DOCSLIB.ORG

Self-Evaluation Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Self-Evaluation Report SELF-EVALUATION REPORT Benchmarking Visitation: October 2018 Document version: 1.1 Date: 26th September 2018 Prepared by: Brian K. Williams Enrico M. Jacobs Foreword by the chairman It is a good thing to take some time to investigate if the course you are following is still pointing towards the direction you set out. It is a good thing to find out if the travelling companions are still on board, and that they are keeping up. It is a good thing to see if the results achieved are real and tangible and of a high standard. Every five years, Belgium Campus iTversity organises a self-evaluation and an international benchmark exercise to find out if the evolution of the institution is reflecting the development in education, research and development and community engagement we are aiming for. It is part of our quality management and PDCA cycle, to find out if we are still on course, recognise the trends that will lead to new changes, and find out if we are able to offer what is needed, in form, content and delivery. The benchmarking is done in cooperation with strategic international partners. While we are fully engaged to live up to the realities and demands in South Africa, and align our operations accordingly, we need to establish the fact that we reach international standards. After all, BC iTversity as an academic institution connects the local to the global. An international quality benchmark for us is to find out if we are still true to our values, our vision and mission, expressed in the specific goals we have set. We look at how we are doing things, our processes, to see if the interaction of our creating of form, content and delivery is a valid method of developing a curriculum that allows us to reach our goals in teaching and learning, research and development, and empowering and engaging people and communities. Lastly, we want to scrutinise what we are actually doing, we look at our products and see if they live up to South African and international expectations of the stakeholders. Outsiders must recognise and understand that first and foremost, BC iTversity is a South African institution. BC iTversity was established in the hopeful days after apartheid had been abolished, in the halcyon days when the country was redefining itself as the rainbow nation. BC iTversity did not carry any baggage from the past at all, and so we could freely introduce our vision and methods. That has proven to be a major asset. We developed a keen understanding of what was living in society and industry, academia and science, here, but because of our international outlook also elsewhere. This has been a strong advantage. When we arrived on the scene we found a country that was reinventing itself, in full and almost permanent transition, battling with the old, and at the same time getting ready for the new changes and challenges the 21st century is throwing at us. More than other countries South Africa is a land in transition, and we must not forget that and the landscape is constantly shifting, because of political and technological paradigm changes. In those early days, it soon became clear that there was going to be an enormous economic shift in South Africa. The country was moving away from an industry that SELF-EVALUATION REPORT i was heavily based on agriculture and mining. The future lay in the tertiary sector, the provision of services. This transition has caused dramatic changes. A lot of the development of a service-providing industrial model is riding on the development that led to the digital revolution, information technology, the internet (of things), now transforming yet again into Industry 4.0. The statistics show that in South Africa there is a huge shortage of so-called STEM- trained people. This probably is the case all over the world, but because of the peculiarities of the South African educational system this is an even more pressing issue here. There are simply too few people training in science, technology, engineering and mathematics. The result of that is that even though BC iTversity is a relatively small institution, the educational and industrial footprint of the institution is quite sizeable. This was rapidly noticed by the end stakeholders of the country. Very soon it was clear that BC iTversity was a choice partner for industry and authorities. The result of this is a unique and permanent state of dialogue between institution and stakeholder groups. Employability is a major issue. There are many graduates who have studied and trained in the country who cannot find jobs, and have to be retrained or redirected to other academic fields. This constant dialogue makes sure that the curriculum offers relevant knowledge, skills, competences and personal and professional attitudes. People from Europe or America do not seem to realise that there are other forces and conditions in Africa that have to be taken into account when we are talking about development. As an example, there is the specific case of technology