were seeking admission to universities specifically. Similarly, the data indicated that over 65% of the candidates have met the required points to be admitted into universities. On the other hand, data from the National Universities Commission (NUC) showed that there are a total of 91 public universities in Nigeria including both the federal and state universities with a capacity of less than 500,000, showing that more than 50% of the qualified students will be left unadmitted. Consequently, this study strongly recommends adequate demographic shift consideration while planning the national higher education policies in relation to access to university education and higher educational institutions in general.
Dissertations / Theses on the topic "Xhosa (African people) – Education (Higher)"
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Gambushe, Wanga. "Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017890.
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This study explores the implementation of multilingualism at Rhodes University (RU), by examining the teaching and learning practices of lecturers, demonstrators and students within the Cell Biology module, offered by the Biological Sciences and Botany departments at RU. This examination is in line with RU’s Language Policy (2005/2014), which recognises multilingualism and the development of isiXhosa as an academic/scientific language. The study and the choice for the location of the study within RU was motivated by what seemed to be a pattern of under achievement of LOTE speaking students studying Cell Biology. This pattern necessitated a further inquiry into the language aspect of the teaching and learning of Cell Biology. The goals of this research were to investigate spaces where LOTE students use their home languages and the motivations behind their usage of those languages. Due to the varying proficiencies of LOTE students in their mother tongue, this study sought to investigate the language capabilities of LOTE students in their home languages. The perceptions of the main role players in the Cell Biology module were sought, in order to get an idea of what students, lecturers and demonstrators thought about multilingualism in teaching and learning practices in the Cell Biology module. This study has discovered that there is a disparity in achievement between LOTE and English speaking students, with English students outperforming LOTE students consistently in the period investigated. On the language capabilities of LOTE students in their mother tongue, it was discovered that they have enough linguistic capital for a mother tongue intervention to succeed. There were mixed views about the use of LOTE in HE, but students were mostly in favour of the use of LOTE. A number of recommendations are made as to how multilingualism can be implemented in Cell Biology. In this study I argue that there is a need to use the mother tongue of LOTE students in order to support learning, the mother tongue intervention is supported by scholars such as Paxton (2007, 2009; Madiba 2011, 2012, 2014). The use of the mother tongue to support learning should be a short-term measure while the process of the development of African languages is underway, because languages develop as they are used, and form follows function (Madiba 2008). Ultimately, African languages should be developed and use as academic languages in HE not only in order to fulfil the legislative imperatives such as the Constitution and the Language Policy Higher Education but also to increase access and success among LOTE students.
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Deliwe, Dumisani. "Responses to Western education among the conservative people of Transkei." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1002662.
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This thesis is concerned with the impact of Western education on the social life of the members of a Transkeian village. Various authors in the locally relevant literature, have for a long time commented that, due to Western education and Christianity, African societies became divided into 'school'people, who readily accepted Western education and culture, and 'red' people, who initially resisted these. Whilst the terms 'red' and 'school' became used as analytical constructs for the differing responses to Western culture, they were also used by African people. My findings at Qhude, Transkei, confirmed such a social division. I argue that this social division does not present an absolute distinction, but may best be conceived in terms of a continuum. Whilst the thesis considers interaction between the 'school' and the 'red' people of Qhude in various fields of life such as politics, law, religion (see Chapter Two) and education (see Chapter Six), the main emphasis is on the 'red' people. Thus, the thesis concerns itself, to a large degree, with an analysis of the 'red' people's experience and interpretation of Western education and Western educated people. The main argument is that the 'red' people's perception of Western education and Western educated people is ambiguous. That is, they see them in both positive and negative terms (see Chapter Five). This ambiguity is looked at here as a manifestation of the difficulties encountered by the 'red' people in adjusting to an institution (i.e Western education)that was initially foreign, and to which they were initially opposed. The perception of Western education as positive follows from the fact that it is seen as leading to economic empowerement by the 'red' people of Qhude, who are facing poverty, due to an economic decline (see Chapter Three). However, the economic contribution of the young (who are the ones receiving western education) and the knowledge they gather from school, threaten the authority of elders, as the young become increasingly independent from the elders. As a result of such independence, and other factors, Western education is seen in negative terms by the 'red' people. Such potential dangers of Western education are well recognised by the 'reds' of Qhude, and are dealt with culturally. That is, it is made clear to the young, in particular during occasions such as circumcision rituals, that education has to be made relevant to the building of the homestead, which is under the overlordship of parents whom the young are called upon to respect (see Chapter Six). In conclusion, it is argued that the use of culture in this way, shows how 'tradition' is employed to deal with crisis. Such use of culture necessitates a clarification of the opinion that uneducated Africans rejected Western education (see Chapter Seven).
