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=100  1\$aBeaudry, Catherine,$eauthor.$0(orcid)0000000221103151$1https://orcid.org/0000-0002-2110-3151
=245  14$aThe Next Generation of Scientists in Africa /$cCatherine Beaudry, Johann Mouton, Heidi Prozesky.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2018.
=264  \4$c©2018
=300  \\$a1 online resource (216 pages).
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=505  0\$aPrefaceList of acronyms and abbreviationsAbout the editors and the authorsPART ONE: Context: The state of science in AfricaChapter 1: African science: A diagnosisChapter 2: African science: A bibliometric analysisChapter 3: Research funding landscapes in Africa PART TWO: The challenges that young scientists in Africa faceChapter 4: The young scientist: A profileChapter 5: Lack of fundingChapter 6: Lack of mentoring and supportChapter 7: Mobility and the careers of young scientists PART THREE: Research performanceChapter 8: Research publicationsChapter 9: Collaboration PART FOUR: Conclusions and recommendationsA tale of two halvesRecommendationsConcluding commentsAppendix 1: Research design and methodologyAppendix 2: The questionnaireReferences
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aYoung scientists are a powerful resource for change and sustainable development, as they drive innovation and knowledge creation. However, comparable findings on young scientists in various countries, especially in Africa and developing regions, are generally sparse. Therefore, empirical knowledge on the state of early-career scientists is critical in order to address current challenges faced by those scientists in Africa. This book reports on the main findings of a three-and-a-half-year international project in order to assist its readers in better understanding the African research system in general, and more specifically its young scientists. The first part of the book provides background on the state of science in Africa, and bibliometric findings concerning Africa's scientific production and networks, for the period 2005 to 2015. The second part of the book combines the findings of a large-scale, quantitative survey and more than 200 qualitative interviews to provide a detailed profile of young scientists and the barriers they face in terms of five aspects of their careers: research output; funding; mobility; collaboration; and mentoring. In each case, field and gender differences are also taken into account. The last part of the book comprises conclusions and recommendations to relevant policy- and decision-makers on desirable changes to current research systems in Africa.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aMouton, Johann,$eauthor.$0(orcid)0000000203397440$1https://orcid.org/0000-0002-0339-7440
=700  1\$aProzesky, Heidi,$eauthor.$0(orcid)0000000180915830$1https://orcid.org/0000-0001-8091-5830
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aFunada-Classen, Sayaka,$eauthor.
=245  14$aThe Origins of War in Mozambique :$bA History of Unity and Division /$cSayaka Funada-Classen.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2013.
=264  \4$c©2013
=300  \\$a1 online resource (440 pages).
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=505  0\$aPrefaceList of IllustrationsList of Acronyms and AbbreviationsIntroductionSeeking the Origins of Unity and DivisionChapter 1.Emergence of “Mozambique” and Social Changes under Colonial RuleChapter 2.Characteristics of Maúa and the Process of ColonisationChapter 3.Mozambique Before the Liberation StruggleChapter 4.World Politics from 1960 to 1975 and Mozambique’s Liberation StruggleChapter 5.Maúa Circumscription during the Liberation StruggleConclusionFrom the Liberation Struggle to Post-independence Armed ConflictBibliographyAcknowledgementsAbout the AuthorAbout the TranslatorIndex of Organisations and InstitutionsIndex of People and Ethnic GroupsIndex of Place Names
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe independence of Mozambique in 1975 and its decolonisation process attracted worldwide attention as a successful example of national unity. Yet, the armed conflict that broke out between the government and the guerrilla force in 1977 lasted for sixteen years and resulted in over a million deaths and several million refugees, placing this concept of national unity into doubt. For nearly twenty years, Sayaka Funada-Classen interviewed people in rural communities in Mozambique. By examining their testimonies, historical documents, previous studies, international and regional politics, and the changes that various interventions under colonialism brought to the traditional social structure, this book demonstrates that the seeds of division had already been planted while the liberation movement was seeking unity in the struggle years. Presenting a comprehensive history of contemporary Mozambique, this book is indispensable for Mozambican scholars. It promises to serve as a landmark study not only for historians and the scholars of African studies but also for those who give serious consideration to the problems of conflict and peace in the world.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
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=245  04$aThe Politics of Housing in (Post-)Colonial Africa :$bAccommodating Workers & Urban Residents /$cedited by Kirsten Rüther, Martina Barker-Ciganikova, Daniela Waldburger, Carl-Philipp Bodenstein.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2021.
=264  \4$c©2021
=300  \\$a1 online resource (230 pages).
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=505  0\$aList of illustrations1. Introduction | Martina Barker-Ciganikova2.The Rule of Rent: The State, Employers and the Becoming Urban Dweller in Northern Rhodesia Acting Across a Societal Field of Force, c. 1948–1962 | Kirsten Rüther3. Ruashi, a Pessac in Congo? On the Design, Inhabitation, and Transformation of a 1950s Neighborhood in Lubumbashi, Democratic Republic of the Congo | Sofie Boonen and Johan Lagae4. At Home with Nairobi’s Working Poor: Reading Meja Mwangi’s Urban Novels | Martina Kopf5. La problématique de l’habitat dans la ville de Lubumbashi (Elisabethville), province du Katanga, 1910–1960 | Donatien Dibwe dia Mwembu6. House, Home, Health and Hygiene – Social Engineering of Workers in Elisabethville/ Lubumbashi (1940s to 1960s) Through the Lens of Language Usage | Daniela Waldburger7. Spatio-physical Power and Social Control Strategies of the Colonial State in Africa: The Case of CDC Workers’ Camps in Cameroon | Ambe Njoh and Liora Bigon8. Concrete Does not Cry: Interdisciplinary Reflections on and Beyond Housing | Nicholas Sungura and Marlene Wagner in discussion with Martina Barker-Ciganikova and Kirsten RütherContributorsIndex
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aHousing matters, no matter when or where. This volume of collected essays on housing in colonial and postcolonial Africa seeks to elaborate how and why housing is much more than an everyday practice. The politics of housing unfold in disparate dimensions of time, space and agency. Depending on context, they acquire diverse, often ambivalent, meanings. Housing can be a promise, an unfulfilled dream, a tool of self- and class-assertion, a negotiation process, or a means to achieve other ends. This volume analyzes housing in its multifacetedness, be it a lens to offer insights into complex processes that shape societies; be it a tool of empire to exercise control over private relations of inhabitants; or be it a means to create good, obedient and productive citizens. Contributions to this volume range from the field of history, to architecture and urban planning, African studies, linguistics, and literature. The individual case studies home in on specific aspects and dimensions of housing and seek to bring them into dialogue with each other. By doing so, the volume aims to add to the debate on studying urban practices and their significance for current social change.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aRüther, Kirsten,$eeditor.$0(orcid)0000000294373769$1https://orcid.org/0000-0002-9437-3769
=700  1\$aBarker-Ciganikova, Martina,$eeditor.
=700  1\$aWaldburger, Daniela,$eeditor.$0(orcid)0000000269538445$1https://orcid.org/0000-0002-6953-8445
=700  1\$aBodenstein, Carl-Philipp,$eeditor.
=710  2\$aAfrican Minds,$epublisher.
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=245  04$aThe Social Dynamics of Open Data /$cedited by Francois van Schalkwyk, Stefaan Verhulst, Gustavo Magalhaes, Juan Pane, Johanna Walker.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2017.
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=505  0\$aChapter 1Introduction: The state of open data and open data researchFrançois van Schalkwyk & Stefaan G VerhulstChapter 2The challenges of institutionalising open government data: A historical perspective of Chile’s OGD initiative and digital government institutionsFelipe González-Zapata & Richard HeeksChapter 3Beyond standards and regulations: Obstacles to local open government data initiatives in Italy and FranceFederico PiovesanChapter 4Governance of open spatial data infrastructures in EuropeGlenn Vancauwenberghe & Bastiaan van LoenenChapter 5Beyond mere advocacy: CSOs and the role of intermediaries in Nigeria’s open data ecosystemPatrick EnaholoChapter 6Rethinking civil society organisations working in the freedom of information and open government data fieldsSilvana FumegaChapter 7Open your data and will ‘they’ build it? A case of open data co-production in health service deliveryFabrizio ScrolliniChapter 8The relational impact of open data intermediation: Experience from Indonesia and the PhilippinesArthur Glenn MaailChapter 9Smart cities need to be open: The case of Jakarta, IndonesiaMichael P CaňaresChapter 10Protecting privacy while releasing data: Strategies to maximise benefits and mitigate risksJoel Gurin, Matt Rumsey, Audrey Ariss & Katherine Garcia
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe Social Dynamics of Open Data is a collection of peer reviewed papers presented at the 2nd Open Data Research Symposium (ODRS) held in Madrid, Spain, on 5 October 2016. Research is critical to developing a more rigorous and fine-combed analysis not only of why open data is valuable, but how it is valuable and under what specific conditions. The objective of the Open Data Research Symposium and the subsequent collection of chapters published here is to build such a stronger evidence base. This base is essential to understanding what open datas impacts have been to date, and how positive impacts can be enabled and amplified. Consequently, common to the majority of chapters in this collection is the attempt by the authors to draw on existing scientific theories, and to apply them to open data to better explain the socially embedded dynamics that account for open datas successes and failures in contributing to a more equitable and just society.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$avan Schalkwyk, Francois,$eeditor.$0(orcid)0000000210480429$1https://orcid.org/0000-0002-1048-0429
=700  1\$aVerhulst, Stefaan,$eeditor.$0(orcid)0000000165666071$1https://orcid.org/0000-0001-6566-6071
=700  1\$aMagalhaes, Gustavo,$eeditor.
=700  1\$aPane, Juan,$eeditor.
=700  1\$aWalker, Johanna,$eeditor.
=710  2\$aAfrican Minds,$epublisher.
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=245  04$aThe State of Open Data :$bHistories and Horizons /$cedited by Tim Davies, Mor Rubinstein, Fernando Perini.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2019.
=264  \4$c©2019
=300  \\$a1 online resource (590 pages).
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=505  0\$aAcknowledgementsAbout the editorsForeword by Beth Simone NoveckIntroductionSECTION 1: OPEN DATA SECTORS AND COMMUNITIESIntroductionChapter 1. Accountability and anti-corruptionJorge Florez and Johannes TonnChapter 2. AgricultureRuthie Musker, Ben Schaap, Martin Parr, and André LaperriereChapter 3. Corporate ownershipJack LordChapter 4. Crime and justiceSandra ElenaChapter 5. Development assistance and humanitarian actionCatherine Weaver, Josh Powell, and Heather LesonChapter 6. EducationJaviera Atenas and Leo HavemannChapter 7. EnvironmentSelwyn WilloughbyChapter 8. ExtractivesAnders PedersenChapter 9. GeospatialRenée SieberChapter 10. Government financesCécile Le GuenChapter 11. HealthMark IruraChapter 12. Land ownershipTim Davies and Sumandro ChattapadhyayChapter 13. National statisticsShaida Badiee, Caleb Rudow, and Eric SwansonChapter 14. TelecommunicationsStephen SongChapter 15. TransportPieter Colpaert and Julián Andrés Rojas MeléndezChapter 16. Urban developmentJean-Noé LandrySECTION 2: ISSUES IN OPEN DATAIntroductionChapter 17. Algorithms and artificial intelligenceTim DaviesChapter 18. Data infrastructureLeigh Dodds and Peter WellsChapter 19. Data literacyMariel Garcia Montes and Dirk SlaterChapter 20. Gender equityAna Brandusescu and Nnenna NwakanmaChapter 21. Indigenous data sovereigntyStephanie Carroll Rainie, Tahu Kukutai, Maggie Walter, Oscar Luis, Figueroa-Rodríguez, Jennifer Walker, and Per AxelssonChapter 22. MeasurementDanny Lämmerhirt and Ana BrandusescuChapter 23. PrivacyTeresa ScassaSECTION 3: OPEN DATA STAKEHOLDERSIntroductionChapter 24. Civil societyChristopher WilsonChapter 25. Donors and investorsFernando Perini and Michael JarvisChapter 26. GovernmentsBarbara-Chiara UbaldiChapter 27. Journalists and the mediaAlex Howard and Eva ConstantarasChapter 28. Multilateral organisationsCraig HammerChapter 29. Private sectorJoel Gurin, Carla Bonina, and Stefaan VerhulstChapter 30. ResearchersFrançois van SchalkwykSECTION 4: OPEN DATA AROUND THE WORLDIntroductionChapter 31. Eastern Europe and Central AsiaLejla Sadiku and Yaera ChungChapter 32. European UnionRufus Pollock and Danny LämmerhirtChapter 33. Latin America and the CaribbeanSilvana Fumega and Maurice McNaughtonChapter 34. Middle East and North AfricaNagla Rizk, Nancy Salem, and Stefanie FelsbergerChapter 35. North America, Australia, and New ZealandDavid Eaves, Ben McGuire, and Audrey CarsonChapter 36. South, East, and Southeast AsiaMichael CanaresChapter 37. Sub-Saharan AfricaLeonida Mutuku and Teg-wende Idriss (Tinto)Conclusion and recommendations
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aIts been ten years since open data first broke onto the global stage. Over the past decade, thousands of programmes and projects around the world have worked to open data and use it to address a myriad of social and economic challenges. Meanwhile, issues related to data rights and privacy have moved to the centre of public and political discourse. As the open data movement enters a new phase in its evolution, shifting to target real-world problems and embed open data thinking into other existing or emerging communities of practice, big questions still remain. How will open data initiatives respond to new concerns about privacy, inclusion, and artificial intelligence? And what can we learn from the last decade in order to deliver impact where it is most needed? The State of Open Data brings together over 60 authors from around the world to address these questions and to take stock of the real progress made to date across sectors and around the world, uncovering the issues that will shape the future of open data in the years to come.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aDavies, Tim,$eeditor.
=700  1\$aRubinstein, Mor,$eeditor.$0(orcid)0000000205099164$1https://orcid.org/0000-0002-0509-9164
=700  1\$aPerini, Fernando,$eeditor.
=710  2\$aAfrican Minds,$epublisher.
=856  40$uhttps://doi.org/10.47622/9781928331957$zConnect to e-book
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=100  1\$aLuescher-Mamashela, Thierry,$eauthor.$0(orcid)0000000266750512$1https://orcid.org/0000-0002-6675-0512
=245  14$aThe University in Africa and Democratic Citizenship :$bHothouse or Training Ground? /$cThierry Luescher-Mamashela.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2012.
=264  \4$c©2012
=300  \\$a1 online resource (138 pages).
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=505  0\$aAcknowledgementsThe Project GroupExecutive SummaryCHAPTER 1: HERANA Higher Education and Democracy: The Student Governance SurveysCHAPTER 2: Background and Context: Three Countries, Universities and Student BodiesCHAPTER 3: Students’ Demand for Democracy and FreedomCHAPTER 4: Students’ Perception of the Supply of Democracy and Democratic ConsolidationCHAPTER 5: Students’ Political Engagement and BehaviourCHAPTER 6: Student Politics and the University: Implications and RecommendationsReferencesAppendices
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aWhether and how higher education in Africa contributes to democratisation beyond producing the professionals that are necessary for developing and sustaining a modern political system, remains an unresolved question. This report, then, represents an attempt to address the question of whether there are university specific mechanisms or pathways by which higher education contributes to the development of democratic attitudes and behaviours among students, and how these mechanisms operate and relate to politics both on and off campus. The research contained in this report shows that the potential of a university to act as training ground for democratic citizenship is best realised by supporting students' exercise of democratic leadership on campus. This, in turn, develops and fosters democratic leadership in civil society. Thus, the university's response to student political activity, student representation in university governance and other aspects of extra-curricular student life needs to be examined for ways in which African universities can instil and support democratic values and practices. Encouraging and facilitating student leadership in various forms of on-campus political activity and in a range of student organisations emerges as one of the most promising ways in which African universities can act as training grounds for democratic citizenship. The project on which this report is based forms part of a larger study on Higher Education and Democracy in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aTowards a People-Driven African Union :$bCurrent Obstacles and New Opportunities /$cedited by AfriMAP.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2012.
=264  \4$c©2012
=300  \\$a1 online resource (78 pages).
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=505  0\$aAcknowledgementsList of acronymsPreface: Background to this study1. Findings and recommendations2. Background: The African Union3. Preparation of AU summits at continental level4. Preparations for summits by member states5. Regional economic communities and the African Union6. The African Union Commission: Outreach to civil society7. The Economic, Social and Cultural Council8. Autonomous civil society engagement with the African Union9. Key decisions at summits in 200610. Update: January–November 2007Individuals consulted for this reportOrganisations involvedEndnotes
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThis report is the first independent, substantive and public assessment of the progress of the African Union. Towards a People-Driven African Union: Current Obstacles and New Opportunities analyses the preparations of African Union member-states, the AU Commission and civil society organisations for the twice-yearly AU summits. The main finding is that despite some welcome new opportunities for participation, the African Union's vision of 'an Africa driven by its own citizens' remains largely unfulfilled. Detailed recommendations are offered to help deliver on this vision in future. Published by AFRODAD, AfriMAP and Oxfam, this report is endorsed by more than a dozen other organisations in Africa and elsewhere, and is based on interviews with more than 50 representatives of member-states, the AU Commission and civil society organisations in eleven African countries.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  0\$aAfriMAP,$eeditor.
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aTrading Places :$bAccessing Land in African Cities /$cedited by Mark Napier, Stephen Berrisford, Caroline Kihato, Rod McGaffin, Lauren Royston.
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=505  0\$aAbout the authorsForewordPrefaceChapter 1 Land and markets in African cities: Time for a new lens?Mark NapierChapter 2Defining markets: A set of transactions between actorsRob McGaffin and Caroline Wanjiku KihatoChapter 3In the meantime … Moving towards secure tenure by recognising local practiceLauren RoystonChapter 4Getting land governance right in sub-Saharan cities: More than land administrationStephen BerrisfordChapter 5Choices and decisions: Locating the poor in urban land marketsCaroline Wanjiku Kihato and Mark NapierReferencesAcronymsGlossary
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aTrading Places is about urban land markets in African cities. It explores how local practice, land governance and markets interact to shape the ways that people at society's margins access land to build their livelihoods. The authors argue that the problem is not with markets per se, but in the unequal ways in which market access is structured. They make the case for more equal access to urban land markets, not only for ethical reasons, but because it makes economic sense for growing cities and towns. If we are to have any chance of understanding and intervening in predominantly poor and very unequal African cities, we need to see land and markets differently. New migrants to the city and communities living in slums are as much a part of the real estate market as anyone else; they're just not registered or officially recognised. This book highlights the land practices of those living on the city's margins, and explores the nature and character of their participation in the urban land market. It details how the urban poor access, hold and trade land in the city, and how local practices shape the city, and reconfigures how we understand land markets in rapidly urbanising contexts. Rather than developing new policies which aim to supply land and housing formally but with little effect on the scale of the need, it advocates an alternative approach which recognises the local practices that already exist in land access and management. In this way, the agency of the poor is strengthened, and households and communities are better able to integrate into urban economies.
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=100  1\$aKraemer-Mbula, Erika,$eauthor.$0(orcid)0000000217792126$1https://orcid.org/0000-0002-1779-2126
=245  10$aTransformative Innovation in Times of Change :$bLessons for Africa from COVID-19 /$c.
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=505  0\$aForewordPreface1 Introduction Erika Kraemer-Mbula, Rob Byrne, Rebecca Hanlin, Chux Daniels and Ann KingiriSECTION I: RETHINKING POLICY FRAMEWORKS2 Pairing social innovation and resilience to achieve transformative change: From innovative solutions to innovative ways of understanding problemsDieunedort Wandji and Jeremy Allouche3 Strengthening innovation ecosystems in Africa: Seeking out systemic changes in the wake of the 2020 pandemicOlugbenga Adesida, Geci Karuri-Sebina and Krishnie Thaver4 Unlocking systemic barriers to health innovations in AfricaAlbert Edgar Manyuchi and John Ouma-Mugabe5 Revisiting resource-based development strategies in the postpandemic eraKeun LeeSECTION II: PROBLEM-SPECIFIC POLICY RESPONSES6 Harnessing innovation in the informal food services sector: Insights for public policyIl-haam Petersen, Nazeem Mustapha, Nicole Dunn-van Rheede and Glenda Kruss7 Enabling inclusive technological change through transformative policies: Frugal innovations from medical device manufacturing firms in South Africa Sanghamitra Chakravarty and Peter Knorringa8 Endogenous pharmaceutical innovation: Epistemological perspectives from Benin and South AfricaOgundiran Soumonni and Aimé SèglaTRANSFORMATIVE INNOVATION IN TIMES OF CHANGE9 A pro-poor science–policy interface in AfricaJoanes Atela, Nora Ndege and Mark PellingSECTION III: CROSS-CUTTING ISSUES10 Different strokes of the fourth industrial revolution: Lessons from the pandemic on technological change and prospects for AfricaJulius Gatune, Geci Karuri-Sebina, Ann Kingiri, Edward Lorenz and Diederik de Boer11 Sustainable development finance and investments: Theoretical and policy implications for AfricaJacob Park12 Industrial recovery in post-pandemic sub-Saharan AfricaMassoud HedeshiSECTION IV: REFLECTIONS AND CONCLUSIONS13 Sectoral reflections: Energy transitions and mobile moneyReflection 1: The energy sector in sub-Saharan Africa in light of pandemic responsesRob ByrneReflection 2: Mobile money, the pandemic and policyAnn Numi, Josephat Okemwa and Ann Kingiri14 ConclusionRebecca Hanlin, Erika Kraemer-Mbula, Rob Byrne, Chux Daniels and Ann KingiriAbout the authors
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=700  1\$aDaniels, Chux,$eauthor.$0(orcid)0000000251794176$1https://orcid.org/0000-0002-5179-4176
=700  1\$aKingiri, Ann,$eauthor.$0(orcid)0000000270068508$1https://orcid.org/0000-0002-7006-8508
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=245  00$aTransformer l’excellence en recherche :$bNouvelles idées des pays du Sud Global /$cedited by Erika Kraemer-Mbula, Robert Tijssen, Matthew Wallace, Robert McLean.
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=505  0\$aAvant-propos et remerciements01 Introduction | Erika Kraemer-Mbula, Robert Tijssen, Matthew L. Wallace et Robert McLeanPartie 1 Fondements théoriques et conceptuels02 Redéfinir le concept d’excellence de la recherche dans une perspective de développement | Judith Sutz03 La république des sciences rencontre les républiques d’ailleurs : Intégrer l’excellence scientifique en Afrique subsaharienne | Joanna Chataway et Chux Daniels04 Réévaluer l’excellence en recherche : De l’excellentissime à l’évaluation responsable | Robert Tijssen05 La diversité du genre et la transformation de l’excellence de la recherche | Erika Kraemer-Mbula06 L’excellence en recherche est un programme néocolonial (et ce qui pourrait être fait à ce sujet) | Cameron NeylonPartie 2 L’excellence en recherche sur le plan pratique07 L’utilité avant l’excellence : Faire de la recherche en Indonésie | Fajri Siregar08 Soutenir la recherche en Côte d’Ivoire : Processus de sélection et d’evaluation des projets | Annette Ouattara et Yaya Sangaré09 Soutenir l’excellence et la productivité de la recherche par le biais du financement des partenaires de développement : Le cas de l’université Makerere | Vincent A. Ssembatya10 Les conceptions méridionales de l’excellence de la recherche | Suneeta Singh et Falak Raza11 De la perception à l’objectivité : Comment la recherche de crédibilité des think tanks peut conduire à une évaluation plus rigoureuse de la qualité de la recherche | Enrique MendizabalPartie 3 Solutions envisageables12 Explorer l’évaluation de la recherche dans une perspective de développement durable | Diego Chavarro13 Indicateurs pour l’évaluation de l’excellence dans les pays en développement | Rodolfo Barrere14 Redéfinir la publication scientifique : Comment de nouveaux modèles peuvent faciliter la transparence, l’équité, l’efficacité et l’impact de la science | Liz Allen et Elizabeth Marincola15 Qualité de la Recherche Plus : Une autre méthode est possible | Jean Lebel et Robert McLean16 Appel à l’action : Transformer l’« excellence » pour le Sud Global et au-delà | Erika Kraemer-Mbula, Robert Tijssen, Matthew L. Wallace, Robert McLean, Liz Allen, Rodolfo Barrere,Joanna Chataway, Diego Chavarro, Chux Daniels, Jean Lebel, Elizabeth Marincola, Enrique Mendizabal, Cameron Neylon, Annette Ouattara, Falak Raza, Yaya Sangaré, Suneeta Singh, Fajri Siregar, Vincent A. Ssembatya et Judith SutzÀ propos des auteurs
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=520  \\$aLa science contemporaine est soumise à de fortes pressions. Un mélange puissant d’attentes croissantes, de ressources limitées, de tensions entre la concurrence et la coopération, et le besoin d’un financement fondé sur des données probantes, créent un changement majeur dans la façon dont la science est menée et perçue. Au milieu de cette « tempête parfaite » se trouve l’attrait de « l’excellence de la recherche », un concept qui guide les décisions prises par les universités et les bailleurs de fonds, et définit les stratégies de recherche et les trajectoires de carrière des chercheurs.Mais qu’est-ce qu’une science « excellente » ? Et comment la reconnaître ? Après des décennies d’enquêtes et de débats, il n’y a toujours pas de réponse satisfaisante. Posons-nous la mauvaise question ? La réalité est-elle plus complexe et « l’excellence scientifique » plus insaisissable que beaucoup ne veulent l’admettre ? Et comment l’excellence devrait-elle être définie dans différentes régions du monde, surtout dans les pays à faible revenu du « Sud Global » où l’on attend de la science qu’elle contribue à résoudre les problèmes de développement urgents, malgré des ressources souvent limitées ? Beaucoup se demandent si le Sud Global importe, avec ou sans consentement, les outils imparfaits d’évaluation de la recherche provenant d’Amérique du Nord et d’Europe, qui ne sont pas adaptés.Ce livre adopte une vision critique, abordant des questions conceptuelles et des problèmes pratiques qui surgissent inévitablement lorsque « l’excellence » est au centre des systèmes scientifiques. Issu du travail de renforcement des capacités du Science Granting Councils Initiative en Afrique subsaharienne, il s’adresse aux chercheurs, ainsi qu’aux gestionnaires et aux bailleurs de fonds de la recherche du monde entier. Confrontés à des problèmes épineux et à des vérités inconfortables, les chapitres contiennent des idées et des recommandations qui pointent vers de nouvelles solutions – à la fois pour le Sud Global et le Nord Global.
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=700  1\$aWallace, Matthew,$eeditor.$0(orcid)0000000154078653$1https://orcid.org/0000-0001-5407-8653
=700  1\$aMcLean, Robert,$eeditor.$0(orcid)0000000180844817$1https://orcid.org/0000-0001-8084-4817
=710  2\$aAfrican Minds,$epublisher.
