In-betweenness: a postcolonial exploration of sociocultural intergenerational learning through cattle as a medium of cultural expression in Mpembeni, KwaZulu-Natal
- Authors: Masuku, Lynette Sibongile
- Date: 2019
- Subjects: Postcolonialism , Environmental education -- South Africa , Community education -- South Africa -- KwaZulu Natal , Non-formal education -- South Africa -- KwaZulu Natal , Agricultural education -- South Africa -- KwaZulu Natal , Livestock -- Handling -- South Africa -- KwaZulu Natal , Cattle -- Handling -- South Africa -- KwaZulu Natal , Cattle herding -- South Africa -- KwaZulu Natal , Life skills -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68181 , vital:29213
- Description: This case study was conducted in a small rural community called Mpembeni, in South Africa’s KwaZulu-Natal province. It was motivated by my observation of high levels of competence in ‘cattle knowledge’ amongst children coupled with a simultaneous failure at school. I view schools as integral parts of the community and consider them as being influenced by the community, which they in turn influence. This study set out to understand that which embodied informal learning in home/pasture-based contexts as well as formalised learning processes in schools. I used Sociocultural theory as the most congruent of educational theories to surface and illuminate the intergenerational learning processes that were taking place in the area. This warranted my use of research investigation methods that could, in non-intrusive ways, expose the everyday community practices that related to cattle as a particular medium of cultural expression. Ethnography, sourced from anthropology, aided by ethnomethods, was not only compatible with my study and the way in which I wanted to write out the research report, but also with my educational theory and its counterhegemonic intents. To understand the colonialities that framed the discord that embodied home and school as learning contexts, I used postcolonial theory, not only as a lens but as a counterhegemonic response. This theory also informed my research methodology as well as afforded me the reflexivity tools for an examination of my own intergenerational learning and the relational identities of myself as ‘Other’ in the lives of the research participants. It further facilitated the exploration of the potential for potential hybrid third spaces within the bubbling meeting nodes of the socio-cultural context of school and home/pasture based settings of learning. I observed cattle herding related practices, interviewed children, their parents and/or carers, dipping tank managers, livestock inspectors, community elders and members. I also analysed some of the written and unwritten content that made up the formal and informal based learning processes and reviewed some of the most recent South African Curriculum Statements and related texts on the representations of cattle. I sought views from teachers on their interactions with the people of Mpembeni, whose children they taught. I also explored axes of tension, silences and presences on anything related to cattle in schools. I argue and make a case for the development of thought by African scholars to advance Africa’s education rather than aid mimicry and the importation of theories of little congruence and relevance to the African context and Africa’s future. The study has made some contributions to new knowledge. This is in its exploration of sociocultural intergenerational methods and techniques that are employed for learning in community contexts, highlighting the importance of surfacing and understanding of children’s knowledge and experiences. The study has gone further to deliberate the in-betweenness of school and home learning environments, highlighting and unsilencing silenced, peripherised, new, old, considered irrelevant in the past, context and time congruent and liberatory knowledges. I propose that the knowledges located in these cleavages of difference be utilised to transform and create learning bridges between home and school environments. I propose that those ways of knowing that see others as nothings, be exposed and unlearned. Methods of learning that naturally unfold at home could be replicated at school with a recognition of the intergenerational methods, techniques, practices and the learning values in a critically constructive manner that narrows difference and othering.
- Full Text:
- Authors: Masuku, Lynette Sibongile
- Date: 2019
- Subjects: Postcolonialism , Environmental education -- South Africa , Community education -- South Africa -- KwaZulu Natal , Non-formal education -- South Africa -- KwaZulu Natal , Agricultural education -- South Africa -- KwaZulu Natal , Livestock -- Handling -- South Africa -- KwaZulu Natal , Cattle -- Handling -- South Africa -- KwaZulu Natal , Cattle herding -- South Africa -- KwaZulu Natal , Life skills -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68181 , vital:29213
- Description: This case study was conducted in a small rural community called Mpembeni, in South Africa’s KwaZulu-Natal province. It was motivated by my observation of high levels of competence in ‘cattle knowledge’ amongst children coupled with a simultaneous failure at school. I view schools as integral parts of the community and consider them as being influenced by the community, which they in turn influence. This study set out to understand that which embodied informal learning in home/pasture-based contexts as well as formalised learning processes in schools. I used Sociocultural theory as the most congruent of educational theories to surface and illuminate the intergenerational learning processes that were taking place in the area. This warranted my use of research investigation methods that could, in non-intrusive ways, expose the everyday community practices that related to cattle as a particular medium of cultural expression. Ethnography, sourced from anthropology, aided by ethnomethods, was not only compatible with my study and the way in which I wanted to write out the research report, but also with my educational theory and its counterhegemonic intents. To understand the colonialities that framed the discord that embodied home and school as learning contexts, I used postcolonial theory, not only as a lens but as a counterhegemonic response. This theory also informed my research methodology as well as afforded me the reflexivity tools for an examination of my own intergenerational learning and the relational identities of myself as ‘Other’ in the lives of the research participants. It further facilitated the exploration of the potential for potential hybrid third spaces within the bubbling meeting nodes of the socio-cultural context of school and home/pasture based settings of learning. I observed cattle herding related practices, interviewed children, their parents and/or carers, dipping tank managers, livestock inspectors, community elders and members. I also analysed some of the written and unwritten content that made up the formal and informal based learning processes and reviewed some of the most recent South African Curriculum Statements and related texts on the representations of cattle. I sought views from teachers on their interactions with the people of Mpembeni, whose children they taught. I also explored axes of tension, silences and presences on anything related to cattle in schools. I argue and make a case for the development of thought by African scholars to advance Africa’s education rather than aid mimicry and the importation of theories of little congruence and relevance to the African context and Africa’s future. The study has made some contributions to new knowledge. This is in its exploration of sociocultural intergenerational methods and techniques that are employed for learning in community contexts, highlighting the importance of surfacing and understanding of children’s knowledge and experiences. The study has gone further to deliberate the in-betweenness of school and home learning environments, highlighting and unsilencing silenced, peripherised, new, old, considered irrelevant in the past, context and time congruent and liberatory knowledges. I propose that the knowledges located in these cleavages of difference be utilised to transform and create learning bridges between home and school environments. I propose that those ways of knowing that see others as nothings, be exposed and unlearned. Methods of learning that naturally unfold at home could be replicated at school with a recognition of the intergenerational methods, techniques, practices and the learning values in a critically constructive manner that narrows difference and othering.
- Full Text:
Incentive effects: assessing effort and heterogeneity in professional tennis
- Authors: Chadwick, Byron James Rhett
- Date: 2019
- Subjects: Professional sports -- Economic aspects , Tennis players -- Wages , Tennis -- Tournaments , Achievement motivation , Incentive awards
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/69467 , vital:29541
- Description: This study explores the impact incentive effects have on the level of effort exerted by professional men and women tennis players. Understanding what impact incentives have on tennis players can allow for greater understanding of the impact incentives have in the workplace and how employees react to different incentive schemes. The study makes use of data from both the ATP and WTA tour of every tournament played during the 2016 season. This includes player statistics, tournament statistics and in-game statistics from the quarter-finals, semi-finals and finals of each tournament in an attempt to account for initial seeding effects. This provides a total of 440 ATP matches and 389 WTA matches for an overall sample size of 829 professional tennis matches. The findings from this study illustrate in the last three rounds of all the tournaments played, for both male and females, money is not considered to be a key motivator for players. The ATP and WTA results suggest that competitors do not alter their effort levels depending on the level of the tournament. This illustrates that players exert similar effort levels regardless of the amount of money or ranking points available. The outcome of the findings supports that of the capability effect of heterogeneity on players’ performance. This means that the outcome of a match is linked more to the abilities of the competitors involved as opposed to the incentives available. Thus, players will adjust their effort levels according to their opponent and not because there are more money or ranking points available. This suggests that both the ATP and WTA should aim to reduce the differences in abilities amongst the players in an attempt to raise the attractiveness of the sport. Overall, the findings from this study illustrate that the capability effect outweighs that of the incentive effect.
- Full Text:
- Authors: Chadwick, Byron James Rhett
- Date: 2019
- Subjects: Professional sports -- Economic aspects , Tennis players -- Wages , Tennis -- Tournaments , Achievement motivation , Incentive awards
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/69467 , vital:29541
- Description: This study explores the impact incentive effects have on the level of effort exerted by professional men and women tennis players. Understanding what impact incentives have on tennis players can allow for greater understanding of the impact incentives have in the workplace and how employees react to different incentive schemes. The study makes use of data from both the ATP and WTA tour of every tournament played during the 2016 season. This includes player statistics, tournament statistics and in-game statistics from the quarter-finals, semi-finals and finals of each tournament in an attempt to account for initial seeding effects. This provides a total of 440 ATP matches and 389 WTA matches for an overall sample size of 829 professional tennis matches. The findings from this study illustrate in the last three rounds of all the tournaments played, for both male and females, money is not considered to be a key motivator for players. The ATP and WTA results suggest that competitors do not alter their effort levels depending on the level of the tournament. This illustrates that players exert similar effort levels regardless of the amount of money or ranking points available. The outcome of the findings supports that of the capability effect of heterogeneity on players’ performance. This means that the outcome of a match is linked more to the abilities of the competitors involved as opposed to the incentives available. Thus, players will adjust their effort levels according to their opponent and not because there are more money or ranking points available. This suggests that both the ATP and WTA should aim to reduce the differences in abilities amongst the players in an attempt to raise the attractiveness of the sport. Overall, the findings from this study illustrate that the capability effect outweighs that of the incentive effect.