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Mavela, Xolani Shadrack. "A genre-theoretic analysis of human rights texts in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52642.
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Thesis (MA)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: This thesis employs the theoretical framework of text construction advanced by Grabe and
Kaplan (1996) for the analysis of human rights magazine texts in isiXhosa. The theory
employed in this study includes linguistic elements, which can be included in teaching
methodology for developing the learners' analytic skills in analyzing the discourse
structure of written texts. These kinds of analytic skills are strongly reflected in
Curriculum 2005 for the learning area languages.
The thesis employs a range of textlinguistic strategies for analyzing written genre texts on
human and civil rights issues. It is argued that the incorporation of these strategies by
teachers in the process of language teaching in Curriculum 2005 will enable the learners
to analyse texts successfully and to gain an awareness about how language is used in
texts. For the purpose of analysis in this thesis, texts from the Bona magazine with
contents ranging on human and community or civil rights were collected. The thesis
demonstrates that text analysis involves to a large extent, an investigation of generic
factors such as the communicative purpose, the culture and the community in which the
text is produced.
Following the discussion of the generic features of texts, a broad definition of the term
text is explored, and the textlinguistic construction and certain levels of analysis are
identified. In addition to this, the study demonstrates that analysis of the linguistic
structure of texts needs to incorporate the discussion of the parameters of the
ethnography of writing advanced by Grabe and Kaplan (1996). The ethnography of writing
entails that a detailed analysis of texts should address the following questions: 'Who
writes what to whom, for what purpose, why, when and how?' The study explores the
implications and rationale for incorporating text analysis in language teaching and
learning. Lastly, the relationship between the theoretical underpinnings assumed in this
study, and the learning outcomes of Curriculum 2005 are explored.
This study demonstrates that the theoretical framework of Grabe and Kaplan (1996) which
underlies in the construction of written texts, will not only introduce the language learner
to an inclusive language pedagogy, but can be employed for effective text analysis of
isiXhosagenre texts on human rights in popular magazineslike Bona.<br>AFRIKAANSE OPSOMMING: Hierdie tesis maak gebruik van die teoretiese model van Grabe en Kaplan (1996) vir die
analise van menseregte tydskrifartikels in isiXhosa. Die teorie wat aangewend word in die
studie sluit linguistiese elemente in wat ingesluit kan word in taalonderrigmetodologie vir
die ontwikkeling van leerders se analitiese vaardighede in die analise van diskoersstrukture
van skriftelike tekste. Hierdie soort analitiese vaardighede word sterk gereflekteer in
Kurrikulum 2005 vir die leerarea van tale.
Die tesis wend 'n verskeidenheid tekslinguistiese strategieë aan vir die analise van
geskrewe genre tekste oor menseregte en burgerlike regte vraagstukke. Daar word
betoog in die studie dat die insluiting van hierdie strategieë deur onderwysers in die
proses van taalonderrig in Kurrikulum 2005 leerders in staat sal stelom tekste suksesvol
te ontleed en 'n bewussyn te kry van hoe taal in tekste gebruik word. Vir die doeleindes
van analise is hierdie tesis is tekste gebruik uit die BONA tydskrif met 'n inhoud oor
menseregte en gemeenskaps- en burgerlike regte. Die tesis demonstreer dat teksanalise
in 'n groot mate 'n ondersoek behels van generiese faktore soos kommunikatiewe
doelstelling, die kultuur en die gemeenskap waarin die teks geproduseer word.
