Contemporary globalisation in developing countries is circumscribed by neo-liberal development approaches, while community-based development seeks to create alternative development strategies. This thesis brings together research in tourism with theoretical perspectives from Gramscian social analysis in order to explore contemporary conflict between these two strategies in the tourism sector. The purpose is to investigate the influence the hegemonic global milieu has exerted on an alternative community-based tourism (CBT) strategy that was initially formally/institutionally supported. Concepts of hegemony, globalisation and divergence/convergence, together with development theories, are explored and applied to the international tourism sector and CBT in particular. A theoretical structure is proposed in which the relationships between hegemony, globalisation, and processes of divergence/convergence are explicated in relation to the tourism sector, and CBT in particular. Global-local linkages, conceptualised in terms of the theoretical framework, are explored in a particular geographical context, namely the Pondoland coast of South Africa. South Africa has recently rejoined the global socio-economic milieu after the isolation of the apartheid period and a European Union-supported tourism project in the Pondoland region is studied in detail. The case study serves to empirically substantiate the proposed theoretical framework. The investigation contributes to ‘initiate’ a global – local oriented paradigm in tourism study that focuses on the relationship between globalisation processes and a CBT development approach by exploiting and conjoining the correlation of the concepts of the proposed theoretical framework. Globalisation processes are set against a specific and local form of tourism, i.e. community-based tourism. The proposition is a ‘new’ double level of interlinkage. General and global policies are interlinked and cross each other with specific and local policies to evaluate a CBT project outcome. The study intends to go beyond existing literature of CBT management and project development. This is achieved by providing an investigation on the ‘unseen’ working mechanisms and influence of globalisation processes in relation to a specific CBT local project supported by a global actor in international cooperation, thus verifying interpretations and commitment on CBT development approaches. The case study findings elucidate and highlight the final effects of the theoretical proposition at a practical level by clarifying and showing the level of influence on, and re-adjustment of, the case study end result in comparison with its initial plan. A shift in the case study project development is individuated and commented on in relation to the proposed theoretical framework. The investigation results allow validating the proposed conceptual basis of the study. Based on the findings, this thesis a proposal is made to construct the interrelationship between development and CBT understanding. A typology and specific nomenclature of CBT approaches is advanced together with their correlation to development concepts. The conclusion also gives further general and specific recommendations by providing possible strategies to permit proper development and better exploitation of CBT possibilities. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

