Alternatives to Development in Africa:
- Authors: Matthews, Sally
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142202 , vital:38058 , ISBN 9783319675091 , https://doi.org/10.1007/978-3-319-67510-7_7
- Description: Africa’s place in the world has been closely linked to the idea of development. Building on post-development theory’s critique of development, Matthews’ chapter asks whether and how we can move beyond development in Africa. She argues that contrary to the wishes of some post-development theorists, we cannot retrieve, discover, or create something that is purely not-development, entirely non-Western, and fully outside of coloniality. However, this does not mean that we ought to acquiesce in the face of the powerful discourses that have come to dominate the way in which we talk about Africa. The chapter tentatively explores some possible ways in which development can be both resisted and reappropriated in creative ways.
- Full Text:
- Authors: Matthews, Sally
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142202 , vital:38058 , ISBN 9783319675091 , https://doi.org/10.1007/978-3-319-67510-7_7
- Description: Africa’s place in the world has been closely linked to the idea of development. Building on post-development theory’s critique of development, Matthews’ chapter asks whether and how we can move beyond development in Africa. She argues that contrary to the wishes of some post-development theorists, we cannot retrieve, discover, or create something that is purely not-development, entirely non-Western, and fully outside of coloniality. However, this does not mean that we ought to acquiesce in the face of the powerful discourses that have come to dominate the way in which we talk about Africa. The chapter tentatively explores some possible ways in which development can be both resisted and reappropriated in creative ways.
- Full Text:
Aminoacyl tRNA synthetases as malarial drug targets: a comparative bioinformatics study
- Nyamai, Dorothy Wavinya, Tastan Bishop, Özlem
- Authors: Nyamai, Dorothy Wavinya , Tastan Bishop, Özlem
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/148368 , vital:38733 , DOI: 10.1101/440891
- Description: Treatment of parasitic diseases has been challenging due to evolution of drug resistant parasites, and thus there is need to identify new class of drugs and drug targets. Protein translation is important for survival of malarial parasite, Plasmodium, and the pathway is present in all of its life cycle stages. Aminoacyl tRNA synthetases are primary enzymes in protein translation as they catalyse amino acid addition to the cognate tRNA. This study sought to understand differences between Plasmodium and human aminoacyl tRNA synthetases through bioinformatics analysis.
- Full Text:
- Authors: Nyamai, Dorothy Wavinya , Tastan Bishop, Özlem
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/148368 , vital:38733 , DOI: 10.1101/440891
- Description: Treatment of parasitic diseases has been challenging due to evolution of drug resistant parasites, and thus there is need to identify new class of drugs and drug targets. Protein translation is important for survival of malarial parasite, Plasmodium, and the pathway is present in all of its life cycle stages. Aminoacyl tRNA synthetases are primary enzymes in protein translation as they catalyse amino acid addition to the cognate tRNA. This study sought to understand differences between Plasmodium and human aminoacyl tRNA synthetases through bioinformatics analysis.
- Full Text:
An action research approach: developing intercultural competence in German Studies at Rhodes University
- Authors: Collins, Morgan Gwyneth
- Date: 2018
- Subjects: Action research in education -- South Africa -- Makhanda , German language -- Study and teaching -- Foreign speakers , Cultural relations , Multicultural education , World citizenship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63910 , vital:28505
- Description: The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
- Full Text:
- Authors: Collins, Morgan Gwyneth
- Date: 2018
- Subjects: Action research in education -- South Africa -- Makhanda , German language -- Study and teaching -- Foreign speakers , Cultural relations , Multicultural education , World citizenship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/63910 , vital:28505
- Description: The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
- Full Text:
An activity theoretical investigation into how leadership can be developed within a group of class monitors in a Namibian secondary school
- Authors: Kalimbo, Tomas
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61734 , vital:28053
- Description: Literature suggests that developing leadership in learners benefits them and their schools in general. Learners are prepared as future leaders and they gain leadership skills and democratic values and principles. Learner leaders therefore contribute to transformation in their schools. However, research on the same topic has also found that learners have limited leadership development opportunities, as they are not authentically and democratically involved in leadership in many schools. Informed by the distributed perspective of leadership, this study investigates how leadership can be developed within a group of class monitors in a Namibian secondary school. Its overarching goal was to develop leadership and build transformative agency within class monitors. The study was designed as an interventionist study, theoretically and analytically framed by Engestrom’s second generation of Cultural Historical Activity Theory (CHAT). Multiple methods were used for data collection, including questionnaires, semi-structured interviews, document analysis and Change Laboratory workshops. Data analysis took the form of content analysis and coding, as well as using the CHAT lens to surface contradictions. The findings of the study revealed that there was conceptual awareness on what learner leadership and leadership development meant among participants. However, little was being done to develop leadership in class monitors. Traditional leadership practices and cultural belief that learners are mere children, as well as confinement to formal leadership structures and policies were the main hindering inner contradictions within the research school. A formative intervention was instituted through the Change Laboratory workshop process and it resulted in leadership training to capacitate and empower class monitors, as well as enhance their transformative agency. The study thus recommends for a shift from traditional autocratic leadership practices to a contemporary distributed perspective of leadership that recognises the need to develop leadership in learners.
- Full Text:
- Authors: Kalimbo, Tomas
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61734 , vital:28053
- Description: Literature suggests that developing leadership in learners benefits them and their schools in general. Learners are prepared as future leaders and they gain leadership skills and democratic values and principles. Learner leaders therefore contribute to transformation in their schools. However, research on the same topic has also found that learners have limited leadership development opportunities, as they are not authentically and democratically involved in leadership in many schools. Informed by the distributed perspective of leadership, this study investigates how leadership can be developed within a group of class monitors in a Namibian secondary school. Its overarching goal was to develop leadership and build transformative agency within class monitors. The study was designed as an interventionist study, theoretically and analytically framed by Engestrom’s second generation of Cultural Historical Activity Theory (CHAT). Multiple methods were used for data collection, including questionnaires, semi-structured interviews, document analysis and Change Laboratory workshops. Data analysis took the form of content analysis and coding, as well as using the CHAT lens to surface contradictions. The findings of the study revealed that there was conceptual awareness on what learner leadership and leadership development meant among participants. However, little was being done to develop leadership in class monitors. Traditional leadership practices and cultural belief that learners are mere children, as well as confinement to formal leadership structures and policies were the main hindering inner contradictions within the research school. A formative intervention was instituted through the Change Laboratory workshop process and it resulted in leadership training to capacitate and empower class monitors, as well as enhance their transformative agency. The study thus recommends for a shift from traditional autocratic leadership practices to a contemporary distributed perspective of leadership that recognises the need to develop leadership in learners.