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=505  0\$aPreface and acknowledgements01 Introduction | Erika Kraemer-Mbula, Robert Tijssen, Matthew L. Wallace and Robert McLeanPart 1 Theoretical and conceptual underpinnings 02 Redefining the concept of excellence in research with development in mind | Judith Sutz03 The Republic of Science meets the Republics of Somewhere: Embedding scientific excellence in sub-Saharan Africa | Joanna Chataway and Chux Daniels04 Re-valuing research excellence: From excellentism to responsible assessment | Robert Tijssen05 Gender diversity and the transformation of research excellence | Erika Kraemer-Mbula06 Research excellence is a neo-colonial agenda (and what might be done about it) | Cameron NeylonPart 2 Research excellence in practice07 Utility over excellence: Doing research in Indonesia | Fajri Siregar08 Supporting research in Côte d’Ivoire: Processes for selecting and evaluating projects | Annette Ouattara and Yaya Sangaré09 Sustaining research excellence and productivity with funding from development partners: The case of Makerere University | Vincent A. Ssembatya10 Southern conceptions of research excellence | Suneeta Singh and Falak Raza11 From perception to objectivity: How think tanks’ search for credibility may lead to a more rigorous assessment of research quality | Enrique MendizabalPart 3 Striving for solutions12 Exploring research evaluation from a sustainable development perspective | Diego Chavarro13 Indicators for the assessment of excellence in developing countries | Rodolfo Barrere14 Rethinking scholarly publishing: How new models can facilitate transparency, equity, efficiency and the impact of science | Liz Allen and Elizabeth Marincola15 Research Quality Plus: Another way is possible | Jean Lebel and Robert McLean16 Call to action: Transforming ‘excellence’ for the Global South and beyond | Erika Kraemer-Mbula, Robert Tijssen, Matthew L. Wallace, Robert McLean, Liz Allen, Rodolfo Barrere, Joanna Chataway, Diego Chavarro, Chux Daniels, Jean Lebel, Elizabeth Marincola, Enrique Mendizabal, Cameron Neylon, Annette Ouattara, Falak Raza, Yaya Sangaré, Suneeta Singh, Fajri Siregar, Vincent A. Ssembatya and Judith SutzAbout the authorsIndex
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aModern-day science is under great pressure. A potent mix of increasing expectations, limited resources, tensions between competition and cooperation, and the need for evidence-based funding is creating major change in how science is conducted and perceived. Amidst this ‘perfect storm’ is the allure of ‘research excellence’, a concept that drives decisions made by universities and funders, and defines scientists’ research strategies and career trajectories. But what is ‘excellent’ science? And how to recognise it? After decades of inquiry and debate there is still no satisfactory answer. Are we asking the wrong question? Is reality more complex, and ‘excellence in science’ more elusive, than many are willing to admit? And how should excellence be defined in different parts of the world, particularly in lower-income countries of the ‘Global South’ where science is expected to contribute to pressing development issues, despite often scarce resources? Many wonder whether the Global South is importing, with or without consenting, the flawed tools for research evaluation from North America and Europe that are not fit for purpose. This book takes a critical view of these issues, touching on conceptual issues and practical problems that inevitably emerge when ‘excellence’ is at the center of science systems. Emerging from the capacity-building work of the Science Granting Councils Initiative in sub-Saharan Africa, it speaks to scholars, as well as to managers and funders of research around the world. Confronting sticky problems and uncomfortable truths, the chapters contain insights and recommendations that point towards new solutions – both for the Global South and the Global North.
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=700  1\$aKraemer-Mbula, Erika,$eeditor.$uUniversity of Johannesburg.$0(orcid)0000000217792126$1https://orcid.org/0000-0002-1779-2126
=700  1\$aTijssen, Robert,$eeditor.$uLeiden University.$0(orcid)0000000152379583$1https://orcid.org/0000-0001-5237-9583
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=245  00$aTwenty Years of Transformation in Gauteng 1994 to 2014 :$bAn Independent Review /$cedited by Felix Maringe, Martin Prew.
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=505  0\$aList of acronymsList of tables and figuresAbout the authorsAcknowledgementsForewordChapter 1IntroductionMartin Prew and Felix MaringePOLICY AND PLANNINGChapter 2Gauteng Department of Education: A policy reviewShireen Motala, Seán Morrow and Yusuf SayedIMPLEMENTATION FRAMEWORKS AND SYSTEMSChapter 3Twenty years of curriculum development in Gauteng: Successes and challengesFelix MaringeChapter 4Structure and governance of systems, stakeholder engagement, roles and powersAD Padayachee, Anusha Naidu and Tom WaspeChapter 5Financing education in Gauteng: Using the budget to improve opportunitiesRaj MestryChapter 6Resourcing public ordinary schoolsGugu NyandaChapter 7Human resource management systemsZakhele MbokaziChapter 8Teacher knowledge and professional developmentFrancine de Clercq and Yael ShalemIMPLEMENTATION PROCESSESChapter 9Professional development: The cases of Sci-Bono Discovery Centre and the Matthew Goniwe School of Leadership and GovernanceTony BushChapter 10Early childhood education: Levelling the playing fields in GautengLorayne ExcellChapter 11Working towards education for all in GautengElizabeth WaltonChapter 12Adult Education and Training in Gauteng 1994–2014: Dream, reality, possibilityEdward French and Barbara Dale-JonesChapter 13A case of unfinished business: The transformation of Further Education and Training colleges in GautengAnthony Gewer and Makano MorojeleChapter 14Change, access, quality and choice: The independent school sector in Gauteng 1994–2014Jane HofmeyrINTERVENTIONS TO IMPROVE SCHOOLS, THEIR MEASUREMENT AND ASSESSMENT OF IMPACTChapter 15Educational outcomes in Gauteng 1995–2011An overview of provincial performance in standardised assessmentsNicholas SpaullChapter 16The carrot and the stick: School improvement through support and accountabilityVeerle Dieltiens and Brian Mandipaza
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=505  0\$aAbanditsiUMUTWE 1 Iriburiro: Imizi y’ubushakashatsiEvode Mukama na Laurent NkusiIGICE I Ireme ry’UbushakashatsiUMUTWE 2 Ubushakashatsi, ururimi n’ubureziEvarisiti Ntakirutimana, Evode Mukama na Epimake NiyibiziUMUTWE 3 Ubuvanganzo, umuco n’ubushakashatsiJean-Chrysostome NkejabahiziUMUTWE 4 Amahame ngengamyitwarire mu bushakashatsiPierre Canisius RuteranaIGICE II Uko Bakora UbushakashatsiUMUTWE 5 Gusesengura ubushakashatsi bwakozwe mbereEvode Mukama na Laurent NkusiUMUTWE 6 Gutoranya itsinda nkeshwamakuruEvode Mukama, Anne Marie Kagwesage, Dieudonne Uwizeye na Jean Baptiste NdikubwimanaUMUTWE 7 Iyoboramikorere: Ikusanyamakuru n’isesenguramakuruTélesphore Ngarambe, Charline Mulindahabi na Evode MukamaUMUTWE 8 Isuzuma n’isesengura ry’amakuru nyamubaro ukoresheje ibarurishamibareEvode Mukama, Pierre Claver Rutayisire na Sylvestre NzahabwanayoUMUTWE 9 Uko bandika ibyagaragajwe n’ubushakashatsi, isobanura bwite n’imyanzuroEvode Mukama, Joseph Rusanganwa, Marie Chantal Uwimana na Oliva BazireteAmuga Yakoreshejwe
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aResearch in developed countries is often considered as a means to pave the way towards sustainable development in different areas of the society including science and technology, the economy, governance and security. Researchers in developing countries rarely have the opportunity to use their indigenous languages to design, plan and conduct research. Nor do they communicate in their indigenous languages to share their insights and learnings from other parts of the world with colleagues or students. Utilising the languages that researchers, students and teachers, policymakers, the community, and others interested in research understand better can help to generate new knowledge embedded in local realities where sustainable development needs to take root. That is why this book is in Kinyarwanda. The authors hope that writing this book in Kinyarwanda will increase research capacity in the humanities and social sciences in Rwanda and in the region. And that it will increase interaction between all key stakeholders in the planning and conducting of research as well as in analysing, monitoring and evaluating the research process and its outputs.
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=505  0\$a1. Nothing about us? Reflections on classics in southern Africa –  Samantha Masters, Imkhitha Nzungu, Grant ParkerFirst dialogue: On baggage2. Classical imagery and policing the African body – Ian Glenn3. Classics and colonial administration in Southern Rhodesia – Obert Mlambo and John Douglas McClymontSecond dialogue: On intersecting identities4. Classics for the third millennium: African options after The Fall –  Jo-Marie ClaassenThird dialogue: On classics and the canon5. The liberatory potential of Latin studies: Stellenbosch University’s Latin Project – Reshard Kolabhai and Shani Viljoen6. Responses to crisis: Cicero in Zimbabwe – Madhlozi Moyo7. Rethinking the commemorative landscape in South Africa after The Fall: A pedagogical case study – Samantha MastersFourth dialogue: From reception to re-imagination8. African port cities and the classics – Carla Bocchetti9. Wilder than Polyphemus’: Towards a tragic poetics of the post-colonial consumption of symbols – David van Schoor10. Conclusion: Ovid in the time of statues – Grant Parker
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=520  \\$aHow does (u)Mzantsi classics (of southern Africa) look in an era of profound change, whether violent or otherwise? What are its future prospects? Contributors focus on pedagogies, historical consciousness, the creative arts and popular culture.The volume, in its overall shape, responds to the idea of dialogue – in both the Greek form associated with Plato’s rendition of Socrates’ wisdom and in the African concept of ubuntu. Here are dialogues between scholars, both emerging and established, as well as students – some of whom were directly impacted by the Fallist protests.Rather than offering an apologia for classics, these dialogues engage with pressing questions of relevance, identity, change, the canon, and the dynamics of decolonisation and potential recolonisation. The goal is to interrogate classics – the ways it has been taught, studied, perceived, transformed and even lived – from many points of view.
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=100  1\$aBoughey, Chrissie,$eauthor.$0(orcid)0000000342405439$1https://orcid.org/0000-0003-4240-5439
=245  10$aUnderstanding Higher Education :$bAlternative Perspectives /$cChrissie Boughey, Sioux McKenna.
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=505  0\$aChapter One: Taking stock Chapter Two: Making sense of experiences and observations Chapter Three: Dominant discourses, policy challenges Chapter Four: Denying context, misunderstanding students Chapter Five: Reconceptualising curriculum, structuring access Chapter Six: Resisting and complying: Academics responding to change Chapter Seven: Evaluating change, looking forwardA Covid Postscript References
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=100  1\$aCloete, Nico,$eauthor.
=245  10$aUniversities and Economic Development in Africa /$cNico Cloete, Tracy Bailey, Pundy Pillay, Ian Bunting, Peter Maassen.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2011.
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=505  0\$aTables, figures and boxesAcknowledgementsProject groupAcronyms and abbreviationsPART 1: Introduction1.1 The relationship between higher education and development1.2 The focus of prior research1.3 Project focus and methodology1.4 Analytical starting points for the study1.5 The structure of this bookPART 2: Synthesis of the key findings2 Universities and economic development: Evidence of a pact?2.1 The role of knowledge and universities in development3 The academic core of eight African universities3.1 Methodology3.2 The academic core data3.3 The strength of and changes in the academic core3.4 Disjunctures between capacity and productivity4 Coordination and connectedness4.1 Coordination and implementation of knowledge policies4.2 University connectedness to external stakeholders4.3 The connectedness of development activities to the academic corePART 3: Key findings from the eight African case studies5 Botswana/University of Botswana6 Ghana/University of Ghana7 Kenya/University of Nairobi8 Mauritius/University of Mauritius 1009 Mozambique/Eduardo Mondlane University10 South Africa/Nelson Mandela Metropolitan University11 Tanzania/University of Dar es Salaam12 Uganda/Makerere UniversityPART 4: Conclusions and implicationsPact needed on ‘engine for development’ role for universitiesStrengthening the academic core – incentives are keyCoordination and connectedness to developmentList of sourcesAppendix A: A higher education and development profile of the countriesAppendix B: List of intervieweesAppendix C: Indicators of pact, coordination and implementationAppendix D: Problems in collecting academic core dataAppendix E: Academic core indicators and ratingsAppendix F: Academic core rating descriptions
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aUniversities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aBailey, Tracy,$eauthor.$0(orcid)000000022984814X$1https://orcid.org/0000-0002-2984-814X
=700  1\$aPillay, Pundy,$eauthor.$0(orcid)0000000233378152$1https://orcid.org/0000-0002-3337-8152
=700  1\$aBunting, Ian,$eauthor.
=700  1\$aMaassen, Peter,$eauthor.$0(orcid)0000000342750865$1https://orcid.org/0000-0003-4275-0865
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aMills, David,$eauthor.$0(orcid)0000000255896997$1https://orcid.org/0000-0002-5589-6997
=245  10$aWho Counts? :$bGhanaian Academic Publishing and Global Science /$c.
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=505  0\$a1 Introduction: ‘You don’t want to perish’ 12 The rise, fall and future of African academic publishing 203 Why publish? Surviving in the Ghanaian university system 384 In search of the ‘international’ journal 605 Learning how to publish: Mentorship, supervision and co-authorship 886 Scarcity and Ghanaian research culture 1067 What does the editor think? Perspectives from Ghanaian academic journals 1308 Independent academic publishing in anglophone Africa 1509 Ghana’s research cultures and the global bibliometric economy 17610 Conclusion: Beyond bibliometric coloniality? 197
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aKingori, Patricia,$eauthor.$0(orcid)0000000154202183$1https://orcid.org/0000-0001-5420-2183
=700  1\$aBranford, Abigail,$eauthor.$0(orcid)000000024353928X$1https://orcid.org/0000-0002-4353-928X
=700  1\$aChatio, Samuel,$eauthor.$0(orcid)000000019998748X$1https://orcid.org/0000-0001-9998-748X
=700  1\$aRobinson, Natasha,$eauthor.
=700  1\$aTindana, Paulina,$eauthor.$0(orcid)0000000291712083$1https://orcid.org/0000-0002-9171-2083
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aWildland Fire Management Handbook for Sub-Sahara Africa /$cedited by Johann G. Goldammer, Cornelis de Ronde.
=264  \1$aCape Town :$bAfrican Minds,$c2012.
=264  \4$c©2012
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=505  0\$aPREFACE: Sub-Sahara Africa – A fireSubcontinent1. INTRODUCTIONStephen J. Pyne, Johann G. Goldammer, Cornelis de Ronde, Coert J. Geldenhuys, William J. Bond and Winston S.W. Trollope2. FIRE ECOLOGY: CHARACTERISTICS OF SOME IMPORTANT BIOMES OF SUB-SAHARA AFRICAWilliam J. Bond, Coert J. Geldenhuys, Theresa M. Everson, Colin S. Everson and Michel C. Calvin3. FIRE BEHAVIOURWinston S.W. Trollope, Cornelis de Ronde and Coert J. Geldenhuys4. FIRE EFFECTS ON FLORA AND FAUNACornelis de Ronde, Winston S.W. Trollope, C.L. Parr, Bruce Brockett and Coert J. Geldenhuys5. FIRE EFFECTS ON THE MAINTENANCE OF BIODIVERSITY, SOIL AND NUTRIENTSCoert J. Geldenhuys, Brian W. van Wilgen, William J. Bond, Claudius A.D.M. van de Vijver and Cornelis de Ronde6. REGIONAL FIRE MANAGEMENT: OBJECTIVES, PRACTICES AND PRESCRIBED BURNING APPLICATIONTheresa M. Everson, Colin S. Everson, Cornelis de Ronde and Winston S.W. Trollope7. FIRE MANAGEMENT IN RURAL AREAS AND INDUSTRIAL FORESTRY PLANTATIONSCornelis de Ronde, Theresa M. Everson and Colin S. Everson8. REMOTE SENSING OF VEGETATION FIRES AND ITS CONTRIBUTION TO A FIRE MANAGEMENT INFORMATION SYSTEMStéphane P. Flasse, Simon N. Trigg, Pietro N. Ceccato, Anita H. Perryman, Andrew T. Hudak, Mark W. Thompson, Bruce H. Brockett, Moussa. Dramé, Tim Ntabeni, Philip E. Frost, Tobias, Landmann and Johan L. le Roux9. FIRE PROTECTION PLANNING, REGIONAL INTEGRATION AND FIRE DANGER RATINGMichael F. Calvin, Jan H.R. van der Sijde,Cornelis de Ronde, Martin D. Engelbrecht, Theresa M. Everson and Colin S. Everson10. FIRE DETECTION AND CONTROLMichael C. Calvin and Jan H.R. van der Sijde11. VELD AND FOREST FIRE EQUIPMENTDeon Brits and Johan Heine12. APPLICATION OF PRESCRIBED BURNINGCornelis de Ronde, Winston S.W. Trollope, Art B. Bailey, Bruce H. Brockett, Theresa M. Everson and Colin S. Everson13. WILDFIRE SUPPRESSIONMichael F. Calvin14. WILDFIRE INVESTIGATION, FIRE INSURANCE, ECONOMICS AND TRAININGCornelis de Ronde, Johan H.L. Joubert, Colin Shewring ACII, Alexander C. Held and Johann G. Goldammer15. FIRE HISTORY, FIRE REGIMES AND FIRE MANAGEMENT IN WEST AFRICA: AN OVERVIEWD. Andrew Wardell,Thomas Theis Nielsen, Kjeld Rasmussen and Cheikh MbowANNEX IANNEX IIGlossaryContributing Authors
=506  0\$aOpen Access$fUnrestricted online access$2star
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aGoldammer, Johann G.,$eeditor.
=700  1\$ade Ronde, Cornelis,$eeditor.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aCheenebash, Jayrani,$eauthor.$0(orcid)0000000196271128$1https://orcid.org/0000-0001-9627-1128
=245  12$aA Comprehensive Review of Methods for the Channel Allocation Problem /$cJayrani Cheenebash, Harry Coomar Shumsher Rughooputh.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2014.
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=505  0\$aList of tables List of figuresAbbreviationsPrefacePart I: The channel allocation problem1 Introduction2 The channel allocation problem3 Mathematical formulation of the CAPPart II: Methods used to solve channel allocation problem4 Graph theory5 Neural networks6 Heuristics7 Evolutionary methods 8 Q-learning and other algorithms9 The channel allocation problem from a multi-objective view
=506  0\$aOpen Access$fUnrestricted online access$2star
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aCoomar Shumsher Rughooputh, Harry,$eauthor.
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=100  1\$aNzewi, Meki,$eauthor.
=245  12$aA Contemporary Study of Musical Arts Informed by African Indigenous Knowledge Systems Volume 1 :$bThe Root - Foundation /$cMeki Nzewi.
=264  \1$aCape Town :$bAfrican Minds,$c2012.
=264  \4$c©2012
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=520  \\$aThere is as yet no comprehensive, learner-centred book that fosters African indigenous knowledge perspectives and rationalisation about the musical arts. The concern over the years has been for the production of research-informed books for modern, systematic education in African musical arts that derive in essence from the original African intellectual perspectives about the sense and meaning of music – indigenous to contemporary.The five volumes of the musical arts study series derive from 36 years of research and analytical studies in African musical arts. The volumes address the pressing need for learning texts informed by the indigenous African musical arts systems that target tertiary education. The texts incorporate knowledge of conventional European classical music as they relate to the unique features of African musical arts thinking and theoretical content. The contemporary African musical arts specialist needs secure grounding in his/her own human-cultural knowledge authority in order to contribute with original intellectual integrity to African as well as global scholarship discourse and knowledge creation.
=538  \\$aMode of access: World Wide Web.
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=245  12$aA Contemporary Study of Musical Arts Informed by African Indigenous Knowledge Systems Volume 2 :$bThe Stem: Growth /$cMeki Nzewi.
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=520  \\$aThere is as yet no comprehensive, learner-centred book that fosters African indigenous knowledge perspectives and rationalisation about the musical arts. The concern over the years has been for the production of research-informed books for modern, systematic education in African musical arts that derive in essence from the original African intellectual perspectives about the sense and meaning of music – indigenous to contemporary.The five volumes of the musical arts study series derive from 36 years of research and analytical studies in African musical arts. The volumes address the pressing need for learning texts informed by the indigenous African musical arts systems that target tertiary education. The texts incorporate knowledge of conventional European classical music as they relate to the unique features of African musical arts thinking and theoretical content. The contemporary African musical arts specialist needs secure grounding in his/her own human-cultural knowledge authority in order to contribute with original intellectual integrity to African as well as global scholarship discourse and knowledge creation.
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=245  12$aA Contemporary Study of Musical Arts: Informed by African Indigenous Knowledge Systems Volume 5 Book 3 :$bIntercultural Concert Ensembles /$cMeki Nzewi.
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=245  00$aAdoption and Impact of OER in the Global South /$cedited by Cheryl Hodgkinson-Williams, Patricia Arinto.
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=505  0\$aAcknowledgementsAbout the editorsForeword by Tel Amiel, UNESCO Chair in Open EducationForeword by Matthew Smith, IDRCSection 1: OverviewChapter 1Research on Open Educational Resources for Development in the Global South: Project landscapeChapter 2Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D projectChapter 3OER use in the Global South: A baseline survey of higher education instructorsSection 2: South AmericaChapter 4Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and UruguayChapter 5Co-creation of OER by teachers and teacher educators in ColombiaChapter 6Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case studySection 3: Sub-Saharan AfricaChapter 7Tracking the money for Open Educational Resources in South African basic education: What we don’t knowChapter 8Teacher educators and OER in East Africa: Interrogating pedagogic changeChapter 9Factors shaping lecturers’ adoption of OER at three South African universitiesChapter 10OER in and as MOOCsSection 4: South and Southeast AsiaChapter 11Cultural–historical factors influencing OER adoption in Mongolia’s higher education sectorChapter 12Higher education faculty attitude, motivation and perception of quality and barriers towards OER in IndiaChapter 13Impact of integrating OER in teacher education at the Open University of Sri LankaChapter 14Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, IndiaChapter 15An early stage impact study of localised OER in AfghanistanSection 5: Conclusion and RecommendationsChapter 16OER and OEP in the Global South: Implications and recommendations for social inclusion
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=700  1\$aHodgkinson-Williams, Cheryl Ann,$eeditor.$0(orcid)0000000327948638$1https://orcid.org/0000-0003-2794-8638
=700  1\$aArinto, Patricia,$eeditor.$0(orcid)0000000344529283$1https://orcid.org/0000-0003-4452-9283
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=100  1\$aNjeri Kinyanjui, Mary,$eauthor.
=245  10$aAfrican Markets and the Utu-buntu Business Model :$bA Perspective in Economic Informality in Nairobi /$cMary Njeri Kinyanjui.
=264  \1$aCape Town :$bAfrican Minds,$c2019.
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=505  0\$aList of platesAcknowledgementsPreface1 IntroductionPART ONE: TRADERS, ARTISANS AND URBAN PLANNING2 Traders and artisans in global economic thinking3 Urban planning and economic informality in Nairobi4 Urban theory and the ‘African metropolis’PART TWO: THE MAKING OF AN AFRICAN CITY5 The indigenisation of Nairobi6 The ‘African metropolis’ in NairobiPART THREE: UTU-UBUNTU ENHANCING URBAN RESILIENCE7 The utu-ubuntu business model8 Utu-ubuntu nests, bonds and associations9 Towards the formation of autonomous communities10 Cultural villagesNotesReferencesAbout the author
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aUsing the utu-ubuntu model to understand the activities of traders and artisans in Nairobi’s markets, this book explores how, despite being consistently excluded and disadvantaged, they shape urban spaces in and around the city, and contribute to its development as a whole. With immense resilience, and without discarding their own socio-cultural or economic values, informal traders and artisans have created a territorial complex that can be described as the African metropolis.African Markets and the Utu-buntu Business Model sheds light on the ethics and values that underpin the work of traders and artisans in Nairobi, as well as their resilience and positive impact on urbanisation. This book makes an important contribution to the discourse on urban economics and planning in African cities.
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=100  1\$aMoja, Teboho,$eauthor.
=245  10$aAfrican Science Granting Councils :$bTowards Sustainable Development in Africa /$cTeboho Moja, Samuel Kehinde Okunade.
=264  \1$aSouth Africa :$bAfrican Minds,$c2023.
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=504  \\$aPROF. TEBOHO MOJA is a Professor of Higher Education at New York University, an Extraordinary Professor at the University of the Western Cape (South Africa), and a Visiting Research Fellow at the Centre for the Advancement of Scholarship at the University of Pretoria (South Africa). She was awarded an Honorary Doctorate in 2021 by the University of Pretoria. She is the recipient of the Martin Luther King jr Faculty Award (2019), the National Research Foundation Lifetime Achiever Award (2019), Women in International Education Award (2019), and the Graduate Students Star Award (2019). She has published widely in the
area of higher education and delivered numerous keynote addresses. She is the Editor-in-Chief for the Journal of Student Affairs in Africa and serves on several other editorial boards. She has also held visiting professorship in several international universities.

DR SAMUEL KEHINDE OKUNADE holds a doctorate degree in Conflict Transformation and Peace Studies from the University of KwaZulu-Natal (South Africa). He researches on borders and youth out-migration, most especially as it concerns human trafficking and migrant smuggling in Africa. As an early career researcher in Africa confronted with several challenges which many early career researchers face on the continent, his attention has been drawn toward delving into these issues empirically and proffering solutions. His fields of interest cut across borderland studies, security studies, peace and conflict studies, development studies, migration, refugee studies, and higher education studies.
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=520  \\$aThe book reaffirms that the majority of governments in Africa spend less than one per cent of their GDP on research and development (R&D) despite the commitment to raise their research funding levels contained in the Lagos Plan of Action (1980). Hence, reliance on external funding for research persists on the continent.To manage research engagements and public funds, Science Granting Councils (SGCs) have been established. These institutions are held account- able for how public funds are spent and how the research they fund contributes to the advancement of society.To-date, the SGCs and researchers have demonstrated in various ways how funded research contributes to the advancement of society. However, there appear to be differences in opinion amongst key stakeholders in terms of what constitutes research priorities as well as expectations in terms of the returns on research investments made.This book brings to the fore the importance of research and its outcome on societal development, and reveals the stake that African governments hold in the process. The book encourages African governments to show greater commitment to providing funding for research on the continent. This is critical if governments are to assume a lead role in the continent’s development agenda. It would also set the stage for partnerships with other stakeholders, including industry and funding organisations. Researchers are also encouraged to work closely with the SGCs to ensure the valorisation of research products for societal benefit. This has a potential to unlock more funding for research in Africa which, in turn, would drive the development of the continent.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aOkunade, Samuel,$eauthor.$0(orcid)0000000312216143$1https://orcid.org/0000-0003-1221-6143
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=245  00$aAnchored in Place :$bRethinking the University and Development in South Africa /$cedited by Leslie Bank, Nico Cloete, Francois van Schalkwyk.
