In 2011 Minister Blade Nzimande reported that, "despite a national call for the provision of accessible, decent, safe and academically conducive student accommodation safety in student accommodation in South Africa remains a serious challenge" (cited in, Department of Higher Education and Training 2011). Against the backdrop of the provision of safe student accommodation, this study, through a qualitative research design, examined residence students' experiences of safety and security in student accommodation (residences). Through narrative enquiry the study-generated data from purposively sampled male and female residence students representing undergraduate and postgraduate students. The data points to fears and anxieties of students living in residences enabled by a vulnerable (unsafe) residence environment influenced largely through diminished state resources. The study makes recommendations for state resource investment that promote safe, quality residences to enhance student academic success.

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Music Education, as well as cultural and musical identities are all being renegotiated, post-Apartheid, within the so-called 'newer' rather than the commonly known 'new' South Africa. The developing situation with certain minority groups is particularly interesting. Education in general has undergone much change since the first democratic elections in 1994: music education specifically has been affected by such change in terms of content, delivery and assessment. Within the South African context, cultural and musical identities are often intertwined with language, racial and even tribal identities, and discussing one implies the others. We are particularly interested here in the role of formal Music Education in relation to white Afrikaners and Indians as they renegotiate their cultural development, including musical aspects.

Generalist educators in South Africa shy away from music in the subjects Life Skills (Dance, Drama, Music, Visual Art, Physical Education and Personal and Social Well-being) and Creative Arts (Dance, Drama, Music, Visual Art) and universities are not delivering generalist students for the subject demands. In-service educators as well as subject advisors have often had no music training. The twofold purpose of the study reported on in this article was to determine the extent of challenges experienced in the music component of Life Skills and Creative Arts in South Africa and how this can best be dealt with.Mixed methods research was conducted to ascertain the problems experienced with music tuition in Life Skills and Creative Arts classrooms. It was found that generalist educators have to teach music, whether they have the requisite skills or not. The subject has low status and is frequently used as a filler subject for teachers. Lack of music knowledge, scarce resources, limited support and everchanging educators are some reasons for the absence of quality music tuition. Mentoring by competent subject advisors and senior educators and the re-alignment of school and university curricula will assist music in enjoying its rightful place in the school curriculum.

STTEPping in the right direction? Western classical music in an orchestral programme for disadvantaged African youth.