Letteratura scientifica selezionata sul tema "Education, Higher – Standards – South Africa"
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Articoli di riviste sul tema "Education, Higher – Standards – South Africa"
1
Cloete, Nico, e Johan Muller. "South African higher education reform: what comes after post-colonialism?" European Review 6, n. 4 (ottobre 1998): 525–42. http://dx.doi.org/10.1017/s1062798700003653.
Testo completoAbstract (sommario):
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.
2
Coquery-Vidrovitch, Catherine. "Access to Higher Education in French Africa South of the Sahara". Social Sciences 10, n. 5 (17 maggio 2021): 173. http://dx.doi.org/10.3390/socsci10050173.
Testo completoAbstract (sommario):
This article examines the evolution of the educational situation in French West Africa (FWA) and French Equatorial Africa (FEA) from the onset of colonization until independence. Our central theme is the tragic deprivation endured by the public school system, especially in FEA, which handed over primary education to Catholic missions and slowed down secondary education; in FWA, only one university was belatedly created in Senegal (1958). The education of girls remained non-existent. The article is based upon a large number of mostly unpublished doctoral works, a handful of published studies, and half a century of personal inquiries, conducted mainly in Gabon, Congo and Senegal. This paper establishes a connection between the lack of political skills based upon Western standards of the colonized peoples on the eve of independence to the training of their civil servants which was drastically limited to secondary school education and the major hurdles involved in obtaining French nationality except for the residents of the Four Communes of Senegal. At the time of independence, only a few thousand colonized people had reached the level of university that was being established in the early 1950s; even fewer received scholarships to study in France. This shortage of trained personnel in administration and education required massive recourse to French “coopérants”, whose presence would only gradually diminish from the 1970s.
3
van Jaarsveldt, Lisa C., Michiel S. de Vries e Hendri J. Kroukamp. "South African students call to decolonize science: Implications for international standards, curriculum development and Public Administration education". Teaching Public Administration 37, n. 1 (7 agosto 2018): 12–30. http://dx.doi.org/10.1177/0144739418790779.
Testo completoAbstract (sommario):
The decolonialisation of the higher education curriculum and free higher education were two of the burning issues during student protests that erupted across universities in South Africa at the end of 2015. Although the president announced free higher education in December 2017, the country can scarcely afford it, with many universities already feeling financial constraints. The call for decolonialisation of the curriculum by students (which was viewed negatively by the public) refers specifically to books, theories and learning content that still predominantly reflect the thoughts of Western colonial powers. Students required a bigger focus on indigenous (African) knowledge to be incorporated into the South African curriculum. This, however, is the opposite of current international trends, where curricula are developed to meet international or even global standards that are set by international accreditation agencies in Public Administration, such as the National Association of Schools of Public Affairs and Administration and the International Commission on Accreditation of Public Administration Education and Training Programs. Therefore, this article investigates not only the direction the discipline of Public Administration is taking with regard to international standards and the curricula, but also to specifics of governance in developing countries. Are there reasonable arguments to support the demand for changes to the content of this discipline and is there a need to adjust curricula to concede to the wishes of the protesting students for the decolonising of science? This article found that international scholarly requirements, specific national conditions for governance and the demands uttered by students in the development of curricula at South African universities are at odds, particularly in the study of Public Administration.
4
Mwanawina, Ilyayambwa. "Regional Integration and Pacta Sunt Servanda: Reflections on South African Trans-Border Higher Education Policies". Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 19 (12 dicembre 2016): 1. http://dx.doi.org/10.17159/1727-3781/2016/v19i0a1662.
Testo completoAbstract (sommario):
The underpinning essence of being part of a regional organisation such as the Southern African Development Community (SADC) is to achieve development through integration. Regional integration thus becomes the bedrock from which the treaties governing SADC and its member states are to be interpreted. The SADC Treaty and its various protocols articulate that members should eliminate obstacles to the free movement of people, goods and services. This should include the progressive reduction of immigration formalities in order to facilitate the freer movement of students and staff for the specific purposes of study, teaching, research and any other pursuits relating to education and training. Relying on international law principles such as pacta sunt servanda, this article establishes that though South Africa has made much progress in meeting most of the SADC obligations relating to migration and education, there are still grey policy areas that fall short of SADC standards and regional commitments. It also appraises the role of the SADC Council of Ministers, the Parliamentary Forum, the Tribunal and the National Committees in addressing these areas.
5
Bhana, Anrusha, e Sachin Suknunan. "The impact of ethical leadership on employee engagement within a South African public higher education institution". Problems and Perspectives in Management 17, n. 4 (25 dicembre 2019): 314–24. http://dx.doi.org/10.21511/ppm.17(4).2019.26.
