Articles de revues sur le sujet « South Africa. Commission on Native Education »
Pour voir les autres types de publications sur ce sujet consultez le lien suivant : South Africa. Commission on Native Education.
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleurs articles de revues pour votre recherche sur le sujet « South Africa. Commission on Native Education ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les articles de revues sur diverses disciplines et organisez correctement votre bibliographie.
1
Paterson, Andrew. « “The Gospel Of Work Does Not Save Souls” : Conceptions Of Industrial And Agricultural Education For Africans In the Cape Colony, 1890–1930 ». History of Education Quarterly 45, no 3 (2005) : 377–404. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00040.x.
Texte intégralRésumé :
Charles T. Loram was an important proponent of fashioning African education in ways that would best meet the needs of the colonial system. In the 1920s, Loram championed adapting the colonial curriculum away from “bookishness” towards a manual and agricultural orientation in order to meet the “needs” of rural Africans, as white settlers defined them. As his ideas on adaptation matured, Loram wrote an influential book, The Education of the South African Native in 1917, in which he stated: “On the necessity of industrial training for the Natives of South Africa there is remarkable unanimity. Government commissions and officials, missionaries and students of the Native Question, and the general public all agree that industrial training should be made the chief end of Native education.” What is interesting about this statement is the certainty with which Loram attributed consensus on the question of industrial training to all white colonial interest groups. Loram claimed “unanimity” in order to strengthen his argument for the particular form of industrial education that he favored. Yet, even though colonial actors ostensibly agreed on the need for “industrial education,” they lacked a common definition of “industrial education” which raises the question: were they agreeing to the same thing?
2
Krige, Sue. « Segregation, science and commissions of enquiry : the contestation over native education policy in South Africa, 1930–36 ». Journal of Southern African Studies 23, no 3 (septembre 1997) : 491–506. http://dx.doi.org/10.1080/03057079708708552.
Texte intégral
3
Molatoli, H. M. « Teaching health care ethics in physiotherapy education : Proposal for South Africa ». South African Journal of Physiotherapy 55, no 4 (30 novembre 1999) : 7–10. http://dx.doi.org/10.4102/sajp.v55i4.574.
Texte intégralRésumé :
This paper presents views of the role of the physiotherapy profession during the Apartheid era in South Africa. It analyses aspects of the Truth and Reconciliation Commission document and finally suggestions are made to prevent similar situations from developing ever again.
4
Mabunda, Magezi, et Cindy Ramhurry. « An analysis of the effects of history in the Truth and Reconciliation Commission poetry ». South African Journal of Education 43, no 4 (30 novembre 2023) : 1–8. http://dx.doi.org/10.15700/saje.v43n4a2236.
Texte intégralRésumé :
Scholars raise 2 salient questions regarding poetry in post-apartheid South Africa. One is whether new poetry emerged in the post-apartheid South Africa, and the other is whether poetry produced during and after the Truth and Reconciliation Commission is capable of capturing the imagination of the reading public without resorting to the bigotry of Black versus White. Literature highlights the need for South African poets to move away from using historical facts as the basis for making literary representation. We acknowledge that the use of historical facts as the basis for literary representation of societies may be seen as insensitive to the victims of the injustices of the past practices in highly politically polarised communities. At the same time, we argue that historical narratives with positive ideological intent can heal wounds and unite a nation. To justify this position, we adopted a 2-fold perspective: firstly, we investigated the effects of using history as the basis for literary representation and, secondly, we examined the extent to which post-apartheid South African poets may use history as a necessary tool to enforce unity and a sense of forgiveness.
5
Galgalo, Joseph D., et Esther Mombo. « Theological Education in Africa in the Post-1998 Lambeth Conference ». Journal of Anglican Studies 6, no 1 (juin 2008) : 31–40. http://dx.doi.org/10.1177/1740355308091384.
Texte intégralRésumé :
ABSTRACTSince 1998 there has been a revived interest in theology among Anglicans around the world. Rowan Williams has encouraged this with the promotion of a Theological Education for the Anglican Communion Commission. The Global South primates have called for a rejection of the Western paradigm of Anglican theology in the context of the current debates about sexuality. The key Lambeth resolution on sexuality at the 1998 conference carries with it significant assumptions and challenges about theological method. There has been a renewed focus on context in doing theology. These changes can be seen in the case of Kenya where there has been a determined effort to re-cast the theological curriculum. Theology has also become more popular among lay people and theological work is expanding and flourishing.
6
Cloete, Nico, et Johan Muller. « South African higher education reform : what comes after post-colonialism ? » European Review 6, no 4 (octobre 1998) : 525–42. http://dx.doi.org/10.1017/s1062798700003653.
Texte intégralRésumé :
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.
7
Pasachoff, Jay M. « Public Education in Developing Countries on the Occasions of Eclipses ». Transactions of the International Astronomical Union 24, no 3 (2001) : 101–6. http://dx.doi.org/10.1017/s0251107x00000493.
Texte intégralRésumé :
AbstractTotal solar eclipses will cross southern Africa on June 21, 2001, and on December 4, 2002. Most of Africa will see partial phases. The total phase of the 2001 eclipse will be visible from parts of Angola, Zambia, Zimbabwe, Mozambique and Madagascar. The total phase of the 2002 eclipse will be visible from parts of Angola, Botswana, Zimbabwe, South Africa and Mozambique. Public education must be undertaken to tell the people how to look at the eclipse safely. We can take advantage of having the attention of the people and of news media to teach about not only eclipses but also the rest of astronomy. I am Chair of a “Public Education at Eclipses” subcommission of IAU Commission 46 on the Teaching of Astronomy, and we are able to advise educators and others about materials, procedures and information releases.
8
Masutha, Mukovhe. « Against the pedagogy of debt in South African higher education ». African Journal of Teacher Education 12, no 2 (19 juillet 2023) : 48–68. http://dx.doi.org/10.21083/ajote.v12i2.7519.
Texte intégralRésumé :
On the back of decades of austerity, marketisation, credentialization and related neoliberal conceptions of education and society, a student debt crisis has emerged in higher education (HE). Despite the well-documented history of government-guaranteed income contingent loans (ICLs) indenturing students and their present and future families, such loans continue to be canvassed by policymakers and interest groups as an ideal ladder of educational opportunity, particularly for students from traditionally excluded communities. In this paper, the author brings together insights from Jeffrey Williams’ Pedagogy of Debt, Carter G Woodson’s Miseducation, Ha-Joon Chang’s idea of Bad Samaritans, and Kwame Nkrumah’s theory of Sham Independence as conceptual building blocks to reinforce the wall of resistance against the orthodoxy of debt as a paradigm for HE funding in South Africa. To add to the student debt abolition movements and the voices calling for freeing public HE, this paper critically reviews the recommendations of South Africa’s 2017 Fees Commission Report. This is done to offer an analysis that makes explicit the likely impact of the proposed student loan policy on South Africa. As we imagine transitioning towards the new African University, this paper makes a case for freeing public HE for all, on the basis of mutual aid, transitional and reparative justice.
9
Moss, Viyusani, Hasan Dincer et Umit Hacioglu. « The Nature of the Creditor-Debtor Relationship in South Africa ». International Journal of Research in Business and Social Science (2147-4478) 2, no 2 (3 janvier 2013) : 47–57. http://dx.doi.org/10.20525/ijrbs.v2i2.67.
Texte intégralRésumé :
This article was a result of an investigation measuring the ‘Correlation between Borrower Education and Non-payment Behaviour in Low Income Homeowners in South Africa as the premise of the study and poor relationship between lenders and borrowers as the secondary proposition. The study was motivated by the high level of foreclosures for non-payment of mortgages in the Protea Glen area in Johannesburg, Gauteng, as reported by the Human Rights Commission Inquiry in 2008. In investigating this non- payment behaviour the researcher employed largely quantitative instruments supplemented by qualitative methods. The study revealed interesting empirical findings that largely invalidated the founding hypotheses, despite existing theoretical frameworks - underpinned by various scholars - that sought to corroborate the hypotheses. The findings have however supported the premise that households reporting poor relationships with lenders were susceptible to non-payment behaviour. The rest of the secondary hypotheses were rejected by the empirical findings, viz. that there was no correlation between the level of formal education and non-payment behaviour; the link between propensity to default and the age of homeowners were also invalidated. From these findings, it can be demonstrated that there is a critical need for mitigating measures to remedy the identified shortcomings in this sector.
10
Trabold, Bryan. « Walking the Cliff’s Edge : The New Nation’s Rhetoric of Resistance in Apartheid South Africa ». College Composition & ; Communication 61, no 2 (1 décembre 2009) : W100—W124. http://dx.doi.org/10.58680/ccc20099481.
