constitutional governance. They are needed to ensure that all political actors adhere to the rules of the electoral contest and that the outcome of elections are not predetermined and are based on free and fair processes that reflect the genuine will of the people. However, frequent incidents of post-election violence in which citizens question the role played by the EMBs in the last few years have raised many questions about their role, which has not been systematically and thoroughly investigated.This paper aims to take a critical look at the legal framework relating to the setting up and regulation of EMBs in a selected number of countries in the Eastern and Southern African region to see whether there is any possible connection between the manner in which they are structured and the effectiveness of their operations. Does the legal framework of an EMB have anything to do with the acceptance or non-acceptance of the electoral results of elections organised by the EMB? Are there any lessons that can be learnt by comparing the legal framework of the EMBs of countries where election results are generally accepted with that of countries where the announcement of election results have often provoked violence? The establishment of an EMB is supposed to be a clear sign of a firm commitment by a country to constitutionalism and constitutional democracy. This does not always turn out to be so. From the comparative analysis of the experiences of the selected countries, this study will highlight some of the major lessons that can be drawn in designing EMBs in order to enhance their performance and credibility. Bibliogr., ref., sum. [Journal abstract]
270 Gibbon, Trish
Driving change : the story of the South Africa Norway Tertiary Education Development Programme / ed. by Trish Gibbon. - Cape Town : African Minds, 2014. - XIII, 168 p. : fig - Bibliogr.: p. [162]-168. - Met noten.
ISBN 9781920677565
ASC Subject Headings: Southern Africa; Norway; educational cooperation; universities.
This book tells the story of the South Africa Norway Tertiary Education Development (SANTED) Programme in the form of contributions by those who have been most involved in the programme. The initial agreement was for 2000-2005, followed by a five-year extension. By the end in 2010, the programme had activities in sixteen universities, spanning seven countries (Angola, Botswana, Malawi, Mozambique, Namibia, South Africa and Zambia) under three thematic areas (access, retention and success; capacity building; and SADC (Southern African Development Community) collaboration) and one subtheme (multilingualism). After an introduction by Trish Gibbon, the first two chapters by Nasima Badsha (promoting South African reform objectives) and Inger Kristine Stoll (the Norwegian perspective) set out the circumstances that gave birth to this programme and the careful negotiations that established the primary terms of the agreement. Other chapters: the role of the SANTED Secretariat (Trish Gibbon); improving student throughput and success within an equity framework (Colleen Howell); multilingualism for teaching and learning
(Pamela Maseko); challenges relating to the establishment of comprehensive universities in the South African higher education sector (Martin Oosthuizen); cross-border collaboration in the SADC countries (Fazela Haniff and Trish Gibbon); and a summing up by Robert Smith. [ASC Leiden abstract]
271 Malaba, Mbongeni
English Studies: a comparative analysis of trends in South African universities and national universities in Zimbabwe, Swaziland, Botswana, Lesotho and Namibia / Mbongeni Malaba - In: Critical Arts: (2016), vol. 30, no. 2, p. 171-186.
ASC Subject Headings: Southern Africa; South Africa; Zimbabwe; Swaziland; Botswana; Lesotho; Namibia; English language; universities; curriculum.
This article analyses the development of English Studies in the southern African region, with reference to South Africa, Zimbabwe, Swaziland, Botswana, Lesotho and Namibia. It begins with a survey of English Studies globally, with specific references to England and America. The structure of English courses in the former is particularly significant, given the strong historical ties between England and the other countries considered in this article, with the exception of Namibia. Contentious debates in South Africa are discussed, with particular reference to the struggle to replace Anglo-centric programmes with ones that recognise the significance and merit of local writers, as well as the contribution of other African authors to the growth of literature written in English. The issues of relevance and resonance feature prominently in these exchanges. The strong legacy of the English educational system in Zimbabwe and Swaziland entrenched the use of English as medium of instruction, and the levels of proficiency of the products of elite schools helped prepare a significant number of students to pursue further studies at tertiary institutions. The status of English is firmly established. There are many similarities between the courses on offer in Swaziland, Botswana and Lesotho, given their similar historical backgrounds. Namibia, which opted for English as official language after independence, has struggled with issues of proficiency on the part of both students and teachers, arising from the abrupt transition from Afrikaans as dominant medium of instruction, to English. A significant difference is that the debates in South Africa and Namibia were recorded in scholarly journals or books, while those in the other countries generally occurred 'in house'. Bibliogr., notes, ref., sum. [Journal abstract]
BOTSWANA
272 Masilo, Bontle
Facebook : revolutionising electoral campaign in Botswana? / Bontle Masilo and Batlang Seabo - In: Journal of African Elections: (2015), vol. 14, no. 2, p. 110-129.