DOCSLIB.ORG

Study Abroad -A Global Phenomenon 23

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Study Abroad -A Global Phenomenon 23 02 Table of contents Messages Message from Higher Education Minister Naledi Pandor 3 Message from the president of IEASA- Roshen Kishun 6 Message from Higher Education South Africa 10 Context South Africa - A snapshot 12 South African higher education 17 Study abroad -A global phenomenon 23 Destination South Africa 29 lnterrnationallinks 35 Private higher education 38 Further education and training 39 Durban Institute ofTechnology 82 Introducing public higher education institutions 40 North-West University 84 • Application requirements to study in South Africa 41 Rhodes University 86 • Health in higher education 42 Tshwane University ofTechnology 88 • Location map of South African universities 43 University of Fort Hare 90 University of South Africa 92 Universities University of the Witwatersrand 94 Nelson Mandela Metropolitan University 44 University of Zululand 96 University of Cape Town 50 University of Limpopo 98 University of KwaZulu-Natal 56 Vaal University ofTechnology 99 University of Johannesburg 62 Mangosuthu Technikon 100 University of the Free State 67 University of Venda 100 Cape Peninsula University ofTechnology 71 University of the Western Cape 101 University of Pretoria 74 Walter Sisulu University 101 Un iversity of Stellenbosch 77 Central University ofTechnology 80 Useful contacts 102 Study South Afnca 03 04 s Message from the Minister of Education It is a great pleasure for me to give a word of support to the sixth edition of Study South Africa: The Guide to South African Higher Education. I am particularly pleased with the effort and level of commitment shown by the International Education Association of South Africa (IEASA) in promoting South African higher education institutions internationally. The internationalisation of our higher education system is an acknowledgement that South African universities have a valuable contribution to Naledi Pandor, MP make to the global higher education community, and in particular on the African continent. In this regard, I am pleased to note that of the 52 ,000 international students enrolled in our institutions, the majority come from the African continent. South Africa's higher education institutions offer unique benefits for international students, blending the experience of living in Africa with the opportunity to obtain internationally recognised qualifications at reasonably affordable costs. Also, high quality educational infrastructure , unique research opportunities, and a rich variety of cultures make South Africa one of the favourable study destinations for many international students. More than ever before our institutions are working hard to ensure that they provide high quality education , comparable to the best in the world. Our institutions continue to strive towards excellence and also to encourage international students, particularly those from Africa , upon completion of their studies to go back and make valuable contributions to the socio-economic development of their home countries. IEASA, Higher Education South Africa (HESA) and our universities have played a valuable role in reinforcing South Africa's international relations in academic and research exchange programmes. The Ministry would like to take this opportunity to commend IEASA and HESA for the dedicated efforts and targeted interventions made towards achieving our national priorities. Naledi Pandor, MP Minister of Education St d So h Afr a 05 Message from the President of IEASA A decade of internationalisation: Celebrating IEASA's 10th anniversary The Internationa l Education Association of South Africa (IEASA) is a non -governmental , non -profit professional Dr Roshen Kishun, president of IEASA association of individuals and institutions with a common interest in the internationalisation of highe r educati on in It also encourages profess ional development of peop le South Africa. IEASA is ce lebrati ng its 10th an niversary as an involved in inte rn ational education , dissem inates information association that promotes international student and staff about the field, and works with other organ isations involved mobility, and the sharing of knowledge and ideas around in international education . the internationalisation of education . Much has happened since IEASA's inception. South African IEASA was formed in 1997 in response to the need for South higher education has opened up to the world, tens of African higher education institutions, recently liberated from thousands of internationa l stude nts now attend its publ ic aparthe id and a long academ ic bo ycott, to respond to universities each year, and there has been a proliferation of internationa l educational trends and, in th e interests of global exchange agreements, pa rtne rsh ips and researc h competitiveness, fo r students and un iversities to ga in global collaborations struck between South African institutions and perspectives and to forge internationa l contacts. their counterparts across Africa and the world . Realising that South Africa 's isolation could only be overcome Positioning IEASA for the future if its higher educati on became more visible in the world , in 2002 IEASA developed a strategy to promote South African In an attempt to position IEASA to be relevant in the future, higher education abroad . Among other th ings the strategy a series of meetings was held during the past two years to resulted in a student recru itment consortium involving pub lic revi ew IEASA's achi evements and map out a strategy for the higher education institutions that are IEASA's pri mary next decade. The conclusion reached at these meetings was members, especially staff invol ved in international linkages that IEASA needed to conside r fundamental changes if it and exchanges. we re to rema in relevant over the next 10 years. These changes, it was agreed , needed to be considered in the context of the IEASA 's primary task is to support South Africa 's efforts to 'objectives' in IEASA's