Texte intégralRésumé :
This article examines the rhetoric of resistance used by South African anti-apartheid journalists to expose the links between the apartheid government and death squads.By utilizing allusions, repetition, and a concept I refer to as “subversive enthymemes,” these journalists managed to reveal publicly information about death squad activity in a context of overwhelming constraints almost a full decade before these facts were confirmed by the Truth and Reconciliation Commission.
11
Aitchison, John. « Not grasping the nettle : Dilemmas in creating and funding a new institutional environment for adult, community, and technical and vocational education and training institutions ». Journal of Vocational, Adult and Continuing Education and Training 1, no 1 (13 novembre 2018) : 1. http://dx.doi.org/10.14426/jovacet.v1i1.10.
Texte intégralRésumé :
In spite of constitutional guarantees, ambitious policy promises, some initial enthusiasm for adult basic education and a well-run literacy campaign, South Africa has signally failed to construct a viable and vibrant adult and community education system that would parallel or enhance not only existing schooling, but also technical and vocational education systems. This article considers the current state of adult and community education and of technical and vocational education and training; in addition, it assesses the relevant recommendations in the Report of the commission of inquiry into higher education and training released in late 2017. Finally, it evaluates the extent to which the commission’s recommendations correspond to the reality and also to what is required for South Africa’s post-school offerings in the future.
12
Webster, Anjuli. « Transatlantic Knowledge : Race Relations, Social Science and Native Education in Early Twentieth-Century South Africa ». South African Historical Journal 72, no 3 (2 juillet 2020) : 366–85. http://dx.doi.org/10.1080/02582473.2020.1827019.
Texte intégral
13
Daniels, Berenice. « Developing inclusive policy and practice in diverse contexts : A South African experience ». School Psychology International 31, no 6 (décembre 2010) : 631–43. http://dx.doi.org/10.1177/0143034310386536.
Texte intégralRésumé :
Pre-1994, South Africa was a country riddled with inequality and discrimination stemming from the policy of ‘apartheid’. Since 1994, there have been considerable efforts made to enable the country to move toward becoming non-racial and democratic, with a culture of human rights and social justice. One of the primary tasks of the new democratically elected government was a reform of the education system. Specialized Education was initially neglected, but then in 1996 a National Commission was appointed to investigate Special Needs in Education and Education Support Services, of which the author was one of the co-ordinators. The timeline for the full implementation of the resulting White Paper 6 on Inclusive Education is 20 years. Inclusive Education in South Africa aims to meet the needs of all learners by addressing barriers to learning, welcoming diversity and fostering maximum participation by all in the culture of the school. This article, based on the author’s experience, will discuss the challenges for implementation of the policy in one of the South African districts which field-tested the recommendations in White Paper 6, a district with diverse contexts, the emerging promising practice, and the implications for specialized support professionals, in particular the role of school psychologists.
14
Meiring, P. G. J. « Leadership for reconciliation : A Truth and Reconciliation Commission perspective ». Verbum et Ecclesia 23, no 3 (7 août 2002) : 719–35. http://dx.doi.org/10.4102/ve.v23i3.1235.
Texte intégralRésumé :
As important as the need for authentic leadership in the fields of politics, economy and education in Africa may be, the continent is also in dire need of leadership for reconciliation. Against the backdrop of the South African Truth and Reconciliation Commission (TRC), the author – who served on the Commission – discusses five characteristics of leaders for reconciliation. Leaders need to be: leaders with a clear understanding of the issues at stake; leaders with respect for the truth; leaders with a sense of justice; leaders with a comprehension of the dynamics of forgiveness; and leaders with a firm commitment. The insights and experiences of both the chairperson of the TRC, Desmond Tutu, and the deputy chair, Alex Boraine, form the backbone of the article.
15
Botha, Sven. « Reinvigorating South Africa-Sweden Relations : Politics, Economics, And Society ». Thinker 94, no 1 (17 février 2023) : 7–9. http://dx.doi.org/10.36615/the_thinker.v94i1.2353.
Texte intégralRésumé :
The Republic of South Africa and the Kingdom of Sweden are often said to share a special relationship. This relationship, as Anna-Mart van Wyk’s article in this special issue illustrates, is firmly rooted in Sweden’s support for the Anti-Apartheid Movement. Since then, both South Africa and Sweden, and indeed the world as a whole, have experienced significant political, economic, and social changes.The bilateral relationship between South Africa and Sweden has grown since the former’s transition to democracy on the 27th of April 1994. To this end, South Africa and Sweden enjoy a bi-national commission and a total of 22 bilateral agreements1 (DIRCO, 2022).In addition to these milestones, innovative initiatives have been established in areas of mutual concern. Chief examples in this regard include the South Africa-Sweden University Forum (SASUF)2 and the Cape Town-Stockholm Connect Initiative3, which seek to stimulate collaboration in higher education and business and technology respectively. There have also been developments in our cultural exchanges in recent years. One such example was the facilitation of the Sweden-South Africa Live Connection: Digitally Yours Campaign (hereafter the Digitally Yours Campaign) which sought to keep both countries connected virtually during the Covid-19 Pandemic. The Digitally Yours Campaign ran from the 4th of April 2020 until the 2nd of May 2020 and hosted a number of virtual exchanges4 whereby both Swedish and South African artists participated in roundtable discussions and cultural performances in the areas of fashion, poetry, and music (Embassy of Sweden in Pretoria, 2020).
16
Ngeno Kipkemoi Robert, Dr Samson O. Barasa et Prof. John Chang’ach. « Political ramification on educational policy in colonial kenya ». INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (13 juillet 2020) : 77–84. http://dx.doi.org/10.24297/ijrem.v11i.8788.
Texte intégralRésumé :
Colonial educational policies were marked by conflicting interests of different actors who were involved in the provision and consumption of education. Initially, education matters were left to individual colonies and voluntary agencies, but from 1925, Whitehall began to take a keen interest in the development of education in the colonies. Several educational policies were enacted, including Fraser report, the East African Protectorate Education Commission in Kenya, Phelps-stoke commission, Memorandum on education policy in British Tropical Africa, Beecher committee of 1949 and Binns committee report of 1952. These policies sought to inculcate western morals, technical skills, and the need for rural advancement. Africans did not contend with recommendations of these commissions; therefore, several institutions emerged that sought to improve educational conditions for Africans, such as political associations, Local Native councils, and Independent school associations. Data for this study was collected qualitatively; this involved both primary and secondary sources of data. The results of the study indicate that politics has a direct influence on educational policy. The study will be significant to educational stakeholders, educational policy developers, and planners, educational historians and will be used as a basis for teaching politics and education in colonial Kenya and for future research in the history of education.
17
Alqahtani, Muneer Hezam. « Blame the Message Senders Not the Messenger : The Defence Case of the English “Native Speaker” Teacher ». Education Research International 2022 (13 janvier 2022) : 1–11. http://dx.doi.org/10.1155/2022/3926977.
Texte intégralRésumé :
This article investigates how “native speaker” teachers define who a “native speaker” is and how they view themselves in relation to the concept. It further explores how they feel about discriminatory practices in employability and the pay gap that are systemically carried out against their “nonnative speaker” counterparts by recruiters. Data were gathered from 10 English language teachers: five males and five females from the UK, Canada, Ireland, and South Africa, who were hired by a state university in Saudi Arabia on the basis that they are “native speakers.” The findings show that although the place of birth and the official status of English in a given country were the main defining criteria for hiring a “native speaker,” the interviewees did not view the concept of the “native speaker” in the same ways as their recruiters did, who they believed used those criteria in an overly simplistic and reductive way rooted in native-speakerism. The findings also show that the participants did not enjoy the unjustified privileges given to them by their recruiters at the expense of their “non-native speaker” colleagues. Instead, in some cases, they attempted to confront their recruiters over such discriminatory practices, and in some others, they attempted to bridge the gap and ease the tension between themselves and their “nonnative speaker” counterparts, although these efforts were hindered by the system’s unfair and unjust practices.
18
Ntshangase, Sicelo Ziphozonke. « Interactive pedagogy elevating learners as producers of knowledge in the isiZulu classroom ». South African Journal of Education 42, no 2 (31 mai 2022) : 1–11. http://dx.doi.org/10.15700/saje.v42n2a2095.
Texte intégralRésumé :
The modern era demands a radical pedagogical shift and a complete overhaul of traditional teaching methods that flaunt teachers as the sole producers of knowledge and learners as impetuous consumers of knowledge. In this article I propose interactive teaching methods and strategies as the pedagogical approach to be advocated by 21st-century isiZulu teachers so that learners are empowered on all cognitive levels as producers of knowledge. This pedagogical shift in the isiZulu classroom has the power to revoke the historical debt of the marginalisation of indigenous African languages, which native speakers of these languages inherited from the apartheid education system of South Africa. Used as the guiding theoretical framework, the transformative learning theory is set to challenge the status quo and disrupt the current instructional classroom practice that is regressive to change demanded by the Fourth Industrial Revolution. The participatory action research methodology, reflecting the encounters with student teachers at a teacher education institution in South Africa, provides a critical analysis of how interactive teaching methods and strategies can be used in an authentic classroom environment.