leapfrogging. Africa never could afford to invest in internet cable connections given the geographic and demographic realities of the continent. What happened was that mobile phone, and especially smart phone technology was embraced instead. Based on this technology new, innovative and practical products were developed, much sooner than was the case in the rest of the world. We at BC iTversity had to follow suit, and that is one of the reasons why Botlhale Village is so important. Through this innovation centre we are able to keep track of what is required by the various stakeholders. We supply the necessary R&D to create answers to those questions, as is shown in the products that were developed by us. This in its turn helps to create a unique educational ecology, further conceptualised in our Learning Factory Model and the specific student experience we offer. Our track record is that 100% of our graduates have jobs, because they are immediately employable in industry. Also, they are trained to show sound character and attitude, and they are able to organise their further academic development. And lastly, they are trained to become leaders in their professional fields and communities. It has been our aim to connect knowledge with skills and develop a positive character and a growth mindset to equip the 21st-century learner. This is a ii SELF-EVALUATION REPORT very specific added value which is appreciated by all the stakeholders involved. And this is true empowerment of the people and their communities. Jan K.M. Rombouts Executive chairman Pretoria 6th September 2018 SELF-EVALUATION REPORT iii Contents Foreword by the chairman i Document structure ix Chapter 0 Introduction 1 Belgium Campus iTversity 1 Chapter 1 Diachronic context 7 South Africa 7 Education 13 Chapter 2 Synchronic context 19 Rights and responsibilities 19 Governance and regulation 20 Framework 20 Quality councils 21 Basic education 24 Higher education 26 Vocational education and training 30 References 32 Chapter 3 Character 33 Vision 33 Mission 34 Values 35 A shared belief system 36 Strategies 37 Maximising student success 37 Widening access 39 Increasing output and improving throughput 40 Serving the community 41 Expanding horizons 42 Primary challenge 42 References 42 Chapter 4 Governance 45 Organisation 45 Strategic management 45 SELF-EVALUATION REPORT v Contents Executive management 46 Policy and practice 47 Operational Management 47 Language policy 47 Quality assurance 48 Faculty of Information Technology 49 Operational support services 50 Student representative council 51 Botlhale Village 51 Organisational and functional design 52 Primary challenge 52 References 52 Chapter 5 Academia 53 Qualifications 53 Curricula 55 Internationalisation 56 Extracurricular programmes 58 Primary challenge 58 References 58 Chapter 6 Teaching 61 Vision 61 Academic staff development 61 Resources 62 Exploiting technology 62 Learning materials 63 Student support 63 Mentorship and tutoring 63 Counselling 64 Special needs 64 Guiding principles 65 Primary challenge 66 References 66 Chapter 7 Conclusion 69 Belgium Campus iTversity 70 Forward… an afterword by the CEO 74 vi SELF-EVALUATION REPORT Contents Appendix A Administrative information 79 Legal information 79 Regulatory information 80 Appendix B Glossary 81 Acronyms and abbreviations 81 Definitions 82 Appendix C Legislative and regulatory framework 85 Legislative entities 85 Executive entities 86 Statutory entities 87 Chapter 8 Bachelor of Computing 89 Objective 89 Outcomes 89 Programme 90 Capstone 92 Assessment 95 Validity 95 References 95 Chapter 9 Botlhale Village 97 Operational model 97 Open innovation 98 Accessible and democratic innovation 100 Supportive and accelerating innovation 100 Collaborative innovation 102 Sustainable and impact-yielding innovation 103 References 104 Chapter 10 Curriculum design 105 Design and development 105 Verification and validation 110 Review and renewal 113 References 114 Chapter 11 Internationalisation 115 Rationale 115 Vision of internationalisation 116 SELF-EVALUATION REPORT vii Contents Mission in the context of international development 117 Goals 119 Opportunities 122 References 123 Chapter 12 Performance data 125 Cohorts 125 Enrolments 125 Success rates 126 Success rates per demographic group 126 Chapter 13 Teaching and learning strategy 129 Exemplary instruction 129 Enhancing academics as teachers 135 Feedback and assessment 138 References 140 Appendix D National education and training statistics 143 Schools 143 Higher education institutions 144 Colleges 146 Students with disabilities 147 Appendix E NVAO review standards 149 Framework for institutional reviews 149 Programme accreditation framework 150 Critical reflection 151 Supporting evidence 152 References 152 viii SELF-EVALUATION REPORT Contents Document structure This document is constructed to serve multiple purposes. The reader wishing a first introduction to or overview of the Belgium Campus iTversity may fruitfully read the first eight chapters. These chapters are presented as a continuous narrative which can be read sequentially.
