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Haron, Muhammed. "South Africa and Malaysia: identity and history in South-South relations". Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002990.
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The focus of this thesis is on the bilateral relationship between South Africa and Malaysia. The thesis appropriates ‘critical theory,’ and as a flexible theoretical tool, and, as an open-ended, loose frame in order to give voice to the marginalized and voiceless from the South. The thesis thus looks at the politico-economic ties that have been developed and brings into view the socio-cultural relations that had been established between the peoples of the two sovereign nation-states during the apartheid and post-apartheid eras respectively. The basic purpose of this study was fivefold: (a) to contribute to the extant literature that concentrates on South Africa’s relations with Malaysia, (b) to examine the relationship at political and economic ties in some detail, (c) to demonstrate that apart from the afore-mentioned bonds IR specialists should also take into account the socio-cultural dimensions of international relations, (d) to bring to light the nation-state’s limitations when discussing the role of non-state actors and considering the contributions of other factors such as globalization, and (e) to stimulate further research on bilateral and multilateral relations in the South – particularly between South Africa and other states in Asia and Latin America - that would assist to better understand the past, present and perhaps the future.
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Steltzner, Becky L. "The history of the clarinet in South Africa". Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20332.
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This thesis explores and traces the history of the clarinet in South Africa. After discussing the problems of researching western European music history in South Africa from the arrival of the Dutch in 1652, and briefly summarising that music history up to the first clarinet reference, the thesis goes through the existing clarinet references. These have been sourced from travellers' journals, newspapers, military histories, other theses, etc., with particular emphasis on the 19th century, since the clarinet was introduced to South Africa near the beginning of it, and the most unknown part of the clarinet's South African history is within it. The references are noted, discussed, and where possible, the performers' biographical details are given and discussed. This carries through to the beginning of the 20th century, at which point South Africa got its first professional symphony orchestra, and first College of Music. From here, the clarinet is deemed to be more readily available, so at this point, the focus changes to South African compositions for clarinet. Finally, a case study is done on Ali-Ben-Sou-Alle, who was the first clarinet soloist to visit South Africa, as well as one of the most interesting and mysterious characters encountered in this research.
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(IEASA), International Education Association of South Africa, e Nico Jooste. "Study South Africa". International Education Association of South Africa (IEASA), 2014. http://hdl.handle.net/10962/64864.
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[Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society.
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(IEASA), International Education Association of South Africa, e Nico Jooste. "Study South Africa". International Education Association of South Africa (IEASA), 2016. http://hdl.handle.net/10962/64838.
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[Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection.
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(IEASA), International Education Association of South Africa, e Nico Jooste. "Study South Africa". International Education Association of South Africa (IEASA), 2013. http://hdl.handle.net/10962/64878.
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[Editor's Letter]: Study South Africa has been the global mouthpiece of the International Education Association of South Africa (IEASA) and South African Higher Education since the publication of its first edition in 1999. It grew from a publication that served as a guide to South African Higher Education to a comprehensive source of information for the international academic community and others interested in South Africa’s tertiary education sector. This annual publication requires knowledgeable contributors as well as skilful editorial and other technical support. For the past number of years the editorial team was ably supported by Loveness Kaunda from the University of Cape Town (UCT). She provided the publication with her time, energy and knowledge. However, as she retired from her UCT position, she will no longer be available to consult with on a regular basis. This edition of Study South Africa is dedicated to her as a token of gratitude for all her time and passion. Another source of knowledge and inspiration is Patrick Fish - a higher education specialist who does research on topics relevant to the South African Higher Education landscape and provides us with up-to-date information. His writing skills turn the first number of pages of this publication into a real source of information. The knowledge about South African universities will be incomplete without the contributions of the universities themselves. A common trend this year is the focus on excellence of teaching and research as well as the relevance of South African Higher Education to local students functioning in an ever globalising world. It is also evident that most of the South African universities are aware of the need to be globally competitive, not only to attract the best international students, but also to be able to compete in a very competitive global knowledge driven environment. Study South Africa is again proudly presented by IEASA. This edition, focussing on Internationalisation of Higher Education, with a specific focus on South Africa in a changing world, again illustrates the interconnectedness of global higher education. It is envisaged that future editions will explore and document the collaboration between IEASA and similar organisations that is promoting the Internationalisation of Higher Education as well as global trends in international higher education affecting internationalisation of higher education in emerging countries.
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(IEASA), International Education Association of South Africa, e Nico Jooste. "Study South Africa". International Education Association of South Africa (IEASA), 2015. http://hdl.handle.net/10962/64911.
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[Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping.
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(IEASA), International Education Association of South Africa, e Nico Jooste. "Study South Africa". International Education Association of South Africa (IEASA), 2011. http://hdl.handle.net/10962/64952.
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[Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics.
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(IEASA), International Education Association of South Africa, e Nico Jooste. "Study South Africa". International Education Association of South Africa (IEASA), 2010. http://hdl.handle.net/10962/64963.
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[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility.
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(IEASA), International Education Association of South Africa, e Nico Jooste. "Study South Africa". International Education Association of South Africa (IEASA), 2009. http://hdl.handle.net/10962/64983.
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[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system.
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(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization) e Roshen Kishun. "Study South Africa". International Education Association of South Africa (IEASA), 2007. http://hdl.handle.net/10962/65090.
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[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa.
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(IEASA), International Education Association of South Africa, e Andy Mason. "Study South Africa". International Education Association of South Africa (IEASA), 2002. http://hdl.handle.net/10962/65310.
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[Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today.
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(IEASA), International Education Association of South Africa, e Andy Mason. "Study South Africa". International Education Association of South Africa (IEASA), 2003. http://hdl.handle.net/10962/65321.
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[Message from the Honorable Minister of Education, Prof. Kader Asmal]: It gives me pleasure to be able to once again give message of support for the Guide to South African Universities and Technikons. Government policy has placed higher education at the centre of the Human Resource Development Strategy. In the last edition I indicated the need to ensure that our system of higher education is relevant, accessible, efficient and provides the basis for lifelong learning. To this end we are embarking on a major transformation and reconstruction process to improve the capacity of our higher education institutions to respond nor only to national demands but also to the demands placed upon us by a globalised economy. TI1e envisaged higher education landscape should be better aligned to respond to the challenges of the constantly changing demands. The realisation of the African Union and the proposals contained in the New Programme for Africa Development calls for greater understanding of the international imperatives that will inform greater economic, political and social cooperation. All of this requires that higher education institutions should step up the pace in forging academic cooperation and linkages as well as providing an enabling environment for international students to study in South Africa. It also requires higher education institutions to ensure that the quality of the programmes offered matches or exceeds international benchmarks so that they become first choice institutions for students wanting an international experience. The initiative that the International Education Association of South Africa (IEASA) has undertaken together with the South African Universities Vice-Chancellors Association and the Committee of Technikon Principals is beginning to show some results. There has been an increase in the number of international students who seek study opportunities in our institutions. This can only strengthen our system as we gain more insight into international perspectives through these students. I wish all those involved in this endeavour success.