19
Pudifin, Sarah, et Shannon Bosch. « Demographic and Social Factors Influencing Public Opinion on Prostitution : An Exploratory Study in Kwazulu-Natal Province, South Africa ». Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 15, no 4 (29 mai 2017) : 1. http://dx.doi.org/10.17159/1727-3781/2012/v15i4a2508.
Texte intégralRésumé :
This paper examines countervailing South African public opinion on the subject of prostitution in South Africa, and identifies the factors which might influence these attitudes. It also investigates the complex relationship between public opinion and the law. Whilst engaging in prostitution constitutes a criminal offence under the Sexual Offences Act 23 of 1957, it is generally ignored by the police, which results in a quasi-legalised reality on the ground. In recent years there has been growing demand for the decriminalisation of prostitution, and as a result the issue is currently under consideration by the South African Law Reform Commission. The Commission released a Discussion Paper on Adult ProSstitution in May 2009, and is expected to make recommendations to parliament for legal reform in this area. An exploratory survey of 512 South Africans revealed interesting correlations between opinion on prostitution and both demographic characteristics (including gender, age, race and education level) and so-called "social" characteristics (including religiosity, belief in the importance of gender equality, the acceptance of rape myths, and a belief that prostitutes have no other options). The survey reveals two key findings in respect of the attitudes of South Africans to prostitution. Firstly, an overwhelming majority of South Africans - from all walks of life - remain strongly morally opposed to prostitution, and would not support legal reforms aimed at decriminalising or legalising prostitution. Secondly, our data confirm that these views are strongly influenced by certain demographic and 'social' variables. In particular, race, gender, religiosity, cohabitation status, and socio-economic status were found to bereligiosity, cohabitation status, and socio-economic status were found to be statistically significantly related to opinions on prostitution, while other variables - particularly the belief in the importance of gender equality and the level of education - had no statistically significant relationship with tolerance of prostitution. Given that the proposed legal reforms, which will shortly be tabled before parliament, will [1]necessitate the consideration of public opinion, it is imperative that studies such as the one presented in this paper be conducted to gauge the likely response which such proposed reforms might face.
20
Olawuyi, Seyi Olalekan, Abbyssinia Mushunje et Gabriel Eyinade. « Micro-analysis of earnings and its determinants in eastern cape province of South Africa ». Journal of Infrastructure, Policy and Development 8, no 6 (18 juin 2024) : 2996. http://dx.doi.org/10.24294/jipd.v8i6.2996.
Texte intégralRésumé :
Earnings disparities in South Africa, and specifically the Eastern Cape region are influenced by a complex interplay of historical, socio-economic, and demographic factors. Despite significant progress since the end of apartheid, persistent disparities in earnings continue to raise questions about the effectiveness of policies aimed at reducing inequality and promoting equitable social system. Individual-level dataset from the 2021 South African general household survey were subjected to exploratory analysis, while Heckman selection model was used to investigate the determinants of earnings disparities in the study area. The results showed that majority of the population are not working for a wage, commission or salary, which also pointed to the gravity of unemployment situation in the area of study. Most of the working population (both male and female) are lowest earners (R ≤ 10,000), and this also cuts across all age-group categories. Majority of working population have no formal education, are drop out, or have less than grade-12 certificate, and very few working populations with higher education status were found in the moderate and relatively high earnings categories. While many of the working population are engaged in the informal sector, those in the formal sector are in the lowest earners group. Compared to any other race, the Black African group constituted the majority of non-wage earners, and most in this group were found in the lowest earners group. Some of the working population who were beneficiaries of social grants and medical aids scheme were found in the lowest, low, and moderate earnings categories. The findings significantly isolated the earnings-effect of age, marital status, gender, race, education, geographic indicators, employment sector, and index of health conditions and disabilities. The study recommends interventions addressing racial, gender, and geographic wage gaps, while also emphasizing the importance of equitable access to education, health infrastructure, and skills development.
21
Phungula, Mbekezeli, et Reward Utete. « A CRITICAL REVIEW OF LABOUR COMMISSIONERS' DILEMMAS WHEN DEALING WITH WORKPLACE DISPUTES IN SOUTH AFRICA ». Journal of Law and Sustainable Development 12, no 2 (1 mars 2024) : e1681. http://dx.doi.org/10.55908/sdgs.v12i2.1681.
Texte intégralRésumé :
Purpose: The overarching purpose of the study is to review the existing literature on the immense challenges faced by South African labour commissioners when dealing with labour disputes. Upholding decent work is indispensable to dispel injustice and poor working conditions at the workplace. Theoretical reference: It is one of the key sustainable development goals the United Nations sets in which South Africa is a member state. Labour commissioners of the Commission for Conciliation, Mediation and Arbitration in South Africa play an integral role in accomplishing decent work through adjudicating labour disputes between employees and employers. Method: The study adopted a systematic review method. The study extensively reviewed the available literature, which include published research articles, conference papers, reports and policy documents over the period 2012–2022 from Scopus, Web of Science, Google Scholar and ScienceDirect databases. Results and Conclusion: The study found unparalleled challenges, which include illiteracy and poor level of education among the complainants, mounting reported labour caseload, increase in labour matter reviews, re-filing of cases dealt with due to unimplemented awards, poor access to training of the commissioners, among others. Implications of research: The study provides critical policy implications to address labour commissioners' challenges in South Africa. The management must also ensure that the complainants have access to adequate technology whenever they contemplate conducting their dispute resolution process via digital platforms. Originality/value: However, despite labour commissioners facing challenges linked to their work, which compromise their ability to discharge their duties effectively, studies have yet to be conducted to specifically examine the challenges faced by labour commissioners in South Africa.
22
Thompson, Katie E., et Genoveva F. Esteban. « A Study on the Perception of African Elephant (Loxodonta africana) Conservation by School Children in Africa and England (UK) ». Diversity 15, no 6 (16 juin 2023) : 781. http://dx.doi.org/10.3390/d15060781.
Texte intégralRésumé :
Environmental education (EE) applications can support wildlife conservation practices by improving school children’s understanding of environmental issues, including endangered species conservation, such as the African savanna elephant (Loxodonta africana). This study aimed to identify and assess school children’s perceptions of elephant conservation in three schools: South Africa, Kenya, and England. Questionnaires were completed by students at one school per location, with the age range of 10–16 (n = 364). The responses were then analysed independently and collectively using descriptive statistics (n = 364). School children feared elephants where elephants were native. The importance of elephants was not acknowledged by students in South Africa and England and included a lack of awareness of how elephants benefit other species. There was an unclear understanding of the threats to elephants. Collectively, a wildlife guide as a career choice was not highly valued. The results of this study have reflected key narratives of elephant conservation from selected countries; Kenya leading in anti-poaching and anti-trade campaigns, anti-poaching campaigns by various NGOs in the U.K., and elephant management around expanding populations in South Africa, which have given significant insights into areas of improvement for environmental education practices to support wildlife conservation globally. Furthermore, this new research has identified and compared school children’s awareness of elephant conservation on a greater spatial scale than what is currently understood, compounding the importance of understanding effective wildlife conservation in education.
23
Mouton, Nelda, G. P. Louw et G. L. Strydom. « Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011) : A Critical Analysis ». International Business & ; Economics Research Journal (IBER) 12, no 2 (31 janvier 2013) : 151. http://dx.doi.org/10.19030/iber.v12i2.7628.
Texte intégralRésumé :
Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
24
Mouton, Nelda, G. P. Louw et G. L. Strydom. « Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011) : A Critical Analysis ». Journal of International Education Research (JIER) 9, no 2 (27 mars 2013) : 127–44. http://dx.doi.org/10.19030/jier.v9i2.7718.
Texte intégralRésumé :
Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
25
Asadova, Nurana Rovshan. « English and its language policy in different countries ». Technium Social Sciences Journal 51 (8 novembre 2023) : 303–8. http://dx.doi.org/10.47577/tssj.v49i1.9735.
Texte intégralRésumé :
In the modern world, English has become widespread only in the “inner circle” countries (Great Britain, Ireland, USA, Canada, Australia and New Zealand) where English is the native language of the population. English is also actively used in outer circle countries. Countries in this circle include India, Nigeria, Bangladesh, Pakistan, Malaysia, Kenya, South Africa, etc. In the “Outer Circle” countries, English is not the native language of a significant part of the population, but it plays an important role in government actions and daily communication. There are also “expanding circle” countries (Russia, China, Japan, Korea, Egypt, Germany, France, etc.) where English is not the native language of the majority of the population and is not used in public administration. In these countries, English is used in some fields of activity such as education, business, science, culture and tourism.