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=505  0\$a1 Approaches to the university, place and development - Leslie Bank2 Universities as urban anchor institutions and the social contract in the developed world - David Perry & Villamizar-Duarte3 Linking knowledge innovation and development in South Africa: National policy and regional variances - Samuel Fongwa4 The engaged university and the specificity of place: The case of Nelson Mandela Metropolitan University - François van Schalkwyk & George de Lange5 Challenges of university–city relationships: Reflections from Wits University and Johannesburg - Alan Mabin6 Integrating the edges: University of Pretoria’s neighbourhood anchor strategy - Denver Hendricks & Jaime Flaherty7 Developing an innovation ecosystem through a university coordinated innovation platform: The University of Fort Hare -  Sara Grobbelaar8 Fort Hare in post-apartheid South Africa - Nico Cloete & Ian Bunting9 University–community engagement as place-making? A case of the University of Fort Hare and Alice - Jayshree Thakrar10 Innovation or anchor strategy? City–campus inner city regeneration in East London-Buffalo City - Leslie Bank & Francis Sibanda11 The politics and pathology of place: Student protests, occupy urbanism and the right to the city in East London -  Leslie Bank & Mark Paterson12 Anti-urbanism and nostalgia for a College Town - Leslie Bank
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aGiven the developmental crisis in the country, universities could be expected to play a more constructive and meaningful role in the development of their own precincts, cities and regions. But what should that role be? Is there evidence that this is already occurring in South Africa, despite the lack of a national policy framework? What plans and programmes are in place, and what is needed to expand the development agency of universities at the local level? Who and what might be involved? Where should the focus lie, and who might benefit most, and why? Is there a need perhaps to approach the challenges of college towns, secondary cities and metropolitan centers differently?This book poses some of these questions as it considers the experiences of a number of South African universities, including Wits, Pretoria, Nelson Mandela University and especially Fort Hare as one of its post-centenary challenges.
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=100  1\$aGalane, Sello,$eauthor.
=245  10$aBeyond Memory :$bRecording the History, Moments and Memories of South African Music /$cSello Galane.
=264  \1$aCape Town :$bAfrican Minds,$c2012.
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=505  0\$aAcknowledgementsAcronyms & AbbreviationsEditor’s NotePrefaceIntroduction1. Soweto Soul Music2. Alex Soul Menu and Beyond3. Quick Quick4. The Cape Connection5. Into the Vibrant 80s6. Ladies of Song7. In Twos and Threes8. When Two Cultures Kiss9. The Era of The Steam Train10. Ska Flowers11. New School12. Fine Male Voices13. Contemporary African Music14. Joy or Jazz15. Exile Blues16. Trading in Tradition17 Voice Power18. Welcome Madiba19. Praising and PrayingBibliographyInternet ResourcesIndex
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aBeyond Memory: Recording the History, Moments and Memories of South African Music is an invaluable publication because it offers a first-hand account of the South African music scene of the past decades from the pen of a man, Max Thamagana Mojapelo, who was situated in the very thick of things, thanks to his job as a DJ at the South African Broadcasting Corporation. This book – astonishing for the breadth of its coverage – is based on his diaries, on interviews he conducted and on numerous other sources, and we find in it not only the well-known names of recent South African music but a countless host of others whose contribution must be recorded if we and future generations are to gain an accurate picture of South African music history of the late 20th and early 21st centuries.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
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=100  1\$aHugo, Wayne,$eauthor.$0(orcid)0000000214643977$1https://orcid.org/0000-0002-1464-3977
=245  10$aBoundaries of the Educational Imagination /$cWayne Hugo.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2015.
=264  \4$c©2015
=300  \\$a1 online resource (176 pages).
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=505  0\$aIntroduction1 All the schools of the world 2 Unpacking classrooms 3 How the ‘brain’ learns4 Charting the space between demons and angels5 History of the world in a child6 From one-world classroom to one learning sequence7 Conclusion: exercising the educational imaginationReferences Endnotes
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aEach question goes on a journey towards limit points in education so that educational processes can be placed within a bigger framework that allows new possibilities, fresh options and more critical engagement. These questions are then pulled together into a structuring framework enabling the reader to grasp how this complex subject works.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aGaulier, Armelle,$eauthor.
=245  10$aCape Town Harmonies :$bMemory, Humour and Resilience /$cArmelle Gaulier, Denis-Constant Martin.
=264  \1$aCape Town :$bAfrican Minds,$c2016.
=264  \4$c©2016
=300  \\$a1 online resource (333 pages).
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=505  0\$aAcknowledgementsForewordPrologueINTRODUCTIONPart One:Memory and Processes of Musical AppropriationCHAPTER 1Music behind the music: Appropriation as the engine of creationCHAPTER 2In the footsteps of the future: Musical memory and reconciliation inSouth AfricaPart Two:Nederlandsliedjies and Notions of BlendingCHAPTER 3The nederlandsliedjies’ “uniqueness”CHAPTER 4The meanings of blendingPart ThreeMoppies: Humour and SurvivalCHAPTER 5Assembling comic songsCHAPTER 6Behind the comicCONCLUSIONAppendix 1 - Nederlandsliedjies lyricsAppendix 2 - Cape Malay Choir Board adjudication reportsAppendix 3 - Moppie lyricsReferencesInterviews with musicians, judges and experts
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$a"Cape Town's public cultures can only be fully appreciated through recognition of its deep and diverse soundscape. We have to listen to what has made and makes a city. The ear is an integral part of the 'research tools' one needs to get a sense of any city. We have to listen to the sounds that made and make the expansive 'mother city'. Various of its constituent parts sound different from each other… There is the sound of the singing men and their choirs ("teams" they are called) in preparation for the longstanding annual Malay choral competitions. The lyrics from the various repertoires they perform are hardly ever written down. There are texts of the hallowed ‘Dutch songs’ but these do not circulate easily and widely. Researchers dream of finding lyrics from decades ago, not to mention a few generations ago - back to the early 19th century. This work by Denis Constant Martin and Armelle Gaulier provides us with a very useful selection of these songs. More than that, it is a critical sociological reflection of the place of these songs and their performers in the context that have given rise to them and sustains their relevance. It is a necessary work and is a very important scholarly intervention about a rather neglected aspect of the history and present production of music in the city."-  Shamil Jeppie, Associate Professor in the Department of Historical Studies at the University of Cape Town
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aMartin, Denis-Constant,$eauthor.
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=245  00$aCareer Choice :$bThe Voices of Music Students /$cedited by Taryn Arnott, Louise Saunders.
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=505  0\$aForewords1 Human factors influencing choice of specialisation2 Academic fulfilment through musical exploration, and music as a lifestyle3 Cultural and social factors influencing choice of specialisation4 Visionary factors influencing choice of specialisation5 Introspective views of musical study6 Fundamental observations occurring throughout the essays7 Retrospective researchReferences
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$a“The study provides frank knowledge reflecting the pursuit of academic careers given by music students themselves, and gives a clear inside perspective informing readers of particular aspects influencing academic preference. As students operating within the realms of an academic institution, and with the tools of personal experience, and raw, honest accounts of the journeys of peers and past students into their academic careers as students of music, we hope to offer a distinctive perspective on the motivating factors influencing scholars when choosing fields of specialisation.”—- Taryn Arnott and Louise Saunders (eds)
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aTaryn Arnott, Taryn Arnott,$eeditor.
=700  1\$aLouise Saunders, Louise Saunders,$eeditor.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aMuller, Johan,$eauthor.$0(orcid)0000000157777089$1https://orcid.org/0000-0001-5777-7089
=245  10$aCastells in Africa :$bUniversities and Development /$cJohan Muller, Nico Cloete, Francois van Schalkwyk.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2016.
=264  \4$c©2016
=300  \\$a1 online resource (248 pages).
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=505  0\$aAcknowledgementsPrefaceAbout the editorsSection 1: Framing Castells in Africa1 Castells in South Africa2 Universities and the ‘new society’Section 2: Castells in South Africa3 Universities as dynamic systems of contradictory functions4 The role of universities in development, the economy and society5 Rethinking development in the global information ageSection 3: Putting Castells to Work in Africa6 Roles of universities and the African context7 Universities and economic development in Africa8 Research universities in Africa?9 African universities and connectedness in the information age10 Contradictory functions, unexpected outcomes, new challengesAfterword by Manuel CastellsAppendicesReferencesIndex
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aUniversities and Development collects the papers produced by Manuel Castells on his visits to South Africa, and publishes them in a single volume for the first time. The book also publishes a series of empirically-based papers which together display the multi-faceted and far-sighted scope of his theoretical framework, and its fecundity for fine-grained, detailed empirical investigations on universities and development in Africa. Castells, in his afterword to this book, always looking forward, assesses the role of the university in the wake of the upheavals to the global economic order. He decides the universities function not only remains, but is more important than ever. This book will serve as an introduction to the relevance of his work for higher education in Africa for postgraduate students, reflective practitioners and researchers.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=653  \\$aSOC008010
=700  1\$aCloete, Nico,$eauthor.
=700  1\$avan Schalkwyk, Francois,$eauthor.$0(orcid)0000000210480429$1https://orcid.org/0000-0002-1048-0429
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aChange Management in TVET Colleges :$bLessons Learnt from the Field of Practice /$cedited by André Kraak, Andrew Paterson, Kedibone Bok.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2016.
=264  \4$c©2016
=300  \\$a1 online resource (120 pages).
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=505  0\$aAcronyms and abbreviationsIntroduction - Andrew Paterson,1 Three decades of restructuring in further education colleges: Divergent outcomes across differing global vocational education and training systems - André Kraak, 12 Unfinished business: Managing the transformation of further education and training colleges - Anthony Gewer3 Throwing good money after bad: Barriers South African vocational teachers experience in becoming competent educators -Ronel Blom4 A climate for change? Vertical and horizontal collegial relations in TVET colleges - Volker Wedekind and Zanele Buthelezi5 Preparing TVET college graduates for the workplace: Employers’ views - Joy Papier, Seamus Needham, Nigel Prinsloo and Timothy McBride6 What will it take to turn TVET colleges around? Evaluation of a large-scale college improvement programme - Carmel Marock, Eleanor Hazell and Bina Akoobhai
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe Technical and Vocational Education and Training (TVET) college environment is marked by increasingly stark juxtapositions between what needs to be achieved in the post-school education sector and the increasing difficulty of current conditions. The ‘triple challenge’ of poverty, inequality and unemployment weighs heavily on the social, political and economic fabric of the country and expectations are high that the TVET colleges can make a pivotal contribution to counter these challenges. Despite laudable increases in TVET enrolment, the education system needs to work harder to accommodate the weight of demand for post school further education and training (FET) band qualifications from young people not in education, employment or training. At the same time, it is vital to secure adequate quality in TVET programmes which depend so much on the competence and commitment of college lecturers. This collection offers a set of research papers that provide new analytic and empirical material on:The political economy of TVET types in different countries which, by comparison, illuminate the South African case;A periodisation of government interventions in the TVET sector over the last three decades;The unsettled state and status of TVET lecturers in relation to their job requirements and conditions of service;The halting evolution of collegial relationships between college lecturers towards higher collegiality;Employer expectations of college graduates and how colleges are responding; andAn analysis of the outcomes of a college improvement intervention in Limpopo and the Eastern Cape.This book will offer valuable information and insights for decision-makers as well as analysts of institutional change concerning links between education and economic growth, with particular regard to TVET graduates’ employment rates.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aKraak, André,$eeditor.$0(orcid)0000000211497556$1https://orcid.org/0000-0002-1149-7556
=700  1\$aPaterson, Andrew,$eeditor.
=700  1\$aBok, Kedibone,$eeditor.
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=245  10$aCitizenship Law in Africa :$bA Comparative Study (2nd edition) /$cBronwyn Manby.
=250  \\$aSecond edition.
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=505  0\$aContentsPreface to the third editionDisclaimerAbbreviations Definition Summary and recommendationsInternational norms on nationalityNationality under colonial rule and the transition to independenceThe basis of nationality law todayThe right to a nationality in national lawNationality based on birth in the territoryNationality based on descentAdopted childrenRacial and ethnic discriminationGender discriminationDual nationalityNaturalisationNationality requirements for public officeRights for the African diaspora Loss and deprivation of nationalityRenunciation and reacquisitionEvidence and documentationState successions since independenceNaturalisation as a “durable solution” for refugeesAppendix: Legal sourcesList of tablesTable 1: Right to nationality based on birth in the territoryTable 2: Right to nationality based on descentTable 3: Right to nationality for adopted childrenTable 4: Right to transmit nationality to a spouseTable 5: Countries permitting and prohibiting dual nationality for adultsTable 6: Right to acquire nationality by naturalisationTable 7: Criteria for loss of nationalityTable 8: Renunciation and reacquisition
=506  0\$aOpen Access$fUnrestricted online access$2star
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aManby, Bronwyn,$eauthor.
=245  10$aCitizenship Law in Africa :$bA Comparative Study (3rd edition) /$cBronwyn Manby.
=250  \\$aThird edition.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2016.
=264  \4$c©2016
=300  \\$a1 online resource (136 pages).
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=505  0\$aContentsPreface to the third editionDisclaimerAbbreviations Definition Summary and recommendationsInternational norms on nationalityNationality under colonial rule and the transition to independenceThe basis of nationality law todayThe right to a nationality in national lawNationality based on birth in the territoryNationality based on descentAdopted childrenRacial and ethnic discriminationGender discriminationDual nationalityNaturalisationNationality requirements for public officeRights for the African diaspora Loss and deprivation of nationalityRenunciation and reacquisitionEvidence and documentationState successions since independenceNaturalisation as a “durable solution” for refugeesAppendix: Legal sourcesList of tablesTable 1: Right to nationality based on birth in the territoryTable 2: Right to nationality based on descentTable 3: Right to nationality for adopted childrenTable 4: Right to transmit nationality to a spouseTable 5: Countries permitting and prohibiting dual nationality for adultsTable 6: Right to acquire nationality by naturalisationTable 7: Criteria for loss of nationalityTable 8: Renunciation and reacquisition
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThis third edition is a comprehensive revision of the original text, which is also updated to reflect developments at national and continental levels. The original tables presenting comparative analysis of all the continent’s nationality laws have been improved, and new tables added on additional aspects of the law.  Since the second edition was published in 2010, South Sudan has become independent and adopted its own nationality law, while there have been revisions to the laws in Côte d’Ivoire, Kenya, Libya, Mali, Mauritania, Namibia, Niger, Senegal, Seychelles, South Africa, Sudan, Tunisia and Zimbabwe.  The African Commission on Human and Peoples’ Rights and the African Committee of Experts on the Rights and Welfare of the Child have developed important new normative guidance.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
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=100  1\$aGodwin Khosa, Godwin Khosa,$eauthor.
=245  10$aCollaboration in Development :$bA South African Heritage /$cGodwin Khosa.
=264  \1$aSouth Africa :$bAfrican Minds,$c2023.
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=504  \\$aGodwin Khosa is the founding CEO of the National Education Collaboration Trust (NECT). He served as CEO of JET Education Services for nearly five years before his appointment at the NECT. While at JET Education Services he headed the NECT Secretariat pending the establishment of the Trust’s full-time office.

A teacher by profession, Dr Khosa worked as a policy analyst and senior manager at the Centre for Education Policy Development in the 1990s before joining the Human Sciences Research Council (HSRC) as a research manager and proceeding to JET Education Services. There he served initially as a team leader on an education transformation programme in Limpopo and then as the organisation’s Programme Director before being appointed CEO in 2009. Dr Khosa has served on various committees, including as member of Council of the University of Johannesburg from 2012 to 2021. 

He holds a doctoral degree from the University of Sussex; a diploma and a master’s degree in Public and Development Management from the University of Witwatersrand; a BA (Hons) in Geography from the University of South Africa, and a BA in Education from the University of the North.
=505  0\$aAcronyms and abbreviationsAcknowledgementsDedicationsPrefacePrologueCHAPTER 1. Memoirs of Collaboration in South AfricaCHAPTER 2. What Motivates People to Start Collaborations?CHAPTER 3. Collaboration: Dynamic Manifestation of Mutual Values, Power and PositioningCHAPTER 4. Managing Multiple-Stakeholder NetworksCHAPTER 5. Roles and Operationalisation of the Multiple Stakeholder ApproachCHAPTER 6. Conclusion: An Imperative to Use Networks to Respond to Market and Bureaucratic FailuresNotesAbout the Author
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aSouth Africa is under-capitalising on its rich ways of doing business. One such way, the focus of this book, is collaboration.The collaboration approach should be promoted to the same extent that the Japanese have entrenched and exported their ‘small incremental improvement’ Kaizen approach. There are many such underexplored indigenous ways of doing business in Africa. Where improvement is required in relation to development and organisational performance, the need is not so much building new capacities as discovering and implementing more strategic and effective utilisation of existing indigenous ones. And there is no need to cringe when African culture is used to inform science.This book uses history, interviews and documentary evidence from South Africa to weave together a story, arguments and lessons about collaboration.
=538  \\$aMode of access: World Wide Web.
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=245  00$aConfronting Exclusion :$b2013 Transformation Audit /$cedited by Jan Hofmeyr.
=264  \1$aCape Town :$bAfrican Minds,$c2014.
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=505  0\$aList of tables and figuresContributorsAcronyms and abbreviationsPrefaceIntroductionJan HofmeyrCHAPTER 1Economic governanceThe economy at a glance Intergenerational equity and the political economy of South AfricaIraj AbedianCHAPTER 2The labour marketThe labour market at a glanceAn overview of real earnings trends of the formally employed in post-apartheid South AfricaDerek YuCHAPTER 3Skills and educationSkills and education at a glanceAccountability in South African educationNicholas SpaullCHAPTER 4Poverty and inequalityPoverty and inequality at a glanceHunger in the former apartheid homelands: Determinants of converging food security 100 years after the 1913 Land Act 71Dieter von Fintel and Louw PienaarAppendices
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aAn immediate, but only partial, remedy to the current state of affairs would be to prioritise transparency, accountability and leadership integrity within the system to restore trust in the bona fides of key institutions. The longer-term challenge will be to counter a growing sense of economic exclusion, where violent police action, rather than democratic process, is increasingly employed to stave off the manifestations of material anxiety experienced by struggling citizens.This edition of the Transformation Audit, titled ‘Confronting Exclusion’, focuses on instances of such exclusion but, as in previous years, also prioritises the search for inclusive economic policy and future strategies to address them. By looking at each of the four chapter areas, it seeks to find answers to the challenge of a society in which the promise of true freedom and equal rights will remain only that until people feel equipped to be in charge of their own destiny and that of their children.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aHofmeyr, Jan,$eeditor.
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=100  1\$aKronstad Felde, Andrea,$eauthor.
=245  10$aDemocracy and the Discourse on Relevance Within the Academic Profession at Makerere University /$cAndrea Kronstad Felde, Tor Halvorsen, Anja Myrtveit.
=264  \1$aCape Town :$bAfrican Minds,$c2021.
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=505  0\$aPrefaceAcronyms and abbreviationsPart I All the background1 What inspired this book2 Theoretical reflections on the role of the academic profession and relevance3 Some background to the development of the academic profession at Makerere UniversityPart II Talking with the Makerereians4 Meeting the deans, establishing a baseline for our study5 Engineering knowledge and innovation for development6 Relevance cultivating science? Agricultural education and research at Makerere University7 Teaching social studies and law in a neoliberal authoritarian regime8 Reflections on Part II: Academic professionals or knowledge workers?Part III The challenge of strengthening the academic profession9 The Makerere Institute of Social Research: a future-focused doctoral programme?10 The academic profession and its influence on the relevance of knowledgeAfterword Getting academic freedom into focusAppendix: Some notes about methods and processNotesReferencesAbout the authors
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe privatisation of education services and the reorienting of universities towards the needs of the 'knowledge economy' have largely succeeded in transforming the discourse around the role of the academic profession in society, including in many African countries. Makerere University in Uganda has often been lauded as an example of successful transformation along neoliberal lines. However, our research into the working lives of academics at Makerere revealed a very different picture. Far from epitomising the allegedly positive outcomes of neoliberal reform, academics and postgraduate students interviewed at Makerere provide worrying insights into the undermining of a vibrant and independent academic culture.  The stories of the ordinary academics on the ground, the empirical focus of the book, are in contrast to the claimed successes of the university; and the official stories of the university leadership and administration paint a picture of an academic profession in crisis. With diminishing influence on deciding what is relevant knowledge and thus on processes of democratization of their own institution and society, academic freedom is also losing its value.This perspective from the ground-level exposes the many problems that neoliberal reforms have created for academics at Makerere, leaving them feeling disempowered, often reducing them to the status of consultants. We also show how a range of local initiatives ­are steadily increasing resistance to the neoliberal model. We consider how academics and others can further mobilise to regain control over what knowledge is considered relevant, and thereby deepen democracy. In so doing, we aim to highlight some responses and actions that have proven effective so far.Democracy and the Discourse of Relevance will hopefully help to change the systems that value knowledge in ways that are driving research institutions towards competitive and market-like behaviour. We also aim to contribute to contemporary debates about what knowledge is relevant.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aHalvorsen, Tor,$eauthor.
=700  1\$aMyrtveit, Anja,$eauthor.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aFehnel, Richard,$eauthor.
=245  10$aDick Fehnel :$bLessons from Graver’s School /$cRichard Fehnel.
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=505  0\$aPrefaceForewordChapter 1 In the BeginningChapter 2 Gravers SchoolChapter 3 The FarmChapter 4 “Eats”Chapter 5 Free to RoamChapter 6 The Family ImplodesChapter 7 A New BeginningChapter 8 Semper FidelisChapter 9 Cancer Round OneChapter 10 An Intellectual AwakeningChapter 11 AcademeChapter 12 External Consulting and Inner Conflict (1983­–1991)Chapter 13 The South African Years (1991–2000)PostscriptBibliography
=506  0\$aOpen Access$fUnrestricted online access$2star
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aDigital Technology in Capacity Development :$bEnabling Learning and Supporting Change /$cedited by Joanna Wild, Femi Nzegwu; foreword by Laura Czerniewicz.
=264  \1$aSouth Africa :$bAfrican Minds,$c2023.
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=504  \\$aJoanna Wild joined INASP in March 2016 to develop the organisational strategy for online and blended learning and to introduce new approaches to using digital technology to enhance capacity development. Since joining INASP, Joanna has collaborated closely with partners from Africa, East Asia and Latin America to understand context-specific requirements and co-design equitable and sustainable digital capacity development approaches. Before joining INASP, Joanna worked at the Educational Enhancement Team at the University of Oxford researching into aspects of online course design, evaluation of digital learning experiences, communities of practice (CoPs) and open educational resources (OER). In 2014, Joanna cofounded a consultancy company advising on design and evaluation of effective, inclusive, and sustainable online and blended learning experiences. The company has worked with clients and partners like Tate Britain, BBC Learning and The Open University UK. Joanna has more than 20 years’ experience in advising, research and practice in technology-enhanced learning in higher education in the UK, EU and Global South, and has been funded by the ESRC, EPSRC, FCDO, SIDA, GIZ and EC.

Femi Nzegwu is an assistant professor of monitoring, evaluation and learning (MEL) at the London School of Hygiene and Tropical Medicine, and the MEL lead for the UK Public Health Rapid Support Team (UK-PHRST). She is a social researcher, MEL and international project management specialist with more than 25 years’ experience in these fields, including institutional learning, institutional capacity strengthening and strategy development. She is highly multi-disciplinary and hold degrees in post-colonial studies, public health, sociology and economics. Before joining the UK-PHRST she was head of monitoring, evaluation, research and learning at the International Network for Advancing Science and Policy (INASP) in Oxford and before that head of research, evaluation and impact at the British Red Cross. She has worked as a regional adviser for the United Nations and as an advisor/consultant to many UK and international agencies and governments on research, MEL, policy and institutional capacity strengthening and sharing – conceptually, strategically and practically. She is the author of numerous policy research, evaluation and learning papers and books.
=505  0\$aIntroductionSetting the sceneExamining some common assumptions about TEL in capacity developmentA step by step guide to technology-enhanced capacity developmentCase StudiesConclusions
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aPart 1 sets out the main thinking that informs our overall approach and the frameworks that guide our practice.Part 2 explores a series of assumptions about technology-enhanced learning (TEL) that are common in the literature and against which we tested our data. It brings new evidence to bear on how TEL can be used more effectively as part of learning and capacity strengthening.Part 3 is designed as a practical guide to walk practitioners through the steps to create relevant, inclusive and sustainable digital learning interventions.Part 4 offers a collection of 16 case studies that illustrate how we have put the principles into practice.We have worked to evidence how technology can be leveraged effectively to enhance or strengthen capacities of individuals, teams or systems. We make clear that there are no magic bullets, that online approaches are not simply quicker or cheaper substitutes, and that solutions need to be selected carefully, designed well, and significant time invested if it is to work well.We hope Digital Technology in Capacity Development will be of interest to researchers and practitioners in a range of institutions, whether they are directly responsible for designing, delivering or evaluating new initiatives or whether they are advising or funding those who do.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aCzerniewicz, Laura,$eforeword by.$0(orcid)0000000212397493$1https://orcid.org/0000-0002-1239-7493
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=245  10$aDoctoral Education in South Africa :$bPolicy, Discourse and Data /$cNico Cloete, Johann Mouton, Charles Sheppard.
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=505  0\$aList of figures and tablesPrefaceAbout the authorsList of frequently used acronymsChapter 1The demand for a doctorate: Global, African and South African contextsChapter 2The demand to increase doctoratesChapter 3The demand for improved efficiencyChapter 4The demand for transformationChapter 5Improve the quality of doctoral educationChapter 6Multiple paths to successChapter 7Incremental change and a paradigm shiftChapter 8Policy choices and implicationsAppendicesAppendix 1 Data sources and methodologyAppendix 2 Responses to the presentation of preliminary findings from the Study on the Doctorate in South Africa (May 2014)Appendix 3 Current trends in PhD studies: A review of articles published on the University World News website (2013)Appendix 4 Government steering of doctoral productionAppendix 5 Additional data on the doctorate in South AfricaAppendix 6 Scenarios that will produce doctoral graduates by 2030References
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThis book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST) over the past decade. In addition to these historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the anbalyses presented in the book. The studies focused on a range of issues related to the growth, efficiency, quality and transformation of doctoral education, doctoral supervision, doctoral tracer studies as well as drawing on studies from the rest of Africa and the world.The book makes recommendations about strengthening traditional doctoral education, and proposes a paradigm shift. It concludes by raising three policy issues: reaching the National Development Plan 2030 target of 5 000 graduates per annum, South Africa as a PhD hub for Africa and differentiation among different groups of doctorate-producing institutions.
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=700  1\$aMouton, Johann,$eauthor.$0(orcid)0000000203397440$1https://orcid.org/0000-0002-0339-7440
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=245  00$aDriving Change :$bThe Story of the South Africa Norway Tertiary Education Development Programme /$cedited by Trish Gibbon.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2014.
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=505  0\$aAcronymsAbout the authorsThe editorial groupPrefaceIntroductionTrish GibbonChapter 1Promoting South African reform objectives through development cooperationNasima BadshaChapter 2The Norwegian perspectiveInger Kristine StollChapter 3The role of the SANTED Secretariat: Riding the development cooperation bicycle, hands on and hands offTrish GibbonChapter 4Supporting and enhancing the academic project: Improving student throughput and success within an equity frameworkColleen HowellChapter 5Multilingualism for teaching and learning Pamela MasekoChapter 6Challenges relating to the establishment of comprehensive universities in the South African higher education sectorMartin OosthuizenChapter 7Cross-border collaboration in the Southern African Development Community countriesFazela Haniff and Trish GibbonConclusionLearning from experience: Summing up the impact of SANTED and its legaciesRobert SmithReferences
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=245  00$aEducational Challenges in Multilingual Societies :$bLOITASA Phase Two Research /$cedited by Zubeida Desai, Martha Qorro, Birgit Brock-Utne.