- Full Text:
Inflation hedging with South African common stocks: a JSE sectoral analysis
- Authors: Kawawa, Dennis
- Date: 2019
- Subjects: Johannesburg Stock Exchange , Inflation (Finance) -- South Africa , Hedging (Finance)-- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/71526 , vital:29861
- Description: Inflation risk erodes purchasing power, redistributes wealth from lenders to borrowers and threatens investor’s long-term objectives, which are often specified in real terms; financial market volatility presents an additional risk for investors and portfolio managers concerned with not only real returns but also absolute returns. Understanding key investment risks, of which inflation is one, is crucial for investment managers in order to design effective hedging strategies to preserve wealth over the long run. Empirical tests of the Fisher hypothesis in South Africa have shown that common stocks are a good hedge against inflation. However, empirical evidence from developed countries has also shown that the relationship between common stocks and inflation is heterogeneous across the sectors and industries. This paper analysed the sectoral differences in the hedging ability of South African common stocks to test for this heterogeneity. The paper presents disaggregated sector models to test heterogeneity across the eight sectors of the JSE securities exchange. Understanding which of these sectors offers the best hedge against inflation is important to investors, allowing them to place money where the value will be best preserved during times of higher inflation. The disaggregated sectors tested included the Basic Materials price index, Industrials price index, Consumer Goods price index, Health Care price index, Consumer Services price index, Telecommunications price index, Financials price index, and Technology price index. Johansen Cointegration techniques were employed to empirically test the Fisher hypothesis for the South African market. For the Fisher hypothesis to hold, this paper was required to find evidence of cointegration between the share indices and CPI, as well as a positive slope coefficient for the cointegrating regression. The results of the cointegration test showed that the All Share index and each of disaggregated sector indices were cointegrated with CPI. This implied that a long run relationship exists between common stocks and inflation. Two techniques were used to estimate the cointegrating regressions for each model, a standard long-run cointegrating regression normalizing on the share index and a Vector error correction model (VECM). For all the models both techniques reveal a positive relationship between common stock and CPI with the coefficients for the long run cointegrating regression derived from the various models ranging between 1.41 – 3.62 while the coefficients from the VECM ranged from 1.42 - 4.85. The varying coefficients provide evidence of the heterogeneity of the hedging ability of common stocks. Overall the evidence from the long run cointegration regression suggests that in times of high inflation investors are most compensated for changes in inflation in common stocks relating to the Consumer Services and Health Care sectors, but that in general all sectors of the JSE provide some hedge for inflation. The results suggest that investors are compensated for changes in inflation if they invest in specific industries rather than in the All Share index, thus diversifying portfolios could provide a better hedge for inflation. Although positive coefficients were found the weak exogeneity test revealed only technology Index was caused by changes in CPI. The Paper concluded that in the long run all sectors provided protection against inflation during the period of study, but the evidence only fully supports the Fisher hypothesis for the Technology index, due to the results of the weak exogeneity test that revealed that CPI is weakly exogenous only in the equation of the Technology index.
- Full Text:
- Authors: Kawawa, Dennis
- Date: 2019
- Subjects: Johannesburg Stock Exchange , Inflation (Finance) -- South Africa , Hedging (Finance)-- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/71526 , vital:29861
- Description: Inflation risk erodes purchasing power, redistributes wealth from lenders to borrowers and threatens investor’s long-term objectives, which are often specified in real terms; financial market volatility presents an additional risk for investors and portfolio managers concerned with not only real returns but also absolute returns. Understanding key investment risks, of which inflation is one, is crucial for investment managers in order to design effective hedging strategies to preserve wealth over the long run. Empirical tests of the Fisher hypothesis in South Africa have shown that common stocks are a good hedge against inflation. However, empirical evidence from developed countries has also shown that the relationship between common stocks and inflation is heterogeneous across the sectors and industries. This paper analysed the sectoral differences in the hedging ability of South African common stocks to test for this heterogeneity. The paper presents disaggregated sector models to test heterogeneity across the eight sectors of the JSE securities exchange. Understanding which of these sectors offers the best hedge against inflation is important to investors, allowing them to place money where the value will be best preserved during times of higher inflation. The disaggregated sectors tested included the Basic Materials price index, Industrials price index, Consumer Goods price index, Health Care price index, Consumer Services price index, Telecommunications price index, Financials price index, and Technology price index. Johansen Cointegration techniques were employed to empirically test the Fisher hypothesis for the South African market. For the Fisher hypothesis to hold, this paper was required to find evidence of cointegration between the share indices and CPI, as well as a positive slope coefficient for the cointegrating regression. The results of the cointegration test showed that the All Share index and each of disaggregated sector indices were cointegrated with CPI. This implied that a long run relationship exists between common stocks and inflation. Two techniques were used to estimate the cointegrating regressions for each model, a standard long-run cointegrating regression normalizing on the share index and a Vector error correction model (VECM). For all the models both techniques reveal a positive relationship between common stock and CPI with the coefficients for the long run cointegrating regression derived from the various models ranging between 1.41 – 3.62 while the coefficients from the VECM ranged from 1.42 - 4.85. The varying coefficients provide evidence of the heterogeneity of the hedging ability of common stocks. Overall the evidence from the long run cointegration regression suggests that in times of high inflation investors are most compensated for changes in inflation in common stocks relating to the Consumer Services and Health Care sectors, but that in general all sectors of the JSE provide some hedge for inflation. The results suggest that investors are compensated for changes in inflation if they invest in specific industries rather than in the All Share index, thus diversifying portfolios could provide a better hedge for inflation. Although positive coefficients were found the weak exogeneity test revealed only technology Index was caused by changes in CPI. The Paper concluded that in the long run all sectors provided protection against inflation during the period of study, but the evidence only fully supports the Fisher hypothesis for the Technology index, due to the results of the weak exogeneity test that revealed that CPI is weakly exogenous only in the equation of the Technology index.
- Full Text:
Interaction between the root-feeding beetle, Longitarsus bethae (Coleoptera: Chrysomelidae) and the root-knot nematode, Meloidogyne javanica (Nematoda: Heteroderidae): Implications for the biological control of Lantana camara L. (Verbenaceae) in South Africa
- Authors: Musedeli, Jufter
- Date: 2019
- Subjects: Insect-plant relationships , Insects -- Host plants , Flea beetles , Symbiosis , Longitarsus , Chrysomelidae , Lantana camara -- Biological control -- South Africa , Heteroderidae , Root-knot nematodes , Weeds -- Biological control -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/71130 , vital:29788
- Description: Plants often are simultaneously attacked by several herbivores that can affect each other’s performance, and their interaction may affect their host plant fitness. The current study was conducted to determine the interaction between the root-feeding beetle, Longitarsus bethae Savini & Escalona (Coleoptera: Chrysomelidae) and a root-knot nematode, Meloidogyne javanica (Treub) Chitwood (Tylenchida: Heteroderidae), with implications for the biological control of Lantana camara L. (Verbenaceae) in South Africa. The studies were conducted under quarantine conditions at the Agricultural Research Council-PHP, Roodeplaat, Pretoria, South Africa. Specifically, the study determined; (i) whether root damage by the flea beetle enhanced infection by M. javanica, (ii) whether L. camara roots infected with the nematode enhanced the performance of the beetle, (iii) whether single or combined effect of the two organisms (i.e. L. bethae and M. javanica) had an overall effect on the growth and biomass of their shared host, L. camara, and (iv) the susceptibility of 10 L. camara varieties that are commonly found in South Africa to M. javanica. The study found that galling on the roots of L. camara by the nematode occurs at the highest inoculation of 300 eggs of L. bethae per plant, and no galling occurred at inoculation of 200 eggs per plant and below. The findings also showed that L. bethae performed better on M. javanica-infected than on healthy L. camara roots, and that more L. bethae adult progeny with slightly bigger body size emerged from M. javanica-infected, than from healthy plants. Fresh weight (galls) of plant roots from treatments where both species (i.e., L. bethae and M. javanica) were combined was significantly higher than that from plants infected with the nematode only, suggesting that the combination of both species induces more galling than the nematode does alone. The above-ground dry biomass was significantly lower both in combined and M. javanica only treatments, than in L. bethae only treatment. The study also found that selected L. camara varieties were infected with M. javanica, albeit at varying degrees of infection. Among the 10 L. camara varieties, Orange Red OR 015 was the most susceptible. Other susceptible varieties included Light Pink 009 LP, Total Pink 021 TP and Dark Pink 018 DP, and these, together with variety Orange Red OR 015, constituted 40% of the L. camara varieties evaluated in the current study. Fifty percent of the varieties displayed slight to moderate susceptibility to M. javanica, while 10% displayed lack of susceptibility. The study concluded that the symbiotic relationship between L. bethae and M. javanica was mutual, resulting in increase in the fitness of the beetle. The combined herbivory by L. bethae and M. javanica was also found to be additive on one of the most common varieties of L. camara in South Africa, and therefore co-infestation by both species might enhance the biological control of this weed in South Africa. The study further concluded that the suitability of some invasive L. camara cultivars such as Light Pink 009 LP and Orange Red 015 OR for M. javanica, might also contribute towards biological control of this weed in South Africa, particularly in areas where the two herbivores species co-exist.
- Full Text:
- Authors: Musedeli, Jufter
- Date: 2019
- Subjects: Insect-plant relationships , Insects -- Host plants , Flea beetles , Symbiosis , Longitarsus , Chrysomelidae , Lantana camara -- Biological control -- South Africa , Heteroderidae , Root-knot nematodes , Weeds -- Biological control -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/71130 , vital:29788
- Description: Plants often are simultaneously attacked by several herbivores that can affect each other’s performance, and their interaction may affect their host plant fitness. The current study was conducted to determine the interaction between the root-feeding beetle, Longitarsus bethae Savini & Escalona (Coleoptera: Chrysomelidae) and a root-knot nematode, Meloidogyne javanica (Treub) Chitwood (Tylenchida: Heteroderidae), with implications for the biological control of Lantana camara L. (Verbenaceae) in South Africa. The studies were conducted under quarantine conditions at the Agricultural Research Council-PHP, Roodeplaat, Pretoria, South Africa. Specifically, the study determined; (i) whether root damage by the flea beetle enhanced infection by M. javanica, (ii) whether L. camara roots infected with the nematode enhanced the performance of the beetle, (iii) whether single or combined effect of the two organisms (i.e. L. bethae and M. javanica) had an overall effect on the growth and biomass of their shared host, L. camara, and (iv) the susceptibility of 10 L. camara varieties that are commonly found in South Africa to M. javanica. The study found that galling on the roots of L. camara by the nematode occurs at the highest inoculation of 300 eggs of L. bethae per plant, and no galling occurred at inoculation of 200 eggs per plant and below. The findings also showed that L. bethae performed better on M. javanica-infected than on healthy L. camara roots, and that more L. bethae adult progeny with slightly bigger body size emerged from M. javanica-infected, than from healthy plants. Fresh weight (galls) of plant roots from treatments where both species (i.e., L. bethae and M. javanica) were combined was significantly higher than that from plants infected with the nematode only, suggesting that the combination of both species induces more galling than the nematode does alone. The above-ground dry biomass was significantly lower both in combined and M. javanica only treatments, than in L. bethae only treatment. The study also found that selected L. camara varieties were infected with M. javanica, albeit at varying degrees of infection. Among the 10 L. camara varieties, Orange Red OR 015 was the most susceptible. Other susceptible varieties included Light Pink 009 LP, Total Pink 021 TP and Dark Pink 018 DP, and these, together with variety Orange Red OR 015, constituted 40% of the L. camara varieties evaluated in the current study. Fifty percent of the varieties displayed slight to moderate susceptibility to M. javanica, while 10% displayed lack of susceptibility. The study concluded that the symbiotic relationship between L. bethae and M. javanica was mutual, resulting in increase in the fitness of the beetle. The combined herbivory by L. bethae and M. javanica was also found to be additive on one of the most common varieties of L. camara in South Africa, and therefore co-infestation by both species might enhance the biological control of this weed in South Africa. The study further concluded that the suitability of some invasive L. camara cultivars such as Light Pink 009 LP and Orange Red 015 OR for M. javanica, might also contribute towards biological control of this weed in South Africa, particularly in areas where the two herbivores species co-exist.
