The findings and recommendations of this article will redound to the benefit of society considering that climate change regulation plays an important role in the promotion of a sustainable environment. The greater demand for a clean and healthy environment justifies the need for more effective regulation of climate change, and this can be achieved through climate change impact assessments. In the High Court case of EarthLife Africa Johannesburg v Minister of Environmental Affairs and Others, the court considered what the impact of the Thabametsi Power Project on the global climate and the changing climate will be if it is operated to the expected year of 2060. This judgement highlights the significance, place, and principles of climate change impact assessments in South Africa’s environmental law that has its founding principles in the Constitution of the Republic of South Africa, 1996. The Thabametsi-case contributed to environmental litigation in the manner as to how equality and the rule of law have been addressed in the court. This paper will examine the advances for climate change regulation in a jurisdiction where the Environmental Impact Assessment (EIA) Regulations currently refer to climate change explicitly.
The Vaal University of Technology (hereafter VUT) ensures that the University applies the three elements of quality assurance. Attempts have been made in this paper to define quality in different contexts and specifically how quality is processed at the VUT. Quality is ensured by participation and representation in structures and processes and by understanding how the National Qualifications Framework (NQF) functions in the setting of standards and quality qualifications. The subject of standards has produced much legislation and many policies and documents, but the authors argue that the recommendations in these documents are not always implemented. With regard to relevance, it is noted that quality assurance in higher education is important because of the rapid expansion of higher education systems.
Outcomes Based Education (OBE) forms part of Curriculum 2005 and is aimed at activating the minds of young people in a way that these young people are better able to participate in the economic and social spheres of life. South Africa's OBE system is intended to ensure that everyone is able to achieve his or her maximum ability and is equipped for lifelong learning. Attempts have been made in this paper to show the shift from traditional outcomes-based education (hereafter OBE), transitional OBE and transformational OBE. The deductive and inductive strategies are noted in this paper and the different learning styles that can be applied in the field of law.
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