Exports, capital formation and economic growth in South Africa
- Feddersen, Maura, Nel, Hugo, Botha, Ferdi
- Authors: Feddersen, Maura , Nel, Hugo , Botha, Ferdi
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/396035 , vital:69145 , xlink:href="https://www.ajol.info/index.php/aref/article/view/162150"
- Description: In South Africa the export sector is frequently accorded a special role in encouraging faster economic growth. Nonetheless, a question that remains unresolved is whether higher export growth indeed leads to higher economic growth and what particular role exports may play within the overall economic growth process of the country. This study applies Johansen’s cointegration procedure, impulse response functions, variance decomposition analysis and Granger causality tests to shed light on the channels through which export growth may impact South Africa’s economic growth rate. Quarterly time series data ranging from 1975q1 to 2012q4 is employed in the study’s empirical tests. The results support the notion that the role of exports lies in their ability to encourage investment and capital formation. While export growth directly supports higher economic growth in the short-run, the long-term effect was found to lie in supporting faster capital formation, and in turn, significantly increasing economic growth. Overall, a strategy of export-led growth that does not explicitly emphasize the export-capital-growth connection is likely to fall short of reflecting the dynamics contained within the exports-growth relationship in South Africa.
- Full Text:
- Authors: Feddersen, Maura , Nel, Hugo , Botha, Ferdi
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/396035 , vital:69145 , xlink:href="https://www.ajol.info/index.php/aref/article/view/162150"
- Description: In South Africa the export sector is frequently accorded a special role in encouraging faster economic growth. Nonetheless, a question that remains unresolved is whether higher export growth indeed leads to higher economic growth and what particular role exports may play within the overall economic growth process of the country. This study applies Johansen’s cointegration procedure, impulse response functions, variance decomposition analysis and Granger causality tests to shed light on the channels through which export growth may impact South Africa’s economic growth rate. Quarterly time series data ranging from 1975q1 to 2012q4 is employed in the study’s empirical tests. The results support the notion that the role of exports lies in their ability to encourage investment and capital formation. While export growth directly supports higher economic growth in the short-run, the long-term effect was found to lie in supporting faster capital formation, and in turn, significantly increasing economic growth. Overall, a strategy of export-led growth that does not explicitly emphasize the export-capital-growth connection is likely to fall short of reflecting the dynamics contained within the exports-growth relationship in South Africa.
- Full Text:
Editorial
- Authors: Olvitt, Lausanne L
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391156 , vital:68625 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/121960"
- Description: This year marks the end of the United Nations Decade of Education for Sustainable Development which was first proposed at the World Summit on Sustainable Development in 2002 in Johannesburg. At the end of 2014 UNESCO hosted the World Conference on Education for Sustainable Development in Nagoya, Japan. To mark this occasion Professor Rob O’Donoghue produced a reflective Think Piece that traces the emergence of education for sustainable development (ESD) from its educational roots in the Modernist project, to the diversity of practices that currently frame ESD as a transgressive process of cultural change. O’Donoghue interrogates tensions around knowledge and participation in the ESD terrain and proposes that knowledge-led and ethics-led learning in relation to valued purposes might create educational possibilities for expansive, transgressive and reflexive learning processes towards a more sustainable future. This Think Piece opens the Journal; many of the strengths, tensions and generative opportunities in environment and sustainability education referred to by O’Donoghue are reflected in this edition of the journal.
- Full Text:
- Authors: Olvitt, Lausanne L
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391156 , vital:68625 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/121960"
- Description: This year marks the end of the United Nations Decade of Education for Sustainable Development which was first proposed at the World Summit on Sustainable Development in 2002 in Johannesburg. At the end of 2014 UNESCO hosted the World Conference on Education for Sustainable Development in Nagoya, Japan. To mark this occasion Professor Rob O’Donoghue produced a reflective Think Piece that traces the emergence of education for sustainable development (ESD) from its educational roots in the Modernist project, to the diversity of practices that currently frame ESD as a transgressive process of cultural change. O’Donoghue interrogates tensions around knowledge and participation in the ESD terrain and proposes that knowledge-led and ethics-led learning in relation to valued purposes might create educational possibilities for expansive, transgressive and reflexive learning processes towards a more sustainable future. This Think Piece opens the Journal; many of the strengths, tensions and generative opportunities in environment and sustainability education referred to by O’Donoghue are reflected in this edition of the journal.
