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Auswahl der wissenschaftlichen Literatur zum Thema „South African National War College“
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Zeitschriftenartikel zum Thema "South African National War College"
1
Nyaanga, Matthew, und Zwelibanzi Mpehle. „A CRY IN THE WILDERNESS: WOMEN IN ARMED AFRICAN CONFLICTS“. Commonwealth Youth and Development 13, Nr. 2 (01.06.2016): 36–54. http://dx.doi.org/10.25159/1727-7140/1145.
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The growing number of armed conflicts in Africa has impacted adversely on women who fall victims to violence, sexual abuse and harassment. Women play a minimal role as combatants during the armed conflicts and as peace negotiators after the armed conflicts. This article looks at the role women play in the pre-armed and post-armed conflict phases in an African context. Data for this article were gathered through questionnaires distributed to twenty women officers who participated in the Joint Senior Command and Staff Programme (JSCSP) at the South African National War College. The findings make it evident that women often participate unwillingly as combatants in an armed conflict; they face social changes in the post-armed conflict phase that make their roles change in both their families and communities, and often neglected in the postarmed conflict negotiations and conflict resolution processes.
2
Johnson, Larry, Deirdre Cobb-Roberts und Barbara Shircliffe. „African Americans and the Struggle for Opportunity in Florida Public Higher Education, 1947-1977“. History of Education Quarterly 47, Nr. 3 (August 2007): 328–58. http://dx.doi.org/10.1111/j.1748-5959.2007.00103.x.
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In the decades following World War II, access to higher education became an important vehicle for expanding opportunity in the United States. The African American-led Civil Rights Movement challenged discrimination in higher education at a time when state and federal government leaders saw strengthening public higher education as necessary for future economic growth and development. Nationally, the 1947 President's Commission on Higher Education report Higher Education for American Democracy advocated dismantling racial, geographic, and economic barriers to college by radically expanding public higher education, to be accomplished in large part through the development of community colleges. Although these goals were widely embraced across the country, in the South, white leaders rejected the idea that racial segregation stood in the way of progress. During the decades following World War II, white southern educational and political leaders resisted attempts by civil rights organizations to include desegregation as part of the expansion of public higher education.
3
van Heyningen, Elizabeth. „The South African War as humanitarian crisis“. International Review of the Red Cross 97, Nr. 900 (Dezember 2015): 999–1028. http://dx.doi.org/10.1017/s1816383116000394.
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AbstractAlthough the South African War was a colonial war, it aroused great interest abroad as a test of international morality. Both the Boer republics were signatories to the Geneva Convention of 1864, as was Britain, but the resources of these small countries were limited, for their populations were small and, before the discovery of gold in 1884, government revenues were trifling. It was some time before they could put even the most rudimentary organization in place. In Europe, public support from pro-Boers enabled National Red Cross Societies from such countries as the Netherlands, France, Germany, Russia and Belgium to send ambulances and medical aid to the Boers. The British military spurned such aid, but the tide of public opinion and the hospitals that the aid provided laid the foundations for similar voluntary aid in the First World War. Until the fall of Pretoria in June 1900, the war had taken the conventional course of pitched battles and sieges. Although the capitals of both the Boer republics had fallen to the British by June 1900, the Boer leaders decided to continue the conflict. The Boer military system, based on locally recruited, compulsory commando service, was ideally suited to guerrilla warfare, and it was another two years before the Boers finally surrendered. During this period of conflict, about 30,000 farms were burnt and the country was reduced to a wasteland. Women and children, black and white, were installed in camps which were initially ill-conceived and badly managed, giving rise to high mortality, especially of the children. As the scandal of the camps became known, European humanitarian aid shifted to the provision of comforts for women and children. While the more formal aid organizations, initiated by men, preferred to raise funds for post-war reconstruction, charitable relief for the camps was often provided by informal women's organizations. These ranged from church groups to personal friends of the Boers, to women who wished to be associated with the work of their menfolk.
4
Boister, Neil, und Richard Burchill. „The International Legal Definition of the South African Armed Conflict in the South African Courts: War of National Liberation, Civil War, or War at All?“ Netherlands International Law Review 45, Nr. 03 (Dezember 1998): 348. http://dx.doi.org/10.1017/s0165070x00002217.
