SOUTH AFRICA-SCHOOLS HAVE FAKE TEACHERS

04/EEN/012

Fake teachers cheated pupils

By Sinegugu Ndlovu

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Independent Newspapers

School pupils in KwaZulu-Natal have been taught for several years by people with fake degrees and qualifications. Photo: Matthews Baloy

School pupils in KwaZulu-Natal have been taught for several years by people with fake degrees and qualifications.

An education expert says the effect of children being taught by under-qualified teachers would be felt for years.

The Education Department announced yesterday that it had dismissed 53 employees it found guilty of submitting fake education qualifications, a scam that cost the department R14 million in inflated salaries it should not have paid.

The fake qualifications were discovered after an internal control and risk management exercise conducted by the department earlier this year.

The results of the exercise prompted the department to em bark on a headcount of all its employees, as part of a programme to identify employees with fraudulent qualifications.

More than 100 000 workers were covered in the investigation.

The department’s superintendent-general, Cassius Lubisi, said 56 employees initially faced charges of misconduct relating to fake qualifications. However, three had since died.

In an attempt to rid itself of bogus employees, in 2006 the department opened an amnesty period for employees who had submitted CVs with bogus qualifications.

“Those who failed to come forward are now facing the consequences,” said Lubisi.

Most cases were concentrated in the department’s largely rural northern KZN cluster.

Lubisi said the financial loss suffered by the department was immeasurable compared to how the education of hundreds of children had been compromised as a result.

“The department has suffered huge financial losses, with an estimated R14 million (paid) from March 2004 to August last year because of this fraud. This has dire consequences for the department, considering that some officials were holders of critical teaching posts, as the majority were school-based educators.

“These individuals not only defrauded the department of millions of rands… They gambled with the future of many children, the majority of whom come from the most disadvantaged rural areas,” he said.

Lubisi said the matter had been handed to the police, and the individuals concerned would be charged with fraud. The department would try to recover the R14m.

Mthokozisi Miya, owner of Makhawini Recruitment Agency, said the government often fell into the “fake CV trap” because nepotism played a big role in how people were employed. He said it was important for employers to double-check the credentials on CVs before making appointments.

“With the government, recruitment is about who you know… But it’s not only government that gets caught in this trap – even big corporations fall into it. It’s important to check if the credentials on a CV are valid,” he said.

Education analyst Kobus Maree said the effects of such scams were felt for years. “The children will acquire a backlog in terms of how they learn… In isolated cases, pupils will achieve, but in most cases they won’t,” he said. - The Mercury

KENYA-DEGREES IN CONTENTION

04/EEN/012

New dawn for varsity education?

Published on 05/10/2010

By Wachira Kigotho

The debate about whether local universities are offering irrelevant degrees will continue taking centre-stage so long as there are no guidelines on marketing of higher education amid shrinking Government support of public universities.

On their part, universities contend there are no irrelevant degrees in their menu of courses while Higher Education Minister William Ruto alleges some academic programmes are of no value to the country’s development goals.

But the issue is that in the last two decades, the university scene has undergone significant changes, ushering sharp focus of competition between courses. Internally competition is also rife between high and low-earning departments and faculties.

Externally, competition for students is intense among public and private universities. According to educationists, the emerging academic capitalism has reduced some degrees and diplomas to mere marketable commodities. "The commercial dimension of higher education in Sub-Saharan Africa is determining the very nature and conditions in which courses are taught," says Unesco in its recent World Social Science Report 2010.

Junior colleges

Subsequently, the underlying dynamics of market forces have made people to hold divergent viewpoints on what higher education should be. For instance, universities top management and academic staff have no qualms about introduction of courses that are traditionally offered by junior colleges and polytechnics. Some of those certificate and diploma courses have been upgraded into degrees without change in content.

For instance, programmes in tourism, leisure and hospitality, secretarial studies, information technology, entrepreneurship and small business management, which in most countries are taught in junior colleges, have been created.

Time is now to strengthen vocational colleges instead of competing with universities for students. "In some cases, boundaries have been blurred between offerings of elite public universities and vocational colleges," says Dr Carol Bidemi, the foremost leading expert on marketisation of higher education in East African universities.

Even as the Government fault universities for offering what they consider to be irrelevant courses, there is need to understand that public universities are struggling from decades of brain drain and neglect by the Government. Consequently intrusion of business practices into higher education is radically changing institutional behaviour of the universities, not only in Kenya but also across Sub-Saharan Africa.

Currently, there are about 145,000 university students enrolled in local public universities of which 35 per cent are private students paying full-cost of their education. Most of those students are enrolled in arts-based degrees not necessarily because they wanted to study those courses but because they had poor grades in sciences and maths at secondary level.

Science intake

According to Carnegie Foundation, an education think tank based in New York, African universities lack a significant number of students and academic staff in fields of science and technology. In this case Ruto’s enthusiasm for universities to improve on their intake in science and technology programmes should be welcomed. But, the Government should know the hurdles lying ahead as it embarks on an ambitious plan to improve science education in public universities. A recent report from Carnegie Foundation on building science capacity in Sub-Saharan Africa indicates Kenya’s universities have inadequate senior academic staff in sciences.

"At Kenyatta University, of 730 academic staff, only 31 are full professors and 48 associate professors," says Prof Phillip Griffiths, a senior research fellow at Carnegie and a member of an international lobby of scholars dedicated to fostering science in Africa.

Even then, Griffith’s says most of the professors and those in other public universities are nearing retirement age. Taking into account that demand for science graduates is rising, time is now for the Government to jump-start staff development programmes in public universities by offering scholarships to brilliant young scholars to pursue doctoral degrees in basic sciences, maths and engineering. "There should be a concerted effort to prepare PhD-level scientists and engineers through university –based research and networks," says Griffiths.

The government should consider as a matter of priority improving science laboratories in public universities. Most university science and engineering laboratories and equipment are in a state of decay or are obsolete.

Before Ruto cracks the whip on universities to go back to their original missions, there should be a comprehensive assessment of scientific needs of the institutions.

KENYA-BEYOND ACADEMIC EXCELLENCE

04/EEN/012

Published on 28/09/2010

By KIUNDU WAWERU

Students of Visa Oshwal Academy Senior High were ecstatic as they received awards for excellence in final examinations after two years of study.

Finally, with the quality British curriculum education, they would join top universities and hopefully on graduation get highflying jobs.

But the guest of honour Safaricom CEO Michael Joseph, surprised them by telling them that "to make it in life, you need to achieve something more than a degree."

 

‘What?’ the students, parents and teachers may have wondered even as they listened keenly to their guest who is the epitome of success. You could here a pin drop as the CEO carried on: "You need much more than schooling to live your life’s ambitions."