Load more

Recommended publications
  • Deý Deý 0 0H Comfór . I, Y ...NAUGHT for YOUR CIOMFORTI
    deý deý 0 0h COMfór . i, Y ....... NAUGHT FOR YOUR CIOMFORTI Trevor Huddieston was born in Bedfo~rd in 1913, and was educated at Lancing, and Christ, (Curcli, Oxford. After a period in Ceylon and India lic was ordairied in 1937, bind in 1943 went t ot fi~ as Priest-in-Charge (if the Commnunity of t1h0 ResurrectIon's Mi,"ion in Sopbiatown, and staayed in that country uiitil 1956. T-le lias been .i cluinphm of the black people there ever since. In 1958 Trevor Huddiesron bevaxne Prior oif tIic London House of the Coniiinity of the Resurrecction; in 1960 Bishop of Masiisi, and in 19614 Bishop of Stepney. Ile chen hecanwe Bisbojp> of Mauritius and Arcebbishop of thec Provincc of cthe Indian Ocean in 1978. Fle returned, to 1' ngland in 1983 where he continued to be accive in tie struggle against aparthecid. 1?Y tit<e sfai1e <mMlor TIF, TRL'V, A ND » 14I' N( <ê O{ cJU>' 0),sw(iciWv TREVOR HIU DDL B S 'O N CALR COMFORT VOUNT PAPIURAC Kj Firstpublished by il ..:ollins o Co. N.,d i %t First issucti in F ontatkw s 1957 Fit'st issued in Fount Paperbackq 1977 Thirteenth impression August 1985 © Trevor Huddleston 1956 Made andprinted in Great Britain by William Collins Sons & (. ttd, Gklagow Conditions of Sale This book is sold subject to the condition that it shall not, by way of trade or othenvise. be lent, re-sold, hired out or otherwise eirculbekl without the publisher's prior consent in any forn ol binding or cover other than thAt in whik'h itis published and without a similar condition including this condition being irnptcd on the subsequentpurchaer '110 NORMAN NIONTJANE and Mjo he roiresentr Mis look if detliealed nOh oleep gralinult and lipv? in C/frisy CONTflNTS i.
    [Show full text]
  • The South African Flag Controversy, 1925-1928
    T H E S O U T H A F R I C A N F L A G C O N T R O V E R S Y, 19 2 5 - 19 2 8 by Harry Saker Submitted in fulfilment of the requirements for the degree of D. PHIL. in the FacultyUniversity of Arts, University of Cape of Cape Town Volume I Promoter: Associate Professor A. M.Davey March 1977 The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town ii CONTENTS Page PREFACE vii ACKNOWLEDGEMENTS xiv ABBREVIATIONS xv CHRONOLOGY xvi SELECT DIAGRAM Op THE FIAG CONTROVERSY xviii CHAPTER I MOVES TOWARDS A NATIONAL FIAG 1 The Union's first flag 1 Smuts, the S .A. P. and a new flag 5 The desire for a new flag amongst Nationalists 11 Was there a general demand for a national flag? 14 II FLAG LEGISIATION IN 1925 18 The pace quickens, June-December 1924 18 The~ 192 5 legislation and reaction to it 22 The withdrawal of the Bill 26 Response to the Bill's withdrawal 34 III THE FAILURE TO REACH AGREEMENT, AUGUST 1925-MAY 1926 38 Smuts procrastinates between parliamentary sessions 38 The Select Committee of 1926 41 Government decides to proceed with flag legislation 46 English-speakers' fear of Afrikanerization 51 iii Fear of secession 55 The press in the week before the first reading 62 IV PARLIAMENTARY READINGS AND PUBLIC PROTEST,
    [Show full text]
  • How the End of the Second Boer War Unified Afrikaner Culture and Led to Afrikaner Political Dominance in South Africa
    The pen for the sword: how the end of the Second Boer War unified Afrikaner culture and led to Afrikaner political dominance in South Africa. by Timothy Evan Thomas Suttle B.A., Kansas State University, 2015 A THESIS submitted in partial fulfillment of the requirements for the degree MASTER OF ARTS Department of History College of Arts and Sciences KANSAS STATE UNIVERSITY Manhattan, Kansas 2018 Approved by: Major Professor Dr. Andrew Orr Copyright © Timothy Suttle Abstract The end of the Second Boer War in 1902 gave rise to cultural and political action of Afrikaners within the colonial governments and among the South African people. These actions caused a rise in Afrikaner cultural and political nationalism. Though the British emerged victorious from the war, resentment for the British