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van Wyk, Anna-Mart. „Apartheid's Bomb and Regional Liberation: Cold War Perspectives“. Journal of Cold War Studies 21, Nr. 1 (April 2019): 151–65. http://dx.doi.org/10.1162/jcws_a_00855.
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South Africa had a small, highly classified nuclear weapons program that produced a small but potent nuclear arsenal. At the end of the 1980s, as South Africa was nearing a transition to black majority rule, the South African government destroyed its nuclear arsenal and its research facilities connected with nuclear armaments and ballistic missiles. This article, based on archival research in the United States and South Africa, shows that the South African nuclear weapons program has to be understood in the context of the Cold War battlefield that southern Africa became in the mid-1970s. The article illuminates the complex U.S.–South African relationship and explains why the apartheid government in Pretoria sought nuclear weapons as a deterrent in the face of extensive Soviet-bloc aid to black liberation movements in southern Africa, the escalating conflict with Cuban forces and Soviet-backed guerrillas on Namibia's northern frontier, and the attacks waged by the African National Congress from exile. A clear link can be drawn between the apartheid government's quest for a nuclear deterrent, liberation in southern Africa, and the Cold War.
6
Kynoch, Gary. „The ‘Transformation’ of the South African Military“. Journal of Modern African Studies 34, Nr. 3 (September 1996): 441–57. http://dx.doi.org/10.1017/s0022278x00055543.
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SouthernAfrica has been at war since the 1960s. Following the capitulation of Ian Smith's Rhodesian Front and the acceptance of majority rule in Zimbabwe in 1980, the widely acknowledged root of most of the regional conflict has been South Africa. In defendingapartheid, the régime in Pretoria engaged in a systematic campaign of destabilisation designed to bring its neighbours to heel. Military invasions, raids, sabotage, support of dissident groups, and assassinations were all part of the National Party (NP) Government's ‘total strategy’ that employed violence as a key element in its regional policy to achieve economic, military, and political hegemony. P. W. Botha during his tenure as Prime Minister and President, 1978–89, ‘politically modified the role’ of the South African Defence Force (SADF), as explained by Herbert Howe, and ‘created the military-dominated State Security Council, which effectively replaced the Cabinet and became the centre of national decision-making and official power in the 1980s’.1The result was the militarisation of South African society and a swath of destruction across the southern part of the continent.
7
Zagrebelnaya, N. S., und V. N. Shitov. „HISTORY OF NATIONAL ECONOMIC SYSTEM FORMATION IN THE REPUBLIC OF SOUTH AFRICA“. MGIMO Review of International Relations, Nr. 3(48) (28.06.2016): 273–79. http://dx.doi.org/10.24833/2071-8160-2016-3-48-273-279.
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The article analyses specific historic features of formation of agrarian and industrial sectors of Republic of South Africa since the establishment of Cape Colony. These features resulted from much earlier colonization of South Africa in comparison with other Sub-Saharan African countries on the one hand and from a large-scale influx of Europeans to the South Africa on the other hand. The two most important of these specific features are the following. First. Contrary to other countries of Sub-Saharan Africa development of the agrarian sector of Republic of South Africa was based on private property and western technologies from the start. Second. The sector is not divided into «African» and «European» sub-sectors, and South-African agricultural produce has always been oriented to both: external and internal markets. Development of industrial sector of Republic of South Africa started with creation of extractive industries, namely: extraction of diamonds and of gold. The authors specifically emphasize the role of gold extraction which grace to its effect of multiplicator opened the way for industrial revolution in the South of Africa. Development of manufacturing was mainly based on import-substitution. The article argues that there were several stages of import-substitution and analyses their outcomes. The authors point out to the special importance of import-substitution during the period of I World War and II World War.
8
O'Brien, Kevin. „A blunted spear: the failure of the African National Congress/South African Communist Party revolutionary war strategy 1961–1990“. Small Wars & Insurgencies 14, Nr. 2 (Juni 2003): 27–70. http://dx.doi.org/10.1080/09592310412331300676.