Na 'n bespreking van die generiese faktore van tekste word 'n breë definisie van die term
"teks" ondersoek, en die tekslinguistiese konstruksie en bepaalde vlakke van analise word
geïdentifiseer. Hierbenewens demonstreer die studie dat die linguistiese analise van
tekste die bespreking moet insluit van die parameters van die etnografie van geskrewe
tekste soos voorgestaan deur Grabe en Kaplan (1996). Die etnografie van geskrewe
tekste behels dat die analise van tekste die volgende vrae ondersoek: Wie skryf wat vir
wie vir watter doel, waarom, wanneer en hoe? Die studie ondersoek die implikasies en
motivering vir die insluiting van teksanalise in taalonderrig. Laastens word die verhouding
tussen die teoretiese grondslae, wat aanvaar word in hierdie studie, en die leeruitkomste
van Kurrikulum 2005 ondersoek.
Die studie toon aan dat die teoretiese raamwerk van Grabe en Kaplan (1996), wat
onderliggend is aan die konstruksie van geskrewe tekste, kan aanvaar word om leerders in
te lei in 'n meer inklusiewe taalonderrig en kan aangewend word vir effektiewe teksanalise
van isiXhosa genre tekste gebaseer op die menseregte in populêre tydskrifte soos Bona.
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Andrews, Karen Anne Hope. "Normative indications for Xhosa-speaking unskilled workers on the trail making test and the stroop test." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002435.
Full textAbstract:
The aim of the study was to produce preliminary normative indications for the Trail Making Test and the Stroop Test, administered in English, on a non-clinical sample of black, Xhosa-speaking, unskilled individuals (N = 33), with an educational level of 11 – 12 years, in two age categories (18 –29 and 30 – 40 years). The sample was equally distributed for gender and level of education. Participants, who were required to have a basic proficiency in English, were from traditionally black township schools with relatively disadvantaged quality of education. Within-sample age and gender effects were investigated. There were no significant age effects on the Trail Making Test, whereas there was one significant difference between age groups on the Stroop Test with respect to the Color-Word task, and a result that strongly approached significance on the Word task, with the younger group performing better than the older group. There were no significant gender effects on the Trail Making Test, whereas there was one significant difference between genders on the Stroop Test with respect to the Word task, and a result that approached significance on the Color task, with females performing better than males. Normative indications for both measures were compared to available normative data on western populations with higher levels and more advantaged quality of education. This comparison revealed consistently poorer performances for both the Trail Making Test and the Stroop Test, confirming the need for localised normative datasets to facilitate accurate neuropsychological diagnoses on culturally disadvantaged individuals.
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Wong, Andrea Jane. "Normative indicators for a black, Xhosa speaking population without tertiary education on four tests used to access malingering." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002597.
Full textAbstract:
Malingering has become an increasing concern in neuropsychological assessment in recent years, and a wide range of tests have been designed and examined for the purpose of detecting malingering. Cut-off scores have been recommended for these tests in order to provide indications of malingering performances. However, the derived scores have been in respect of westernised populations of people with relatively high levels of education who speak English as their first language. Accordingly, the current study aimed to attain normative data and cut-off scores for four commonly employed neuropsychological tools, administered in English, on a population of black, South African, Xhosa-speaking people (N = 33), who attended a former DET-type school in the Eastern Cape, with a Grade 11-12 level of education, in the age range of 18 - 40 years. The targeted measures included the TOMM, the Rey-15 Item Memory Test, the Digit Span subtest of the WAIS-III, and the Trail Making Test. The obtained scores were poorer than the previously published cut-offs for at least one component of each of the tests investigated, except the TOMM. The fmdings of this study highlight the important role that the factors of culture, quality of education, and language play in neuropsychological test performance.
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De, Kock Heinrich Karl Theodor. "Preliminary normative indications for Xhosa speaking unskilled workers on the Rey-Osterrieth complex figure test." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006476.
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The aim of this study was to establish preliminary normative indications for Rey-Osterrieth Complex Figure test administered in English on a non-clinical population of Xhosa, unskilled workers (N = 33). The population has a history of relatively poor quality education and has received no tertiary education. The sample was stratified into two age grouping (18 – 29 and 30 – 40 years). Both sex and level of education were equally distributed within these age groupings. Within-sample statistical comparisons indicated no significant sex effect was present for any of the trials (Copy, IR or DR). Similarly, no significant age effect was present in the Copy trial. Significant age effects were observed for both recall trials (IR and DR). The local sample’s mean performance was descriptively and statistically compared to demographically equivalent nonlocal normative studies. Excluding an illiterate Columbian sample’s performance, the local sample performed significantly lower than all other available normative populations. Lastly, the local sample performed significantly lower than scores derived from a meta-analysis of normative indications in respect of educationally advantaged westernized groups for all three trials (p = .000 in all instances). These results assert the indispensable need for, and use of, culturally appropriate normative datasets in contemporary South African psychological assessments. Equally, these findings serve to highlight the significant influence of quality of education on cognitive test performance, being a critical socio-cultural variable that needs to be taken into consideration for norming purposes.