Empire was widespread in the South African colonies due to brutalities suffered by the Afrikaners during the war. This resentment would later be channeled by Afrikaner leaders and used as a political weapon. The British wished for appeasement with the Afrikaners and established terms at the end of the war that Afrikaner leaders were able to use to further Afrikaner culture through politics. The military victory for the British influenced many Afrikaners to trade violence for political and cultural means of resistance. Throughout the years 1902-1924 the Afrikaner people established strategies through politics, literary publications, and new political groups, developed in the years 1904-1908, to advocate for Afrikaner nationalism and cultural equality amongst the British in areas of law, commerce, and education. The war showed the futility of military resistance against the British, but inspired many to push for political and cultural resistance, unification, and eventual dominance.
    [Show full text]
  • Orania and the Reinvention of Afrikanerdom
    This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. ORANIA AND THE REINVENTION OF AFRIKANERDOM Sylvia Seldon PhD in Social Anthopology The University of Edinburgh 2014 I declare that this thesis is entirely my own work and has not been submitted for any other degree or professional qualification. ABSTRACT In 1991 a private town for Afrikaners was established on the bank of the Orange River, in the semi-desert of South Africa’s Northern Cape Province. As a deliberately Afrikaans, and thus white, community, the town’s aims and existence are controversial, but both its principles and practicalities are not unique. Endeavouring to build an Afrikaner homeland in multiracial South Africa seems incongruous, signalling a retreat from social heterogeneity as a fact of the contemporary world. It raises questions about what people do following a social, political and economic paradigm shift, and about what is occurring within a country with multiple and contradictory accounts of history and a traumatic recent past.
    [Show full text]
  • Occasional Papers Diverse People Unite
    OCCASIONAL PAPERS DIVERSE PEOPLE UNITE: TWO LECTURES ON KHOISAN IMAGERY AND THE STATE !Ke e: /xarre //ke: Khoisan imagery in the reconstruction of South African national identity (Edinburgh, 2gthApril 2003) Mutual aid and the foraging mode of thought: Reading Kropotkin in the Kalahari (Kyoto, 18'~~~ril2002) ALAN BARNARD 2003 CENTRE OF AFRICAN STUDIES Edinburgh University Price: f 6.00 or U S $12.00 Diverse People Unite: Two Lectures on Khoisan Imagery and the State Alan Barnard Centre of African Studies Edinburgh University Contents Introduction 3 About the author 5 !Ke e: lxarra llke (People who are different, coming together): Khoisan imagery in the reconstruction of South African national identity -- Inaugural Lecture as Professor of the Anthropology of Southern Africa in the University of Edinburgh, Edinburgh 29th April 2003 6 Mutual aid and the foraging mode of thought: Reading Kropotkin in the Kalahari -- Public Lecture presented under the auspices of the Japan Association for African Studies and the Center for African Area Studies, Kyoto University, Kyoto, 18* April 2002 49 Introduction The two lectures presented here are diverse in many ways, but they share a common theme: the representation of Khoisan peoples. They also share a concern with the relations between the state and Khoisan peoples. Both employ the perspective of regional comparison that has been a major part of most of my studies of Khoisan peoples, but in both cases the structuralist aspects of my earlier work have been softened in favour of a more complex interpretive understanding that stresses both similarities and differences among Khoisan groups. The first, my professorial Inaugural Lecture, emphasizes the use of Khoisan imagery by the South African state and others in the construction of a new South African national identity based on universal rather than racial principles.