Testo completoAbstract (sommario):
Ethical leadership has become a fundamental building block amongst the corporate organizations globally. However, minimal research evidence was found from a higher education institution (HEI) perspective, including the evidence from a South African higher education setting. Due to the lack of research linking the ethical leadership`s style and employee`s engagement (EE) at higher education institutions, it becomes important to find out if ethical leadership can positively promote the EE, which, in turn, can promote various other benefits at the institutions. Therefore, this study aims to examine this from the perspective of ethical leadership style and its impact on the EE. This study focused on a large HEI (Higher Education institution) based in KwaZulu-Natal (South Africa). Quantitative data collection employed the probability sampling targeting 420 employees. Questionnaires were used as data collection tools and obtained a response rate of 312 (74%). The results show that the average mean value for EE (M = 2.87) was weak in comparison to the measurement standard of 3.00, which implied a lack of EE between leadership and employees. In addition, the results indicate that ethical leadership can positively influence the EE (M = 4.27), thus, indicating the need for more ethical leadership at this institution. Furthermore, the current lack of employee`s engagement by leaders that do not exhibit the ethical leadership style can result in employees` disengagement at the institution.
6
Mooya, Manya Mainza. "The education and professional practice of valuers in South Africa: a critical review". Property Management 33, n. 3 (15 giugno 2015): 245–74. http://dx.doi.org/10.1108/pm-04-2014-0021.
Testo completoAbstract (sommario):
Purpose – Uniquely among the built-environment professions in the country, professional valuers in South Africa until recently did not require to have a university degree. The vast majority of professional valuers therefore, especially at senior levels, hold the national diploma as the highest academic qualification. There is evidence to suggest that many regard this state of affairs as unsatisfactory. Given the foregoing, the purpose of this paper is to answer two interrelated questions, first, whether South African trained and educated valuers were “competent” and met industry standards, and, second, whether the South African valuation curriculum met international norms. Design/methodology/approach – Empirical data for the study were obtained by way of a survey of valuers registered on the South African Council of the Property Valuers Profession (SACPVP) database and a case study of the University of Cape Town’s valuation curriculum. The survey involved the mailing of an online questionnaire, using the “Survey Monkey platform”, to 2,062 individuals, representing the total population of valuers registered with the SACPVP, across all registration categories. A total of 324 individuals, or 15.7 per cent of the target population, responded to the survey. Findings – Results from the study on the first question showed that it was professional status and length of experience, rather than academic qualifications, which correlated with competence. In addition, the results suggest that there are grounds for concern regarding proficiency in at least some of the valuation methods across the board. Further, the study revealed significant levels of dissatisfaction amongst employers with the general competence of valuers under their supervision. On the second question, the study concludes that the South African valuation curriculum did not meet international norms in terms of certain criteria. Practical implications – The paper recommends a review of the South African valuation curriculum; to allow for a differentiation between the different academic levels, to facilitate a more conceptual approach at the higher levels, and to close the identified gaps in knowledge and skill-sets arising from both a deficient curriculum and a changing industry landscape. Originality/value – At a time when attempts are being made to improve standards in the South African valuation profession, the study makes a critical contribution, by identifying areas where the national curriculum is deficient, both in terms of industry requirements and relative to international norms.
7
Krause, M. W., M. J. Viljoen e M. J. Bezuidenhout. "An introductory article on the concept of programme development in physiotherapy training". South African Journal of Physiotherapy 55, n. 4 (30 novembre 1999): 20–23. http://dx.doi.org/10.4102/sajp.v55i4.577.
Testo completoAbstract (sommario):
The move to an outcomes-based education and training system in South Africa presents higher education and training institutions with a challenge to review their curricula and to adapt to changes brought about by the new education and health care dispensations. Key aspects of the move to outcomes-based education and training as contained in the South African Qualifications Authority (SAQA) Act, information regarding the National Qualifications Framework (NQF) and other matters informing curriculum review are addressed. The Department of Physiotherapy of the University of the Orange Free State has just completed the first phase of restructuring its education and training programme in order to submit the qualification for registration on the NQF. The rationale behind the shift to an outcomes-based, student-centred curriculum and the key features of the programme are briefly discussed, as this is the first step towards the registration of unit standards/qualifications, a process which all education and training institutions will have to embark upon soon.
8
Chux Gervase Iwu. "Socioeconomic Implications of Examination Fraud and Assessment Irregularities in South Africa’s Higher Education Sector: A Futuristic View". Journal of Social and Development Sciences 10, n. 3(S) (10 gennaio 2020): 39–46. http://dx.doi.org/10.22610/jsds.v10i3(s).2984.