Constitution that were considered grasp opportu nities fl owing from the intern ati onalisation of relevant. These are : higher education, in the country's own and in Africa's interests as the continent strives to grow its human resources • Developing and recommending desirable principles, policies and harness research to tackle its many challenges. To and practices. do th is requires a proactive, coordinated response to • Providing and encouraging others to provi de opportun ities internationalisation. In pursu ing its vision to be the recogn ised for the professional development of peop le participating So uth African body for the internationalisation of higher in the field. education , IEASA works to develop opportun ities for student • Seeking and disseminating rele vant information . exchange , study abroad and international networking. It plays a proactive role in supporting policymaking and practices • Representing the views of its membership in supporting that affect international higher educati on, and monitors the international education. impacts of government activities on foreign students and • Co-operating with other agencies, organ isations and staff in South Africa . institutions concerned with international education . 06 Study South Afnca One of IEASA's tasks is to promote South African higher education internationally. IEASA's core business as defined in its strategic plan is the members serve on a voluntary basis and are in full-time "internationalisation of higher education in South Africa ~ employment. Members were particularly concerned about Since its formation, IEASA has continuously focused attention whether IEASA's goals could be met, given its current capacity on reviewing its strategic direction. Over the years this exercise and structure. It was stressed that the organisation's structure led to values that IEASA holds dear and which underpin should be determined by its strategy, and that the issue of its work, including professionalism, excellence, ethical, capacity needed urgent attention if IEASA was going to play commitment, tolerance, collegiality and sustainability. a significant leadership role in promoting international education. Capacity needs should focus on organ isational, If IEASA is going to develop sustainable mechanisms to administrative support and fund ing requirements. procure resources for future programmes, strengthen its governance systems and communications, build the capacity It became evident that IEASA needed full-time personnel in of professionals in international education , develop the order to meet its core responsibilities and maintain its organisation as a useful information source and resource for leadership role. IEASA needed to plan for expansion, perhaps best practice and ethical standards in international education, gradually, of the staff complement to include a chief executive and improve its ability to meet its core obligations, then it officer and support staff. This would change the roles that needs to determine whether it is adequately positioned to the president and other executive members currently play in fulfill the obligations outlined in its mission statement: the organisation. Building capacity required that IEASA explore ways of generating funds. In th is regard IEASA's interim "To advocate, promote and support the internationalisation strategic goal was to become a sustainable, professional of higher education in South Africa by providing a professional organisation by embarking on an aggressive fund raising drive. forum for institutions and individuals to address
Load more

Recommended publications
  • Download Download
    Journal of International Education Research – Second Quarter 2013 Volume 9, Number 2 Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis Nelda Mouton, Ph.D., North-West University, South Africa G. P. Louw, Ph.D., North-West University, South Africa G. L. Strydom, Ph.D., North-West University, South Africa ABSTRACT Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described.
    [Show full text]
  • The Youth Book. a Directory of South African Youth Organisations, Service Providers and Resource Material
    DOCUMENT RESUME ED 432 485 SO 029 682 AUTHOR Barnard, David, Ed. TITLE The Youth Book. A Directory of South African Youth Organisations, Service Providers and Resource Material. INSTITUTION Human Sciences Research Council, Pretoria (South Africa). ISBN ISBN-0-7969-1824-4 PUB DATE 1997-04-00 NOTE 455p. AVAILABLE FROM Programme for Development Research, Human Sciences Research Council, P 0 Box 32410, 2017 Braamfontein, South Africa; Tel: 011-482-6150; Fax: 011-482-4739. PUB TYPE Reference Materials - Directories/Catalogs (132) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Developing Nations; Educational Resources; Foreign Countries; Schools; Service Learning; *Youth; *Youth Agencies; *Youth Programs IDENTIFIERS Service Providers; *South Africa; Youth Service ABSTRACT With the goal of enhancing cooperation and interaction among youth, youth organizations, and other service providers to the youth sector, this directory aims to give youth, as well as people and organizations involved and interested in youth-related issues, a comprehensive source of information on South African youth organizations and related relevant issues. The directory is divided into three main parts. The first part, which is the background, is introductory comments by President Nelson Mandela and other officials. The second part consists of three directory sections, namely South African youth and children's organizations, South African educational institutions, including technical training colleges, technikons and universities, and South African and international youth organizations. The section on South African youth and children's organizations, the largest section, consists of 44 sectoral chapters, with each organization listed in a sectoral chapter representing its primary activity focus. Each organization is at the same time also cross-referenced with other relevant sectoral chapters, indicated by keywords at the bottom of an entry.