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(IEASA), International Education Association of South Africa, e Roshen Kishun. "Study South Africa". International Education Association of South Africa (IEASA), 2005. http://hdl.handle.net/10962/65344.
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[Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices.
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(IEASA), International Education Association of South Africa, e Orla Quinlan. "Study South Africa". International Education Association of South Africa (IEASA), 2017. http://hdl.handle.net/10962/64853.
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[Editor's Letter]: Welcome to the seventeenth Study SA, compiled as IEASA celebrates its twentieth anniversary. Study SA is the South African publication that provides an overview of South African Higher Education issues and developments. This edition has a special Commemorative section, celebrating 20 years of IEASA, as well as the standard sections found in every issue of Study SA, consisting of Higher Education in Context, Features and Medical Aid and the updated profiles of the 26 public Higher Education Institutions. Universities South Africa, USAF, kindly provided partial funding for this edition of Study SA and we are delighted to include a message from the current CEO Dr Ahmed Bawa, a consistent supporter of internationalisation in Higher Education. We also have a message from the former Minister of Higher Education, Dr Blade Nzimande (2009-2017). A voluntary organisation supported by a small secretariat, IEASA is testament to a group of people who saw the need for an organisation to support the South African Higher Education’s re-entry and engagement with the rest of the world, once it became a democracy in 1994. This edition includes articles by two of the founding members: lEASA’s first President, Dr Roshun Kishun and its first Treasurer, Dr Derek Swemmer. Our sincere thanks to all the committed individuals in South African Higher education, who have kept IEASA going from strength to strength. Thilor Manikam, lEASA’s longest serving staffing member and the Office Manager has provided continuity and institutional memory over the best part of the twenty years. Guided by lEASA’s Constitution, Thilor has ensured that regardless of the change in the Management Council over the years, IEASA operations are impeccably managed and that IEASA has received an unqualified audit every year since its inception. In its history, IEASA has had seven Presidents: Dr Roshun Kishan, Ms Fazela Hanif, Mr David Ferrai, Ms Merle Hodges, Mr Lavern Samuels, Dr Nico Jooste and the current President Leolyn Jackson, whose term will run until the end of 2018, when the current President Elect, Ms Orla Quinlan will serve a two-year term from 2019-2020. IEASA has facilitated the development of a close knit community of practice in South Africa with members drawing on each other’s strengths and skills; inviting each other to our respective institutions to share knowledge, skills and ideas on appropriate internationalisation, within the South African context. More than that, we have become friends and have developed a collective responsibility to present and represent South African Higher Education to the rest of the world. Sadly, we lost three of our very dear colleagues and friends in recent years: Mr Len Mkhize, Mr Jimmy Ellis and Professor Stan Ridge. We pay tribute to the energy and joy they brought to IEASA in all their endeavours. They are missed. Others who have supported IEASA over the years include PWC, who have provided free audit services up to 2017, as a contribution to South Africa’s Higher Education; ABSA and the Medical Aid companies, who have provided sponsorship to IEASA. Finally, its volunteer Management Council, members of which serve two-year terms, with the possibility of being re-elected, and each one of our members who participate in and support IEASA activities and events. IEASA continued its work with the Department of Home Affairs (DHA) to clarify the visa application procedures, communicate the processes and to request interventions when visa processing is unduly delayed or if there are extenuating circumstances, which require intervention. IEASA and DHA have held one joint workshop with universities in 2016; a second was held following the IEASA 20th conference in August 2017 and an initial meeting called by USAF was held with DHA, HR Directors from universities and IEASA in late 2017. Visa Facilitation Services (VFS) have introduced a new mobile biometric service for campuses who do not have a VFS office in their locality. IEASA will continue to work on behalf of the international students and the rest of the international Higher Education community to improve the clarity of immigration requirements and to help overcome any difficulties faced. An article providing an update on progress is included in this edition. The international landscape has shifted enormously in recent years, where previously unquestioned democratic principles are being contested in some of the world’s most established democracies. lEASA’s 20th Anniversary Conference theme was “Advancing internationalisation: overcoming hostilities and building communities”. While in reflective and celebratory mode about the achievements of the last twenty years during the the Colloquium, the conference attendees switched mode and engaged in robust debates, about the current challenges in Higher Education including economic and financial challenges, xenophobia, the lack of equity in existing partnerships, institutional strategies, opportunities for engaging with partners interested in South African Higher Education. IEASA is cognisant of its responsibility to build capacity for the upcoming professionals in the sector and workshops on themes pertinent to the professionals in International Offices included immigration, partnerships and developing internationalisation strategy.
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(IEASA), International Education Association of South Africa, e Essche Alexandra Van. "Study South Africa". International Education Association of South Africa (IEASA), 2004. http://hdl.handle.net/10962/65333.