Testo completoAbstract (sommario):
This paper, based on scholarly as well as documentary evidence, intends to highlight thesocioeconomic implications of fraud and assessment irregularities in South Africa’s higher education. Highereducation institutions serve nation building purposes and as such it is expected that what they produceshould be of high standard in order to further this purpose. Lately, owing to the rise in assessmentmalpractices across South African institutions of higher learning, calls have been made by business andsociety for ways to deal with this. This paper asks a few questions related to what constitutes fraud andassessment irregularities and the sources of these. The paper also points out what these portend for highereducation in South Africa while at the same suggesting some recommendations. This paper contributes to theliterature on the growing concerns of educators and researchers regarding high levels of examinationmalpractice and assessment irregularities within higher education sector globally, but in particular SouthAfrica.
9
Zewdie, Samuel Abera, e Vissého Adjiwanou. "Multilevel analysis of infant mortality and its risk factors in South Africa". International Journal of Population Studies 3, n. 2 (31 dicembre 2017): 43. http://dx.doi.org/10.18063/ijps.v3i2.330.
Testo completoAbstract (sommario):
The study analyzed infant mortality and its risk factors in South Africa. It aimed to examine infant mortality in the country by taking into account the hierarchical nature of the problem and investigate the with-in country variation in modeling. In addition to the usual individual level risk factors of infant mortality, living standard, mother’s education, and income inequality were defined at municipal level, while HIV prevalence was fixed at province level. A multilevel logistic regression model was then fitted with Bayesian MCMC parameter estimation procedure using the 2011 South African census data. Most of the demographic and socioeconomic variables identified at individual level were found significant. More remarkably, the result indicated that communities with better living standard and women's education were associated with lower infant mortality rates, while higher income inequality and HIV prevalence in the communities were associated higher levels of infant mortality. The changes in infants’ odds of death were estimated to be 26%, -21%, 13% and 8% respectively for HIV, women’s education, income inequality and level of the living standard. In addition, unobservable municipal and province level random effects significantly affected the level of infant mortality rates.
10
O., Omoruyi, e Chinomona E. "Modeling the Factors that Influence Employee Attitude and Service Delivery Behavior among Higher Education Professionals". Journal of Economics and Behavioral Studies 8, n. 5(J) (30 ottobre 2016): 146–58. http://dx.doi.org/10.22610/jebs.v8i5(j).1439.
Testo completoAbstract (sommario):
Good and well calculated service delivery is very essential for the smooth running of institutions and for life long learning of students. Looking at factors that lead to employee attitude and service delivery bevaviour helps the higher education professionals to build a strong positive relationships with peers, students, staff and university leaders. This paper will look at remuneration, professional development and Information Communication Technology (ICT) efficiency as factors that contribute to positive employee attitude and good service delivery behaviour. Efforts by higher education institutions to improve the quality and standards of education professionals have progressed through the use of various forms of student feedback and methods of evaluation in an attempt to understand what matters to students’ and educational professionals regarding their educational experience. Structured questionnaires were distributed to university professionals, which include all university staff like Deans of faculties, Heads of departments and lecturers at one University of Technology (UoT). A quantitative method using Smart PLS was employed to test the relationships among the four hypotheses. The positive relationship between the four proposed hypotheses validatesthat remuneration; professional Development and ICT efficiencyare instrumental strategy to stimulating employee attitude and service delivery behavior of employees.Practically, the study build on a new direction towards research based on consumer behaviour by opening up a discussion on the importance of marketing practices in the development and improvement of service delivery behaviours in one UoTs in South Africa. Based on the findings, recommendations will be made to both the university policy makers and the university professionals for efficacy reasons. The proposed study is expected to have practical and theoretical implications to policy makers for the university and university professionals. In addition, it will provide added insights and added new knowledge to the existing body of literature hitherto not studied extensively in South Africa and UoT in particular.
Tesi sul tema "Education, Higher – Standards – South Africa"
1
Shippey, Theodore Clive. "Standards and quality in higher education". Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.
Testo completoAbstract (sommario):
Thesis (Laureatus in Technology (Teacher Education)) -- Cape Technikon, Cape Town,1994The main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.
2
Cilliers, Francois Jakobus. "An evaluation of the internal validity of specific learning outcomes in phase II of a revised undergraduate medical curriculum". Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52106.