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Mohammed, T. A. S., B. Al-Sowaidi und F. Banda. „Towards a Technology-Enhanced Blended Approach for Teaching Arabic for Shari’ah Purposes (ASP) in the Light of the South African National Qualifications Framework“. International Journal of Information and Education Technology 11, Nr. 1 (2021): 1–9. http://dx.doi.org/10.18178/ijiet.2021.11.1.1481.
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The study investigates the use of a blended learning approach for teaching Arabic as a foreign language at a South African Islamic college in the light of the South African National Qualifications Framework level descriptors and their critical cross-field outcomes. In particular, the approach has been used for teaching a Ḥadīth Module in an undergraduate BA programme during the second semester of the academic year 2018-2019 at the International Peace College South Africa (IPSA). The college adopts a content and language integrated approach for teaching Arabic. The study concluded that the use of a technology-enhanced blended approach using Web 2.0 tools and Learning Tools (with full) Interoperability (LTI 2.0) (e.g. gamification) plays a vital role in motivating the learners and in the achievement of critical cross-field outcomes of each NQF level including, subject knowledge, critical thinking and problem solving, communication, teamwork and self-management among others. The study is part of an action research project that also includes the design of a syllabus for teaching Arabic for Shari’ah purposes in the South African context and the attitudes of learners towards it.
10
Gold, David. „Students Writing Race at Southern Public Women's Colleges, 1884–1945“. History of Education Quarterly 50, Nr. 2 (Mai 2010): 182–203. http://dx.doi.org/10.1111/j.1748-5959.2010.00259.x.
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Scholars have long debated the complicity of Southern white women after the Civil War in helping create a racialist and racist regional identity and denying or delaying civil rights for African Americans. These studies have largely focused on the activities of elite white women property owners, club members, and writers. Yet few scholars have examined college women's activities in this regard, particularly those of the eight public colleges for women established in the South between 1884 and 1908: Mississippi State College for Women (MSCW) (1884), Georgia State College for Women (1889), Winthrop College in South Carolina (1891), North Carolina College for Women (NCCW) (1891), Alabama College for Women (ACW) (1893), Texas State College for Women (TSCW) (1901), Florida State College for Women (FSCW) (1905), and Oklahoma College for Women (1908). Little studied today, these schools served as important centers of women's education in their states, collectively educating approximately 100,000 women before World War II and with combined enrollments exceeding that of the Seven Sisters schools for many years.
Dissertationen zum Thema "South African National War College"
1
Jacobs, Christiaan James. „Deep learning during the South African National Defence Force’s Joint Senior Command and Staff Programme“. Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80446.
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Since 2002 the Joint Senior Command and Staff Programme was annually presented at the South African National War College (SANWC) in Pretoria. This qualification was from 2008 to 2018 accredited with the Safety and Security Seta (SASSETA) as an NQF level 7 diploma in Defence Studies. In 2019 the qualification migrated to the Council on Higher Education as an NQF level 8, postgraduate diploma in Defence Studies. The aim of the qualification is to enable graduates to function as commanders and staff officers on the operational level of war (the planning and conduct of major operations and campaigns) to be utilised within the African battle space. It is also an entry requirement for the highest National Defence Force qualification, the Security and Defence Study Programme, presented at the South African National Defence College in Thaba Tshwane. This programme is accredited on NQF level 9, a master’s degree in Defence Studies. The credibility of the academic subject disciplines presented on the programme is an important facet of education and the development of problem-solving skills. Deep learning also develops a critical mindset in students with the approach that the educator’s knowledge is but an expression of current scientific research results, something that can change. The main research question is, to what extent did deep learning take place in the academic subjects on the programme of 2018? Secondly, why did the learning process during 2018 take place the way that it did? The third question is, what can be done to improve the level of deep learning as it stands to reason that it will contribute to the credibility of the qualification in a postgraduate dispensation? The research focused on the phases of the learning process, curriculum design, facilitation and assessment of selected subjects and educational quality assurance. The research findings were that the curriculum design only partially complied with the tenets of deep learning and the adherence to deep learning during the facilitation, and assessment processes were incidental. In accordance with the third research question, it is recommended that the learning process can be improved if some aspects of the programme are redesigned.Thesis (PhD)--University of Pretoria, 2020.
pt2021
Humanities Education
PhD
Unrestricted
2
Engelbrecht, Mardine. „The relevance of the National Certificate Vocational at Technical Vocational Education and Training colleges for the South African tourism industry“. Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2580.