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Smit, Ineke. "Rekenaargesteunde musiekonderrig op hoërskool- en voorgraadse vlak met besondere verwysing na die gebruik van 'n multimediadatabasis van Xhosa musiekterme." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53571.
Full textAbstract:
Thesis (MMus) -- University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: In the modern Western world, secondary and tertiary learners generally have ready
access to the use of computers, multimedia and the Internet. As a means to
strengthen traditional education, computer-based methods and materials are
increasingly being used in the education system and are also strongly recommended
by many educational experts. The use of such electronic educational means has
however resulted in various changes to the education system. Music educators, too,
are subject to these changes.
The aim of this study is to determine the extent to which computer-based education
can contribute to the strengthening of traditional music education of the Western
world. To this end, it is necessary to ascertain, in practice, the value of using
computer-based material for the purpose of music education.
A multimedia database of Xhosa music terminology was created in the Music
Department of Stellenbosch University, with high school learners and undergraduate
students as target group. In this thesis, the value of this database, as an example of
computer-based material for music education, is assessed. It is intended to extend
the database at a later stage through the addition of music terminology from other
indigenous music cultures. In its current form, the database thus forms part of a
larger whole and is not viewed as a completed enterprise.
On the basis of the literature that was studied for the investigation, it is determined
whether the multimedia database for Xhosa music terminology measures up to the
criteria for effective computer-based programmes. Suggestions are also made for
improving the database to ensure a more useful and user-friendly product.<br>AFRIKAANSE OPSOMMING: In die moderne Westerse wêreld het sekondêre en tersiêre leerders tans redelik
algemeen toegang tot die gebruik van rekenaars, multimedia en die Internet.
Rekenaargesteunde metodes en materiaal word toenemend ter versterking van die
tradisionele onderwysstelsel aangewend, en ook deur talle opvoedkundiges
aanbeveel. Die gebruik van dergelike elektroniese onderrigmiddele het egter verskeie
veranderings in die onderwysstelsel teweeggebring. Ook musiekopvoeders word
deur hierdie veranderings geraak.
Die doelstelling van hierdie navorsing is om te bepaal tot watter mate
rekenaargesteunde musiekonderrig 'n bydrae kan lewer tot die versterking van
tradisionele Westerse musiekonderrig. Om hierdie doelstelling te bereik, is dit
noodsaaklik om in die praktyk te bepaal watter waarde rekenaargesteunde
onderrigmateriaal het vir die doeleindes van musiekonderrig.
'n Multimediadatabasis van Xhosa musiekterme is in die departement Musiek aan die
Universiteit Stellenbosch geskep, met hoërskoolleerders en voorgraadse studente as
teikengroep. In hierdie tesis word die waarde van hierdie databasis, as 'n voorbeeld
van rekenaargesteunde onderrigmateriaal vir musiekonderrig, geëvalueer. Daar word
beoog om die databasis op 'n later stadium verder uit te brei deur ook musiekterme
uit ander inheemse musiekkulture by te voeg. Die databasis in sy huidige vorm maak
dus deel uit van 'n groter geheel en word nie as 'n afgehandelde databasis beskou
nie.
Op grond van literatuur wat vir die doel van die ondersoek bestudeer is, word bepaal
of die multimediadatabasis van Xhosa musiekterme voldoen aan die kriteria vir
doeltreffende rekenaargesteunde onderrigprogramme. Daar word ook voorstelle
gemaak oor hoe die databasis verbeter sou kon word om 'n meer bruikbare,
gebruikersvriendelike produk te verseker.
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Collins-Warfield, Amy E. ""Ubuntu"-- philosophy and practice an examination of Xhosa teachers' psychological sense of community in Langa, South Africa /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1225405676.