- Full Text:
Intersectionality and complexity in the representation of ‘queer’ sexualities and genders in African women’s short fiction
- Authors: Du Preez, Jenny Boźena
- Date: 2019
- Subjects: Sexual minority culture , Sexual minorities' writings , African fiction -- Women authors -- History and criticism , Gender identity in literature , Short stories, South African , Feminism in literature , Political poetry , Eroticism in literature , Lesbianism in literature
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/119047 , vital:34697
- Description: This thesis sets out to contribute to the growing body of knowledge about queer sexualities and genders in Africa by examining their depiction in selected post-2000 African women’s short fiction written in English. Post-2000, the short story form has become the primary vehicle for queer representations by African women writers, and is thus an important development in the burgeoning body of queer literature by African writers. Broadly speaking, this literary formation can be defined as anti-homophobic, feminist and politically pragmatic. Using an intersectional lens, this thesis sets out to examine four significant strands in the political work these stories engage in. The chapters are structured around four main points of contention that have particular significance at the intersection of ‘queer’, ‘women’ and ‘Africa’. Firstly, I examine South African short stories that perform what I call queer conversations with history: imaginatively asserting a queer South African history, writing back against a male-dominated and heterosexist literary canon and, in doing so, contributing to the reimagination of the contemporary South African nation. Secondly, I analyse short stories from Africa that foreground the family, both as social formation and ideology. I examine how these stories ‘fracture’ this powerful and naturalised heterosexist concept by depicting the tensions and contradictions that queer characters experience in relation to family. Thirdly, I consider short stories from various African contexts that work to reconceptualise queer sexuality in relation to religious discourse in order to challenge homophobic and patriarchal religious authority. Finally, I examine queer, feminist erotic short stories by African women writers that challenges various colonialist, racist, sexist and lesbophobic discourses that have historically stifled the portrayal of sex and erotic experience between women.
- Full Text:
- Authors: Du Preez, Jenny Boźena
- Date: 2019
- Subjects: Sexual minority culture , Sexual minorities' writings , African fiction -- Women authors -- History and criticism , Gender identity in literature , Short stories, South African , Feminism in literature , Political poetry , Eroticism in literature , Lesbianism in literature
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/119047 , vital:34697
- Description: This thesis sets out to contribute to the growing body of knowledge about queer sexualities and genders in Africa by examining their depiction in selected post-2000 African women’s short fiction written in English. Post-2000, the short story form has become the primary vehicle for queer representations by African women writers, and is thus an important development in the burgeoning body of queer literature by African writers. Broadly speaking, this literary formation can be defined as anti-homophobic, feminist and politically pragmatic. Using an intersectional lens, this thesis sets out to examine four significant strands in the political work these stories engage in. The chapters are structured around four main points of contention that have particular significance at the intersection of ‘queer’, ‘women’ and ‘Africa’. Firstly, I examine South African short stories that perform what I call queer conversations with history: imaginatively asserting a queer South African history, writing back against a male-dominated and heterosexist literary canon and, in doing so, contributing to the reimagination of the contemporary South African nation. Secondly, I analyse short stories from Africa that foreground the family, both as social formation and ideology. I examine how these stories ‘fracture’ this powerful and naturalised heterosexist concept by depicting the tensions and contradictions that queer characters experience in relation to family. Thirdly, I consider short stories from various African contexts that work to reconceptualise queer sexuality in relation to religious discourse in order to challenge homophobic and patriarchal religious authority. Finally, I examine queer, feminist erotic short stories by African women writers that challenges various colonialist, racist, sexist and lesbophobic discourses that have historically stifled the portrayal of sex and erotic experience between women.
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Investigating and expanding learning across activity system boundaries in improved cook stove innovation diffusion and adoption in Malawi
- Jalasi, Experencia Madalitso
- Authors: Jalasi, Experencia Madalitso
- Date: 2019
- Subjects: Stoves, Wood -- Technological innovations -- Malawi , Biomass stoves -- Malawi , Economic development projects -- Environmental aspects -- Malawi , Rural development projects -- Environmental aspects -- Malawi
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68170 , vital:29212
- Description: This study investigates and expands learning within and between activity systems working with Improved Cook Stoves (hereafter ICS) in Malawi. The study focuses on how existing learning interactions among ICS actors can be expanded using expansive learning processes, mobilised through Boundary Crossing Change Laboratories (BCCL) to potentially inform more sustained uptake and utilisation of the ICS technology. The ICS, as a socio-technical innovation, seeks to respond to climate change mitigation and adaptation efforts in the country. However, sustained uptake and utilisation has been problematic. The study is located in the field of Environmental Education, with emphasis on the diffusion and adoption of socio-technical innovations in the context of ICS technology. The study addresses societal environmental health risks faced by people using traditional biomass fuels indoors on open fires, commonly referred to as Three Stone Fire (hereafter TSF) through formative intervention supported by Developmental Work Research (hereafter DWR) or Expansive Learning. The study was conducted in three climate change hotspot districts in Malawi: Balaka, Dedza and Mzimba. The case studies are in each of the three administrative regions of the country. Chapita Village case study is in Balaka district, in the Southern region; Waziloya Makwakwa Village is in Mzimba district in the Northern region; and Chilije Village in Dedza district in the Central region. In order to engage the potential for transformation in study areas, I divided the study into two phases. The first phase involved collection of ethnographic data to more deeply understand the context of the problem including existing learning approaches. This informed the second phase, which focused on expansive learning processes in the Chapita and Waziloya Makwakwa case studies. The study used a formative intervention approach, which focused on supporting the actors to manage the challenges they were facing and work out the problematic situations in their joint activity. The study employed a qualitative intensive research design because it aimed at in-depth understanding of uptake and utilisation of ICS. This was an important foundation for improving the existing situations through co-creating solutions with research participants. With this generative and action-oriented approach, the study employed a multiple embedded case study design. CHAT and Critical Realism were the two main theories that I employed as they resonated with the transformative interest of the study through focusing on learning as an emancipatory process with potential for transformation of human practices. In addition, I used the methodological theory of Expansive Learning from CHAT to guide the expansive learning processes. With the critical realist framing of the study, I employed a critical realist analytical framework, and used inductive, abductive and retroductive analyses.The major findings of the study indicate that broadly, uptake and utilisation of ICS is problematic, hence unsustained. The findings indicate that the majority of end-users in Chapita and Chilije case studies switched between TSF and ICS, or abandoned the ICS, which was not the case in Waziloya Makwakwa case study. The underlying causal mechanisms that appear to explain and influence end-users’ actions in all the case studies were the search for convenience during the cooking activity. Further, findings revealed that learning interactions among activity systems were unidirectional which provides evidence for top-down approaches prevalent in cook stove dissemination. The findings also indicated that most of the learning taking place was informative, not transformative. It was also inadequate, particularly for end-users. A causal mechanism that appears to shape how actors are learning ICS technology is poverty, which results in over-reliance on donor-driven projects. Findings also reveal that contradictions in the learning, uptake and utilisation of ICS influence the profile of uptake and utilisation of ICSs. Further, the change-oriented learning processes, as carried out in the Chapita and Waziloya Makwakwa case studies, have shown their potential in expanding learning interactions among ICS actors, evoking and supporting their transformative agency and enhancing their reflexivity. These processes are crucial in development and sustaining learning and change in the uptake and utilisation of ICS innovation. The main contribution of the study is methodological. It contributes broadly to diffusion and adoption of socio-technical innovations through change-oriented expansive learning processes. The study generated an Innovative Extension and Communicative Methodology, which foregrounds interaction and learning and links the socio-technical innovation intention and socio-technical innovation uptake and utilisation that potentially informs the dissemination and implementation of ICS projects. Further, the study contributes to community education by mobilising communities to address contradictions, absences, or ills in the society via change-oriented learning processes. The societal ills facing the case study sites and the areas around them, caused by climate change and variability and deforestation exacerbate the lives of rural women who are afflicted by conditions of poverty. The study contributes to global and local efforts and initiatives to address environmental health risks faced by people using traditional biomass fuels indoors on TSF and climate change mitigation and adaptation. This study has found out that putting the agency of the end-user in the centre in socio-technical transitions through context-based problem resolution and rigorous deliberate1 mediated processes of participation and learning, which allows multivoicedness and takes power relations into account, catalyses transformative agency, reflexivity, collaboration and learning capacity of ICS actors for sustained uptake and utilisation of the ICS socio-technical innovation.
