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South Africa's Water and Dam Safety Legislation: a Commentary and Analysis on the Impact of the World Commission on Dams' Report, Dams and Development Robyn Stein
American University International Law Review Volume 16 | Issue 6 Article 7 2001 South Africa's Water and Dam Safety Legislation: A Commentary and Analysis on the Impact of the World Commission on Dams' Report, Dams and Development Robyn Stein Follow this and additional works at: http://digitalcommons.wcl.american.edu/auilr Part of the International Law Commons Recommended Citation Stein, Robyn. "South Africa's Water and Dam Safety Legislation: A Commentary and Analysis on the Impact of the World Commission on Dams' Report, Dams and Development." American University International Law Review 16, no. 6 (2001): 1573-1590. This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University International Law Review by an authorized administrator of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. SOUTH AFRICA'S WATER AND DAM SAFETY LEGISLATION: A COMMENTARY AND ANALYSIS ON THE IMPACT OF THE WORLD COMMISSION ON DAMS' REPORT, DAMS AND DEVELOPMENT PROFESSOR ROBYN STEINO INTRODUCTION ............................................. 1574 I. THE NATIONAL WATER ACT: A RIGHTS-AND-RISK BASED APPROACH ...................................... 1576 II. EQUITY CONSIDERATIONS: FROM A PRIVATE TO A PUBLIC SYSTEM OF WATER USE ALLOCATIONS .... 1581 Ilf. EFFICIENCY: THE DEVELOPMENT OF THE SOUTH AFRICAN PUBLIC TRUST DOCTRINE -
A Critical Appraisal of Policy on Educator Post
A CRITICAL APPRAISAL OF POLICY ON EDUCATOR POST PROVISIONING IN PUBLIC SCHOOLS WITH PARTICULAR REFERENCE TO SECONDARY SCHOOLS IN KWAZULU-NATAL by INBANATHAN NAICKER Thesis submitted in fulfillment of the DOCTOR OF EDUCATION (DEd) in the discipline Education Management and Leadership, School of Education and Development, Faculty of Education, University of KwaZulu-Natal PROMOTER: Prof. Thengani H. Ngwenya DATE SUBMITTED: November 2005 DECLARATION I declare that this thesis titled, A CRITICAL APPRAISAL OF POLICY ON EDUCATOR POST PROVISIONING IN PUBLIC SCHOOLS WITH PARTICULAR REFERENCE TO SECONDARY SCHOOLS IN KWAZULU- NATAL is my own work and that all the sources that have been used or quoted, have been indicated and acknowledged by means of complete references. ______________________ Inbanathan Naicker Reg. No.: 8116342 November 2005 ii ABSTRACT Historically, educator post provisioning in South African public schools has been a contentious issue. Informed by the apartheid ideology, the staffing of schools was skewed both quantitatively and qualitatively in favour of the white population group. In contrast, the schools catering for the black population had to contend with high learner-educator ratios and poorly qualified educators. With the coming into power of the first democratically elected government in 1994 there was growing optimism that equity, redress and social justice would prevail in all spheres of society, including education. In the education arena there were significant attempts at addressing the inequity that prevailed in terms of educator distribution. This study which is grounded in the field of policy analysis, critically analyses the policy on educator post provisioning in public schools in KwaZulu-Natal in the post apartheid era. -
Who Is Governing the ''New'' South Africa?