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Mbusi, Nokwanda Princess. "An investigation into the use of traditional Xhosa dance to teach mathematics: a case study in a Grade 7 class." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003499.
Full textAbstract:
This study seeks to explore mathematical concepts embedded in traditional Xhosa dance and how these concepts can be incorporated into a learning programme for the teaching and learning of mathematics. The study seeks to gain insight into whether learners could benefit from the implementation of such a learning programme. Learners from a Grade 7 class in a rural school performed traditional Xhosa dances and their performances were captured through video recording. The video recordings were then observed and analysed to determine the mathematical concepts embedded in the dances. These concepts were then linked to those found in the Grade 7 mathematics curriculum. A learning programme integrating mathematical concepts from the dance activities with mathematical concepts from the Grade 7 curriculum was then designed. The learning programme contained mathematical problem solving activities that required learners to re-enact the dance performances in order to find the required solutions. The learning programme was then implemented with the learners over a period of three weeks. During the implementation, learners’ behaviour towards the learning experience was observed, their engagement with the problem solving activities as well as their strategies for solving the problems, were carefully observed. Also, their interactions with each other were noted. After the implementation of the learning programme, focus group interviews were held with learners to determine their opinions, attitudes and feelings about their experience of learning mathematics through traditional Xhosa dance. Key findings indicated that traditional Xhosa dance can be used as a medium for learning many concepts in the mathematics curriculum; the use of the dance gave learners an opportunity to learn mathematics from a familiar context and to participate actively and collaboratively in their learning. Also, it emerged that the use of dance to teach mathematics had potential to help improve learners’ attitudes towards mathematics. Conclusions were reached that the dance had potential for use as a means for the meaningful learning of mathematics. However, limitations and challenges with the study were identified, such as its limited replicability in other mathematics classrooms.
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Jolly, Rachel. "Co-engaged learning : Xhosa women's narratives on traditional foods." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003331.
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This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and field observations as methods of data collection. Data were member-checked and reviewed in a rural context before the emerging evidence was analyzed using Bassey's (1999) analytical statements. Contextual factors influencing the study are high poverty, unemployment and HIV/AIDS prevalence where nutrition levels have been found to be low. The women making up the study have spent the majority of their lives in the peri-urban area of Grahamstown and in some cases, are more than one generation removed from rural living and its associated knowledge. The accompanying shift to modernization was found to influence the interplay between their narratives and practice. Indigenous Knowledge is often characterized by being situated in practice with the knowledge-holders often not 'knowing that they know.' This study concludes that it is not possible to assume that knowledge can always be consciously expressed, especially when that knowledge is embedded in practice. Related to this, co-engagement and diversity among the group gave rise to greater disequilibrium as well as making the knowledge more explicit and hence, available for reflection. The study suggests that through the process of co-engagement and deliberation around indigenous ways of knowing, agency and cultural identity appears to be enabled and strengthened.
Books on the topic "Xhosa (African people) – Education (Higher)"
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Du Bois, W. E. B. The education of Black people: Ten critiques 1906-1960. Monthly Review Press, 2001.
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Lubbe, A. J. 'n Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste, die benutting van mediese dienste deur stedelike en nie-stedelike Xhosas. Raad vir Geesteswetenskaplike Navorsing, 1986.
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3
Verharen, Charles C., and Bekele Gutema. African philosophy in Ethiopia: Ethiopian philosophical studies II. The Council for Research in Values and Philosophy, 2012.
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Lubbe, A. J. 'n Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste, die benutting van massamedia deur stedelike en nie-stedelike Xhosas. Raad vir Geesteswetenskaplike Navorsing, 1986.
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5
Lubbe, A. J. ʼn Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste: Stedelike en nie-stedelike Tswanas se kennis van verskillende siektes. Raad vir Geesteswetenskaplike Navorsing, 1986.
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Lubbe, A. J. ʼn Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste: Stedelike en nie-stedelike Tswanas se kennis van enkele gesondheidsaangeleenthede. Raad vir Geesteswetenskaplike Navorsing, 1986.
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Lubbe, A. J. ʼn Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste: Die benutting van mediese dienste deur stedelike en nie-stedelike Tswanas. Raad vir Geesteswetenskaplike Navorsing, 1986.
