Dissertationen: „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

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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.

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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.

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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&amp.

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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.

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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.

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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 - Med
Skills 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

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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.

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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.

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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)

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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 English
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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)

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11

Bonora, Franco. „The modernity/tradition interface amongst urban black South Africans“. Diss., 2002. http://hdl.handle.net/10500/1109.

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Since the 1950s modernization theory predicted within the Third World a trajectory for social evolution and development mirroring perceived social and developmental evolution in Western societies since the 17th Century. Despite this theory being much discredited in both Western societies and the developing world; this theory still forms the basis for much analysis and policy formulation within post-1990 South Africa. This thesis looks at various aspects of urban black South Africans' existence and concludes that African tradition has found a place within an urban existence due to it's flexibility in dealing with peoples' daily challenges. An urban existence can thus no-longer be thought of as supplanting tradition in favour of western influences, but rather as bringing about a mixture of western and traditional influences - with positive and negative theoretical and practical developmental consequences
Development Studies
M.A.

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12

de, Mink Karen Joy. „Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership“. Thesis, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5869_1259055363.

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Skills 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 &lsquo
multi-pronged&rsquo
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&rsquo
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&rsquo
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&rsquo
s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a &lsquo
multi-pronged&rsquo
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.

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13

Kelm, Erwin. „The development of job-related education and training in Soweto, 1940-1990“. Diss., 2001. http://hdl.handle.net/10500/17065.

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The dissertation analyses job-related education, training and development in Soweto since 1940. The effect which the interference of the National Party government had on jobrelated education for black South Africans in Soweto is examined, as it is of importance to know that qualifiers were only permitted to operate as trades people in the bantustans and not in the "white" cities. It is discussed that prior to the assassination of prime minister Dr H F Verwoerd in 1966, the NP government had little interest in promoting urban black upliftment. Also mentioned is the economic situation at that time, which forced the N P government to introduce the Manpower Training Act, permitting Africans to qualify in trades which were until 1981 reserved for whites only. At the eentre of the discussion are the few Sowetan colleges which deal with job-related education. training and development in the African township. Despite the demand for skills training of black South Africans, training deteriorated and the dissertation investigates the reasons surrounding the loss of interest in the communities and why interest groups were no longer concerned about this type of training. The dissertation concludes with a possible future perspective which needs to be implemented to enable job-related education, training and development in Soweto to expand. The need to train Sowetans in their own colleges as opposed to colleges outside Soweto is examined.
History
M.A. (History)

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14

Houston, William John. „A critical evaluation of the University Christian Movement as an ecumenical mission to students, 1967 -1972“. Diss., 1997. http://hdl.handle.net/10500/16970.

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Text in English
This dissertation has examined the University Christian Movement (UCM) over its turbulent five year history from 1967 to 1972 in terms of the original hopes of the sponsoring ecumenical denominations. Contextual factors within the socio-political arena of South Africa as well as broader youth cultural influences are shown to have had a decisive influence. These factors help to explain the negative reaction from the founding churches. While this is not a thesis on Black Consciousness, nevertheless the contribution of the UCM to the rise of Black Consciousness and Black Theology is evaluated. UCM is shown to be a movement well ahead of its time as a forerunner in South Africa of Black Theology, contextual theology, feminism, modem liturgical styles, and intercommunion. As such it was held in suspicion. It suffered repressive action from the government and alienation from the churches. Constant cross referencing to other organisations such as the World Student Christian Federation, the National Union of South African Students, the South African Council of Churches, the Christian Institute, and the Sllldents Christian Association, helps to locate the UCM within the flow of contemporary history. The concluding evaluation differs markedly from the report of the Schlebusch Commission by making both critical and positive judgement from the perspective of the UCM as an ecumenical mission to students.
Christain Spirituality, Church History & Missiology
M.Th. (Missiology)

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15

Brink, Linda Eugen. „Die lewe, werk en invloed van F.V. Engelenburg in Suid-Afrika (1889 – 1938) / Linda Eugéne“. Thesis, 2015. http://hdl.handle.net/10394/16537.

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This dissertation is a historical biography of F.V. Engelenburg (1863-1938) and covers the period from 1889 to 1938, when Engelenburg lived and worked in South Africa. The study situates Engelenburg in the historical landscape of the Zuid-Afrikaansche Republiek during the late nineteenth and early twentieth century. The focus is mainly on Engelenburg’s journalistic career at De Volksstem, but attention is also given to his many other interests, including the development and promotion of Afrikaans and the Afrikaans academic culture, especially in the northern parts of South Africa. His work pertaining to the development of architecture, literature, aviation, the visual and performing arts, history, libraries, museums and educational institutions comes under the spotlight. His private life is considered as well in order to portray his versatility as a person. The chapters have been subdivided to highlight the variety of matters he was involved in, and a chronological approach has been followed as is customary in a biography. The study is based on archival research. In particular, Engelenburg’s private collections were used, as well as the private collections of some of his contemporaries. Engelenburg assumes a central place in the biography, with special focus on how he perceived and experienced conditions and everyday life in South Africa from the point of view of his transnational European background. His role as influential opinion-maker and political commentator on local and international politics is highlighted. His ties with political leaders and his involvement in government affairs are emphasised. The study also refers to his continued contact with his motherland, the Netherlands, and with the Dutch language. After the Anglo- Boer War, he realised that the languages of the future in South Africa would be Afrikaans (not Dutch), alongside English. His continuing support for Afrikaans as a language of instruction in schools and universities and the development of the Afrikaans literature, as well as his support for the standardization of Afrikaans helped to establish Afrikaans as an official language alongside English and Dutch in South Africa. Engelenburg’s active contribution to the work of the Zuid-Afrikaanse Akademie voor Taal, Lettere en Kuns (now the Suid- Afrikaanse Akademie vir Wetenskap en Kuns), helped to put the organization on a sound footing for future development. The Akademie can be seen as a living monument to his work in South Africa.
PhD (History)--North-West University, Vaal Triangle Campus, 2015.

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16

Pretorius, Shirley Frances. „A history of the Dutch Reformed Church in Zimbabwe : with special reference to the Chinhoyi Congregation“. Thesis, 1999. http://hdl.handle.net/10500/15819.

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This history which spans the period 1836 -1995, gives a picture of the Dutch Reformed Church in Zimbabwe which evolved from the missionary endeavour of the mother church in South Africa into an independent autonomous church. It is a story of Dutch (Afrikaner) piety in which the most important components are evangelisation, education and language, the whole of which was, and is still, influenced by the evangelical piety of Andrew Murray. With regard to the education of their children, the Dutch Reformed members believed that Christian education in the mother tongue was the ideal. This world view, together with the Protestant principle, that people should read and interpret Scripture for themselves, resulted in the establishment of three churches in Zimbabwe. Firstly, the Dutch Reformed Church (Synod of Central Africa), that ministers to the Afrikaans and English members of all races. Secondly, the Reformed Church of Zimbabwe that ministers to the Shona people, and thirdly the Church of Central Africa Presbyterian (Synod Malawi) that ministers to the migrant workers from Malawi. Of the three components in Dutch piety, evangelisation is regarded by the members as the most important in their missionary endeavour. This is the search for a contextual identity and illustrates how the Afrikaners in Zimbabwe experienced the reality of God in their lives. It is also a description of the interaction of the Dutch Reformed Church in Zimbabwe with the society in which it found itself. This interaction is observed to be of four types, namely, public witness, social upliftment and empowerment, the increase of social strength and the establishment of the community.
Church History

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Dissertationen zum Thema „South African National War College“

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