An electrical engineer by profession, Joseph has steered Safaricom into the leading company in East Africa.

So what sets achievers, average performers and losers apart? Clearly, much more than books. One of the most revered educationists in the world proved this in her scientific observations.

A doctor, Maria Montessori started a new system of education that is also offered in Kenya. She believed that education is not what a teacher gives, but; "a natural process spontaneously carried out by the human individual, and is acquired not by listening to words, but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference."

Transmission

One of Montessori’s successes was having mentally handicapped children study for a state examination, which they passed with above average scores. "And if education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to hope for it in the bettering of man’s future. For what is the use When career counsellors met with over 900 high school students in Limuru, they were taken aback by how ignorant they were about careers.

Among the students was Dennis Thiongo a Form Three student at Thigio Boys High School who has has no idea what he needs to qualify for his dream career — engineering.

"I love design, and making and repairing gadgets, but I do not know how to nurture this passion into a career," he says.

Unlike his counterparts in the city who may access to information on careers from the Internet, he relies on his overworked guidance and counselling teacher who also handles her normal teaching load and other student problems.

Thiongo’s mother says she does not have much knowledge about careers, which renders her unable to mentor her son. "The best I can do is to struggle to pay school fees and encourage my son to work hard in his studies but I can not make an engineer out of him because I don’t know anything about engineering," she says.

Platform

Recently Mwathi Foundation and Broad Horizon Limited held a career exhibition at Ndungu Girls Secondary School in Limuru to encourage students to select the right careers.

Broad Horizons Operations Director Florence Njoroge says the event is an opportunity for the students, teachers and parents to think ahead. "Our mission is to provide a networking platform for educational and career stakeholders by bringing together successful former local students, prospective employers, institutions of higher learning, and Government educational bodies to the rural areas to enlighten and motivate students", she says.

The founder and Limuru constituency MP Peter Mwathi says that the foundation is committed to promoting education in Limuru by giving individuals a chance to achieve their career objectives.

He says lack of appropriate role models has been a big problem in the schools and at home and calls on parents, teachers, professionals to help nurture students to the right careers.

But Ms Mercy Njoroge an alumnus of Kambui High School says the various stakeholders lack the necessary training and exposure to assess and advise the students properly.

Roselyne Maina of The chartered Institute of Marketing, one of the key exhibitors believes that entrenching the value of professionalism among the youth is key to achievement of vision 2030.

"Students should embrace professionalism right from schools so as to fit into the various corporate cultures and Chartered Institute of Marketing has been enhancing professional standards by providing links to those who want to join professional bodies, " she says.

student abilities

According to Ms Julie Waweru of Compuera College, it is important to enlighten students on the opportunities available even for those who do not make it to the university. "Some students become disillusioned in life when they fail to join universities yet there are many opportunities", says the college administrator.

Ms Njoroge a teacher at St Mary’s Thigo, feels there is a disconnect between the choice of professional courses and the abilities of students. She says students want to join prestigious universities where the cut off points are high, yet they could have still joined other chartered institutes with lower cut off points. Gladys Wanjohi of Kenya Accountants and Secretaries National Examination Board, advises students to combine professions so as to be more marketable in the work place. "We have Doctors and lawyers who are accountants and MBAs," she said.

Students at a career exhibition held by Mwathi Foundation and Broad Horizon Limited in Limuru. [PHOTO: COURTESY].

CELEBRATION OF EXCELLENCE

04/EEN/012

University of Nairobi

Published on 05/10/2010

Over 4,473 students from the University of Nairobi were awarded degrees and diplomas at a colourful ceremony presided over by the Chancellor, Joseph Wanjui. The 43rd graduation brought the total number of alumni to 117,531.

 

During the ceremony, 26 PhDs, 679 masters, 2,409 bachelors, 43 post-graduate diplomas and 1,314 diplomas were awarded.

The event featured graduands from the Colleges of Agriculture and Veterinary Sciences, Architecture and Engineering, Biological and Physical Sciences, and, the College of Education and External Studies.

The remaining two colleges will graduate at the 44th ceremony scheduled for December 3 – in keeping with the tradition of two ceremonies per academic year, embraced five years ago.

KENYA-PUPILS SHARE CLASSES WITH LIVESTOCK

04/EEN/012

By BONIFACE ONGERI

For a visitor, the wattle enclosures dotting Wajir ICF Primary School compound would pass for kraals.

Livestock here almost overshadow the importance of the institution.

But not to Abdikarim Hussein, 12, who cherishes the structures that are used as classrooms.

A peek through one of the structures reveals children in blue and white uniform sitting cross-legged on the sandy floor scribbling on books.

There are six such structures in the school. With infrastructure in some schools in North Eastern Province overstretched due to high enrollment, managements came up with the idea of the kraals to keep children in school.

Thirst for education among children has given rise to ingenious ways to provide the same.

"The school management decided it would be better to accommodate them by any means than send them away to join the ranks of children who are yet to benefit from the Free Primary Education Programme," says Wajir ICF head teacher Abdi Rashid.

The school has a population of 1,341out of which 606 are girls.

Wajir District Education Officer Goto Abdi says the kraals are helping to reduce illiteracy levels.

basic learning

"We encourage such ventures to help the Government ensure everyone gets at least basic education," he says.

Teacher shortage and lack of desks has dampened the mood though.

"Most children sit on the earth floor, under trees or no shade at all," he said.

Despite the Free Primary Education Programme, enrollment is still a problem. The United Nations Children’s Fund says 80 per cent – accounting more than 200, 000 –– school age going children are out of school.

The organisation cites lack of good infrastructure, and conducive environment for learning especially for girls, as undermining education. Such structures tend to discourage parents from sending their children to school.

"When the Government pleads with us to allow our children to go to school and they end up in such conditions most of us feel short-changed. We would rather send the children to look after livestock or work in peoples’ homes," Issa Hussein, a parent says.

The kraal for class model is heavily borrowed from Madrassa – Islamic schools for children – that dot the expansive North Eastern Province. In Madrassas children are taught religion.

"The kraals are also to ensure total concentration with learning. Before the enclosure some children would be distracted," says the head teacher said.

Thirst for education has led to improvisation of sheds as classes.

"What matters is to work hard. I have heard stories of prominent people who learned in worse situations than ours. In any case, when I get to Standard Four next year, I will be learning in a brick-walled classroom. Our teacher told us it is a passage for those who go through this school," he said.

KENYA-FREE EDUCATION UNDER THREAT

04/EEN/012

By LUCIANNE LIMO

A new report shows that millions of children in Kenya risk dropping out of school due to underfunding by the Government.