Who is Governing the ”New” South Africa? Marianne Séverin, Pierre Aycard To cite this version: Marianne Séverin, Pierre Aycard. Who is Governing the ”New” South Africa?: Elites, Networks and Governing Styles (1985-2003). IFAS Working Paper Series / Les Cahiers de l’ IFAS, 2006, 8, p. 13-37. hal-00799193 HAL Id: hal-00799193 https://hal.archives-ouvertes.fr/hal-00799193 Submitted on 11 Mar 2013 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Ten Years of Democratic South Africa transition Accomplished? by Aurelia WA KABWE-SEGATTI, Nicolas PEJOUT and Philippe GUILLAUME Les Nouveaux Cahiers de l’IFAS / IFAS Working Paper Series is a series of occasional working papers, dedicated to disseminating research in the social and human sciences on Southern Africa. Under the supervision of appointed editors, each issue covers a specifi c theme; papers originate from researchers, experts or post-graduate students from France, Europe or Southern Africa with an interest in the region. The views and opinions expressed here remain the sole responsibility of the authors. Any query regarding this publication should be directed to the chief editor. Chief editor: Aurelia WA KABWE – SEGATTI, IFAS-Research director. -
The Legacy of Inkosi Albert John Luthuli's Christian-Centred Political
Faith and politics in the context of struggle: the legacy of Inkosi Albert John Luthuli’s Christian-centred political leadership Simangaliso Kumalo Ministry, Education & Governance Programme, School of Religion and Theology, University of KwaZulu-Natal, Pietermaritzburg, South Africa Abstract Albert John Mvumbi Luthuli, a Zulu Inkosi and former President-General of the African National Congress (ANC) and a lay-preacher in the United Congregational Church of Southern Africa (UCCSA) is a significant figure as he represents the last generation of ANC presidents who were opposed to violence in their execution of the struggle against apartheid in South Africa. He attributed his opposition to violence to his Christian faith and theology. As a result he is remembered as a peace-maker, a reputation that earned him the honour of being the first African to win the Nobel Peace Prize. Also central to Luthuli’s leadership of the ANC and his people at Groutville was democratic values of leadership where the voices of people mattered including those of the youth and women and his teaching on non-violence, much of which is shaped by his Christian faith and theology. This article seeks to examine Luthuli’s legacy as a leader who used peaceful means not only to resist apartheid but also to execute his duties both in the party and the community. The study is a contribution to the struggle of maintaining peace in the political sphere in South Africa which is marked by inter and intra party violence. The aim is to examine Luthuli’s legacy for lessons that can be used in a democratic South Africa. -
Histroy / Archaeology Panel Report
Report of the History/Archaeology Panel to the Minister of Education Ministry of Education Sol Plaatje House 123 Schoeman Street Pretoria, South Africa IDN 00/1. TABLE OF CONTENTS Introduction 1 Executive Summary 3 Background 3 The Need for History and Archaeology 4 Introduction 4 The Nature of History and Archaeology 5 The Values and Value of Historical Learning 6 The Present Situation in School education 8 Critical Analysis of the Quality of History and Archaeology Teaching in Schools 8 Curriculum Content 9 Assessment 10 Curriculum 2005 10 Quality of Teacher Training 11 Quality of Support Materials 12 Recommendations 13 Strengthening the Substance and Scope of the Curriculum 13 Method 13 Essential knowledge 13 Formulation of a History Curriculum 15 Skills promotion 15 Strengthening Teacher Training 15 Pre-service 16 In-service 16 Support materials improvement 16 Building Overall Capacity 17 Select Bibliography 19 INTRODUCTION The recent Report of the Working Group on Value in Education, chaired by Professor Wilmot James, titled Values, Education and Democracy, called for the establishment of a panel of historians and archaeologists to advise the minister of education on how best to strengthen the teaching of history in South African schools. The History and Archaeology Panel of the Values in Education Initiative, was established by the Minister of Education, Professor Kader Asmal, and launched on 12 September 2000. Its terms of reference were to undertake a critical analysis of: ¥ the quality of the teaching of history and evolution in schools ¥ the state of teacher training ¥ the quality of support materials (such as textbooks) The Panel was further required to make recommendations on: ¥ the strengthening of the substance and scope of the history curriculum ¥ the strengthening of teacher training ¥ the improvement of support materials. -
Stoking the Fires