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8
Lubbe, A. J. 'n Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste: Stedelike en nie-stedelike Xhosas se kennis van verskillende siektes. Raad vir Geesteswetenskaplike Navorsing, 1986.
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9
Lubbe, A. J. 'n Kommunikasie-analise met betrekking tot gesondheidvoorligtingsdienste. Raad vir Geesteswetenskaplike Navorsing, 1986.
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10
United States. Congress. House. Select Committee on Aging. Education, training, and research for minorities in gerontology: Hearing before the Select Committee on Aging, House of Representatives, One Hundred First Congress, second session, February 10, 1990, New Orleans, LA. U.S. G.P.O., 1990.
Find full textBook chapters on the topic "Xhosa (African people) – Education (Higher)"
1
Maringe, Felix, and Otilia Chiramba. "International and Southern African Perspectives on Choice and Decision-Making of Young People in Higher Education." In Higher Education Marketing in Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39379-3_5.
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Baloyi, Gezani Phineas. "eLearning and Distance Education in Higher Education Accessibility." In African Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3019-1.ch028.
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The Ministry of Education in South Africa has identified distance education as a system that should extend educational opportunities and provide access to individuals who do not have the opportunity to study fulltime. The White Paper 3 - the National Plan for higher education (DoE, 2001a) advocates an increase in the general participation rate in public higher education in South Africa, with the aim of facilitating lifelong learning, developing the skills base of the country and redressing historical inequities in the provision of education. Badat (2005) adds that through distance education access is presented to people who would not have the opportunity to study fulltime because of work commitments, personal and social circumstances, geographical distance or poor quality or inadequate prior learning experiences. Distance education offer flexible learning to students. The flexibility of learning at a distance using new technologies gives students an opportunity to study while working. The technology can make an impact in supporting teaching and learning.
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Ntombela, Sithabile, and Itumeleng I. Setlhodi. "Transformation and Social Justice in South African Higher Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch013.
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There are inequalities at all levels of the South African education system, and these are more visible in higher education, which, until recently, was inaccessible to most people. Levelling the turf and bringing about true transformation in higher education institutions requires redress of past inequalities and catering for all students who seek admission. To increase participation levels by students from varied backgrounds and achieve justice, it is essential for higher education institutions, particularly those offering open distance e-learning, to devise plans towards tackling challenges confronting students and possible ways to overcome them. This chapter discusses the purpose of higher education in offering support to students in the context of massification. It also explores the manner in which higher education institutions model transformation, how they bring about equity and redress to overcome challenges and to pursue justice. Lastly, it concludes with possible considerations for these institutions to tackle inequalities and attain social justice for their students.
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Ntombela, Sithabile, and Itumeleng I. Setlhodi. "Transformation and Social Justice in South African Higher Education." In Research Anthology on Instilling Social Justice in the Classroom. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch071.
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There are inequalities at all levels of the South African education system, and these are more visible in higher education, which, until recently, was inaccessible to most people. Levelling the turf and bringing about true transformation in higher education institutions requires redress of past inequalities and catering for all students who seek admission. To increase participation levels by students from varied backgrounds and achieve justice, it is essential for higher education institutions, particularly those offering open distance e-learning, to devise plans towards tackling challenges confronting students and possible ways to overcome them. This chapter discusses the purpose of higher education in offering support to students in the context of massification. It also explores the manner in which higher education institutions model transformation, how they bring about equity and redress to overcome challenges and to pursue justice. Lastly, it concludes with possible considerations for these institutions to tackle inequalities and attain social justice for their students.
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Parish, Lauren. "People, Get Ready." In African American Suburbanization and the Consequential Loss of Identity. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch010.
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Education proves to be a positive and an impactful benefit to those who choose to pursue it. Education is associated with professional stability, economic growth, and social capital. More than ever, there is a strong emphasis on educational achievement and the acquirement of a postsecondary credential. However, achievement gaps persist in the African-American student population. These students need to be adequately prepared to successfully complete a rigorous collegiate program. There are magnitudes of programs designed to assist underrepresented student populations prepare for their college careers. More than ever, considerations regarding postsecondary educational opportunities need to be thoroughly explored. The pursuit of higher education can be daunting, especially for first generational college students. It is imperative that students and families become cognizant of preparatory possibilities that are designed to empower and educate them about the myriad college and career choices.