26
Skelton, Ann, et Martin Nsibirwa. « #Schools on fire : Criminal justice responses to protests that impede the right to basic education ». South African Crime Quarterly, no 62 (13 décembre 2017) : 39–50. http://dx.doi.org/10.17159/2413-3108/2017/v0n62a3090.
Texte intégralRésumé :
In recent years, schools have borne the brunt of protesters’ frustrations with the lack of access to services in South Africa. A 2016 investigative hearing by the South African Human Rights Commission (SAHRC) explored the causes of the protests and examined the failure to prevent the destruction of school property. It found that no one was held accountable for the protest-related damage. This article explores the competing constitutionally protected rights of protest and education. Although the right to protest is central in a democracy, it must be exercised peacefully with minimal disruptions to the right to education. Protest action that causes destruction should be criminally sanctioned; however, action that impedes access to education through threats and intimidation is difficult to deal with in the criminal justice system. This article questions the applicability of section 3(6) of the South African Schools Act, which makes it an offence to stop children attending school, and considers the proposed amendments to the Act in light of these critiques. The article explores possible prosecution relying on the Intimidation Act, and finds that the Act is under constitutional challenge. The article concludes that the focus on prevention as contained in the SAHRC report is not misplaced, given the challenges in holding protesters accountable under criminal law.
27
Skelton, Ann, et Martin Nsibirwa. « #Schools on fire : Criminal justice responses to protests that impede the right to basic education ». South African Crime Quarterly, no 62 (13 décembre 2017) : 39–50. http://dx.doi.org/10.17159/2413-3108/2017/i62a3090.
Texte intégralRésumé :
In recent years, schools have borne the brunt of protesters’ frustrations with the lack of access to services in South Africa. A 2016 investigative hearing by the South African Human Rights Commission (SAHRC) explored the causes of the protests and examined the failure to prevent the destruction of school property. It found that no one was held accountable for the protest-related damage. This article explores the competing constitutionally protected rights of protest and education. Although the right to protest is central in a democracy, it must be exercised peacefully with minimal disruptions to the right to education. Protest action that causes destruction should be criminally sanctioned; however, action that impedes access to education through threats and intimidation is difficult to deal with in the criminal justice system. This article questions the applicability of section 3(6) of the South African Schools Act, which makes it an offence to stop children attending school, and considers the proposed amendments to the Act in light of these critiques. The article explores possible prosecution relying on the Intimidation Act, and finds that the Act is under constitutional challenge. The article concludes that the focus on prevention as contained in the SAHRC report is not misplaced, given the challenges in holding protesters accountable under criminal law.
28
Badruddin, Syamsiah, Paisal Halim, Muhammad Ikhsan Setiawan, Agus Sukoco, Muhammad Isradi, Sugeng Sugeng, Fajar Prihesnanto et Abdul Talib Bon. « Sustainable Development Goals (SDGs), Socio Environment and Socio Education ». IJEBD (International Journal of Entrepreneurship and Business Development) 6, no 1 (31 janvier 2023) : 130–37. http://dx.doi.org/10.29138/ijebd.v6i1.2111.
Texte intégralRésumé :
Purpose: The 2023 Global Sustainable Development Report will be launched as the world approaches the half-way point of the 2030 Agenda and struggles to rebuild in the aftermath (or in the midst) of the COVID-19 pandemic. Compare the document counts for up to 15 sources, year 2020 until 2021, there are increase of documents based on Sustainable Development Goals (SDGs), Socio Education documents published in SCOPUS.COM. Subject area dominant is Social Sciences, followed by Environmental Science, Medicine.
Design/methodology/approach: Source Documents dominant is International Journal Of Emerging Technologies In Learning, followed by Sustainability Switzerland, E3s Web Of Conferences, and Lancet. There are no Indonesia journal. By country or territory, Nigeria, United Kingdom, and India dominant in the World. In Malaysia, very strong, followed by Viet Nam, Indonesia, Philippines, Singapore, Myanmar, and Thailand. By funding sponsor, dominant Bill and Melinda Gates Foundation, followed by Covenant University, Covenant University Centre for Research, Innovation and Discovery, European Commission, and Fundação para a Ciência e a Tecnologia. There are no Indonesia funding sponsor. By affiliations, dominant James Cook University, followed by Organisation Mondiale de la Santé, Lunds Universitet, and University of Cape Coast Ghana. There are no Indonesia affiliations. Compare the document counts for up to 15 sources, year 2020 until 2021, there are increase of documents based on Sustainable Development Goals (SDGs), Socio Environment documents published in SCOPUS.COM.
Findings: Subject area dominant is Social Sciences, followed by Environmental Science, Energy. Source Documents dominant is Energy Reports journal, followed by Sustainability Science journal, International Organisations Research Journa, Smart Innovation Systems And Technologies journal, and Sustainability Switzerland journal. There are no Indonesia journal. By country or territory, United Kingdom dominant, followed by South Africa and Nigeria. In ASEAN dominant Indonesia and Malaysia. By funding sponsor, Bill and Melinda Gates Foundation dominant, followed by Bundesministerium für Bildung undForschung, Centre for International Forestry Research, European Commission, and European Social Fund. None from Indonesia. By affiliations, University of KwaZulu-Natal dominant, followed by Dokuz Eylül Üniversitesi, South African Water Research Commission, University of Venda, and Russian Presidential Academy of National, from Indonesia there is Universitas Indonesia, Universitas Indonesia, 29,793 documents, whole institution, 28,845 documents, affiliation only, 17,394 Authors, Document count (high-low), Medicine 7,069 docs, Engineering 5,685 docs, and Physics and Astronomy 5,145 docs. Universitas Indonesia research publication connected with Sustainable Development Goals (SDGs), Socio Environment.
Paper type: Research paper
29
Nephawe, Farisani Thomas, et Matodzi Nancy Lambani. « Use of Question-And-Answer Method in Teaching English Prepositions to Primary School Learners ». International Journal of Language and Literary Studies 4, no 3 (5 août 2022) : 109–25. http://dx.doi.org/10.36892/ijlls.v4i3.1000.
Texte intégralRésumé :
Primary school education in South Africa is based on the premise that foreign language learners study English as First Additional Language. Although the ideal situation for acquiring any language is to live among native speakers, most learners are not exposed to native English speakers. As the teaching methods employed are governed by this principle, the question-and-answer method provides immediate feedback to teachers and enhances learners’ proficiency in English prepositions. The paper investigated if the question-and-answer method improves learners' proficiency in the learning of English prepositions of movement. Using a qualitative approach, the researchers interviewed and observed the teaching of English prepositions of movement by English First Additional Language teachers. Three rural Grade Six Lwamondo Primary school teachers in Limpopo Province, South Africa were sampled depending on the use of traditional teaching methods. The paper established that the question-and-answer method improved learners’ proficiency in the use of these English prepositions. However, learners were incompetent in a class where the teachers used the narrative method as no questions were answered at the end of the lesson. It can be concluded that the question-and-answer method is appropriate for teaching the English prepositions of movement to Grade Six learners in this regard.
30
Hornberger, Nancy H. « Language policy, language education, language rights : Indigenous, immigrant, and international perspectives ». Language in Society 27, no 4 (décembre 1998) : 439–58. http://dx.doi.org/10.1017/s0047404500020182.
Texte intégralRésumé :
ABSTRACTIndigenous languages are under siege, not only in the US but around the world – in danger of disappearing because they are not being transmitted to the next generation. Immigrants and their languages worldwide are similarly subjected to seemingly irresistible social, political, and economic pressures. This article discusses a number of such cases, including Shawandawa from the Brazilian Amazon, Quechua in the South American Andes, the East Indian communities of South Africa, Khmer in Philadelphia, Welsh, Maori, Turkish in the UK, and Native Californian languages. At a time when phrases like “endangered languages” and “linguicism” are invoked to describe the plight of the world's vanishing linguistic resources in their encounter with the phenomenal growth of world languages such as English, the cases reviewed here provide consistent and compelling evidence that language policy and language education serve as vehicles for promoting the vitality, versatility, and stability of these languages, and ultimately promote the rights of their speakers to participate in the global community on and IN their own terms. (Endangered languages, immigrant languages, indigenous languages, language revitalization, linguicism)
31
Pali, Khamadi Joseph. « Markers and Tools to Facilitate Decolonisation of Theological Education in Africa ». Religions 15, no 7 (27 juin 2024) : 783. http://dx.doi.org/10.3390/rel15070783.