The report indicates children have become victims of the financial crisis with the Government cutting back on the education budget.

It notes that in the last 12 months, the Government delayed provision for free education to 9.7 million children due to budgetary constraints.

In May, schools across the country faced a crisis due to a delay to release the funds.

The report from the Global Campaign for Education backed by organisations, including Education International, Oxfam, Plan, Save the Children, and VSO warned that poor countries are teetering on the brink of a crisis with the growth in access to education now stalling.

The report, Back to School: The Worst Place in the World to be a School Child in 2010 lists Somalia as the worst place to be a school child, with Ethiopia and Eritrea also performing poorly.

Tanzania is commended for progress, while Rwanda has also made positive steps.

financial crisis

The report further says Kenya’s progress has unfortunately been hampered by the global financial crisis.

The report on the state of education around the world faults rich countries for breaking their aid promises and using education funds for domestic universities.

“Sadly some rich countries do not direct their aid budgets at the poorest countries or where inequalities are

KENYA-INCOMPETENCY INTEACHERS' TRAINING

04/EEN/012

By NICHOLAS ANYUOR

Director of Basic Education Mrs Leah Rotich has accused trainers of early childhood education teachers of incompetence.

Rotich revealed the trainers have no lesson plans, 75 per cent have no records of work, and 65 per cent have no schemes of work while some have no class registers.

“It is imperative for programme officers and deans of curriculum to ensure all trainers make adequate preparation and have well maintained professional records and documents. The ministry will take appropriate action on those who do not adhere to this,” she warned.

In 2007, the Government, through the Community Support Grants gave out Sh1.2 billion to support early childhood education including training teachers.

Rotich says money has been disbursed to over 8,000 public centres.

“Monitoring reveals a general laxity by trainers in all the centres visited. Action will be taken against the trainers,” she says.

According to the director, the ministry spent about Sh4.4 million in 2007 to sponsor P1 teachers in every district to undertake diploma courses in childhood development to make them eligible to teach the ECD certificate course, but still the trainers are not effective.

increasing number

There has been an increase of ECD centres from 28, 300 in 2002 to 37, 954 in 2008 and a rise in the percentage of the 4-5 year-old children accessing ECD services from 35 per cent in 2005 to 41 per cent in 2008.

“The number is increasing and we need quality training so that our children can benefit. Quality programmes should comprise essential experiences a child needs to survive and thrive in life as well as from the family and the community,” she says.

Speaking during the graduation of ECD teachers at Asumbi Teachers Training College, in Homa Bay, Rotich urged parents to enrol their children in nursery schools, as it is beneficial to their growth and development.

“ECDE provide children with fairer and better start in life and even give them a strong foundation for lifelong learning. These children perform better in primary schools because of the positive experiences they undergo at the centres,” she said.

She encouraged ECD teachers holding Certificates and Diplomas to further their studies

SOUTH AFRICA: DECAY OF SCHOOL INFRASTRUCTURE

04/EEN/012

We have left our children in the cold 

Melanie-Ann Feris

I wept, overcome with emotion – heartbreak, overwhelming shame, helplessness, blinding ­anger.

I suppose it was a flashback to my school years in a coloured neighbourhood in the city I grew up in.

School was a vacated mint haphazardly divided ­into classrooms to accommodate us.

I remember that we had nothing.

Not enough textbooks, old gym equipment, there was certainly no money for the school to provide toilet paper.

Those of us whose parents could afford it ensured we ­always had tissues.

There were others less fortunate, so when nature called there was nothing to do but use newspaper or pages torn from notebooks and textbooks.

The toilets were often smeared with excrement and it was easier to hold on until you got home.

Yet no matter how bad things were for us then, it by no means comes close to what I saw this week in the Eastern Cape.

The witness to my tears – schoolchildren who seem to take their dire circumstances for granted.

Most of them just gawked at me not understanding what was making me cry.

I suppose when you are not used to any better you can’t want anything better.

But what a legacy this country is creating for these children – a legacy that says to them they don’t ­deserve any better. That what they have is the best that they are entitled to. A broken mud hut for a classroom.

A bush to relieve themselves behind. A steep trek to the nearest murky stream to collect water for drinking.

These children take it all in their stride, making an adventure of the climb, their cheerful children chatter reverberating through the valley.

Because of their circumstances, seven schools in the ­Eastern Cape are ­taking the education department to court to demand it provide them with proper ­resources.

These schools are by no means the only ones of their kind in the province but they certainly are some of the worst.

When you see the conditions of the dwellings that serve as classrooms – many of them for decades – you will understand the absolute desperation these schools find themselves in.

It is heartbreaking. Shameful.

Despite the conditions you would be hard-pressed to find teachers more dedicated. They return to the schools year after year.

And when you see the homes most of the children come from and know many of them have to walk for kilometres to school each day, hungry and without water, you wonder why they even bother.

Seven months ago City Press visited schools in the Eastern Cape where tornadoes had caused extensive damage.

We returned this week hoping that things had changed for the better.

What a disappointment. Many of the schools are worse off than before.

It’s as if time has stood still for them. Their ­futures in limbo, waiting on the promises that have remained unfulfilled.

Principals at the schools testify that when the ­story first appeared it prompted departmental ­officials to visit and make promises of speedy ­assistance.

As the months have passed so their hope has ­faded.

Now calls to those same officials are often met with further promises, or a curt “I’m in a meeting” or “We are working on it”.

Every official in the chain of command, from the lowest rung to the highest office in the land, should take full responsibility for this disgrace.

You are all failing these children. Many of you come from similar circumstances.

You know. Yet it seems that once you took up office you slammed the door behind you never to look back and those left in the wake of your rise to power and position have to see for themselves.

Why are you not taking care of your people? What more needs to happen, how much worse must things get before they are attended to.

Is anyone listening?

And if you are, do you care enough to do ­something?

GHANA: DISMISSES STUDENTS FOR POOR PERFORMANCE

04/EEN/012

 

Level 100 Biological Science students of UCC taking their matriculation oath.

The University of Cape Coast has sacked 131 students for poor academic performance.
They include 66 level 100 students and 65 level,  200 and 300 students.

Sixty-five others who failed in three credit courses are to repeat the failed courses as external candidates and redeem themselves within one academic year or be dismissed.

Nine other students at various stages of their studies have been rusticated for periods ranging from two to four semesters for contravening university regulations and engaging in violent behaviour.

The Vice Chancellor, Prof Naana Jane Opoku Agyeman, said the university remained committed to ensuring that the institution attained and remained one with worldwide acclammation in excellence.

She explained that a level 100 student who failed in three 3-credit courses was dismissed outright while student at level 200 and 300 who failed in more than three 3-credit courses also got dismissed outright.