- Full Text:
An analysis of fusing advanced malware email protection logs, malware intelligence and active directory attributes as an instrument for threat intelligence
- Authors: Vermeulen, Japie
- Date: 2018
- Subjects: Malware (Computer software) , Computer networks Security measures , Data mining , Phishing , Data logging , Quantitative research
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63922 , vital:28506
- Description: After more than four decades email is still the most widely used electronic communication medium today. This electronic communication medium has evolved into an electronic weapon of choice for cyber criminals ranging from the novice to the elite. As cyber criminals evolve with tools, tactics and procedures, so too are technology vendors coming forward with a variety of advanced malware protection systems. However, even if an organization adopts such a system, there is still the daily challenge of interpreting the log data and understanding the type of malicious email attack, including who the target was and what the payload was. This research examines a six month data set obtained from an advanced malware email protection system from a bank in South Africa. Extensive data fusion techniques are used to provide deeper insight into the data by blending these with malware intelligence and business context. The primary data set is fused with malware intelligence to identify the different malware families associated with the samples. Active Directory attributes such as the business cluster, department and job title of users targeted by malware are also fused into the combined data. This study provides insight into malware attacks experienced in the South African financial services sector. For example, most of the malware samples identified belonged to different types of ransomware families distributed by known botnets. However, indicators of targeted attacks were observed based on particular employees targeted with exploit code and specific strains of malware. Furthermore, a short time span between newly discovered vulnerabilities and the use of malicious code to exploit such vulnerabilities through email were observed in this study. The fused data set provided the context to answer the “who”, “what”, “where” and “when”. The proposed methodology can be applied to any organization to provide insight into the malware threats identified by advanced malware email protection systems. In addition, the fused data set provides threat intelligence that could be used to strengthen the cyber defences of an organization against cyber threats.
- Full Text:
- Authors: Vermeulen, Japie
- Date: 2018
- Subjects: Malware (Computer software) , Computer networks Security measures , Data mining , Phishing , Data logging , Quantitative research
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63922 , vital:28506
- Description: After more than four decades email is still the most widely used electronic communication medium today. This electronic communication medium has evolved into an electronic weapon of choice for cyber criminals ranging from the novice to the elite. As cyber criminals evolve with tools, tactics and procedures, so too are technology vendors coming forward with a variety of advanced malware protection systems. However, even if an organization adopts such a system, there is still the daily challenge of interpreting the log data and understanding the type of malicious email attack, including who the target was and what the payload was. This research examines a six month data set obtained from an advanced malware email protection system from a bank in South Africa. Extensive data fusion techniques are used to provide deeper insight into the data by blending these with malware intelligence and business context. The primary data set is fused with malware intelligence to identify the different malware families associated with the samples. Active Directory attributes such as the business cluster, department and job title of users targeted by malware are also fused into the combined data. This study provides insight into malware attacks experienced in the South African financial services sector. For example, most of the malware samples identified belonged to different types of ransomware families distributed by known botnets. However, indicators of targeted attacks were observed based on particular employees targeted with exploit code and specific strains of malware. Furthermore, a short time span between newly discovered vulnerabilities and the use of malicious code to exploit such vulnerabilities through email were observed in this study. The fused data set provided the context to answer the “who”, “what”, “where” and “when”. The proposed methodology can be applied to any organization to provide insight into the malware threats identified by advanced malware email protection systems. In addition, the fused data set provides threat intelligence that could be used to strengthen the cyber defences of an organization against cyber threats.
- Full Text:
An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry
- Authors: Muhembo, Gottfried Mbundu
- Date: 2018
- Subjects: Geometry -- Study and teaching (Secondary) -- Namibia -- Kavango East , Visualization , Mathematics teachers -- Namibia -- Kavango East , Effective teaching -- Namibia -- Kavango East , Mathematics -- Study and teaching -- Activity programs
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62439 , vital:28190
- Description: Visualisation in general and visualisation processes in particular have received much attention in the mathematics education research literature. Literature suggests that the appropriate use of visualisation helps learners to develop their conceptual understanding and skills of geometry as it allows them to visually interpret and understand fundamental mathematical and geometrical concepts. It is claimed that visual tools play an important role in communicating mathematical ideas through diagrams, gestures, images, sketches or drawings. Learning mathematics through visualisation can be a powerful tool to explore mathematical problems and give meaning to mathematical concepts and relationships between them. This interpretive case study focused on how selected teachers taught concepts in geometry through visualisation processes for conceptual understanding as a result of an intervention programme. The study was conducted at four high schools by four mathematics teachers in the Kavango East Region in Northern Namibia. The participants were involved in a three-week intervention programme and afterwards taught three lessons each on the topic of geometry. The data collection method of this research was: focus group and stimulus recall interviews, classroom observations and recorded videos. This research is located in constructivism. I used vertical and horizontal analysis strategies to analyse the data. My analytical instrument consisted of an observation schedule which I used in each lesson to identify how each of the visualisation processes was evident in each of the observed lessons. This study revealed that the participant teachers used visualisation processes in most of their lessons and these processes were used accurately in line with the requirements of the grade 8 mathematics syllabi. The visualisation processes were used through designed visual materials, posters and through the use of geometrical objects such as chalkboard ruler, protractor and compass. The results from this study also confirmed that visualisation processes can be a powerful instructional tool for enhancing learners’ conceptual understanding of geometry.
- Full Text:
- Authors: Muhembo, Gottfried Mbundu
- Date: 2018
- Subjects: Geometry -- Study and teaching (Secondary) -- Namibia -- Kavango East , Visualization , Mathematics teachers -- Namibia -- Kavango East , Effective teaching -- Namibia -- Kavango East , Mathematics -- Study and teaching -- Activity programs
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62439 , vital:28190
- Description: Visualisation in general and visualisation processes in particular have received much attention in the mathematics education research literature. Literature suggests that the appropriate use of visualisation helps learners to develop their conceptual understanding and skills of geometry as it allows them to visually interpret and understand fundamental mathematical and geometrical concepts. It is claimed that visual tools play an important role in communicating mathematical ideas through diagrams, gestures, images, sketches or drawings. Learning mathematics through visualisation can be a powerful tool to explore mathematical problems and give meaning to mathematical concepts and relationships between them. This interpretive case study focused on how selected teachers taught concepts in geometry through visualisation processes for conceptual understanding as a result of an intervention programme. The study was conducted at four high schools by four mathematics teachers in the Kavango East Region in Northern Namibia. The participants were involved in a three-week intervention programme and afterwards taught three lessons each on the topic of geometry. The data collection method of this research was: focus group and stimulus recall interviews, classroom observations and recorded videos. This research is located in constructivism. I used vertical and horizontal analysis strategies to analyse the data. My analytical instrument consisted of an observation schedule which I used in each lesson to identify how each of the visualisation processes was evident in each of the observed lessons. This study revealed that the participant teachers used visualisation processes in most of their lessons and these processes were used accurately in line with the requirements of the grade 8 mathematics syllabi. The visualisation processes were used through designed visual materials, posters and through the use of geometrical objects such as chalkboard ruler, protractor and compass. The results from this study also confirmed that visualisation processes can be a powerful instructional tool for enhancing learners’ conceptual understanding of geometry.