=264  \1$aCape Town :$bAfrican Minds,$c2012.
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=505  0\$aIntroductionComplexities of languages and multilingualism in postcolonial predicamentsFernando Rosa RibeiroReclaiming the common senseSolveig GullingPolicy on the language of instruction issue in Africa – a spotlight on South Africa and TanzaniaBirgit Brock-UtneLaissez-faire approaches to language in education policy do not work in South AfricaZubeida DesaiTaught language or talked language: Second language teaching strategies in an isiXhosa Beginners’ class at the University of Cape TownTessa DowlingTurnallocation and learner participation in grade four science lessons in isiXhosa and EnglishVuyokazi NomlomoThe use of ICT in South African classrooms and the double literacy trapGreta GudmundsdottirA critical evaluation of selected textbooks used in teaching standard six mathematics, Kiswahili and English in selected Kiswahili and English-medium primary schools in TanzaniaMartha QorroWhat is the difference in achievement of learners in selected Kiswahili and English-medium primary schools in Tanzania?Jane BakahwemamaWhat is the difference in the quality of education provided by government and private primary schools in Tanzania?Julitha Cecilia JohnA comparative appraisal of teaching and learning resources in private and government primary schools in TanzaniaMwajuma VuzoWhy is the choice of the language of instruction in which students learn best seldom made in Tanzania?Zehlia Babaci-WilhiteThe ICT influence on the choice of language in higher education in TanzaniaTorill Aagot HalvorsenThe prospects for and possible implications of teaching African Philosophy in Kiswahili in East AfricaBirgit Brock-Utne and Azaveli Lwaitama
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=653  \\$aEducation
=700  1\$aDesai, Zubeida,$eeditor.$0(orcid)0000000207531969$1https://orcid.org/0000-0002-0753-1969
=700  1\$aQorro, Martha,$eeditor.$uUniversity of Dar es Salaam.
=700  1\$aBrock-Utne, Birgit,$eeditor.$u657 Oslo.$0(orcid)0000000176460458$1https://orcid.org/0000-0001-7646-0458
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aEducation Research in African Contexts :$bTraditions and New Beginnings for Knowledge and Impact /$cedited by Paul Webb, Mathabo Khau, Proscovia Namubiru Ssentamu.
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=505  0\$aIntroductionCHAPTER 1 A reflection on collaborative teaching and learning in higher education: The case of the East and South African-German Centre of Excellence for Educational Research Methodologies and ManagementNoel Japheth, John K. Chang’ach, Susan Kurgat, Mercy Chemutai BarasaCHAPTER 2 Exploring teacher educator views on place and position of indigenous knowledge in the school curriculum using an indigenous methodologyJanet Ronoh, Paul WebbCHAPTER 3 A quantitative study on academic resilience among engineering students at a South African universityCurwyn Mapaling, Paul Webb, Belinda du PlooyCHAPTER 4 Exploring faculty and student perspectives regarding training and research interventions on climate change and sustainability at Makerere University in UgandaDavid Ssekamatte, Karsten Speck, Bernd SiebenhünerCHAPTER 5 University-community engagement opportunities to address climate change issues in an African context. The case of Makerere University, UgandaNelson Mandela, David Ssekamatte, Benjamin Kyalo WambuaCHAPTER 6 Picturing the experiences of the student–supervisor relationship towards completion of doctoral studies in African universitiesCornelius Kipleting RugutCHAPTER 7 Exploratory factor analysis of stakeholders’ participation in school management and the enhancement of learners’ academic achievement in public secondary schools in UgandaDorothy Nakiyaga, David Serem, Proscovia Namubiru Ssentamu, John BoitCHAPTER 8 Exploring the use of participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in Kenyan secondary schoolsLily Yego, Violet Nabwire Opata, Heloise Sathorar, Mathabo KhauCHAPTER 9 Barriers and enablers of educational inclusion of children in street situations in UgandaAnnah Atuhaire, Jonah Nyaga Kindiki, Stella Kyohairwe, Susan KurgatCHAPTER 10 Using participatory visual methods to teach character education in early childhood, KenyaEvans Mos Olao, Bernard Misigo, Karsten SpeckCHAPTER 11 A focus on drawing as method: Insights from a novice participatory visual methodologies researcherNaomi MworiaSupervisors: Dr Felicity W. Githinji and Professor Naydene De LangeCHAPTER 12 Using gender-atypical Kiswahili children’s stories to deconstruct gender-stereotyped roles among learnersSimon Ekiru, Mathabo Khau, Sammy ChumbaCHAPTER 13 A ‘play way’ method for developing digital literacy among pupils in primary schools in Nandi sub-county, KenyaSarah JemutaiCHAPTER 14 Culturally appropriate linguistic responses to taboo issues when teaching biologyAyanda Simayi, Paul WebbCHAPTER 15 Beyond saviour research: A critical synthesis of the CERM-ESA project celebrationMichael Anthony SamuelAbout the authors
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=520  \\$aThis compelling anthology illuminates the transformative role of education research in Africa, presenting a bricolage of studies by scholarship holders of the East and South African-German Centre of Excellence for Educational Research Methodologies and Management (CERM-ESA). Bridging insights from these two regions, the book examines the vital intersections between education, society and culture, with a focus on fostering sustainable educational reform and empowering local communities.At the heart of the book is a shared commitment to evolving higher education in Africa through collaborative, context-sensitive research. Anchored by the partnership of five universities across two continents, CERM-ESA’s initiatives support capacity-building and innovation in African educational contexts, working directly with schools, communities and policymakers to address the unique challenges of the continent. With themes ranging from indigenous methodologies and climate change education to gender equity and academic resilience, the chapters showcase diverse and locally relevant approaches that inform and inspire change across educational sectors.Targeted toward education researchers, policymakers and practitioners invested in African development, Education Research in African Contexts offers an in-depth exploration of educational methodologies that honour traditions while embracing progressive change. The book provides invaluable insights for educators and leaders seeking to support responsive, impactful education systems.Through critical reflection and innovative research, the volume reimagines educational paradigms that respect African realities, encouraging readers to explore new possibilities for inclusive and transformative research.
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=700  1\$aWebb, Paul,$eeditor.$0(orcid)0000000241188973$1https://orcid.org/0000-0002-4118-8973
=700  1\$aKhau, Mathabo,$eeditor.$0(orcid)0000000289330553$1https://orcid.org/0000-0002-8933-0553
=700  1\$aNamubiru Ssentamu, Proscovia,$eeditor.$0(orcid)0000000348533968$1https://orcid.org/0000-0003-4853-3968
=710  2\$aAfrican Minds,$epublisher.
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=100  0\$aOpen Society Initiative for Southern Africa (OSISA,$eauthor.
=245  10$aEffectiveness of Anti-Corruption Agencies in East Africa :$bKenya, Tanzania and Uganda /$cOpen Society Initiative for Southern Africa (OSISA.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2016.
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=505  0\$aPreface | Methodology | About the contributors | Acknowledgements1 OverviewA. Executive summaryB. State of corruptionC. Civil society, donors and media engagementD. Commitment to international conventions on corruptionE. Legal frameworks for preventing and combating corruptionF. Anti-corruption agenciesG. Conclusion2 KenyaA. Executive summaryB. IntroductionC. State of corruptionD. Civil society, donors and media engagementE. Commitment to international conventions on corruptionF. Legal framework for preventing and combating corruptionG. Ethics and Anti-Corruption CommissionH. The EACC’s performanceI. ConclusionJ. Recommendations3 TanzaniaA. Executive summaryB. IntroductionC. State of corruptionD. Civil society, donors and media engagementE. Commitment to international conventions on corruptionF. Legal framework for preventing and combating corruptionG. Prevention and combating of corruption bureauH. The PCCB’s performanceI. ConclusionJ. Recommendations4 UgandaA. Executive summaryB. IntroductionC. State of corruptionD. Civil society, donors and media engagementE. Commitment to international conventionsF. Legal framework for preventing and combating corruptionG. The Inspectorate of GovernmentH. The IG’s performanceI. ConclusionJ. Recommendations
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aWith reportedly over USD50 billion lost annually through graft and illicit practices, combating corruption in Africa has been challenging. However, laws and policies at the continental, regional and national levels have been promulgated and enacted by African leaders. These initiatives have included the establishment of anti-corruption agencies mandated to tackle graft at national level, as well as coordinate bodies at regional and continental lev Yet, given the disparity between the apparent impunity enjoyed by public servants and the anti-corruption rhetoric of governments in the region, the effectiveness of these agencies is viewed with scepticism. This continent-wide study of anti-corruption agencies aims to gauge their relevance and effectiveness by assessing their independence, mandate, available resources, national ownership, capacities and strategic positioning. These surveys include evidence-based recommendations calling for stronger, more relevant and effective institutions that are directly aligned to regional and continental anti-corruption frameworks, such as the African Union Convention on Preventing and Combating Corruption (AUCPCC), which the three countries in this current report Kenya, Tanzania and Uganda have all ratified.els to ensure the harmonisation of normative standards and the adoption of best practices in the fight against corruption.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aEffectiveness of Anti-Corruption Agencies in Southern Africa :$bAngola, Botswana, DRC, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Zambia and Zimbabwe /$cedited by Open Society Initiative for Southern Africa (OSISA).
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=505  0\$aPrefaceAcknowledgements1. General overview2. AngolaDr Helena Prata3. BotswanaDr Gape I Kaboyakgosi4. Democratic Republic of CongoProf. Andre Mbata Mangu5. LesothoDr Motlamelle Anthony Kapa6. MalawiDr Henry Chingaipe7. Mozambique8. NamibiaProf. Lesley Blaauw9. South AfricaDr Ralph Mathekga10. SwazilandMs Maxine Langwenya11. ZambiaMr Goodwell Lungu12. ZimbabweMs Teresa Mugadza
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aWith reportedly over USD100 billion lost annually through graft and illicit practices, combatting corruption in Africa has been challenging. However, laws and policies at the continental, regional and national levels have been promulgated and enacted by African leaders. These initiatives have included the establishment of anti-corruption agencies mandated to tackle graft at national level, as well as coordinate bodies at regional and continental levels to ensure the harmonisation of normative standards and the adoption of best practices in the fight against corruption.Yet, given the disparity between the apparent impunity enjoyed by public servants and the anti-corruption rhetoric of governments in the region, the effectiveness of these agencies is viewed with scepticism. This continent-wide study of anti-corruption agencies aims to gauge their relevance and effectiveness by assessing their independence, mandate, available resources, national ownership, capacities and strategic positioning.These surveys include evidence-based recommendations calling for stronger, more relevant and effective institutions that are directly aligned to regional and continental anti-corruption frameworks, such as the African Union Convention on Preventing and Combatting Corruption (AUCPCC), which the ten countries in this current report – Angola, Botswana, DRC, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Zambia and Zimbabwe – have all ratified.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  0\$aOpen Society Initiative for Southern Africa (OSISA),$eeditor.
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aEffectivité des Agences Nationales Anti-Corruption en Afrique de L’ouest :$bBénin, Libéria, Niger, Nigéria, Sénégal, Sierra Leone /$cedited by Open Society Initiative for West Africa.
=264  \1$aCape Town :$bAfrican Minds,$c2017.
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=505  0\$aPréface1. Un Aperçu généralStéphane Bobé Enguéléguélé2. BéninGilles Badet3. LibériaEmmanuel AR Gaima et Shine Williams 4. NigerLuc Damiba5. NigériaChijioke K Iwuamadi6. Sénégal Semou Ndiaye7. Sierra LeoneEmmanuel Gaima
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aAvec plus de 100 milliards de dollars perdus chaque année, d’après certaines informations, à cause de la corruption et autres pratiques illicites, la lutte contre la corruption en Afrique fait face à d’énormes défis. Cependant, des lois et politiques aux niveaux continental, régional et national ont été promulguées et adoptées par les dirigeants africains. Au nombre de ces initiatives il y a la création d’agences spécialisées mandatées pour lutter contre la corruption au niveau national, ainsi que l’institution aux niveaux régional et continental des mécanismes pour assurer l’harmonisation des normes et l’adoption des meilleures pratiques dans la lutte contre la corruption.Pourtant, compte tenu de la disparité entre l’apparente impunité dont jouissent les fonctionnaires et la rhétorique anti-corruption des gouvernements de la région, l’efficacité de ces organismes est considérée avec scepticisme.Cette étude des agences anti-corruption à l’échelle continentale vise à évaluer leur pertinence et leur efficacité en examinant leur indépendance, leurs mandats, les ressources disponibles, l’appropriation nationale, les capacités en leur sein et leur positionnement stratégique.Ces enquêtes comprennent des recommandations fondées sur des preuves appelant à des institutions plus fortes, plus pertinentes et efficaces qui sont directement alignées sur les cadres régionaux et continentaux de lutte contre la corruption, comme la Convention de l’Union africaine sur la prévention et la lutte contre la corruption, que les six pays étudiés dans ce rapport – Bénin, Libéria, Niger, Nigeria, Sénégal et Sierra Leone – ont tous ratifiée.
=538  \\$aMode of access: World Wide Web.
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=100  1\$aMakulilo, Alexander,$eauthor.$0(orcid)0000000203280883$1https://orcid.org/0000-0002-0328-0883
=245  10$aElection Management Bodies in East Africa :$bA Comparative Study of the Contribution of Electoral Commissions to the Strengthening of Democracy /$cAlexander Makulilo, Eugène Ntaganda, Francis Away, Margaret Sekaggya, Patrick Osodo.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2016.
=264  \4$c©2016
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=505  0\$aList of tables and figures | List of boxes | Abbreviations and acronyms | PrefaceIntroduction1 OverviewA. IntroductionB. Models of EMBsC. Colonial legacyD. Violence and election management reformsE. Membership of EMBs and the appointment of commissionersF. Independence and effectivenessG. Common challenges to electoral managementH. EMBs and the East African CommunityI. ConclusionJ. Options for reforming electoral management2 Burundi – Eugène NtagandaA. SummaryB. Historical and political contextC. The National Independent Electoral CommissionD. Funding of electionsE. Management of electoral disputesF. A critical assessment of election management in BurundiG. Pre-2015 debate on electoral reformH. Recommendations3 Kenya – Francis A. AywaA. SummaryB. Political development and electoral historyC. Evolution of election management reformsD. The Independent Electoral and Boundaries CommissionE. Election observation and monitoringF. Funding of electionsG. Management of electoral disputesH. A critical assessment of election management in KenyaI. Recommendations4 Rwanda – Patrick OsodoA. SummaryB. History and politics of electionsC. Legal framework for elections in post-genocide RwandaD. The National Electoral CommissionE. Funding of electionsF. Management of electoral disputesG. A critical assessment of election management in RwandaH. Electoral management and the debate on democratic reformsI. Recommendations5 Tanzania – Alexander B. MakuliloA. SummaryB. Political historyC. Election management bodiesD. Funding of electionsE. Management of electoral disputesF. EMB relations with other actorsG. A critical assessment of election management in TanzaniaH. Constitutional review and reform of EMBsI. ConclusionsJ. Recommendations6 Uganda – Margaret SekaggyaA. SummaryB. Political history of electionsC. Legal framework for the Electoral CommissionD. Management of electoral disputesE. Financing the ECF. A critical assessment of election management in UgandaG. ConclusionH. Recommendations
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe management of elections is increasingly generating impassioned debate in these East African nations - Burundi, Kenya, Rwanda, Tanzania and Uganda. The bodies that manage and conduct elections are, therefore, coming under intense citizen and stakeholder scrutiny for the manner in which they are composed, how they organise and perform their mandates, and the outcomes they achieve. The effectiveness of electoral management bodies (EMBs) has largely been influenced by the impact of political violence on election management reforms in East Africa. Even in countries where EMBs are the products of reforms initiated in the aftermath of violent disputes over elections, they still face enormous challenges in dealing with electoral disputes and anticipating election-related crises. Although changes to constitutions and the laws in these countries have sought to make EMBs independent and, therefore, more inclined to deliver free, fair and credible elections, there are many issues that determine their impartiality and their ability to allow for the aggregation and free expression of the will of the people. These shortcomings negatively impact on democracy. This volume assembles case studies on the capacity of EMBs in these five East African countries to deliver democratic and transparent elections.
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=700  0\$aEugène Ntaganda,$eauthor.
=700  1\$aAway, Francis,$eauthor.
=700  1\$aSekaggya, Margaret,$eauthor.
=700  1\$aOsodo, Patrick,$eauthor.
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aElection Management Bodies in Southern Africa :$bComparative Study of the Electoral Commissions Contribution to Electoral Processes /$cedited by Open Society Initiative for Southern Africa (OSISA).
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=505  0\$aPrefaceAcknowledgementsOverview1. Angola Nuno de Fragoso Vidal2. Botswana Emmanuel Botlhale, with Onalenna Selolwane3. Democratic Republic of Congo Joseph Cihunda Hengelela4. Lesotho  Mafa M. Sejanamane5. Malawi  Ann Maganga6. Mauritius Roukaya Kasenally7. Mozambique Domingos M do Rosário8. Namibia Moses Ndjarakana9. Seychelles Nandini Patel10. South Africa Collette Schulz-Herzenberg11. Zambia Njunga-Michael Mulikita12. Zimbabwe Charity Manyeruke
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aOver the past two decades, Southern African countries have entrenched the use of elections as the only means and medium for electing governments and representative institutions in governance. Electoral Management Bodies (EMBs) are central to the delivery and quality of elections. These institutions are mandated to manage most or all aspects of the electoral process. Informed by diverse factors – the design, mandate, extent of powers and even the number of institutions responsible for electoral matters vary in each country. This study is a collaborative effort between the Open Society Initiative for Southern Africa (OSISA), the Open Society Foundation’s Africa Regional Office (AfRO) and the Electoral Commissions Forum of the Southern African Development Community (ECF-SADC). For each of the 12 countries, the research covered:1. Comparative analysis of the legal frameworks the EMBs operate under and of the historical and political contexts they function within2. Comparative study of the institutional nature of the EMBs3. Assessment of the powers vested in the EMBs in the conduct and management of electoral processes and their role in the drafting of electoral laws, managing electoral operations, certifying and proclaiming electoral results, ensuring that electoral results are credible, and in resolving electoral conflicts4. Comparative assessment of the independence of the EMBs with particular reference to funding and their relationships with the executive, political parties, parliament and the judiciary (electoral justice mechanisms)Findings and recommendations from this pan-African initiative are expected to increase information and knowledge on the strengths, weaknesses and workings of EMBs in sub-Saharan Africa to facilitate peer learning among African election managers, as well as informing policy-makers, legislators, governments and civil society on a progressive reform agenda to strengthen inclusive electoral processes and democratic practice.
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=700  0\$aOpen Society Initiative for Southern Africa (OSISA),$eeditor.
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=100  1\$aFall, Ismaila,$eauthor.
=245  10$aElection Management Bodies in West Africa :$bA Comparative Study of the Contribution of Electoral Commissions to the Strengthening of Democracy /$cIsmaila Fall, Mathias Hounkpe, Adele Jinadu, Pascal Kambale.
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=505  0\$aPreface1   Overview: The contribution of electoral management bodies to credible elections in West Africa Pascal Kambale A. IntroductionB. Colonial legacyC. Elections and constitutional reformsD. Membership of EMBs and appointment of Electoral CommissionersE. Independence and effectivenessF. Common challenges to electoral managementG. ConclusionH. Recommendations2 Benin – Mathias Hounkpe A. SummaryB. Historical backgroundC. The Autonomous National Electoral Commission (CENA)D. Funding of elections in BeninE. Electoral disputes in BeninF. Critical assessment of the CENA’s performanceG. Recommendations3 Cape Verde – Ismaila Madior FallA. SummaryB. Constitutional development, party politics and electoral historyC. Election management bodies: Legal and institutional frameworks, powers and independenceD. Funding of elections in Cape VerdeE. Electoral disputes in Cape VerdeF. A critical assessment of the performance of EMBs in Cape VerdeG. Recommendations4 Ghana – Mathias HounkpeA. SummaryB. The political development of GhanaC. The Electoral Commission (EC)D. Funding of elections in GhanaE. Electoral disputes in GhanaF. Critical evaluation of EC performanceG. Recommendations5 Nigeria – Adele JinaduA. SummaryB. Constitutional development, party politics and electoral historyC. Nigeria’s electoral management body: History, structure and independenceD. Funding of elections in NigeriaE. Electoral disputes in NigeriaF. Assessment of electoral governance and process in NigeriaG. Post-1999 debate on electoral governance in NigeriaH. Recommendations6 Senegal – Ismaila Madior Fall A. SummaryB. Constitutional change, party politics and electoral historyC. Status, powers and functioning of EMBsD. Funding of elections in SenegalE. Electoral disputes in SenegalF. A critical assessment of electoral governance in SenegalG. Recommendations7 Sierra Leone – Adele Jinadu A. SummaryB. Historical contextC. Institutional structuresD. Funding of elections in Sierra LeoneE. Electoral disputes in Sierra LeoneF. A critical assessment of electoral governance in Sierra LeoneG. RecommendationsAbout the authors
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThis report is an in-depth study of electoral commissions in six countries of West Africa Benin, Cape Verde, Ghana, Nigeria, Senegal and Sierra Leone assessing their contribution in strengthening political participation in the region. As institutions that apply the rules governing elections, electoral management bodies (EMBs) have occupied, over the last two decades, the heart of discussion and practice on the critical question of effective citizen participation in the public affairs of their countries. The way in which they are established and the effectiveness of their operations have continued to preoccupy those who advocate for competitive elections, while reforms to the EMBs have taken centre stage in more general political reforms. Election Management Bodies in West Africa thus responds to the evident need for more knowledge about an institution that occupies a more and more important place in the political process in West Africa. Based on documentary research and detailed interviews in each country, the study provides a comparative analysis which highlights the similarities and differences in the structure and operations of each body, and attempts to establish the reasons for their comparative successes and failures.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aHounkpe, Mathias,$eauthor.
=700  1\$aJinadu, Adele,$eauthor.
=700  1\$aKambale, Pascal,$eauthor.
=710  2\$aAfrican Minds,$epublisher.
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=505  0\$aAcknowledgements1 Notes from an Invited Scientist by Malebogo Ngoepe2 Sizakele to the Blood Ocean by Busisiwe Mahlangu3 Igazi Liyathetha by Vuyokazi Ngemntu4 Abazindla: The Prologue by Fezeka Mkhabela5 Umcimbi Wegazi by Luyolo Vukuza6 The Form of the Fibre is Shaped by the Follicle by Jarred Thompson7 Fix the Hair, Fix the Child by Sithembiso Khalishwayo8 BLOOD/BRAIN/BARRIER: A Mindplay by Nicole Thackwray9 Coagulation: A Tribute by Jarred Thompson10 It Comes from Nowhere by Zanta Nkumane11 Poems by Jerome Coetzee12 Fractals by Wamuwi Mbao13 Always in Motion by Alistair Mackay14 Artefacts by Mika Conradie15 Unrooted by Alistair Mackay16 Notes on Boundary and Flow by Mehita Iqani17 RatHeart-LoveSong by Nicole Thackwray18 Lab rat by Jarred Thompson19 An Interplay with Flow by Mehita Iqani and Wamuwi MbaoBiographies
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe practice and theory of science communication can take many forms. One of them, which this volume represents, explores what forms of knowledge might be constructed when creative writing encounters science.Working outwards from a theoretical framework that sees the sciences as discourses constructed by human endeavour through forms of language and practices of authority, this collection offers writing that emerged from a scientific encounter. It explores the relationship between creativity and scientific experiment, between the languages deployed by scientists in their experiments and analyses and the languages forged by creatives in their ongoing efforts to understand the human condition.FicSci 01 brought eleven creative writers together with a biomechanical engineer. The presented science invited creative enquiry into different aspects of flow, that physical property that is so central to research in fluid mechanics. This anthology collects the results of that encounter.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aIqani, Mehita,$eeditor.$0(orcid)0000000197468766$1https://orcid.org/0000-0001-9746-8766
=700  1\$aMbao, Wamuwi,$eeditor.$0(orcid)0000000240267872$1https://orcid.org/0000-0002-4026-7872
=710  2\$aAfrican Minds,$epublisher.
=856  40$uhttps://doi.org/10.47622/9781928502739$zConnect to e-book
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=100  1\$aBrock-Utne, Birgit,$eauthor.$0(orcid)0000000176460458$1https://orcid.org/0000-0001-7646-0458
=245  10$aFocus on Fresh Data on the Language of Instruction in Tanzania and South Africa /$cBirgit Brock-Utne, Zubeida Desai, Martha Qorro.
=264  \1$aCape Town :$bAfrican Minds,$c2012.
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=505  0\$aList of abbreviationsAbout the authorsIntroductionThe dual-medium BA degree in English and Sesotho sa Leboa at the University of Limpopo: Successes and challengesEsther Ramani and Michael JosephLearning through a familiar language versus learning through a foreign language – a look into some secondary school classrooms in TanzaniaBirgit Brock-UtneImplications of changing the language of instruction in secondary and tertiary education in TanzaniaJustinian Galabawa and Fikirini SenkoroPerformance in the Primary School-leaving Examination: A comparison between Kiswahili and EnglishGeorge MalekelaTesting students’ ability to learn through English during the transition from primary to secondary schoolingMartha QorroReflections on the LOITASA Project in South Africa – three years laterZubeida DesaiParents’ choice of the medium of instruction in science: A case of one primary school in the Western Cape, South AfricaVuyokazi NomlomoDemocracy and language in education: reflections from a field study in the Western Cape, South AfricaHeidi BisethAn interactional perspective on the language of instructionTom KooleLanguage alternation as a coping strategy among teachers in South African classroomsHalla HolmarsdottirAssessment of reading ability of Grade 5 learners in English and isiXhosaLilian Lomofsky and Sindiswa StofileInvestigating the role of study groups and mediated academic literacy events at the University of the Western CapeFelix BandaTeachers speak about the language of instruction in natural science classrooms in the Western Cape in South AfricaKeith LangenhovenAccountability and loyalty – an overview of a South African ABET NGO’s ability to actJennifer Olson
=506  0\$aOpen Access$fUnrestricted online access$2star
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aDesai, Zubeida,$eauthor.$0(orcid)0000000207531969$1https://orcid.org/0000-0002-0753-1969
=700  1\$aQorro, Martha,$eauthor.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aRankin, Elizabeth,$eauthor.
=245  10$aFrom Memory to Marble Vol 1 :$bThe Historical Frieze of the Voortrekker Monument, Part I: The Frieze /$cElizabeth Rankin, Rolf Michael Schneider.
=264  \1$aCape Town :$bAfrican Minds,$c2020.