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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2017.The study was planned to investigate the relevance of the National Certificate Vocational tourism programme for the South African tourism industry in terms of the employability and skills required by tourism students to work in the tourism industry, once they graduated. The main objective of this study was to identify the challenges facing the National Certificate Vocational tourism programme, with sub-objectives focussing on the level of graduates’ employability, articulation from the National Certificate Vocational programme to higher education, as well as on the skills and abilities needed by National Certificate Vocational lecturers to teach in their specific field. The research was conducted in the form of an empirical survey to gather information using research questionnaires. A mixed methods approach, using both a quantitative and qualitative methodology, was employed to gather relevant data for the study. Qualitative questionnaires were distributed to a target population comprising conveniently selected National Certificate Vocational Tourism graduates (a total sample of 100), and National Certificate Vocational lecturers (a sample of 50 suitably qualified persons), at four Technical Vocational Education and Training colleges in the Western Cape. Personal interviews were conducted with ten conveniently selected tourism industry employers and role-players. Ten specifically identified representatives of tourism and government education departments and other government organisations were also part of the target population. The first part of the study looked at the history of Vocational Education and how it is practised in other countries. The history of the National Certificate Vocational programmes within South Africa is explained, as well as the challenges facing the National Certificate Vocational tourism qualification and its relevance to the tourism industry in South Africa. Results from the research suggested that National Certificate Vocational tourism students are only employable in small to medium micro enterprises (SMMEs) once they graduate. It was concluded that graduates would need more experience and practical knowledge to be employable in the wider tourism labour market. The results confirm that the updated National Certificate Vocational tourism curriculum is critically important to make the qualification more relevant to the South African tourism industry.
3
Hudson, Kevin W. „19th Century Tragedy, Victory, and Divine Providence as the Foundations of an Afrikaner National Identity“. Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/history_theses/45.
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Apart from a sense of racial superiority, which was certainly not unique to white Cape colonists, what is clear is that at the turn of the nineteenth century, Afrikaners were a disparate group. Economically, geographically, educationally, and religiously they were by no means united. Hierarchies existed throughout all cross sections of society. There was little political consciousness and no sense of a nation. Yet by the end of the nineteenth century they had developed a distinct sense of nationalism, indeed of a volk [people; ethnicity] ordained by God. The objective of this thesis is to identify and analyze three key historical events, the emotional sentiments evoked by these nationalistic milestones, and the evolution of a unified Afrikaner identity that would ultimately be used to justify the abhorrent system of apartheid.
4
Kokott, Katrin. „The impact of 9/11 on the South African anti-terrorism legislation and the constitutionality thereof“. University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This paper aimed at analysing what was South Africa's response to its international obligations regarding the 9/11 events and how does such response comply with the country's constitutional framework. This study gave a brief outline of the most significant legislative changes in a number of countries and then concentrate on the South African anti-terrorism legislation. It identified the provisions of the Act that have been discussed most controversial throughout the drafting process and analysed whether they comply with constitutional standards. Particular emphasis was laid on the possible differences between the South African Act and comparative legislation that derive directly from the apartheid history of the country.
5
Govender, Rajuvelu. „The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992“. Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6042_1320317218.
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The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a âcaretakerâ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.
6
De, Mink Karen Joy. „Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership“. Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/2832.
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Master Education - MedSkills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a ‘multi-pronged’ skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa’s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998; Young, 2004; Brown & Keep, 2000; Boreham, 2002), as reductive and mechanistic (Bates & Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher’s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa’s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a ‘multi-pronged’ skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.
South Africa
7
Naidoo, Varusha. „South African foreign policy in a post-apartheid, post-cold war era : a case of human rights versus national economic interests“. Thesis, 2000. http://hdl.handle.net/10413/4387.