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[Message from the President of IEASA, Dr Roshen Kishun]: The fourth edition of Study South Africa; Guide to South African Tertiary Education coincides with a momentous event in the history of South Africa. It is the 10th anniversary of the democracy after the 1994 elections that ended apartheid. It is time to celebrate the achievements, the development strides, and the reintegration of South Africa into the world community. The International Education Association of South Africa (IEASA) welcomes the new Minister of Education, Ms Naledi Pandor, elected to the Cabinet after the April 2004 elections. We wish her well in her new and demanding portfolio. We are confident that the Minister will support the tertiary education sector to develop linkages between international education, skilled migration and the transition to knowledge economies. While we believe that a free and democratic country may be the most powerful attraction for international students wishing to study in South Africa there are other reasons. South Africa is rated as a technological powerhouse on the African continent. Comparatively South Africa’s educational infrastructure can be compared with the best in the world. Its research sector is by far the strongest in Africa. The country has adopted English as one of its official languages and it is the main medium of instruction in the tertiary education sector. A significant factor which makes South African qualifications attractive is the relatively lower cost of study. Study in South Africa offers the best of both worlds to international students, combining the experience of living in Africa with the opportunity to obtain quality education at a fraction of the cost. In the ten years since 1994, the opening-up of the tertiary education sector in South Africa is evidenced by the dramatic increase of international students studying in the South African public education sector from about 13 000 to more than 47 000 in 2002. While the headcount numbers include distance education students, it is possible that South Africa is currently the leading host country for international students in Africa. An IDP report predicts that by 2025 almost eight million students will be educated trans-nationally. The growth in international student numbers presents South Africa with some exciting challenges in the global context. South Africa is expected to become one of the top nations in the world hosting international students in the next ten yean. Study South Africa is published in the middle of one of the most intense periods of change when the South African education system is being restructured to eliminate duplications created under the apartheid system. The number of public institutions is being reduced from 36 to 23 through mergers and incorporations. The binary divide that existed in the public higher education system pre- 2002, where there were 21 universities and 15 technikons is blurred by the creation of the universities of technology. In spite of the massive transformation, the South African higher education sector has much to offer in the form of quality education, advanced research facilities and internationally recognized qualifications. The information provided in this Guide introduces the individual institutions, their academic offerings, support services provided and other relevant details needed to make a choice of study destination Study South Africa is also a useful tool in the development of a strategy to market South African higher education into the competitive world of international education. The decision by IEASA to develop a marketing strategy is not only a reaction to global higher education pressures, but is also an acknowledgement of South Africa’s return to the global higher education community and in identified geographical areas. IEASA realised that past isolation can only be overturned by conscious new strategies. This 'marketing initiative’ meant that the presence of South Africa was highly visible at some of the leading forums dealing with international education in the world. Study South Africa is undertaken by IEASA in association with the South African Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). These organizations themselves are set to merge in the near future. We appreciate the support of the Council on Higher Education (CHE), the South African Qualifications Authority (SAQA), Unitech (Higher Education professional body for marketing, communication and development), and Professor T Mthembu. We are most grarefril to Karen MacGregor, our specialist writer, who compiled the excellent articles in this publication on achievements during the ten years of transformation. I wish to take this opportunity of thanking all those who made contributions for their support and all the tertiary education institutions in the public education sector for their participation. We are grateful to the Department of Foreign Affairs for the distribution of the Guide abroad and to members of the IEASA publications committee for their input. We appreciate the support of Artworks Publishing for working under pressure to meet publications deadline. Special thanks are due to Zandile Wanda for the work in coordinating the response from the tertiary education sector and to Alexandra van Essche for compiling and producing the Guide. Without their efforts it would not have been possible to publish the Guide.
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(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization) e Roshen Kishun. "Study South Africa". International Education Association of South Africa (IEASA), 2006. http://hdl.handle.net/10962/65386.
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[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It is a great pleasure for me to give a word of support to the sixth edition of Study South Africa: The Guide to South African Higher Education. I am particularly pleased with the effort and level of commitment shown by the International Education Association of South Africa (IEASA) in promoting South African higher education institutions internationally. The internationalisation of our higher education system is an acknowledgement that South African universities have a valuable contribution to make to the global higher education community, and in particular on the African continent. In this regard, I am pleased to note that of the 52,000 international students enrolled in our institutions, the majority come from the African continent. South Africa's higher education institutions offer unique benefits for international students, blending the experience of living in Africa with the opportunity to obtain internationally recognised qualifications at reasonably affordable costs. Also, high quality educational infrastructure, unique research opportunities, and a rich variety of cultures make South Africa one of the favourable study destinations for many international students. More than ever before our institutions are working hard to ensure that they provide high quality education, comparable to the best in the world. Our institutions continue to strive towards excellence and also to encourage international students, particularly those from Africa, upon completion of their studies to go back and make valuable contributions to the socio-economic development of their home countries. IEASA, Higher Education South Africa (HESA) and our universities have played a valuable role in reinforcing South Africa's international relations in academic and research exchange programmes. The Ministry would like to take this opportunity to commend IEASA and HESA for the dedicated efforts and targeted interventions made towards achieving our national priorities.
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(IEASA), International Education Association of South Africa, e Nico Jooste. "Study South Africa". International Education Association of South Africa (IEASA), 2012. http://hdl.handle.net/10962/64928.
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[Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning.
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(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization) e Roshen Kishun. "Study South Africa". International Education Association of South Africa (IEASA), 2008. http://hdl.handle.net/10962/65010.
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[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education.8th Edition
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Rassool, Ciraj. "The individual, auto/biography and history in South Africa". Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis is a contribution to the field of public history, which the author and others at the University of the Western Cape's History Department have over the last decade pioneered in defining and mapping out in South Africa. Rassool's theories about the relationship between history and biography were developed in relation to the life of the Unity Movement leader, I.B. Tabata.
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Gon, O. (Ofer) 1949. "The history of marine fish systematics in South Africa". Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007800.