- Full Text:
An analysis of stakeholder engagement in the integrated development planning process: a case of Blue Crane Route Local Municipality
- Authors: Marambana, Nonkululeko
- Date: 2018
- Subjects: Stakeholder management -- South Africa -- Eastern Cape , Local government -- South Africa -- Eastern Cape , Local government -- Public relations -- South Africa -- Eastern Cape , Political participation -- South Africa -- Eastern Cape , Public administration -- Citizen participation , Government publicity -- South Africa -- Eastern Cape , Blue Crane Route Local Municipality , Integrated Development Plan (IDP)
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/63659 , vital:28466
- Description: Stakeholder engagement in local government is a legislated function that should be implemented by appointed and elected government officials. The 2015/16 financial year report of the Auditor General of South Africa (AGSA), revealed challenges pertaining to stakeholder engagement processes by the Blue Crane Route Municipality (BCRM), in that stakeholder inputs were not incorporated in the municipal Integrated Development Plan (IDP) of the 2016/17 financial year. The concern is that there is a gap regarding stakeholders’ engagement processes within BCRM and that affects the quality of IDP which serves as the municipal strategic document. The aim and objectives of this study are to understand stakeholder engagement processes on the IDP formulation by the BCRM in the Eastern Cape, South Africa. The research questions are: How does BCRM conduct stakeholder engagement processes during IDP formulation? What institutional arrangements are in place for stakeholder engagement? And recommendation on how stakeholder engagement processes can be improved within the BCRM? The research questions were answered through a qualitative study, where data was collected through face-to-face interviews, focus groups and a document review. Face-to-face interviews were conducted with the municipal manager and the managers responsible for IDP as well as the officer responsible for public participation. Focus group sessions were conducted with the community leaders and the departmental leadership. Documents that were reviewed included IDP and process plans, minutes from community consultation meetings, public participation policies, and intergovernmental relations terms of reference. The responses received showed gaps in the following: institutional arrangements related to the integration of stakeholder engagement in municipal key performance indicators and procedures; communication between the municipality and stakeholders; community education related to the impact on community stakeholder engagement, and management processes related to the stakeholder database, capacity development, records management, collaboration and cooperation. Further research on how the municipality communicates and imparts knowledge to its stakeholders is recommended as it could contribute significantly to the body of knowledge.
- Full Text:
- Authors: Marambana, Nonkululeko
- Date: 2018
- Subjects: Stakeholder management -- South Africa -- Eastern Cape , Local government -- South Africa -- Eastern Cape , Local government -- Public relations -- South Africa -- Eastern Cape , Political participation -- South Africa -- Eastern Cape , Public administration -- Citizen participation , Government publicity -- South Africa -- Eastern Cape , Blue Crane Route Local Municipality , Integrated Development Plan (IDP)
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/63659 , vital:28466
- Description: Stakeholder engagement in local government is a legislated function that should be implemented by appointed and elected government officials. The 2015/16 financial year report of the Auditor General of South Africa (AGSA), revealed challenges pertaining to stakeholder engagement processes by the Blue Crane Route Municipality (BCRM), in that stakeholder inputs were not incorporated in the municipal Integrated Development Plan (IDP) of the 2016/17 financial year. The concern is that there is a gap regarding stakeholders’ engagement processes within BCRM and that affects the quality of IDP which serves as the municipal strategic document. The aim and objectives of this study are to understand stakeholder engagement processes on the IDP formulation by the BCRM in the Eastern Cape, South Africa. The research questions are: How does BCRM conduct stakeholder engagement processes during IDP formulation? What institutional arrangements are in place for stakeholder engagement? And recommendation on how stakeholder engagement processes can be improved within the BCRM? The research questions were answered through a qualitative study, where data was collected through face-to-face interviews, focus groups and a document review. Face-to-face interviews were conducted with the municipal manager and the managers responsible for IDP as well as the officer responsible for public participation. Focus group sessions were conducted with the community leaders and the departmental leadership. Documents that were reviewed included IDP and process plans, minutes from community consultation meetings, public participation policies, and intergovernmental relations terms of reference. The responses received showed gaps in the following: institutional arrangements related to the integration of stakeholder engagement in municipal key performance indicators and procedures; communication between the municipality and stakeholders; community education related to the impact on community stakeholder engagement, and management processes related to the stakeholder database, capacity development, records management, collaboration and cooperation. Further research on how the municipality communicates and imparts knowledge to its stakeholders is recommended as it could contribute significantly to the body of knowledge.
- Full Text:
An analysis of the asset-based community development approach to early childhood development interventions in Grahamstown township pre-schools: a case study of the Centre for Social Development and Rhodes University Community Engagement
- Authors: Maponya, Mapula
- Date: 2018
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/63670 , vital:28469
- Description: Is the glass half-full or half-empty? The purpose of this research was to show how Centre for Social Development and Rhodes University Community Engagement applies the Asset-Based Community Development approach in ECD interventions in Grahamstown township pre-schools. The subsidiary goals of the research were to highlight the challenges in the Early Childhood Development sector in Gahamstown, find out how the approach contributes to empowerment, participation and sustainability, and analyse the challenges that CSD and RUCE face in applying the approach and the relationship between the two organisations. The case study focused on the Centre for Social Development (CSD) and Rhodes University Community Engagement (RUCE). These two cases established projects that aim to improve Grahamstown township pre-schools. The apartheid system created a childhood of adversity for black children including inadequate access to social services, quality nutrition, health care and education. Black children in rural areas and townships faced tremendous obstacles in terms of access to quality ECD centres due to poverty and lack of adequate resources. In Grahamstown, various problems such as unemployment, poverty and restrictive apartheid regulations created a need for ECD interventions. Both organisations applied the Asset-Based Community Development approach to improve ECD in Grahamstown. The asset-based approach was created as a response to the impact of the needs-based approach. The needs- based approach focuses on deficiencies that exist in a community and uses outside experts and resources to address the deficiencies. The needs-based approach builds communities from the outside in, further disempowers community members and creates an environment of dependency. The asset-based approach on the other hand, was created to change the legacy of dependency by focusing on capacity building. A capacity-focused paradigm recognizes the gifts, skills and talents of community members. This approach is bottom- up beginning with what is available in the community and building on that. The approach aims to empower people, create a positive outlook on circumstances, and encourages organisations to work together with community members in community development projects. To achieve the main and subsidiary goals of the research, qualitative research was conducted using the case study method. In pursuing the objective of the thesis, I conducted research among ECD practitioners, student volunteers and staff from CSD and RUCE. Based on the findings it is clear that the application of the Asset-Based approach has a positive impact on ECD practitioners, children at the pre-schools and student volunteers. Through the application of the ABCD approach, ECD practitioners became proactive and took the driving seat in the development process. The ECD practitioners built strong relationships with community members and outside organisations. They have improved their skills and qualifications, and are on their way to restoring their agency, finding their voice and achieving independence. This has a positive impact on children at the pre-schools as they receive quality education and care. There are various challenges and contradictions in the application of the approach but the ECD practitioners view the communities in which they operate as half-full and not half-empty