She said failure in one or two 3-credit course or courses required that the student redeemed himself in a supplementary examination adding that failure in the supplementary examinations also resulted in outright dismissal.

At this year’s matriculation ceremony at which a total of 5,081 students were admitted into the university, Prof. Opoku Agyeman advised that students spent their time at the university judiciously making use of the staff and facilities available to avoid being sent home for poor performance.

“We believe that you have the potential to achieve the goals set for our programmes. You have the potential to achieve academic excellence.

What we can do as staff is to provide the atmosphere for learning to occur; your job is to maintain that atmosphere and be responsible for the outcome of your efforts,” she said to the new students.

She stated that the university would not compromise on discipline so students should abide by the dos and don’ts of the Students Handbook.

On this year’s admissions, Prof. Opoku Agyeman noted that the intake represented a 19.5 percent increase over that of last year with appreciable increase in the intake for post graduate students and in the female/male student ratio.

She said a total of 5,081 students including 4,530 undergraduate out of the 13,000 qualified applicants who applied to the university were admitted.

For the postgraduate students, Prof. Opoku Agyeman said they were 551 for this year compared to 422 for last year while the percentage of female students increased from 34 percent last year to 39 percent of students admitted this year.

Further she said the university also admitted 994 students from less endowed schools, mature examinations and schools remedial programme to help equal and expand access to university education to promote the nation’s development.

She advised the students to take advantage of the special opportunity given them to study at the university to unlock their potentials  and work to develop themselves into creative responsible citizens ready to contribute their quota towards the growth and advancement of society.

The students took the matriculation oath and declaration of obedience pledging to abide by the rules and regulations of the university.   

GHANA: Three percent of Ghanians have access to Tertiary Education says_Mr Gideon Quarcoo

04/EEN/012

Telecom University Admits 341 Students

A section of the 341 fresh students admitted at the Ghana Telecom University in a procession. This was during the seventh matriculation of the university.

A total of 341 students have gained admission into the Ghana Telecom University College (GTUC) to pursue various certificate, diploma and degree  programmes.

Among the newly admitted students, 67 are foreign nationals from 12 countries.

This brings the total student population to 1,565, including 240 foreign students from 23 countries.

Addressing the fresh students at a matriculation ceremony in Accra on Saturday, the President of the GTUC, Dr Osei K. Darkwa, said in today’s globalised era economy, knowledge, learning communities and information and communication technologies were the engines of social and economic development.

The future of Africa, he said, depended on its willingness to harness the new information and communication technologies to advance development.

“This is the key that can open the doors of the new global economy and its benefits to us. A nation unable to join this new economic order, unable to harness the power of ICT is effectively locked out of the new global economy, and forced to remain a marginal player on the world economic stage,” he added.

He, therefore, urged the new students to use the knowledge they would acquire at the school to help change the face of poverty and despair to income and hope.

“The expectation is that you will use what you learn here to make a difference in the lives of the people of this country and beyond, to help the people of this country become prosperous and healthy,” he added.

That, he said, was the challenge to them as future leaders of Ghana and as global citizens.

The Deputy Minister of Communications, Mr Gideon Quarcoo, said  GTUC  aimed at providing the students with  intellectual foundation to enable them make sense of what was going on around them.

He noted that only three per cent of Ghanaians had access to tertiary education and added that it was, therefore,  a privilege to be admitted to the GTUC.

Mr Quarcoo, who is also a council member of the GTUC said: “Your time at this great university will sharpen your sense of discovery, and there is no better catalyst for success than curiosity.

It is through curiosity and looking at opportunities in new ways that we’ve always mapped our path. There is always an opportunity to make a difference.”

Speaking on behalf of all matriculating students, Mr Benjamin Adjei Mensah, said he chose to pursue his tertiary education at GTUC because it had qualified and competent faculty and administrative staff to help shape his future.

GHANA: ACCOMMODATION PROBLEM IN SENIOR SCHOOLS

04/EEN/012

CHASS Raises Alarm Over SHS Admissions

Mr Alex Tettey- Enyo , Educational Minister

With just five days to begin the academic year, the Conference of Heads of Assisted Senior High Schools (CHASS) has given strong signals that some of the schools will not be able to admit boarding students because of lack of residential accommodation.

However, the Ministry of Education says the Headmasters should do everything possible, including improvising, to ensure that qualified students were not denied Senior High School (SHS) education.

Echoing the disturbing situation the Headmasters find themselves, the CHASS President, Mr Samuel Ofori-Adjei, said, “The stark reality on the ground is that in some schools there is nothing available to improvise from.”

Mr Ofori-Adjei was speaking at the opening of the 48th Annual CHASS Conference in Kumasi yesterday.

The theme for the one-week conference is, “Quality SHS Education- A prerequisite for national development.”

Mr Ofori-Adjei said for some schools there were no hostels, science laboratories, libraries or assembly halls to use temporarily while they awaited the construction of new structures to accommodate first year students.

He further expressed concern that some schools had been given more fresh students than the numbers they requested.
Notwithstanding the gloomy situation in some schools, the CHASS President said the association had adopted positive measures to face up to the future.

The measures include meetings with government officials and the metropolitan, municipal and district assemblies to quickly mobilise resources to get some quick-fix structures and enough furniture in schools within their jurisdictions.

Besides, he said, CHASS was also trying to get the Ghana Education Service to possibly adjust the re-opening date for form one students to prevent them from beginning their SHS education on a drab note.

Mr Ofori-Adjei called on the council and management of the GES to come up with well-structured and adequately financed capacity building programmes for heads and managers of the educational enterprise.

In apparent reaction to the CHASS President’s concerns, the Minister of Education, Mr Alex Tettey-Enyo, in a speech read on his behalf, said the government would count on the managerial expertise of the headmasters to admit all students sent to their schools through the Computerised Placement System.

He called on stakeholders in education to help give permanency to amendments to the 2008 Education Act, which had now made SHS education three years.

Stressing the importance of SHS education, the minister said it played the midfield position in the educational structure and as such must continuously be strengthened.

The Vice Chancellor of the Kwame Nkrumah University of Science and Technology (KNUST), Prof K.K. Adarkwa, who was the guest speaker, touched on the hiccups that the educational reforms had suffered over the years for which several committees had to review the system.

“There is a perception that the reforms have largely been at the whims and caprices of our political leaders.

“In my opinion, the various shake-ups are an ample testimony to the fact that education remains one of the major issues of our development process and rightly so,” Professor Adarkwa added.

He called for the strengthening of career guidance and counselling in SHS to ensure that subjects were chosen with broad understanding and appreciation of one’s future career paths.