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South African marine fish collections and systematic research are relatively young, essentially a product of the 20th century. Their history in South Africa comprises three distinct periods: the emergence of fish collections (before 1895), the beginning of research (1895-1945) and modern research (1945-1999). From the outset of their arrival in South Africa in the mid-17th century, the European settlers of the Cape Colony supplemented their diet with fishes. Therefore it is not surprising that when natural history museums appeared in the 19th century fishes were among the first specimens they procured or received from the public. In these early days, fishes were acquired for display purposes and were curated together with other natural history specimens. There were no fish collections as such and, in many ways, the early history of South African fish collections closely followed the history of the institutions in which they were housed. Major political events in South Africa between 1850-1910 had little effect on the slow growth offish collections as the low influx of specimens from the public did not change. None of the museums did any active fish collecting and no fish research as such took place during these years. The second period in the growth of fish collections in South Africa was characterised by a general shift to collecting for research rather than display. It was also a period during which the need for aquatic research was recognized by and began to attract funding from the South African government, starting with the establishment of the Marine Biological Survey in Cape Town. However, with the exception of the Albany Museum's self-trained J.L.B. Smith, no trained marine fish systematists were working in museums either as curators or as researchers. In the first half of the 20"' century South Africa experienced the fast growth of the fishing industry, the development of academic and applied research in marine biology, and the thriving of sport fishing. These developments created a demand for well-trained professional ichthyologists. J.L.B. Smith was the first to fill this professional gap. The growth rate offish collections increased significantly through the interaction between museum scientists, such as Smith in Grahamstown and K.H. Barnard in Cape Town, with the fishing industry, government biologists and fisheries officers, and anglers. Barnard's review of the South African marine fish fauna was published in mid-I920s. The discovery of the first living coelacanth placed South African ichthyology and Smith on the international stage. The identification of this fish, made by a relatively inexperienced Smith, changed the way ichthyology has been viewed in South Africa. At the beginning of the third period, largely due to the establishment of the Council for Scientific and Industrial Research in 1945, science in South Africa underwent a process of reorganisation. As funding became more available museums were able to enlarge their research staff. Natural history museums hired qualified experts to conduct research and manage collections of specific groups of organisms. For the first time, trained ichthyologists started working in museums and initiated research projects that were the main contributors to the growth of fish collections around the country. Furthermore it was a period of consolidation offish collections resulting in two large marine fish collections, one at the South African Museum, Cape Town, and another at the J .L.B. Smith Institute of Ichthyology, Grahamstown. This period also witnessed the establishment of the latter as a research institute dedicated to the study of fishes and its rise to international prominence. The last 55 years at J.L.B. Smith Institute of Ichthyology can be divided into two distinct periods, 1945-1967 and 1968-1999, each consisting of similar elements of research work and objectives. These included the research and production of major reviews of the fish faunas of South Africa, the western Indian Ocean and the Southern Ocean, as well as research on the coelacanth. While in the former period the work was done by one scientist, J.L.B. Smith, the latter period has been characterised by collaborative projects including scientists from South Africa and abroad. As this history shows, the establishment of a viable, long-lasting collection is a lengthy process. For about 60 years the durability of fish collections depended on the enthusiasm and persistence of individual curators and scientists who were not ichthyologists. More often than not, enthusiasm disappeared when such individuals left their museums. This dependence existed until Rhodes University College established the Department of Ichthyology (1947) and the South African Museum created a post specifically for the curation of the fish collection (1957) and thus ensured continuity. The continuity of biosystematic research in South Africa has been a minor concern for the nation's systematists for decades. The threats to marine fish systematics have been of a financial, political and professional nature. The latter has been the most serious one because of the dearth of South Africans trained in marine fish systematics. After J.L.B. Smith's death in 1968 M.M. Smith had to work hard to convince the Council for Scientific and Industrial Research and Rhodes University that she could step into her late husband's shoes. Realizing that there was nobody to take over from her she initiated the first and only postgraduate programme in ichthyology in South Africa. The teaching started in the academic year of 1970171 at the J.L.B. Smith Institute of Ichthyology, but to date only one student has completed a thesis in marine fish systematics. Due to the government's transformation policy all the practising marine fish systematists in South Africa will be retiring in the course of the present decade. Consequently, if no aspiring, motivated students appear on the scene in the next couple of years marine fish systematics in this country will be in a deep crisis by the year 2010, possibly even earlier.
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Jansen, van Rensburg WS, Averbeke W. Vab, R. Slabbert, M. Faber, Jaarsveld P. Van, Heerden I. Van, F. Wenhold e A. Oelofse. "African leafy vegetables in South Africa". Water SA, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000817.
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In this article the term ‘African leafy vegetables’ was adopted to refer to the collective of plant species which are used as
leafy vegetables and which are referred to as morogo or imifino by African people in South Africa. Function is central in this
indigenous concept, which is subject to spatial and temporal variability in terms of plant species that are included as a result
of diversity in ecology, culinary repertoire and change over time. As a result, the concept embraces indigenous, indigenised
and recently introduced leafy vegetable species but this article is concerned mainly with the indigenous and indigenised
species. In South Africa, the collection of these two types of leafy vegetables from the wild, or from cultivated fields where
some of them grow as weeds, has a long history that has been intimately linked to women and their traditional livelihood
tasks. Among poor people in remote rural areas the use of these types of leafy vegetables is still common but nationwide there
is evidence of decline, particularly in urban areas. Cultivation of indigenous or indigenised leafy vegetables is restricted to
a narrow group of primarily indigenised species in South Africa. Seven groups of indigenous or indigenised African leafy
vegetables that are important in South Africa were given special attention and their local nomenclature, ecology, use and
cultivation are discussed.
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Adams, Terence Gilbert. "The late holocene vegetation history of Lake Farm, South Eastern Cape Province, South Africa". Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/14715.
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Bibliography: p. 155-175.Palynological analysis of organic sediments from a freshwater lake near Port Elizabeth (34°S,25°30'E) has provided a high- resolution vegetation history of the area for the last 2200 years. Detailed identification and counting of the fossil pollen resulted in the generation of a pollen diagram. Changing frequencies in fossil pollen over time are represented, and inferences are made regarding environmental conditions which influenced the vegetation. A detailed narrative of vegetation history in response to environmental change is presented, and this is compared to results from related studies. The significance of the Lake Farm study site has been noted in terms of its location as a 'zone of convergence' for a variety of vegetation types. Results of fossil pollen analysis indicate that environmental conditions prior to 1 500BP were drier than at present. Forest and fynbos vegetation were not well-represented in the pollen spectrum at this time, and it is suggested that they were not favoured by these conditions. Environmental conditions ameliorated after 1500BP, becoming more mesic, which favoured the proliferation of both forest and fynbos vegetation types. At present xeric and grassland elements are declining, while shrubs increase, indicating an enhanced human-induced disturbance regime. It is suggested that the partial decline in forest elements at present 1s most likely attributable to human-induced disturbance of the environment. The introduction of exotic trees has been noted (approx. 280BP) and is seen to have coincided with the influx of european settlers to the region. Principal Components Analysis has revealed that the vegetation distribution in the area has been most heavily influenced by human activity and moisture availability. The necessarily subjective interpretation of the statistical results, however, casts some doubt on the validity of the conclusions drawn. The validity of the conclusions drawn from this study becomes apparent not only in terms of what is learned about the history of forests, but also the form any future management should take.
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Wilson, Jeya. "Sanctions and South Africa". Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:67c840e5-03ee-4437-a81d-c67f37b0a8b5.
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This thesis studies sanctions and South Africa to show that sanctions can be an effective instrument of foreign policy. It provides a general study on sanctions and South Africa that is not limited to economic factors alone. It develops a framework for analysis using legal, economic and political factors that form the components of sanctions such as the legality of sanctions, the actors which impose sanctions, types of sanctions, the purposes and targets of sanctions, and the response of targets. The effectiveness of sanctions as an instrument of foreign policy is assessed, and factors that limit or enhance their effectiveness are identified. The investigation is in two parts. The first part uses the framework to examine international cases other than South Africa. The second part uses the same framework to examine sanctions against South Africa. Fundamental to the study is the fact that although sanctions are widely used in the conduct of international relations, the research on them is meagre in comparison with the available literature on other instruments of foreign policy such as diplomacy and war. The study finds that from a legal viewpoint there is no apparent rule in international law that prohibits the imposition of sanctions. For sanctions to succeed, sanctioners must commit themselves to making the sanctions work from the point of implementation and enforcement. Different types of sanctions achieve different levels of effectiveness. Even if sanctions do not fulfil their stated purpose, they do often fulfil other purposes which may, in fact, be more important. When faced with sanctions, targets invariably react to their imposition. The effectiveness of sanctions cannot be measured by economic and stated objectives alone. When additional criteria are used, it is found that contrary to conventional wisdom, sanctions are an effective instrument of foreign policy.