- Full Text:
- Authors: Maponya, Mapula
- Date: 2018
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/63670 , vital:28469
- Description: Is the glass half-full or half-empty? The purpose of this research was to show how Centre for Social Development and Rhodes University Community Engagement applies the Asset-Based Community Development approach in ECD interventions in Grahamstown township pre-schools. The subsidiary goals of the research were to highlight the challenges in the Early Childhood Development sector in Gahamstown, find out how the approach contributes to empowerment, participation and sustainability, and analyse the challenges that CSD and RUCE face in applying the approach and the relationship between the two organisations. The case study focused on the Centre for Social Development (CSD) and Rhodes University Community Engagement (RUCE). These two cases established projects that aim to improve Grahamstown township pre-schools. The apartheid system created a childhood of adversity for black children including inadequate access to social services, quality nutrition, health care and education. Black children in rural areas and townships faced tremendous obstacles in terms of access to quality ECD centres due to poverty and lack of adequate resources. In Grahamstown, various problems such as unemployment, poverty and restrictive apartheid regulations created a need for ECD interventions. Both organisations applied the Asset-Based Community Development approach to improve ECD in Grahamstown. The asset-based approach was created as a response to the impact of the needs-based approach. The needs- based approach focuses on deficiencies that exist in a community and uses outside experts and resources to address the deficiencies. The needs-based approach builds communities from the outside in, further disempowers community members and creates an environment of dependency. The asset-based approach on the other hand, was created to change the legacy of dependency by focusing on capacity building. A capacity-focused paradigm recognizes the gifts, skills and talents of community members. This approach is bottom- up beginning with what is available in the community and building on that. The approach aims to empower people, create a positive outlook on circumstances, and encourages organisations to work together with community members in community development projects. To achieve the main and subsidiary goals of the research, qualitative research was conducted using the case study method. In pursuing the objective of the thesis, I conducted research among ECD practitioners, student volunteers and staff from CSD and RUCE. Based on the findings it is clear that the application of the Asset-Based approach has a positive impact on ECD practitioners, children at the pre-schools and student volunteers. Through the application of the ABCD approach, ECD practitioners became proactive and took the driving seat in the development process. The ECD practitioners built strong relationships with community members and outside organisations. They have improved their skills and qualifications, and are on their way to restoring their agency, finding their voice and achieving independence. This has a positive impact on children at the pre-schools as they receive quality education and care. There are various challenges and contradictions in the application of the approach but the ECD practitioners view the communities in which they operate as half-full and not half-empty
- Full Text:
An analysis of the implementation of the Teaching Development Grant in the South African Higher Education Sector
- Authors: Moyo, Mtheto Temwa
- Date: 2018
- Subjects: Education, Higher -- Aims and objectives -- South Africa , Government aid to higher education -- South Africa , Education, Higher -- South Africa -- Evaluation , Education, Higher -- Social aspects -- South Africa , Educational leadership -- South Africa , Educational equalization -- South Africa , Education, Higher -- Economic aspects -- South Africa , Teaching Development Grant (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62225 , vital:28141
- Description: The South African government has attempted to address various transformation and efficiency challenges in the system through the steering mechanisms at its disposal. This study analyses the implementation of one of these mechanisms, the Teaching Development Grant (TDG), which is designed to enhance student learning through the improvement of teaching and teaching resources at South African universities. Since the inception as an earmarked grant ten years ago, a total of R5.5 billion has been allocated for the TDG. The study thus sought to answer the question: What are the factors enabling and constraining the use of the TDG to enhance teaching and student success at South African universities? A total of 275 TDG progress reports and budget plans were analysed alongside other TDG documentation such as TDG payment letters to universities and institutional submissions that universities made on the use of the TDG for the 2008 TDG Review. The TDG criteria and policy over the years were also included as data. The analysis used Archer’s (1995; 1996) morphogenesis/stasis framework, which is concerned with how change does or does not happen over time. Archer’s analytical dualism was used to identify the interplay of structural, cultural and agential mechanisms shaping the emergence of and practices associated with TDGs in order to make sense of the events and experiences in the data. One of the main findings of the study was that the historically-based differentiated nature of the South African higher education landscape constrained the implementation of the TDG. The stark resource differences in the sector has meant that the TDG has not fully translated into system-wide gains. In the initial years of TDG implementation from 2004 to 2013, most institutions did not use the TDG for teaching development initiatives per se, but rather spent the bulk of the funds on infrastructure and equipment. Such resource gaps have persisted and continue to compromise the academic enterprise at affected universities. The data also showed that universities which have access to additional funding other than state funding have been able to augment and advance their own funds and were thus able to at least partially counter late payments of the TDG, fluctuations in allocations, and the short-term nature of TDG budgets and inadequate allocations. This enabled relatively straightforward implementation of the teaching and learning enhancement programmes at these universities, while there were ongoing implementation difficulties at the universities with the lowest success rates, the very institutions the grant was most targeted to address. The study showed that the shortage of appropriate teaching and learning staff constrained the nature and type of interventions. Historically Disadvantaged Institutions in particular struggled to attract and retain the much-needed expertise. This emerged from multiple structural constraints such as geographical location, conditions of work, inefficient human resources systems, lack of access to financial resources for competitive packages, and instability in governance and management structures at some universities. Emerging from the data in the study is the fact that staffing challenges remain one of the core constraints in the implementation of the TDG. In particular, the data indicated that teaching and learning staff hired on the basis of TDG funds were generally hired as part-time or contract staff. This meant that their academic qualifications and experience in teaching development were limited and, in many cases, it meant that the posts were not filled at all. In some cases, the fluctuating budgets meant that some projects had to be downscaled or abandoned altogether. The study found that many of the interventions that were