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=505  0\$aSynopsis of Part IIAcknowledgementsAbbreviations of key archives, documents, namesPart I: The FriezeIntroduction1 ContextA Great Trek?The Afrikaner causeThe Monument committeeFundingThe siteThe centenary2 ConceptEarly ideasVan Wouw and MoerdykTopics for the Great TrekThe role of the architectCoetzer and the frieze3 ProcessThe sculptorsHarmony HallModels and portraitsThe full-scale friezeThe plaster castsThe frieze in ItalyHomecoming4 ImageCompositionThe problem of formFrom plaster to marbleThe visual narrativeIconography and ideology5 HeritageAn Afrikaner monumentDestroyed or redefined?Re-branding the MonumentRepresentations and rejoindersEpilogueIllustrations Part IBibliography of works consultedIndex of people Part IIndex of places Part I
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe Voortrekker Monumentality digital archive hosted by Stanford University Libraries is based on the eight-hundred-and-four illustrations from the two-volume book From Memory to Marble: The historical frieze of the Voortrekker Monument. It includes not only images of the monument and the frieze but also many related documents and artworks. The corpus aims to promote studies of controversial monuments, with a focus on visual interpretation.For the first time the 92-metre frieze of the Voortrekker Monument in Pretoria, one of the largest historical narratives in marble, has been made the subject of a book.The pictorial narrative of the Boer pioneers who conquered South Africa’s interior during the ‘Great Trek’ (1835-52) represents a crucial period of South Africa’s past. Forming the concept of the frieze both reflected on and contributed to the country’s socio-political debates in the 1930s and 1940s when it was made. The frieze is unique in that it provides rare evidence of the complex processes followed in creating a major monument.Based on unpublished documents, drawings and models, these processes are unfolded step by step, from the earliest discussions of the purpose and content of the frieze through all the stages of its design to its shipping to post-war Italy to be copied into marble and final installation in the Monument. The book examines how visual representation transforms historical memory in what it chooses to recount, and the forms in which it depicts this. It also investigates the active role the Monument played in the development of apartheid, and its place in post-apartheid heritage.This second volume expands on the first, considering each of the 27 scenes in depth, providing new insights into not only the frieze, but also South Africa’s history.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aMichael, Rolf,$eauthor.
=710  2\$aAfrican Minds,$epublisher.
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=250  \\$aSecond edition.
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=505  0\$aSynopsis of Part II Acknowledgements Abbreviations of key archives, documents, names Part I: The FriezeIntroduction 1 Context A Great Trek? The Afrikaner cause The Monument committee Funding The site The centenary  2 Concept Early ideas Van Wouw and Moerdyk Topics for the Great Trek The role of the architect Coetzer and the frieze 3 Process The sculptors Harmony Hall Models and portraits The full-scale frieze The plaster casts The frieze in Italy Homecoming 4 Image Composition The problem of form  From plaster to marble The visual narrative Iconography and ideology viii  Contents5 Heritage An Afrikaner monument Destroyed or redefined? Re-branding the Monument Representations and rejoinders Epilogue Illustrations Part I Bibliography of works consulted Index of people Part I Index of places Part I
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aFor the first time the 92-metre frieze of the Voortrekker Monument in Pretoria, one of the largest historical narratives in marble, has been made the subject of a book.The pictorial narrative of the Boer pioneers who conquered South Africa’s interior during the ‘Great Trek’ (1835-52) represents a crucial period of South Africa’s past. Forming the concept of the frieze both reflected on and contributed to the country’s socio-political debates in the 1930s and 1940s when it was made. The frieze is unique in that it provides rare evidence of the complex processes followed in creating a major monument.Based on unpublished documents, drawings and models, these processes are unfolded step by step, from the earliest discussions of the purpose and content of the frieze through all the stages of its design to its shipping to post-war Italy to be copied into marble and final installation in the Monument. The book examines how visual representation transforms historical memory in what it chooses to recount, and the forms in which it depicts this. It also investigates the active role the Monument played in the development of apartheid, and its place in post-apartheid heritage.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aMichael, Rolf,$eauthor.
=710  2\$aAfrican Minds,$epublisher.
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=245  10$aFrom Memory to Marble Vol 2 :$bThe Historical Frieze of the Voortrekker Monument, Part II: The Scenes /$cElizabeth Rankin, Rolf Michael Schneider.
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=505  0\$aSynopsis of Part IAcknowledgementsAbbreviations of key archives, documents, namesPart II: The ScenesIntroduction1 Departure from the Cape (1835–37)2 Presentation of the Bible to Jacobus Uys (April 1837)3 Trichardt at Soutpansberg (summer 1836 to autumn 1837)4 Trichardt in Delagoa Bay (April 1838)5 The Battle of Vegkop (October 1836)6 Inauguration of Retief as governor (6 and 11 June 1837)7 The Battle of Kapain (28–30 November 1837)8 Negotiation with Moroka (October/November 1836)9 Report from Retief at Blydevooruitsig (11 November 1837)10 Debora Retief records her father’s birthday (12 November 1837)11 Descent from the Drakensberg (late 1837)12 The Treaty with Dingane (4 or 6 February 1838)13 Murder of Retief and his men (6 February 1838)14 Massacre of women and children at Bloukrans (16/17 February 1838)15 Teresa Viglione warns camps around Bloukrans (17 February 1838)16 Dirkie Uys defends his father (11 April 1838)17 Marthinus Oosthuizen gallops through Zulu lines (17 February 1838)18 Women spur men on (after 17 February 1838)19 Arrival of Andries Pretorius (22 November 1838)20 The Vow (9 December 1838)21 The Battle of Blood River (16 December 1838)22 Building the Church of the Vow (1840–43)23 Women at Saailaer (1838?)24 Mpande proclaimed king of the Zulu (10 February 1840)25 Death of Dingane (February 1840)26 Return from Natal over the Drakensberg (after 1843)27 Sand River Convention (17 January 1852)Illustrations Part IIBibliography of works consultedIndex of people Part IIIndex of places Part II
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=700  1\$aMichael, Rolf,$eauthor.
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=245  10$aGoing to University :$bThe Influence of Higher Education on the Lives of Young South Africans /$cJennifer Case, Delia Marshall, Sioux McKenna, Disaapele Mogashana.
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=505  0\$aAcknowledgementsForewordChapter 1 Contextualising higher educationChapter 2 Navigating the undergraduate curriculumChapter 3 Deliberations and decisions on study plansChapter 4 The broader student experienceChapter 5 Non-completion of the first degree choiceChapter 6 Doing postgraduate studiesChapter 7 Entry to the workplaceChapter 8 The purposes of higher educationReferencesAppendix A MethodologyAppendix B List of participantsAbout the authorsIndex
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aAround the world, more young people than ever before are attending university. Student numbers in South Africa have doubled since democracy and for many families, higher education is a route to a better future for their children. But alongside the overwhelming demand for higher education, questions about its purposes have intensified. Deliberations about the curriculum, culture and costing of public higher education abound from student activists, academics, parents, civil society and policy-makers. We know, from macro research, that South African graduates generally have good employment prospects. But little is known at a detailed level about how young people actually make use of their university experiences to craft their life courses. And even less is known about what happens to those who drop out. This accessible book brings together the rich life stories of 73 young people, six years after they began their university studies. It traces how going to university influences not only their employment options, but also nurtures the agency needed to chart their own way and to engage critically with the world around them. The book offers deep insights into the ways in which public higher education is both a private and public good, and it provides significant conclusions pertinent to anyone who works in and cares about universities.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aMarshall, Delia,$eauthor.$0(orcid)0000000317993478$1https://orcid.org/0000-0003-1799-3478
=700  1\$aMcKenna, Sioux,$eauthor.$0(orcid)0000000212025999$1https://orcid.org/0000-0002-1202-5999
=700  1\$aMogashana, Disaapele,$eauthor.$0(orcid)0000000263000206$1https://orcid.org/0000-0002-6300-0206
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=245  00$aHigher Education Financing in East and Southern Africa /$cedited by Pundy Pillay.
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=505  0\$a1. IntroductionPundy Pillay2. BotswanaHappy Siphambe3. KenyaWycliffe Otieno4. LesothoPundy Pillay5. MauritiusPraveen Mohadeb6. MozambiqueArlindo Chilundo7. NamibiaJonathan Adongo8. South AfricaPundy Pillay9. TanzaniaJohnson M Ishengoma10. UgandaNakanyike Musisi and Florence Mayega11. Good practices, possible lessons and remaining challengesPundy PillayAbout the authorsReferences
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThis nine-country study of higher education financing in Africa includes three East African states (Kenya, Tanzania and Uganda), five countries in southern Africa (Botswana, Lesotho, Mozambique, Namibia and South Africa), and an Indian Ocean island state (Mauritius). Higher Education Financing in East and Southern Africa explores trends in financing policies, paying particular attention to the nature and extent of public sector funding of higher education, the growth of private financing (including both household financing and the growth of private higher education institutions) and the changing mix of financing instruments that these countries are developing in response to public sector financial constraints. This unique collection of African-country case studies draws attention to the remaining challenges around the financing of higher education in Africa, but also identifies good practices, lessons and common themes.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aPillay, Pundy,$eeditor.$uUniversity of Cape Town.$0(orcid)0000000233378152$1https://orcid.org/0000-0002-3337-8152
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=100  1\$aLanga, Patrício,$eauthor.$0(orcid)0000000223607118$1https://orcid.org/0000-0002-2360-7118
=245  10$aHigher Education in Portuguese Speaking African Countries /$cPatrício Langa.
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=505  0\$aTablesFiguresAcknowledgementsAcronyms and abbreviationsPrefaceExecutive summary and structureChapter one: Introduction and backgroundChapter two: AngolaChapter three: Cape VerdeChapter four: Guinea-BissauChapter five: MozambiqueChapter six: São Tomé and PríncipeChapter seven: ConclusionAppendix 1: Building a higher education research network and advocacy for PALOP: HERANA–PALOPAppendix 2: InterviewsAbout the author
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThis publication is the result of a baseline study of the state of the higher education systems in the five Portuguese speaking countries in Africa (PALOP): Angola, Cape Verde, Guinea-Bissau, Mozambique and Sao Tome and Principe. The project was undertaken by an African international expert in the field of higher education studies and was fully sponsored and supported by the Association for the Development of Education in Africa (ADEA). The report offers a historical overview of the development of higher education in PALOP from colonial times to the present. The main objective of this baseline study is to map the landscape and dynamics of change in the higher education systems of PALOP countries. It focuses on describing the latest developments of trends of expansion, financing, governance and policy reforms closely linked to the development of higher education systems in these countries. Furthermore, the study will facilitate an informed debate and the dissemination of knowledge on the role of higher education for development in Africa.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aHigher Education Pathways :$bSouth African Undergraduate Education and the Public Good /$cedited by Paul Ashwin, Jennifer Case.
=264  \1$aCape Town :$bAfrican Minds,$c2018.
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=505  0\$aAcknowledgementsNotes on contributorsPART A: Setting the SceneChapter 1 IntroductionPaul Ashwin and Jennifer M. CaseChapter 2 Transformation, the state and higher education: Towards a developmental system of higher education in South AfricaRajani Naidoo and Rushil RanchodChapter 3 Subsidy, tuition fees and the challenge of financing higher education in South AfricaGerald Wangenge-Ouma and Vincent CarpentierChapter 4 South African higher education, society and economy: What do we know about the relationships?Stephanie AllaisChapter 5 Understanding the role of university graduates in society: Which conception of public good?Rosemary Deem and Tristan McCowanPART B: Ways of UnderstandingChapter 6 A multi-dimensional approach to fair accessMelanie WalkerChapter 7 International perspectives on equality of higher education opportunities: Models and strategies for accessibility and availabilityVincent Carpentier, Yann Lebeau and Jussi VälimaaChapter 8 How higher education research using the capability approach illuminates possibilities for the transformation of individuals and society in South AfricaMonica McLeanChapter 9 The conceptualisation of students’ personal transformation through their engagement in South African undergraduate educationPaul Ashwin and Janja KomljenovicChapter 10 Understanding the relationship between institutional cultures and pedagogical changeRebecca SchendelChapter 11 The lenses we use to research student experiencesAmanda Hlengwa, Sioux McKenna and Thando NjovanePART C: Situating: What we know about South African higher educationChapter 12 The rising challenge of university access for students from low-income familiesLangutani MasehelaChapter 13 #FeesMustFall: A media analysis of students’ voices on access to universities in South AfricaMikateko Mathebula and Talita CalitzChapter 14 Curriculum transformation: Looking back and planning forwardSuellen Shay and Thandeka MkhizeChapter 15 Understanding student experiences through the lens of academic staff development practice and researchSherran ClarenceChapter 16 Students’ experiences of university life beyond the curriculumPhilippa Kerr and Thierry LuescherChapter 17 Post-graduation trajectories of young South AfricansJennifer M. Case, Delia Marshall and Samuel FongwaChapter 18 Exploring differences in South African graduate outcomesSamuel Fongwa, Delia Marshall and Jennifer M. CaseChapter 19 Destination and outcome trends for graduates from sub-Saharan African countries: Implications for South AfricaIbrahim Oanda and Siphelo NgcwanguChapter 20 Engineering graduates in South Africa and Brazil: A common good perspectiveRenato H. L. Pedrosa and Bruce KlootPART D: ConclusionChapter 21 What have we learned about pathways to the public good from South African undergraduate education?Paul Ashwin, Vincent Carpentier, Jennifer Case, Delia Marshall, Tristan McCowan, Sioux McKenna, Rajani Naidoo, Rebecca Schendel and Melanie WalkerIndex
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aIn what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development?These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent.Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits.This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aAshwin, Paul,$eeditor.$0(orcid)0000000176301748$1https://orcid.org/0000-0001-7630-1748
=700  1\$aCase, Jennifer,$eeditor.
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=100  0\$aThe Inner Circle,$eauthor.
=245  10$aHijab :$bUnveiling Queer Muslim Lives /$cThe Inner Circle.
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=505  0\$aForewordIntroductionGay people are people like anyone else1. A confused state2. Fair share of life3. A lonely soul4. Somalian in need5. Living amongst the Queer6. A secret well kept7. Brothers8. A road less travelled9. Mistaken identity10. Finding love11. Trials in love12. This is reality13. Queer reflection14. Happiness15. Daddy’s boy16. New beginnings17. The dreaded flight18. So far, so good19. Lost20. Cut off, but okay21. Two heads, one tale22. Coming outGlossaryMore about The Inner Circle
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe stories are all biographies, or autobiographies, and the writing process was a therapeutic one for the authors of these powerful stories. Hopefully they will provide strength and courage to others in similar situations, not so much through a deeper understanding of those who share their stories in this collection, but rather through a process of identification with the circumstances related by these courageous story-tellers.For many years I’ve heard stories of young gay Muslims in Cape Town and abroad who’ve taken their own lives because they felt helpless in the face of societal beliefs that dictate they simply could not be Muslim and gay at the same time. These sad stories made it clear to me that action is needed – and if this anthology saves even one life, then every person who contributed to this book should hold their heads high. – Sieraaj Ahmed (Journalist)This anthology goes a long way to providing the much-needed platform for a minority grouping that for too long has been denied a right to be heard. It explores, in a very real manner, the challenges faced by ordinary folk trying assiduously to be accepted by a society that is often brutal and cruel. – Rafiek Mammon, Editor and Playwright
=538  \\$aMode of access: World Wide Web.
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=710  2\$aAfrican Minds,$epublisher.
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=245  00$aKnowledge for a Sustainable World :$bA Southern African-Nordic contribution /$cedited by Tor Halvorsen, Hilde Ibsen, Vyvienne M’kumbuzi.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2015.
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=505  0\$aPreface |  Acknowledgements  |  Acronyms and abbreviationsIntroduction: The Southern African Nordic Centre and the SustainableDevelopment Goals: Opportunities for critical interventions Tor HalvorsenPart I: CHALLENGES 1 Disability in southern Africa: Insights into its magnitude and nature Vyvienne RP M’kumbuzi, Hellen Myezwa, Tonderai Shumba and Alice Namanja 2 Facilitating access to higher education for students with disabilities: Strategies and support services at the University of Botswana Pedzani Perci Monyatsi and OS Phibion 3 Access and equity for students with disabilities at the University of Malawi: The case of Chancellor College Elizabeth Tikondwe Kamchedzera 4 Promoting research in resource-challenged environments: The case of Malawi’s Mzuzu University Victor Mgomezulu 5 ‘The path of the mother is trodden by the daughter’: Stepping stones for entry into the middle class in South Africa Dan Darkey and Hilde Ibsen 6 Using solar energy to enhance access to ICTs in Malawi Luke Mwale 7 Software engineering in low- to middle-income countries Miroslaw Staron 8 Climate-change awareness and online media in Zimbabwe: Opportunities lost? Henri-Count EvansPart II: COLLABORATIONS 9 Culture meets culture at a distance Berith Nyqvist Cech and Lars Bergström 10 The Consortium of New Southern African Medical Schools: A new South–South–North network Quentin Eichbaum, Marius Hedimbi, Kasonde Bowa, Celso Belo, Keikantse Matlhagela, Ludo Badlangana, Peter Nyarango and Olli Vainio 11 International collaboration for pedagogical innovation: Understanding multiracial interaction through a time-geographic appraisal P Assmo and R Fox 12 Rethinking access to higher education in Malawi: Lessons from the Malawi Institute of Management’s collaborations with universities in the United Kingdom Rebecca Ward and Ida MbenderaAbout the contributors
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe search for answers to the issue of global sustainability has become increasingly urgent. In the context of higher education, many universities and academics are seeking new insights that can shift our dependence on ways of living that rely on the exploitation of so many and the degradation of so much of our planet. This is the vision that drives SANORD and many of the researchers and institutions within its network. Although much of the research is on a relatively small scale, the vision is steadily gaining momentum, forging dynamic collaborations and pathways to new knowledge.The contributors to this book cover a variety of subject areas and offer fresh insights about chronically under-researched parts of the world. Others document and critically reflect on innovative approaches to cross-continental teaching and research collaborations. This book will be of interest to anyone involved in the transformation of higher education or the practicalities of cross-continental and cross-disciplinary academic collaboration. The Southern African-Nordic Centre (SANORD) is a network of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aHalvorsen, Tor,$eeditor.
=700  1\$aIbsen, Hilde,$eeditor.$0(orcid)0000000279455125$1https://orcid.org/0000-0002-7945-5125
=700  1\$aM’kumbuzi, Vyvienne,$eeditor.
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=245  00$aKnowledge for Justice :$bCritical Perspectives from Southern African-Nordic Research Partnerships /$cedited by Tor Halvorsen, Hilde Ibsen, Henri-Count Evans, Sharon Penderis.
=264  \1$aCape Town :$bAfrican Minds,$c2017.
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=505  0\$aContentsAcronyms and abbreviationsIntroductionTor Halvorsen, Hilde Ibsen, Henri-Count Evans and Sharon PenderisPart I: KNOWLEDGE AND NEO-LIBERALISM1 The Sustainable Development Goals, knowledge production and the global struggle over valuesTor Halvorsen2 The Sustainable Development Goals, the Paris Agreement and the Addis Agenda: Neo-liberalism, unequal development and the rise of a new imperialismHenri-Count Evans and Rosemary Musvipwa3 Academic freedom and its enemies: Lessons from SwedenJens Stilhoff Sörensen and Erik J Olsson4 New public management as a mechanism of accumulation by dispossession: The case of a public bulk water provider in South AfricaCarina van Rooyen5 To fit or not to fit, is that the question? Global goals, basic education and theories of knowledge in South Africa and SwedenHilde Ibsen, Sharon Penderis and Karin Bengtsson6 Academia in the context of constraint and a performative SDG agenda: A perspective on South AfricaSuriamurthee Maistry and Erlend EidsvikPart II: NORTH–SOUTH COLLABORATION7 Contributing to the agenda for sustainable development through North–South educational partnerships: An analysis of two Linnaeus-Palme staff–student exchanges between Sweden and South AfricaKate Rowntree and Roddy Fox8 Preparing to build researchers’ capacity in development and community mobilisation: Towards sustainable North–South collaborationsThembinkosi E Mabila and Rachel J Singh9 North–South research collaboration and the Sustainable Development Goals: Challenges and opportunities for academicsStephen Mago10 Education for employability: A response to industry demands Robert L Martin, Regina Krause, Martha T Namutuwa, Evgenia Mahler and Hartmut DomrösePart III: CASE STUDIES11 Contextual factors affecting the attainment of life satisfaction among elderly people in Zambia’s North-Western provinceMubiana K Sitali-Ngoma and Emmy H Mbozi12 Home–school relations and the role of indigenous knowledge in early literacy learning: A case study from a rural school in Zambia Anne Marit Vesteraas Danbolt, Dennis Banda, Jørgen Klein and Geoffrey Tambulukani13 Relocation of the homestead: A customary practice in the communal areas of north-central NamibiaAntti Erkkilä and Nelago IndongoAbout the contributors
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aIn this collection, an international diverse collection of scholars from the southern African and Nordic regions critically review the SDGs in relation to their own areas of expertise, while placing the process of knowledge production in the spotlight. In Part I, the contributors provide a sober assessment of the obstacles that neo-liberal hegemony presents to substantive transformation. In Part Two, lessons learned from North–South research collaborations and academic exchanges are assessed in terms of their potential to offer real alternatives. In Part III, a set of case studies supply clear and nuanced analyses of the scale of the challenges faced in ensuring that no one is left behind.This accessible and absorbing collection will be of interest to anyone interested in North–South research networks and in the contemporary debates on the role of knowledge production.The Southern African–Nordic Centre (SANORD) is a network of higher education institutions that stretches across Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aHalvorsen, Tor,$eeditor.
=700  1\$aIbsen, Hilde,$eeditor.$0(orcid)0000000279455125$1https://orcid.org/0000-0002-7945-5125
=700  1\$aEvans, Henri-Count,$eeditor.$0(orcid)0000000154119064$1https://orcid.org/0000-0001-5411-9064
=700  1\$aPenderis, Sharon,$eeditor.
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aKnowledge Production and Contradictory Functions in African Higher Education /$cedited by Nico Cloete, Peter Maassen, Tracy Bailey.
=264  \1$aCape Town :$bAfrican Minds,$c2015.
=264  \4$c©2015
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=505  0\$aList of tables, figures and appendix tables, Acronyms and abbreviations, AcknowledgementsForewordRoles of Universities and the African ContextNico Cloete and Peter MaassenResearch Universities in Africa: An empirical overview of eight flagship universitiesNico Cloete, Ian Bunting and Peter MaassenAssessing the Performance of African Flagship UniversitiesIan Bunting, Nico Cloete, Henri Li Kam Wah and Florence Nakayiwa-MayegaResearch Output and International Research Cooperation in African Flagship UniversitiesRobert TijssenSouth Africa as a PhD Hub in Africa?Nico Cloete, Charles Sheppard and Tracy BaileyFaculty Perceptions of the Factors that Influence Research ProductivityGordon Musiige and Peter MaassenAcademic Incentives for Knowledge Production in AfricaGerald Wangenge-Ouma, Agnes Lutomiah and Patrício LangaFunctions of Science Granting Councils in Sub-Saharan AfricaJohann Mouton, Jacques Gaillard and Milandré van LillRoles of National Councils and Commissions in African Higher Education GovernanceTracy BaileyUniversity Engagement as Interconnectedness: Indicators and insightsFrançois van SchalkwykStudent Engagement and Citizenship Competences in African UniversitiesThierry M Luescher-Mamashela, Vincent Ssembatya, Edwina Brooks, Randall S Lange, Taabo Mugume and Samantha RichmondManaging Contradictory Functions and Related Policy IssuesNico Cloete, Peter Maassen, Ian Bunting, Tracy Bailey, Gerald Wangenge-Ouma and François van SchalkwykAbout the authorsList of contributors
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=520  \\$aCurrently, Africa has more than half of the 20 fastest-growing economies in the world, which has contributed to what has been called the era of ‘Africa Rising’ or a ‘New Africa’. In order to further strengthen socio-economic development, African universities need to improve their ability to produce and apply knowledge in effective and relevant ways. In OECD countries there are several public and private sites for knowledge production, but in Africa the university is the only knowledge institution, and hardly any knowledge is produced outside of the university.However, the performance of African universities in knowledge production has not been impressive. It has generally been acknowledged by agencies such as the African Observatory for Science, Technology and Innovation and the World Bank, as well as leading development scholars, that African universities are lagging behind the rest of the world in their knowledge production function. There has been only weak empirical evidence on the actual performance of universities, with virtually no cross-institutional and cross-country comparative research on the factors that are responsible for the poor performance of universities in knowledge production across the continent.The crossroads African universities are facing consist of, on the one hand, a familiar path of relative decoupling between the university and its nation’s socio-economic development and, on the other hand, a path that requires far-reaching changes that could make it possible for the African university to connect much more productively to the main actors in emerging national (and in some cases regional) development and innovation networks. For the latter path to become accessible, these universities and their national authorities need research-rooted information.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aCloete, Nico,$eeditor.
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=700  1\$aBailey, Tracy,$eeditor.$0(orcid)000000022984814X$1https://orcid.org/0000-0002-2984-814X
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=100  1\$aMbokani, Jacques B,$eauthor.$0(orcid)0000000259487760$1https://orcid.org/0000-0002-5948-7760
=245  10$aLa Jurisprudence Congolaise en Matière de Crimes de Droit International :$bUne Analyse des Décisions des Juridictions Militaires Congolaises en Application du Statut de Rome /$cJacques B Mbokani.
=264  \1$aCape Town :$bAfrican Minds,$c2017.
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=505  0\$aListe des abréviations et sigles, Liste chronologique des affaires étudiées, RemerciementsI. Introduction généraleII. Cadre juridique : combler les lacunes du droit interneA. Les textes juridiques internationauxB. Les textes juridiques nationauxIII. Pertinence des qualifications juridiques : quelle place pour les exigences contextuelles?A. GénocideB. Crimes contre l’humanitéC. Crimes de guerreD. ConclusionIV. Formes de responsabilité pénale : le défi de l’individualisation des crimes de masseA. Observations préliminairesB. La responsabilité directe tirée de l’article 25 du statut de RomeC. La responsabilité du supérieur hiérarchique fondée sur l’article 28 du statut de RomeD. Principales tendancesV. La fixation de la peine par les juridictions militaires congolaises : une sévérité excessive?A. Rejet de la peine de mortB. Les circonstances atténuantesC. Les circonstances aggravantesD. L’exécution des peines : reflet d’une justice de façade?VI. Le respect du droit au procès équitable : combattre le monstre sans le devenirA. Le volet pénal du droit à un procès équitableB. La phase pré-juridictionnelleC. La phase juridictionnelleD. L’après-procèsE. ConclusionVII. Les victimes dans la répression des crimes en RDC : être ou ne pas êtreA. La victime dans le droit congolaisB. Les droits procéduraux des victimes devant les juridictions militaires congolaisesC. Le défi des réparations en faveur des victimes en RDCD. ConclusionVIII. Observations finales
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aEn 2004, un tribunal de Mbandaka, dans la province congolaise de l’Equateur, a décidé que le statut de la Cour pénale internationale (CPI) répondait mieux que le code militaire congolais au cas qui lui était soumis. Cette décision a déclenché une avalanche d’autres décisions dans lesquelles, au cours des dix dernières années, les juges militaires à travers le pays ont systématiquement et délibérément écarté le code pénal militaire congolais auquel ils ont préféré les dispositions du Statut de Rome. L’importante jurisprudence née de ce mouvement compte parmi les expériences les plus innovantes d’application du statut de la CPI aux poursuites nationales des crimes graves.Dans quelle mesure la jurisprudence congolaise s’aligne-t-elle sur celle des tribunaux pénaux internationaux, et tout particulièrement, sur celle de la Cour pénale internationale (CPI) dont les juridictions congolaises ont directement appliqué le Statut ? Dans quelle mesure la répression des crimes graves par les tribunaux congolais respecte-t-elle les normes relatives au procès équitable des personnes accusées? Plus particulièrement, quelle est la place des victimes dans cette répression?C’est à ces questions que cette étude tente de répondre à partir de l’analyse critique d’une trentaine de décisions par lesquelles les juges congolais ont fait application directe du statut de Rome aux cas de crimes de guerre et de crimes contre l’humanité qui leur étaient déférés.