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Johnson, David. "Shakespeare and South Africa /". Oxford [GB] : Clarendon press, 1996. http://catalogue.bnf.fr/ark:/12148/cb370959733.
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Starr, Greg. "Botanizing in South Africa". University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/555907.
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Karating, Robin-lea. "Exhumations, reburials and history making in post-apartheid South Africa". University of the Western Cape, 2018. http://hdl.handle.net/11394/6651.
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Magister Artium - MAThis mini-thesis, ‘Exhumation, Reburial and History Making in South Africa’, is concerned with an analysis of the practices of exhumation and reburial through discussing the case studies of the Iron-Age archaeological site of Mapungubwe, the Vergelegen Wine Estate in Somerset West and the reburials carried out by the Missing Persons Task Team (MPPT) from the National Prosecuting Authority (NPA), particularly its unsuccessful attempt at exhumations at the Stikland Cemetery, in an attempt to understand how they form part of the production of history. These case studies conceive of the times of the precolonial, slavery and apartheid, and are all linked temporally to an envisaged future through ideas of nation building and nationalism. As narratives produced through these exhumations and reburials, they contribute to the notion of making the post-apartheid by remaking history and reconstituting nation. Each of these case studies are significant as they in some way have been utilized in a manner that is relevant to us in the new democratic South Africa. This mini-thesis aims at rethinking the role of archaeologists, the exhumation and reburial processes, the construction of ethnicity, how the dead are used to construct narratives of struggle against apartheid and in general the implications each of these have on the re-making of history. It also thinks about what the practices of exhumation and reburial mean conceptually and how they relate to the concept of missingness, which I refer to as the process of making absence or invisibility. Thinking about exhumations and reburial in this way has allowed reflection on the purpose of the practices, in terms of who it’s for and how it’s perceived by the stakeholders involved in each case. Through dissecting each of these issues one may be able to trace how the remains to be reburied become missing. Therefore, the question of exhumation and reburial is essential in thinking about what it does for the human remains and how their identity is either shaped or lost. This thesis mainly argues that the remains in each of the case studies go through various phases of missingness and that their reburials and memorialization, or in the case of Stikland the spiritual repatriation, inscribes them further into narratives of the times that they emerged from.
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Van, Zyl-Hermann Danelle. "White workers and South Africa's democratic transition, 1977-2011". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708951.
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Pfister, Roger. "Apartheid South Africa's foreign relations with African states, 1961-1994". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007632.
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This thesis examines South Africa's foreign relations, viewed from a South African perspective, with the black African countries beyond southern Africa from 1961 to 1994. These relations were determined by the conflict between Pretoria's apartheid ideology on the one hand, and African continental rejection of South Africa's race discrimination policies and its exclusion from the community of African states on the other. The documentary material used primarily stems from the Department of Foreign Affairs archive in Pretoria, supplemented by research conducted in other archives. Furthermore, we conducted interviews and correspondence, and consulted the relevant primary and secondary literature. Given the main source of information, we chose to make this work a case study in Diplomatic History. In consequence, and constituting the core of the study, Chapters 3 to 6 explore the interaction between South Africa and the black African states in a chronological order. At the same time, we draw on the analytical concepts from the academic disciplines of Political Science and its derivative, International Relations, to comprehend developments more fully. We discuss the significance of the approaches from these two disciplines in both the Introduction and Chapter 2. In particular, we emphasise that this study is about Pretoria's foreign policy, involving state and non-state actors, and we suggest that the unequal status between South Africa and the other African states constitutes an inherent factor in the relationship between them. The Conclusion examines the role of the state and non-state actors in determining Pretoria's foreign relations and the relevance of the structural imbalance between South Africa and the black African states in this context.
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Dreyer, Lynette. "The modern African elite of South Africa /". New York : St. Martin's press, 1989. http://catalogue.bnf.fr/ark:/12148/cb37024892d.
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Moguerane, Khumisho Ditebogo. "A history of the Molemas, African notables in South Africa, 1880s to 1920s". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:be5284ad-37a1-4725-9a18-32f674676bb7.
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This thesis is a family history of Silas Molema and his three children from the late 1880s to the late 1920s. The Molemas were a family of devout Methodists and educated chiefs in Mafikeng north of British Bechuanaland (part of the Cape colony in 1895) but they held extensive landholdings across the border in the Bechuanaland Protectorate. The thesis explores education, landholding and political office as strategies through which the Molemas attempted to maintain their position of class, status and power. Chiefs perceived formal annexation by Britain in 1885 also as opportunity to pursue greater self-determination, preserve the institutions of chiefly rule, and sustain respectable livelihoods. These aspirations had come to be experienced and understood as sechuana, which was a fluid reconstruction of tradition that helped Molemas and other Bechuana notables straddle incongruous cultural spheres along a racially and ethnically diverse colonial frontier. The thesis argues that nationhood was a key identification through which Molemas and other educated Bechuana saw themselves, and considers why they imagined their nation within the British Empire. The thesis also points to the various historical transformations and private entanglements that enmeshed various conceptions of nationhood into the everyday experience of the family as an emotive and socialising institution. These sentiments of nationhood profoundly shaped this family’s self-understanding, and mediated the choices children made about work, marriage and other significant relationships. The challenge to transfer inherited privilege across generations shaped identities, intersected with the reconfiguration of the local political economy, and impinged upon structural transformations in southern Africa.
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Hendrich, Gustav. "Die dinamika van Blank en Bruin verhoudinge op Stellenbosch (1920-1945)". Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/547.
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Moukambi, Victor. "Relations between South Africa and France with special reference to military matters, 1960-1990". Thesis, Link to the online version, 2008. http://hdl.handle.net/10019.1/1228.
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Ryan, Judy Anne. "An examination of the achievement of the Jesuit Order in South Africa, 1879-1934". Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001851.