implemented had tenuous links to teaching and learning and, even where there were such links, these interventions were often based on fairly a-theoretical, common-sense understandings of what would develop teaching. In many universities, there was little evidence of institution-level planning of interventions aimed at fundamentally addressing the need for teaching development. The limited access to teaching and learning expertise across the sector was mirrored in the uneven distribution of expertise in administration, financial management, institutional planning and human resource divisions, which had implications for the establishment of monitoring systems and implementation processes of the TDG. The lack of strong systems and policies encouraged cultures that did not value transparency, accountability or compliance to the TDG policy. The role of corporate agency in the form of leadership and ownership of projects emerged as a key enabler in the implementation of the TDG. All of these structures shaped the ability of institutions to spend the TDG and in some cases millions of Rands in funds were not spent and so were withheld. The study found that the inability of some universities to spend was exacerbated by the problem of a lack of alignment between the DHET financial year and the academic year. Although the TDG has made a notable contribution to the advancement of teaching and learning (T&L) nationally, this study revealed that the blunt implementation of the TDG across the sector constrained the gains. In particular, the practice of withholding unspent funds focused only on the symptoms of underspending and not on the structural, cultural and agential mechanisms that led to such under-expenditure. The withheld funds were redirected by the government for national projects but as all universities including the well-resourced Historically Advantaged Institutions (HAIs) had access to these withheld funds this translated into a regressive distribution of the TDG. Limited capacity within DHET to direct, manage and monitor the grants has also had a constraining effect on their use and the secondment of a teaching and learning expert to the department was seen to be a significant but short-term enablement in this regard. The findings of how the TDG implementation has emerged in the South African higher education sector are particularly important at this point in time as the TDG together with the Research Development Grant will be reconfigured into a new grant called the University Capacity Development Grant as from 2018. This study provides significant insights into the structural, cultural, and agential enablements and constraints of this new grant being able to drive changes in the sector. The findings also provide insights into the implementation of other earmarked grants. , Boma la South Africa layesera kuthetsa mavuto omwe amadza posintha ndi kulongosola zinthu kudzera mu njira zosiyanasiyana. Kafukufukuyu akuunikira imodzi mwa njirazi yotchedwa Teaching Development Grant (TDG) yomwe inakonzedwa polimbikitsa maphunziro kudzera mukagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira za makono m’sukulu za ukachenjede ku South Africa. Ndalama zapafupifupi R5.5 billion ndi zomwe zaperekedwa kuti zigwiritsidwe nchito mu ndondomekoyi kuchokera pa nthawi yomwe inakhazikitsidwa; zaka khumi zapitazo. Kafukufukuyu anayesera kuyankha funso loti: Ndi zinthu ziti zomwe zimalimbikitsa kapena kubwezeretsa m’mbuyo kagwiritsidwe ntchito ka (TDG) polimbikitsa kuchita bwino kwa aphunzitsi ndi ophunzira m’sukulu za ukachenjede? Zikalata zosonyeza makhonzedwe a ophunzira, ndondomeko za kayendetseredwe ka chuma, zikalata za malipiridwe ndi zikalata zopezeka m’sukulu zaukachenjedezi zokhudzana ndi njira ya TDG zomwe zakhala zikugwiritsidwa ntchito zaka khumi zapitazi zinatengedwanso ngati uthenga wofunika koposa. Kauniuniyu anatsalira njira yotchedwa ‘Archer’s (1995/1996) Morphogenesis/Status Framework’ yomwe imafotokozera momwe kusintha kumachitikira pena kulepherekera. Njira younikira ya Archer: yothandizira pofufuza momwe kayendetsedwe ka bungwe, chikhalidwe komanso anthu oyendetsa bungwe amathandizira poonetsera momwe TDG imakhalira inagwiritsidwa ntchito poyesera kumvetsa zochitika komanso zopezeka mu kafukufukuyu. Chimodzi mwa zotsatira za kafukufukuyu n’chakuti kagwiritsidwe ntchito ka TDG kamabwezeredwa m’mbuyo ndi momwe sukulu za ukachenjede ku South Africa zidapangidwira. Kusiyana kwa usiwa wa zipangizo m’sukuluzi kudapangitsa kuti njira ya TDG isaonetse zipatso kwenikweni. Mu zaka zoyambirira itangokhazikidwitsa (2007 - 2013), sukulu zambiri sizidagwiritse ntchito TDG polimbikitsa kaphunzitsidwe. M’malo mwake ndalama zankhaninkhani zidagwiritsidwa ntchito pa zomangamanga ndi kugulira zipangizo. Usiwa wa zipangizowu ulipobe ndipo ukusokoneza mbali ya maphunziro m’sukulu zokhudzidwazi. Kafukufukuyu anasonyezanso kuti sukulu zomwe zimalandira thandizo lowonjezera pa lomwe zimalandira ku boma zakhala zikuyesetsa kuthana ndi vuto lopereka mochedwa ndalama za mundondomeko ya TDG ndi dongosolo la m’mene ndalamazi zigwirire ntchito. Izi zinawachititsa kuti asapeze mavuto ambiri polimbikitsa ndondomeko za kaphunzitsidwe ndi kaphunziridwe pomwe ena amavutika nazo. Enawa n’kukhala sukulu zomwe sizimachita bwino, zomwenso thandizoli lidalunjika pa izo kuti zithandizike. Kafukufukuyu anasonyeza kuti kuchepa kwa aphunzitsi kudapsinja zochitika zokhudza njirayi. Sukulu zosachita bwino kuchokera kalezi zidavutika kupeza ndi kusunga ogwira ntchito ake. Izi zimakhala choncho kaamba ka zifukwa zosiyanasiyana monga komwe sukuluyo ili, malamulo a ntchito, kupanda ukadaulo kwa oyang’anira antchitowa, kutalikirana ndi njira zina zopezera ndalama komanso kusakhazikika kwa anthu m’maudindo. Zina zotulukanso mu mfundo zotoledwazi zinaulula kuti vuto lina lalikulu linali ogwira ntchito. Polimbikitsa njira ya TDG, zimatanthauza kuti aphunzitsi omwe azilembedwa azikhala osakhazikika pa sukuluzi kapena a kontarakiti. Izi zimatanthauza kuti maphunziro ndi luntha lawo zimayenera kukhala zochepera. Mwanjira ina, tikhonza kunena kuti ogwira ntchitoyi panalibe. Nthawi zina, kusinthasintha kwa ndondomeko zachuma madongosolo ena kusiyidwa kapena kuchitika mosalongosoka. Kafukufukuyu anasonyezanso kuti zambiri mwa mfundo zomwe zinayikidwa kuti zigwiritsidwe ntchito zinali zosathandiza kwenikweni polimbikitsa maphunzirowa. Ndipo komwe mfundozi zinakhazikitsidwa, zinali chabe kufotokozera zinthu zodziwika kale ndi kale zokhudza zomwe zingalimbikitse uphunzitsi. M’sukulu zambiri za ukachenjede, pali umboni wochepa wa mfundo zomwe zinaikidwiratu ndi cholinga chopititsa patsogolo uphunzitsiwu. Kusowa kwa ukadaulo pa maphunzirowa kunaonekanso makamaka m’madera monga a oyendetsa sukuluzi, oyang’ana za chuma, olongosola malo onse komanso oyang’anira antchito. Panalibe kugawana anthuwa mofanana. Izi zidakhudza kwambiri kalondolondo ndinso kayendetsedwe ka TDG. Kusowa kwa ndondomeko zabwino ndi malamulo okhazikika kunalimbikitsa chikhalidwe cha chinyengo ndi kusatsatira mfundo za mundondomekoyi popereka utsogoleri ndi umwini ndiye unali wofunika polimbikitsa ndondomekoyi. Madongosolo otere anathandiza kuti sukulu zigwiritse ntchito njira ya TDG ndipo pena ndalama mamiliyoni zibwezedwe. Kafukufukuyu anaonetsa kuti kulephera kwa sukulu zina kugwiritsa ntchito ndalama kunachitika kaamba kosazindikira malire a chaka cha DHET ndi chaka cha maphunziro. Ngakhale njira ya TDG yathandizako kagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira, kafukufukuyu wasonyeza kuti mavuto omwe anaoneka mu ndondomeko ya TDG aphimba ubwino wake. Monga, m’chitidwe wobweza ndalama zosagwira ntchito unalunjika pa kulephera kugwiritsa ntchito ndalama zonse osati pa ubale pakati pa kayendetsedwe ka bungwe, chikhalidwe ndinso anthu oyendetsa bungwe. Ndalama zotsarazi zinalowetsedwa ku zitukuko zina ndi boma. Koma poti sukulu zonse za ukachenjede kuphatikizapo HAI zinapeza mwayi wa ndalamazi, izi zimabweretsa kulowa pansi kwa dongosolo la TDG. Kulephera mu DHET kutsogolera, kuyendetsa ndi kulondoloza thandizo kwadzetsanso mavuto pa kagwiritsidwe ntchito kake ngakhalenso kutumizidwa kwa katswiri pa kaphunzitsidwe kunaoneka ngati kofunika kosathandiza kwenikweni chifukwa kudali kwa nthawi yochepa. Zotsatira za kafukufukuyu (zokhudza maphunziro a ukachenjede ku South Africa) ndi zofunika kwambiri makamaka nthawi ino pomwe TDG pamodzi ndi RDG (Research Development Grant) zikhale kuunikiridwanso ndi kupanga thandizo latsopano lotchedwa University Capacity Development Grant kuyambira m’chaka cha 2018. Kafukufukuyu waunika mozama kayendetsedwe, chikhalidwe komanso oyendetsa zithandizo komanso mavuto kuti thandizo latsopanoli likathe kubweretsa kusintha. Zotsatirazi zaunikiranso kayendetsedwe ka zithandizo zina zomwe zikufuna kuchitika.