Testo completoAbstract (sommario):
Thesis (MPhil)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The Faculty of Medicine at the University of Stellenbosch has implemented an extensively revised undergraduate medical curriculum. Exit outcomes, that have been entitled the Profile of the Stellenbosch Doctor, have been formulated for the programme. The revised curriculum is presented in three phases. Phase I involves the study of non-clinical subjects under the guidance of the Faculties of Natural Sciences and Economic & Management Sciences. Phase II involves the study of subjects that lay the groundwork for the third phase. Phase III involves the study of pre-clinical and clinical subjects in an integrated fashion. The intended outcomes of phases II and III were elaborated by the formulation of specific learning outcomes. Determining whether the specific outcomes formulated for each module are achieved will be one aspect of quality assurance in the revised curriculum. This could be done by investigating the relationship between assessment and the specific outcomes. If, however, specific outcomes for the various modules are not congruent with the exit outcomes for the programme, then student assessment will be invalid as regards the programme outcomes. This study therefore entailed a formative evaluation of part of phase II of the revised curriculum. The aims of the study were, firstly, to determine the degree of congruence between the specific outcomes formulated for phase II and the exit outcomes for the programme and, secondly, to explore why the observed degree of congruence exists. The research strategy employed was a case study. The research techniques used were a document analysis and two questionnaire surveys. The study found that most specific outcomes formulated for phase II of the curriculum are congruent with one or more exit outcomes for the programme. However, few of the exit outcomes are addressed to any great extent by specific outcomes. This raises the concern that assessment of students based on the specific outcomes as presently formulated might not demonstrate development of students towards achievement of the exit outcomes. There are indications that this lack of congruence could be due to i) a large number of competing demands on lecturers' time; ii) lecturers not wanting to spend time doing work prioritised by others as important; iii) perceptions that work related to the revised curriculum is being forced on staff without necessarily consulting them; iv) a lack of reward for good teaching; v) the perception that the strategies adopted for the revised curriculum will not necessarily benefit students. Recommendations are made as to how these findings could be confirmed and strategies developed that could be utilised to ensure a greater degree of congruence between the specific and exit outcomes in future.
AFRIKAANSE OPSOMMING: Die Fakulteit Geneeskunde van die Universiteit Stellenbosch het 'n omvangryke hersiening van hul voorgraadse geneeskundige kurrikulum geïmplementeer. Uitgangsuitkomste, getiteld die Profiel van die Stellenbosch Dokter, is vir die program geformuleer. Die hersiene kurrikulum word in drie fases aangebied. Fase I behels die studie van nie-kliniese vakke onder leiding van die Fakulteite van Natuurwetenskappe en Ekonomiese- & Bestuurswetenskappe. Fase II behels die studie van vakke wat die grondwerk lê vir die derde fase. Fase III behels die studie van prekliniese en kliniese vakke op 'n geïntegreerde wyse. Die beoogde uitkomste van fases II en III is uitgespel deur die formulering van spesifieke leeruitkomste. Die bepaling van of die spesifieke uitkomste wat vir elke module geformuleer is, bereik word, sal een aspek uitmaak van gehalteversekering in die hersiene kurrikulum. Dit sou gedoen kon word deur die verwantskap tussen assessering en die spesifieke uitkomste te ondersoek. Indien die spesifieke uitkomste vir die verskeie modules egter nie met die uitgangsuitkomste vir die program kongruent is nie, dan sal studentassessering ongeldig wees wat betref die uitkomste van die program. Hierdie studie het dus 'n formatiewe evaluering van deel van fase II van die hersiene kurrikulum behels. Die doelstellings van die studie was om, eerstens, die graad van kongruensie tussen die spesifieke uitkomste wat vir fase II geformuleer is en die uitgangsuitkomste vir die program te bepaal en, tweedens, om ondersoek in te stel na waarom die waargenome graad van kongruensie bestaan. Die navorsingsstrategie wat gebruik is, is 'n gevallestudie. Die navorsingstegnieke wat gebruik is, is 'n dokument analise en twee vraelys ondersoeke. Die studie het vasgestel dat die meeste spesifieke uitkomste vir fase II van die kurrikulum geformuleer wel met een of meer uitgangsuitkomste kongruent was. Min van die uitgangsuitkomste is egter in enige groot mate deur spesifieke uitkomste aangespreek. Die wek besorgdheid dat assessering van studente gebaseer op spesifieke uitkomste soos dit tans daar uitsien, nie noodwendig die ontwikkeling van studente in die rigting van bereiking van die uitgangsuitkomste sal demonstreer nie. Daar is aanduidings dat hierdie gebrek aan kongruensie die gevolg mag wees van: i) 'n groot aantal kompeterende eise op dosente se tyd; ii) dat dosente nie tyd wil wy aan werk wat deur ander as belangrik bepaal is nie; iii) persepsies dat werk wat met die hersiene kurrikulum verband hou op personeel afgedwing word sonder om hulle te raadpleeg; iv) 'n gebrek aan beloning vir goeie onderrig; v) die persepsie dat strategieë wat gebruik word vir die hersiene kurrikulum nie noodwendig tot voordeel van studente sal strek nie. Aanbevelings word aan die hand gedoen oor hoe hierdie bevindinge bevestig kan word en hoe strategieë ontwikkel kan word wat benut sal kan word om in die toekoms 'n groter mate van kongruensie tussen spesifieke en uitgangsuitkomste te verseker.