=538  \\$aMode of access: World Wide Web.
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=245  00$aLeadership and Legitimacy :$b2007 Transformation Audit /$cedited by Susan Brown.
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=505  0\$aList of tables and figuresContributorsPrefaceCharles Villa-VicencioIntroductionSusan BrownCHAPTER 1 Economics and governanceScorecard: Economic performanceAnalysisThe democracy paradoxRalph MathekgaResearchElements of trustJan HofmeyrCHAPTER 2 Employment and redressScorecard: Labour market performanceReasearchWhat are the prospects for SETAs?Carmel MarockViewpointQualifications system and educational transformationA SAQA perspectiveBriefingEmployment equityClaudia PhiriBriefingProvincial institutional health indicators
=506  0\$aOpen Access$fUnrestricted online access$2star
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aBrown, Susan,$eeditor.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aPillay, Pundy,$eauthor.$0(orcid)0000000233378152$1https://orcid.org/0000-0002-3337-8152
=245  10$aLinking Higher Education & Economic Development :$bImplications For Africa From Three Successful Systems /$cPundy Pillay.
=264  \1$aCape Town :$bAfrican Minds,$c2012.
=264  \4$c©2012
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=505  0\$aContentsList of tables and boxesList of acronyms and abbreviationsPreambleAcknowledgementsCHAPTER 1: SYNTHESISIntroductionSynthesis of the Finland case studySynthesis of the South Korea case studySynthesis of the North Carolina case studyThe role of higher education in economic developmentCommon threads and differencesSome possible implications for African countriesCHAPTER 2: FINLANDEducation and the economyThe higher education systemResearch and developmentThe regional role of higher educationHigher education and the innovation systemHigher education–industry linkagesHigher education and qualityHigher education–labour market linkagesFinancing higher educationRecent changes in the Finnish systemConcluding observations and implications for African countriesCHAPTER 3: NORTH CAROLINAThe higher education systemThe North Carolina Community College SystemUniversity–industry linkages: The case of NCSUIdentifying future challenges in higher education: The UNC Tomorrow CommissionConcluding observations and implications for African countriesCHAPTER 4: SOUTH KOREASouth Korean economic developmentEducation and economic developmentEducation financingThe higher education systemHigher education challengesUniversity–industry linkagesConcluding observations and implications for African countriesReferencesAppendix 1: List of intervieweesAppendix 2: Recommendations of the UNC Tomorrow Commission
=506  0\$aOpen Access$fUnrestricted online access$2star
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aWalker, Melanie,$eauthor.$uUniversity of the Free State.$0(orcid)0000000278596380$1https://orcid.org/0000-0002-7859-6380
=245  10$aLow-Income Students, Human Development and Higher Education in South Africa :$bOpportunities, Obstacles and Outcomes /$c.
=264  \1$aCape Town :$bAfrican Minds,$c2022.
=264  \4$c©2022
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=505  0\$aCHAPTER 1Raising ‘learning outcomes’ for inclusive higher education: The Miratho ProjectCHAPTER 2Capabilities and functionings: Reconceptualising learning outcomesCHAPTER 3A challenging context and intersectional conversion factorsCHAPTER 4The Miratho Capabilitarian Matrix: Evaluating individual achievements and institutional arrangementsCHAPTER 5Opportunities and obstacles in achieving higher education accessCHAPTER 6Possibilities for student transformation through capability-enhancing university participationCHAPTER 7Pathways for moving on from universityCHAPTER 8Five students’ life histories: Conversion factors, functionings and inequalityCHAPTER 9Access, participation and moving on for low-income youth
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThis book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen’s capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of ‘inclusive learning outcomes’ to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-cognitive outcomes for students from low-income backgrounds whose experiences are strongly shaped by hardship.Based on capability theorising and student voices, the book proposes for policy and practice a set of contextual higher education capability domains and corresponding functionings orientated to more justice and more equality for each person to have the opportunities to be and to do what they have reason to value. The book concludes that sufficient material resources are necessary to get into university and flourish while there; the benefits of a university education should be rich and multi-dimensional so that they can result in functionings in all areas of life as well as work and future study; the inequalities and exclusion of the labour market and pathways to further study must be addressed by wider economic and social policies for ‘inclusive learning outcomes’ to be meaningful; and that universities ought to be doing more to enable black working-class students to participate and succeed.Low-Income Students, Human Development and Higher Education in South Africa makes an original contribution to capabilitarian scholarship: conceptually in theorising a South-based multi-dimensional student well-being higher education matrix and a rich reconceptualisation of learning outcomes, as well as empirically by conducting rigorous, longitudinal in-depth mixed-methods research on students’ lives and experiences in higher education in South Africa. The audience for the book includes higher education researchers, international capabilitarian scholars, practitioners and policy-makers.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=653  \\$aeducation
=653  \\$ahigher education
=700  1\$aMcLean, Monica,$eauthor.$uUniversity of Nottingham.$0(orcid)0000000303904665$1https://orcid.org/0000-0003-0390-4665
=700  1\$aMathebula, Mikateko,$eauthor.$uUniversity of the Free State.$0(orcid)0000000156779293$1https://orcid.org/0000-0001-5677-9293
=700  1\$aMukwambo, Patience,$eauthor.$uUniversity of Zimbabwe.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aBranco de Lima, Paula Sophia,$eauthor.
=245  10$aMoçambique Como Lugar de Interrogação :$bA Modernidade em Elísio Macamo e Severino Ngoenha /$cPaula Sophia Branco de Lima.
=264  \1$aCape Town :$bAfrican Minds,$c2016.
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=505  0\$aAgradecimentosPrefácio1 Introdução2 De “objectos” a “sujeitos” do conhecimento3 Moçambique como lugar de fala4 Interrogando a modernidade5 Considerações finaisBibliografia
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aMoçambique como lugar de interrogação: a modernidade em Elísio Macamo e Severino Ngoenha é uma tentativa de procurar respostas para algumas questões que se apresentam quando pensamos dentro do escopo da ciência moderna a partir das periferias globais. Como fazer ciência sociais ignorando a historicidade destas disciplinas e os sentidos que incorporaram desde o seu surgimento e ao longo do processo de exploração colonial? O livro não pretende negar a possibilidade de desenvolvermos ciência de forma crítica a partir dos nossos lugares de fala ou tampouco negar a importância desta produção em nossos contextos. Pelo contrário, nos desafia a refletir sobre caminhos para esse pensar crítico e assume que do nosso lugar de fala, é fulcral que comecemos por interrogar alguns pressuspostos. Por isso, o nosso lugar é um excelente lugar para levantar velhos e novos questionamentos. O conceito de modernidade é exemplar para o tensionamento destas questões, porque traz à tona a dicotomia que historicamente separou colonizadores e colonizados, que é a dicotomia civilizado-selvagem, moderno-tradicional. Por detrás dele está a negociação da nossa igualdade. Refletí-lo, por isso, é uma forma de desconstruir roupagens que nunca nos couberam. O passeio através das obras de Elísio Macamo e Severino Ngoenha, autores de grande importância no pensamento social moçambicano, é uma forma de buscar algumas respostas para estas questões.A perspicácia e fecundidade com as quais os autores se debruçam sobre a complexa relação que o continente africano estabelece com a modernidade é uma bela porta de entrada para refletirmos sobre o nosso lugar numa rede mais ampla de produção de conhecimento. Moçambique como lugar de interrogação: a modernidade em Elísio Macamo e Severino Ngoenha não é de forma alguma conclusivo, é uma busca. Mergulhar no pensamento destes autores é um convite para pensarmos nossos horizontes.
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=505  0\$aAcknowledgements0 Three Provocations and a Tweet by Tana Joseph1 N//N; D//D by Maneo Mohale2 Extragalactic Interruption by Yolanda Mbelle3 Lost and Found by Alicia English4 The Dark Heart of Everything by Wamuwi Mbao5 Exchanges Unwritten and Unknown by Eduardo Cachucho6 Three Poems by Mathapelo Mofokeng7 Sky Counsel by memory’s daughter8 UMakhwezana by Peggy Tunyiswa9 Four Poems by Melissa Sussens10 Planisphærium Coeleste by Skye Ayla Mallac11 Look Up! Don’t Look Up! by Mehita Iqani12 Forethought of Grief by Sarah Uheida13 The Supernova Formula by Mzwakhe Xulu14 Africatown by Shamin Chibba15 As Above, So Below: Outroductory Reflections on FicSciby Wamuwi Mbao and Mehita IqaniBiographies
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=700  1\$aIqani, Mehita,$eeditor.$0(orcid)0000000197468766$1https://orcid.org/0000-0001-9746-8766
=700  1\$aMbao, Wamuwi,$eeditor.$0(orcid)0000000240267872$1https://orcid.org/0000-0002-4026-7872
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=245  00$aNorth-South Knowledge Networks :$bTowards Equitable Collaboration Between Academics, Donors and Universities /$cedited by Tor Halvorsen, Jorun Nossum.
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=505  0\$aPreface1. The role and impact of funding agencies on higher education and research for development - Göran Hydén2. ‘The first philosophers were astronomers’: Curiosity and innovation in higher education policy - John Higgins3. Research training, international collaboration, and the agencies of Ugandan scientists in Uganda - Eren Zink4. The status of research at three Ugandan universities - ABK Kasozi5. Undoing the effects of neoliberal reform: The experience of Uganda’s Makerere Institute of Social Research - Mahmood Mamdani6. South-North collaboration and service enhancements at Makerere and Bergen University libraries - Maria GN Musoke & Ane Landøy7. North-South research collaborations and their impact on capacity building: A Southern perspective - Johnson Muchunguzi Ishengoma8. Death on campus: Is academic freedom possible for students and academics at the University of Malawi? - Joe Mlenga9. The crisis of higher education in Sudan with special reference to the University of Khartoum, 1956-2014 - Fadwa Taha & Anders Bjørkelo10. Knowledge generation through joint research: What can North and South learn from each other? - Ishtiaq Jamil & Sk Tawfique M Haque11. Into the great wide open: Trends and tendencies in university collaboration for development - Jorun Nossum12. International co-operation and the democratisation of knowledge - Tor Halvorsen
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aIn this collection, a mix of renowned academics and newer voices reflect on some of the realities of international research partnerships. They both question and highlight the agency of academics, donors and research institutions in the geopolitics of knowledge and power. The contributors offer fresh insights on institutional transformation, the setting of research agendas, and access to research funding, while highlighting the dilemmas researchers face when their institutions are vulnerable to state and donor influence.Offering a range of perspectives on why academics should collaborate and what for, this book will be useful to anyone interested in how scholars are adapting to the realities of international networking and how research institutions are finding innovative ways to make North–South partnerships and collaborations increasingly fair, sustainable and mutually beneficial.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aHalvorsen, Tor,$eeditor.
=700  1\$aNossum, Jorun,$eeditor.
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=245  00$aOn Becoming a Scholar :$bWhat Every New Academic Needs to Know /$cedited by Jonathan D Jansen, Daniel Visser.
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=505  0\$aSECTION I: INTRODUCTION1 The New Scholar’s Journey – Daniel Visser and Jonathan JansenSECTION II: BECOMING AN ACADEMIC RESEARCHER2 “Now Do Research”: Getting Started as a Novice Researcher – Lyn Holness3 Publishing High-Impact Research – Stella Nkom4 Writing Your First Scholarly Book – Jaqueline du Toit and Neil Roos5 Leveraging the Research Office – Gaëlle Ramon6 Navigating Research Ethics – Lyn Horn7 Soft Money and the Early-Career Scholar – Valerie MizrahiSECTION III: BECOMING A UNIVERSITY TEACHER8 What Does Scholarly Teaching Look Like? – Jonathan JansenSECTION IV: BECOMING ACADEMICALLY CONNECTED9 Research Networks – Daya Reddy10 Knowledge Networks – Jess Auerbach11 Academic Duty – Jonathan JansenSECTION V: BECOMING AN EDITOR12 Editing a Scholarly Journal – Michael Cherry13 Editing a Scholarly Book – Jonathan JansenSECTION VI: BECOMING GOOD AT GAUGING YOUR PERFORMANCE14 How to Manage and Monitor Your Performance Metrics – Lucia Schoombee15 When and How to Submit Your First NRF Rating Application – Brenda Wingfield16 Applying for Promotion – Daniel VisserSECTION VII: BECOMING AN ACADEMIC LEADER17 The Wisdom of Practice: An Intergenerational Conversation – Tebello Nyokong and Siphokazi Magadla18 An Unexpected Duty: Academic Leadership as a Young Head of Department – Philippa Tumubweinee19 Mentoring and Coaching – Ahmed Wadee and Moyra Keane20 Supervision and Mentorship as Building Blocks for an Academic Career – Chika SehooleSECTION VIII: FINDING BALANCE21 Academic Well-being – Mothomang Diaho and Chantelle Wyley22 Balancing Academic Work and Home Life – Nthabaleng Rammile23 The Mom Penalty Cyrill Walters
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=700  1\$aJensen, Jonathan,$eeditor.$uStellenbosch University.$0(orcid)0000000286145678$1https://orcid.org/0000-0002-8614-5678
=700  1\$aVisser, Daniel,$eeditor.
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=245  00$aOne World, Many Knowledges :$bRegional Experiences and Cross-regional Links in Higher Education /$cedited by Tor Halvorsen, Peter Vale.
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=505  0\$aAcronyms and abbreviationsIntroduction: why this book, and what it’s about Tor Halvorsen and Peter ValePart I: Background1 The Southern African–Nordic Centre: from conception to realisation Stanley GM Ridge2 Drivers and challenges in the internationalisation of higher education and research: the case of the Southern African– Nordic Centre Anne SørensenPart II: Dilemmas of Change3 Changes in higher education policy and the Nordic model Risto Rinne4 University transformation: a crisis for the social sciences and the humanities Tor Halvorsen5  Redressing apartheid’s legacy of social exclusion: social equity, redress and admission to higher education in South Africa Saleem BadatPart III: Inclusion and Exclusion6 The struggle, global challenges and international strategies in the University of Fort Hare’s music department Bernhard Bleibinger7  The migration of African students to South Africa: motivations, integration and prospects for return Gabriel Tati8 The experiences of Deaf students at a South African university Lucas Magongwa9 Tradition and modernity: the inclusion and exclusion of traditional voices and other actors in archaeological heritage management in Mozambique and Zimbabwe Albino Jopela, Ancila Nhamo and Seke Katsamudanga10 Steering from a distance: improving access to higher education in South Africa via the funding formula Pieter le Roux and Mignonne BreierPart IV: Critical Perspectives11 Cultural heritage and social context: research and management in Mozambique Anne Bang and Tore Sætersdal12 Academic co-operation in a bipolar world: where does SANORD fit in? Tor Halvorsen13 Whatever happened to imagination? Peter ValeAbout the contributors
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aVarious forms of academic co-operation criss-cross the modern university system in a bewildering number of ways, from the open exchange of ideas and knowledge, to the sharing of research results, and frank discussions about research challenges. Embedded in these scholarly networks is the question of whether a global template for the management of both higher education and national research organisations is necessary, and if so, must institutions slavishly follow the high-flown language of the global knowledge society or risk falling behind in the ubiquitous university ranking system? Or are there alternatives that can achieve a better, more ethically inclined, world? Basing their observations on their own experiences, an interesting mix of seasoned scholars and new voices from southern Africa and the Nordic region offer critical perspectives on issues of inter- and cross-regional academic co-operation. Several of the chapters also touch on the evolution of the higher education sector in the two regions. An absorbing and intelligent study, this book will be invaluable for anyone interested in the strategies scholars are using to adapt to the interconnectedness of the modern world. It offers fresh insights into how academics are attempting to protect the spaces in which they can freely and openly debate the challenges they face, while aiming to transform higher education, and foster scholarly collaboration. The Southern African-Nordic Centre (SANORD) is a partnership of higher education institutions from Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. SANORDs primary aim is to promote multilateral research co-operation on matters of importance to the development of both regions. Our activities are based on the values of democracy, equity, and mutually beneficial academic engagement.
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=700  1\$aHalvorsen, Tor,$eeditor.
=700  1\$aVale, Peter,$eeditor.$0(orcid)0000000308059325$1https://orcid.org/0000-0003-0805-9325
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=100  1\$aVerhulst, Stefaan,$eauthor.$0(orcid)0000000165666071$1https://orcid.org/0000-0001-6566-6071
=245  10$aOpen Data in Developing Economies :$bToward Building an Evidence Base on What Works and How /$cStefaan Verhulst, Andrew Young.
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=505  0\$aAcknowledgementsList of AbbreviationsChapter 1 IntroductionPART I: OPEN DATA FOR DEVELOPMENTChapter 2 The Relevance of Open Data for Developing EconomiesChapter 3 The Impact of Open Data on Developing EconomiesChapter 4 The Impact of Open Data in Developing Economies across SectorsPART II: CASE STUDIESOpen Data’s Impact on Improving GovernmentChapter 5 Burundi’s Open RBFChapter 6 India’s ESMIChapter 7 Open Development CambodiaChapter 8 Uganda’s iParticipateOpen Data’s Impact on Empowering CitizensChapter 9 GotToVote! KenyaChapter 10 Tanzania’s Open Education DashboardsChapter 11 South Africa’s Medicine Price RegistryOpen Data’s Impact on Creating OpportunityChapter 12 Aclímate ColombiaChapter 13 Ghana’s EsokoChapter 14 Jamaica’s Interactive Community MappingOpen Data’s Impact on Solving Public ProblemsChapter 15 Nepal Earthquake RecoveryChapter 16 Paraguay’s Dengue PredictionPART III: CONCLUSIONChapter 17 Leveraging Open Data as a New Asset for DevelopmentAppendix A: Input Received
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aYoung, Andrew,$eauthor.
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=245  00$aOpen Learning as a Means of Advancing Social Justice :$bCases in Post-School Education and Training in South Africa /$c.
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=505  0\$a1. Recognition of prior learning as a form of open learning in post-school education and training in South Africa: A social justice perspective | Susan Gredley & Cheryl Ann Hodgkinson-Williams2. Opening learning to students in a South African university through innovative institutional fundraising initiatives: A social justice view | Susan Gredley & Janice McMillan3. Using a social justice lens to explore the possibilities and limitations of flexible learning provision in a South African TVET college | Gertrude van Wyk, Cheng-Wen Huang & Cheryl Ann Hodgkinson-Williams4. Blended learning as a means of opening up learning at Northlink TVET College in South Africa: A social justice perspective |  Mukhtar Raban & Tabisa Mayisela5. Online learning at the Durban University of Technology during the COVID-19 pandemic: Insights on openness and parity of participation | Sinethemba Zungu & Sukaina Walji6. Exploring the possibilities and constraints of online assessment to advance open learning in a South African TVET college: A social justice perspective | Cheng-Wen Huang & Tabisa Mayisela7. Exploring how student support services address economic, cultural and political injustices: Insights from Elangeni TVET College, South Africa | Sinethemba Zungu & Cheryl Ann Hodgkinson-Williams8. Staff insights on opening up learning to students with disabilities at Motheo TVET College, South Africa: A social justice perspective |Gertrude van Wyk & Cheryl Ann Hodgkinson-Williams9. Insights on OER adoption models to inform ways of opening up learning materials to address economic, cultural and political injustices in South African education | Anelisa Dabula, Glenda Cox & Cheryl Ann Hodgkinson-Williams10. Advancing social justice through small grants for the development of open educational resources at the University of Cape Town and the Cape Peninsula University of Technology |  Mahlatse Maake-Malatji & Glenda Cox11. “Understanding the TVET game”: A case study on maximising available opportunities for open educational practices within the broader TVET field | Sara Black12. Enabling open learning and participatory parity through increased e-learning: The case of leadership at Gert Sibande TVET College, South Africa | Mukhtar Raban & Tabisa Mayisela13. Access, quality and success: Working towards social justice through open initiatives at the University of the Free State | Thasmai Dhurumraj & Shanali C. Govender14. “Who do you think they are?” Troubling how mental conceptions of TVET lecturers shape lecturer support interventions: The case of the Lecturer Support System in South Africa | Sara Black15. Opening up TVET lecturer professional learning and development through work integrated learning in South Africa: A social justice perspective | Shanali C. Govender & Thasmai Dhurumraj16. The potential for microcredentials as a form of open learning to contribute to a social justice agenda in South African higher education | Barbara Jones
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=700  1\$aMayisela, Tabisa,$eeditor.$0(orcid)0000000341821983$1https://orcid.org/0000-0003-4182-1983
=700  1\$aGovender, Shanali,$eeditor.
=700  1\$aHodgkinson-Williams, Cheryl Ann,$eeditor.$0(orcid)0000000327948638$1https://orcid.org/0000-0003-2794-8638
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=245  00$aOrganes de gestion des élections en Afrique de l’ouest :$bUne étude comparative de la contribution des commissions électorales au renforcement de la démocratie /$cedited by Ismaila Fall, Mathias Hounkpe, Adele Jinadu, Pascal Kambale.
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=505  0\$aPréface | Méthodologie et remerciements1 Aperçu général : Contribution des organes de gestion des élections à l’organisation d’élections crédibles en Afrique de l’Ouest – Pascal Kambale2 Bénin – Mathias Hounkpe3 Le Cap-Vert – Ismaila Madior Fall4 Ghana – Mathias Hounkpe5 Nigéria – Adele Jinadu6 Sénégal – Ismaila Madior Fall7 Sierra Leone – Adele Jinadu
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=700  1\$aKambale, Pascal,$eeditor.
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=505  0\$aForeword by Jonathan D JansenAcknowledgementsFrequently used abbreviations and acronymsChapter 1: And so, I choose to (re)write Chapter 2: Autoethnography: A counter-narrative of experiencesChapter 3: Race as disqualifying disfigurementChapter 4: Parents (not) for ChangeChapter 5: Lost in diversityChapter 6: (Dis)embodied intersectionalityChapter 7: Patriarchy as religionChapter 8: Postscript: Through the doorwayReferencesIndexAbout the author
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=245  00$aPerspectives on Students Affairs /$cedited by McGlory Speckman, Martin Mandew; foreword by Ahmed Bawa.
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=505  0\$aForewordPrefaceBiographical notesIntroductionPART 1: An Overview of Issues and ChallengesKey challenges facing student affairs: An international perspective Birgit SchreiberAn overview of critical issues in the student affairs profession: A South African perspective Llewellyn MacMasterPART 2: Access, Support and SuccessAcademic student affairs: Bridging the gap for student development and success Martin MandewStudent success as the number one affair in student affairs: A structural inequality outlook Matete MadibaBack to basics: Selected views on factors that prevent access in higher education Lullu Tshiwula and Ncedikaya MagopeniPART 3: Holistic SupportThe ethical challenges of a student counselling professional: When does discretion become permissible? Hanlé KirkcaldyThe place of social work as a support service for tertiary students Zethu MkhizeTowards an asset-based model: A critical reflection on student material support with special reference to clienthood/citizenship tension McGlory SpeckmanBibliography
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=100  1\$aVan Möllendorff, Malve von Möllendorff,$eauthor.$uUniversity of Oldenburg.$0(orcid)0000000198332991$1https://orcid.org/0000-0001-9833-2991
=245  10$aPositioning Diversity in Kenyan Schools :$bTeaching in the Face of Inequality and Discrimination /$c.
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=505  0\$aList of tables and figuresAcknowledgements1 Introduction2 Diversity in Education3 Education and Diversity in Kenya4 Diversity Experiences and Interpretations: Biographical Perspectives5 Diversity Experiences and Practices as Professional Teachers6 A Grounded Theory of Diversity in Kenyan School Contexts7 Final thoughts and prospectsNotesReferences
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=505  0\$aContentsAcronymsForewordIntroduction1 Country Facts2 Media Legislation and Regulation3 The Broadcasting Landscape4 Digitalisation and its Impact5 Broadcasting Legislation and Regulation6 Overview of the State Broadcasters7 Funding of the State Broadcasters8 Programming9 Broadcasting Reform Efforts10 Overall Conclusions and Recommendations
=506  0\$aOpen Access$fUnrestricted online access$2star
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=100  1\$aLugalambi, George,$eauthor.
=245  10$aPublic Broadcasting in Africa Series :$bUganda /$cGeorge Lugalambi.
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=505  0\$aAcronymsForewordIntroduction1 Country Facts1 Government and political structures2 Socio-economic indicators3 Ethnic composition and languages4 Religion5 Main challenges6 Media and communication landscape7 Brief history of broadcasting2 Media Legislation and Regulation1 International, continental and regional standards2 The Constitution3 General media laws and regulations4 Other laws with an impact on media and freedom of expression5 Jurisprudence6 Conclusions and recommendations3 The Broadcasting Landscape1 The Uganda Broadcasting Corporation2 Commercial/private broadcasters3 Community and other forms of broadcasting4 Accessibility of services and technical standards5 Concentration of media ownership6 Conclusions and recommendations4 Digitalisation and its Impact1 Background2 Preparedness for switch-over to digital within government and industry3 Preparedness for switch-over to digitalisation on the part of consumers4 Convergence5 Increased competition6 Conclusions and recommendation5 Broadcasting Legislation and Regulation1 Regulatory mechanisms2 Broadcasting policy3 Licensing of broadcasters and enforcement of licence conditions4 Complaints and conflict resolution systems5 Conclusions and recommendations6 The Uganda Broadcasting Corporation1 Legislation2 UBC profile3 Organisational structures4 Attitudes towards public broadcasting within UBC5 Attitudes from outside UBC6 Conclusions and recommendations7 Funding of the Uganda Broadcasting Corporation1 Main sources of funding2 Spending3 Conclusions and recommendations8 Programming1 Programme formats2 Programme/editorial policies and guidelines3 Programme schedules4 News and current affairs programmes5 The talk show phenomenon6 Feedback and complaints procedures at UBC7 Conclusions and recommendations9 Broadcasting Reform Efforts1 Previous reform efforts2 Current reform efforts3 Conclusions and recommendations10 Recommendations1 Media legislation/regulation in general2 Broadcasting landscape3 Digitalisation4 Broadcasting legislation and regulation5 UBC legislation, mandate and operations6 UBC funding7 Programming8 Broadcast reform efforts
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aUganda's broadcast media landscape has witnessed tremendous growth in recent years. While the public broadcaster remains the dominant national player - in terms of reach - in both radio and television, commercial broadcasters have introduced a substantial level of diversity in the industry. Public broadcasting faces serious competition from the numerous private and independent broadcasters, especially in and around the capital Kampala and major urban centres. In fact, the private/commercial sector clearly dominates the industry in most respects, notably productivity and profitability. The public broadcaster, which enjoys wider geographical coverage, faces the challenge of trying to fulfill a broad mandate with little funding. This makes it difficult for UBC to compete with the more nimble operators in the commercial/private sector. Overall, there appears to be a healthy degree of pluralism and diversity in terms of ownership.