- Full Text:
Exploring a knowledge-focused trajectory for researching environmental learning in the South African curriculum
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294375 , vital:57216 , xlink:href="https://www.researchgate.net/publication/305730521"
- Description: This paper explores the past twenty years of environmental learning in the South African curriculum in order to consider how one might best research a knowledge focus within the Fundisa for Change national teacher education programme. In exploring this knowledge focus, the paper draws on international literature. It also extensively, but not exclusively, draws on two key publications which informed the 2002 and the 2011 curriculum changes in South Africa. The paper draws on social realist curriculum theory, underpinned by critical realism. This theoretical perspective, which includes Bernstein’s pedagogic device and particularly recontextualisation of knowledge across the pedagogical landscape, provides a language of description for critically reviewing knowledge and environmental learning. In particular, the review develops five perspectives on environmental knowledge as it pertains to curriculum which include: Perspective #1) new environmental knowledge in the curriculum; Perspective #2) environmental knowledge in local and global contexts; Perspective # 3) dynamic knowledge for open-ended and futuristic thinking; Perspective #4) depth and complexity of environmental knowledge; and Perspective #5) combining discipline-specific core knowledge and skills with a systems perspective. The paper argues for a re-emphasis and review of new environmental knowledge and learning support materials. It suggests a consideration of context-rich but not context-bound explorations of local and global environmental issues and the need for adopting open-ended and futuristic thinking in the context of the dynamism of environmental knowledge. This involves exploring systems of meaning and structures of knowledge in dealing with the complexity of environmental knowledge and acknowledging the challenges of a transformative ideology within such a complex knowledge system. Additionally, the paper argues for creative ways of working across disciplines to develop better understanding of discipline-specific concepts and their potential to contribute to meaningful learning. The paper concludes by suggesting a research trajectory for future environmental education research in the context of the new South African Curriculum and Assessment Policy Statement (CAPS) extending the emphasis in this paper on the official recontextualising field, to fields across the entire pedagogic device.
- Full Text:
- Authors: Schudel, Ingrid J
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/294375 , vital:57216 , xlink:href="https://www.researchgate.net/publication/305730521"
- Description: This paper explores the past twenty years of environmental learning in the South African curriculum in order to consider how one might best research a knowledge focus within the Fundisa for Change national teacher education programme. In exploring this knowledge focus, the paper draws on international literature. It also extensively, but not exclusively, draws on two key publications which informed the 2002 and the 2011 curriculum changes in South Africa. The paper draws on social realist curriculum theory, underpinned by critical realism. This theoretical perspective, which includes Bernstein’s pedagogic device and particularly recontextualisation of knowledge across the pedagogical landscape, provides a language of description for critically reviewing knowledge and environmental learning. In particular, the review develops five perspectives on environmental knowledge as it pertains to curriculum which include: Perspective #1) new environmental knowledge in the curriculum; Perspective #2) environmental knowledge in local and global contexts; Perspective # 3) dynamic knowledge for open-ended and futuristic thinking; Perspective #4) depth and complexity of environmental knowledge; and Perspective #5) combining discipline-specific core knowledge and skills with a systems perspective. The paper argues for a re-emphasis and review of new environmental knowledge and learning support materials. It suggests a consideration of context-rich but not context-bound explorations of local and global environmental issues and the need for adopting open-ended and futuristic thinking in the context of the dynamism of environmental knowledge. This involves exploring systems of meaning and structures of knowledge in dealing with the complexity of environmental knowledge and acknowledging the challenges of a transformative ideology within such a complex knowledge system. Additionally, the paper argues for creative ways of working across disciplines to develop better understanding of discipline-specific concepts and their potential to contribute to meaningful learning. The paper concludes by suggesting a research trajectory for future environmental education research in the context of the new South African Curriculum and Assessment Policy Statement (CAPS) extending the emphasis in this paper on the official recontextualising field, to fields across the entire pedagogic device.