3
Harris, Maleecka. "Quality assurance in higher education: a managerial perspective at a university of technology". Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1208.
Testo completoAbstract (sommario):
Dissertation submitted in fulfilment of the requirements for the degree
Magister Technologiae: Quality
in the Faculty of Engineering
at the Cape Peninsula University of Technology
2008Increasing customer demand for quality products and services have virtually forced organisations to adopt quality in every aspect of their business enterprises. Due to dynamic technological, political and economic changes in the world of business, the science of management is volatile. Higher Education Institutions are service providers and the customers thereof should be the focal point of their existence, requiring very specific structures to manage service quality within the various areas of application. After extensive research on customer complaint behaviours, the value of customer complaints have been highlighted, as it leads to useful insight into critical aspects pertaining to service organisations. Some customers 'pre-plan' complaints, and this act has been labeled as 'faked complaints'. This may lead to the organisation obtaining an image of service failure, however this is not a true representation of the organisation, thus impacting adversely on the efficiency of the organisation. The primary research objectives of this study are the following: ~ To identify key drivers underpinning complaints at the Cape Peninsula University ofTechnology (CPUT), in terms of service delivery. ~ To determine if management has a strategic focus on the quality of service to students at CPUT. ~ To demonstrate the impact that management has on the quality of service delivery. ~ To improve customer service at CPUT by minimizing complaints. It is anticipated that the research will lead to an improvement in the current state of service delivery at CPUT. By identifying and providing possible solutions to customer complaints and addressing problem areas, the research in addition should lead to improved communication between departments and communication between CPUT and its customers (students).
4
Steyn, Jacobus Nicolaas. "'n Makro-perspektief op kwaliteitsversekering in hoer onderwys : relevansie van die Britse en Nederlandse ervarings vir technikons in Suid Africa". Thesis, Cape Technikon, 1992. http://hdl.handle.net/20.500.11838/1882.
Testo completoAbstract (sommario):
Thesis (Masters Diploma(Educational Technology))--Cape Technikon, Cape Town, 1992Quality assurance has emerged as a vital element in tertiary education management at both the macro- and the institutional levels in the Netherlands as well as the united Kingdom. Although, from the nature of the matter, the situation in South Africa would obviously differ from that in these two respective countries, it is clear that universities and technikons may both learn considerably from the British and Dutch experiences. However, in this study the focus will be on technikons. In both the Netherlands and Britain comprehensive quality assurance systems have been established within the realm of higher education during the past decade. Although this phenomenon was largely prompted by external pressures, educational institutions themselves, individually and collectively, contributed substantially to the present system. Characteristic of the Dutch and British dispensations is the willingness on the part of the authorities to create structures for quality assurance. Such structures are still largely absent in South Africa. Compared to the British and Dutch systems, there is, particUlarly within local university education, very little by way of collective structures and actions towards ensuring quality. The link between quality of education and state funding is well established in the overseas countries studied. As a corollary to this, various measuring instruments have been developed for the purpose of determining quality. In this respect it is significant that in the United Kingdom the emphasis is on performance criteria, while in the Netherlands preference is given to peer evaluation. Although the State may through its actions do a great deal to ensure quality of education, individual institutions cannot escape accountability for the development of self-evaluation systems and promoting an internal quality culture and value system aimed at enhanced quality. However, in the process it is important to maintain a balance between efficiency in terms of management and effectiveness in terms of output.
5
Bytheway, Andy. "The availability, applicability and utility of information systems engineering standards in South African higher education". University of the Western Cape, 2016. http://hdl.handle.net/11394/5023.