    [Show full text]
  • Flagging the “New” South Africa, 1910–2010
    Historia 56, 1, Mei/May 2011, pp 42–62 Flagging the “new” South Africa, 1910–2010 Frederick Gordon Brownell * It has been said that history is something that never happend (sic), written by a man who was not there. The present study is an effort to relate what did happen by one who was there.1 Introduction Over the past century, distinctive flags have been devised for and adopted by South Africa on three occasions. These were progressive steps and in each instance the flags addressed both a current need in the constitutional development of South Africa, and marked a key milestone in the country’s flag history. The first of these came soon after Union in 1910 and followed a standard pattern applied throughout the British Empire. The second saw the hoisting in 1928 of a distinctive national flag, in recognition of South Africa’s independent status. At this time there were a few independent states in Africa, but within three decades, on a rising tide of African nationalism, this situation began changing. In sub-Saharan Africa, Ghana set the ball rolling in 1957, followed by Guinea a year later.2 The floodgates opened in 1960, when an unprecedented eighteen African countries gained independence, each of them under a new national flag. It was also the year in which the British prime minister, Harold McMillan, delivered his “winds of change” address to the South African parliament on 3 February. Three decades later, almost to the day, President F.W. de Klerk announced at the opening of parliament that political detainees would be released, and hitherto banned political organisations would henceforth be free to participate in the search for an equitable dispensation for all South Africans.
    [Show full text]
  • Heraldry in Natal
    15 Heraldry In Natal (The Natal Society's Annual Lecture delivered by the State Herald, Frederick Gordon Brownell, on Friday 27 March 1987) Those of you who watched the recent television series Shaka Zulu will no doubt remember seeing the British Union Flag, better known as the Union Jack, fluttering over Lieutenant Francis Farewell's little settlement at Port Natal. Since Farewell was an officer in the Royal Navy, 'showing the flag' in foreign parts would have been second nature to him. Flags are an integral part of heraldry and the Union Jack, which is in itself a combination of three flags, based on the reputed arms of the patron saints of England, Scotland and Ireland, was thus the first heraldic representation to have been used in Natal. Apart from the Republic of Natalia interlude (1839 - 1842), the Union Jack has in fact flown over Natal in one form or another since 1824. This may sound strange since South Africa has been a republic for the past quarter of a century, but one must bear in mind that it is still an integral part of our national flag. The Union Jack of course also appears in shield form charged on the shoulder of the dexter supporter to the arms of the City of Pietermaritzburg, while the sinister supporter is charged with the flag of the Republic of Natalia, also in shield form. The fact that the short-lived Republic of Natalia also had a flag of its own was not widely known and it took considerable research to determine what the design of that flag had been.
    [Show full text]
  • Afrikaans Film As a Cinema of Political Impotence, 1994 – 2014
    Absences, exclusivities and utopias: Afrikaans film as a cinema of political impotence, 1994 – 2014. by Chris Willem Broodryk Submitted in fulfilment of the degree of DOCTOR OF PHILOSOPHY in Film Studies. UNIVERSITY OF CAPE TOWN University of Cape Town September 2015 Supervisor: Associate Professor Martin Botha i The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town 1. “Images, properly speaking, are the things of the world. It follows logically from this that cinema is not the name of an art: it is the name of the world” Jacques Ranciere, Film Fables (2006:109). 2. “[T]he master’s tools will never dismantle the master’s house” Audre Lorde (quoted in Rodness 2014:64) 3. “The objects of the commodity world of capitalism … shed their independent ‘being’ and intrinsic qualities and come to be so many instruments of commodity satisfaction” Fredric Jameson (1979:131) ii ABSTRACT This thesis develops a conceptual and theoretical framework within which to position contemporary Afrikaans cinema as a cinema of political impotence. Afrikaans cinema is first located within the tensions of democratic post-transitional South African society and linked to the identity politics of being identified as ‘Afrikaner’ or ‘Afrikaans speaking’. The thesis provides a critical overview of film scholar Thomas Elsaesser’s studies of (New) German Cinema and Hollywood, identifying key notions such as double occupancy to inform the study’s vocabulary, and discussing how certain cultures have responded to traumatic events in which they were complicit.