Other speakers at the ceremony included the Asantehene’s Adontenhene, Nana Adu Gyamfi, and the Ashanti Regional Director of Education, Mr Joseph Onyina

MANDELLA-SCHOLARSHIP

04/EEN/012

As part of our commitment to the future of South Africa, Unilever supports the ongoing education and training of some of the country's best young people.

Leadership development

Former business consultant Noxolo Kahlana realised she needed a solid grounding if she was to pursue her dream as a youth development specialist in her native South Africa.
With the help of Unilever's flagship scholarship programme, she was able to study for a Masters degree in social development at the University of Manchester. Noxolo is one of 106 young South Africans to have studied in the United Kingdom under the Nelson Mandela Scholarship programme.

Skills return

Launched in 1998 with a R30 million (approx £2.5 million) sponsorship from Unilever, and completed in 2008, the programme funded postgraduate studies for disadvantaged South African students at leading UK universities. The students were chosen from right across the industry spectrum, from speech therapists to chemical engineers. The only condition was that the recipients, like Noxolo, must return to South Africa to apply the skills and knowledge that they had gained abroad.

Future leaders

In 2008, we decided to shift our support to the Mandela Rhodes Scholarships Programme. These scholarships offer exceptional educational and leadership training opportunities in South Africa at Honours and Masters levels, and in all disciplines. We decided also to endow a Mandela Rhodes Scholarship indefinitely.
Gail Klintworth, chairman of Unilever South Africa, said: "We believe the Nelson Mandela Scholarships helped pave the way for the establishment of an Africa-based programme in Mr Mandela's name, and we are delighted to be involved with the Mandela Rhodes Foundation."

SOUTH AFRICA-COLLINS SCHOLARSHIP

04/EEN/012
Canon Collins Trust will award postgraduate scholarships to study in South Africa for southern African students in 2011.
All scholarships are for postgraduate study for one academic year. Renewal of scholarships will be considered for subsequent years of study (provided that students meet reporting requirements and receive satisfactory academic reports) up to a maximum of one year for Honours, two years for Masters and three years for PhD. Canon Collins Trust scholarships are not full scholarships and the value can vary from R10,000 to R35,000 a year dependent on need, level and available funds. The only full scholarships that the Trust offers for study in South Africa are for women of rural origin under the Graça Machel scholarship scheme. This must be applied for separately on a different form.
Candidates
Scholarships are awarded on a competitive basis to women and men from the following southern African countries, or with official refugee status in one of these countries.

• Angola, Botswana, Lesotho, Malawi, Mozambique
• Namibia, South Africa, Swaziland, Zambia, Zimbabwe

We aim for gender equality and we welcome applications from women and from those studying unusual subjects. We welcome applications from Angola and Mozambique which are currently underrepresented amongst our scholars.
All applicants must be committed to:

• The development of southern Africa
• Using the knowledge, training and skills gained through the scholarship for the general benefit of their home community and country

Subject Area
Applications for all subject areas will be considered but the applicant must demonstrate how studying this subject will contribute to the development of southern Africa.
Universities
Applicants are expected to apply independently to universities. We will consider applications from students part way through their course but we will not cover debt from previous years.
Application Process
The application form is of primary importance as assessment is made on the basis of a completed Canon Collins Trust application form. A great deal of care must be taken in completing the form especially the motivation section. The following documents must be sent with all applications:

• Certified copy of university academic transcript
• One passport size photo with the applicant’s name clearly written on the back
• Two references in sealed envelopes (two academic or 1 academic and one employer reference)
• Copies of 2 payslips (if employed)
• For PhD candidates a copy of their accepted PhD proposal

Please note we will not assess applications that have documents missing so DO NOT submit your form until you have all the necessary information.
Please post (do not fax or email) completed application forms and supporting documents to:
Canon Collins Trust
PO Box 34692
Groote Schuur 7937
Cape Town
Please note couriered applications will not be accepted at a PO Box address.
Please be aware that Canon Collins Trust will assess over 650 applications. It is important that you take time to complete the form accurately and legibly. Where possible use a computer to complete the form. It is provided as a word document to facilitate this process.
The deadline for applications is August 11th 2010 – late applications will not be considered.
References
You should ask your referees to provide you with a reference that relates to your application for this scholarship. It should outline your strengths as an applicant, demonstrate your capacity to study at the level required, and identify your potential impact in the future. In the case of an employment reference, please be aware that confirmation of employment is not sufficient as a reference. We require information regarding your work performance and potential.
If you are not currently employed, we will accept a reference from voluntary work, or two academic references.
Application checklist

1. Have you answered all the questions carefully? Have you clearly demonstrated why the Trust should fund you rather than any other applicants?
2. Remember to include all of the required paperwork.
3. Is the application form clear and easy to read?
4. Do not include any additional information (including CVs) as it will be discarded. Your application will be judged by the quality of the information on the application form.

Download

• Application form for study in South Africa starting 2011

We will not acknowledge receipt of your application. We will let you know the outcome of your application in November/ December 2010. Please do not contact us about the result of your application before January 2011 as we will not respond. All notifications will be by email so please make sure you provide an accurate email address.
Source:
http://www.canoncollins.org.uk/scholarships/index.php