Thesis (MBA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: The primary aim of this study is to investigate the socia-political impact of globalisation on South Africa. The objective of the study is to gain a better understanding of how globalisation has impacted on govemance, policy-making, culture and civil society with special reference to South Africa. The study also looks at the effects of globalisation in terms of gains and losses accrued by South Africa and other African countries Globalisation presents many challenges to developing nations, as the effects of this phenomenon have been uneven. South Africa as a developing country became reintegrated to the world economy after the first democratic elections in 1994. The country re-entered the world stage at a time when the process of globalisation was gaining momentum. The process has had an impact on policy making which resulted in a shift from the original policy of RDP to the GEAR policy. Globalisation has had the effect of increasing in and out of the country. On the economic front foreign direct investment has increased and South Africa has entered into a number of multilateral trade agreements with the different countries. On the political arena, governance hiis been affected with emphasis on the democratic principles of governance. South Africa has been playing an active role in making Africa a stable continent advocating democratic principles of governance. Together with Nigeria, South Africa have been leaders of the African Union and its marketing wing the New Partnership for Africa's Development. President Mbeki has been the selling the vision of NEPAD to leaders of industrialised countries and South Africa is one of the first countries that will be subjected to the peer review monitoring system. South Africa has been active as well in peacekeeping missions in the continent where South Africa's troops can be found in countries such as Rwanda, Democratic Republic of Congo and Burundi. As globalisation impacts on society, it is inevitable that culture will be affected . Whether one views cultural changes as disadvantageous or advantageous depends on the individual. Globalisation through technology has made cross-cultural exchanges across borders possible with the result it is easy nowadays for people to move across within a limited amount of time. What this means is that globalisation has compressed time and space. Globalisation has met with resistance as evidenced by the anti-globalisation sentiments expressed by different civil society groups whenever there are meetings of the multilateral institutions. What needs to be done by the industrialised countries is to ensure that benefits of globalisation are filtered through so that even people in developing countries can enjoy them. / AFRIKAANSE OPSOMMING: Die hoofdoel van hierdie studie is om die sosio-politieke impak van globalisering op Suid-Afrika te ondersoek. Die doel van die studie is om 'n beter begrip te kry van invloed van globalsering op regering, wetgewing, kultuur en burgerlike samelewing met spesifieke verwysing na Suid-Afrika. Die studie ondersoek ook die effek van globalisering in terme van die opgehoopte wins en verliese deur Suid-Afrika en ander Afrika-Iande. Globalisering bied baie uitdagings aan ontwikkelende lande na gelang die effek van hierdie fenomeen ongelyk is. Suid-Afika, as 'n ontwikkelende land, is weer heringeskakel in die wereldtoneel op 'n tydstip wat die proses van globalisering in momentum toegeneem het. Die proses het 'n impak gehad op beleidmaking wat 'n verskuiwing tot gevolg gehad het van die oorsporonklike RDP beleid na die GEAR beleid. Globalisering het in toenemende mate 'n effek in en buite die land gehad. Op die ekonomiese front het direkte buitelandse belegging toegeneem en Suid-Afrika het tot verskeie multilaterale handelsoorenkomste met verskillende lande toegetree. Op politieke gebied is regering beinvloed met nadruk op die demokratiese beginsels van regering. Suid-Afrika speel steeds 'n aktiewe rol om Afrika 'n stabliele kontinent te maak terwyl demokratiese beginsels van regering voorgestaan word. Saam met Nigeria is Suid-Afrika leier van die Afrika Unie en sy bemarkingsvleuel, die Nuwe Vennootskap vir Afrika Ontwikkeling. President Mbeki is steeds besig om die visie van NEPAD aan leiers van ge'industraliseerde lande te verkoop en Suid-Afrika is een van die eerste lande wat aan 'n moneteringsisteem onderwerp gaan word. Suit-Afrika is aktief in vredessendings op die kontinent waar Suid-Afrikaanse Troepe geplaas is in lande soos Rwanda, Demokratiese Republiek van die Kongo en Burundi. Soos globalisering die gemeenskap be'invloed, is dit onvermydelik dat die kultuur beinvloed sal word. Of mens kulturele veranderinge as onvoordelig of voordelig beskou, sal afhang van die individu. Globalisering deur middel van tegnologie het kruis-kulturele verwisseling oor grense heen moontlik gemaak. gevolglik is verwisseling oor grense moontlik gemaak binne beperkte tydsduur. Dit alles beteken dat globalisering tyd en ruimte saampers. Globalisering het ook teen weerstand te staan gekom soos blyk uit die anti-globalisering sentimente by verskillende burgelike gemeenskapsgroepe wanneer daar vergaderings van multilaterale instellings is. Wat gedoen moet word deur ge'industrialiseerde lande is om te verseker dat voordele van globalisering deurgefilter word sodat ook mense in ontwikkelende lande dit kan geniet.

At present globalisation has engulfed the world in what has been described as a whirl wind effect, in that is has swirled around the globe and encapsulated it; almost to the extent that the effects of globalisation appear completely inescapable to most nations and citizens. One can assume thus that the influence of globalisation on education, and in particular teacher education, is inevitable. This study focuses on teachers' conceptions of globalisation and its relationship to teacher professional learning with an aim to understand how six teachers exposed to global discourses conceive globalisation and its effect on their professional learning. Given that an effect of globalisation is the merging of various ideas and the exertion of simultaneous influences on such ideas from a variety of sources, a single focus group discussion was used for the generation of dat in this study to produce an environment very similar to the one achieved by globalisation (i.e. an environment in which various ideas are generated simultaneously and are subjected to influences from a variety of sources). From this, rich data emerged highlighting that the teachers in this study have very similar and in some cases very different conceptions of globalisation, teacher professional learning, and the relationship between the two. Interestingly, what stands out is the teachers involved in this study conceive that context, plays an integral role in contemporary teacher learning. The analysis generated theses such as retrogression, inequity, contradictions as well as the experiences of these teachers in learning and not learning. In essence, globalisation and teacher professional learning are shown to be inseparable in this area in which teachers are currently forced to learn for specific contexts and in most cases have to relearn as their contexts change in accordance with the ever evolving nature of globalisation. Indeed teacher professional learning at present is placed under tremendous strain, and so an understanding of the links between globalisation and teacher professional learning is expressed in this study. In addition, what emerges as a plausible solution to the problem of how teacher professional learning may keep up with globalisation, appears to be a need for teachers to take charge of their professional learning and to move away from positions of dependency and passivity to a position of active agency. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.

