AFRICA YOUTH IN TOURISM CONFERENCE (6- 9 September 2017) Venue: ZITF | Registration
The conference will be a three day event comprising of tourism-oriented discussions: Theme for Day 1 – Unpacking the Agenda 2063; Opportunities for youth in Tourism Theme for Day 2 – Entrepreneurship Development in the Tourism Sector; Role of the Youth Day 3 – Youth Empowerment through Domestic Tourism Initiatives; Concluding proceedings and Recommendation
STUDY OF THE U.S. INSTITUTES (SUSI) FOR STUDENT LEADERS ON CIVIC ENGAGEMENT 2018
APPLICATIONS DEADLINE IS FRIDAY, OCTOBER 6 2017.
The Study of the U.S. Institute for Student Leaders on Civic is an intensive academic program whose purpose is to provide groups of undergraduate student leaders with a deeper understanding of the United States, while simultaneously enhancing their leadership skills. The Institute includes a four week academic residency and a one-week study tour to a different part of the U.S. Leadership sessions and community service activities, as well as getting to know Americans, are also an integral component of the Institute.
Participants are expected to be highly motivated 1st through 4th year undergraduate students from universities who demonstrate leadership through academic work, community involvement and extra curricula activities.
Program dates are January 5 to February 10, 2018. The Institute will be conducted in English and will be hosted at the Foundation for International Understanding, in Seattle, Washington State.
The Foundation for International Understanding through Students (FIUTS)’s Study of the U.S. Institute on Civic Engagement will focus on democracy, citizenship, and civic activism. The four week academic residency will provide students with an overview of how citizens have shaped U.S. history, government, and society both as individuals and groups. The program will define civic engagement, examine its development in the U.S., and explore topics such as citizenship, community building, economic development, grassroots activism, political leadership, and volunteerism. Other topics such as civil rights, entrepreneurship, ethics, leadership, and media will be discussed. Students will also have the opportunity to leave the classroom to meet with community leaders, entrepreneurs, and representatives of nonprofit organizations. The academic residency will be complemented by an educational tour that will take participants to another area of the U.S. where they will meet with local, state, private, and not-for-profit organizations working in the field. The Institute will then conclude with a visit to Washington, D.C.
The U.S. State Department will cover all participant costs, including: program administration; domestic travel and ground transportation; book, cultural, mailing and incidental allowances; and housing and subsistence.
Interested applicants are encouraged to apply and candidates will be selected based on their leadership and activism history and their ability to clearly articulate themselves in their personal statement write up (see n. below).
a. Full Name (as it appears in passport):
b. Date of Birth:
c. Place/City of Birth:
d. Country of Birth:
e. Country of Residence:
f. Country of Citizenship:
g. Home address, telephone & e-mail:
i. Medical, Physical, Dietary or other personal considerations:
j. Position and Title in Student Body
k. University, Complete Address
l. Degree Enrolled & Year of Study
m. Previous travel to the U.S.
n. Personal Statement (One page personal statement indicating why you are interested in participating in the program and what you expect to learn during the program).
Applications with the format outlined above and up to date CVs should be e-mailed to HararePAS@state.gov with subject line Study of the U.S. Institute for Student Leaders on Civic Engagement.
DEADLINE FOR APPLICATIONS IS FRIDAY, OCTOBER 6 2017.
For those who are new to the blog, let me start with a little introduction…I am a Ph.D. student, about to begin my second year. I study Sociology and Social Policy with a focus on childhoods and families. I am currently at home, in Zimbabwe, for my field work (data collection).
Being back home means adjusting to a new schedule. When I was back on campus in Hong Kong, I set my own time and I really thought I was managing quite well (if my 1st-year annual evaluation is anything to go by). But, since I came home to begin the practical part of my work, I feel so overwhelmed with the amount of work that is facing me daily.