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Mwendia, Simon Nyaga, Peter Waiganjo Wagacha, and Robert Oboko. "Culture Aware M-Learning Classification Framework for African Countries." In Cross-Cultural Online Learning in Higher Education and Corporate Training. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5023-7.ch005.
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African countries are currently experiencing proliferation of mobile phone subscriptions but no prevalence of personal computers or electricity (Parker, 2011). It is estimated that, by the end of 2015 in Sub-Saharan Africa, the percentage of people with mobile network access will surpass that of access to electricity in homes (Rao, 2011). This phenomenon is also experienced in learning institutions, particularly universities, where almost every student owns a mobile phone (Kashorda & Waema, 2009). Although there is a great potential for Mobile Learning (M-Learning) in education, the formal integration of M-Learning in the education systems is in its infancy since there is limited number of M-Learning projects in the region. This is in contrast with the rapid increase and integration of mobile phones in the daily lives of the population in the region (Isaacs, 2012). According to Olaniran (2009), online learning needs to be culturally aware and investigate the dimensions of cultural variability as well as its influence on learning within global education. In an attempt to address this need, this chapter focuses on the African region in describing dimensions of cultural variability and proposes four categories for M-Learning projects as well as their influences on dimensions of cultural variability.
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Jones, Shannon D. "The Academic Trinity." In Advances in Higher Education and Professional Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3519-6.ch008.
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This chapter highlights emotional labor from the perspective of a leader with the intersectionalities of being African American, female, and serving in a leadership role at a predominantly white university. Also shared are lessons learned from managing emotion in the workplace including being true to one's self, understanding your purpose, adopting a “put me in coach” attitude, learning to talk to people, finding an affinity group, minding your manners and words on social media, and being inclusive. The chapter concludes with a discussion on the role of inclusion in mitigating emotional labor in the workplace.
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Shange, Xolani Mathews. "The Ambit of Ethics in the South African Academic Institutions." In Ethical Research Approaches to Indigenous Knowledge Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1249-4.ch002.
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The chapter examines possible use of instruments and processes such as ethical clearance in the institutions of higher learning as subtle means of perpetuating inequality and racial prejudice towards the indigenous people of South Africa who had recently emerged from the scourge of apartheid with a hope of democracy ultimately providing not only freedom of association and speech, but also intellectual freedom. Freedom to produce African-based knowledge by Black African intellectuals pursuing their postgraduate studies and academics whose careers are at formative stages. However, their vision of becoming producers of African Indigenous knowledge is thwarted by subtle and invisible activities that are aimed at perpetuate coloniality in the higher institutions of learning. Sadly, ethical clearance process has possibly been utilized to derail research outputs that some of the old guard from historically white universities are uncomfortable to witness, thus continuing to maintain the colonial status quo.
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Harris, Tina M., Anna M. Dudney Deeb, and Alysen Wade. "Dear White People." In Racialized Media. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479811076.003.0016.
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The film Dear White People takes place at the fictional primarily white institution Winchester University. The cast of Caucasian American, African American, and biracial students reflect the increasing racial tensions plaguing colleges and universities throughout the United States. Incidents such as the racist chants of Ohio University’s Sigma Alpha Epsilon fraternity members and the assault of Martese Johnson at the University of Virginia are blatant exemplars of the pervasive nature of institutionalized racism that is present in higher education yet remains rarely discussed. This chapter involves a critique of student reaction papers to the film and its efforts to promote awareness and understanding of race in the context of higher education. Colleges and universities are environments where students are encouraged to deliberate more critically about abstract thoughts and ideas, which oftentimes is assumed to result in a more liberal and open-minded way of thinking. Unfortunately, the myth that increased education naturally translates into acceptance of racial, ethnic, and cultural difference is a fallacy for many people.
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Gitonga, Rhoda K., and Catherine G. Murungi. "Web 2.0 Technology Use by Students in Higher Education." In Advancing Higher Education with Mobile Learning Technologies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6284-1.ch015.