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The clash between South Africa's dual need of a new political identity and economic viability
reflects not only the difficulty in conducting a traditional foreign policy with a strong
ideological overlay but also has spurred the debate over whether her foreign policy is to be
conducted on the basis of expediency or principle. This study argues that although the shift to
a post-apartheid society has created the context for South African foreign policy to be shaped
by a new culture of human rights, it remains an interest-based pragmatic activity rather than
an exercise in the projection of ethical values or ideological principles. It seems that the
African National Congress (ANC)-led government has not yet resolved the basic
contradictions that have bedevilled its international thinking since it came into power. Faced
with this dilemma, South Africa is often reduced to straddling the fence by half-heartedly
supporting principles on one occasion (as in its relationship with the Republic of China), and
on another pursuing its economic interests (as her intention to sell arms to the People's
Republic of China attests). The government's basic goal of developing fruitful political and
economic linkages without sacrificing the principles which underpin wider policy has proved
elusive. The central proposition of this study is that the defining parameters of South African
foreign policy have remained largely indeterminate because of the realities of the conflicting
interests posed by its domestic and external concerns. In essence, the inability to reconcile
primary foreign policy goals (preservation of national economic interest) with new foreign
policy aspirations (promotion of human rights and peace through the pursuit of justice and
fair-play) reflects a tense ambivalence in the founding principles of post apartheid South
African foreign policy.Thesis (M.Soc.Sc.)-University of Natal, Pietermaritzburg, 2001.
8
Boister, Neil Brett. „International legal protections for combatants in the South African armed conflict“. Thesis, 1988. http://hdl.handle.net/10413/5171.
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The African National Congress (ANC) is engaged in an armed
conflict with the South African Government for control of South
Africa. ANC combatants are being prosecuted under South African
criminal law as rebels, a process which undermines the normative
value of the criminal law because it is in conflict with popular
support for the ANC. International law provides a humanitarian
alternative to the criminal law. This study investigates the
international legal protections available to combatants in the
conflict.
Lawful combatant status and prisoner of war status would only be
available if the South African armed conflict was classified as
international. It has been argued that the international status
of the ANC, derived from the denial of self-determination to the
South African people, internationalises its war against the South
African Government. Attempts have been made to enforce this
concept. Article 1(4) of Geneva Protocol 1 classifies armed
conflicts involving a movement representing a people with a right
of se If-determination against a .. racist re,gime" as international.
But South Africa did not accede to Protocol 1 and the argument
that it is custom fails because of insufficient international
support. Nevertheless, the developing situation justifies an
examination of the personal conditions required to gain protectedstatus.
The conditions in Article 4 of Geneva Convention 3 (1949) are onerous, making it impracticable in South Africa. Protocol
l's updated conditions are more suited to the armed conflict. The
Conventions and Protocol 1 also make available procedural and
substantive protections to combatants and deal with special
issues particular to South Africa.
The South African armed conflict can alternatively be classified
as non-international. Common Article 3 of the 1949 Conventions
applies because South Africa is party to them. Geneva Protocol 2
is not .applicable because South Africa is not a party to it.
Unfortunately, Article 3 only applies general humanitarian
principles and not protected status.
To conclude, because of the inadequate means for enforcing the
classification of the South African armed conflict as
international and the inadequacy of the protections available
under the law of non-international armed conflict, it is urged
that the Government confer ex-gratia. lawful status on ANC
combatants.Thesis(LL.M.)- University of Natal, Durban, 1988.
9
Mabuza, Nonhlanhla Herieglietias. „Dropout causes of students funded by the National Student Financial Aid Scheme in South African universities“. Thesis, 2020. http://hdl.handle.net/10500/26730.
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The dropout of students funded by the National Student Financial Aid Scheme (NSFAS) is a
perennial problem in many higher education institutions (HEIs) in South Africa. Despite this, little
research has been conducted to investigate this phenomenon, and this study sought to address
this gap by investigating the dropout of NSFAS-funded students from HEIs in Northern Gauteng.
