Research Use and Impact Assessment

South Africa must move towards an authentic freedom

Ahead of Freedom Month, the Human Sciences Research Council (HSRC) today hosted, with the Department of Science and Technology and Freedom Park, a discussion on how intergenerational trauma impacts on social cohesion and nation building in South Africa.

Out loud: poetry, youth voices and social change

Away from the media limelight and academic attention, black urban youth had long been in dialogue on a range of important social, economic and political issues through the Spoken Word movement. In Gauteng it focuses largely on the themes of race, politics, gender, sexuality and religion.

Seminar to discuss and analyse escalating number of community protests

We would like to invite journalists to attend an extraordinary  two-day seminar on 30 June and 1 July during which the escalating number of community protests will be analysed and discussed. This will be of particular interest in view of the outbreak of violence in the Tshwane metropolitan area and the  upcoming municipal elections.

HSRC appoints new M&E research director

The Human Sciences Research Council (HSRC) is pleased to announce the appointment of Dr Edmore Marinda as a research director at the Research and Impact Assessment (RIA) unit effective 1 June 2016. He will head monitoring and evaluation in RIA.

Call to nominate outstanding young scientists to young academy

The South African Young Academy of Science (SAYAS) is accepting nominations for New Members.

HSRC appoints human rights expert

Rachel Adams, a senior researcher for Civil and Political Rights at the South African Human Rights Commission, has been appointed as a chief research specialist in the Research use and Impact Assessment (RIA) unit at the Human Sciences Research Council (HSRC) from 1 May 2016.

Higher education transformation: Opening the debate on innovation and socio-economic inclusion

Twenty one years after democracy, universities in South Africa are facing a renewed call for transformation, not only in terms of broadening access, but in terms of their orientations and institutional cultures, their curricula, and their research. The transformation debate is primarily framed in terms of race and language, in terms of whose knowledge is taught and how it is taught. The aim of this seminar is to open up another facet of the transformation agenda: who benefits from university knowledge and how?

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