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The Society of Jesus, founded in 1540 by St Ignatius of Loyola, dispatched the first group of five priests and three brothers to the Cape in 1875. Their destination was St Aidan's College (1875-1973) in Grahamstown which they would staff. Two of the priests went to Graaff-Reinet where the Society established a mission house and noviciate (1875-1889). On 1 July 1878 the Zambesi Mission was founded with Henry Depelchin as its appointed leader. The Mission was placed under the direct control of the Jesuit General. St Aidan's became the headquarters of the Zambesi Mission and it was hoped that trainees for the Mission would emerge from the College. The first group of missionaries bound for the Zambesi regions left Grahamstown in 1879. Negotiations followed with the Ndebele chiefdom in Bulawayo and stations were established at Tati, Empandeni and Pandamatenga. Unsuccessful probes into Barotseland and Gazaland followed and a decade later the mission to Zambesia was abandoned and the Jesuits returned to the south where there had been further expansion of the Order's activities. Dunbrody (1882-1934), situated on the Sundays River, had been set up as a base for the Zambesi Mission, as an educational centre for Blacks and as a farm. Keilands (1886-1908) was an attempt to establish a missionary base for the extension of activities into the Transkei. Vleischfontein (1884-1894) in the Western Transvaal, was developed as a staging post between Zambesia and the Cape. In 1924 the Order attempted to develop parish work in Claremont, but initially nowhere else. By 1890 the Jesuits were ready to return to Matabeleland and in the post colonial years a string of stations were founded. Partly to conserve its manpower for the Zambesi enterprise and for financial and economic reasons, Graaff-Reinet was abandoned in 1889, followed by Vleischfontein, Keilands, the parish at Claremont, and Dunbrody. By 1934, the terminal point of the thesis, the only Jesuit presence in South Africa was at St Aidan's which was saved from closure by Papal intervention.
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Watson, Kelvin Innes. "A history of the South African police in Port Elizabeth, 1913-1956". Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002423.
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This thesis investigates the policing activities of the South African Police (SAP) in Port Elizabeth from the formation of the SAP in 1913 to the creation of two separate police districts in the city in 1956. It begins with the recruitment and training of police personnel, outlining the difficulty in obtaining sufficient white recruits for most of the period while at the same time stressing the ease with which the Force was able to obtain black recruits. The preponderance of Afrikaner policemen serving in Port Elizabeth from the 1920s onwards is made clear, as is the para-military nature of the SAP, which was maintained and reinforced as a result of training methods and the process of socialisation. As state servants, police personnel were expected to serve loyally and obediently a state becoming increasingly repressive towards its black citizens. Generally inadequate conditions of service remained the norm throughout the period yet the SAP’s commitment to the state never wavered, bar one isolated, short-lived incidence. The administration and functioning of policing in Port Elizabeth is explored by focussing on specific organisational features pertinent to the city and the changes wrought by the police hierarchy to deal with the city’s demographic and spatial expansion. The SAP tended to employ three different forms of policing in the city as a result of its apartheid-driven agenda which compelled it to differentiate between the various population groups in terms of maintaining law and order. The privileged white community experienced routine, civil policing whereas the black community was policed largely in a socially and politically oppressive manner; this was in line with government policy. On the whole, however, the more brutal and sinister nature of policing was yet to come to the fore although this thesis does point towards the increasingly repressive nature of policing in South Africa during the apartheid era.
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Shain, Milton. "The foundations of antisemitism in South Africa : images of the Jew c.1870-1930". Doctoral thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22475.
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Bibliography: pages 366-388.Historians of South African Jewry have depicted antisemitism in the 1930s and early 1940s as essentially an alien phenomenon, a product of Nazi propaganda at a time of great social and economic trauma. This thesis argues that antisemitism was an important element in South African society long before 1930 and that the roots of anti-Jewish outbursts in the 1930s and early 1940s are to be found in a widely-shared negative stereotype of the Jew that had developed out of an ambivalent image dating back to the 1880s. By then two embryonic but nevertheless distinctive images of the Jew had evolved: the gentleman - characterised by sobriety, enterprise and loyalty - and the knave, characterised by dishonesty and cunning. The influx of eastern European 'Peruvians' in the 1890s and the emergence of the cosmopolitan financier at the turn of the century further contributed towards the evolution of an anti-Jewish stereotype. By 1914, favourable perceptions of the Jew, associated mainly with the acculturated Anglo-German pioneer Jews, had eroded substantially and the eastern European Jew by and large defined the essence and nature of 'Jewishness'. Even those who separated the acculturated and urbane Jew from the eastern European newcomer exaggerated Jewish power and influence. Herein lay the convergence between the philosemitic and the antisemitic view. War-time accusations of avoiding military service, followed by the association of Jews with Bolshevism, consolidated the anti-Jewish stereotype. In the context of the post-war economic depression and burgeoning black radicalism, the eastern European Jew emerged as the archetypical subversive. Thus the Rand Rebellion of 1922 could be construed as a Bolshevik revolt. As eugenist and nativist arguments penetrated South African discourse, eastern European immigrants were increasingly perceived as a threat to the 'Nordic' character of South African society as well as a challenge to the hegemony of the English mercantile establishment. Nevertheless antisemitism in the crude and programmatic sense was rejected. The 1930 Quota Act ushered in a change and heralded the transformation of 'private' antisemitism into 'public' antisemitism. While this transformation was clearly related to specific contingencies of the 1930s, this thesis argues that there is a connection and a continuity between anti-Jewish sentiment, as manifested in the image of the Jew prior to 1930, and anti-Jewish outbursts and programmes of the 1930s and early 1940s. In short, anti-Jewish rhetoric at this time resonated precisely because a negative Jewish stereotype had been elaborated and diffused for decades.
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Broeckaert, Logan. ""A triumph of the new South Africa over the old:" heritage and nation-building in South Africa, 1994-1999". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18711.
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Nelson Mandela's presidency, marked especially by the proceedings of the Truth and Reconciliation Commission, fostered a context in which the South African heritage industry was encouraged to promote the core values of reconciliation, unity and diversity, the underpinning of the president's nation-building project. District Six and Robben Island Museums are assessed as two of the most prominent heritage sites for the commemoration of apartheid in South Africa. Despite their differences--District Six began as a local museum with little government funding, while Robben Island was destined to be South Africa's most recognised heritage site and its largest recipient of government monies—both institutions were transformed into sites that promoted the government's vision of the new South Africa. Ultimately, the needs of the nation-building project marginalised the problems of nostalgia, romanticisation, omission and silencing that occurred at both institutions between 1994 and 1999.Marquée surtout par les démarches de la Commission de la vérité et de la réconciliation, la présidence de Nelson Mandela a aussi établi un contexte dans lequel l'industrie du patrimoine sud-africaine était fortement encouragée à promouvoir les valeurs centrales du projet d'édification de la nation du président, soit la réconciliation, l'unité et la diversité. Les Musées District Six et Robben Island sont les deux plus importants sites dédiés à la commémoration de l'apartheid en Afrique du Sud. District Six est à l'origine un petit musée local recevant très peu d'aide gouvernementale, tandis que Robben Island était destiné, de par ses origines, à devenir le plus important site du patrimoine sud-africain et bénéficie depuis ses débuts d'un niveau important de financement. Malgré leurs différences, chaque musée s'est peu à peu mis à promouvoir la vision du gouvernement pour une nouvelle Afrique du Sud. En fait, son projet d'édification de la nation pris rapidement le dessus, au détriment de la manifestation de la nostalgie, la romance, l'omission de faits et le désir de faire taire une partie de l'histoire sud-africaine qui se manifestèrent tous au sein des deux sites du patrimoine entre 1994 et 1999.