Texte intégralRésumé :
This article discusses the decolonisation of (theological) education in Africa, with special emphasis on South Africa. Colonialism is a complex power system that subjugated space, human beings and the minds of the colonised. Decolonisation has a responsibility to remove colonial governance, liberate the colonised being and decentre the colonial knowledge and recentre the indigenous knowledge of the native people. Furthermore, the most difficult form of decolonisation is the decolonisation of the mind because colonialism in this context tends to manifest itself into other forms of social structure. This study suggests that there is a need to relearn the meaning of decolonisation and its implications, as there are some students and academics who still do not know much about decolonisation, and this hinders the process. Furthermore, theological education needs to use engaged scholarship and community-based practical research (CBPR) methods as tools to facilitate decolonisation of theological education, as present studies indicate that the Christian religion is failing to make an impact in many African communities. Lastly, this article highlights markers of decolonised (theological) education in Africa. This article has two objectives. The first objective is to highlight markers of decolonised theological education. The second objective is to give special emphasis to the role of engaged scholarship and CBPR in the decolonisation of theological education. This article will use a literature review approach and highlight examples of the decolonisation of (theological) education. The decolonisation theory will underpin this literature review.
32
McLeod, Julie, et Fiona Paisley. « The Modernization of Colonialism and the Educability of the “Native” : Transpacific Knowledge Networks and Education in the Interwar Years ». History of Education Quarterly 56, no 3 (août 2016) : 473–502. http://dx.doi.org/10.1111/hoeq.12199.
Texte intégralRésumé :
This article focuses on a seminar-conference held in Hawaii in 1936 on the “educability” of native peoples. The seminar-conference was convened by New Zealand anthropologist Felix Keesing and Yale education professor Charles Loram and supported by the Carnegie Corporation, among other organizations. Conference delegates-who came from across the Pacific, including the U.S. mainland, Australia, and New Zealand, and from as far as South Africa-joined to discuss the future of colonial education. The residential conference, which lasted several weeks, resulted in published proceedings and the establishment of extensive transpacific networks. One in a series of international congresses on education that took place during the interwar years, the 1936 Hawaii conference offers unique insight into the transnational dialogue among academics, education practitioners, colonial administrators, and, in some cases, Indigenous spokespeople, concerning the modernization of colonialism and new forms of citizenship in the era of progressive education and cultural internationalism.
33
Jang, Sunhee. « How to see the South African black people in Santu Mofokeng’s image-text archive ? » Arte, Individuo y Sociedad Avance en línea (8 avril 2024) : 1–17. http://dx.doi.org/10.5209/aris.92751.
Texte intégralRésumé :
South African artist Santu Mofokeng’s The Black Photo Album—Look at Me: 1890–1950 (1997) displays black people’s photographic portraits and text through a slide projection. For this archive project, he collected, restored, and re-contextualized the old portraits and added text. The presented figures depict the black South Africans who lived at the end of the nineteenth century. Most of them are well-dressed and take a pose in a European studio. Different from the well-prepared photographic representation, pieces of text include a disorder of alphabets, varied size of letters, inconsistent ground color, and misprinting effect. In a sense, the ambivalent mode of images and text seems to appeal the black people’s inner conflicts between being modernized versus colonized. In fact, Mofokeng once said that such a middle-class of black people did not exist in his education. Thus, this research analyzes the ways in which intertextuality of images and text in The Black Photo Album fills with the incomplete part of South African history. Reconsidering the functional limits of the TRC(Truth and Reconciliation Commission, 1995) in South Africa, this research argues that Mofokeng’s archive project delivers emotions of memories of the black people, which were not registered in the nation’s history.
34
Blom, Phenyo, Mohammed Jahed et Shikha Vyas-Doorgapersad. « Unemployment Reduction Targets to Realise NationalL Development Plan Vision 2030 ». Journal of Economic Development, Environment and People 12, no 2 (30 juin 2023) : 48–64. http://dx.doi.org/10.26458/jedep.v12i2.806.
Texte intégralRésumé :
One of the main and most dynamic challenges confronting South Africa is the high unemployment rate, which has been increasing more rapidly than the country’s economic growth. The unemployment rate is increasing every year, supplemented with financial crisis as the South African economy is experiencing a drastic recession and jobs are getting lost. In 2012, the National Planning Commission (NPC) implemented a new long-term strategy, the National Development Plan Vision 2030 (NDP), which is set over an 18-year period (2012 to 2030). The NDP was introduced to meet the government’s objectives, which include economic growth, reducing triple challenges (unemployment, poverty and inequality) and improving service delivery. The main aim of the research is thus to assess the progress of the unemployment reduction targets set by the NDP, as well as recommend strategies that can be implemented to attain the unemployment reduction target and reduce unemployment to (under) 6%. The study employed a qualitative research method and a case study research design. Through literature review, information was compiled through studying budget reviews, the Public Finance Management Act (PFMA), press releases from international capital markets (International Monetary Fund and World Bank), official government documents, academic/scholarly newspapers, and relevant legislation. The finding explore that many factors hinder or impede the government from achieving its objectives, such as slow economic growth, the impact of Covid-19 on the labour market, skills gap and mismatch, the education system in South Africa and a severe lack of entrepreneurship. The article makes policy recommendations for improvement.
35
van Jaarsveldt, Lisa C., Michiel S. de Vries et Hendri J. Kroukamp. « South African students call to decolonize science : Implications for international standards, curriculum development and Public Administration education ». Teaching Public Administration 37, no 1 (7 août 2018) : 12–30. http://dx.doi.org/10.1177/0144739418790779.
Texte intégralRésumé :
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.
36
Mindu, Tafadzwa, Innocent Tinashe Mutero, Winnie Baphumelele Ngcobo, Rosemary Musesengwa et Moses John Chimbari. « Digital Mental Health Interventions for Young People in Rural South Africa : Prospects and Challenges for Implementation ». International Journal of Environmental Research and Public Health 20, no 2 (13 janvier 2023) : 1453. http://dx.doi.org/10.3390/ijerph20021453.
Texte intégralRésumé :
Globally, most young people living with mental health conditions lack access to mental health care but have access to a mobile device. The growing access to mobile devices in South Africa has the potential to increase access to mental health care services through digital platforms. However, uptake of digital mental health interventions may be hampered by several factors, such as privacy, confidentiality, informed consent, and affordability. This study identified the prospects and challenges of implementing a mobile phone-based mental health intervention for young people in Ingwavuma area. Data were collected from 93 young people in three villages purposefully selected in Ingwavuma area. Participants included in the study were aged 16–24. Data were collected through a questionnaire. Thematic and descriptive analysis was performed on the qualitative and quantitative data, respectively. Mental health education was low, with only 22% of participants having received prior education on mental health. About 50% of the participants had come across a mental health app, but none of them had used any of these apps; 87% of participants had Internet access; 60% preferred to use social media to contact a health worker; and 92% suggested that use of digital apps would improve mental health literacy among young people. Barriers to access of digital mental health interventions were identified as the high cost of data, restrictive religious beliefs, limited privacy, lack of native languages on most digital platforms, low digital literacy, and complicated user interface. In uMkhanyakude, uptake of digital mental health apps among the young people was low. We recommend that, developers create context-specific digital applications catered for young people from different cultural backgrounds. Socio-economic issues such as affordability also need to be addressed in developing these tools.
37
Rautenbach, Christa. « Editorial ». Potchefstroom Electronic Law Journal 18, no 1 (21 février 2015) : 0. http://dx.doi.org/10.17159/1727-3781/2015/v18i1a13.
Texte intégralRésumé :
The first edition of 2015 boasts 13 contributions dealing with a variety of topics. The first article, by Ben Coetzee Bester and Anne Louw, discusses the persistence of the "choice argument", which is based on the rationale that domestic partners who choose not to marry cannot claim spousal benefits, and arrives at the conclusion that legislation should differentiate between registered and unregistered domestic partnerships for the purpose of spousal benefits. Ernst Marais has written two articles on expropriation. In the first he examines the meaning and role of state acquisition in South African law and in the second he deals with the distinction between deprivation and expropriation in the light of Agri South Africa v Minister for Minerals and Energy 2013 4 SA 1 (CC), where the Constitutional Court recently revisited the distinction between the two concepts and held that the distinguishing feature of expropriation is that it entails state acquisition of property, whilst deprivation takes place where there is no such acquisition. The fourth article, by Emeka Amechi, explores the measures taken by the National Recordal System and Disclosure of Origins in leveraging traditional knowledge within the structure, content and conceptual framework of the patent system in South Africa. The South African Companies Act and the realization of corporate human rights responsibilities is the focus of Manson Gwanyanya's article. He comes to the conclusion that the wording of the Act is such that it prevent human rights abuses by companies. In her contribution Melanie Murcott discusses the development of the doctrine of legitimate expectations in South African law and the failure of the Constitutional Court to develop the doctrine even further in the recent case of Kwazulu-Natal Joint Liaison Committee v MEC for Education, Kwazulu Natal. The second last article, which is by Lucyline Murungi, considers the implementation of the UN Convention on the Rights of Persons with Disabilities (2006) to provide for inclusive basic education in South Africa, and the last article, which is by Matome Ratiba, examines the significance of places of worship for Native Americans and demonstrates the valuable lessons South Africa could learn from the earth jurisprudence that has developed in the USA and elsewhere. The first note, authored by Magdaleen Swanepoel, discusses legal issues with regard to mentally ill offenders with specific reference to the cases where mental illness is raised as a defence in criminal cases. The second note, by Michelle Fuchs, deals with recent legal developments relating to the formalities involved when a mortgagee wants to declare immovable property executable to satisfy outstanding debt. The last contribution in this edition is a case note by Elmarie Fourie. She considers the question of what constitutes a benefit in terms of section 186(2) of the Labour Relations Act 66 of 1995, which was examined in Apollo Tyres South Africa (Pty)Ltd v CCMA 2013 5 BLLR 434 (LAC).