STOKING THE FIRES Military Assistance and Arms Trafficking in Burundi Human Rights Watch Arms Project Human Rights Watch New York AAA Washington AAA London AAA Brussels Copyright 8 December 1997 by Human Rights Watch All Rights Reserved Printed in the United States of America ISBN: 1-56432-177-0 Library of Congress Catalog Card Number: 97-80896 Human Rights Watch Arms Project The Human Rights Watch Arms Project was established in 1992 to monitor and prevent arms transfers to governments or organizations that commit gross violations of internationally recognized human rights and the rules of war and promote freedom of information regarding arms transfers worldwide. Joost R. Hiltermann is the director; Stephen D. Goose is the program director; Loretta Bondì is the Advocacy Coordinator; Andrew Cooper, and Ernst Jan Hogendoorn are research assistants; Rebecca Bell is the associate; William M. Arkin, Kathi L. Austin, Dan Connell, Monica Schurtman, and Frank Smyth are consultants. Torsten N. Wiesel is the chair of the board and Nicole Ball and Vincent McGee are the vice-chairs. Addresses for Human Rights Watch 485 Fifth Avenue, New York, NY 10017-6104 Tel: (212) 972-8400, Fax: (212) 972-0905, E-mail: [email protected] 1522 K Street, N.W., #910, Washington, DC 20005-1202 Tel: (202) 371-6592, Fax: (202) 371-0124, E-mail: [email protected] 33 Islington High Street, N1 9LH London, UK Tel: (171) 713-1995, Fax: (171) 713-1800, E-mail: [email protected] 15 Rue Van Campenhout, 1000 Brussels, Belgium Tel: (2) 732-2009, Fax: (2) 732-0471, E-mail: [email protected] Web Site Address: http://www.hrw.org Listserv address: To subscribe to the list, send an e-mail message to [email protected] with Asubscribe hrw-news@ in the body of the message (leave the subject line blank). -
International Conference on the European Economic Community and South Africa
International Conference on the European Economic Community and South Africa http://www.aluka.org/action/showMetadata?doi=10.5555/AL.SFF.DOCUMENT.nuun1979_10 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 International Conference on the European Economic Community and South Africa Alternative title Notes and Documents - United Nations Centre Against ApartheidNo. 9/79 Author/Creator United Nations Centre against Apartheid Publisher United Nations, New York Date 1979-04-00 Resource type Reports Language English Subject Coverage (spatial) South Africa, Western Europe (region), Ireland Coverage (temporal) 1979-00-00 Source Northwestern University Libraries Description This issue, published at the request of the Special Committee against Apartheid, contains the Final Communique, the Resolution and the Declaration adopted by the Conference, as well as the list of participants. -
South Africa After Apartheid: a Whole New Ball Game, with Labor on the Team
r , * ',-,- - i i-.-- : ii ii i -ii,,,c - -. i - 198 Broadway * New York, N.Y. 10038 e (212) 962-1210 Tilden J. LeMelle, Chairman Jennifer Davis, Executive Director MEMORANDUM TO: Key Labor Contacts FROM: Mike Fleshman, Labor Desk Coordinator DATE: June 7, 1994 South Africa After Apartheid: A Whole New Ball Game, With Labor On The Team Friends, The victory parties are finally over and, in the wake of Nelson Mandela's landslide election as South Africa's first-ever Black President, South African workers are returning to their jobs and to the enormous challenges that lie ahead. For the 1.2 million-member Congress of South African Trade Unions (COSATU), whose support for Mandela's ANC was critical to the movement's runaway 62.5 percent victory, the end of apartheid brings new opportunities for South African workers, but also some new problems. One result of the ANC victory is the presence of key labor leaders in the new government. Two high ranking unionists, former COSATU General Secretary Jay Naidoo, and former Assistant General Secretary Sydney Mufamadi, were named to cabinet posts -- Mufamadi as Minister of Safety and Security in charge of the police, and Naidoo as Minister Without Portfolio, tasked with implementing the ANC/COSATU blueprint for social change, the national Reconstruction and Development Program (RDP). Former National Union of Metalworkers of South Africa (NUMSA) economist Alec Erwin was named Deputy Minister for Finance. Former Mineworkers head Cyril Ramaphosa, elected General Secretary of the ANC in 1991, will exert great influence on the shape of the permanent new constitution as the chair of the parliamentary constitution-writing body. -
Re-Imagining the Tapestry of Teaching: an Investigation Into Student Teachers’ Outcomes-Based Education (Obe) Instructional Practices
i RE-IMAGINING THE TAPESTRY OF TEACHING: AN INVESTIGATION INTO STUDENT TEACHERS’ OUTCOMES-BASED EDUCATION (OBE) INSTRUCTIONAL PRACTICES. by BLANDINA TABITHA MAKINA submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE AND PHILOSOPHY in the subject ENGLISH at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF L VILJOEN AUGUST 2011 ii DECLARATION Student number 3195-600-8 I declare that RE-IMAGINING THE TAPESTRY OF TEACHING: AN INVESTIGATION INTO STUDENT TEACHERS’ OUTCOMES-BASED EDUCATION (OBE) INSTRUCTIONAL PRACTICES is my own work and that all the sources that I have used or quoted have been indicated and acknowledged my means of complete references. Signed: Date: BLANDINA MAKINA iii ABSTRACT This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by Unisa’s Department of English Studies at certificate level. The unit of analysis was a group of eight student teachers registered for the module ACEEN26 Teaching English: General Principles offered by Unisa’s Department of English Studies. This module aims to help students to understand the approaches that underpin Outcomes-based Education (OBE) and how these translate into practice in the English First Additional Language (FAL) classrooms. To investigate the participants’ classroom practices, the study adopted an open and inductive approach aimed at gauging their thinking with regard to teaching, learning, assessment and how these understandings reflected OBE practices. The aim was to determine how the eight students made sense of this phenomenon given their own epistemologies within the unique contexts in which they worked. -
