Browsing by Author "Mngomezulu, Bhekithemba Richard"
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Item Gender politics and problems in Southern Africa: KwaZulu-Natal, Swaziland and Namibia in the post-colonial/apartheid era.(University of Western Cape, 1997) Mngomezulu, Bhekithemba Richard; Hayes, PatriciaThe study of gender is crucial for the achievement and sustainability of the democratic ethos in Southern Africa. The substantial�literature in this field attests� to this notion1 '. It could help us understand why certain gender stereotypes are viewed by societies as given.rat could also help us explain such problems as the unequal representation in most political structures, and the gendered labour system!. In addition, as the quotation a~ove suggests, the way we talk has gender connotations of which most people are unaware. Many males however, distance themselves from public debates on gender issues on the grounds that gender is about women.Item An investigation of the role played by education in the Hutu- Tutsi relations in Rwanda ,1916-1959(University of Western Cape, 2005) Isidore, Ndikumana; Mngomezulu, Bhekithemba RichardThe Rwandese society is composed of three ethnic groups: Hutus, .Tutsis and Twas who started living together from the 16th century when the kingdom of Rwanda was formed until today.1 From the early 20th century up to recently in 1994 with Tutsi Genocide, there were different ethnic conflicts between Hutus and Tutsis (Twas constituted only a small percentage of the total Rwandan population thus inevitably becoming an insignificant group in those ethnic conflicts).Item Politics and higher education in East Africa from the 1920s to 1970(Sun Media Bloemfontein, 2012) Mngomezulu, Bhekithemba RichardThe development of higher education in East Africa has a long history. For many years, the process was characterised by political wrangling, negotiations and compromises by black and white constituencies. What eventually became the federal University of East Africa (UEA) in 1963 was a saturation point of a process initiated by British authorities as part of the colonial thinking about imperial integration from the 1920s – an initiative that was later embraced by East Africans in the late1950s. During the inter-war period the British Colonial Office started formulating a standard policy on African education for its African territories. As part of this initiative, on 24 November 1923, the Duke of Devonshire, Secretary of State for the Colonies, appointed a Commission under the chairmanship of W.G.A. Ormsby-Gore, Under-Secretary of State for the Colonies, and tasked it to investigate and report on matters of Native Education in the British Colonies and Protectorates in Tropical Africa. The main goal was to advance the progress of education in those Colonies and Protectorates. The Commission concluded its work and submitted its Report to Devonshire early in 1925. The latter subsequently published the Report as Command Paper No. 2374 in March 1925. This marked the early stages of the process of developing higher education in East Africa. One of the key recommendations of the Ormsby-Gore Commission was that the time was opportune for some public statement of principles and policy which would prove a useful guide to all those engaged, directly or indirectly, in the advancement of native education in the African continent. Thus, although the primary focus of the Ormsby-Gore Commission was not East Africa per se, this memorandum laid a solid foundation for the development of higher education in East Africa.