A research report submitted in partial fulfillment of the requirements for the degree of Masters in Psychology by Coursework and Research Report in the field of Organisational Psychology in the Faculty of Humanities, University of the Witwatersrand, Johannesburg March 2017 / The aim of the study was to assess the challenges faced by international students in South Africa. The study was conducted at the University of the Witwatersrand in Johannesburg. There were 14 international students who participated in the study. Of these, 6 were male and 8 were female. The study was qualitative in nature. An interview schedule was used to interview participants. Thematic content analysis was used to analyse data. The results showed that international students in South Africa faced adjustment challenges relating to: reasons for choosing to study in South Africa, first settling in experiences, financial constraints, registration process, language problems, visa application and immigration laws, cultural differences, diversity, discrimination, academic challenge, homesickness, social support, institutional assistance and how they handled the challenges to cope with the prevailing situation in South Africa. Future studies should thus focus on finding effective ways to improve the adjustment process for international students in South Africa. / GR2019

Thesis (PhD)--Stellenbosch University, 2014. / Der Fakultät für Sozialwissenschaften und Philosophie der Universität Leipzig / ENGLISH ABSTRACT: Worldwide, national higher education systems and universities are repeatedly confronted with global higher education trends and the challenge to handle them in specific national and institutional contexts. This observation relates to the broader question how processes of globalization affect university politics. The work at hand provides insights into how South Africa and the South African Stellenbosch University (SU) were facing recent processes of globalization in a situation of deep societal transformation after the end of apartheid. The dissertation examines how university politics in South Africa were negotiated after 1990. It investigates which local and global actors were involved and with what kind of interests they influenced the process. For SU, it is analysed how the different levels making up the University understood current international trends in higher education and how this understanding brought about institutional change leading to inter- and transnationalization. The thesis applies a qualitative multi-method approach drawing on document analysis and interviews. The research is grounded on major research reports and national policy documents on higher education, institutional documents of SU (e.g. the Senate and Council documentation, brochures and speeches) as well as on a total of 52 semi-structured interviews that were conducted with current and former representatives of SU as well as of the national South African higher education system between 2010 and 2012. Theoretically, the study draws on debates from higher education research and transnational history concerning the internationalization and transnationalization of higher education. It follows an analytical perspective for exploring and understanding higher education developments that goes beyond the conventional state-centric nation-state model used to analysing social processes and interactions. Therefore, the dissertation traces the impact of the different spatial references of the local and the national level for university politics and looks at how the local relates to the national and both of them to the regional and the global. By approaching the topic historically, the study challenges the often referred to hypotheses of academic isolationism and SU’s increasing insularity due to the international academic boycott against South Africa during the apartheid era. It accentuates that prior to 1990 there were many international activities going on at SU. Furthermore, the findings show that SU has embarked comparatively early on a purposeful and strategic process of internationalization, which occurred prior to its national opening in the form of transformation and redress. Only by the turn