    [Show full text]
  • Research, Innovation & Postgraduate Studies
    UJADVANCEFUNDING AND DEVELOPMENT UNIVERSITY OF JOHANNESBURG | NEWS MAGAZINE | ISSUE 2 | VOL 8 MOVING THE WORLD FORWARD THROUGH Research, Innovation & Postgraduate Studies 4 Editor’s Note Internationalisation 5 Message from the VC 24 – 29 Meet the team UJ News Study Abroad Programme 6 UJ welcomes new Chancellor World Flavours Prof Njabulo Ndebele East Africa Executive Leadership Visits Postgraduate Centre 7 – 8 About the PGC Faculties and the PG students 30 - 36 Cumulus Green award for Funding and Support at the PGC paper on sustainable design 9 – 11 Strengthening Faculty News South African academics 37 – 41 UJ Solar Challenge vehicles 12 UJ student awarded Mandela celebrate success Rhodes Scholarship for ‘Class of 2013’ Funding and Development Research News 13 Polishing diamonds: the UJ 42 – 45 Research Chairs awarded to UJ in 2012 and De Beers story contents 14 The need for successful business Top Science researchers partnerships Record number of Doctoral graduates in one faculty Alumni 15 - 17 UJ Alumni Idols 2012 Sport News and Achievements 2 What can the Alumni Office 46 – 49 UJ Sport on a do for you? winning streak Alumni and CE Awards Visual Feature Alumni Feature 50 - 51 Competing 18 - 19 UJ Alumna vies for Miss Earth for the spotlight title in the Philippines Opinion UJ ADVANCE NOV 2012 UJ ADVANCE Community Engagement 52 - 53 Building 20 – 23 CE Student Volunteer Partnerships in Programme Building Project an unequal world CE Student Showcase Competition Hospital Project Nelson Mandela Day Women’s Day Fostering Partnerships at UJ 3 RESEARCH, INNOVATION AND POSTGRADUATE STUDIES AND POSTGRADUATE RESEARCH, INNOVATION A WORD FROM THE EDITOR Working hard to make a difference in the world The University’s Preamble to the UJ Strategic Thrusts: 2011 – 2020 is/states that UJ strives to provide education that is accessible and affordable, challenging, imaginative and innovative, and a just, responsible and sustainable society.
    [Show full text]
  • Government Notice No
    00265834-A 23549-1 2 No. 23549 GOVERNMENT GAZETTE, 21 JUNE 2002 CONTENTS No. Page Gazette No. No. GOVERNMENT NOTICE Education, Ministry of General Notice 855 Transformationand restructuring: A newinstitutional landscape for higher education ................................................. 3 23549 STAATSKOERANT, 21 JUNIE 2002 No. 23549 3 GOVERNMENTNOTICE MINISTRY OF EDUCATION No. 855 21 June 2002 TRANSFORMATION AND RESTRUCTURING: A NEW INSTITUTIONAL LANDSCAPE FOR HIGHER EDUCATION I, Professor Kader Asmal, MP, Minister of Education, hereby publish this document for general information. 4 No. 23549 GOVERNMENT GAZETTE, 21 JUNE 2002 Foreword The origins of the current institutional structure of the higher education system can be traced to thegeo-political imagination of apartheid’s master planner, Hendrik Verwoerd, and his reactionary ideological vision of “separate but equal development”.This was given effect through the enactmentin 1959 of the Universities Extension Act, which far from extending access to higher education on the basis of the universal values intrinsic to higher education restricted access on race and ethnic lines. It main purpose was to two-fold. First to ensure that the historically white institutions served the educational, ideological,‘potitical, cultural, social and economic needs of white SouthAfrica. Second, toestablish institutions that would produce a pliant and subservient class of educated black people to service the fictional homelands of apartheid’s imagination. In this aim it failed miserably. The institutions became hotbeds of student resistance, which ultimately contributed to apartheid’s demise. However, the apartheid legacy continues to burden the higher education system, which not only remains fragmented on race lines, but has been unable to rise fully to meetthe challenges of reconstruction and development.