- Full Text:
- Authors: Moyo, Mtheto Temwa
- Date: 2018
- Subjects: Education, Higher -- Aims and objectives -- South Africa , Government aid to higher education -- South Africa , Education, Higher -- South Africa -- Evaluation , Education, Higher -- Social aspects -- South Africa , Educational leadership -- South Africa , Educational equalization -- South Africa , Education, Higher -- Economic aspects -- South Africa , Teaching Development Grant (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62225 , vital:28141
- Description: The South African government has attempted to address various transformation and efficiency challenges in the system through the steering mechanisms at its disposal. This study analyses the implementation of one of these mechanisms, the Teaching Development Grant (TDG), which is designed to enhance student learning through the improvement of teaching and teaching resources at South African universities. Since the inception as an earmarked grant ten years ago, a total of R5.5 billion has been allocated for the TDG. The study thus sought to answer the question: What are the factors enabling and constraining the use of the TDG to enhance teaching and student success at South African universities? A total of 275 TDG progress reports and budget plans were analysed alongside other TDG documentation such as TDG payment letters to universities and institutional submissions that universities made on the use of the TDG for the 2008 TDG Review. The TDG criteria and policy over the years were also included as data. The analysis used Archer’s (1995; 1996) morphogenesis/stasis framework, which is concerned with how change does or does not happen over time. Archer’s analytical dualism was used to identify the interplay of structural, cultural and agential mechanisms shaping the emergence of and practices associated with TDGs in order to make sense of the events and experiences in the data. One of the main findings of the study was that the historically-based differentiated nature of the South African higher education landscape constrained the implementation of the TDG. The stark resource differences in the sector has meant that the TDG has not fully translated into system-wide gains. In the initial years of TDG implementation from 2004 to 2013, most institutions did not use the TDG for teaching development initiatives per se, but rather spent the bulk of the funds on infrastructure and equipment. Such resource gaps have persisted and continue to compromise the academic enterprise at affected universities. The data also showed that universities which have access to additional funding other than state funding have been able to augment and advance their own funds and were thus able to at least partially counter late payments of the TDG, fluctuations in allocations, and the short-term nature of TDG budgets and inadequate allocations. This enabled relatively straightforward implementation of the teaching and learning enhancement programmes at these universities, while there were ongoing implementation difficulties at the universities with the lowest success rates, the very institutions the grant was most targeted to address. The study showed that the shortage of appropriate teaching and learning staff constrained the nature and type of interventions. Historically Disadvantaged Institutions in particular struggled to attract and retain the much-needed expertise. This emerged from multiple structural constraints such as geographical location, conditions of work, inefficient human resources systems, lack of access to financial resources for competitive packages, and instability in governance and management structures at some universities. Emerging from the data in the study is the fact that staffing challenges remain one of the core constraints in the implementation of the TDG. In particular, the data indicated that teaching and learning staff hired on the basis of TDG funds were generally hired as part-time or contract staff. This meant that their academic qualifications and experience in teaching development were limited and, in many cases, it meant that the posts were not filled at all. In some cases, the fluctuating budgets meant that some projects had to be downscaled or abandoned altogether. The study found that many of the interventions that were implemented had tenuous links to teaching and learning and, even where there were such links, these interventions were often based on fairly a-theoretical, common-sense understandings of what would develop teaching. In many universities, there was little evidence of institution-level planning of interventions aimed at fundamentally addressing the need for teaching development. The limited access to teaching and learning expertise across the sector was mirrored in the uneven distribution of expertise in administration, financial management, institutional planning and human resource divisions, which had implications for the establishment of monitoring systems and implementation processes of the TDG. The lack of strong systems and policies encouraged cultures that did not value transparency, accountability or compliance to the TDG policy. The role of corporate agency in the form of leadership and ownership of projects emerged as a key enabler in the implementation of the TDG. All of these structures shaped the ability of institutions to spend the TDG and in some cases millions of Rands in funds were not spent and so were withheld. The study found that the inability of some universities to spend was exacerbated by the problem of a lack of alignment between the DHET financial year and the academic year. Although the TDG has made a notable contribution to the advancement of teaching and learning (T&L) nationally, this study revealed that the blunt implementation of the TDG across the sector constrained the gains. In particular, the practice of withholding unspent funds focused only on the symptoms of underspending and not on the structural, cultural and agential mechanisms that led to such under-expenditure. The withheld funds were redirected by the government for national projects but as all universities including the well-resourced Historically Advantaged Institutions (HAIs) had access to these withheld funds this translated into a regressive distribution of the TDG. Limited capacity within DHET to direct, manage and monitor the grants has also had a constraining effect on their use and the secondment of a teaching and learning expert to the department was seen to be a significant but short-term enablement in this regard. The findings of how the TDG implementation has emerged in the South African higher education sector are particularly important at this point in time as the TDG together with the Research Development Grant will be reconfigured into a new grant called the University Capacity Development Grant as from 2018. This study provides significant insights into the structural, cultural, and agential enablements and constraints of this new grant being able to drive changes in the sector. The findings also provide insights into the implementation of other earmarked grants. , Boma la South Africa layesera kuthetsa mavuto omwe amadza posintha ndi kulongosola zinthu kudzera mu njira zosiyanasiyana. Kafukufukuyu akuunikira imodzi mwa njirazi yotchedwa Teaching Development Grant (TDG) yomwe inakonzedwa polimbikitsa maphunziro kudzera mukagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira za makono m’sukulu za ukachenjede ku South Africa. Ndalama zapafupifupi R5.5 billion ndi zomwe zaperekedwa kuti zigwiritsidwe nchito mu ndondomekoyi kuchokera pa nthawi yomwe inakhazikitsidwa; zaka khumi zapitazo. Kafukufukuyu anayesera kuyankha funso loti: Ndi zinthu ziti zomwe zimalimbikitsa kapena kubwezeretsa m’mbuyo kagwiritsidwe ntchito ka (TDG) polimbikitsa kuchita bwino kwa aphunzitsi ndi ophunzira m’sukulu za ukachenjede? Zikalata zosonyeza makhonzedwe a ophunzira, ndondomeko za kayendetseredwe ka chuma, zikalata