Testo completoAbstract (sommario):
Philosophiae Doctor - PhDHigher education institutions in South Africa have invested heavily in information technology and information systems, with variable outcomes. Organisations in other sectors, such as engineering, the defence industry, public administration and business, have developed and adopted standards and guides to good practice for the development and operation of software-based systems. In the history of standards-making there was an early vision of the need to extend standardisation beyond software engineering into the world that acquires and uses systems, and yet the overall scope of available standards is still limited. Seeing slow progress in the international committees that develop nationally-endorsed standards (such as ISO-IEC/JTC1/SC7) practitioner communities moved to develop good practice guides such as COBIT and ITIL, that have found considerable interest in progressive organisations. Hence a range of potential guidance is available. In order to assess the extent to which standards and good practice guides might assist higher education, the four tertiary institutions in the Western Cape were approached and a representative range of academic, administrative and managerial individuals agreed to contribute to the study as respondents. Interviews were organised in two parts: the first an open conversation about their involvement with systems, and the second a structured examination of systems-related events that they considered significant. By inspection of those events, bipolar scales were developed by which respondents were able to characterise events (for example as ‘challenging’ or ‘easy’, or as ‘functional’ or ‘dysfunctional’). Respondents rated events on those scales. Repertory Grid analysis was applied so as to investigate which scales correlated with event success. 30 scales (out of 170) proved to be adequately correlated with success, and by principal component analysis they were combined to form nine ‘success scale’ groups, indicating nine areas where the deployment of standards or good practice guides might be expected to lead to more effective use of improved information systems. The study adopted an abductive approach to the work, keeping open the question of what might be the contribution to knowledge. In the event, a new Reference Model emerged from the data analysis that contributes to the effective choice and management of standards and good practice guides .A review of available standards and good practice guides using the new Reference Model concludes that the good practice guides are more applicable than the internationally developed standards, and in some areas management models and frameworks have a contribution to make. The utility of standards, good practice guides and management models will depend on the circumstances and context of use, which are extremely variable. A portfolio approach to the management of information systems provides a means to deal with that variability. It is further found that the IMBOK1 can be used to assess the linkages between information technology, information systems, business processes, business benefits and business strategy. The new Reference Model has a role to play in resolving the need for standards in the four junctions between those five IMBOK domains. Selected standards are assessed in that way, and an illustrative commentary is provided showing how projects and other systems-related initiatives can be assessed using the new Reference Model and the IMBOK.
Carnegie Corporation of New York
6
Weideman, Renee. "Evaluation criteria for selected administrative and support systems in South African higher education institutions". Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1082&context=td_cput.
Testo completo
7
Combrinck, Theodore Peter. "A pilot emperical investigation into student perceptions of service quality at the Department of Management of the University of the Western Cape". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
Testo completoAbstract (sommario):
This pilot research survey was undertaken as a result of the need to assess the service quality within Higher Education in general and the Department of Management at UWC in particular. This report focuses on the complexities of measuring service quality in higher education. The quality of service delivery within education is becoming more important as the competition for students increases.The literature was searched to find a suitable measure with a sound theoretical structure. This measure was then adapted for the department.
In a preliminary way this instrument was then applied to students in the department and initial results are reported on.
The results revealed that undergraduates overall were uncertain in their attitude to the service quality in the department. On the other hand, postgraduate students tended to rate the service quality rather more negatively (p <
0.004). Furthermore there were no gender differences except for tangibles (p = 000.5).
This pilot study could serve as a pilot study of the service quality in an academic environment. It is the main contention of this report that students themselves should be part of defining quality.
8
Masehela, Langutani Meriam. "An exploration into the conditions enabling and constraining the implementation of quality assurance in higher education: the case of a small comprehensive university in South Africa". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020312.