    [Show full text]
  • Formulation of a Sustainable Financial Management Strategy for South African Universities’ Hotel Schools
    FORMULATION OF A SUSTAINABLE FINANCIAL MANAGEMENT STRATEGY FOR SOUTH AFRICAN UNIVERSITIES’ HOTEL SCHOOLS Dalene Crowther Master’s Degree in Higher Education Dissertation submitted in fulfilment of the requirements for the degree DOCTOR OF BUSINESS ADMINISTRATION in the Department of Business Support Studies Faculty of Management Sciences at the Central University of Technology, Free State Supervisor: Prof. Albertus J. Strydom [BCom; BCom (Hons); MCom (Money and Banking); HDE; PhD (Economics)] BLOEMFONTEIN July 2018 i © Central University of Technology, Free State DECLARATION WITH REGARD TO INDEPENDENT WORK I, DALENE CROWTHER, identity number and student number , do hereby declare that this research project, submitted to the Central University of Technology, Free State for the degree DOCTOR OF BUSINESS ADMINISTRATION, is my own independent work; complies with the Code of Academic Integrity, as well as other relevant policies, procedures, rules and regulations of the Central University of Technology, Free State; and has not been submitted before to any institution by myself or any other person in fulfilment (or partial fulfilment) of the requirements for the attainment of any qualification. ________________________ 2018/07/20 SIGNATURE OF STUDENT DATE i © Central University of Technology, Free State SUMMARY In recent years, the Central University of Technology, Free State (CUT) Hotel School has been nominated as Bloemfontein’s Business of the Year; internationally recognised as a leader in the field of education and training in the service industries; and regarded as “one of South Africa’s premier hotel schools”. The Hotel School finds it increasingly challenging to balance its income and expenses, and to function as a financially viable academic unit in a sustainable way.
    [Show full text]
  • The 4Th Industrial Revolution and the Future of the University UNIVERSITY of JOHANNESBURG | 9 – 11 OCTOBER 2019 the Future Won’T Wait
    — EDUCATIONAL INNOVATION SYMPOSIUM The 4th Industrial Revolution and the future of the University UNIVERSITY OF JOHANNESBURG | 9 – 11 OCTOBER 2019 The Future won’t wait. We’re Creating Tomorrow. To us at the University of Johannesburg, “The Future. Reimagined.” is not a line under our logo. It’s a daily challenge. It’s what motivates us to integrate the 4th Industrial Revolution into everything that steers Africa to a place of intellectual leadership. Creating Tomorrow is active not passive. It’s a collection of minds coming together to make change happen and we’re leading the way. So, when you think of the University of Johannesburg, think of it as more than just a world class, higher education facility. Think of it, as the place where tomorrow is being created. Bringing U21 Educational Leaders Together. The University of Johannesburg is delighted to be hosting the 2019 U21 Educational Innovation Leadership Symposium. It will bring university educational leaders from around the world together, to share our imagining of the future, our exploring of the 4th Industrial Revolution and the Future of the University. 1 2 Welcome Messages As Provost of Universitas 21, I am delighted to welcome you to the 2019 U21 Educational Dear U21 EI Colleagues Innovation Leaders’ Symposium. I want to thank Professor Sarah Gravett and the organising team at the University of Johannesburg, who have developed such a stimulating conference On behalf of the Steering Group, I am delighted to welcome you to the 2019 Educational Innovation agenda and to President Tshilidzi Marwala, and his staff for their warm welcome to South Africa.