of the century, processes of internationalization were paralleled by an open transformation attempt. This was quite in contrast to the post-1990 dealing with higher education on the national South African level and by many other South African universities. The study demonstrates that in approaching the challenges of societal transformation and global processes, SU’s management initially favoured the “efficiency” discourse over the “redress” discourse in order to pave the way for becoming an internationally esteemed research university. / AFRIKAANSE OPSOMMING: Nasionale hoëronderwysstelsels en universiteite word wêreldwyd voortdurend gekonfronteer met globale hoëronderwystendense en die uitdaging om in spesifieke nasionale en institusionele kontekste daarop te reageer. Hierdie waarneming hou verband met die meer omvattende vraag hoe globaliseringsprosesse universiteitspolitiek beïnvloed. Hierdie studie gee insig in hoe Suid-Afrika op nasionale vlak en die Universiteit Stellenbosch (US) in Suid- Afrika die resente globaliseringsprosesse te midde van ’n situasie van ingrypende maatskaplike transformasie ná die einde van apartheid hanteer het. Die tesis fokus op die universiteitspolitiek in Suid-Afrika na 1990. Die plaaslike en globale rolspelers wat betrokke was en die vraag na die soort belange wat die proses beïnvloed het, word ondersoek In die spesifieke geval van die US word ontleed hoe die huidige internasionale tendense in hoër onderwys op verskillende vlakke binne die Universiteit verstaan word en hoe hierdie begrip daarvan institusionele veranderinge teweeg gebring het wat tot inter- en transnasionalisering aanleiding gegee het. In die tesis word ’n kwalitatiewe veelmetodebenadering toegepas wat gebruik maak van dokumentontleding en onderhoude. Die navorsing is gegrond op belangrike navorsingsverslae en nasionale beleidsdokumente oor hoër onderwys, institusionele dokumente van die US (bv. Senaats- en Raadsdokumente, brosjures en toesprake) sowel as op ’n totaal van 52 semigestruktureerde onderhoude wat tussen 2010 en 2012 gevoer is met huidige en voormalige personeellede van die US en met belangrike rolspelers in die nasionale Suid-Afrikaanse hoëronderwysstelsel. Op teoretiese vlak steun die studie op debatte in hoëronderwysnavorsing en die geskiedenis van die internasionalisering en transnasionalisering van hoër onderwys. Die studie maak gebruik van ’n analitiese perspektief om hoëronderwysontwikkelings te ondersoek en te deurgrond. Dit strek verder as die konvensionele staatsentriese model wat gebruik word om maatskaplike prosesse en interaksies te ontleed. Die effek van die verskillende ruimtelike verwysings na die plaaslike en nasionale vlakke op universiteitspolitiek word ondersoek. Daar word gekyk na die verband tussen die plaaslike aspekte en nasionale aspekte, en hoe beide hierdie aspekte verband hou met regionale en globale aspekte. Aangesien die onderwerp histories benader word, word die algemeen aanvaarde hipoteses ten opsigte van die akademiese isolasie in die algemeen en spesifiek die US se toenemende isolasie weens die internasionale akademiese boikot teen Suid-Afrika gedurende die apartheidsera, uitgedaag. Dit beklemtoon dat daar in die tydperk voor 1990 verskeie internasionaliseringsaktiwiteite by die US was. In vergelyking met ander instellings het die US reeds vroeg ’n doelgerigte en strategiese proses van internasionalisering aangepak. Dit het gebeur voor die tydperk waartydens die nasionale oopstelling plaasgevind het wat onder meer die vorm aangeneem het van transformasie en regstelling. Eers tydens die draai van die eeu aan die einde van die negentigerjare het prosesse van internasionalisering parallel geloop met ’n oop transformasiepoging. Dit was in redelike kontras met die tendense in hoër onderwys na 1990 op nasionale vlak in Suid-Afrika, en met die tendense by baie ander Suid- Afrikaanse universiteite. In die studie word aangetoon dat die US se bestuur in hul benadering tot die uitdagings van maatskaplike transformasie en globale prosesse aanvanklik die “doeltreffendheidsdiskoers” bo die "regstellingsdiskoers” verkies het om die weg voor te berei om ’n internasionaal erkende navorsingsuniversiteit te word.