    [Show full text]
  • Franz Auerbach NEWSPAPER CUTTINGS
    FULL INVENTORY 1950 – 1964 (VOL. 1) COMPILED BY MARK SANDHAM 1950 Textbooks differ in translation, 17/6/62 Come to visit Mayibuye, Oct 1950 Prejudice in the classroom: how the facts are slanted, 7/7/62 1955 Marxism theme of NUSAS school, 10/7/62 One world, Oct 1955 Truth and freedom: our Western heritage [notice], 16/7/62 1958 Truth and freedom: our Western heritage [address], 16/7/62 In memoriam F. M. R., Dec 1958 Western heritage in S.A.: do we measure up to its 1959 traditions?, 21/7/62 Ex unitate vires, Jan 1059 History should unite, not divide, 24/7/62 Race teaching starts, 11/8/59 Prejudice in education: indoctrination disguised as Nine reasons why teaching should attract youth, 24/9/59 education, 25/7/62 1960 Silence in court, 31/7/62 How to measure the soul of South Africa, 14/1/60 Do we know we are living with dynamite?, 31/7/62 Series of lectures on the growth of the arts in fifty years of In good company (9/8/62), 1/8/62 Union, April 1960 Same race theory as Hitler held, 1/8/62 Examination in bilingualism, April 1960 Citrus silence reaches ports, 1/8/62 Development of Bantu areas is needed now, 22/4/60 Employment for married women (Sept 1962), 1/8/62 Support for call for new National Convention, 13/6/60 Act now against prejudice: a call for Jewish leadership, Many S. Africans will vote against a republic, 13/6/60 6/8/62 Mr Swart’s speech shocked conference, July 1960 They want English, 27/9/62 Why did audience cough?, July 1960 Teaching for a servant’s pay, 27/9/62 [My new horizons], Aug 1960 Franz Auerbach, teacher and preacher, 9/11/62 Union Day must stay (1/12/60), Aug 1960 Helping the juvenile delinquent (5/11/62), 15/11/62 Education and our expanding horizons, Aug 1960 Good work by teachers on problem cases, 15/11/62 Can these trends be reversed?, Aug 1960 Doctors ought to protest at ‘racial blood’, 17/12/62 A Christian view of historical crisis, Aug 1960 Parallel with Germany ominous, 17/12/62 On the wrong road?: History in Transvaal schools, Aug Importance of English language (20/12/62), 17/12/62 1960 1963 C.N.E.