SOUTH AFRICA-SCHOLARSHIP

04/EEN/012

The Africa Thesis Award

Printable version

The Award Are you interested in Sub-Saharan Africa and is your Masters thesis on a related subject? If so, the African Studies Centre (ASC) in Leiden is offering you the chance to win €1000 in its Africa Thesis Award! The award aims to encourage student research and writing on Sub-Saharan Africa and to promote the study of African cultures and societies. It is presented annually to a student whose Masters thesis has been completed on the basis of research conducted on Africa. The award consists of a prize of €1000 for the winning thesis, which will be published in the ASC African Studies Collection. All the theses submitted will be accessible via the ASC library's catalogue and may also be (partially) published on The Broker's website: http://www.thebrokeronline.eu/. Who can apply  Any final-year student who has completed his/her Masters thesis with distinction (80% or higher or a Dutch rating of at least 8) at a university in Africa or the Netherlands can apply. The thesis has to be based on independent empirical research related to Sub-Saharan Africa in one of the subjects listed in the following section and must have been examined within one year prior to the deadline for submitting manuscripts (see below). The ASC specifically encourage students from Sub-Saharan Africa to submit their theses for this annual competition.		Lire la version française You can download the 2009 leaflet here Winner 2009 Winner 2008 Winner 2007 Winner 2006 Winner 2005 Winner 2004 Winner 2003 2009 winner: Miranda Poeze and chair Meine Pieter van Dijk
Subject of the thesis  Any thesis thematically related to socio-geographical, economic, political, juridical or anthropological issues or focusing on the humanities such as history, religion and literature (but with the exception of language and/or semiotic studies) can be submitted. Its geographical focus should be on Sub-Saharan Africa or its migrant communities elsewhere in the world. The thesis must be socially relevant. Quality of the thesis  The ASC seeks to attract theses that demonstrate a high quality with regard to the subject matter of the research as well as the way the research has been conducted. The jury attaches importance to an original approach and insight, and the relevance of the research to a scientific understanding of the issues covered. In addition, the jury will consider the significance of the thesis in relation to development-related issues and its interest for the general public. How to submit a thesis  If a student or his/her supervisor feels that a Masters thesis merits an award because of its high quality and originality, the thesis should be submitted either to the ASC Awards Committee. Every submission must include: a signed letter of recommendation from the student’s supervisor containing the grade and details about the quality of the thesis and the educational institution from which the student has graduated, and a copy of the thesis as well as a summary of a maximum of 500 words. Applicants based in the Netherlands are requested to submit 1 hard copy and an electronic copy of their thesis. Those based in Africa are welcome to send an electronic version of their thesis by email. If a hard copy of the thesis is submitted, the applicant’s email address must also be included. The application will not be processed if it is incomplete. Where to submit a thesis  The thesis can be submitted if it is written in English, French or Dutch. If the thesis is in Dutch, a five-page English or French summary should also be attached. Time schedule  This year’s deadline for the submission of theses is 14 June 2010. From all the entries a shortlist of three theses will be drawn up from which a joint jury will select the winning thesis. The jury will announce the final three nominees, and subsequently the winning thesis. The prize will be presented to the winner during an ASC seminar where the winner will present his/her thesis. The jury  The following researchers are on the jury of the 2010 Africa Thesis Award: Dr. Harry Wels (Free University, Amsterdam), (chair) Dr. Jan Kees van Donge (African Studies Centre) Dr. Jan-Bart Gewald (African Studies Centre) Alice Kubo MA (Child Helpline International) Dr. Bridget O'Laughlin (International Institute of Social Studies) Ms. Gitty Petit MA (ASC) (secretary) The jury's decision is final and no correspondence will be entered into. Further information

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The Africa Thesis Award

Printable version

The Award Are you interested in Sub-Saharan Africa and is your Masters thesis on a related subject? If so, the African Studies Centre (ASC) in Leiden is offering you the chance to win €1000 in its Africa Thesis Award! The award aims to encourage student research and writing on Sub-Saharan Africa and to promote the study of African cultures and societies. It is presented annually to a student whose Masters thesis has been completed on the basis of research conducted on Africa. The award consists of a prize of €1000 for the winning thesis, which will be published in the ASC African Studies Collection. All the theses submitted will be accessible via the ASC library's catalogue and may also be (partially) published on The Broker's website: http://www.thebrokeronline.eu/. Who can apply  Any final-year student who has completed his/her Masters thesis with distinction (80% or higher or a Dutch rating of at least 8) at a university in Africa or the Netherlands can apply. The thesis has to be based on independent empirical research related to Sub-Saharan Africa in one of the subjects listed in the following section and must have been examined within one year prior to the deadline for submitting manuscripts (see below). The ASC specifically encourage students from Sub-Saharan Africa to submit their theses for this annual competition.		Lire la version française You can download the 2009 leaflet here Winner 2009 Winner 2008 Winner 2007 Winner 2006 Winner 2005 Winner 2004 Winner 2003 2009 winner: Miranda Poeze and chair Meine Pieter van Dijk
Subject of the thesis  Any thesis thematically related to socio-geographical, economic, political, juridical or anthropological issues or focusing on the humanities such as history, religion and literature (but with the exception of language and/or semiotic studies) can be submitted. Its geographical focus should be on Sub-Saharan Africa or its migrant communities elsewhere in the world. The thesis must be socially relevant. Quality of the thesis  The ASC seeks to attract theses that demonstrate a high quality with regard to the subject matter of the research as well as the way the research has been conducted. The jury attaches importance to an original approach and insight, and the relevance of the research to a scientific understanding of the issues covered. In addition, the jury will consider the significance of the thesis in relation to development-related issues and its interest for the general public. How to submit a thesis  If a student or his/her supervisor feels that a Masters thesis merits an award because of its high quality and originality, the thesis should be submitted either to the ASC Awards Committee. Every submission must include: a signed letter of recommendation from the student’s supervisor containing the grade and details about the quality of the thesis and the educational institution from which the student has graduated, and a copy of the thesis as well as a summary of a maximum of 500 words. Applicants based in the Netherlands are requested to submit 1 hard copy and an electronic copy of their thesis. Those based in Africa are welcome to send an electronic version of their thesis by email. If a hard copy of the thesis is submitted, the applicant’s email address must also be included. The application will not be processed if it is incomplete. Where to submit a thesis  The thesis can be submitted if it is written in English, French or Dutch. If the thesis is in Dutch, a five-page English or French summary should also be attached. Time schedule  This year’s deadline for the submission of theses is 14 June 2010. From all the entries a shortlist of three theses will be drawn up from which a joint jury will select the winning thesis. The jury will announce the final three nominees, and subsequently the winning thesis. The prize will be presented to the winner during an ASC seminar where the winner will present his/her thesis. The jury  The following researchers are on the jury of the 2010 Africa Thesis Award: Dr. Harry Wels (Free University, Amsterdam), (chair) Dr. Jan Kees van Donge (African Studies Centre) Dr. Jan-Bart Gewald (African Studies Centre) Alice Kubo MA (Child Helpline International) Dr. Bridget O'Laughlin (International Institute of Social Studies) Ms. Gitty Petit MA (ASC) (secretary) The jury's decision is final and no correspondence will be entered into. Further information

