Remembering old partnerships: Networking as new medical schools within BoLeSwa countries

In southern Africa, former members of the Botswana-Lesotho-Swaziland (BoLeSwa) partnership, Botswana and Lesotho, have established their first and only publicly funded medical schools in their countries. Swaziland has a private medical school. The three countries have a long history of partnership throughthe University of Botswana, Lesotho and Swaziland (UBLS) system − a derivative of BoLeSwa. Botswana and Lesotho are also members of a newly founded Consortium of New Southern African Medical Schools (CONSAMS). The UBLS was established in Lesotho in 1964 by a royal charter, two years before the three countries gained independence. It was founded to address manpower constraints in anticipation of their independence. The three countries had agreedto concentrate on different professional trainings, as follows: Botswana in engineering, Swaziland in agriculture, and Lesotho in medicine. CONSAMS wasestablished as a unique collaborative approach involving south-south networks, which included south-north partnerships. This created an opportunity tostrengthen medical education in the region. The BoLeSwa partnership is further strengthened by participation in CONSAMS by two of the five founding members. Other members include Mozambique, Namibia and Zambia. A sharing of resources through regional and international partnerships has beenestablished. The sub-Saharan African Medical School Study has examined the challenges, innovations, and emerging trends in medical education in the regionand has made recommendations on how to better share resources. CONSAMS is one innovative way of addressing these issues. Partnerships between theBoLeSwa countries have been strengthened through CONSAMS. This has afforded the new medical schools sharing of their limited resources

Remembering old partnerships: Networking as new medical schools within BoLeSwa countries

In southern Africa, former members of the Botswana-Lesotho-Swaziland (BoLeSwa) partnership, Botswana and Lesotho, have established their first and only publicly funded medical schools in their countries. Swaziland has a private medical school. The three countries have a long history of partnership throughthe University of Botswana, Lesotho and Swaziland (UBLS) system − a derivative of BoLeSwa. Botswana and Lesotho are also members of a newly founded Consortium of New Southern African Medical Schools (CONSAMS). The UBLS was established in Lesotho in 1964 by a royal charter, two years before the three countries gained independence. It was founded to address manpower constraints in anticipation of their independence. The three countries had agreedto concentrate on different professional trainings, as follows: Botswana in engineering, Swaziland in agriculture, and Lesotho in medicine. CONSAMS wasestablished as a unique collaborative approach involving south-south networks, which included south-north partnerships. This created an opportunity tostrengthen medical education in the region. The BoLeSwa partnership is further strengthened by participation in CONSAMS by two of the five founding members. Other members include Mozambique, Namibia and Zambia. A sharing of resources through regional and international partnerships has beenestablished. The sub-Saharan African Medical School Study has examined the challenges, innovations, and emerging trends in medical education in the regionand has made recommendations on how to better share resources. CONSAMS is one innovative way of addressing these issues. Partnerships between theBoLeSwa countries have been strengthened through CONSAMS. This has afforded the new medical schools sharing of their limited resources

A review of virtual simulators for autonomous underwater vehicles (auvs

Abstract: This paper overviews graphical simulators used for Autonomous Underwater Vehicles (AUVs) development. Graphical simulators allow researchers to develop autonomous software without the need for the actual vehicle. There are many graphical simulators developed to date, for somebody who is involved in AUV research it becomes difficult to decide which simulator to use without going through extensive literature review, this then necessitate a summary and classification of available simulators. Instead of a review of all underwater virtual environments developed to date, the paper describes a selection which only reflects the authors' preference and proposes a classification

Systemic Thinking and Practice Toward Facilitating Inclusive Education: Reflections on a Case of Co-Generated Knowledge and Action in South Africa

Abstract This article offers our reflections around a case of facilitating systemic thinking and practice in which the first author of the article (Tlale) interacted with research participants/ participant researchers with the intention of strengthening systemic thought and action toward fostering inclusiveeducationin thesetting(arural school in theEastern Capein South Africa). We reflect upon the process and also how our engagement was perceived by participants, as expressed in feedback received from them. We point to how Tlale introduced the idea of systemic thinking(to teachers, schoolmanagement team,school governing body, anda district officer for the district) as tied to the possibility of acting to generate transformation toward a moreinclusive educational contextfor the benefit ofthe learnersat the school in question, thus acting as a systemic mediator on their behalf.Keywords Co-generatingknowledge.Inclusiveeducation.Inquiryinpractice.Systemic thinking.Wholeschoolimprovemen

E-Manufacturing: A Framework for Increasing Manufacturing Resource Utilisation

IngenieursweseBedryfsingenieurswesePlease help us populate SUNScholar with the post print version of this article. It can be e-mailed to: [email protected]