    [Show full text]
  • Lombaard Christian Spirituality, UNISA
    There is rebellion afoot, and revelry: the nascent reformation of intellectual integrity within south african universities1 Christo Lombaard Christian Spirituality, UNISA Abstract Across the world, the “university is infested by the managerialist cultures of strategic planning, staff appraisal and quality control” (Waters, 2000:xiii). The way in which the role of the Vice- Chancellor has in practice come to be defined, namely as a medium term managing director, is perhaps a prime example of this trend. This is the case too with many South African universities. Particularly at the bilingual universities (that is, the former Afrikaans language universities), academics have been managed into carrying an unduly large administrative and lecturing load, and as such are unhealthy for the academic integrity of the university. In this paper, this state of affairs is briefly described, and some signs are indicated which show a growing sense of resistance against these developments. The classic role of the academic remains the most valuable to the university and to society. Key words: the nature of the university; intellectual integrity; academic freedom in South Africa. 1. Acting in character Clearly, being in flux is, and always has been, one of the universal characteristics of the university (cf. e.g. the essays collected in Teather, 1999). Panta rei – everything moves – (Lategan, 1996:57) is natural and to be expected, because, in a sense, "(e)lke universiteit word deur 'n bepaalde samelewing tot stand gebring en in stand gehou"2 (Dreyer, 1982:18). Just as valid, though, is the converse: that universities shape their societies. It is for precisely this reason that, almost constant strains notwithstanding, societies continue to hold universities in high esteem: "Dat relevansie as 'n eis beklemtoon word, is in sekere mate juis aan die sukses van die universiteit toe te skryf"3 (Rossouw, 1993:35; cf.
    [Show full text]
  • Study South Africa
    s SOUTH AFRICA THE GUIDE TO SOUTH AFRICAN TERTIARY EDUCATION FOURTH EDITION STUDY SOUTH AFRICA THE GUIDE TO SOUTH AFRICAN TERTIARY EDUCATION International Education Association of South Africa (IEASA) in association with the South African Universities Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP) > \ TABLE 0 F CONTENTS Messages Universities of Technology Message from the International Education Association Border Technikon (Eastern Cape University of Technology)....... 58 o f South Africa (IEASA)............................................................. 3 Durban Institute of Technolog)'.................................................... 60 Message from the Council on Higher Education (CHE)........ 4 Peninsula Technikon (Cape Peninsula University of Technology)______________ 62 Message from the South African Universities Tshwane University o f Technology............................................... 64 Vice-Chancellors Association (SAUVCA)............................ 5 Vaal University o f Technology......................................................... 66 Message from the Committee ofTechnikon Principal (CTP)___ 5 Eastern Cape Technikon (Eastern Cape University of Message from the South African Qualifications Technology)............................ 68 Authority (SAQA).................... 6 Cape Technikon (Cape Peninsula University of Technolog',') 71 Message from Unitech (Higher Education professional Central University o f Technology, Free S ta te ............................ 72 body for
    [Show full text]
  • Technikon Pretoria Ell Technikon North West D University of the Free State Ill University of the North Flil Border Technikon Glij Vaal Triangle Technikon
    MESSAGES Message from the Minister of Education Forging international academic cooperation gives me pleasure to be able to once again give thi requires that higher education instimtions message of support for the Guide to Soutb hould step up the pace in forging academic coop­ I lj1·ican Universities cmd Tecbnikons. eration and linkages as well as providing an Government policy has placed higher education at enabling environment for international smdems to the centre of the Human Resource Development study in South Africa. It also requires higher educa­ Strategy. In the last edition I indicated the need to tion instiUitions to ensure that the quality of the ensure that our system of higher education is rele­ programmes offered matches or exceeds interna­ vant, acce sible, efficient and provides the basis for tional benchmarks so that they become first choice lifelong learning.To this end we are embarking on a instinnions for smdents wanting an international major transformation and reconstmction process to experience. improve the capacity of our higher education insti­ TI1e initiative that the International Education mtions to respond nor only to national demands but Association of South Africa (IEASA) has undertak­ also to the demands placed upon us by a globalised Minister of Education, en together with the South African niversities economy. TI1e envisaged higher education land­ Professor Kader Asma l. Vice-Chancellors Association and d1e Committee scape should be better aligned to respond to the of Technikon Principals i beginning to show challenges of the constantly changing demands. some results. There ha been an increase in the The realisation of the African Union and the proposals con­ mm1ber of international students who seek tudy oppommities in tained in the 1 ew Progran1111e for Africa Development calls for our institutions.