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Knevel, Irma Cornelia. "The life history of selected coastal foredune species of South Africa". Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003776.
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South African dune fields are severely threatened by human expansion and in the long run the stabilisation of many dunes will be necessary. The alien grass Ammophila arenaria is the most important drift sand stabiliser at present in South Africa. Although not invasive, the current impact of A. arenaria on the dune systems of South Africa is considerable, and thus the stabilising benefit of the grass seemed to may be outweighed by its negative consequences. It is therefore preferable to use indigenous sand stabilising species. In order to define guidelines for the application of indigenous plants for stabilisation, their autecology should be studied first to enhance the chance of successful stabilisation results. The main aim of the present thesis was to gather information on the life history processes of selected indigenous, sand stabilising foredune species. To investigate the growth of foredune pioneer species, the common pioneer Scaevola plumieri was followed over a three-year period to determine the growth season and leaf phenology. Soil-borne pathogens are known to influence the growth and vegetation dynamics of foredune species. To examine this effect on the South African foredunes the rhizosphere soil and the roots of several species were studied. To test the effect of the nematode fauna on succeeding plant species a transplantation experiment was carried out. The seed stage is the only life-cycle stage that can survive unfavourable conditions. Therefore, the seed ecology of several foredune species was studied extensively to determine the reproductive season, the seed production, the fate of seeds after shedding (germination, seawater dispersal), germination requirements and seed bank strategy. Seeds of the species Arctotheca populifolia, Ipomoea pes-caprae, Myrica cordifolia, and Scaevola plumieri were subjected to germination trials, field observations on seedling survival, and scarification and stratification experiments. This was done to obtain information about the germination requirements and to determine the reproductive season and growth season. The seed bank strategy of the foredune species, as well as the seed bank density, was determined by extensive sampling along the Cape coast. The species S. plumieri thrived under sand accretion situations, which makes it a good candidate for stabilisation purposes. The growth of S. plumieri was seasonal, with the highest leaf production during spring and summer. The stem position on the foredune had a strong effect on the overall performance of S. plumieri , with the stems situated on the landward face of the foredune showing higher leaf and seed production. Theiii nematode survey of soil and roots of several foredune species showed that all plant species featured a specific nematode fauna in the rhizosphere soil and the roots. The specific nematode fauna affected the growth of foreign plant species in the transplantation experiment, resulting in a lower root and/or shoot biomass production. Most of the foredune species produce seeds from spring to late summer. For S. plumieri the position of the stem on the dunes, as well as the predation of unripe seeds affected the number of seeds produced. The highest production was found for the landward faced stems. The S. plumieri seeds were able to float on seawater for at least three months without losing viability, as was observed for seeds of I. pes-caprae. The seeds of M. cordifolia, however, sank after a few days, but their viability was not affected. The rhizome fragments of A. arenaria and S. virginicus floated for 120 days, whereas the fragments of E. villosa sunk after one day. The viability of S. virginicus fragments was affected by the duration in seawater by an increase in sprouting time. The seeds of all species tested germinated readily under controlled conditions, except S. plumieri seeds which required a long lag-phase before germination. In the field the seeds of A. populifolia, I. pes-caprae and S. plumieri germinated, producing many seedlings. Only the seedlings of A. populifolia and S. plumieri survived. Of the species found in the foredunes 57% was represented in the soil seed bank. For most species, the seeds that were found in the seed bank showed viability of at least 40%. Many of the seeds found were older than one year, suggesting a short-term persistent seed bank. The present study is a start in filling the gap in information on dune pioneer and foredune species. The conclusion was that in general all species in the present study were easy to grow under controlled conditions, and thus could be used for stabilisation purposes. When the more rapidly growing pioneer species are planted in combination with succeeding foredune species, a functional and aesthetic ecosystem could be created.
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Abrahams, Rayghana. "Financial inclusion in South Africa". Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13579.
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The research for this study was guided by the question on whether the financial inclusion improvement strategies of the South African government adequately address the financial inclusion targets, as set out in the National Development Plan. This descriptive non-empirical study was conducted by means of a literature review. The secondary data used for the study were collected from a number of sources, namely: (i) the 2015 Brookings Financial and Digital Inclusion Project report; (ii) the 2014 Global Findex survey; (iii) the InterMedia surveys; (iv) Financial Access surveys; (v) various national FinScope surveys; and (iv) a number of working papers of the World Bank related to financial inclusion. The data revealed that South Africa, with its sophisticated financial sector, was early to adopt policies and initiatives to advance financial inclusion and the country has experienced a noticeable increase in financial inclusion from 61% in 2004 to 87% in 2015. South Africa is 3% away from its National Development Plan goal of 90% financial inclusion by 2030. This indicates that overall, the financial inclusion initiatives adopted by the South African government were successful.
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Putter, Renier. "Dental fraud in South Africa". University of the Western Cape, 2016. http://hdl.handle.net/11394/5736.
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Magister Scientiae Dentium - MSc(Dent) (Community Oral Health)Healthcare fraud wastes money that could be spent in the treatment of patients. The exact amount of healthcare fraud is very difficult to determine, especially in a two-tier healthcare system like South Africa. The amount and cost of dental fraud in South Africa has never been researched. If the amount and cost of fraud in a specific area can be determined, resources can be better used to combat healthcare fraud in the future.
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Whelan, Johanna. "South Africa : whither civil society? /". Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09AR/09arw5659.pdf.
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Fagan, Anton. "Constitutional adjudication in South Africa". Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363516.
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(IEASA), International Education Association of South Africa, e Andy Mason. "Study abroad in South Africa". International Education Association of South Africa (IEASA), 2001. http://hdl.handle.net/10962/65375.