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=100  1\$aChiumbu, Sarah,$eauthor.$0(orcid)0000000193498204$1https://orcid.org/0000-0001-9349-8204
=245  10$aPublic Broadcasting in Africa Series :$bZimbabwe /$cSarah Chiumbu.
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=505  0\$aAcronymsForewordIntroduction1 Country Facts2 Media Legislation and Regulation3 The Broadcasting Landscape4 Digitalisation and its Impact5 Broadcasting Legislation and Regulation6 The Zimbabwe Broadcasting Corporation7 Funding of the Zimbabwe Broadcasting Corporation8 Programming9 Broadcasting Reform Efforts 10 Recommendations
=506  0\$aOpen Access$fUnrestricted online access$2star
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=245  00$aReflections of South African Student Leaders :$b1994 to 2017 /$cedited by Thierry Luescher, Denyse Webbstock, Ntokozo Bhengu.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2020.
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=505  0\$aTables and figuresAbbreviations and acronymsAcknowledgementsPrefaceChapter 1 A quarter-century of student leadershipChapter 2 Muzi SikhakhaneChapter 3 Prishani NaidooChapter 4 Jerome SeptemberChapter 5 Kenny Mlungisi BafoChapter 6 David MaimelaChapter 7 Xolani ZumaChapter 8 Zukiswa MqolombaChapter 9 Kwenzokuhle MadlalaChapter 10 Lorne HallendorffChapter 11 Hlomela BucwaChapter 12 Vuyani Ceassario SokhabaChapter 13 Mpho KhatiChapter 14 Continuities and discontinuities in student leadership: Has co-operative governance failed?About the editorsIndex
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=520  \\$aReflections of South African Student Leaders 1994-2017 brings together the reflections of twelve former SRC leaders from across the landscape of South African universities. Reviews of the previous volume, 1981-2014 suggested that it contributed significantly to a better understanding of the stringent demands of visionary and transformative leadership required by university leaders in the fastchanging and increasingly complex public higher education sector.This volume is based on comprehensive interviews with former student leaders, each of whom provided a personal account in their own words of their experience in the position of student leadership. The interviewees are from different backgrounds and of diverse political persuasions. The book is important for current and future leaders of higher education institutions as it provides insights into the thinking, aspirations, desires, fears and modus operandi of student leaders. Such insight can contribute to developing and implementing appropriate strategies for achieving meaningful and constructive engagement with current and future student leaders.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aLuescher, Thierry,$eeditor.$0(orcid)0000000266750512$1https://orcid.org/0000-0002-6675-0512
=700  1\$aWebbstock, Denyse,$eeditor.
=700  1\$aBhengu, Ntokozo,$eeditor.$0(orcid)0000000318310544$1https://orcid.org/0000-0003-1831-0544
=710  2\$aAfrican Minds,$epublisher.
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=245  00$aReflections of South African University Leaders :$b1981 to 2014 /$cedited by Council on Higher Education.
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=505  0\$aAbbreviations and acronymsForewordNasima BadshaIntroductionJohan MullerChapter 1 The challenges of politics and collegial relationsStuart SaundersChapter 2 Helping to lead a university: A job not what it seemsWieland GeversChapter 3 Lessons for leadership in higher educationBrenda M. GourleyChapter 4 Values and people: Backbone of the academic institutionBrian FigajiChapter 5 Two tales of quality and equalityChris BrinkChapter 6 Academic leadership during institutional restructuringRolf StumpfChapter 7 Leadership challenges for research-intensive universitiesLoyiso NongxaChapter 8 Gender and transformation in higher educationLineo Vuyisa Mazwi-Tanga
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aMuch has been written about the ever-growing demands on university leadership worldwide in the face of increasingly complex changes and challenges from within the academy and beyond. However, as we are reminded by Johan Muller in the Introduction to this book, “there are particular features of time and place that also throw up unique problems”. It is precisely ‘time and place’ that make this set of reflections by university leaders quite remarkable and distinguishes it from the many biographies to be found in the literature on higher education leadership. … In the main, this collection spans two decades, the 1990s and 2000s, of unprecedented levels of change in South African higher education. Leaders in universities, as well as those responsible for higher education policy in the government and associated statutory bodies, had no neat script to work off, nor ‘manuals’ or prescripts of ‘good’ leadership or practice. Instead, there was palpable excitement about collectively imagining and nurturing a new post-apartheid higher education system, which would contribute to the social and economic development needs of the country, the deepening of democracy and which would also be globally relevant.Most reflections touch on the coalface of leadership, which is the face-to-face interactional dimension, dealing with staff, with students, with council chairs. What comes through clearly, is the importance of what are sometimes called ‘people skills’. In these accounts this is not simply presented as a human relations aptitude, for a number of reasons, first of which is the special nature of universities and their occupants. More than one points out the special challenge of managing the talented people that are academics, and their inbuilt distaste for bureaucracy, their reluctance to be managed or told what to do. The message here is consistently one of needing to be completely open with academics, the importance of maintaining the distinction between ‘collegial’ and ‘executive’ management (avoiding ‘managerialism’), and the critical importance of winning and holding their trust.
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=700  0\$aCouncil on Higher Education,$eeditor.
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=505  0\$aPreface – Goran Therborn1 Introduction – Simon Bekker, Sylvia Croese and Edgar Pieterse Part I The national in urban AfricaIntroduction to Part I – Simon Bekker2 National projects in a postcolonial capital city: The example of Yaounde – Jean-Pierre Togolo3 Lip service: How voices from informal settlements were sidelined during the first decade of local democracy in South Africa – Liela Groenewald4 Centralised urban governance in the Greater Cairo City Region: A critical understanding of key challenges and responses – Amr Abdelaal, Hajer Awatta, Omar Nagati, Salwa Salman and Marwa Shykhon5 Traditional chiefs and traditional authority in Kinshasa – Philippe Ibaka SanguPart II The popular in urban AfricaIntroduction to Part II – Sylvia Croese6 Local government as the stage for resistance: Strategies and tactics of opposing mega projects in Gauteng – Margot Rubin7 Popular protests and the limits of civil society in the struggle for democracy in Zimbabwe, 2011 to 2016 – Ngonidzashe Marongwe8 ‘We will be back to the street!’: Protest and the ‘empires’ of water in Nairobi – Wangui KimariPart III The global in urban AfricaIntroduction to Part III – Edgar Pieterse9 Africa’s new Dubai? Intersections between the global and the local in the redevelopment of the Bay of Luanda, Angola – Sylvia Croese10 Urban governance and smart future cities in Nigeria: Lagos flagship projects as springboard? – Muyiwa Elijah Agunbiade, Oluwafemi Olajide and Hakeem Bishi11 The governance of Addis Ababa Light Rail Transit – Meseret Kassahun12 Conclusion: African cities in the world of today and tomorrow – Goran Therborn and Alan MabinList of contributorsIndex
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aCase studies of metropolitan cities in nine African countries from Egypt in the north to three in West and Central Africa, two in East Africa and three in Southern Africa make up the empirical foundation of this publication. The interrelated themes addressed in these chapters the national influence on urban development, the popular dynamics that shape urban development and the global currents on urban development make up its framework. All authors and editors are African, as is the publisher. The only exception is Göran Therborn whose recent book, Cities of Power, served as motivation for this volume. Accordingly, the issue common to all case studies is the often conflictual powers that are exercised by national, global and popular forces in the development of these African cities. Rather than locating the case studies in an exclusively African historical context, the focus is on the trajectories of the postcolonial city (with the important exception of Addis Ababa with a non-colonial history that has granted it a special place in African consciousness). These trajectories enable comparisons with those of postcolonial cities on other continents. This, in turn, highlights the fact that Africa today, the least urbanised continent on an increasingly urbanised globe is in the thick of processes of large-scale urban transformation, illustrated in diverse ways by the case studies that make up the foundation of this publication.
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=505  0\$a1. The Reframing Africa Audio-Visual Project | Cynthia Kros, Reece Auguiste and Pervaiz Khan2. Cinema, Imperial Conquest, Modernity | Reece Auguiste, Cynthia Kros and Pervaiz Khan3. Reflections on Ciné-archival Studies and the Dispositif in Africa | Aboubakar Sanogo4. Reframing Film Studies in Africa: Towards New Pedagogic Terrains | Saër Maty Bâ5. Movements of War: Film as Apparatus of Inscription and Transmission | Bettina Malcomess6. Reading Gestures in De Voortrekkers | Palesa Nomanzi Shongwe7. Reframing South African Cinema History | Keyan G. Tomaselli and Anna-Marie Jansen van Vuuren8. The Foxy Five: Woke Politics and Participatory Culture | Dylan Valley9. Cinemas of Dis/agreement: Contemporary Afrikaner Dramas | Emelia Steenekamp10. African Cinemas across African Borders: Bridging the Gap between North Africa and Africa South of the Sahara | A Conversation between Jihan El-Tahri and Pervaiz Khan11. African Moving Image at the Intersection of Cinema and Television | A Conversation between Palesa Nomanzi Shongwe, Dylan Valley and Pervaiz Khan12. A New Becoming: Towards an African Time-based Media Practice | Reece Auguiste13. Opening the Way for Further Readings and Reframings | Cynthia Kros, Reece Auguiste and Pervaiz Khan
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=245  10$aResearch Universities in Africa /$cNico Cloete, Ian Bunting, Francois van Schalkwyk.
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=505  0\$aAcronyms and abbreviationsAbout the authorsContributorsPrefacePART 1 TOWARDS RESEARCH UNIVERSITIES IN AFRICAChapter 1 From flagships to research universitiesChapter 2 The research performance of eight universities in AfricaPART 2 UNDERSTANDING THE RESEARCH UNIVERSITY IN AFRICAChapter 3 The role of the research universityChapter 4 Tensions between functions in the research universityChapter 5 Incentivising research performance at African universitiesChapter 6 Evidence-based planning and governanceChapter 7 Knowledge and networksPART 3 ACADEMIC CORE PROFILES OF EIGHT AFRICAN UNIVERSITIESChapter 8 Introduction to institutional profilesChapter 9 University of BotswanaChapter 10 University of Cape TownChapter 11 University of Dar es SalaamChapter 12 Eduardo Mondlane UniversityChapter 13 University of GhanaChapter 14 Makerere UniversityChapter 15 University of MauritiusChapter 16 University of NairobiPART 4 CONCLUSIONReferencesAppendix: Herana publications
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aFrom the early 2000s, a new discourse emerged, in Africa and the international donor community, that higher education was important for development in Africa. Within this zeitgeist of converging interests, a range of agencies agreed that a different, collaborative approach to linking higher education to development was necessary. This led to the establishment of the Higher Education Research and Advocacy Network in Africa (Herana) to concentrate on research and advocacy about the possible role and contribution of universities to development in Africa. This book is the final publication to emerge from the Herana project. The project has also published more than 100 articles, chapters, reports, manuals and datasets, and many presentations have been delivered to share insights gained from the work done by Herana. Given its prolific dissemination, it seems reasonable to ask whether this fourth and final publication will offer the reader anything new. This book is certainly different from previous publications in several respects. First, it is the only book to include an analysis of eight African universities based on the full 15 years of empirical data collected by the project. Second, previous books and reports were published mid-project. This book has benefited from an extended gestation period allowing the authors and contributors to reflect on the project without the distractions associated with managing and participating in a large-scale project. For the first time, some of those who have been involved in Herana since its inception have had the opportunity to at least make an attempt to see part of the wood for the trees. Different does not necessarily mean new. An emphasis on the newness of the data and perspectives presented in this book is important because it shows that it is more than a historical record of a donor-funded project. Rather, each chapter in this book brings, to a lesser or greater extent, something new to our understanding of universities, research and development in Africa.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aBunting, Ian,$eauthor.
=700  1\$avan Schalkwyk, Francois,$eauthor.$0(orcid)0000000210480429$1https://orcid.org/0000-0002-1048-0429
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=100  1\$aRansom, James,$eauthor.$0(orcid)0000000233775414$1https://orcid.org/0000-0002-3377-5414
=245  10$aRevisiting Africa’s Flagship Universities :$bLocal, National and International Dynamics /$cJames Ransom.
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=505  0\$aList of tables and figuresAcknowledgementsForewordPrologueChapter 1: IntroductionChapter 2: Universities, development and a neglected local roleChapter 3: The evolution of ten flagship universitiesChapter 4: Blurring and bridging of geographic scalesChapter 5: What determines engagement activity?Chapter 6: Understanding the modern flagship universityChapter 7: Final thoughts and future considerationsReferencesAbout the author
=506  0\$aOpen Access$fUnrestricted online access$2star
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=245  00$aRisk and Opportunity :$b2008 Transformation Audit /$cedited by Jan Hofmeyr.
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=505  0\$aList of tables and figuresContributorsPrefaceFanie du ToitIntroductionJan HofmeyrAcronyms and abbreviationsCHAPTER 1 Governance and the economyScorecard: Economic performanceResearch - Achievements, failures and lessons of the South African macroeconomic experience, 1994–2008Iraj AbedianReview - The global context of uncertainty: Risks and opportunities for South AfricaMills SokoCHAPTER 2 The labour marketScorecard: Labour market performanceReview - Recent developments in the South African labour marketIngrid Woolard and Chris WoolardBriefing - Demography and the labour market: Risks and opportunitiesJP LandmanAnalysis - The visible hand of development: Industrial policy and implications for job creationOupa Bodibe
=506  0\$aOpen Access$fUnrestricted online access$2star
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
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=700  1\$aHofmeyr, Jan,$eeditor.
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=100  1\$aJacobs, Liezille Jean,$eauthor.$0(orcid)0000000317542482$1https://orcid.org/0000-0003-1754-2482
=245  10$aRocklands :$bOn Becoming the First Generation of Black Psychologists in Post-Apartheid South Africa /$cLiezille Jean Jacobs.
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=504  \\$aProfessor Liezille J. Jacobs serves as the head of the Department of Psychology at Rhodes University, Makhanda, Eastern Cape,
South Africa. Additionally, she held a visiting scholar position at the Department of Psychiatry & Behavioral Science in the School of
Medicine at Stanford University. Prof. Jacobs has a doctoral degree in psychology from Stellenbosch University, and was a fellow of the
Future Professors Programme (cohort 2, 2021–2023). Her teaching interests encompass social psychology and critical health psychology, while her research focuses on addiction, the intersections of gender, class, race, identity, and sexuality, feminist epistemologies, and the evolving dynamics of social identities within the realm of cyberpsychology. She also investigates the complex relationship between humans and technology.
Over the past two decades, she has contributed her expertise to organisations such as the South African Medical Research Council
(SAMRC), the Human Sciences Research Council (HSRC), the University of the Western Cape (UWC), and has been an Erasmus
Mundus Fellow with the Department of Epidemiology and Social Medicines at the University of Antwerpen in Belgium. Her academic
journey has also taken her to Howard University in Washington, DC, and she has been actively involved with the South African Monitoring
and Evaluation Association (SAMEA). 
Prof. Jacobs has an impressive publication record, with over 30 articles published in peer-reviewed international journals. She has
also authored multiple book chapters. Notably, she chaired the national Department of Health’s alcohol guidelines and served as
a committee member of the National Research Foundation (NRF). Her outstanding contributions have earned her awards from the
National Institute on Drug Abuse (NIDA) and the Oppenheimer Memorial Trust.
=505  0\$aForeword by Jonathan D. JansenPrefaceChapter 1: Introduction 1PART ONEChapter 2: Rocky times in RocklandsChapter 3: Displacement and the worst day of my lifeChapter 4: Bad times in BreidbachChapter 5: Living in two dimensionsChapter 6: A university orientationChapter 7: Flashbacks and a “new” fatherChapter 8: The liberation struggle continuesChapter 9: Love and marriageChapter 10: Becoming a doctorChapter 11: Four times a postdocChapter 12: Psychology’s unfinished businessChapter 13: 1 in 9Chapter 14: Future Professors FellowPART TWOJacobs on autopsychobiographyTheoryResearch questionsMethodsConclusionReferencesAbout the author
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aIn Rocklands, Liezille Jacobs reframes psychology not only as a profession, but as a profound calling that is intertwined with personal and societal evolution. Traversing her own personal journey from her adverse childhood experiences in Rocklands, Mitchell’s Plain, to being the first black Head of Department at Rhodes University in 120 years, Jacobs illuminates the interconnectedness of personal, professional and public roles, advocating for a shift from careerism to a movement grounded in shared values and principles.At the same time, the book makes a brave and erudite scholarly contribution to the field of psychology. Its method is unconventional but carefully considered. Those who have provided comments on the manuscript unanimously concur – this book is essential reading for students and academics, families and patriarchs in equal measure.The transformation imperative within psychology demands a stance of activism, if not revolution, against systems of oppression. This stance urges readers to view this book not only as an academic exercise but as a profound transformative exploration of “giving psychology away”; emphasising the idea of making psychological knowledge and expertise more accessible to the general public and sharing the benefits of psychological science with society to improve people’s lives.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=653  \\$apsychology
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=245  00$aScience Communication in South Africa :$bReflections on Current Issues /$cedited by Peter Weingart, Marina Joubert, Bankole Falade.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2019.
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=505  0\$a1 IntroductionPeter Weingart, Marina Joubert & Bankole Falade2 Why science communication?Janice Limson3 Putting responsible research and innovation into practice at a local level in South AfricaPenelope S. Haworth & Anne M. Dijkstra4 Developing a targeted behavioural change communication strategy for a linguistically and culturally diverse communityKonosoang Sobane & Wilfred Lunga5 The challenge of communicating science effectively in fisheries managementDoug S. Butterworth6 Science and social media: Opportunities, benefits and risksShirona Patel7 The quackery virus: A preliminary analysis of pseudoscientific health messages on TwitterGeorge Claassen8 The amplification of uncertainty: The use of science in the social media by the anti-vaccination movementFrançois van Schalkwyk9 Why impact evaluation matters in science communication: Or, advancing the science of science communicationEric Allen JensenAbout the editors and the authors
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aWhy do we need to communicate science? Is science, with its highly specialised language and its arcane methods, too distant to be understood by the public? Is it really possible for citizens to participate meaningfully in scientific research projects and debate? Should scientists be mandated to engage with the public to facilitate better understanding of science? How can they best communicate their special knowledge to be intelligible? These and a plethora of related questions are being raised by researchers and politicians alike as they have become convinced that science and society need to draw nearer to one another. Once the persuasion took hold that science should open up to the public and these questions were raised, it became clear that coming up with satisfactory answers would be a complex challenge. The inaccessibility of scientific language and methods, due to ever increasing specialisation, is at the base of its very success. Thus, translating specialised knowledge to become understandable, interesting and relevant to various publics creates particular perils. This is exacerbated by the ongoing disruption of the public discourse through the digitisation of communication platforms. For example, the availability of medical knowledge on the internet and the immense opportunities to inform oneself about health risks via social media are undermined by the manipulable nature of this technology that does not allow its users to distinguish between credible content and misinformation. In countries around the world, scientists, policy-makers and the public have high hopes for science communication: that it may elevate its populations educationally, that it may raise the level of sound decision-making for people in their daily lives, and that it may contribute to innovation and economic well-being. This collection of current reflections gives an insight into the issues that have to be addressed by research to reach these noble goals, for South Africa and by South Africans in particular.
=538  \\$aMode of access: World Wide Web.
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=700  1\$aWeingart, Peter,$eeditor.$0(orcid)000000028275525X$1https://orcid.org/0000-0002-8275-525X
=700  1\$aJoubert, Marina,$eeditor.$0(orcid)0000000301781796$1https://orcid.org/0000-0003-0178-1796
=700  1\$aFalade, Bankole,$eeditor.
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aTrotter, Henry,$eauthor.$0(orcid)0000000162383973$1https://orcid.org/0000-0001-6238-3973
=245  10$aSeeking Impact and Visibility :$bScholarly Communication in Southern Africa /$cHenry Trotter, Catherine Kell, Michelle Willmers, Eve Gray, Thomas King.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2014.
=264  \4$c©2014
=300  \\$a1 online resource (262 pages).
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=505  0\$aTables and figuresAbbreviationsProject groupAcknowledgementsExecutive summaryChapter 1. Programme overviewChapter 2. Project components and methodologyChapter 3. The Southern African university contextChapter 4. Scholarly communication policy landscape in Southern AfricaChapter 5. Research and communication practicesChapter 6. The SCAP implementation initiativeChapter 7. Challenges, contradictions and opportunitiesChapter 8. Key findingsChapter 9. RecommendationsReferences
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aAfrican scholarly research is relatively invisible globally because even though research production on the continent is growing in absolute terms, it is falling in comparative terms. In addition, traditional metrics of visibility, such as the Impact Factor, fail to make legible all African scholarly production. Many African universities also do not take a strategic approach to scholarly communication to broaden the reach of their scholars'work. To address this challenge, the Scholarly Communication in Africa Programme (SCAP) was established to help raise the visibility of African scholarship by mapping current research and communication practices in Southern African universities and by recommending and piloting technical and administrative innovations based on open access dissemination principles. To do this, SCAP conducted extensive research in four faculties at the Universities of Botswana, Cape Town, Mauritius and Namibia.
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=700  1\$aWillmers, Michelle,$eauthor.$0(orcid)0000000249252028$1https://orcid.org/0000-0002-4925-2028
=700  1\$aGray, Eve,$eauthor.$0(orcid)0000000221760143$1https://orcid.org/0000-0002-2176-0143
=700  1\$aKing, Thomas,$eauthor.$0(orcid)0000000265608995$1https://orcid.org/0000-0002-6560-8995
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=245  00$aShaping the Future of South Africa’s Youth :$bRethinking Post-School Education and Skills Training /$cedited by Helene Perold, Nico Cloete, Joy Papier.
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=505  0\$aAcronymsList of tables, figures and diagramsAuthor biographiesAcknowledgementsIntroductionNico Cloete and John Butler-AdamThe boundaries and functions of post-school educationChapter 1 Why Solving Ongoing Problems with the NQF MattersStephanie AllaisThe impact of youth unemploymentChapter 2 The Challenges Unemployment Imposes on YouthCecil MlatsheniChapter 3 The Challenge of Youth-to-work Transitions: An international perspectiveTia Linda ZuzeThe further education and training landscape in South AfricaChapter 4 A Statistical Overview of Further Education and Training CollegesCharles Sheppard and Ronaldo SheppardChapter 5 Strengthening the Capacity of FET Colleges to Meet the Needs of Young PeopleRolf Stumpf, Joy Papier, Timothy McBride and Seamus NeedhamChapter 6 Higher Education and an Expanded Post-School Education SystemTrish Gibbon, Johan Muller and Heather NelSkills development and training in South AfricaChapter 7 Trends in Training in South AfricaNicola BransonChapter 8 Key Issues in the Assessment of South Africa’s National Skills Development StrategySean ArcherConclusions and recommendationsChapter 9 Opening the Doors of Learning? Viewing the post-school education and training landscape from a youth perspectiveHelene PeroldReferencesAppendix: Submission in Response to the Green Paper for Post-School Education and Training
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aAcross nine evidence-based chapters, 17 authors offer a succinct overview of the different facets of post-school provision in South Africa. These include an analysis of the impact of the national qualifications system on occupational training, the impact of youth unemployment, the capacity of the post-school system to absorb larger numbers of young people, the relationship between universities and FET colleges, the need for more strategic public and private investment in skills development, and a youth perspective on education and training policy. The authors have a number of recommendations for improving the alignment between schooling, further education and training, and university education – interventions that could shape the future of South Africa’s youth.
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=245  00$aSharing Knowledge, Transforming Societies :$bThe Norhed Programme 2013-2020 /$cedited by Tor Halvorsen, Kristin Orgeret, Roy Krøvel.
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=505  0\$aForeword by Hirut WoldemariamFrequently used acronyms and abbreviationsPREFACESustainable capacity development in higher education and research: Norad’s approachJeanette da Silva & Douglas Tendai PhiriINTRODUCTIONThe Norhed programme: A laboratory for academic collaborationTor HalvorsenPART ONE: GLOBAL–LOCAL REALITIESIntroduction by Tor Halvorsen1 Decolonising universitiesMahmood Mamdani2 Antimicrobial stewardship and conservancy in AfricaL Middleton, F Lampiao, T Zimba, SN Muzime, GS Simonsen, L Smabrekke, J Musaya, V Solomon, F Suleman, A Sundsfjord & SY Essack3 Bridging gaps, building futures: Global journalism and local practicesKristin Skare Orgeret & William Tayeebwa4 Indigenous and communitarian knowledgesRoy Krøvel5 Edward K Kirumira: A view of Norhed from the SouthInterviewed by Tor HalvorsenPART TWO: THE ECO-SOCIAL PARADIGM SHIFTIntroduction by Tor Halvorsen6 Building capacity for the management of coastal resources in Tanzania and ZanzibarPius Z Yanda, Ian Bryceson, Haji Mwevura, Wahira Othman, Betsy Beymer-Farris, Chris Maina Peter, Emma Liwenga & Faustin Maganga7 Capacity building for climate-smart natural resource management and policy in Malawi and EthiopiaMesfin Tilahun, Stein T Holden & Julius H Mangisoni8 Building research and educational capacity in Vietnam and Sri Lanka on the impacts of climate change on marine ecosystems management: Challenges, achievements and lessons learnedClaire W Armstrong & Nguyen Thi Kim AnhPART THREE: UPSKILLING AND PROFESSIONALISATIONIntroduction by Kristin Skare Orgeret9 Promoting professionalisation in nursing and midwiferyAlfred Maluwa, Margaret Maimbolwa, Clara Haruzivishe, Patricia KatowaMukwato, Jon Oyvind Odland, Babil Stray Pedersen, Ellen Chirwa, Midion Chidzonga & Address Malata10 Vocational pedagogyArne Rohnny Sannerud11 Teacher education in Ethiopia: Reshaping the training of science and mathematics teacher educatorsAhmed Y Ahmed, Meskerem L Debele, Haftu H Gebremeskel, Dawit A Getahun, Dawit T Tiruneh & Dereje T Wondem12 Improving the quality and capacity of mathematics teachers in Malawi: A collaborative project between the University of Malawi and the University of StavangerMercy Kazima & Arne JakobsenPART FOUR: KNOWLEDGE, IDENTITY, CULTUREIntroduction by Roy Krøvel13 Intercultural communication and autonomy in Latin America: The journey of RUIICAY-HIOA Intercultural Communication Linkage ProgrammeJosé Luis Saballos Velásquez14 Linguistic capacity building in Ethiopia: Results and challengesDerib Ado Jekale, Binyam Sisay Mendisu & Janne Bondi Johannessen15 Academic and cultural perceptions of foreign students: Implications for the sustainability of international partnershipsElizabeth Kaase-Bwanga16 Models of co-operation between a university in Norway and two universities in Africa: An autoethnographic reportBirgit Brock-UtnePART FIVE: REFORMING UNIVERSITIES, REFORMING SOCIETIESIntroduction by Tor Halvorsen17 Voices from within: The academic profession and the social sciences at Makerere UniversityAndrea Felde & Tor Halvorsen18 Developing a sustainable PhD programme: Experiences from southern EthiopiaBernt Lindtjørn, Moges Tadesse & Eskindir Loha19 From needs assessment to academic leadership training for women in EthiopiaJeanette H Magnus, Kora Tushune & Abraham Haileamlak20 Engendering and decolonising legal education: South–South and South–North co-operationPatricia Kameri-Mbote, Anne Hellum, Julie Stewart, Ngeyi Kanyongolo & Mulela Munalula21 Transforming research, teaching and learning of public administration for improved governance and management: The Norhed experience in MalawiHappy Kayuni, Dan Banik, Boniface Dulani & Kaja Elise Gresko22 The challenge of capacity building in occupational health: Experiences from Tanzania, Ethiopia and NorwayBente E Moen, Wakgari Deressa & Simon HD Mamuya23 Building a new master’s and PhD programme in nutritional epidemiology in Kinshasa: How to face obstacles beyond the control of the projectMapatano Mala Ali, Christiane Horwood & Anne HatløyPOSTSCRIPT24 Higher education institutions and transformational development: Ways forwardKristin Skare Orgeret
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=520  \\$aIn June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of ‘knowledge for development’ in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed’s different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.