Harmony and Discord in South African Foreign Policy Making
Composers, conductors and players: Harmony and discord in South African foreign policy making TIM HUGHES KONRAD-ADENAUER-STIFTUNG • OCCASIONAL PAPERS • JOHANNESBURG • SEPTEMBER 2004 © KAS, 2004 All rights reserved While copyright in this publication as a whole is vested in the Konrad-Adenauer- Stiftung, copyright in the text rests with the individual authors, and no paper may be reproduced in whole or part without the express permission, in writing, of both authors and the publisher. It should be noted that any opinions expressed are the responsibility of the individual authors and that the Konrad-Adenauer-Stiftung does not necessarily subscribe to the opinions of contributors. ISBN: 0-620-33027-9 Published by: Konrad-Adenauer-Stiftung 60 Hume Road Dunkeld 2196 Johannesburg Republic of South Africa PO Box 1383 Houghton 2041 Johannesburg Republic of South Africa Telephone: (+27 +11) 214-2900 Telefax: (+27 +11) 214-2913/4 E-mail: [email protected] www.kas.org.za Editing, DTP and production: Tyrus Text and Design Cover design: Heather Botha Reproduction: Rapid Repro Printing: Stups Printing Foreword The process of foreign policy making in South Africa during its decade of democracy has been subject to a complex interplay of competing forces. Policy shifts of the post-apartheid period not only necessitated new visions for the future but also new structures. The creation of a value-based new identity in foreign policy needed to be accompanied by a transformation of institutions relevant for the decision-making process in foreign policy. Looking at foreign policy in the era of President Mbeki, however, it becomes obvious that Max Weber’s observation that “in a modern state the actual ruler is necessarily and unavoidably the bureaucracy, since power is exercised neither through parliamentary speeches nor monarchical enumerations but through the routines of administration”,* no longer holds in the South African context. -
Educational Change in South Africa, 1994-2003 (Executive Summary)
Part 2 Executive Summary The focus of this case study of education reform is limited to three specific interventions by the South African government: education finance reform, curriculum reform, and the teacher rationalization pro- cess. These three interventions were sampled from a rich mix of reforms because they were initiated very early in the democratic transition and because there is a reasonably sound empirical base from which to make judgments about the efficacy and effectiveness of these interventions. This case study of educational reform in South Africa will present a critical analysis of the reform goals, design, imple- mentation, and impact for each of the three interventions. In the end, the objective of this case report is to contribute new insights and understandings to the global knowledge base on education reforms in developing countries. The post-apartheid government of 1994 inherited one of the most unequal societies in the world. Decades of social and economic discrimination against black South Africans left a legacy of income inequality along racial lines. Furthermore HIV/AIDS constitutes a massive threat to development in Southern Africa. In the general population, 11 percent of South Africans from all walks of life are HIV- positive, with 15.2 percent of this group aged between 15 and 49. Higher rates of infection are found in children aged between 2 and 14. HIV/AIDS impacts education policy reform goals in a number of ways. It erodes participation gains that resulted from reform attempts to broaden access to primary, secondary, and tertiary education given that more and more students either die or drop out of school because of personal illness (HIV/AIDS- infected) or family illness (HIV/AIDS-affected). -
Re: Women Elected to South African Government
Re: Women Elected to South African Government http://www.aluka.org/action/showMetadata?doi=10.5555/AL.SFF.DOCUMENT.af000400 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 Re: Women Elected to South African Government Alternative title Re: Women Elected to South African Government Author/Creator Kagan, Rachel; Africa Fund Publisher Africa Fund Date 1994-06-01 Resource type Reports Language English Subject Coverage (spatial) South Africa Coverage (temporal) 1994 Source Africa Action Archive Rights By kind permission of Africa Action, incorporating the American Committee on Africa, The Africa Fund, and the Africa Policy Information Center. Description Women. Constituent Assembly.