The implications of globalisation in African societies raise an interesting debate and also pose a challenge to 21st century scholars of media/cultural tradition. While the media/cultural imperialism theory views global media as perpetuating cultural imperialism, revisionist theories of the media such as the audience reception theory argue against this, saying that media texts can be negotiated with. Both sides have always provided facts to argue their cases and the argument between them remains fluid. This study, which is a quantitative survey of some University of Fort Hare students’ perception of the role of global television in cultural homogenisation, has adopted the second phase of revisionism which is a counter to the audience reception theory, arguing that in the process of interaction with media texts, there may be transference of cultural values. This study used the media imperialism theory and the cultivation theory in exploring respondents’ perceptions of whether global television is perpetuating cultural imperialism and consequently cultural homogenisation among receiving cultures. The study adopted the quantitative methodology and a self-administered questionnaire structured according to the Likert Scale of measurement was used to gather data. Four cultural products of language, music, dress and religion were used as the measurable indicators to determine perceptions of global television consumption’s influence in cultural imperialism. The study used the case of University of Fort Hare students since they are a heterogeneous group and because there is not much research done concerning the influence of technological advancement, especially on the youth in remote areas such as Alice town where Fort Hare is situated. Although there were problems in the sampling process, most respondents did seem to perceive the notion that global television consumption does perpetuate cultural imperialism and that this is consequently leading to cultural homogenisation to a certain extent. According to the sampled group, the measure of the extent of homogenisation caused by global television consumption was 67.69%, falling behind by 27.31% from the anticipated standard of 95%. The difference between the anticipated standard and the realised standard was attributed to the dialectical debates emanating from the study findings which were also reiterated in the literature review. Importantly, the respondents indicated their preference for local media productions while at the same time agreeing that they were often unavailable, which leaves them without much choice but to watch those Western programmes that are readily available on both local media stations and on global television. To this end, most students denied that their own cultural values have deteriorated.

In recent years, immense effort has been channelled towards the Information and Technological development of rural areas. To support this development, telecommunication networks have been deployed. The availability of these telecommunication networks is expected to improve the way people share ideas and communicate locally and globally, reducing limiting factors like distance through the use of the Internet. The major problem for these networks is that very few of them have managed to stay in operation over long periods of time. One of the major causes of this failure is the lack of proper monitoring and management as, in some cases, administrators are located far away from the network site. Other factors that contribute to the frequent failure of these networks are lack of proper infrastructure, lack of a constant power supply and other environmental issues. A telecommunication network was deployed for the people of Dwesa by the Siyakhula Living Lab project. During this research project, frequent visits were made to the site and network users were informally interviewed in order to gain insight into the network challenges. Based on the challenges, different network monitoring systems and other solutions were deployed on the network. This thesis analyses the problems encountered and presents possible and affordable solutions that were implemented on the network. This was done to improve the network‟s reliability, availability and manageability whilst exploring possible and practical ways in which the connectivity of the deployed telecommunication network can be maintained. As part of these solutions, a GPRS redundant link, Nagios and Cacti monitoring systems as well as Simple backup systems were deployed. v Acronyms AC Access Concentrators AMANDA Automatic Marylyn Network Disk Archiver CDMA Code Divison Multiple Access CGI Common Gateway Interface.

[Editor's Letter]: Study South Africa has been the global mouthpiece of the International Education Association of South Africa (IEASA) and South African Higher Education since the publication of its first edition in 1999. It grew from a publication that served as a guide to South African Higher Education to a comprehensive source of information for the international academic community and others interested in South Africa’s tertiary education sector. This annual publication requires knowledgeable contributors as well as skilful editorial and other technical support. For the past number of years the editorial team was ably supported by Loveness Kaunda from the University of Cape Town (UCT). She provided the publication with her time, energy and knowledge. However, as she retired from her UCT position, she will no longer be available to consult with on a regular basis. This edition of Study South Africa is dedicated to her as a token of gratitude for all her time and passion. Another source of knowledge and inspiration is Patrick Fish - a higher education specialist who does research on topics relevant to the South African Higher Education landscape and provides us with up-to-date information. His writing skills turn the first number of pages of this publication into a real source of information. The knowledge about South African universities will be incomplete without the contributions of the universities themselves. A common trend this year is the focus on excellence of teaching and research as well as the relevance of South African Higher Education to local students functioning in an ever globalising world. It is also evident that most of the South African universities are aware of the need to be globally competitive, not only to attract the best international students, but also to be able to compete in a very competitive global knowledge driven environment. Study South Africa is again proudly presented by IEASA. This edition, focussing on Internationalisation of Higher Education, with a specific focus on South Africa in a changing world, again illustrates the interconnectedness of global higher education. It is envisaged that future editions will explore and document the collaboration between IEASA and similar organisations that is promoting the Internationalisation of Higher Education as well as global trends in international higher education affecting internationalisation of higher education in emerging countries.

[Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping.

[Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today.