38
Gómez i Prat, Jordi, Helena Martínez Alguacil, Sandra Pequeño Saco, Hakima Ouaarab Essadek, Jordi Montero i Garcia, Oriol Catasús i Llena et Jacobo Mendioroz Peña. « Implementation of a Community-Based Public Model for the Prevention and Control of Communicable Diseases in Migrant Communities in Catalonia ». Tropical Medicine and Infectious Disease 8, no 9 (14 septembre 2023) : 446. http://dx.doi.org/10.3390/tropicalmed8090446.
Texte intégralRésumé :
In high-income countries, migrant populations have a greater epidemiological vulnerability: increased exposure to infectious diseases, difficulties in diagnosis, case follow-up and contact tracing, and obstacles following preventive measures related to cultural and administrative barriers. This study aims to describe the implementation of a community-based program to address these challenges. The target population is the migrant native population from North Africa, South Asia, Sub-Saharan Africa, Eastern Europe, and Latin America resident in Catalonia during 2023. Implementation phases include the identification of the perceived needs, search, recruitment and capacity building of 16 community health workers, and the development of a computer software. From January to June 2023, 117 community-based interventions have been implemented, reaching 677 people: 73 community case and contacts management interventions, 17 community in-situ screenings (reaching 247 people) and 27 culturally adapted health awareness and education actions (reaching 358 people). The program addresses the following infectious diseases: tuberculosis, Chagas disease, hepatitis C, typhoid, scabies, hepatitis B, mumps and tinea capitis. The implementation of a community-based model may be key to improving surveillance communicable diseases, promoting an equitable and comprehensive epidemiological surveillance system.
39
Rautenbach, Christa. « Editorial ». Potchefstroom Electronic Law Journal 18, no 7 (27 décembre 2015) : 0. http://dx.doi.org/10.17159/1727-3781/2015/v18i7a1135.
Texte intégralRésumé :
The last general issue of 2016 boasts 11 contributions dealing with a variety of issues. Chrizell Chürr compares some of the challenges experienced in the South African educational system with the situation in the German system to propose alternatives for South Africa. Deon Erasmus and Angus Hornigold discuss the emergence of a different kind of model of litigation in South African law, which they refer to as "court supervised institutional transformation". They also investigate the feasibility of importing something like the American special master into South African law to assist with the implementation of court sentences. Wian Erlank's first contribution re-evaluates traditional conceptualisations of property rights in space, especially against the background of objects that are deemed to be res nullius (things belonging to nobody) as well as the theory of terra nullius (land belonging to nobody). Wian Erlank's second contribution also deals with property but this time he deliberates on the relevance and meaning of virtual property in modern society. Evode Kayitana moves further abroad to the International Criminal Court (ICC) and the question of whether and to what extent foreign State officials can plead immunity when they are accused of international crimes before South African courts. Drawing an analogy with the American Bald and Golden Eagle Protection Act of 1940, Johann Knobel argues in favour of extending the legal protection afforded to rare bird species to more common species to prevent the use of the excuse that a protected species was mistaken as a common species and therefore mistakenly killed. Tumo Maloka two high court cases which dealt with the question whether a person with previous convictions could be considered a "fit and proper person" to be admitted to the roll of attorneys. Lindiwe Maqutu charts the narrative of judicial influence on the diminishing credibility of the National Prosecuting Authority, using selected cases from the past, including those involving the South African president, Jacob Zuma. Nina Mollema gives a comparative narrative of sex offender registration in South Africa, the United States and the United Kingdom and comes to the conclusion that a sex offender register would not necessarily prevent the commission of sexual offences in South Africa. Marius Olivier and Avinash Govindjee reflect on the shortcomings and deficiencies of the proposed amendments to the Unemployment Insurance Act 63 of 2001, introduced via the provisions of the Unemployment Insurance Amendment Bill of 2015. Riette du Plessis reviews the appropriateness of some of the assessment models available in Clinical Legal Education courses within a South African environment and, finally, Sarah Fick and Paul van der Merwe critique the interpretation of the "cap provision" in section 17(4)(c) of the Road Accident Fund Act 56 of 1998 in Road Accident Fund v Sweatman (162/2014) [2015] ZASCA 22 (20 March 2015).
40
Rampa, Shathani, Desiree Byrd, Primrose Nyamayaro, Hetta Gouse et Reuben N. Robbins. « 52 Demographic influences on test performance may not be universal : considerations from a cross-country comparison of South Africa and Zimbabwe ». Journal of the International Neuropsychological Society 29, s1 (novembre 2023) : 730–31. http://dx.doi.org/10.1017/s1355617723009104.
Texte intégralRésumé :
Objective:Appropriate adjustments to normative data for neuropsychological (NP) tests are imperative for their equitable use in brain health practices. Age and education are known to be strong predictors of test performance. In settings where validated tests are not available, common practice has been to adapt and apply them in similar fashion as settings where they were developed. However, demographic adjustments cannot be assumed de facto to be universal in their strength and domain associations. For example, South Africa (SA) and Zimbabwe are neighboring countries with some similarities in their demographic makeup, but with vastly different sociopolitical trajectories- Zimbabwe was colonially occupied until 1980 and SA was oppressed under Apartheid until 1994- which have impacted access to and quality of education by severely limiting educational opportunities for native citizens. The present study explored whether the direction and strength of relationships between age and education on NP test performance were similar or not between SA and Zimbabwe adults living with and without HIV.Participants and Methods:Data was extracted from two IRB-approved studies in SA and Zimbabwe with similar inclusion and exclusion criteria. The SA sample (n=214) was comprised of 56% females, 48% HIV-positive adults, mean age of 34 years, and a nine-year range in education (3-14 years). The Zimbabwe sample (n=212) was comprised of 68% females, 67% HIV-positive adults, mean age of 36 years, and a thirteen-year range in education (7-20 years). Participants completed NeuroScreen, a tablet-based battery of 12 brief NP tests adapted for indigenous SA and Zimbabwe languages. The two study samples were analyzed separately. Zero order correlations between each of the tests and age and gender were conducted to determine the influence of the demographic variables. Relationships with moderate correlations (r>0.3) in both samples were further analyzed using univariate ANOVA to examine the main effects and interactions of age and educationResults:Overall, there was a similar pattern of results across samples, with nine tests showing no-to-low associative relationships with age and education respectively. Moderate, significant relationships were found between age, education and three tests of processing speed (Visual Discrimination A, Visual discrimination B, and Number Speed) in both samples. Age and education had different effects on Visual discrimination A across samples with a significant main effect for age but not education in SA [F(40,83)=3.060, p<0.01], whilst Zimbabwe had a significant main effect for education but not age [F(10,87)=4.541, p<0.01]. Visual Discrimination B and Number Speed showed significant main effects for both variables in both samples. However, there was a significant interaction for both tests in Zimbabwe only.Conclusions:The current study is novel in its exploration of country-specific relationships between NP test performance and demographic factors in settings where assessment science is emergent. Results demonstrate the presence of differential relationships between demographic variables on test performance which raises questions about the source of these differences. One important potential source is the socio-cultural context of each country and the intersection of demographic factors in these contexts. Further research is required to explore these considerations.
41
Mafukata, Mavhungu Abel, Modise Moseki et Aneesah Khan. « Factors with significance on vandalism of on-farm infrastructure at the Musekwa Valley, Vhembe District of Limpopo Province, South Africa ». International Journal of Research in Business and Social Science (2147- 4478) 13, no 4 (11 juin 2024) : 374–87. http://dx.doi.org/10.20525/ijrbs.v13i4.3300.
Texte intégralRésumé :
In some parts of the Vhembe District in Limpopo Province of South Africa, vandalism is becoming a serious problem, and solutions are not easy to find. Vandalism has had a variety of negative impacts on livestock farmers. A few studies have studied the concept of vandalism, but studies employing empirical models to determine the factors that are of significance to vandalism are conspicuously rare, if not absent. This paper investigated factors of significance to on-farm infrastructural vandalism in the Musekwa Valley of the Vhembe District, Limpopo Province. The study used a mixed method approach and collected data using a cross-cultural semi structured questionnaire instrument translated from English into the native Tshivenda. Data were collected from fifty-five (n=55) purposively selected primary participants who were interviewed using face to face approach. Additional data were collected through key informant interviews administered on purposively selected key informants (n = 4), focus group discussions were done, and transect walks were employed for observation purposes. A binary logistic regression model was fitted to the data, and the following factors emerged as significant to vandalism: age, gender, education level, ownership of cattle, exposure to information, household expenditure, and reporting of incidents of vandalism to authorities. It is recommended that a community-based approach is adopted to find solutions to the problem of vandalism, to avoid a top-down approach that residents might undermine.