- Full Text:
- Authors: Jalasi, Experencia Madalitso
- Date: 2019
- Subjects: Stoves, Wood -- Technological innovations -- Malawi , Biomass stoves -- Malawi , Economic development projects -- Environmental aspects -- Malawi , Rural development projects -- Environmental aspects -- Malawi
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68170 , vital:29212
- Description: This study investigates and expands learning within and between activity systems working with Improved Cook Stoves (hereafter ICS) in Malawi. The study focuses on how existing learning interactions among ICS actors can be expanded using expansive learning processes, mobilised through Boundary Crossing Change Laboratories (BCCL) to potentially inform more sustained uptake and utilisation of the ICS technology. The ICS, as a socio-technical innovation, seeks to respond to climate change mitigation and adaptation efforts in the country. However, sustained uptake and utilisation has been problematic. The study is located in the field of Environmental Education, with emphasis on the diffusion and adoption of socio-technical innovations in the context of ICS technology. The study addresses societal environmental health risks faced by people using traditional biomass fuels indoors on open fires, commonly referred to as Three Stone Fire (hereafter TSF) through formative intervention supported by Developmental Work Research (hereafter DWR) or Expansive Learning. The study was conducted in three climate change hotspot districts in Malawi: Balaka, Dedza and Mzimba. The case studies are in each of the three administrative regions of the country. Chapita Village case study is in Balaka district, in the Southern region; Waziloya Makwakwa Village is in Mzimba district in the Northern region; and Chilije Village in Dedza district in the Central region. In order to engage the potential for transformation in study areas, I divided the study into two phases. The first phase involved collection of ethnographic data to more deeply understand the context of the problem including existing learning approaches. This informed the second phase, which focused on expansive learning processes in the Chapita and Waziloya Makwakwa case studies. The study used a formative intervention approach, which focused on supporting the actors to manage the challenges they were facing and work out the problematic situations in their joint activity. The study employed a qualitative intensive research design because it aimed at in-depth understanding of uptake and utilisation of ICS. This was an important foundation for improving the existing situations through co-creating solutions with research participants. With this generative and action-oriented approach, the study employed a multiple embedded case study design. CHAT and Critical Realism were the two main theories that I employed as they resonated with the transformative interest of the study through focusing on learning as an emancipatory process with potential for transformation of human practices. In addition, I used the methodological theory of Expansive Learning from CHAT to guide the expansive learning processes. With the critical realist framing of the study, I employed a critical realist analytical framework, and used inductive, abductive and retroductive analyses.The major findings of the study indicate that broadly, uptake and utilisation of ICS is problematic, hence unsustained. The findings indicate that the majority of end-users in Chapita and Chilije case studies switched between TSF and ICS, or abandoned the ICS, which was not the case in Waziloya Makwakwa case study. The underlying causal mechanisms that appear to explain and influence end-users’ actions in all the case studies were the search for convenience during the cooking activity. Further, findings revealed that learning interactions among activity systems were unidirectional which provides evidence for top-down approaches prevalent in cook stove dissemination. The findings also indicated that most of the learning taking place was informative, not transformative. It was also inadequate, particularly for end-users. A causal mechanism that appears to shape how actors are learning ICS technology is poverty, which results in over-reliance on donor-driven projects. Findings also reveal that contradictions in the learning, uptake and utilisation of ICS influence the profile of uptake and utilisation of ICSs. Further, the change-oriented learning processes, as carried out in the Chapita and Waziloya Makwakwa case studies, have shown their potential in expanding learning interactions among ICS actors, evoking and supporting their transformative agency and enhancing their reflexivity. These processes are crucial in development and sustaining learning and change in the uptake and utilisation of ICS innovation. The main contribution of the study is methodological. It contributes broadly to diffusion and adoption of socio-technical innovations through change-oriented expansive learning processes. The study generated an Innovative Extension and Communicative Methodology, which foregrounds interaction and learning and links the socio-technical innovation intention and socio-technical innovation uptake and utilisation that potentially informs the dissemination and implementation of ICS projects. Further, the study contributes to community education by mobilising communities to address contradictions, absences, or ills in the society via change-oriented learning processes. The societal ills facing the case study sites and the areas around them, caused by climate change and variability and deforestation exacerbate the lives of rural women who are afflicted by conditions of poverty. The study contributes to global and local efforts and initiatives to address environmental health risks faced by people using traditional biomass fuels indoors on TSF and climate change mitigation and adaptation. This study has found out that putting the agency of the end-user in the centre in socio-technical transitions through context-based problem resolution and rigorous deliberate1 mediated processes of participation and learning, which allows multivoicedness and takes power relations into account, catalyses transformative agency, reflexivity, collaboration and learning capacity of ICS actors for sustained uptake and utilisation of the ICS socio-technical innovation.
- Full Text:
Investigating assay formats for screening malaria Hsp90-Hop interaction inhibitors
- Authors: Derry, Leigh-Anne Tracy Kim
- Date: 2019
- Subjects: Antimalarials , Heat shock proteins , Drug interactions , Drug resistance , Plasmodium falciparum , High throughput screening (Drug development) , Bioluminescence resonance energy transfer (BRET) , Fluorescence resonance energy transfer (FRET)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63345 , vital:28395
- Description: Although significant gains have been made in the combat against malaria in the last decade, the persistent threat of drug and insecticide resistance continues to motivate the search for new classes of antimalarial drug compounds and targets. Due to their predominance in cellular reactions, protein-protein interactions (P-PIs) are emerging as a promising general target class for therapeutic development. The P-PI which is the focus of this project is the interaction between the chaperone heat shock protein 90 (Hsp90) and its co-chaperone Hsp70/Hsp90 organising protein (Hop). Hop binds to Hsp70 and Hsp90 and facilitates the transfer of client proteins (proteins undergoing folding) from the former to the latter and also regulates nucleotide exchange on Hsp90. Due to its role in correcting protein misfolding during cell stress, Hsp90 is being pursued as a cancer drug target and compounds that inhibit its ATPase activity have entered clinical trials. However, it has been proposed that inhibiting the interaction between Hsp90 and Hop may be alternative approach for inhibiting Hsp90 function for cancer therapy. The malaria parasite Plasmodium falciparum experiences temperature fluctuations during vector-host transitions and febrile episodes and cell stress due to rapid growth and immune responses. Hence, it also depends on chaperones, including PfHsp90, to maintain protein functionality and pathogenesis, demonstrated inter alia by the sensitivity of parasites to Hsp90 inhibitors. In addition, PfHsp90 exists as a complex with the malarial Hop homologue, PfHop, in parasite lysates. Consequently, the purpose of this study was to explore P-PI assay formats that can confirm the interaction of PfHsp90 and PfHop and can be used to identify inhibitors of the interaction, preferably in a medium- to high-throughput screening mode. As a first approach, cell-based bioluminescence and fluorescence resonance energy transfer (BRET and FRET) assays were performed in HeLa cells. To facilitate this, expression plasmid constructs containing coding sequences of P. falciparum and mammalian Hsp90 and Hop and their interacting domains (Hsp90 C-domain and Hop TPR2A domain) fused to the BRET and FRET reporter proteins – yellow fluorescent protein (YFP), cyan fluorescent protein (CFP) and Renilla luciferase (Rluc) - were prepared and used for HeLa cell transient transfections. The FRET assay produced positive interaction signals for the full-length P. falciparum and mammalian Hsp90-Hop interactions. However, C-domain-TPR2A domain interactions were not detected, no interactions could be demonstrated with the BRET assay and western blotting experiments failed to detect expression of all the interaction partners in transiently transfected HeLa cells. Consequently, an alternative in vitro FRET assay format using recombinant proteins was investigated. Expression constructs for the P. falciparum and mammalian C-domains and TPR2A domains fused respectively to YFP and CFP were prepared and the corresponding fusion proteins expressed and purified from E. coli. No interaction was found with the mammalian interaction partners, but interaction of the P. falciparum C-domain and TPR2A domain was consistently detected with a robust Z’ factor value of 0.54. A peptide corresponding to the PfTPR2A domain sequence primarily responsible for Hsp90 binding (based on a human TPR2A peptide described by Horibe et al., 2011) was designed and showed dose-dependent inhibition of the interaction, with 53.7% inhibition at 100 μM. The components of the assay are limited to the purified recombinant proteins, requires minimal liquid steps and may thus be a useful primary screening format for identifying inhibitors of P. falciparum Hsp90-Hop interaction.
- Full Text:
- Authors: Derry, Leigh-Anne Tracy Kim
- Date: 2019
- Subjects: Antimalarials , Heat shock proteins , Drug interactions , Drug resistance , Plasmodium falciparum , High throughput screening (Drug development) , Bioluminescence resonance energy transfer (BRET) , Fluorescence resonance energy transfer (FRET)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63345 , vital:28395
- Description: Although significant gains have been made in the combat against malaria in the last decade, the persistent threat of drug and insecticide resistance continues to motivate the search for new classes of antimalarial drug compounds and targets. Due to their predominance in cellular reactions, protein-protein interactions (P-PIs) are emerging as a promising general target class for therapeutic development. The P-PI which is the focus of this project is the interaction between the chaperone heat shock protein 90 (Hsp90) and its co-chaperone Hsp70/Hsp90 organising protein (Hop). Hop binds to Hsp70 and Hsp90 and facilitates the transfer of client proteins (proteins undergoing folding) from the former to the latter and also regulates nucleotide exchange on Hsp90. Due to its role in correcting protein misfolding during cell stress, Hsp90 is being pursued as a cancer drug target and compounds that inhibit its ATPase activity have entered clinical trials. However, it has been proposed that inhibiting the interaction between Hsp90 and Hop may be alternative approach for inhibiting Hsp90 function for cancer therapy. The malaria parasite Plasmodium falciparum experiences temperature fluctuations during vector-host transitions and febrile episodes and cell stress due to rapid growth and immune responses. Hence, it also depends on chaperones, including PfHsp90, to maintain protein functionality and pathogenesis, demonstrated inter alia by the sensitivity of parasites to Hsp90 inhibitors. In addition, PfHsp90 exists as a complex with the malarial Hop homologue, PfHop, in parasite lysates. Consequently, the purpose of this study was to explore P-PI assay formats that can confirm the interaction of PfHsp90 and PfHop and can be used to identify inhibitors of the interaction, preferably in a medium- to high-throughput screening mode. As a first approach, cell-based bioluminescence and fluorescence resonance energy transfer (BRET and FRET) assays were performed in HeLa cells. To facilitate this, expression plasmid constructs containing coding sequences of P. falciparum and mammalian Hsp90 and Hop and their interacting domains (Hsp90 C-domain and Hop TPR2A domain) fused to the BRET and FRET reporter proteins – yellow fluorescent protein (YFP), cyan fluorescent protein (CFP) and Renilla luciferase (Rluc) - were prepared and used for HeLa cell transient transfections. The FRET assay produced positive interaction signals for the full-length P. falciparum and mammalian Hsp90-Hop interactions. However, C-domain-TPR2A domain interactions were not detected, no interactions could be demonstrated with the BRET assay and western blotting experiments failed to detect expression of all the interaction partners in transiently transfected HeLa cells. Consequently, an alternative in vitro FRET assay format using recombinant proteins was investigated. Expression constructs for the P. falciparum and mammalian C-domains and TPR2A domains fused respectively to YFP and CFP were prepared and the corresponding fusion proteins expressed and purified from E. coli. No interaction was found with the mammalian interaction partners, but interaction of the P. falciparum C-domain and TPR2A domain was consistently detected with a robust Z’ factor value of 0.54. A peptide corresponding to the PfTPR2A domain sequence primarily responsible for Hsp90 binding (based on a human TPR2A peptide described by Horibe et al., 2011) was designed and showed dose-dependent inhibition of the interaction, with 53.7% inhibition at 100 μM. The components of the assay are limited to the purified recombinant proteins, requires minimal liquid steps and may thus be a useful primary screening format for identifying inhibitors of P. falciparum Hsp90-Hop interaction.