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Web 2.0 technologies are technologies on the Internet such as blogs, wikis, and online forums that allow people to create, share, collaborate, and communicate their ideas. Blogs are known to enhance team cooperation and foster a learning community within the class. Wikis have been used to promote group work. Online discussion forums assist with problem-based learning. Facebook/Twitter have the potential to support social learning through community networking services such as wall pasting, chatting, content-sharing, and tagging. Despite the enormous potential and apparent cost effectiveness of new learning media for facilitating social-networked learning, problem-based learning, and promoting group work, its application by institutions of higher learning in developing African countries is low. The purpose of the study was to investigate the use of Web 2.0 technologies in teaching and learning in Kenyan universities. The researchers used surveys to collect data for this study. The findings reveal that the use of Web 2.0 technologies by students in Kenyan universities was quite low. Finally, other implications need to be explored in the context of the study, including the learners and the Web 2.0 technology resources available.
Conference papers on the topic "Xhosa (African people) – Education (Higher)"
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Miyambu, Gezani Richman, and Solly Matshonisa Seeletse. "ENHANCING HEALTH, SAFETY AND SECURITY OF PEOPLE AND ASSETS IN A SOUTH AFRICAN HEALTH SCIENCES HIGHER INSTITUTION OF LEARNING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2423.
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Luwes, Nicolaas, Lawrence Meda, and James Swart. "Academic and Student Perceptions on the Intergation of HIV and AIDS education in an Electrical Engineering Curriculum at a South African University of Technology." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2618.
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South Africa has the largest number of people living with HIV and AIDS in the world. A concerted effort is needed to address this epidemic, lest a socio-economic crisis may cripple the country. Education may be the most powerful weapon in this regard, with universities playing a critical role in addressing this concern. In 2015, a funding program was initiated by Universities South Africa to facilitate this integration. Subsequently, the Department of Electrical, Electronic and Computer Engineering at a South African University of Technology set out to re-design their curricula to include vital aspects relating to HIV and AIDS. A responsive driven curriculum design was adopted whereby the perceptions and expectations of facilitators and students in this department towards HIV and AIDS education were sought. An online open-ended questionnaire was used to gather both qualitative and quantitative results. This paper presents the initial findings of this study. A key recommendation of this study is to develop a digital online module addressing advanced HIV and AIDS education with special focu on its application in the workplace.
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"South Africa’s Quest for Smart Cities: Privacy Concerns of Digital Natives of Cape Town, South Africa." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4071.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The objective of this study is to investigate the impact of awareness, perceived benefits, types of data collected and perceived control on the privacy concerns of digital natives living in what is considered the smart city of Cape Town, South Africa. Background: Smart city projects have been known to bring benefits such as sustainable economic development to cities. However one may wonder what and how certain factors influence the privacy concerns that come along with the implementation of smart cities particularly in the African context. In a time when information can be easily transferred, accessed and even shared, it is no surprise that people may have inclinations to be very protective of their personal information. Methodology: The study is quantitative in nature. Data has been collected using an online survey and analysed statistically. Contribution: This study contributes to scientific literature by detailing the impact of specific factors on the privacy concerns of citizens living in an African city Findings: The findings reveal that the more impersonal data is collected by the Smart City of Cape Town, the lower the privacy concerns of the digital natives. The findings also show that higher the need of the digital natives to be aware of the security measure put in place by the city, the higher their privacy concerns Recommendations for Practitioners: Practitioners (i.e. policy makers) should ensure that it is a legal requirement to have security measures in place to protect the privacy of the citizens while col-lecting data within the smart city of Cape Town. These regulations should be made public to appease any apprehensions from its citizens towards smart city implementations. Less personal data should also be collected on the citizens. Recommendation for Researchers: Researchers should further investigate issues related to privacy concerns in the context of African developing countries as they have unique cultural and philosophical perspectives that might influence how people perceive privacy. Impact on Society: Cities are becoming “smarter” and in developing world context like Africa, privacy issues might not have as a strong influence as is the case in the developing world. Future Research: Further qualitative studies should be conducted to better understand issues related to perceived benefits, perceived control, awareness of how data is collected and level of privacy concerns of digital natives in developing countries.
Reports on the topic "Xhosa (African people) – Education (Higher)"
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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.
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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&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&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&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&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.