Testo completoAbstract (sommario):
At an international level, demands for accountability in respect of the quality of teaching and learning in higher education are increasing. This is also the case in South Africa. The response to these demands has taken the form of the introduction of quality assurance systems to higher education. In South Africa, a formal national external quality assurance was introduced to the higher education system in 2001 as a result of the establishment of the Higher Education Quality Committee. The Higher Education Quality Committee is a standing committee of the South African Council on Higher Education. Like other quality assurance agencies across the world, the Higher Education Quality Committee has the responsibility for i) auditing institutions of higher education and ii) accrediting learning programmes. The first cycle of institutional audits ran from 2004 until 2011. As quality assurance was introduced to the higher education system and the first cycle of institutional audits began, universities in South Africa developed policies and procedures intended to assure quality in three areas of their core functioning: research, teaching and learning and community engagement. The University of Venda, which is the focus of the study on which this thesis is based, was no exception. As a practitioner in the Centre for Higher Education Teaching and Learning at The University of Venda, it was my observation that the policies and procedures intended to assure quality in teaching and learning were not always implemented by academic staff members. This was in spite of poor student performance data which raised questions about the quality of the teaching and learning processes in place. The study underpinning this thesis was designed to explore this phenomenon. More specifically, it aimed to identify the conditions enabling and constraining the implementation of policies and procedures in two Schools in the University: the School of Health Sciences and the School of Human and Social Sciences. In order to explore these conditions, I adopted Roy Bhaskar’s Critical Realism as an under-labouring philosophy for the study. Critical realism posits a view of reality comprising three strata, none of which can be reducible to the other. The first of these strata is termed the level of the Empirical and consists of the experiences and observations which become apparent to us through the senses. The second layer, the Actual, consists of events from which these experiences and observations emerge. Underpinning both of these layers is a further layer, the Real, which is not accessible by empirical means and which consists of structures and mechanisms which generate both events at the level of the Actual and experiences and observation at the level of the Empirical. The design of my study sought to reach this deepest layer of reality to identify these mechanisms. Bhaskar’s critical realism is philosophy which needs to be operationalized using substantive, or explanatory, theory. For this purpose, I drew on Margaret Archer’s social realism. The design on my study drew on case study methodology and involved in-depth interviews with members of the two Schools which each formed cases within the more overarching case of the University itself. In addition to these interviews, I analysed a range of institutional documents related to the assurance of quality in teaching and learning. The exploration of enabling and constraining conditions at the level of the Real allow me to make a series of recommendations in the final Chapter of my thesis intended to enhance the quality assurance system introduced to the University.
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Wigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /". Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.
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Mobarak, Kaashiefa. "An analysis of university policy responses in the Western Cape to government policy on the recognition of prior learning". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7581_1183469893.
Testo completoAbstract (sommario):
The South African government plays a direct and active role in facilitation the development of a skilled workforce. The effective mobilisation, development and utilisation of South Africa's human resource capacity are critical for the success of the economy, institution building and the transformation process. In this context, the development of a system of Recognition of Prior Learning is one of the government's significant initiatives. This research examined whether the policy documents of the universities in the Western Cape comply with the requirements of the National Government Recognition of Prior Learning policy.
Libri sul tema "Education, Higher – Standards – South Africa"
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Whiston, Thomas G. Research policy in the higher education sector of South Africa. Pretoria, RSA: Directorate for Science and Technology Policy, Foundation for Research Development, 1994.
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1939-, Bunting Ian, Centre for Higher Education Transformation e Council on Higher Education (South Africa), a cura di. Higher education transformation: Assessing performance in South Africa. [Cape Town]: Centre for Higher Education Transformation, 2000.
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Botman, H. Russel. Challenges in higher education: Perspectives on India and South Africa. New Delhi: India International Centre, 2009.
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Botman, H. Russel. Challenges in higher education: Perspectives on India and South Africa. New Delhi: India International Centre, 2009.
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Ayesha, Fakie, e India International Centre, a cura di. Challenges in higher education: Perspectives on India and South Africa. New Delhi: India International Centre, 2009.
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Bunting, Ian. A legacy of inequality: Higher education in South Africa. Rondelbosch, S.A: UCT Press, 1994.
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Kruss, Glenda. Chasing credentials and mobility: Private higher education in South Africa. Cape Town: HSRC Press, 2004.
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Hibbert, Liesel. Multilingual universities in South Africa: Reflecting society in higher education. Bristol: Multilingual Matters, 2014.
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Scott, Chaunda L., e Eunice N. Ivala, a cura di. Transformation of Higher Education Institutions in Post-Apartheid South Africa. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351014236.
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Perspectives on student affairs in South Africa. Somerset West, South Africa: African Minds, 2014.
Cerca il testo completoCapitoli di libri sul tema "Education, Higher – Standards – South Africa"
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Pillay, Pundy. "Research and Innovation in South Africa". In Higher Education Dynamics, 463–85. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_23.
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Menon, Kirti. "Supply and Demand in South Africa". In Higher Education Dynamics, 171–90. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_9.
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Msibi, Thabo. "Queering Curriculum Studies in South Africa". In Disrupting Higher Education Curriculum, 213–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-896-9_13.
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Hornsby, David J., e Ruksana Osman. "Changing university governance in South Africa". In Governing Higher Education Today, 113–24. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429429972-8.
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Langa, Patrício, Gerald Wangenge-Ouma, Jens Jungblut e Nico Cloete. "Africa: South Africa and the Illusion of free Higher Education". In Understanding Global Higher Education, 61–66. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-044-8_13.
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Miller, Karryn. "South Korea: Student Stress Fuels Suicides as Standards Rise". In Understanding Global Higher Education, 231–33. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-044-8_50.
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Seepe, Sipho. "Higher Education Transformation in South Africa". In Knowledge and Change in African Universities, 121–43. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-842-6_8.