- Full Text:
Investigating epistemic justice in an adaptive planning process: towards developing a local catchment management strategy
- Authors: Ralekhetla, Mateboho Mary
- Date: 2019
- Subjects: Watershed management -- South Africa , Watershed management -- South Africa -- Moral and ethical aspects , Water resources development -- South Africa -- Eastern Cape , Water-supply -- South Africa -- Makhanda , Makana Water Forum (Makhanda, South Africa) , Makana Municipality (Makhanda, South Africa)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/95980 , vital:31220
- Description: In South Africa, Integrated Water Resource Management (IWRM) is being put into practice in a way that incorporates the belief that all stakeholders should be given a voice in decisions that affect them. Catchment Management Forums (CMFs) are the first place for stakeholder participation, supported by Catchment Management Agencies (CMAs). A key first task of a CMA is to develop of their Catchment Management Strategy (CMS). In this research, I consulted and worked with stakeholders in the Makana Water Forum (Makana Local Municipality, Eastern Cape, South Africa) throughout the process as they worked towards formulating their local CMS. Importantly, this study used insights from the community to focus on the inter- and intra-group interactions among the stakeholders who participated in the first step of Strategic Adaptive Planning. In the process, I explored epistemic contestations that occurred between different epistemic agents (participants) who may have held identity prejudices. The research aimed to allow voices, which could otherwise have been marginalised, to come out in ways that were not stigmatised through the written and personal reflective process. In doing this, the study tried to hear the voice of the oppressed speaker whose knowledge and lived experiences have been overlooked by the hearer’s prejudice. Findings show that participants who were part of the CMS development process experienced epistemic justice. These findings further established that the addition of participant reflections enhanced the level of epistemic justice promoted by the Adaptive Planning Process (APP).
- Full Text:
- Authors: Ralekhetla, Mateboho Mary
- Date: 2019
- Subjects: Watershed management -- South Africa , Watershed management -- South Africa -- Moral and ethical aspects , Water resources development -- South Africa -- Eastern Cape , Water-supply -- South Africa -- Makhanda , Makana Water Forum (Makhanda, South Africa) , Makana Municipality (Makhanda, South Africa)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/95980 , vital:31220
- Description: In South Africa, Integrated Water Resource Management (IWRM) is being put into practice in a way that incorporates the belief that all stakeholders should be given a voice in decisions that affect them. Catchment Management Forums (CMFs) are the first place for stakeholder participation, supported by Catchment Management Agencies (CMAs). A key first task of a CMA is to develop of their Catchment Management Strategy (CMS). In this research, I consulted and worked with stakeholders in the Makana Water Forum (Makana Local Municipality, Eastern Cape, South Africa) throughout the process as they worked towards formulating their local CMS. Importantly, this study used insights from the community to focus on the inter- and intra-group interactions among the stakeholders who participated in the first step of Strategic Adaptive Planning. In the process, I explored epistemic contestations that occurred between different epistemic agents (participants) who may have held identity prejudices. The research aimed to allow voices, which could otherwise have been marginalised, to come out in ways that were not stigmatised through the written and personal reflective process. In doing this, the study tried to hear the voice of the oppressed speaker whose knowledge and lived experiences have been overlooked by the hearer’s prejudice. Findings show that participants who were part of the CMS development process experienced epistemic justice. These findings further established that the addition of participant reflections enhanced the level of epistemic justice promoted by the Adaptive Planning Process (APP).
- Full Text:
Investigating household energy conservation behaviours in Johannesburg, South Africa
- Authors: Williams, Stephanie
- Date: 2019
- Subjects: Environmental behavior -- South Africa , Energy conservation -- Psychological aspects -- South Africa , Energy consumption -- Psychological aspects -- South Africa , South Africans -- Energy consumption
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/94101 , vital:31000
- Description: Behavioural change is increasingly anticipated as an important pathway towards the reduction of the human footprint on the environment. Monitoring resource consumption at the household scale is essential as a basis for evaluating current performance and supports the understanding of how behaviour change interventions can be implemented. Yet, there are comparatively fewer studies on pro-environmental behaviour (PEB) in developing country contexts than in developed countries. Further, where research efforts have been made in developing countries, these have mainly focussed on low-income households. This means the extant literature on PEB is limited across a geographic and economic gradient, making generalisations about PEB problematic and limiting the scope for thinking about interventions for promoting pro-environmental behaviour in developing countries. In response to this, the study focuses on high-income households in Johannesburg, South Africa. Overall, the findings show a high level of heterogeneity in reported pro-environmental energy use behaviour, attributed to a suit of socio-demographic and value factors. Mainly, age, number of dependents, household size. Valuing leisure time were negatively correlated to energy use behaviours, while valuing environmental quality positively correlated to energy use behaviours. The provision of information energy-saving interventions yielded positive behavioural change as shown by reduced energy consumption of up to 12% in the Treatment group. However, no significant correlations were found between energy reduction and socio-demographic and personal value factors, which can be attributed to a different cultural context. The study discusses the implications of the findings on debates around pro-environmental behaviour and factors influencing pro-environmental behaviour, and provides further recommendations for future energy policies related to the household sector.
- Full Text:
- Authors: Williams, Stephanie
- Date: 2019
- Subjects: Environmental behavior -- South Africa , Energy conservation -- Psychological aspects -- South Africa , Energy consumption -- Psychological aspects -- South Africa , South Africans -- Energy consumption
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/94101 , vital:31000
- Description: Behavioural change is increasingly anticipated as an important pathway towards the reduction of the human footprint on the environment. Monitoring resource consumption at the household scale is essential as a basis for evaluating current performance and supports the understanding of how behaviour change interventions can be implemented. Yet, there are comparatively fewer studies on pro-environmental behaviour (PEB) in developing country contexts than in developed countries. Further, where research efforts have been made in developing countries, these have mainly focussed on low-income households. This means the extant literature on PEB is limited across a geographic and economic gradient, making generalisations about PEB problematic and limiting the scope for thinking about interventions for promoting pro-environmental behaviour in developing countries. In response to this, the study focuses on high-income households in Johannesburg, South Africa. Overall, the findings show a high level of heterogeneity in reported pro-environmental energy use behaviour, attributed to a suit of socio-demographic and value factors. Mainly, age, number of dependents, household size. Valuing leisure time were negatively correlated to energy use behaviours, while valuing environmental quality positively correlated to energy use behaviours. The provision of information energy-saving interventions yielded positive behavioural change as shown by reduced energy consumption of up to 12% in the Treatment group. However, no significant correlations were found between energy reduction and socio-demographic and personal value factors, which can be attributed to a different cultural context. The study discusses the implications of the findings on debates around pro-environmental behaviour and factors influencing pro-environmental behaviour, and provides further recommendations for future energy policies related to the household sector.
- Full Text:
Investigating how mediation tools enhance rural farmers’ learning towards rainwater harvesting and food security: a case study of a Green Village programme
- Authors: Shawarira, Patience
- Date: 2019
- Subjects: Mediated learning experience , Environmental education -- South Africa -- Sinxaku , Agricultural education -- South Africa -- Sinxaku , South Africa. Water Research Commission. Green Village Lighthouse
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96779 , vital:31319
- Description: Training programmes are often detached from people’s context and experiences. It is critical that training programmes are carefully situated and relevant to the target group. This can be achieved through the use of relevant mediation tools. This study investigates how the use of mediation tools within a training programme on rainwater harvesting and conservation conducted by the Water Research Commission (WRC) funded the Green Village project impacted on Community Works Project (CWP) farmers’ practices. The study looks at how rural farmer learning occurs through the use of mediation tools in the context of the CWP farmers operating in Sinxaku village, in the Eastern Cape, South Africa. The learning process in this study was tracked through observing a three-day training workshop. I observed the Green Village facilitator’s choice and use of mediation tools to facilitate learning during the training. I looked at ways in which the Green Village facilitator engaged with the participants during the training and how they used different mediation tools to aid the learning process. I was interested in how the CWP farmers engaged with the mediation tools and how learning occurred from the training. I also looked out for changes in the CWP farmers’ farming practices following the completion of the training. The study constituted as an interpretative case study using Cultural Historical Activity (CHAT) theoretical tools. The study also drew on previous research on mediation and learning processes in the water management sector. Using interviews, observations and document analyses, the study found that rural farmers learn better by practising what they are being taught. They also learn from visuals and illustrations as these explain technical concepts in a clear and easy to understand manner. Factors that impact on rural farmer learning, particularly in the context of the CWP farmers operating in Sinxaku village include ecological factors, availability of farm equipment and the structuring of the training programme. The study found that in facilitating a training programme with rural farmers, more time should be given to practical activities at the demonstration site and that these practical activities should be interspersed with knowledge sharing in a workshop setup. The study concluded that special attention should be given to the choice of mediation tools used in training programmes involving rural farmers. Attention should also be given to contextual factors that can potentially impact on learning and practice of rainwater harvesting and conservation practices that would have been taught in a training programme.
- Full Text:
- Authors: Shawarira, Patience
- Date: 2019
- Subjects: Mediated learning experience , Environmental education -- South Africa -- Sinxaku , Agricultural education -- South Africa -- Sinxaku , South Africa. Water Research Commission. Green Village Lighthouse
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96779 , vital:31319
- Description: Training programmes are often detached from people’s context and experiences. It is critical that training programmes are carefully situated and relevant to the target group. This can be achieved through the use of relevant mediation tools. This study investigates how the use of mediation tools within a training programme on rainwater harvesting and conservation conducted by the Water Research Commission (WRC) funded the Green Village project impacted on Community Works Project (CWP) farmers’ practices. The study looks at how rural farmer learning occurs through the use of mediation tools in the context of the CWP farmers operating in Sinxaku village, in the Eastern Cape, South Africa. The learning process in this study was tracked through observing a three-day training workshop. I observed the Green Village facilitator’s choice and use of mediation tools to facilitate learning during the training. I looked at ways in which the Green Village facilitator engaged with the participants during the training and how they used different mediation tools to aid the learning process. I was interested in how the CWP farmers engaged with the mediation tools and how learning occurred from the training. I also looked out for changes in the CWP farmers’ farming practices following the completion of the training. The study constituted as an interpretative case study using Cultural Historical Activity (CHAT) theoretical tools. The study also drew on previous research on mediation and learning processes in the water management sector. Using interviews, observations and document analyses, the study found that rural farmers learn better by practising what they are being taught. They also learn from visuals and illustrations as these explain technical concepts in a clear and easy to understand manner. Factors that impact on rural farmer learning, particularly in the context of the CWP farmers operating in Sinxaku village include ecological factors, availability of farm equipment and the structuring of the training programme. The study found that in facilitating a training programme with rural farmers, more time should be given to practical activities at the demonstration site and that these practical activities should be interspersed with knowledge sharing in a workshop setup. The study concluded that special attention should be given to the choice of mediation tools used in training programmes involving rural farmers. Attention should also be given to contextual factors that can potentially impact on learning and practice of rainwater harvesting and conservation practices that would have been taught in a training programme.