    [Show full text]
  • The 4Th Industrial Revolution and the Future of the University
    The 4th Industrial Revolution and the future of the University UNIVERSITY OF JOHANNESBURG | 9 – 11 OCTOBER 2019 The Future won’t wait. We’re Creating Tomorrow. To us at the University of Johannesburg, “The Future. Reimagined.” is not a line under our logo. It’s a daily challenge. It’s what motivates us to integrate the 4th Industrial Revolution into everything that steers Africa to a place of intellectual leadership. Creating Tomorrow is active not passive. It’s a collection of minds coming together to make change happen and we’re leading the way. So, when you think of the University of Johannesburg, think of it as more than just a world class, higher education facility. Think of it, as the place where tomorrow is being created. Bringing U21 Educational Leaders Together. The University of Johannesburg is delighted to be hosting the 2019 U21 Educational Innovation Leadership Symposium. It will bring university educational leaders from around the world together, to share our imagining of the future, our exploring of the 4th Industrial Revolution and the Future of the University. U21 EDUCATIONAL INNOVATION LEADERSHIP SYMPOSIUM – 9-11 OCTOBER 2019 The 4th Industrial Revolution and the Future of the University UNIVERSITY OF JOHANNESBURG | 9 – 11 OCTOBER 2019 8 OCTOBER 2019 13:00 – 17:00 Pre-symposium meeting of the U21 Educational Innovation Steering Group with light lunch (conference hotel) 18:30 Informal dinner arrangements for symposium participants beyond the EISG and symposium organizing committee 9 OCTOBER 2019 12:00 Coach: Hotel to UJ
    [Show full text]
  • Mergers in South African Higher Education: Realization of Policy Intentions?
    MERGERS IN SOUTH AFRICAN HIGHER EDUCATION: REALIZATION OF POLICY INTENTIONS? by MZAMANE CONVY BALOYI submitted in accordance with the requirements for the degree of DOCTOR OF PUBLIC ADMINISTRATION at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROFESSOR G NAIDOO CO-SUPERVISOR: DR P KHUMALO SEPTEMBER 2015 DEDICATION To God be the Glory (Psalm 19 verse 1). I humbly dedicate this academic exegesis to three special persons: to my wife, Emily, who has divinely, endlessly, selflessly and dynamically HELPED me to focus on education throughout this postgraduate study journey (Genesis 2 verse 18), to my mother, Yimisa for ensuring that I go to school despite the socio-economic hindrances which were at odds during my primary and high school learning seasons (Ephesians 6 verse 2), and to my uncle, Mr Falaza Wison Mdaka who became my childhood mentor and provided me with the much-needed guidance towards a liberating future (1 Corinthians 4 verse 15). Their gallant efforts were not in vain. i DECLARATION I declare that MERGERS IN SOUTH AFRICAN HIGHER EDUCATION: REALIZATION OF POLICY INTENTIONS? is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. I further declare that I have not previously submitted this work, or part of it, for examination at Unisa for another qualification or at any other higher education institution. Signed: ______________________ Date: ____________________ ii ACKNOWLEDGEMENTS Professor Goonasagree Naidoo has been an outstanding supervisor. Her counsel, guidance and constructive criticism made an invaluable input to this study. This vessel is an intellectual asset and a humble contributor to knowledge generation.
    [Show full text]
  • GAELIC: Consortial Strategies for Survival Heather M
    Purdue University Purdue e-Pubs Proceedings of the IATUL Conferences 1998 IATUL Proceedings GAELIC: Consortial strategies for survival Heather M. Edwards University of the Witwatersrand Heather M. Edwards, "GAELIC: Consortial strategies for survival." Proceedings of the IATUL Conferences. Paper 12. http://docs.lib.purdue.edu/iatul/1998/papers/12 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. GAELIC : CONSORTIAL STRATEGIES FOR SURVIVAL Edwards, Heather University of the Witwatersrand, Johannesburg, South Africa E-mail: [email protected] Background GAELIC, the Gauteng and Environs Library Consortium, had its origins in a meeting of senior administrators, library directors, and IT representatives from seven tertiary institutions in Gauteng, with representatives of the Andrew W Mellon Foundation, on 3 February 1996. We were informed that the Mellon Foundation would be willing to fund the purchase of a common library software package for a consortium of libraries in the area, to facilitate and support resource sharing. The consortium was invited to submit a proposal to the Foundation. FOTIM, the Foundation of Tertiary Institutions in the Northern Metropolis, had been established a few months earlier, and GAELIC was brought in under this academic umbrella body. Librarians generally saw this as a positive step towards greater understanding and support for their libraries by the senior administrations of FOTIM institutions. The first meeting of the GAELIC Steering Committee took place on 15 April, 1996. By this time membership of the consortium had grown to eleven tertiary institutions located in this commercial and industrial heartland of South Africa.
    [Show full text]