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Sing, Nevensha. "Experiences of Doctoral Students’ Vulnerability in South Africa". In Higher Education Marketing in Africa, 343–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39379-3_13.
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Eynon, Diane E. "South Africa Today: Trends and Indicators". In Women, Economic Development, and Higher Education, 11–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53144-1_2.
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Cloete, Nico, e Ian Bunting. "Higher Education Systems and Institutions, South Africa". In The International Encyclopedia of Higher Education Systems and Institutions, 1481–93. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_471.
Testo completoAtti di convegni sul tema "Education, Higher – Standards – South Africa"
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Hass, Atrimecia, e Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
Testo completoAbstract (sommario):
The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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De Kock, Ryan, e Lynn A. Futcher. "Mobile device usage in higher education institutions in South Africa". In 2016 Information Security for South Africa (ISSA). IEEE, 2016. http://dx.doi.org/10.1109/issa.2016.7802925.
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Dowelani, Musimuni, e Faith Dowelani. "Curriculum development in South Africa: the role of professional bodies". In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11188.
Testo completoAbstract (sommario):
The function and main goal of higher education has evolved over time; studies show that there is a shift in focus from pure intellectual exploration to job preparation. Curriculum development literature argues that the collaboration between universities and industries is critical for skills development and provides alignment between skills required in the workplace and skills transferred through higher education. This desk study aimed to synthesis the role of professional bodies as representatives of industry in curriculum development in the South African context. Observations show that a significant number of professional bodies mandate curriculum, by accrediting qualifications offered by universities. Not all programs require professional body accreditation or approval, however approximately 60% of all university programmes in South Africa are subject to the accreditation of professional associations. Without the accreditation from professional bodies, universities would not be able to offer qualifications in certain disciplines such as health and engineering. There is evidence that professional body involvement in curriculum development ascertains a level of quality.
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"A Multi-Disciplinary Approach for Excellence in Research and Teaching and Learning in Higher Education". In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eph1117005.
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"Attrition in Higher Education: From a Problem to a Wicked Problem or a Pure Case of Economics?" In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eph1117004.
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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA". In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.
Testo completoAbstract (sommario):
The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Herselman, Marlien, e Matt Warren. "Cyber Crime Influencing Businesses in South Africa". In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2838.
Testo completoAbstract (sommario):
This study shows that cyber crime is a recent addition to the list of crimes that can adversely affect businesses directly or indirectly. This phenomenon was not directly prosecutable in South Africa until the enactment of the ECT Act in July 2002. However this Act also prevents businesses to fully prosecute a hacker due to incompleteness. Any kind of commercially related crime can be duplicated as cyber crime. Therefore very little research appears or has been documented about cyber crime in South African companies before 2003. The motivation to do this study was that businesses often loose millions in cyber attacks, not necessarily through direct theft but by the loss of service and damage to the image of the company. Most of the companies that were approached for interviews on cyber crime were reluctant to share the fact that they were hacked or that cyber crime occurred at their company as it violates their security policies and may expose their fragile security platforms. The purpose of this study was to attempt to get an overall view on how South African businesses are affected by cyber crime in the banking and short term insurance sector of the South African industry and also to determine what legislation exist in this country to protect them. The case study approach was used to determine the affect of cyber crime on businesses like banks and insurance companies and higher education institutions. Each case was interviewed, monitored and was observed over a period of a year. This study discloses the evaluation of the results of how cyber crime affected the cases, which were part of this study. The banks and higher education institutions felt that they were at an increased risk both externally and internally, which is likely to increase as the migration towards electronic commerce occurs. The insurance industry felt that they are not yet affected by external cyber crime attacks in this country.
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"Contextual Factors in Higher Education: Impact on My Teaching and Learning at University of Venda". In Nov. 19-20 2018 Cape Town (South Africa). Eminent Association of Pioneers, 2018. http://dx.doi.org/10.17758/eares4.eap1118201.
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Kruger, David. "Process integration and improvement in a higher education institution in South Africa". In 2015 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2015. http://dx.doi.org/10.1109/picmet.2015.7273000.
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Patel, Naziyabanu Mohmedsalim, Armstrong Kadyamatimba e Solomon Madzvamuse. "E-Learning Adoption in Rural-Based Higher Education Institutions in South Africa". In 2018 Open Innovations (OI). IEEE, 2018. http://dx.doi.org/10.1109/oi.2018.8535601.
Testo completoRapporti di organizzazioni sul tema "Education, Higher – Standards – South Africa"
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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.
Testo completoAbstract (sommario):
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.