Developments In South Africa

Development has remained elusive in Africa. Through theoretical contributions and case studies focusing on Southern Africa’s former white settler states, South Africa and Zimbabwe, this volume responds to the current need to rethink (and unthink) development in the region. The authors explore how Africa can adapt Western development models suited to its political, economic, social and cultural circumstances, while rejecting development practices and discourses based on exploitative capitalist and colonial tendencies. Beyond the legacies of colonialism, the volume also explores other factors impacting development, including regional politics, corruption, poor policies on empowerment and indigenization, and socio-economic and cultural barriers.

Remember the global peace dividend - the budget surpluses that were supposed to result from the raising of the Iron Curtain and the end of the arms race? As war-torn societies in the Middle East, Latin America, and parts of Africa found peace and began building democratic societies, governments were supposed to use the money they once spent on the military to better meet basic human needs. But has it happened?

Tensions in South African universities have traditionally centred around equity (particularly access and affordability), historical legacies (such as apartheid and colonialism), and the shape and structure of the higher education system. What has not received sufficient attention, is the contribution of the university to place-based development. This volume is the first in South Africa to engage seriously with the place-based developmental role of universities. In the international literature and policy there has been an increasing integration of the university with place-based development, especially in cities. This volume weighs in on the debate by drawing attention to the place-based roles and agency of South African universities in their local towns and cities. It acknowledges that universities were given specific development roles in regions, homelands and towns under apartheid, and comments on why sub-national, place-based development has not been a key theme in post-apartheid, higher education planning. Given 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.

This title was first published in 2003. This volume advances our understanding of how Southern Africa is currently being reconfigured, critically examining what has been marketed as the "flagship" of the Spatial Development Initiative programme in Southern Africa: the Maputo Development Corridor (MDC). By examining a variety of cross-cutting levels of governance and development and by focusing on the nexus between the formal and informal processes that stake out the MDC, this volume contributes to a detailed understanding of what is perhaps the most important current experiment in regionalism in Africa. By engaging regional processes on the micro-level and "on the ground", there is a special emphasis on how local communities regard and respond to the Corridor initiative. All chapters in the volume are the result of extensive fieldwork in both Mozambique and South Africa, and the contributions are drawn from the region and beyond, including Botswana, Mozambique, Zimbabwe, South Africa, Sweden and the United States.

The book's broad theme is that the evolution of the power to control labour flows among different territorial jurisdictions was of major importance in the formation of a system of states. Labour export policy in eight countries in Southern Africa is examined over roughly the century 1890-1990 in Botswana, Lesotho, Malawi, Mozambique, Swaziland, Tanzania, Zambia, and Zimbabwe. The proportion of the total population absent working in another country is graphed for each, and combined, over the same period.

Economic research, economic analysis, policy making, training, capacity building, institution building, foreign aid, mission reports.

Drawing on two decades of interviews and ethnographic fieldwork (1998–2018), this book presents a unique and multi-faceted history of youth development in South Africa through the lens of a South African non-governmental organization (NGO) prominent in youth development from the mid-1980s until 2008. The book weaves history, ethnography, and discourse analysis to contextualize the Joint Enrichment Project (JEP) in the politics and history of South African education. It examines JEP’s role leading up to and during South Africa’s transition to democracy, its work and influence in post-apartheid South Africa, and the continued relevance of its legacy to contemporary initiatives seeking to address youth development and social justice. While JEP repeatedly repositioned itself as an organization, from fighting the effects of apartheid on young people to becoming a potential partner with the new African National Congress (ANC)-led government, its most significant role may have been to reposition people. After tracing JEP’s twenty-year history, the book focuses on the participants in a 1998 Youth Work Scheme, exploring their learning experiences and the program’s immediate impact on their lives. It then revisits these participants twenty years later in 2018, analyzing their life trajectories after JEP and comparing them with the life trajectories of former JEP staff over the same period—shedding light on broader patterns of socio-economic reproduction and change in the country. The book concludes with a discussion of a perennial paradox facing youth development institutions. This book will be of great interest to academics, researchers and post-graduate students in the fields of education, international development, anthropology, and African studies.