42
Peng, Shaolin. « Pioneers of Allelopathy : XVI. Shaolin Peng ». Allelopathy Journal 52, no 1 (janvier 2021) : 3–20. http://dx.doi.org/10.26651/allelo.j/2021-52-1-1304.
Texte intégralRésumé :
Shaolin Peng contributed immensely to restoration ecology research in last 40- years and has published 700 papers. He has made innovative and theoretical breakthroughs in vegetation restoration, ecological restoration of invaded ecosystems, interaction between ecological restoration and global change, etc. One of his key achievements is vegetation restoration in subtropical South China. He has developed new models of vegetation in natural succession, replacement and fluctuation, advanced theory and proved that extremely degraded tropical forests can be restored. He established that allelopathy is one of the driving forces of forest succession and did related studies on systematic sampling and analysis of several forest communities from south to north in China. He has done outstanding research on invasive plants and examined the Novel Weapon Hypothesis (allelopathic inhibition) of invasive alien plants in South China and determined the various aspects of invasive mechanism of alien plants (molecular mechanism of elevated temperature and CO effects in allelopathy of invasive plants). He put forward the ‘Allelopathic resistance hypothesis (native plants resistance to invasive plants)’ and ‘ecological control theory’. In recognition of his contributions to <i>Allelopathy</i> field, he was awarded the <i>Outstanding Achievement Award</i> by the International Allelopathy Foundation. He also did in-depth studies on ecological impacts of invasive plants, specifically focusing on plant-soil feedback and plant-AMF symbiosis. Besides, Peng has mentored 68 Ph.D. and 38 M.Sc graduates, and was recognized as Prominent Teacher by Sun Yat-sen University. He has been the Vice President, Ecological Society of China, Vice Chairman, Nature Conservation and Eco-Environment Teaching Steering Committee, Ministry of Education, Member, Academic Degree Commission of State Council, Awarded ‘Top Ten Outstanding Youth in China’, Young Scientist Award, Chinese Academy of Sciences and National Outstanding Scientific and Technical Worker of China.
43
Dwayi, Valindawo Valile M. « The Islands of Sanity in the Killing Fields of Inequalities : A juxtaposed case in Management, Leadership and Governance Practices ! » European Conference on Management Leadership and Governance 18, no 1 (4 novembre 2022) : 164–71. http://dx.doi.org/10.34190/ecmlg.18.1.892.
Texte intégralRésumé :
This article was motivated by the conversations which ensued at ECMLG 2021 after a presentation on a similar topic. The question from the audience was whether the researcher and analyst still had tenure in the insider research project he had just shared. The response was in the affirmative, although serious concerns were expressed about the quality of the tenure, symbolized by the brutality and dehumanising tendencies of the then University Regime. Therefore, this project-based article at ECMLG 2022 continues from that debate. Mirrored on the national events as a result of the Justice Zondo Commission about State Capture in South Africa, the article focuses on one case of a university institution, which was arguable under a capture during a particular regime of a Vice Chancellor and Principal. The case of “The Killing Fields of Inequalities” is very typical of the national contexts, which is still steeped in settler colonialism and in a structured racist system, strangely almost thirty years into constitutional democracy. Such a case is juxtaposed with what can be referred to as “Islands of Sanity”! The two African folklore illustrate the case as reported in the article. Firstly, that the system can be changed but it will first try to eat you up! Secondly, that when the hyena wants to eat its own children, it first accuses them of smelling like rats. Therefore, the main argument, which serves as the anchor for the article, is to problematise the taken for granted claims about management, leadership and governance practices in university education spaces. This can be done by means of realist oriented scholarship projects, which ought to dig deeper than what appears on surface as leadership for the idea of university education as the public good. In this regard, the article suggests a realist social program, which is anchored on the critical realist philosophy, in accounting for the cited practices and in ways that can shed more light for the transformative outcomes than those reported in the article. It is envisaged that the article will have as the result, promotion of systemic conversations about the default position and fault consciousness in the idea of university education in general and how such an idea should be better managed, led and governed in the national development plans (in the case of South Africa, for example).
44
Giliomee, Hermann. « Bantu Education : Destructive intervention or part reform ? » New Contree 65 (30 décembre 2012) : 20. http://dx.doi.org/10.4102/nc.v65i0.315.
Texte intégralRésumé :
The introduction of public education for blacks in 1953 and the withdrawal of state subsidies from mission schools were among the most controversial measures that the National Party (NP) government took. In introducing Bantu Education the NP government was within the broad parameters of white interests and thinking at the time. There was no strong support in either the NP or United Party (UP) for large scale state spending on black education, no real demand from employers for well-educated black workers and a general concern among whites that educated blacks would become politicised if they were unable to find appropriate work. The state’s priority in introducing Bantu education was to reduce widespread black illiteracy. While Minister of Native Affairs Hendrik Verwoerd spelled out in crude and offensive terms that blacks would not be able to perform high-level jobs in “white South Africa”, it is wrong to assume that this was based on the assumption of black intellectual inferiority. Bantu education always lagged far behind white education with respect to per capita spending and the ratio of teacher to pupils in the class room. After 1994, ANC (African National Congress) leaders criticised the introduction of Bantu education in ever more strident terms, suggesting that it should be considered as a destructive intervention. The article argues that, viewed against the state of education that existed before 1953, it can be considered as part-reform in that it brought primary education to a far greater number of black children than was the case before 1953. The extensive use of mother tongue education was contentious, but several comparative studies show that the use of such a system in at least the first seven or eight years of the child’s education is superior to other systems. The school-leaving pass rate of 83.7% for black students in 1976 is the highest pass rate to date.
45
Dimakatso Mpanza, Choice. « The Emergence of Semilingualism in South African schools – Are the Stipulations of the Language in Education Policy to Blame ? » African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) 13, no 1 (1 mars 2023) : 179–96. http://dx.doi.org/10.31920/2634-3649/2023/v13n1a9.
Texte intégralRésumé :
This paper reports one of the findings of a study that was conducted to determine strategies that can be used to promote the use of indigenous African languages as languages of teaching and learning in South African schools. The problem that I sought to address was the lack of or insufficient use of indigenous African languages for teaching and learning in the South African education system, despite these languages being constitutionally recognised as official languages in the country since 1994. The study was conducted against the background of existing research both locally and internationally, which highlights the negative effects of offering education in a language that is not the learner’s first language or mother tongue. It was conducted in KwaZulu-Natal, one of the nine provinces of the Republic of South Africa, in which isiZulu is the predominant indigenous African language. Participants included a random sample of educators from primary schools and high schools, a random sample of language and education specialists in institutions of higher learning found in the province, as well as a random sample of learners in the Further Education and Training (FET) phase. Questionnaires, an observation schedule, and focus group interviews were used to collect data for the study. As part of the literature review, language policies formulated after the adoption of the new constitution in 1994, in particular the Language-in-Education Policy (LiEP) of 1997, were reviewed to determine their contribution to the language provision dilemmas suffered by indigenous African languages in teaching and learning. This paper reports on one of the effects that language provisions made in the LiEP seem to have had, which manifests as a lack of competence in both the language of teaching and learning and in the home (native) language among most black learners, a condition that has been termed “semilingualism” by some scholars. The implications of this phenomenon for language in teaching and learning are also highlighted. The paper concludes by making suggestions for a need to revise the LiEP to help overcome this emergent problem and improve the use of indigenous African languages in teaching and learning.
46
Guinan, Edward, et Katrien Kolenberg. « Astronomy for a Better World : IAU OAD Task Force-1 Programs for Advancing Astronomy Education and Research in Universities in Developing Countries ». Proceedings of the International Astronomical Union 10, H16 (août 2012) : 540–41. http://dx.doi.org/10.1017/s1743921314011995.