The Africa Thesis Award

Printable version

The Award Are you interested in Sub-Saharan Africa and is your Masters thesis on a related subject? If so, the African Studies Centre (ASC) in Leiden is offering you the chance to win €1000 in its Africa Thesis Award! The award aims to encourage student research and writing on Sub-Saharan Africa and to promote the study of African cultures and societies. It is presented annually to a student whose Masters thesis has been completed on the basis of research conducted on Africa. The award consists of a prize of €1000 for the winning thesis, which will be published in the ASC African Studies Collection. All the theses submitted will be accessible via the ASC library's catalogue and may also be (partially) published on The Broker's website: http://www.thebrokeronline.eu/. Who can apply  Any final-year student who has completed his/her Masters thesis with distinction (80% or higher or a Dutch rating of at least 8) at a university in Africa or the Netherlands can apply. The thesis has to be based on independent empirical research related to Sub-Saharan Africa in one of the subjects listed in the following section and must have been examined within one year prior to the deadline for submitting manuscripts (see below). The ASC specifically encourage students from Sub-Saharan Africa to submit their theses for this annual competition.		Lire la version française You can download the 2009 leaflet here Winner 2009 Winner 2008 Winner 2007 Winner 2006 Winner 2005 Winner 2004 Winner 2003 2009 winner: Miranda Poeze and chair Meine Pieter van Dijk
Subject of the thesis  Any thesis thematically related to socio-geographical, economic, political, juridical or anthropological issues or focusing on the humanities such as history, religion and literature (but with the exception of language and/or semiotic studies) can be submitted. Its geographical focus should be on Sub-Saharan Africa or its migrant communities elsewhere in the world. The thesis must be socially relevant. Quality of the thesis  The ASC seeks to attract theses that demonstrate a high quality with regard to the subject matter of the research as well as the way the research has been conducted. The jury attaches importance to an original approach and insight, and the relevance of the research to a scientific understanding of the issues covered. In addition, the jury will consider the significance of the thesis in relation to development-related issues and its interest for the general public. How to submit a thesis  If a student or his/her supervisor feels that a Masters thesis merits an award because of its high quality and originality, the thesis should be submitted either to the ASC Awards Committee. Every submission must include: a signed letter of recommendation from the student’s supervisor containing the grade and details about the quality of the thesis and the educational institution from which the student has graduated, and a copy of the thesis as well as a summary of a maximum of 500 words. Applicants based in the Netherlands are requested to submit 1 hard copy and an electronic copy of their thesis. Those based in Africa are welcome to send an electronic version of their thesis by email. If a hard copy of the thesis is submitted, the applicant’s email address must also be included. The application will not be processed if it is incomplete. Where to submit a thesis  The thesis can be submitted if it is written in English, French or Dutch. If the thesis is in Dutch, a five-page English or French summary should also be attached. Time schedule  This year’s deadline for the submission of theses is 14 June 2010. From all the entries a shortlist of three theses will be drawn up from which a joint jury will select the winning thesis. The jury will announce the final three nominees, and subsequently the winning thesis. The prize will be presented to the winner during an ASC seminar where the winner will present his/her thesis. The jury  The following researchers are on the jury of the 2010 Africa Thesis Award: Dr. Harry Wels (Free University, Amsterdam), (chair) Dr. Jan Kees van Donge (African Studies Centre) Dr. Jan-Bart Gewald (African Studies Centre) Alice Kubo MA (Child Helpline International) Dr. Bridget O'Laughlin (International Institute of Social Studies) Ms. Gitty Petit MA (ASC) (secretary) The jury's decision is final and no correspondence will be entered into. Further information

The Africa Thesis Award

Printable version

The Award Are you interested in Sub-Saharan Africa and is your Masters thesis on a related subject? If so, the African Studies Centre (ASC) in Leiden is offering you the chance to win €1000 in its Africa Thesis Award! The award aims to encourage student research and writing on Sub-Saharan Africa and to promote the study of African cultures and societies. It is presented annually to a student whose Masters thesis has been completed on the basis of research conducted on Africa. The award consists of a prize of €1000 for the winning thesis, which will be published in the ASC African Studies Collection. All the theses submitted will be accessible via the ASC library's catalogue and may also be (partially) published on The Broker's website: http://www.thebrokeronline.eu/. Who can apply  Any final-year student who has completed his/her Masters thesis with distinction (80% or higher or a Dutch rating of at least 8) at a university in Africa or the Netherlands can apply. The thesis has to be based on independent empirical research related to Sub-Saharan Africa in one of the subjects listed in the following section and must have been examined within one year prior to the deadline for submitting manuscripts (see below). The ASC specifically encourage students from Sub-Saharan Africa to submit their theses for this annual competition.		Lire la version française You can download the 2009 leaflet here Winner 2009 Winner 2008 Winner 2007 Winner 2006 Winner 2005 Winner 2004 Winner 2003 2009 winner: Miranda Poeze and chair Meine Pieter van Dijk
Subject of the thesis  Any thesis thematically related to socio-geographical, economic, political, juridical or anthropological issues or focusing on the humanities such as history, religion and literature (but with the exception of language and/or semiotic studies) can be submitted. Its geographical focus should be on Sub-Saharan Africa or its migrant communities elsewhere in the world. The thesis must be socially relevant. Quality of the thesis  The ASC seeks to attract theses that demonstrate a high quality with regard to the subject matter of the research as well as the way the research has been conducted. The jury attaches importance to an original approach and insight, and the relevance of the research to a scientific understanding of the issues covered. In addition, the jury will consider the significance of the thesis in relation to development-related issues and its interest for the general public. How to submit a thesis  If a student or his/her supervisor feels that a Masters thesis merits an award because of its high quality and originality, the thesis should be submitted either to the ASC Awards Committee. Every submission must include: a signed letter of recommendation from the student’s supervisor containing the grade and details about the quality of the thesis and the educational institution from which the student has graduated, and a copy of the thesis as well as a summary of a maximum of 500 words. Applicants based in the Netherlands are requested to submit 1 hard copy and an electronic copy of their thesis. Those based in Africa are welcome to send an electronic version of their thesis by email. If a hard copy of the thesis is submitted, the applicant’s email address must also be included. The application will not be processed if it is incomplete. Where to submit a thesis  The thesis can be submitted if it is written in English, French or Dutch. If the thesis is in Dutch, a five-page English or French summary should also be attached. Time schedule  This year’s deadline for the submission of theses is 14 June 2010. From all the entries a shortlist of three theses will be drawn up from which a joint jury will select the winning thesis. The jury will announce the final three nominees, and subsequently the winning thesis. The prize will be presented to the winner during an ASC seminar where the winner will present his/her thesis. The jury  The following researchers are on the jury of the 2010 Africa Thesis Award: Dr. Harry Wels (Free University, Amsterdam), (chair) Dr. Jan Kees van Donge (African Studies Centre) Dr. Jan-Bart Gewald (African Studies Centre) Alice Kubo MA (Child Helpline International) Dr. Bridget O'Laughlin (International Institute of Social Studies) Ms. Gitty Petit MA (ASC) (secretary) The jury's decision is final and no correspondence will be entered into. Further information