- Full Text:
Investigating how outdoor environmental education programmes in South Africa respond to the needs of visually impaired learners via inclusive practices
- Authors: Eksteen, Hendrik Christiaan
- Date: 2019
- Subjects: Children with visual disabilities -- Education -- South Africa , Outdoor education -- South Africa , Environmental education -- South Africa , Outdoor recreation for children with disabilities -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92716 , vital:30721
- Description: Outdoor environmental education programmes in South Africa are conducted at campsites and centres owned by the government, non-profit organisations and private owners. People suffering from impairments are often disabled by society because of their handicap. More than three percent (3%) of young people in South Africa aged between 10 – 19 years are disabled. This study investigates the status of inclusion of outdoor environmental education programmes for disabled young people; what is offered and what practices are working in the industry in South Africa. It also investigates barriers to inclusion. Though many disabilities have been identified, visual impairment is the focus of the study. This study also looks at what more can be done from an Ecological Systems Theory of Human Development point of view and investigates what underlying mechanisms influence the inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. What is done and what is not done to promote inclusion for visually impaired learners in these programmes is also investigated. This study aims to answer the question; What is the current status quo concerning the inclusion of visually impaired learners in outdoor environmental learning programmes in environmental education centres and campsites in South Africa? An initial focus group conducted informally prior to the study, helped me to understand the context. In this study, key-interviews and questionnaires were used as research tools. I also ran a photo narrative project throughout the research project which was used as a participatory activity and provided further insight into practices. Inductive, abductive and retroductive analysis approaches were used to identify emerging themes, and I applied method triangulation using all research tools in order to address the research questions. Some of the most important findings are that: • There are many barriers, some intrinsic others extrinsic, that hinder inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. • Although there are many things done in the industry to promote inclusion, there is much more that could be done. • The visually impaired individual him/herself influences inclusivity in outdoor environmental education programmes. • Interactions and influences in the mesosystem (between different microsystems and ecosystems) have an impact on the inclusivity of visually impaired individuals in outdoor environmental education programmes. • Dispositions of people have an impact on the inclusion of visually impaired individuals in outdoor environmental education programmes. • The diversity of generative mechanisms (drivers to events), that interact at the level of the real, influence the inclusion of visually impaired individuals in outdoor environmental education programmes. Disability/impairment is a much-neglected area of environmental education research in South Africa. This study has contributed scholarship to this area and has also identified possible further areas of study in creating awareness, creating an opportunity to reflect on practices, and finding possible solutions to the barriers of exclusion.
- Full Text:
- Authors: Eksteen, Hendrik Christiaan
- Date: 2019
- Subjects: Children with visual disabilities -- Education -- South Africa , Outdoor education -- South Africa , Environmental education -- South Africa , Outdoor recreation for children with disabilities -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92716 , vital:30721
- Description: Outdoor environmental education programmes in South Africa are conducted at campsites and centres owned by the government, non-profit organisations and private owners. People suffering from impairments are often disabled by society because of their handicap. More than three percent (3%) of young people in South Africa aged between 10 – 19 years are disabled. This study investigates the status of inclusion of outdoor environmental education programmes for disabled young people; what is offered and what practices are working in the industry in South Africa. It also investigates barriers to inclusion. Though many disabilities have been identified, visual impairment is the focus of the study. This study also looks at what more can be done from an Ecological Systems Theory of Human Development point of view and investigates what underlying mechanisms influence the inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. What is done and what is not done to promote inclusion for visually impaired learners in these programmes is also investigated. This study aims to answer the question; What is the current status quo concerning the inclusion of visually impaired learners in outdoor environmental learning programmes in environmental education centres and campsites in South Africa? An initial focus group conducted informally prior to the study, helped me to understand the context. In this study, key-interviews and questionnaires were used as research tools. I also ran a photo narrative project throughout the research project which was used as a participatory activity and provided further insight into practices. Inductive, abductive and retroductive analysis approaches were used to identify emerging themes, and I applied method triangulation using all research tools in order to address the research questions. Some of the most important findings are that: • There are many barriers, some intrinsic others extrinsic, that hinder inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. • Although there are many things done in the industry to promote inclusion, there is much more that could be done. • The visually impaired individual him/herself influences inclusivity in outdoor environmental education programmes. • Interactions and influences in the mesosystem (between different microsystems and ecosystems) have an impact on the inclusivity of visually impaired individuals in outdoor environmental education programmes. • Dispositions of people have an impact on the inclusion of visually impaired individuals in outdoor environmental education programmes. • The diversity of generative mechanisms (drivers to events), that interact at the level of the real, influence the inclusion of visually impaired individuals in outdoor environmental education programmes. Disability/impairment is a much-neglected area of environmental education research in South Africa. This study has contributed scholarship to this area and has also identified possible further areas of study in creating awareness, creating an opportunity to reflect on practices, and finding possible solutions to the barriers of exclusion.
- Full Text:
Investigating how the use of visual models can enhance the teaching of common fractions for conceptual understanding to Grade 8 learners
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , vital:31314
- Description: The intention of this study was to explore how selected mathematics teachers used visual models to improve the teaching of common fractions for conceptual understanding to Grade 8 learners as a result of an intervention programme. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in the mathematics classroom in South Africa, Namibia, Zambia, Switzerland and Germany. This study which adopted a case study of teachers in Khomas Region, Namibia, is informed by constructivist learning theory. The study is situated within the interpretive paradigm and a multi-phase mixed method research approach was used. It focussed on analysing the use of visual models when teaching fractions namely: area model, number line model and a set model. The data were collected through survey questionnaires, observation and recall interview. The survey was conducted with the forty three mathematics teachers, from twenty secondary schools in Khomas region. The survey gave an overview of the nature and the use of visual models in schools. Three teachers purposively selected from the survey participated in the intervention program and were observed while teaching and interviewed after their teaching. Data were qualitatively and quantitatively analysed. The findings of this study reveal that visualising fractions is one of the methods that can improve both teaching and learning by providing concrete evidence of otherwise abstract ideas and concepts. The teachers highlighted that models themselves guide learners through to the answer, as compared to working out solutions using symbols only. They further indicated that visual models improve learners’ motivation, enhances understanding of fractions and encourages full participation of learners in the lesson. The study also found that use of visual models encouraged participation and it also boosted learners thinking capability. Teachers in this study preferred to use the area model as they found this model easier and more user-friendly in comparison with the number line and the set models. Teachers did not use the set model because of its complexity. This study concludes that the use of visual models can help enhance the conceptual teaching and understanding of common fractions. It is hoped that the study contributes towards improving the quality teaching and learning of fractions in Namibia. Furthermore, it informs the teacher-training institutions in Namibia to integrate the use of visualisation in their training programmes to promote conceptual understanding of mathematics.
- Full Text:
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , vital:31314
- Description: The intention of this study was to explore how selected mathematics teachers used visual models to improve the teaching of common fractions for conceptual understanding to Grade 8 learners as a result of an intervention programme. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in the mathematics classroom in South Africa, Namibia, Zambia, Switzerland and Germany. This study which adopted a case study of teachers in Khomas Region, Namibia, is informed by constructivist learning theory. The study is situated within the interpretive paradigm and a multi-phase mixed method research approach was used. It focussed on analysing the use of visual models when teaching fractions namely: area model, number line model and a set model. The data were collected through survey questionnaires, observation and recall interview. The survey was conducted with the forty three mathematics teachers, from twenty secondary schools in Khomas region. The survey gave an overview of the nature and the use of visual models in schools. Three teachers purposively selected from the survey participated in the intervention program and were observed while teaching and interviewed after their teaching. Data were qualitatively and quantitatively analysed. The findings of this study reveal that visualising fractions is one of the methods that can improve both teaching and learning by providing concrete evidence of otherwise abstract ideas and concepts. The teachers highlighted that models themselves guide learners through to the answer, as compared to working out solutions using symbols only. They further indicated that visual models improve learners’ motivation, enhances understanding of fractions and encourages full participation of learners in the lesson. The study also found that use of visual models encouraged participation and it also boosted learners thinking capability. Teachers in this study preferred to use the area model as they found this model easier and more user-friendly in comparison with the number line and the set models. Teachers did not use the set model because of its complexity. This study concludes that the use of visual models can help enhance the conceptual teaching and understanding of common fractions. It is hoped that the study contributes towards improving the quality teaching and learning of fractions in Namibia. Furthermore, it informs the teacher-training institutions in Namibia to integrate the use of visualisation in their training programmes to promote conceptual understanding of mathematics.
- Full Text:
Investigating mathematical proficiency testing in Namibian school high stakes mathematics examinations: an exploratory study
- Authors: Ndjendja, Elizabeth
- Date: 2019
- Subjects: Education and state -- Namibia , Educational tests and measurements -- Namibia , Mathematics -- Curricula -- Namibia , Mathematics -- Study and teaching -- Namibia , Namibia. Ministry of Education -- Examinations
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92887 , vital:30759
- Description: The Namibian government has put processes in place to continuously improve its education system in line with educational development in the world. The education reform efforts are administered and coordinated by the Ministry of Education, Arts and Culture. At the centre of these reform efforts are curriculum policy documents and subject syllabuses with the intention of improving the teaching and learning process in the classrooms. These reform efforts appears to overlook the positive influence high stakes assessment has on the teaching and learning process. The study reported in this thesis was designed to investigate the feasibility of assessing separate elements of mathematical proficiency in the high stakes Mathematics assessment in Namibia. The study was designed as a developmental, exploratory research that collected and analysed both qualitative and quantitative data in order to respond to issues raised by five specific research objectives. The data collected enabled the adaptation of some assessment tools in order to distinctly assess selected mathematical proficiency categories. The results further indicated that the envisaged proficiency assessment system could be used to characterise the examination question papers and revealed insights into the conceptualisation of the current assessment system. The results further indicated the visible distinguishability of different elements of proficiency through the developed tools and the learners’ responses to the NSSCO examination. Finally, constrains and affordance which the original assessment system has in relation to the developed system were revealed and addressed. In closing, the research suggested changes and possible adaptation of assessment tools to ensure the proper assessment of mathematical proficiency aspects through high stakes assessment. Immerging issues that needed further research were also highlighted.