The study adopted a qualitative methodology and a phenomenological design to explore the lived
experiences of students who dropped out of HEIs. Thirty-one NSFAS-funded students, three
senior management officials from three HEIs and one NSFAS senior official were purposively
selected to form part of the study. Semi-structured interviews, document analysis and
observations were utilised as reseach instruments and interpretative phenomenological analysis
(IPA) was employed to analyse data.
The findings of the study established that a lack of support for students, and personal,
socioeconomic, institutional and health factors contributed to the dropout of students from HEIs.
It was further established that the majority of students who dropped out did so because of the
inefficient operations of NSFAS and the new student-centred model. The study also found that
insufficient funding, late allocation of funds, stringent NSFAS requirements, lack of
communication, late payment or nonpayment of allowances contributed to students’ dropout. To
address these shortfalls, the study recommends that the student-centred model should be
overhauled and replaced with an integrated system including departments such as DOH, SARS,
DSD and DOL to identify students who are eligible for funding and assist in the efficient
administration of NSFAS. It is further recommended that funding administered by both the national
and provincial government departments be centralized and administred by the NSFAS to
circumvent double dipping. Finally, it is recommended that students who fall within the R0 – R350,000 per annum household income category including SASSA beneficiaries be flagged by
the system to automatically qualify for funding.Educational Management and Leadership
D. Ed. (Education Management)
10
Alexander, Edward George McGill. „The airborne concept in the South African military, 1960-2000 : strategy versus tactics in small wars“. Thesis, 2016. http://hdl.handle.net/10500/23448.
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Text in EnglishRestricted files have not been uploaded
The thesis commences by elaborating on the concept of vertical envelopment as a form of military manoeuvre and defining airborne operations as comprising parachute, helicopter and air-landed actions. It goes on to describe strategy and tactics as they apply to the discussion before briefly tracing the development internationally of vertical envelopment and the thinking of the South African military about airborne operations during the Second World War. Events leading up to the decision by the South African military to acquire helicopters and to train paratroopers in 1960 are examined and the early operational employment of helicopters is analysed. The establishment of 1 Parachute Battalion is discussed in the light of the absence of a clear understanding of how it should be employed. Moving on to the commencement of the conflict known as the Southern African Thirty Year War, the issue of strategic versus tactical application of an airborne capability during operations in Namibia, Angola and Rhodesia is defined. Strategic application is then illustrated by specific independent airborne strikes, and the requirement for an airborne brigade to plan and conduct such operations is highlighted. The establishment of 44 Parachute Brigade and the difficulties experienced in its development are reviewed before scrutinising the tactical use of airborne forces in support of other ground forces. The high point in organisation and capability of the airborne forces of the South African Defence Force at the time of the ending of the Thirty Year War is appraised and the unfulfilled potential of the capability is elucidated. Faced with change and uncertainty, the employment of the paratroopers in urban operations during the height of the civil unrest is examined. This is followed by probing the response of the paratrooper organisation to severe budget cuts, enforced reorganisation and relocation, the ending of conscription and integration into the new South African National Defence Force following the country’s first democratic elections in 1994. The thesis concludes with an evaluation of the airborne actions during the incursion by South Africa into Lesotho in 1998 and an assessment of the implications of the loss of a strategic airborne capability.
History
D. Litt. et Phil. (History)
Bücher zum Thema "South African National War College"
1
Carver, Michael. The National Army Museum book of the Boer War. London: Sidgwick & Jackson in association with the National Army Museum, 1999.
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2
Training, National War College (Nigeria) African Centre for Strategic Research and. African Centre for Strategic Research and Training. Abuja, Nigeria: National War College Printing Press, 2005.
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3
Politics by other means: The ANC's war on South Africa. Washington, D.C: Selous Foundation Press, 1993.
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4
Davis, Stephen M. Apartheid's rebels: Inside South Africa's hidden war. New Haven: Yale University Press, 1987.
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5
Egan, Anthony. The politics of a South African Catholic student movement, 1960-1987. [Cape Town]: Centre for African Studies, University of Cape Town, 1991.
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6
People's war: New light on the struggle for South Africa. Johannesburg: Jonathan Ball, 2009.