The Africa Thesis Award

Printable version

The Award Are you interested in Sub-Saharan Africa and is your Masters thesis on a related subject? If so, the African Studies Centre (ASC) in Leiden is offering you the chance to win €1000 in its Africa Thesis Award! The award aims to encourage student research and writing on Sub-Saharan Africa and to promote the study of African cultures and societies. It is presented annually to a student whose Masters thesis has been completed on the basis of research conducted on Africa. The award consists of a prize of €1000 for the winning thesis, which will be published in the ASC African Studies Collection. All the theses submitted will be accessible via the ASC library's catalogue and may also be (partially) published on The Broker's website: http://www.thebrokeronline.eu/. Who can apply  Any final-year student who has completed his/her Masters thesis with distinction (80% or higher or a Dutch rating of at least 8) at a university in Africa or the Netherlands can apply. The thesis has to be based on independent empirical research related to Sub-Saharan Africa in one of the subjects listed in the following section and must have been examined within one year prior to the deadline for submitting manuscripts (see below). The ASC specifically encourage students from Sub-Saharan Africa to submit their theses for this annual competition.		Lire la version française You can download the 2009 leaflet here Winner 2009 Winner 2008 Winner 2007 Winner 2006 Winner 2005 Winner 2004 Winner 2003 2009 winner: Miranda Poeze and chair Meine Pieter van Dijk
Subject of the thesis  Any thesis thematically related to socio-geographical, economic, political, juridical or anthropological issues or focusing on the humanities such as history, religion and literature (but with the exception of language and/or semiotic studies) can be submitted. Its geographical focus should be on Sub-Saharan Africa or its migrant communities elsewhere in the world. The thesis must be socially relevant. Quality of the thesis  The ASC seeks to attract theses that demonstrate a high quality with regard to the subject matter of the research as well as the way the research has been conducted. The jury attaches importance to an original approach and insight, and the relevance of the research to a scientific understanding of the issues covered. In addition, the jury will consider the significance of the thesis in relation to development-related issues and its interest for the general public. How to submit a thesis  If a student or his/her supervisor feels that a Masters thesis merits an award because of its high quality and originality, the thesis should be submitted either to the ASC Awards Committee. Every submission must include: a signed letter of recommendation from the student’s supervisor containing the grade and details about the quality of the thesis and the educational institution from which the student has graduated, and a copy of the thesis as well as a summary of a maximum of 500 words. Applicants based in the Netherlands are requested to submit 1 hard copy and an electronic copy of their thesis. Those based in Africa are welcome to send an electronic version of their thesis by email. If a hard copy of the thesis is submitted, the applicant’s email address must also be included. The application will not be processed if it is incomplete. Where to submit a thesis  The thesis can be submitted if it is written in English, French or Dutch. If the thesis is in Dutch, a five-page English or French summary should also be attached. Time schedule  This year’s deadline for the submission of theses is 14 June 2010. From all the entries a shortlist of three theses will be drawn up from which a joint jury will select the winning thesis. The jury will announce the final three nominees, and subsequently the winning thesis. The prize will be presented to the winner during an ASC seminar where the winner will present his/her thesis. The jury  The following researchers are on the jury of the 2010 Africa Thesis Award: Dr. Harry Wels (Free University, Amsterdam), (chair) Dr. Jan Kees van Donge (African Studies Centre) Dr. Jan-Bart Gewald (African Studies Centre) Alice Kubo MA (Child Helpline International) Dr. Bridget O'Laughlin (International Institute of Social Studies) Ms. Gitty Petit MA (ASC) (secretary) The jury's decision is final and no correspondence will be entered into. Further information

The Africa Thesis Award

Printable version

The Award Are you interested in Sub-Saharan Africa and is your Masters thesis on a related subject? If so, the African Studies Centre (ASC) in Leiden is offering you the chance to win €1000 in its Africa Thesis Award! The award aims to encourage student research and writing on Sub-Saharan Africa and to promote the study of African cultures and societies. It is presented annually to a student whose Masters thesis has been completed on the basis of research conducted on Africa. The award consists of a prize of €1000 for the winning thesis, which will be published in the ASC African Studies Collection. All the theses submitted will be accessible via the ASC library's catalogue and may also be (partially) published on The Broker's website: http://www.thebrokeronline.eu/. Who can apply  Any final-year student who has completed his/her Masters thesis with distinction (80% or higher or a Dutch rating of at least 8) at a university in Africa or the Netherlands can apply. The thesis has to be based on independent empirical research related to Sub-Saharan Africa in one of the subjects listed in the following section and must have been examined within one year prior to the deadline for submitting manuscripts (see below). The ASC specifically encourage students from Sub-Saharan Africa to submit their theses for this annual competition.		Lire la version française You can download the 2009 leaflet here Winner 2009 Winner 2008 Winner 2007 Winner 2006 Winner 2005 Winner 2004 Winner 2003 2009 winner: Miranda Poeze and chair Meine Pieter van Dijk
Subject of the thesis  Any thesis thematically related to socio-geographical, economic, political, juridical or anthropological issues or focusing on the humanities such as history, religion and literature (but with the exception of language and/or semiotic studies) can be submitted. Its geographical focus should be on Sub-Saharan Africa or its migrant communities elsewhere in the world. The thesis must be socially relevant. Quality of the thesis  The ASC seeks to attract theses that demonstrate a high quality with regard to the subject matter of the research as well as the way the research has been conducted. The jury attaches importance to an original approach and insight, and the relevance of the research to a scientific understanding of the issues covered. In addition, the jury will consider the significance of the thesis in relation to development-related issues and its interest for the general public. How to submit a thesis  If a student or his/her supervisor feels that a Masters thesis merits an award because of its high quality and originality, the thesis should be submitted either to the ASC Awards Committee. Every submission must include: a signed letter of recommendation from the student’s supervisor containing the grade and details about the quality of the thesis and the educational institution from which the student has graduated, and a copy of the thesis as well as a summary of a maximum of 500 words. Applicants based in the Netherlands are requested to submit 1 hard copy and an electronic copy of their thesis. Those based in Africa are welcome to send an electronic version of their thesis by email. If a hard copy of the thesis is submitted, the applicant’s email address must also be included. The application will not be processed if it is incomplete. Where to submit a thesis  The thesis can be submitted if it is written in English, French or Dutch. If the thesis is in Dutch, a five-page English or French summary should also be attached. Time schedule  This year’s deadline for the submission of theses is 14 June 2010. From all the entries a shortlist of three theses will be drawn up from which a joint jury will select the winning thesis. The jury will announce the final three nominees, and subsequently the winning thesis. The prize will be presented to the winner during an ASC seminar where the winner will present his/her thesis. The jury  The following researchers are on the jury of the 2010 Africa Thesis Award: Dr. Harry Wels (Free University, Amsterdam), (chair) Dr. Jan Kees van Donge (African Studies Centre) Dr. Jan-Bart Gewald (African Studies Centre) Alice Kubo MA (Child Helpline International) Dr. Bridget O'Laughlin (International Institute of Social Studies) Ms. Gitty Petit MA (ASC) (secretary) The jury's decision is final and no correspondence will be entered into. Further information