- Full Text:
- Authors: Ndjendja, Elizabeth
- Date: 2019
- Subjects: Education and state -- Namibia , Educational tests and measurements -- Namibia , Mathematics -- Curricula -- Namibia , Mathematics -- Study and teaching -- Namibia , Namibia. Ministry of Education -- Examinations
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92887 , vital:30759
- Description: The Namibian government has put processes in place to continuously improve its education system in line with educational development in the world. The education reform efforts are administered and coordinated by the Ministry of Education, Arts and Culture. At the centre of these reform efforts are curriculum policy documents and subject syllabuses with the intention of improving the teaching and learning process in the classrooms. These reform efforts appears to overlook the positive influence high stakes assessment has on the teaching and learning process. The study reported in this thesis was designed to investigate the feasibility of assessing separate elements of mathematical proficiency in the high stakes Mathematics assessment in Namibia. The study was designed as a developmental, exploratory research that collected and analysed both qualitative and quantitative data in order to respond to issues raised by five specific research objectives. The data collected enabled the adaptation of some assessment tools in order to distinctly assess selected mathematical proficiency categories. The results further indicated that the envisaged proficiency assessment system could be used to characterise the examination question papers and revealed insights into the conceptualisation of the current assessment system. The results further indicated the visible distinguishability of different elements of proficiency through the developed tools and the learners’ responses to the NSSCO examination. Finally, constrains and affordance which the original assessment system has in relation to the developed system were revealed and addressed. In closing, the research suggested changes and possible adaptation of assessment tools to ensure the proper assessment of mathematical proficiency aspects through high stakes assessment. Immerging issues that needed further research were also highlighted.
- Full Text:
Investigating the linguistic effectiveness of early reading schemes in isiXhosa: a phonological and orthographical analysis of three isiXhosa Grade 1 graded reader series
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
- Full Text:
- Authors: Katz, Jennifer L
- Date: 2019
- Subjects: Education, Elementary -- South Africa , Literacy -- South Africa , Xhosa language -- Readers , Native language and education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/92798 , vital:30748
- Description: Literacy in South Africa is in crisis. Inadequate learning and teaching materials, extensive curriculum changes, under-resourced schools and under-qualified teachers are all contributing factors to an alarming situation. Grade 1 African language reading schemes in South Africa are failing to provide young children with the necessary and appropriate practice required to facilitate home language literacy acquisition (NEEDU 2013). A detailed analysis of three isiXhosa Grade 1 graded reader series will show the short-comings of texts translated from English with no cognisance of isiXhosa phonic structures and little appreciation for the agglutinative nature of Nguni languages. Formulating a new, effective approach to the development of African language readers to facilitate reading literacy is urgent and of national importance. The innovative phonics-based methodology, as well as an appropriate instructional level used to develop the Vula Bula Grade 1 isiXhosa readers appears to be a viable blueprint for the development of early readers that can effectively help to ameliorate current deficient literacy levels in African languages. This research thus combines applied linguistics with literacy materials development.
- Full Text:
Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
Investigating the role of extension officers in supporting social learning of rainwater harvesting practices amongst rural smallholder farmers in Nkonkobe Local Municipality, Eastern Cape
- Authors: Sithole, Phindile Nomfundo
- Date: 2019
- Subjects: Water harvesting -- South Africa -- Eastern Cape , Rainwater -- South Africa -- Eastern Cape , Water-supply, Agricultural -- South Africa -- Eastern Cape , Water-supply, Rural -- South Africa -- Eastern Cape , Agricultural extension workers -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96757 , vital:31316
- Description: Water is essential for food production, however South Africa’s water is already under pressure due to increasing population, food demand, and climate change, amongst other factors. Over the past years, there has been increasing demand for agricultural water use for food production due to these factors. Rainwater harvesting and conservation (RWH&C) for food production is one of the most promising approaches to address increasing demand of water. The Rhodes University Environmental Learning Research Centre have led a project with the Water Research Commission (Project No. K5/2277) focusing on the dissemination of RWH&C practice knowledge that involves some of the extension services in the Nkonkobe Municipality in the Eastern Cape, called the ‘Amanzi [Water] for Food’ project. While extension services were included in the project, the wider role of extension services in ‘disseminating’ RWH&C knowledge amongst farmers is not clear, a problem which provides the focus for this research, especially since there are changes in the designated role of extension services to become more responsive and reflexive in relation to farmers emerging needs, and in response to wider issues such as climate change and water scarcity. In general, there is agreement that the role of extension is to be active within the farming community, to facilitate social interactions and collaborative processes that often focus on activities that are intended to find, assess, interpret and adapt information, knowledge and evidence that are suitable for farmer’s needs. Extension should also be available to identify arising issues that the farmers experience that can be solved by the use of research knowledge. However, little is known with regard to whether extension officers are taking up this role effectively, especially in relation to RWH&C knowledge. Using document analysis, semi-structured interviews, field-based observations and focus group discussions, this research seeks to demonstrate the role of extension services in facilitating and supporting social learning of RWH&C practices amongst rural smallholder farmers for improved food security. It provides insight into the way in which extension officers are able to facilitate social learning using RWH&C knowledge, and the issues that affect the adoption of social learning approaches to extension support related to RWH&C knowledge uptake and dissemination.
- Full Text:
- Authors: Sithole, Phindile Nomfundo
- Date: 2019
- Subjects: Water harvesting -- South Africa -- Eastern Cape , Rainwater -- South Africa -- Eastern Cape , Water-supply, Agricultural -- South Africa -- Eastern Cape , Water-supply, Rural -- South Africa -- Eastern Cape , Agricultural extension workers -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96757 , vital:31316
- Description: Water is essential for food production, however South Africa’s water is already under pressure due to increasing population, food demand, and climate change, amongst other factors. Over the past years, there has been increasing demand for agricultural water use for food production due to these factors. Rainwater harvesting and conservation (RWH&C) for food production is one of the most promising approaches to address increasing demand of water. The Rhodes University Environmental Learning Research Centre have led a project with the Water Research Commission (Project No. K5/2277) focusing on the dissemination of RWH&C practice knowledge that involves some of the extension services in the Nkonkobe Municipality in the Eastern Cape, called the ‘Amanzi [Water] for Food’ project. While extension services were included in the project, the wider role of extension services in ‘disseminating’ RWH&C knowledge amongst farmers is not clear, a problem which provides the focus for this research, especially since there are changes in the designated role of extension services to become more responsive and reflexive in relation to farmers emerging needs, and in response to wider issues such as climate change and water scarcity. In general, there is agreement that the role of extension is to be active within the farming community, to facilitate social interactions and collaborative processes that often focus on activities that are intended to find, assess, interpret and adapt information, knowledge and evidence that are suitable for farmer’s needs. Extension should also be available to identify arising issues that the farmers experience that can be solved by the use of research knowledge. However, little is known with regard to whether extension officers are taking up this role effectively, especially in relation to RWH&C knowledge. Using document analysis, semi-structured interviews, field-based observations and focus group discussions, this research seeks to demonstrate the role of extension services in facilitating and supporting social learning of RWH&C practices amongst rural smallholder farmers for improved food security. It provides insight into the way in which extension officers are able to facilitate social learning using RWH&C knowledge, and the issues that affect the adoption of social learning approaches to extension support related to RWH&C knowledge uptake and dissemination.
- Full Text:
Investment-grade or “junk” status: do sovereign credit ratings really matter?
- Authors: Slabbert, Adriaan
- Date: 2019
- Subjects: Credit ratings , Rating agencies (Finance) , Developing countries -- Economic conditions , Developing countries -- Foreign economic relations
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/97067 , vital:31393
- Description: Credit ratings play a well-established part in modern financial markets, reducing asymmetric information between investors and borrowers. In particular, sovereign credit ratings allow the world’s lesser-known economies to access a wider pool of international capital, while simultaneously allowing international investors to access a more diverse set of investment opportunities. The importance of sovereign credit ratings in terms of the cost of government debt in developing nations was observed. The relationship between sovereign credit ratings and average bond spreads over the time period spanning 2006 – 2017 was examined in 25 emerging economies. Regression analysis in the form of fixed-effects and random-effects models was used to determine the impact of changes in sovereign credit ratings on the cost of sovereign debt, controlling for certain macroeconomic factors. It was concluded that sovereign credit ratings are relevant in helping to determine the cost of sovereign debt for developing economies, but that they are not the only factor considered by global markets. The thesis therefore recommended further research into the factors affecting the cost of sovereign debt as well as further refinements to the methodologies that ratings agencies use to assign ratings.
- Full Text:
- Authors: Slabbert, Adriaan
- Date: 2019
- Subjects: Credit ratings , Rating agencies (Finance) , Developing countries -- Economic conditions , Developing countries -- Foreign economic relations
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/97067 , vital:31393
- Description: Credit ratings play a well-established part in modern financial markets, reducing asymmetric information between investors and borrowers. In particular, sovereign credit ratings allow the world’s lesser-known economies to access a wider pool of international capital, while simultaneously allowing international investors to access a more diverse set of investment opportunities. The importance of sovereign credit ratings in terms of the cost of government debt in developing nations was observed. The relationship between sovereign credit ratings and average bond spreads over the time period spanning 2006 – 2017 was examined in 25 emerging economies. Regression analysis in the form of fixed-effects and random-effects models was used to determine the impact of changes in sovereign credit ratings on the cost of sovereign debt, controlling for certain macroeconomic factors. It was concluded that sovereign credit ratings are relevant in helping to determine the cost of sovereign debt for developing economies, but that they are not the only factor considered by global markets. The thesis therefore recommended further research into the factors affecting the cost of sovereign debt as well as further refinements to the methodologies that ratings agencies use to assign ratings.