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7
Cock, Jacklyn. Women and war in South Africa. London: Open Letters, 1992.
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8
Cock, Jacklyn. Women and war in South Africa. Cleveland: Pilgrim Press, 1993.
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9
Brown, Maaba, und Pulumani Loyiso, Hrsg. Education in exile: SOMAFCO, the African National Congress school in Tanzania, 1978 to 1992. Cape Town, South Africa: HSRC Press, 2004.
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South Africa: A different kind of war : from Soweto to Pretoria. Gweru: Mambo, 1986.
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Searle, Geoffrey. „‘National Efficiency’ and the ‘Lessons’ of the War“. In The Impact of the South African War, 194–211. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230598294_11.
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Canady, Andrew McNeill. „Introduction“. In Willis Duke Weatherford. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168159.003.0001.
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In 1894 an eighteen-year-old white Texan traveled to a national YMCA student conference in Lake Geneva, Wisconsin.1 There he met an African American student, roughly ten years his senior, from the Iowa State College of Agriculture and Mechanic Arts.2 It is very likely this interaction was the first time the former had ever encountered an African American man of such education and stature. In fact, a meeting like this one in the South in this period, and for the coming decades, would have been very unusual considering how segregated that world was. This event was indeed such a striking moment for the younger man that over forty years later he still remembered it. To an acquaintance in the late 1930s he recalled the following about that conference and this man: “I remember that he was rather popular, that he was the only Negro on the grounds and that those of us from the South at the time thought it a little queer that there should be a Negro delegate present.”...
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Brown, Jeannette E. „Introduction“. In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0005.
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When I wrote my first book African American Women Chemists I neglected to state that it was a historical book. I researched to find the first African American woman who had studied chemistry in college and worked in the field. The woman that I found was Josephine Silane Yates who studied chemistry at the Rhode Island Normal School in order to become a science teacher. She was hired by the Lincoln Institute in 1881 and later was, I believe, the first African American woman to become a professor and head a department of science. But then again there might be women who traveled out of the country to study because of racial prejudice in this country. The book ended with some women like myself who were hired as chemists in the industry before the Civil Rights Act of 1964. Therefore, I decided to write another book about the current African American women chemists who, as I say, are hiding in plain sight. To do this, I again researched women by using the web or by asking questions of people I met at American Chemical Society ACS or National Organization for the Professional Advances of Black Chemists and Chemical Engineers (NOBCChE) meetings. I asked women to tell me their life stories and allow me to take their oral history, which I recorded and which were transcribed thanks to the people at the Chemical Heritage Foundation in Philadelphia, PA. Most of the stories of these women will be archived at the CHF in their oral history collection. The women who were chosen to be in this book are an amazing group of women. Most of them are in academia because it is easy to get in touch with professors since they publish their research on the web. Some have worked for the government in the national laboratories and a few have worked in industry. Some of these women grew up in the Jim Crow south where they went to segregated schools but were lucky because they were smart and had teachers and parents who wanted them to succeed despite everything they had to go through.
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„War room stories and the rainbow nation: Competing narratives in contemporary South African literature“. In National Myths, 205–19. Routledge, 2013. http://dx.doi.org/10.4324/9780203097113-19.
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Mawela, Ailwei Solomon. „Emancipation of South African Women in Biodiversity Conservation for Tourism“. In Environmental Impacts of Tourism in Developing Nations, 205–18. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5843-9.ch011.
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The emancipation of women volunteering in biodiversity conservation for tourism in local communities cannot be overemphasized, particularly in developing countries. This chapter explores the views of Alexandra Township women participating in biodiversity conservation for tourism. A case study design was used. Purposive selection technique was employed to sample 10 women. The semi-structured interview was used to collect data. Findings indicated that members of the environmental organization lack substantive environmental conservation knowledge which resulted in poor biodiversity conservation for tourism. Several challenges emerged such as lack of support from the government, lack of tourist attractions, poor infrastructure, inadequate human resources, and poor profits. This study suggests the empowerment of women in local environmental organizations through in-service training in biodiversity conservation.