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=700  1\$aHalvorsen, Tor,$eeditor.$uUniversity of Bergen.
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=700  1\$aKrøvel, Roy,$eeditor.$uOsloMet University.$0(orcid)0000000322317714$1https://orcid.org/0000-0003-2231-7714
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=245  00$aSituating Open Data :$bGlobal Trends in Local Contexts /$cedited by Danny Lämmerhirt, Ana Brandusescu, Natali a Domagala, Patrick Enaholo.
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=505  0\$aAbout this bookAcknowledgementsAbout the editorsIntroductionChapter 1 What technology and open data can do for women in Kosovo: A critical assessment of the potential of ICT skills programmes and open data to empower women in the ICT sector in Kosovo | Natalia DomagalaChapter 2 Journalists and the intermediation of open data: A Nigerian perspective | Patrick Enaholo & Doyinsola DinaChapter 3 Using open data for public services | Miranda Marcus, Ed Parkes, Therese Karger-Lerchl, Jack Hardinges & Roza VasilevaChapter 4 Localising global commitments: Open data in sub-national contexts in Indonesia and the Philippines | Michael CañaresChapter 5 Closing the gaps in open data implementation at sub-national government level in Indonesia | Ilham Cendekia Srimarga & Markus ChristianChapter 6 The cost of late payments in public procurement | Juan Pane, Camila Salazar & Julio PacielloChapter 7 Connecting flows and places: Flows of (open) data to, from and within hyperlocal communities in Tanzania | François van SchalkwykChapter 8 Decentralised open data publishing for the public transport route planning ecosystem | Julián Rojas, Bert Marcelis, Eveline Vlassenroot, Mathias van Compernolle, Pieter Colpaert & Ruben VerborghChapter 9 Building a framework for the analysis of factors to creation and growth of an open data ecosystem | Edson Carlos Germano, Nicolau Reinhard & Violeta SunChapter 10 From theory to practice: Open government data, accountability and service delivery | Michael Christopher JelenicAbout the authors
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aOpen data and its effects on society are always woven into infrastructural legacies, social relations, and the political economy. This raises questions about how our understanding and engagement with open data shifts when we focus on its situated use.To shed a light on these questions, Situating Open Data provides several empirical accounts of open data practices, the local implementation of global initiatives, and the development of new open data ecosystems. Drawing on case studies in different countries and contexts, the chapters demonstrate the practices and actors involved in open government data initiatives unfolding within different socio-political settings.The book proposes three recommendations for researchers, policy-makers and practitioners. First, beyond upskilling through data literacy programmes, open data initiatives should be specified through the kinds of data practices and effects they generate. Second, global visions of open data implementation require more studies of the resonances and tensions created in localised initiatives. And third, research into open data ecosystems requires more attention to the histories and legacies of information infrastructures and how these shape who benefits from open data flows.As such, this volume departs from the framing of data as a resource to be deployed. Instead, it proposes a prism of different data practices in different contexts through which to study the social relations, capacities, infrastructural histories and power structures affecting open data initiatives. It is hoped that the contributions collected in Situating Open Data will spark critical reflection about the way open data is locally practiced and implemented. The contributions should be of interest to open data researchers, advocates, and those in or advising government administrations designing and rolling out effective open data initiatives.
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=700  1\$aa Domagala, Natali,$eeditor.$0(orcid)0000000339417447$1https://orcid.org/0000-0003-3941-7447
=700  1\$aEnaholo, Patrick,$eeditor.$0(orcid)0000000193113263$1https://orcid.org/0000-0001-9311-3263
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=245  00$aSome Developments in Research in Science and Mathematics in Sub-Saharan Africa /$cedited by Lorna Holtman, Cyril Julie, Øyvind Mikalsen, David Mtetwa, Meshach Ogunniyi.
=264  \1$aCape Town :$bAfrican Minds,$c2012.
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=505  0\$aForewordØyvind Mikalsen and Cyril JulieIntroductionCyril Julie and Lorna HoltmanTHEME: RESEARCH 11. Developing a Research Instrument for Learner-Centred Classroom Observations: A Namibian ExperienceHileni M. Kapenda, Ole E. Torkildsen, David Mtetwa and Cyril Julie2. Introducing New Content into a School Mathematics Curriculum: The Case of CryptologyKalvin Whittles, Ole-Einar Torkildsen, Cyril Julie and Trygve Breiteig3. Analysing Learners’ Written Work for Open Mathematical TasksCyril Julie and Ole-Einar TorkildsenTHEME: ACCESS4. Epistemological Obstacles in Understanding the Limit of a Sequence: A Case of Undergraduate Students at the National University of LesothoEunice K. Moru, Jan Persens, Trygve Breiteig and Joyce Ndalichako5. Foundational Provisions in the UWC Science Faculty: Widening Access and Promoting SuccessLorna B. Holtman and Delia Marshall6. Prospective A-Level Mathematics Teachers’ Perspectives of the Concept of a Function Maroni Runesu Nyikahadzoyi, Cyril Julie, David K.J. Mtetwa and Ole Einar Torkildsen7. Promoting the Learning of Mathematics: On the Use of Learning Styles in a Distance Education Calculus CourseChipo Tsvigu, Trygve Breiteig, Jan Persens and Joyce NdalichakoTHEME: CURRICULUM, INSTRUCTION AND ASSESSMENT8. Performance Assessment in Science: Some Experiences of Teachers and Students in SwazilandVictoria Kelly, Dirk Meerkotter, Lorna Holtman and Øyvind Mikalsen9. Localising the Junior Secondary Science Curriculum in Lesotho: An Attempt at Integrating Technology and ScienceLits’abako Ntoi, Lorna Holtman, Meshach Ogunniyi and Svein Sjøberg10. Practice-Related Underachievement in Science Education: The Case of MalawiEmmanuel Dzama, Lorna Holtman, Stein Dankert Kolstø and Øyvind Mikalsen11. The Rationale for Science Education, Curriculum Change and Reform in sub-Saharan Africa: The Case of ZimbabweElaosi Vhurumuku, Lorna Holtman, Øyvind Mikalsen and Stein Dankert Kolstø12. Co-presentations of Science and Indigenous Cosmologies: A Challenge for Lesotho Science EducatorsNeo Paul Liphoto, Stein Dankert Kolstø, Silas Oluka and Meshach B. Ogunniyi13. Knowledge and Process Skills Used by South African and Norwegian Students to Perform Cognitive Tasks on GasesØyvind Mikalsen and Meshach Ogunniyi14. Mathematics Teacher Practices in Ugandan Secondary SchoolsCharles Opolot-Okurut, Cyril Julie, Øyvind Mikalsen and Silas Oluka15. The Participation and Contribution of Teachers in Zimbabwe Towards Their Own Professional DevelopmentPeter Kwaira, Stein Dankert Kolstø, Dirk Meerkotter and Meshach OgunniyiTHEME: RELEVANCE OF SCIENCE AND MATHEMATICS EDUCATION16. What Kinds of Science and Technology Do Pupils in Ghanaian Junior Secondary Schools Want to Learn About?Ishmael K. Anderson, Sven Sjøberg and Øyvind Mikalsen17. What are the interests of Zimbabwean secondary school children in school science?Francis Z. Mavhunga, Svein Sjøberg, Øyvind Mikalsen and Cyril Julie18. The Relevance of School Mathematics Education (ROSME)Cyril Julie and Lorna Holtman
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=245  10$aSounding the Cape :$bMusic, Identity and Politics in South Africa /$cDenis-Constant Martin.
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=505  0\$aPreludeAcknowledgementsTimelinePart One: The Emergence of Creolised IdentitiesCHAPTER ONEMusic and Identity: A Theoretical PrologueCHAPTER TWOCape Town’s Musics: A Legacy of CreolisationPart Two: The Dialectics of Separation and InterweavingCHAPTER THREESeparation and Interweaving in the 20th Century: Futile SeparationsVincent Kolbe’s Childhood MemoriesCHAPTER FOURSeparation and Interweaving in the 20th Century: Fertile IntertwiningChris McGregor talks about the Blue Notes, Jazz, and South African Society“Soweto Sun”, an Interview with Rashid Vally by Denis-Constant MartinCHAPTER FIVETwo Decades of FreedomCHAPTER SIXThe Musicians’ Discourse: Cape Town as a Musical PotjiekosConclusionRecognising Creolisation?ReferencesIllustrationsMusicians Interviewed in 2007 and 2009Index
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aFor several centuries Cape Town has accommodated a great variety of musical genres which have usually been associated with specific population groups living in and around the city. Musical styles and genres produced in Cape Town have therefore been assigned an ìidentityî which is first and foremost social. This volume tries to question the relationship established between musical styles and genres, and social --in this case pseudo-racial --identities.In Sounding the Cape, Denis-Constant Martin recomposes and examines through the theoretical prism of creolisation the history of music in Cape Town, deploying analytical tools borrowed from the most recent studies of identity configurations. He demonstrates that musical creation in the Mother City, and in South Africa, has always been nurtured by contacts, exchanges and innovations whatever the efforts made by racist powers to separate and divide people according to their origin. Musicians interviewed at the dawn of the 21st century confirm that mixture and blending characterise all Cape Town's musics. They also emphasise the importance of a rhythmic pattern particular to Cape Town, the ghoema beat, whose origins are obviously mixed. The study of music demonstrates that the history of Cape Town, and of South Africa as a whole, undeniably fostered creole societies. Yet, twenty years after the collapse of apartheid, these societies are still divided along lines that combine economic factors and 'racial'categorisations.Martin concludes that, were music given a greater importance in educational and cultural policies, it could contribute to fighting these divisions and promote the notion of a nation that, in spite of the violence of racism and apartheid, has managed to invent a unique common culture.
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=245  00$aStudent Politics in Africa :$bRepresentation and Activism /$cedited by Thierry Luescher, Manja Klemencic, James Otieno Jowi.
=264  \1$aCape Town :$bAfrican Minds,$c2016.
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=505  0\$aAcronyms and abbreviationsAcknowledgementsForewordChapter 1IntroductionThierry M Luescher, Manja Klemenčič and James Otieno JowiChapter 2Student organising in African higher education: Polity, politics and policiesManja Klemenčič, Thierry M Luescher and Taabo MugumeChapter 3Student representation in a context of democratisation and massification in Africa: Analytical approaches, theoretical perspectives and #RhodesMustFallThierry M LuescherChapter 4The evolving nature of student participation in university governance in Africa: An overview of policies, trends and emerging issuesIbrahim OandaChapter 5The three ages of student politics in Francophone Africa: Learning from the cases of Senegal and Burkina FasoPascal BianchiniChapter 6Revisiting student participation in higher education governance at the University of Buea, Cameroon: 2004–2013Samuel N Fongwa and Godlove N ChifonChapter 7Student participation in the governance of Ethiopian higher education institutions: The case of Addis Ababa UniversityBekele Workie AyeleChapter 8Private higher education and student representation in Uganda: A comparative analysis of Makerere University and Uganda Christian UniversityTaabo Mugume and Mesharch W KatusiimehChapter 9Student actions against paradoxical post-apartheid higher education policy in South Africa: The case of the University of the Western CapeMlungisi BG Cele, Thierry M Luescher and Teresa Barnes Chapter 10The University of Burundi and student organisations: Governance system, political development and student representationGérard BirantamijeChapter 11Politicisation of the National Union of Ghana Students and its effects on student representationRansford EV Gyampo, Emmanuel Debrah and Evans Aggrey-DarkohChapter 12ConclusionJames Otieno JowiEpilogueStudents, politics and universities: In search of interpretive schemes for the 21st centuryLis LangeAbout the authorsIndex
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=700  1\$aLuescher, Thierry,$eeditor.$0(orcid)0000000266750512$1https://orcid.org/0000-0002-6675-0512
=700  1\$aKlemencic, Manja,$eeditor.$0(orcid)0000000349562584$1https://orcid.org/0000-0003-4956-2584
=700  1\$aOtieno Jowi, James,$eeditor.$0(orcid)0009000095898826$1https://orcid.org/0009-0000-9589-8826
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=245  00$aSystemic School Improvement Interventions in South Africa :$bSome Practical Lessons from Development Practioners /$cedited by Godwin Khosa.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2014.
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=505  0\$aForewordSECTION 1: INTRODUCTIONChapter 1: The Systemic School Improvement ModelGodwin KhosaSECTION 2: LESSONS LEARNT IN TEACHER DEVELOPMENTChapter 2: JET’s Approach to Teacher DevelopmentChimwemwe KamangaChapter 3: Teacher Development Interventions in the GET BandChimwemwe KamangaChapter 4: Standardised Teacher Testing in GETRoelien HerholdtChapter 5: Teacher Development Interventions in the FET BandPatience VollerSECTION 3: FURTHER LESSONSChapter 6: Cost (Benefit) Analysis of FET Teacher DevelopmentDouble-Hugh MareraChapter 7: Parental Involvement in Improving SchoolingKedibone BokaChapter 8: Lessons on District-level Support and IntegrationGodwin Khosa, with Dina Mashamaite and Koleka NtantisoChapter 9: Stakeholder Involvement in the BSSIP and COEPMuavia Gallie and Aneesha MayetAcronyms & Abbreviations
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aLooking at two smaller-scale systemic school improvement projects implemented in selected district circuits in the North West and Eastern Cape by partnerships between government, JET Education Services, and private sector organisations, this book captures and reflects on the experiences of the practitioners involved. The Systemic School Improvement Model developed by JET to address an identified range of interconnected challenges at district, school, classroom and household level, is made up of seven components. In reflecting on what worked and what did not in the implementation of these different components, the different chapters set out some of the practical lessons learnt, which could be used to improve the design and implementation of similar education improvement projects. Many of the lessons in this field that remain under-recorded to date relate to the step-by-step processes followed, the relationship dynamics encountered at different levels of the education system, and the local realities confronting schools and districts in South Africa's rural areas. Drawing on field data that is often not available to researchers, the book endeavours to address this gap and record these lessons. It is not intended to provide an academic review of the systemic school improvement projects. It is presented rather to offer other development practitioners working to improve the quality of education in South African schools, an understanding of some of the real practical and logistical challenges that arise and how these may be resolved to take further school improvement projects forward at a wider district, provincial and national scale.
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=245  00$aTeaching and Learning for Change :$bEducation and Sustainability in South Africa /$c.
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=505  0\$aIntroduction1. Engaging Education for Sustainable Development as Quality Education in the Fundisa for Change ProgrammeIngrid Schudel, Heila Lotz-Sisitka, Zintle Songqwaru and Sirkka TshiningayamweSECTION A: Environmental content knowledge in the curriculum2. Strengthening Environment and Sustainability Subject Knowledge: Curriculum Challenges and OpportunitiesIngrid Schudel and Heila Lotz-Sisitka3. Investigating the Nature of Biodiversity Knowledge in Natural Sciences Curriculum and TextbooksMakwena Mmekwa and Ingrid Schudel4. An Exploration of what Grade 7 Natural Sciences Teachers Know, Believe and Say about Biodiversity and the Teaching of BiodiversityDorelle Isaacs and Lausanne Olvitt5. Supporting Student Teachers to Teach Catchment and River Management in GeographyGavin Heath and Rob O’Donoghue6. Making Sense of Climate Change in a National CurriculumHeila Lotz-Sisitka, Caleb Mandikonza, Shanu Misser and Kgomotso Thomas7. An Analysis of Environment and Sustainability Content Coverage in the Grade 12 CurriculumSikhulile Bonginkosi MsezaneSECTION B: Transformative pedagogies for environment and sustainability learning8. Theorising Active Learning – A Historical AnalysisIngrid Schudel9. An Examination of the Nexus between Environmental Knowledge and Environmental Learning ProcessesChristina Chitsiga and Ingrid Schudel10. Review of a Course-supported Design Research Intervention Process for the Inclusion of Education for Sustainable Development in School Subject DisciplinesRob O’Donoghue, Shanu Misser and Janet Snow-Macleod11. Assisting Learners to Take Up Agency in Problem-Solving ActivitiesTherese Lambrechts, Rob O’Donoghue and Ingrid SchudelSECTION C: Assessing environmental learning12. Advancing Assessment Thinking in Education for Sustainable Development with a Focus on Significant Learning ProcessesOverson Shumba, Caleb Mandikonza and Heila Lotz-Sisitka13. Emergent Curriculum and Sustainability Competencies in Environmental LearningAntonia Tholakele Mkhabela and Ingrid Schudel14. Formative Assessment for Quality Environmental Learning in Natural Sciences ClassroomsNomvuyo Mgoqi and Ingrid SchudelSECTION D: Teacher professional development for environment and sustainability learning15. Teacher Professional Development in Environment and Sustainability EducationZintle Songqwaru and Sirkka Tshiningayamwe16. Enhancing Capabilities of Life Sciences Teachers: Professional Development, Conversion Factors and Functionings in Teachers’ Professional Learning CommunitiesSirkka Tshiningayamwe and Heila Lotz-Sisitka17. Developing Teacher Capabilities and Valued Functionings in Professional Learning Communities: Focus on Environmental Content Knowledge in Natural SciencesKgomotso Thomas and Zintle Songqwaru18. Teacher Contexts as Amplifiers and Filters to Environmental Pedagogical Content Knowledge within a Professional Development SystemSusan Brundrit and Ingrid Schudel19. A Realist Approach to Evaluating the Fundisa for Change Training ProgrammeZintle SongqwaruAbout the contributors
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=520  \\$aLike many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems.Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability.The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role.Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
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=700  1\$aSchudel, Ingrd,$eeditor.$uRhodes University.$0(orcid)0000000162064681$1https://orcid.org/0000-0001-6206-4681
=700  1\$aSongqwaru, Zintle,$eeditor.$uRhodes University.$0(orcid)0000000277083487$1https://orcid.org/0000-0002-7708-3487
=700  1\$aTshiningayamwe, Sirkka,$eeditor.
=700  1\$aLotz-Sisitka, Heila,$eeditor.$uRhodes University.$0(orcid)0000000251939881$1https://orcid.org/0000-0002-5193-9881
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=100  1\$aLilley, Andrew,$eauthor.$uUniversity of Cape Town.$0(orcid)0000000259540330$1https://orcid.org/0000-0002-5954-0330
=245  14$aThe Artistry of Bheki Mseleku /$cAndrew Lilley.
=264  \1$aCape Town :$bAfrican Minds,$c2020.
=264  \4$c©2020
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=505  0\$aForewordPrefaceAcknowledgementsExplanatory notesPART ONE – ANALYSIS OF COMPOSITIONS Chapter 1 – CyclesChapter 2 – LineageChapter 3 – RootsChapter 4 – BlueprintsChapter 5 – AestheticPART TWO – IMPROVISATIONChapter 6 – Considerations for analysisChapter 7 – Solo transcriptionsAppendix AAppendix BReferences
=506  0\$aOpen Access$fUnrestricted online access$2star
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=710  2\$aAfrican Minds,$epublisher.
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=024  7\$a10.47622/9781920677961$2doi
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=100  1\$aOdhiambo, Morris,$eauthor.$0(orcid)0000000161662081$1https://orcid.org/0000-0001-6166-2081
=245  14$aThe Civil Society Guide to Regional Economic Communities in Africa /$cMorris Odhiambo, Rudy Chitiga, Solomon Ebobrah.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2016.
=264  \4$c©2016
=300  \\$a1 online resource (138 pages).
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=505  0\$aTables | Figures | Acknowledgements | Background1. Executive summary 2. The East African Community3. The Economic Community of West African States4. The Southern African Development Community
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aSince 1963, when the African integration project was born, regional Economic Communities (RECs) have been an indispensable part of the continents deeper socioeconomic and political integration. More than half a century later, such regional institutions continue to evolve, keeping pace with an Africa that is transforming itself amid challenges and opportunities. RECs represent a huge potential to be the engines that drive the continents economic growth and development as well as being vehicles through which a sense of a continental community is fostered. It is critical therefore that citizens understand the multi-faceted and bureaucratic operations of regional institutions in order to use them to advance their collective interests.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aChitiga, Rudy,$eauthor.
=700  1\$aEbobrah, Solomon,$eauthor.$0(orcid)0000000280942684$1https://orcid.org/0000-0002-8094-2684
=710  2\$aAfrican Minds,$epublisher.
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=100  1\$aKoch, Susanne,$eauthor.$uTechnical University of Munich.$0(orcid)0000000268309077$1https://orcid.org/0000-0002-6830-9077
=245  14$aThe Delusion of Knowledge Transfer :$bThe Impact of Foreign Aid Experts on Policy-making in South Africa and Tanzania /$cSusanne Koch, Peter Weingart.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2016.
=264  \4$c©2016
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=505  0\$aList of tablesList of figuresList of abbreviationsAcknowledgementsIntroduction: Perpetuating dependence: Expert advice as tool of foreign aidChapter 1: Knowledge transfer to young democracies: Issues of legitimacy, sovereignty, and efficacyChapter 2: Accessing the world of development aid: Study design and fieldworkChapter 3: South Africa and Tanzania: Two different types of ‘donor darlings’Chapter 4: Multiple actors, colliding interests: The main players of the aid gameChapter 5: Intricacies of expert advice in the aid contextChapter 6: Retaining autonomy of agenda-setting in dealing with adviceChapter 7: The impact of expert advice on policy-making in young democracies: Sector studiesChapter 8: There is no substitute for local knowledge: Summary and conclusionReferencesAppendix
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aWith the rise of the ‘knowledge for development’ paradigm, expert advice has become a prime instrument of foreign aid. At the same time, it has been object of repeated criticism: the chronic failure of ‘technical assistance’ – a notion under which advice is commonly subsumed – has been documented in a host of studies. Nonetheless, international organisations continue to send advisors, promising to increase the ‘effectiveness’ of expert support if their technocratic recommendations are taken up. This book reveals fundamental problems of expert advice in the context of aid that concern issues of power and legitimacy rather than merely flaws of implementation. Based on empirical evidence from South Africa and Tanzania, the authors show that aid-related advisory processes are inevitably obstructed by colliding interests, political pressures and hierarchical relations that impede knowledge transfer and mutual learning. As a result, recipient governments find themselves caught in a perpetual cycle of dependency, continuously advised by experts who convey the shifting paradigms and agendas of their respective donor governments. For young democracies, the persistent presence of external actors is hazardous: ultimately, it poses a threat to the legitimacy of their governments if their policy-making becomes more responsive to foreign demands than to the preferences and needs of their citizens.
=538  \\$aMode of access: World Wide Web.
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=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aWeingart, Peter,$eauthor.$uBielefeld University.$0(orcid)000000028275525X$1https://orcid.org/0000-0002-8275-525X
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=245  04$aThe Future of Scholarly Publishing :$bOpen Access and the Economics of Digitisation /$cedited by Peter Weingart, Niels Taubert.
=264  \1$aCape Town, South Africa :$bAfrican Minds,$c2017.
=264  \4$c©2017
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=505  0\$aList of AbbreviationsForeword to the English EditionIntroduction1 Changes in Scientific Publishing: A Heuristic for Analysis | Niels Taubert & Peter WeingartPart One: The Changing Scholarly Publishing System2 Different from Discipline to Discipline: Diversity in the Scholarly Publication System | Konstanze Rosenbaum3 Recent Processes of Change from the Perspective of Academic Publishers | Niels Taubert4 On the Situation and Development of Academic Libraries | Peter Weingart5 A Participatory Experiment in Science Policy: Results and Evaluation of the ‘Publication System’ Online Consultation | Niels Taubert & Kevin SchönPart Two: Framing Conditions6 Recommendations, Statements, Declarations and Activities of Science Policy Actors on Shaping the Scholarly Communication System | Ulrich Herb7 Open Access: Effects on Publishing Behaviour of Scientists, Peer Review and Interrelations with Performance Measures | David Ball 8 Copyright and Changing Systems of Scientific Communication | Alexander Peukert & Marcus SonnenbergPart Three: VisionsVisions Concerning the Future of Publishing in Science9 Electronic Publishing, Open Access, Open Science and Other Dreams | Martin Grötschel10 A Vision of Scientific Communication | Reinhold Kliegl11 Methodological Optimism Regarding the Digital Future: Critical Remarks on the Recommendations on the Future of the Scholarly Communication System | Volker Gerhardt12 Trust, Quality Assurance and Open Access: Predatory Journals and the Future of the Scholarly Publication System | Peter Weingart13 Publishing in German Sociology in the Year 2030 | Niels Taubert
=506  0\$aOpen Access$fUnrestricted online access$2star
=520  \\$aThe formal scientific communication system is currently undergoing significant change. This is due to four developments: the digitisation of formal science communication; the economisation of academic publishing as profit drives many academic publishers and other providers of information; an increase in the self-observation of science by means of publication, citation and utility-based indicators; and the medialisation of science as its observation by the mass media intensifies. Previously, these developments have only been dealt with individually in the literature and by science-policy actors. The Future of Scholarly Publishing documents the materials and results of an interdisciplinary working group commissioned by the Berlin-Brandenburg Academy of Sciences and Humanities (BBAW) to analyse the future of scholarly publishing and to make recommendations on how to respond to the challenges posed by these developments.As per the working groups intention, the focus was mainly on the sciences and humanities in Germany. However, in the course of the work it became clear that the issues discussed by the group are equally relevant for academic publishing in other countries. As such, this book will contribute to the transfer of ideas and perspectives, and allow for mutual learning about the current and future state of scientific publishing in different settings.
=538  \\$aMode of access: World Wide Web.
=540  \\$aThe text of this book is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). For more detailed information consult the publisher's website.$uhttps://creativecommons.org/licenses/by/4.0/
=588  0\$aMetadata licensed under CC0 Public Domain Dedication.
=700  1\$aWeingart, Peter,$eeditor.$0(orcid)000000028275525X$1https://orcid.org/0000-0002-8275-525X
=700  1\$aTaubert, Niels,$eeditor.$0(orcid)0000000223572648$1https://orcid.org/0000-0002-2357-2648
=710  2\$aAfrican Minds,$epublisher.
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