- Full Text:
Job creation and income generation in the cultural and creative industries: a case study of the shweshwe sewing industry
- Authors: Mapuma, Aviwe Simbonge
- Date: 2019
- Subjects: Textile industry -- South Africa -- Eastern Cape , Clothing trade -- South Africa -- Eastern Cape , Sewing -- South Africa -- Eastern Cape , Job creation -- South Africa -- Eastern Cape , Textile manufacturers -- South Africa -- Eastern Cape , Textile fabrics , Income -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/122948 , vital:35378
- Description: Worldwide, there has been a growing realisation of the importance of Cultural and Creative Industries as a driving force for employment creation, income generation and economic growth. Therefore, there is a need in South Africa to study and understand these industries setting, and business environment. Shweshwe is a unique local fabric produced by Da Gama Textiles in the Eastern Cape province of South Africa. This fabric is used by many micro-enterprises as an input to make clothes and other items for traditional cultural celebrations and ceremonies. This study is about the micro-enterprises who use South Africa made textiles (i.e. shweshwe textile) as business input. More specifically, it looks at employment creation and income generation opportunities of the micro-enterprises that use shweshwe textile as an input. These micro-enterprises and shweshwe production are being threatened by the rising influx of cheaper ready-made imported clothes that mimic the shweshwe designs and colours, in some cases, the logo as well. This study also plans to estimate the size and discover the attributes of the micro-enterprises that use shweshwe as an input in their businesses in South Africa, in order to estimate the impact of the counterfeit shweshwe imports on those micro-enterprises. This study adopted a mixed-methods approach-using a combination of both qualitative and quantitative data collection methods. Face-to-face interviews with questionnaires, were done with a total sample of 62 owners of the micro-enterprises that use shweshwe as input, in the Western Cape (Cape Town) and Eastern Cape (i.e. Makhanda and East London), South Africa. Self-administered questionnaires were emailed to 20 Jackson’s Stores managers across the country. Lastly, face-to-face interviews were done with the key stakeholder-the representative of Cowie trading (the main shweshwe distributor) and Da Gama Textiles (the factory of shweshwe), during a field visit. The Qualitative data was analysed using thematic analysis, whereas the quantitative data was analysed using inferential and descriptive statistics. The results show, that the micro-enterprises that use shweshwe as input are a significant contributor in terms of employment creation and income generation in South Africa. They also reveal that there is a big number of micro-enterprises that use shweshwe as an input in SA. The findings showed an estimate of between 5077 and 6000 small businesses that are using shweshwe an input, which are associated with 10 900 to 12 900 jobs. It was also found out that there is a transformation in this industry, and that this sector is B-BEE compliant. There are also high levels of human capital in this industry. This is an important finding revealing that there is potential for future growth in this sector. Results also found that the majority micro-enterprise owners (80%) have no other source of income, meaning that they are highly reliant on their shweshwe sewing business income. Additionally, 85% of those business, shweshwe garments makes up half or more of their sewing business proceeds. This reveals that a decline in income caused by the import of ready-made clothes in “fake” shweshwe will have a negative impact on the micro-enterprises’ ability to contribute to economic growth and job creation in this industry. To show the impact of the import of ready-made clothes in “fake” shweshwe on the micro-enterprises’ ability to contribute to economic growth and job creation in this industry. In the questionnaires that were used to conduct face-to-face interviews with the micro-enterprises, respondents were asked to indicate whether they had other sources of income other than the income they generate from the shweshwe sewing business. They were further asked as follow up question to choose from a given list of possible options containing a range of percentages of their business income that comes from the work sewn with shweshwe. This question was asked in order to be able to see, if there were to be a decline in income caused by the import of ready-made clothes in “fake” shweshwe what impact it would have on the micro-enterprises that use shweshwe as an input. The theory of industrial organisation has adopted the view of that businesses operating in the formal sector are more efficient and productive than those in the informal sector (Lobato, 2010). The study found that the micro-enterprises that operate in the formal sector generate more turnover than the ones that operate in the informal sector. However, the theory was further tested by running OLS regression, the results showed that operating in the informal sector does not affect turnover when other variables are controlled for, however, that it does affect job creation. In closing, this thesis provides suggestions on how to support, and protect the micro-enterprises that use shweshwe as an input, in order to enhance this industry’s potential also to ensure its continuous contribution in terms of employment creation and income generation in South Africa.
- Full Text:
- Authors: Mapuma, Aviwe Simbonge
- Date: 2019
- Subjects: Textile industry -- South Africa -- Eastern Cape , Clothing trade -- South Africa -- Eastern Cape , Sewing -- South Africa -- Eastern Cape , Job creation -- South Africa -- Eastern Cape , Textile manufacturers -- South Africa -- Eastern Cape , Textile fabrics , Income -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/122948 , vital:35378
- Description: Worldwide, there has been a growing realisation of the importance of Cultural and Creative Industries as a driving force for employment creation, income generation and economic growth. Therefore, there is a need in South Africa to study and understand these industries setting, and business environment. Shweshwe is a unique local fabric produced by Da Gama Textiles in the Eastern Cape province of South Africa. This fabric is used by many micro-enterprises as an input to make clothes and other items for traditional cultural celebrations and ceremonies. This study is about the micro-enterprises who use South Africa made textiles (i.e. shweshwe textile) as business input. More specifically, it looks at employment creation and income generation opportunities of the micro-enterprises that use shweshwe textile as an input. These micro-enterprises and shweshwe production are being threatened by the rising influx of cheaper ready-made imported clothes that mimic the shweshwe designs and colours, in some cases, the logo as well. This study also plans to estimate the size and discover the attributes of the micro-enterprises that use shweshwe as an input in their businesses in South Africa, in order to estimate the impact of the counterfeit shweshwe imports on those micro-enterprises. This study adopted a mixed-methods approach-using a combination of both qualitative and quantitative data collection methods. Face-to-face interviews with questionnaires, were done with a total sample of 62 owners of the micro-enterprises that use shweshwe as input, in the Western Cape (Cape Town) and Eastern Cape (i.e. Makhanda and East London), South Africa. Self-administered questionnaires were emailed to 20 Jackson’s Stores managers across the country. Lastly, face-to-face interviews were done with the key stakeholder-the representative of Cowie trading (the main shweshwe distributor) and Da Gama Textiles (the factory of shweshwe), during a field visit. The Qualitative data was analysed using thematic analysis, whereas the quantitative data was analysed using inferential and descriptive statistics. The results show, that the micro-enterprises that use shweshwe as input are a significant contributor in terms of employment creation and income generation in South Africa. They also reveal that there is a big number of micro-enterprises that use shweshwe as an input in SA. The findings showed an estimate of between 5077 and 6000 small businesses that are using shweshwe an input, which are associated with 10 900 to 12 900 jobs. It was also found out that there is a transformation in this industry, and that this sector is B-BEE compliant. There are also high levels of human capital in this industry. This is an important finding revealing that there is potential for future growth in this sector. Results also found that the majority micro-enterprise owners (80%) have no other source of income, meaning that they are highly reliant on their shweshwe sewing business income. Additionally, 85% of those business, shweshwe garments makes up half or more of their sewing business proceeds. This reveals that a decline in income caused by the import of ready-made clothes in “fake” shweshwe will have a negative impact on the micro-enterprises’ ability to contribute to economic growth and job creation in this industry. To show the impact of the import of ready-made clothes in “fake” shweshwe on the micro-enterprises’ ability to contribute to economic growth and job creation in this industry. In the questionnaires that were used to conduct face-to-face interviews with the micro-enterprises, respondents were asked to indicate whether they had other sources of income other than the income they generate from the shweshwe sewing business. They were further asked as follow up question to choose from a given list of possible options containing a range of percentages of their business income that comes from the work sewn with shweshwe. This question was asked in order to be able to see, if there were to be a decline in income caused by the import of ready-made clothes in “fake” shweshwe what impact it would have on the micro-enterprises that use shweshwe as an input. The theory of industrial organisation has adopted the view of that businesses operating in the formal sector are more efficient and productive than those in the informal sector (Lobato, 2010). The study found that the micro-enterprises that operate in the formal sector generate more turnover than the ones that operate in the informal sector. However, the theory was further tested by running OLS regression, the results showed that operating in the informal sector does not affect turnover when other variables are controlled for, however, that it does affect job creation. In closing, this thesis provides suggestions on how to support, and protect the micro-enterprises that use shweshwe as an input, in order to enhance this industry’s potential also to ensure its continuous contribution in terms of employment creation and income generation in South Africa.
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Labour market perceptions of students at a Technical and Vocational Education and Training (TVET) college in Grahamstown, South Africa
- Authors: Khambule, Nelisa
- Date: 2019
- Subjects: Eastcape Midlands College (Makhanda, South Africa) -- Students -- Attitudes , College students -- South Africa -- Makhanda -- Attitudes , College graduates -- Employment -- South Africa , Labor market -- South Africa , Employability -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/96515 , vital:31289
- Description: In the context of South Africa, the supply of intermediate to high-level skills is central to economic growth and development. The post-school education and training sector is a critical source of these skills. Technical and Vocational Education and Training (TVET) colleges are expected to provide the intermediate to high-level skills that are required in a fast-changing global and national economy. In addition to fulfilling the goal of meeting the skills needs of the country, TVET colleges are expected to expand access to education and training opportunities and create pathways that will ensure smooth transitions for learners from college to employment. Using the third-generation labour market segmentation approach to the study of labour markets, this study sought to investigate the various socio-political factors that influence TVET college students’ perceptions about employment opportunities in the labour market with a NCV qualification. Using a qualitative methodology, this research investigated whether TVET students at Eastcape Midlands College felt adequately prepared for the labour market with their prospective post-secondary school qualification. The findings varied, with some students being of the view that the theoretical component of their programme of study could be improved to better prepare them for the labour market, and others, being of the view that the practical component could be improved. At a general level, the findings showed that the students did not have perfect knowledge of the availability of employment opportunities for their prospective qualifications.
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- Authors: Khambule, Nelisa
- Date: 2019
- Subjects: Eastcape Midlands College (Makhanda, South Africa) -- Students -- Attitudes , College students -- South Africa -- Makhanda -- Attitudes , College graduates -- Employment -- South Africa , Labor market -- South Africa , Employability -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/96515 , vital:31289
- Description: In the context of South Africa, the supply of intermediate to high-level skills is central to economic growth and development. The post-school education and training sector is a critical source of these skills. Technical and Vocational Education and Training (TVET) colleges are expected to provide the intermediate to high-level skills that are required in a fast-changing global and national economy. In addition to fulfilling the goal of meeting the skills needs of the country, TVET colleges are expected to expand access to education and training opportunities and create pathways that will ensure smooth transitions for learners from college to employment. Using the third-generation labour market segmentation approach to the study of labour markets, this study sought to investigate the various socio-political factors that influence TVET college students’ perceptions about employment opportunities in the labour market with a NCV qualification. Using a qualitative methodology, this research investigated whether TVET students at Eastcape Midlands College felt adequately prepared for the labour market with their prospective post-secondary school qualification. The findings varied, with some students being of the view that the theoretical component of their programme of study could be improved to better prepare them for the labour market, and others, being of the view that the practical component could be improved. At a general level, the findings showed that the students did not have perfect knowledge of the availability of employment opportunities for their prospective qualifications.
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Language-in-education policy and language practices in Botswana primary schools: a case study of 3 schools
- Authors: Tselayakhumo, Dumelang
- Date: 2019
- Subjects: Translanguaging (Linguistics) , Multilingual education -- Botswana , Home and school -- Botswana , Language in contact -- Botswana , Language and education -- Case studies -- Botswana , Language policy -- Botswana
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/68271 , vital:29226
- Description: This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
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- Authors: Tselayakhumo, Dumelang
- Date: 2019
- Subjects: Translanguaging (Linguistics) , Multilingual education -- Botswana , Home and school -- Botswana , Language in contact -- Botswana , Language and education -- Case studies -- Botswana , Language policy -- Botswana
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/68271 , vital:29226
- Description: This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
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