za malipiridwe ndi zikalata zopezeka m’sukulu zaukachenjedezi zokhudzana ndi njira ya TDG zomwe zakhala zikugwiritsidwa ntchito zaka khumi zapitazi zinatengedwanso ngati uthenga wofunika koposa. Kauniuniyu anatsalira njira yotchedwa ‘Archer’s (1995/1996) Morphogenesis/Status Framework’ yomwe imafotokozera momwe kusintha kumachitikira pena kulepherekera. Njira younikira ya Archer: yothandizira pofufuza momwe kayendetsedwe ka bungwe, chikhalidwe komanso anthu oyendetsa bungwe amathandizira poonetsera momwe TDG imakhalira inagwiritsidwa ntchito poyesera kumvetsa zochitika komanso zopezeka mu kafukufukuyu. Chimodzi mwa zotsatira za kafukufukuyu n’chakuti kagwiritsidwe ntchito ka TDG kamabwezeredwa m’mbuyo ndi momwe sukulu za ukachenjede ku South Africa zidapangidwira. Kusiyana kwa usiwa wa zipangizo m’sukuluzi kudapangitsa kuti njira ya TDG isaonetse zipatso kwenikweni. Mu zaka zoyambirira itangokhazikidwitsa (2007 - 2013), sukulu zambiri sizidagwiritse ntchito TDG polimbikitsa kaphunzitsidwe. M’malo mwake ndalama zankhaninkhani zidagwiritsidwa ntchito pa zomangamanga ndi kugulira zipangizo. Usiwa wa zipangizowu ulipobe ndipo ukusokoneza mbali ya maphunziro m’sukulu zokhudzidwazi. Kafukufukuyu anasonyezanso kuti sukulu zomwe zimalandira thandizo lowonjezera pa lomwe zimalandira ku boma zakhala zikuyesetsa kuthana ndi vuto lopereka mochedwa ndalama za mundondomeko ya TDG ndi dongosolo la m’mene ndalamazi zigwirire ntchito. Izi zinawachititsa kuti asapeze mavuto ambiri polimbikitsa ndondomeko za kaphunzitsidwe ndi kaphunziridwe pomwe ena amavutika nazo. Enawa n’kukhala sukulu zomwe sizimachita bwino, zomwenso thandizoli lidalunjika pa izo kuti zithandizike. Kafukufukuyu anasonyeza kuti kuchepa kwa aphunzitsi kudapsinja zochitika zokhudza njirayi. Sukulu zosachita bwino kuchokera kalezi zidavutika kupeza ndi kusunga ogwira ntchito ake. Izi zimakhala choncho kaamba ka zifukwa zosiyanasiyana monga komwe sukuluyo ili, malamulo a ntchito, kupanda ukadaulo kwa oyang’anira antchitowa, kutalikirana ndi njira zina zopezera ndalama komanso kusakhazikika kwa anthu m’maudindo. Zina zotulukanso mu mfundo zotoledwazi zinaulula kuti vuto lina lalikulu linali ogwira ntchito. Polimbikitsa njira ya TDG, zimatanthauza kuti aphunzitsi omwe azilembedwa azikhala osakhazikika pa sukuluzi kapena a kontarakiti. Izi zimatanthauza kuti maphunziro ndi luntha lawo zimayenera kukhala zochepera. Mwanjira ina, tikhonza kunena kuti ogwira ntchitoyi panalibe. Nthawi zina, kusinthasintha kwa ndondomeko zachuma madongosolo ena kusiyidwa kapena kuchitika mosalongosoka. Kafukufukuyu anasonyezanso kuti zambiri mwa mfundo zomwe zinayikidwa kuti zigwiritsidwe ntchito zinali zosathandiza kwenikweni polimbikitsa maphunzirowa. Ndipo komwe mfundozi zinakhazikitsidwa, zinali chabe kufotokozera zinthu zodziwika kale ndi kale zokhudza zomwe zingalimbikitse uphunzitsi. M’sukulu zambiri za ukachenjede, pali umboni wochepa wa mfundo zomwe zinaikidwiratu ndi cholinga chopititsa patsogolo uphunzitsiwu. Kusowa kwa ukadaulo pa maphunzirowa kunaonekanso makamaka m’madera monga a oyendetsa sukuluzi, oyang’ana za chuma, olongosola malo onse komanso oyang’anira antchito. Panalibe kugawana anthuwa mofanana. Izi zidakhudza kwambiri kalondolondo ndinso kayendetsedwe ka TDG. Kusowa kwa ndondomeko zabwino ndi malamulo okhazikika kunalimbikitsa chikhalidwe cha chinyengo ndi kusatsatira mfundo za mundondomekoyi popereka utsogoleri ndi umwini ndiye unali wofunika polimbikitsa ndondomekoyi. Madongosolo otere anathandiza kuti sukulu zigwiritse ntchito njira ya TDG ndipo pena ndalama mamiliyoni zibwezedwe. Kafukufukuyu anaonetsa kuti kulephera kwa sukulu zina kugwiritsa ntchito ndalama kunachitika kaamba kosazindikira malire a chaka cha DHET ndi chaka cha maphunziro. Ngakhale njira ya TDG yathandizako kagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira, kafukufukuyu wasonyeza kuti mavuto omwe anaoneka mu ndondomeko ya TDG aphimba ubwino wake. Monga, m’chitidwe wobweza ndalama zosagwira ntchito unalunjika pa kulephera kugwiritsa ntchito ndalama zonse osati pa ubale pakati pa kayendetsedwe ka bungwe, chikhalidwe ndinso anthu oyendetsa bungwe. Ndalama zotsarazi zinalowetsedwa ku zitukuko zina ndi boma. Koma poti sukulu zonse za ukachenjede kuphatikizapo HAI zinapeza mwayi wa ndalamazi, izi zimabweretsa kulowa pansi kwa dongosolo la TDG. Kulephera mu DHET kutsogolera, kuyendetsa ndi kulondoloza thandizo kwadzetsanso mavuto pa kagwiritsidwe ntchito kake ngakhalenso kutumizidwa kwa katswiri pa kaphunzitsidwe kunaoneka ngati kofunika kosathandiza kwenikweni chifukwa kudali kwa nthawi yochepa. Zotsatira za kafukufukuyu (zokhudza maphunziro a ukachenjede ku South Africa) ndi zofunika kwambiri makamaka nthawi ino pomwe TDG pamodzi ndi RDG (Research Development Grant) zikhale kuunikiridwanso ndi kupanga thandizo latsopano lotchedwa University Capacity Development Grant kuyambira m’chaka cha 2018. Kafukufukuyu waunika mozama kayendetsedwe, chikhalidwe komanso oyendetsa zithandizo komanso mavuto kuti thandizo latsopanoli likathe kubweretsa kusintha. Zotsatirazi zaunikiranso kayendetsedwe ka zithandizo zina zomwe zikufuna kuchitika.
- Full Text:
An analysis, from a South African case law perspective, of the deductibility of losses due to embezzlement, fraud, theft, damages and compensation
- Authors: Jachi, Adelaide Gamuchirai
- Date: 2018
- Subjects: South Africa. Income Tax Act, 1962 , Tax deductions -- South Africa , Taxation -- Law and legislation -- South Africa , Tax courts -- South Africa , Tax administration and procedure -- South Africa , Tax accounting -- South Africa , Income tax deductions for losses -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/60855 , vital:27846
- Description: When calculating the income tax payable for a year of assessment, a taxpayer deducts from his or her or its income, allowable deductions in terms of the preamble to section 11 and section 11(a) as read with section 23(g) of the Income Tax Act, 58 of 1962. Amongst the expenditure and losses incurred by a taxpayer during a year of assessment, a claim may be sought for the deduction of losses incurred due to embezzlement, fraud and theft as well as damages and compensation. The requirements of the preamble and section 11(a) include the requirement that expenditure and losses must be incurred “in the production of the income”. Losses incurred due to defalcations, as well as expenditure on damages and compensation must satisfy this requirement to be allowed as deductions. The objective of the research was to analyse the judicial decisions dealing with “in the production of the income” in granting a deduction for income tax purposes in cases dealing with embezzlement, fraud and theft, and damages and compensation, to establish why the courts grant or disallow the deduction of expenditure and losses. A doctrinal research methodology was applied to the research. The provisions of the Income Tax Act, relevant case law relating to embezzlement, fraud and theft, and damages and compensation, and the contributions of the revenue authority and tax experts in articles of accredited journals, textbooks and other writings were analysed. The major conclusions drawn from the research were that losses due to defalcations are regarded as having been incurred “in the production of the income” if the taxpayer discharges the onus of proof that the risk of the act leading to misappropriation is an incidental risk of the business. Expenditure on damages and compensation is deductible provided the expense is attached to the performance of a business operation bona fide performed for the purpose of earning income and the expense is so closely connected with the business operation as to be regarded as part of the cost of performing it. Where negligence is attached to an expense or loss, the South African courts have held that negligence does not increase the likelihood of disallowing an expense or loss as not having been incurred “in the production of the income”.