- Full Text:
Syntheses, protonation constants and antimicrobial activity of 2-substituted N-alkylimidazole derivatives
- Kleyi, Phumelele, Walmsley, Ryan S, Gundhla, Isaac Z, Walmsley, Tara A, Jauka, Tembisa I, Dames, Joanna F, Walker, Roderick B, Torto, Nelson, Tshentu, Zenixole R
- Authors: Kleyi, Phumelele , Walmsley, Ryan S , Gundhla, Isaac Z , Walmsley, Tara A , Jauka, Tembisa I , Dames, Joanna F , Walker, Roderick B , Torto, Nelson , Tshentu, Zenixole R
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184066 , vital:44165 , xlink:href="https://www.ajol.info/index.php/sajc/article/view/123858"
- Description: A series of N-alkylimidazole-2-carboxylic acid, N-alkylimidazole-2-carboxaldehyde and N-alkylimidazole-2-methanol derivatives [alkyl = benzyl, methyl, ethyl, propyl, butyl, heptyl, octyl and decyl] have been synthesized and the protonation constants determined. The antimicrobial properties of the compounds were tested against Gram-negative (Escherichi coli), Gram-positive (Staphylococcus aureus and Bacillus subtilis subsp. spizizenii) bacterial strains and yeast (C. albicans). Both the disk diffusion and broth microdilution methods for testing the antimicrobial activity showed that N-alkylation of imidazole with longer alkyl chains and the substitution with low pKa group at 2-position resulted in enhanced antimicrobial activity. Particularly, the N-alkylimidazole-2-carboxylic acids exhibited the best antimicrobial activity due to the low pKa of the carboxylic acid moiety. Generally, all the N-alkylimidazole derivatives were most active against the Gram-positive bacteria [S. aureus (MIC = 5–160 µg mL–1) and B. subtilis subsp. spizizenii (5–20 µg mL–1)], with the latter more susceptible. All the compounds showed poor antimicrobial activity against both Gram-negative (E. coli, MIC = 0.15 to >2500 µg mL–1) bacteria and all the compounds were inactive against the yeast (Candida albicans).
- Full Text:
- Authors: Kleyi, Phumelele , Walmsley, Ryan S , Gundhla, Isaac Z , Walmsley, Tara A , Jauka, Tembisa I , Dames, Joanna F , Walker, Roderick B , Torto, Nelson , Tshentu, Zenixole R
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/184066 , vital:44165 , xlink:href="https://www.ajol.info/index.php/sajc/article/view/123858"
- Description: A series of N-alkylimidazole-2-carboxylic acid, N-alkylimidazole-2-carboxaldehyde and N-alkylimidazole-2-methanol derivatives [alkyl = benzyl, methyl, ethyl, propyl, butyl, heptyl, octyl and decyl] have been synthesized and the protonation constants determined. The antimicrobial properties of the compounds were tested against Gram-negative (Escherichi coli), Gram-positive (Staphylococcus aureus and Bacillus subtilis subsp. spizizenii) bacterial strains and yeast (C. albicans). Both the disk diffusion and broth microdilution methods for testing the antimicrobial activity showed that N-alkylation of imidazole with longer alkyl chains and the substitution with low pKa group at 2-position resulted in enhanced antimicrobial activity. Particularly, the N-alkylimidazole-2-carboxylic acids exhibited the best antimicrobial activity due to the low pKa of the carboxylic acid moiety. Generally, all the N-alkylimidazole derivatives were most active against the Gram-positive bacteria [S. aureus (MIC = 5–160 µg mL–1) and B. subtilis subsp. spizizenii (5–20 µg mL–1)], with the latter more susceptible. All the compounds showed poor antimicrobial activity against both Gram-negative (E. coli, MIC = 0.15 to >2500 µg mL–1) bacteria and all the compounds were inactive against the yeast (Candida albicans).
- Full Text:
- «
- ‹
- 1
- ›
- »