From left to right: Sikhanyiso, Zanele and Thando exhibiting at the 2017 ZITF
Young, Ambitious, Motivated, Enthusiastic, Independent, Strong. This is how Thando Dube, Zanele Tshuma and Sikhanyiso Mpofu describe themselves. And they have a perfume manufacturing start up to show for it all.
“We are three young ladies who want to become independent strong women who can change the world by doing what hasn’t been done before,” says Sikhanyiso.
“We saw a gap in industry and my partners and I intend to bridge that gap. As Zimbabweans we have been importing perfumes from various countries yet we have our own resources we can use in order to have our own perfume brands,” adds Thando.
The three ladies completed their Applied Chemistry studies at the National University of Science and Technology in Bulawayo, Zimbabwe this year and their perfume manufacturing start up is a result of their final year class project.
The “Initiative Southern Africa” (INISA) offers a grant for students from Universities and other tertiary education institutions in countries of the SADC region (Angola, Botswana, the Democratic Republic of Congo, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, South Africa, Swaziland, Tanzania, Zambia and Zimbabwe) and invites applications.
Deadline: 31 August 2017
The INISA Student Grant 2017
The INISA grant covers 75% of tuition fees and related costs (e.g. books and other study material; residence fees etc.) for the academic year of 2017 up to a maximum amount of Euro 3000 (or the equivalent in local currency). The applicant (m/f) should hold the nationality of one of the SADC countries; study full time at a University or other tertiary education institution in one of the SADC countries; be in the second or third year of his or her undergraduate studies, i.e. s/he has successfully completed at least one year of studies and has successfully re-registered for further courses in the next academic year (Please note: the INISA Student Grant is not applicable to postgraduate studies such as Honours, Masters or PhD programs).
The grant is open to students of all subjects, but particularly we encourage applications by science, engineering, economics and medical students. Should the grant be awarded to more than one student the maximum amount will be split equally. INISA requires the student to provide proof of tuition related expenses with a fees account record, as the grant amount covers a percentage of these expenses and needs to be calculated on that basis before any payment is possible. The grant will be paid directly into the student’s fees account at the University. INISA requires the student to provide two reports on the progress of his/her studies in the year s/he is awarded the grant.
You will be asked to provide the following information:
1) A detailed CV (doc,docx or pdf; max. size 800 k)
2) A passport photo (gif or jpg; max. size 1 MB)
3) A letter of motivation (500-1500 words; doc,docx or pdf; max size 800 k)
The letter of motivation will be the main criterion for the consideration of your application. The object of the letter is to present a comprehensive picture of your personality; we would like to get to know you as good as possible. It should at least cover these aspects: Why did you decide to study a particular subject and what does the subject mean to you? What would you like to achieve with your studies, what would you like to achieve in life generally? What do you do in your spare time? Why do you think you should be awarded the INISA grant? In which way would the grant make a difference to your studies this year?
4) Names and contact details of 2 persons (no members of your family) who support the application and can provide further information on you.
5) Information on additional funding (grants, scholarships, tuition fee waivers etc.) from public or private sources.
Additional documentation (copies of diplomas, testimonials etc) is not required at that stage of the application.
Process ends on Thursday, 31st August 2017. After assessing the applications INISA will shortlist any number of candidates and conduct interviews with them. Applicants will be informed on the status of their application in due course.
Who we are
INISA is a German Non-Governmental Organisation founded in 1995. Our mission is to inform the German public on political, economical, social and cultural developments in Southern Africa to create interest, deepen understanding and enhance contacts and exchange between Germany and Southern Africa. We are entirely independent and non-partisan, funded through membership fees and donations. Our members are country-experts, researchers, students and interested lay persons from both Germany and Africa who all share a common interest in Southern African affairs. Our activities concentrate on Germany (organising lectures, seminars and talks on Southern African affairs, publishing research papers and provide expertise and assistance for Germans who want to spend time in the countries of Southern Africa). However, we believe that tertiary education aiming at professional academic excellence and critical social engagement is vital for the development of African states and their societies. Taking into account the numerous obstacles African students are facing in pursuing their studies, many of them related to a lack of finances, INISA offers a grant award for students from Southern Africa.