    [Show full text]
  • Niven 1971.Pdf (14.03Mb)
    TEACHER EDUCATION IN SOUTH AFRICA A Critical Study of Selected Aspects of its Historical, Curricular and Administrative Development VOLUME I by JOHN MCGREGOR NIVEN Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the Department of Education, University of Natal Pietermaritzburq 1971 (i) Table of Contents VOLUME I Page Acknowledgements (v/i) Introduction (viii) Part One : The Origins and Early Development of the Systems ..of Teacher Education in South Africa 1 Chapter 1 : Early Beginnings; the Provision and Training of Teachers in the Cape of Good Hope 1 The Provision of Teachers in the Eighteenth and Nineteenth Centuries 1 Chapter 2 : Colleges and Certificates: the Expansion of Teacher Education in South Africat 1870-1910 10 1. The New Colleges 11 2. The Certification of Teachers 14 3. Teacher Education during the Colonial Interregnums 1902-1910 20 4. The Establishment of Institutions of Higher Education 24 Part Two : The Development of the Present Systems of Teacher Education: 1910-1960 27 Chapter 3 : Ex Unitate Vires - as well as division and provincialism 27 1. The Union Education Department and Higher Education 28 2. University Development in the Union of South Africa 29 3. The First Class Teacher's Certificate 32 4. Technical and Vocational Education 34 5. The Necessity for the Rationalisation of Teacher Education 39 6. Malherbe's Scheme for the Rationalisation of Educational Administration 40 Chapter 4 : The Development of Provincial Systems of Teacher Education: 1910-1945 43 1. The Cape
    [Show full text]
  • Mandela Tells How He Will Tackle the Future -·And the Past
    E EPISCOPAL CHURCHPEOPLE for a FREE SOUTHERN AFRICA c 339 Lafayette Street, New York, N.Y. 10012-2725 s (212) 4n-0066 FAX: ( 212) 9 79-1013 A JJ149: 12 June 1994 (anniversary of the ) THE INDEPENDENT(founding of ECSA 1956) WEDNESDAY 8 JUNE 1994 In his first interview with any newspaper since he was inaugurated, South Africa's President spoke'to John Carlin in Pretoria Mandela tells how he will tackle the future -·and the past PRESIDENT Nelson Mandela, greatest punishment would be the 75, said yesterday he intended to obligation to serve under those see out his full five-year term of of­ they strove so long to suppress. fice. "At least for the next five Mr Mandela was speaking years," he said in an interview shortly after the Justice Ministry with the Independent. "But then I announced that an amnesty would would be 80 and I don't think it be considered for all those who would be profitable for a man of 80 committed political offences be­ Declaring that forgivenness to stand for political office." fore 5 December last year, on con­ would not be absolute, Mr Speaking at the presidential of­ dition that that they first con­ Mandela said people would be fice in Pretoria he said that be­ fessed fully before a soon to be treated differently. "Some of those tween now and 1999 his priority established Truth Commission. who defended apartheid by sitting would be to "convert" all South The Justice Minister, Dullah down to hatch schemes to murder Africans to a new sense of national Omar, said the commision, which people simply because they de­ identity, loyalty and unity, even if is expected to focus on the 15,000 manded equality, those we can that meant forgiving many of the political killings since 1990, would never forgive." sins of the past.
    [Show full text]
  • Cottesloe Consultation
    Cottesloe Consultation: The Report of the Consultation among South African Member Churches of the World Council of Churches 7-14 December 1960 at Cottesloe, Johannesburg http://www.aluka.org/action/showMetadata?doi=10.5555/AL.SFF.DOCUMENT.ydlwcc2079 Use of the Aluka digital library is subject to Aluka’s Terms and Conditions, available at http://www.aluka.org/page/about/termsConditions.jsp. By using Aluka, you agree that you have read and will abide by the Terms and Conditions. Among other things, the Terms and Conditions provide that the content in the Aluka digital library is only for personal, non-commercial use by authorized users of Aluka in connection with research, scholarship, and education. The content in the Aluka digital library is subject to copyright, with the exception of certain governmental works and very old materials that may be in the public domain under applicable law. Permission must be sought from Aluka and/or the applicable copyright holder in connection with any duplication or distribution of these materials where required by applicable law. Aluka is a not-for-profit initiative dedicated to creating and preserving a digital archive of materials about and from the developing world. For more information about Aluka, please see http://www.aluka.org Cottesloe Consultation: The Report of the Consultation among South African Member Churches of the World Council of Churches 7-14 December 1960 at Cottesloe, Johannesburg Author/Creator World Council of Churches Consultation (Cottesloe, Johannesburg, 7-14 December, 1960); World Council of Churches Date 1960-12-07 - 1960-12-14 Resource type Reports Language English Subject Coverage (spatial) South Africa Source World Council of Churches Library and Archives: Programme to Combat Racism; microfilm created by the Yale University Divinity Library with funding from the Kenneth Scott Latourette Initiative for the Documentation of World Christianity., Yale University Divinity Library, Programme to Combat Racism [microform], 4223.9.4; mf.
    [Show full text]