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[Message from the Honorable Minister of Education, Prof. Kader Asmal]: I am pleased to provide a message for this important Guide to South African Universities and Technikons so soon after my appointment as Minister of Education. Each country depends on the higher education system to meet high human resource needs and to be the engine for the creation of new knowledge and innovation, and critical discourse. Our system offers students a wide choice of career options in a variety of differing environments of a world-class standard. Our universities and technikons play a vital role in preparing students, by equipping them with the necessary knowledge and skills, to take up their rightful place in society and to contribute to the socio-economic development of our country and the many other countries from which students come to study in South Africa. This also affords them the opportunity of making a substantial contribution to the development of human resources in their specialised fields. Like schools, our universities, technikons and other third level institutions must become vibrant centres of community and cultural life. We are looking at the ways in which universities can contribute to the responsibility of citizenship - within an atmosphere of voluntary help. This may be in the form of community service, which many institutions are already involved in, or, for instance, in the form of assisting with a national literacy campaign. In addition they must provide a safe and secure environment conducive to promoting their mission of teaching and learning, scholarship and research, and community service. Proper preparation for the challenges of a fast globalising world is essential if our students are to contribute to the development of the societies and the countries in which they live. Therefore I am committed to building a responsive higher education system of high quality. Such a system should demonstrate its readiness to meet the challenges of the 20st Century.
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Moller, Valerie, e Benjamin J. Roberts. "South Africa, quality of life". Springer Netherlands, 2014. http://hdl.handle.net/10962/67255.
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publisher versionThe aim of this encyclopedia is to provide a comprehensive reference work on scientific and other scholarly research on the quality of life, including health-related quality of life research or also called patient-reported outcomes research. Since the 1960s two overlapping but fairly distinct research communities and traditions have developed concerning ideas about the quality of life, individually and collectively, one with a fairly narrow focus on health-related issues and one with a quite broad focus. In many ways, the central issues of these fields have roots extending to the observations and speculations of ancient philosophers, creating a continuous exploration by diverse explorers in diverse historic and cultural circumstances over several centuries of the qualities of human existence. What we have not had so far is a single, multidimensional reference work connecting the most salient and important contributions to the relevant fields. Entries are organized alphabetically and cover basic concepts, relatively well established facts, lawlike and causal relations, theories, methods, standardized tests, biographic entries on significant figures, organizational profiles, indicators and indexes of qualities of individuals and of communities of diverse sizes, including rural areas, towns, cities, counties, provinces, states, regions, countries and groups of countries.
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Serdyuk, V. I. "Court procedures in South Africa". Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33827.
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Pre-trial motions that are intended to exclude evidence on the basis of exclusionary rules are not prominent in the South African legal system. Instead, objections to the admissibility of statements such as confessions or admissions are dealt with at the trial stage in a procedure that is known as the “trial-within-a-trial” system. The South African Constitutional Court has held that an accused person is constitutionally entitled to pre-trial discovery of all evidence in police files, unless said evidence compromises the identity of a witness/informer etc. South African trial proceedings are largely adversarial. According to the principle of the presumption of innocence, prosecutors are required to prove their case beyond a reasonable doubt.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/33827
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Burger, Bertus Roux. "Bank Rescue in South Africa". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65725.
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The 2008 Global Financial Crisis has revealed the importance of maintaining financial stability. A big threat to the maintenance of financial stability is however bank failure. Especially if a bank is systemically important due to its size and interconnectedness it may propagate contagion and bank runs and trigger the collapse of a whole financial system. It is therefore pertinent that the issue of bank failures be addressed, preferably by extending assistance to such a failing bank where appropriate. In South Africa bank rescue is currently facilitated in terms of section 69 of the Banks Act 94 of 1990 that provides for the Minister of Finance, on recommendation by the Registrar of Banks, to appoint a curator for a bank that is unable to pay its debts as they become due. The process of curatorship is however deficient when it comes to dealing with banks that are failing but of which some part may be rescued. This deficiency was revealed during the rescue of African bank when some innovative amendments had to be effected urgently to the Banks Act by means of the Banks Amendment Act 3 of 2015. This dissertation explores the concept of curatorship and how the curatorship process and powers of the curator was changed as a result of the problems posed by the collapse of African Bank. It looks into the restructuring of the bank and also discusses the complimentary process of the investigation into the affairs of a failing bank as set out in section 69A of the Banks Act. The dissertation further looks into international developments in the context of the prevention and mitigation of bank failures. Spesific regard is had to the Financial Stability Board's Key Attributes of Effective Resolution Regimes for Financial Institutions, pointing out that the rescue of African Bank actually comprised of bank resolution rather than curatorship in the strict sense.Mini Dissertation (LLM)--University of Pretoria, 2017.
Mercantile Law
LLM
Unrestricted
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Duyvené, de Wit Jean-Jacques. "Statistical arbitrage in South Africa". Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/18603.
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Includes bibliographical references.This study investigates the performance of a statistical arbitrage portfolio in the South African equity markets. A portfolio of liquid stock pairs that exhibit cointegration is traded for a ten year period between the years 2003 and 2013. Without transaction costs, the portfolio has an encouraging Sharpe ratio of 2.1. When realistic transaction costs are factored in, the Sharpe ratio drops to 0.43.The results underline the theoretical profitability of statistical arbitrage as a trading strategy and highlight the importance of transaction costs in a real-world setting.
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Winship, Ingrid M. "Epidermolysis bullosa in South Africa". Doctoral thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/25674.
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Couper, Michael Patrick. "Immigrant adaptation in South Africa". Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003118.
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Although the immigrant flow to South Africa has been relatively small compared to that of other immigrant receiving countries, when considered in terms of the size of South Africa's population and the fact that immigrants are restricted to the White population group, the role of immigrants in this society is considerable. Despite this, few comprehensive studies of the experiences of immigrants in South Africa have been attempted. The aim of this study is to examine the adaptation of immigrants from various countries according to a number of dimensions. Adaptation is conceived of as a dynamic and multidimensional process. A mail survey of seven immigrant groups in South Africa was undertaken during 1985. A total of 3,520 completed questionnaires were obtained from respondents representing British, German, Dutch, Italian, Portuguese, British African and Portuguese African immigrants. The relationships among dimensions of subjective adaptation (satisfaction, identification and acceptance) and objective adaptation (social, cultural, economic, religious and political adaptation) are examined. The role of settlement and citizenship intentions are also investigated, as are various factors (country of origin, length of residence, etc.) that affect immigrant adaptation in South Africa. Multivariate analyses are undertaken to explore the nature of the relationships among these variables. Following these analyses a model of immigrant adaptation in South Africa is proposed. This model is intended to serve as a framework to guide future research on the adaptation of immigrants in South Africa.
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Hay, Mark. "Ukubuyisana reconciliation in South Africa /". Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Rusch, Peter C. "Precision farming in South Africa". Diss., Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-01072004-153302.
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