“There is need to share with young citizens and educate them about heritage and culture as symbols of national identity and common wealth for all ethnic groups …”
by Tsungai Mhungu
People seem to forget who they are, the basis of their identity and where they come from. Change is bound to take place but continuity of culture is essential, it is heritage.
You will see that as a particular culture becomes unique, it becomes important and a marker of identity of that one group while other cultures are swept away by change owing to exchange of ideas and new preferences in terms of lifestyles in a global village.
However, no matter how prevalent change is, the word culture or heritage can never be swept away. What only lacks is the practical part, hence heritage awareness and education becomes critical
Promoting heritage awareness is equally important as safeguarding our identity. Raising Heritage and Cultural awareness has become vital especially in a fast globalizing world that we now live in and which threaten the survival of these two aspects of our social fabric as a country and as Africa as a whole.
We all know what it means when we talk about a global village, where some cultures are becoming less important and fading away as people are adopting foreign cultures and disregarding their heritage.
This could be because of uneven distribution of heritage awareness and other heritage programs across Zimbabwe owing to criteria, variability in resource availability and accessibility to different areas of the country.
This, however, is a challenge that can be curbed with dedicated effort and resources including professionally trained heritage personnel.
It is common and generally known and, may be, accepted that remote areas are less prioritized and far much disadvantaged in terms of accessibility of critical Heritage and cultural information.
It should be of concern that the urban counterparts of the remote areas have an upper hand than the later because of easy access to and availability of information, technology and heritage centers which allows them to learn more about heritage than their remote colleagues.
Usually culture and heritage are looked at from a touristic point of view (their value to outsiders) and not from conservative point of view where priority is given to posterity (so that future generations also enjoy the heritage) than their economic merits or striking a balance between the two.
This is a language only known to professionals but should be shared to all stakeholders of our cultures and heritage so that it becomes vivid to them the value of what we are trying to protect.
The provisions of the 1972 and 2003 UNESCO conventions are tools that need to be embraced and put into practice because of their recognition of the significance of heritage and the dangers that are posed by both natural and cultural events.
I understand that Zimbabwe is a member state of the UNESCO and ratified the conventions that seek to protect culture and heritage.
This therefore suggests that heritage awareness and education is remedial to our concerns as heritage professionals.
As a country we should also learn from activities like the Bosnian heritage awareness program with the Foundation Cultural Heritage without Borders (CHWB) to show the importance of heritage for a better future.
Our concern as Heritage Professionals is further exacerbated by the recently introduced curriculum which includes Heritage studies.
With the same appreciation and respect for this initiative by the ministry of education to promote heritage and culture in Zimbabwean schools, especially faced with the fast globalizing world where heritage and cultural principles are fast being washed away and disappearing, there is, however, the need for the professionally trained heritage teachers to undertake this initiative.
The status quo in this field is inopportune taking into cognizance that heritage studies teaching stuff is borrowed from other disciplines such as History.
This under mines the very same goal that the ministry is trying to archive and also undermines heritage facts that are being compromised by the opinionated dissemination of data to students.
Our goal is to promote culture and heritage.
Culture and heritage are most important in defining a country’s identity.
It is therefore critical at this stage to engage professional heritage and cultural practitioners to equip teachers with authentic and professional information so that students are prepared not only to sit for culture and heritage studies exams with confidence but also to raise conscientiousness in students and youths in general towards culture and heritage.
There is need to share with young citizens and educate them about heritage and culture as symbols of national identity, common wealth for all ethnic groups and liberation heritage.
Such endorses national unity, Heritage laws of Zimbabwe, global laws and conventions as well as the national heritage and cultural custodian, the National Museums and Monuments of Zimbabwe (NMMZ) and other organizations that play pivotal roles in culture and Heritage.
The bottom line is that preserving our national heritage safe guards our identity as a country.
Featured Image: Amagugu International Heritage Centre.