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Groh, Tyrone L. „South Africa’s Proxy War in Angola“. In Proxy War, 157–81. Stanford University Press, 2019. http://dx.doi.org/10.11126/stanford/9781503608184.003.0006.
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This chapter presents a case study for how South Africa used UNITA as a proxy to intervene in the tense civil war in Angola to protect itself from communist influence. Pretoria wanted to prevent the African National Congress from taking over South Africa by force and to minimize Soviet influence in the region. UNITA received relatively overt support, operated with a high degree of autonomy, and had highly divergent objectives. Although the international community rhetorically opposed South Africa’s involvement in Angola, the actions of the United States and Western Europe reflected a more tacit approval. Domestically, South Africa’s public was reluctantly supportive but only on the condition that the costs remain low. Considering that most states had already rhetorically condemned Pretoria’s government and its foreign policy in southern Africa, it is interesting that states failed to raise the international costs of South Africa’s indirect intervention in Angola.
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„The impact of the South African War on the Staff College and staff training 1899–1906“. In The Victorian Army and the Staff College 1854-1914, 205–37. Routledge, 2015. http://dx.doi.org/10.4324/9781315685557-17.
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Louw, P. Eric. „Afrikaner Music and Identity Politics in Post-Apartheid South Africa“. In African Studies, 733–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3019-1.ch039.
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A song about a Boer War general, released in 2006, stirred controversy in South Africa by triggering a gearshift amongst Afrikaners towards re-engaging in the political process. The song “De la Rey”, which became a popular South African hit, captured the alienation many Afrikaners felt at having become a politically marginalized and disempowered ethnic minority within a state where Black Nationalism had become the dominant discourse. The song triggered the De la Rey phenomenon in which Afrikaners became once more politically assertive, following a decade in which this community had been politically dormant. Afrikaners took to singing “De la Rey” as a sort of ‘national anthem' when they gathered in sports stadiums, BBQs, pubs and parties. Twelve months after “De la Rey” was released, the South African government expressed concern the song could become “a rallying point for treason”. The De la Rey phenomenon offers an excellent fulcrum to consider how music can provide a platform for political messages which have consequences for the political process.
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Offer, Avner. „Charles Hilliard Feinstein 1932–2004“. In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0009.
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Charles Hilliard Feinstein (1932–2004), a Fellow of the British Academy, worked out the structure and size of the British economy from 1965 and back to mid-Victorian times. Beyond scholarship, his life subsumed a longer arc: the quest for an equitable South Africa in his youth, and its resumption in his final years. The economics that appealed to Feinstein were those of Karl Marx, and he submitted an honours dissertation on the labour theory of value. He was attracted to the University of Cambridge by the presence there of the Marxist economist Maurice Dobb, and the two remained close for years afterwards. In 1958, Feinstein took a research position in Cambridge's Department of Applied Economics, where he adapted national income series for immediate use. In 1963, he became an assistant university lecturer in economic history, and fellow and director of studies in economics at Clare College. Feinstein published a book entitled National Income towards the end of the heroic phase of historical national accounting.
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Hyslop, Jonathan. „South Africa and Scotland in the First World War“. In A Global Force. Edinburgh University Press, 2016. http://dx.doi.org/10.3366/edinburgh/9781474402736.003.0008.
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This chapter discusses the powerful and long-lasting impact Scottish military symbolism on the formation of military culture in South Africa. Drawing on the work of John MacKenzie and Jonathan Hyslop’s notion of ‘military Scottishness’, this chapter analyses how Scottish identity both interacted with the formation of political identities in South Africa, and ‘looped back’ to connect with changing forms of national identity in Scotland itself. In particular, it addresses how the South Africans’ heroic role at Delville Wood, during the Battle of the Somme, became a putative symbol of this racialised ‘South Africanism’. The South African Brigade included a battalion of so-called ‘South African Scottish’ which reflected the phenomenon of military Scottishness. Overall, the chapter looks at the way in which the representations of the role of the South African troops involved an interplay between British empire loyalism, white South African political identities, and Scottishness.
Konferenzberichte zum Thema "South African National War College"
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Louw, Jaysveree M. „CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.
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At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.