Texte intégralRésumé :
AbstractWe discuss the IAU Commission 46 and Office for Astronomy Development (OAD) programs that support advancing Astronomy education and research primarily in universities in developing countries. The bulk of these operational activities will be coordinated through the OAD's newly installed Task Force 1. We outline current (and future) IAU/OAD Task Force-1 programs that promote the development of University-level Astronomy at both undergraduate and graduate levels. Among current programs discussed are the past and future expanded activities of the International School for Young Astronomers (ISYA) and the Teaching Astronomy for Development (TAD) programs. The primary role of the ISYA program is the organization of a three week School for students for typically M.Sc. and Ph.D students. The ISYA is a very successful program that will now be offered more frequently through the generous support of the Kavli Foundation. The IAU/TAD program provides aid and resources for the development of teaching, education and research in Astronomy. The TAD program is dedicated to assist countries that have little or no astronomical activity, but that wish to develop or enhance Astronomy education. Over the last ten years, the ISYA and TAD programs have supported programs in Africa, Asia, Central America and the Caribbean, the Middle East, South East and West Asia, and South America. Several examples are given.Several new programs being considered by OAD Task Force-1 are also discussed. Other possible programs being considered are the introduction of modular Astronomy courses into the university curricula (or improve present courses) as well as providing access to “remote learning“ courses and Virtual Astronomy labs in developing countries. Another possible new program would support visits of astronomers from technically advanced countries to spend their sabbatical leaves teaching and advising University Astronomy programs in developing countries. Suggestions for new Task Force -1 programs are also welcomed. Useful information about the participation of IAU members and volunteers in these programs will be discussed and practical information will be provided.
47
Sharma, Sheela, Sundar Tiwari, Resham B. Thapa, Saraswoti Neupane, Gadi VP Reddy, Suroj Pokhrel et R. Muniappan. « Life cycle and morphometrics of fall armyworm (Spodoptera frugiperda) (Lepidoptera : noctuidae) on maize crop ». SAARC Journal of Agriculture 20, no 1 (20 juillet 2022) : 77–86. http://dx.doi.org/10.3329/sja.v20i1.60532.
Texte intégralRésumé :
Fall armyworm (FAW) (Spodoptera frugiperda J.E. Smith) is a polyphagous pest, native to North and South America and is invasive in Eurasia and Africa. Life cycle and morphometric studies with the invasive population of FAW in Nepal were conducted under laboratory conditions in Chitwan, Nepal. Gravid females laid an average of 156.25 eggs per egg batch, with an average of 979.43 eggs during their whole lifetime. The average pre-oviposition period was 3.75 days, oviposition period was 3 days, the larval developmental period was 16.31 days, the pupal period was 9.69 days, and the whole life cycle (egg to egg) averaged 33 days. The average length of each instar larva from I to VI instars was 1.5, 3.6, 7.1, 11.6, 18.5, and 34.4 mm, respectively. Head capsule widths for each instar were 0.35, 0.47, 0.8, 1.37, 2.11, and 2.7 mm, respectively for instars first through sixth. Pupal and adult emergence rates were 98.9 and 97.2%, respectively, with a male to female ratio of 1:1.3. Larval mortalities of the I, II, and III instars were 70, 66, and 12%, with no mortality in the IV, V and VI instars. Adult longevity was 20.73 days for males and 22.78 days for females. These findings are useful to design an integrated management protocol of the fall armyworm. SAARC J. Agric., 20(1): 77-86 (2022)
48
Singh, Saurabh, et Aaditi Agrawal. « Ethnopharmacological, Phytochemistry and Pharmacological Activities of Psoralea Corylifolia : A Review ». International Research Journal of Ayurveda & ; Yoga 05, no 05 (2022) : 115–24. http://dx.doi.org/10.47223/irjay.2022.5518.
Texte intégralRésumé :
The Indian medicinal plant Psoralea corylifoliahas been used in the traditional Ayurvedic system of treatment for thousands of years. In classical Ayurvedic sources, it is referred to as 'Bakuchi'. It is also referred as Kustanaghini ,Kustanashinidue to its potent effect in skin disorders. It's an erect annual herbaceous plant of the Fabaceaefamily, native to China & South Africa, also it grows all across the Indian subcontinent (Maharashtra, West Bengal, Uttar Pradesh, Rajasthan, Karnataka, Bihar, and Deccan). Bakuchi root are used for dental carries; its leaves for diarrhea; and fruits for anemia, asthma, bronchitis, dysuria, improving hair and complexion, inflammation, piles, and vomiting, Its seeds are used for the treatment of scabies, ulcers, vitiligo, leukoderma, eczema, leprosy, and psoriasis. Phytochemical investigation indicates the presence of flavonoids, coumarins, quinones, phenols, benzofurans and benzopyrans, sesquiterpenoids, triterpenes, and steroids. Anti-inflammatory, hepatoprotective, hemostatic, anti-oxidant, anti-microbial, antibacterial, anti-fungal, anti-obesity, anti-viral, anti-mutagenic, anti-filarial, estrogenic, anti-cancer, anti-asthma, anti-diabetic, anti-aging and immune-modulatory effects have been found for variousparts of the plant. It is also effective in Alzehimer’s disease and alopecia areata. Various formulations are present in market such as babchi churna, psoralea ointment, babchi oil, bakuchi capsule, bakuchi vati, somaraji taila &avalgujadi lepa. So, an attempt has been made in this article to gathered all the possible significant information about the Bakuchi.
49
Ndjouma Wedjou, Maurice. « Inclusive Education : The Forms of Violation of Children’s Rights and School Dropouts in the Kadey Division : East Region of Cameroon ». International Journal of Scientific Research and Management 8, no 04 (2 avril 2020) : 1268–75. http://dx.doi.org/10.18535/ijsrm/v8i04.el01.
Texte intégralRésumé :
Article 8 of the African Aspirations for 2063 stipulates that the African people are confident that their countries have the ability and competence to realize or accomplish their full potential in development, culture, and peace. The vast majority of countries in Africa have worked toward establishing flourishing, inclusive, successful and prosperous societies by eradicating any forms of violation of children’s rights (African Union Commission, 2015). Nevertheless, violation of children’s rights remains present in most developing countries including the country of Cameroon. This research aims to explore the forms of violation of children’s rights having a dramatic incident in school attendance in the Kadey Division of Cameroon, East Region of Cameroon. This research work is inductive, values bias and uses the grounded theory of the qualitative method approach. 15 participants have been selected from 3 major focused groups of different stakeholders in the Kadey Division, East Region of Cameroon. The theoretical saturation code was used to explain the relevance of the sample size. Data were examined using the open, axial, and selective coding processes. The results were tested for internal and external validity based on credibility, dependability, conformability, and transferability consideration. The philosophical focused on subjectivism ontology and interpretivism perspective. The study is an investigative case study model. The study showed that the forms of violation of children’s rights in the Kadey division include the recruitment and use of children, the denial of humanitarian access, the sexual violence against children and the killing and hurting of children. This study encourages school leaders in the Kadey Division to acknowledge that schools are not meant to function apart from the local community. Promoting strong collaborative work ethics between the major educational stakeholders may help prevent and reduce violence against children within and outside the school milieu and therefore duplicate school attendance. (UNICEF Regional Office for South Asia, 2016).
50
Waseem Hassan, Waseem Hassan, et Maria Khalid and Muhammad Raza Shah Maria Khalid and Muhammad Raza Shah. « Research Publications Growth Rate of Chemistry and Related Subject Areas in Pakistan and Fifty Countries from 2001 to 2020 ». Journal of the chemical society of pakistan 43, no 2 (2021) : 144. http://dx.doi.org/10.52568/000560/jcsp/43.02.2021.
Texte intégralRésumé :
The study was designed to provide a comprehensive view of the chemistry research publications growth (%) of fifty (50) countries after 2000/01. Scopus; the worldand#39;s largest abstract and citation database and Scifinder; the subject specific database for chemistry were primarily used for the purpose. According to the Scopus, from 2001 to March 2020 total 10,013,057 chemistry documents (majorly research articles, reviews, and conference papers) were published. From 2001- 2020, The United States secured the top position (2403235/ 24.00%) followed by China, (1929345/ 19.26%), Germany (727246/7.27), Japan (708947/7.08%) and UK (589025/ 5.88%). The highest growth rate was recorded for the year 2005 (9.17%), followed by 2011 (8.08%) and 2004 (7.52%). Furthermore, we also calculated the % growth rate of fifty (50) countries. As per growth rate calculations, the top three slots in the last nineteen (19) years are majorly occupied by Iran (11) Pakistan (10), China (7) Malaysia (6) and Egypt (5). Emerging economies like Brazil, Mexico, Serbia, Turkey, South Africa, Romania, Mexico, Slovenia, Slovkia and Bulgaria etc… also showed significant progress in research output. For the 1st time Pakistan has topped the relative growth rate in chemistry publications for three consecutive years (for 2017-19). The growth rate for 2017-19 was found to be 18.51, 14.17 and 17.57 %, respectively. In fact, Pakistan topped the ranking in 2006 and 2013 as well. To further extend the idea, we retrieved the per year chemistry publications data of Pakistan from 1947 to 2000. Data from World Bank, Pakistan Ministry of Finance, Pakistan Education Statistics, Pakistan Research Repository, Higher Education Commission (HEC) and Pakistan Federal Ministry of Education was also acquired to possibly explain the increase in chemistry research growth rate in Pakistan. Although the publication growth rate of Pakistan significantly improved from 2002 onwards, it still has a meager global share of 0.5 % (approximately) and highlights that concrete policy measures must be taken to improve the publication output.