- Full Text:
- Authors: Jachi, Adelaide Gamuchirai
- Date: 2018
- Subjects: South Africa. Income Tax Act, 1962 , Tax deductions -- South Africa , Taxation -- Law and legislation -- South Africa , Tax courts -- South Africa , Tax administration and procedure -- South Africa , Tax accounting -- South Africa , Income tax deductions for losses -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/60855 , vital:27846
- Description: When calculating the income tax payable for a year of assessment, a taxpayer deducts from his or her or its income, allowable deductions in terms of the preamble to section 11 and section 11(a) as read with section 23(g) of the Income Tax Act, 58 of 1962. Amongst the expenditure and losses incurred by a taxpayer during a year of assessment, a claim may be sought for the deduction of losses incurred due to embezzlement, fraud and theft as well as damages and compensation. The requirements of the preamble and section 11(a) include the requirement that expenditure and losses must be incurred “in the production of the income”. Losses incurred due to defalcations, as well as expenditure on damages and compensation must satisfy this requirement to be allowed as deductions. The objective of the research was to analyse the judicial decisions dealing with “in the production of the income” in granting a deduction for income tax purposes in cases dealing with embezzlement, fraud and theft, and damages and compensation, to establish why the courts grant or disallow the deduction of expenditure and losses. A doctrinal research methodology was applied to the research. The provisions of the Income Tax Act, relevant case law relating to embezzlement, fraud and theft, and damages and compensation, and the contributions of the revenue authority and tax experts in articles of accredited journals, textbooks and other writings were analysed. The major conclusions drawn from the research were that losses due to defalcations are regarded as having been incurred “in the production of the income” if the taxpayer discharges the onus of proof that the risk of the act leading to misappropriation is an incidental risk of the business. Expenditure on damages and compensation is deductible provided the expense is attached to the performance of a business operation bona fide performed for the purpose of earning income and the expense is so closely connected with the business operation as to be regarded as part of the cost of performing it. Where negligence is attached to an expense or loss, the South African courts have held that negligence does not increase the likelihood of disallowing an expense or loss as not having been incurred “in the production of the income”.
- Full Text:
An assessment of own revenue management for financial sustainability of the Eastern Cape municipalities
- Authors: Majikijela, Vuyolwethu
- Date: 2018
- Subjects: Revenue management , Municipal government -- South Africa -- Eastern Cape , Municipal government -- South Africa -- Eastern Cape -- Finance , Municipal government -- South Africa -- Eastern Cape -- Cost effectiveness , Municipal services -- Finance
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/61445 , vital:28027
- Description: The purpose of the research is to assess the financial viability of municipalities in the Eastern Cape. Municipalities that are not financially viable and sustainable will always struggle to deliver basic services to communities. Without sound financial management systems, municipalities will be forced to discontinue their operations. Municipalities, particularly small and rural ones, are not self-sufficient thus cost benefit theory emphasises that municipality must adopt cost recovery revenue management. The application of cost recovery revenue management requires that municipalities take into account internal and external revenue management challenges that will be factored on user charges. Cost recovery also requires governance to lead the process through capacitation, transparency and communication with all stakeholders. This research highlights that municipalities in the province have not matured to a level wherein they are able to adopt cost recovery revenue management because of prevalent external revenue management challenges caused by high unemployment rate in the province and the slow economic growth. Municipalities in the province are thus financially unsustainable. This research therefore proposes that a phase in approach to cost recovery should be adopted in line with the changes in unemployment and economic growth. Increased transparency and consultation with intergovernmental relations should also be promoted to enable financial sustainability of municipalities in the province.
- Full Text:
- Authors: Majikijela, Vuyolwethu
- Date: 2018
- Subjects: Revenue management , Municipal government -- South Africa -- Eastern Cape , Municipal government -- South Africa -- Eastern Cape -- Finance , Municipal government -- South Africa -- Eastern Cape -- Cost effectiveness , Municipal services -- Finance
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/61445 , vital:28027
- Description: The purpose of the research is to assess the financial viability of municipalities in the Eastern Cape. Municipalities that are not financially viable and sustainable will always struggle to deliver basic services to communities. Without sound financial management systems, municipalities will be forced to discontinue their operations. Municipalities, particularly small and rural ones, are not self-sufficient thus cost benefit theory emphasises that municipality must adopt cost recovery revenue management. The application of cost recovery revenue management requires that municipalities take into account internal and external revenue management challenges that will be factored on user charges. Cost recovery also requires governance to lead the process through capacitation, transparency and communication with all stakeholders. This research highlights that municipalities in the province have not matured to a level wherein they are able to adopt cost recovery revenue management because of prevalent external revenue management challenges caused by high unemployment rate in the province and the slow economic growth. Municipalities in the province are thus financially unsustainable. This research therefore proposes that a phase in approach to cost recovery should be adopted in line with the changes in unemployment and economic growth. Increased transparency and consultation with intergovernmental relations should also be promoted to enable financial sustainability of municipalities in the province.
- Full Text:
An ecosystem service value chain analysis framework: a conceptual paper
- Rawlins, Jonathan M, De Lange, Willem J, Fraser, Gavin C G
- Authors: Rawlins, Jonathan M , De Lange, Willem J , Fraser, Gavin C G
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69321 , vital:29499 , https://doi.org/10.1016/j.ecolecon.2017.12.023
- Description: Modern day societies and economies are becoming increasingly vulnerable to the continued erosion of the stocks and flows of essential ecosystem services. Thus, the management of complex socio-economic systems to effectively provide these essential services has become a global priority policy and academic research area. Understanding how underlying processes and functions contribute towards the provision of final ecosystem services can facilitate improved dissemination of credible, legitimate and salient information to decision-makers. This paper presents an ecosystem service value chain analysis framework that applies basic system dynamics modelling in the form of causal loop diagrams to facilitate an alternative analysis of ecosystem service value chains. A scoping application of the framework is applied to a case study for flood attenuation services in the Baviaanskloof catchment in South Africa. The framework enables the identification of forward linkages and ripple effects in individual value chains of final ecosystem services as well as the identification and assessment of challenges and opportunities within individual causal pathways. Ultimately, providing the potential to advance strategies for improving the efficiency and effectiveness of final ecosystem service provision.
- Full Text: false
- Authors: Rawlins, Jonathan M , De Lange, Willem J , Fraser, Gavin C G
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69321 , vital:29499 , https://doi.org/10.1016/j.ecolecon.2017.12.023
- Description: Modern day societies and economies are becoming increasingly vulnerable to the continued erosion of the stocks and flows of essential ecosystem services. Thus, the management of complex socio-economic systems to effectively provide these essential services has become a global priority policy and academic research area. Understanding how underlying processes and functions contribute towards the provision of final ecosystem services can facilitate improved dissemination of credible, legitimate and salient information to decision-makers. This paper presents an ecosystem service value chain analysis framework that applies basic system dynamics modelling in the form of causal loop diagrams to facilitate an alternative analysis of ecosystem service value chains. A scoping application of the framework is applied to a case study for flood attenuation services in the Baviaanskloof catchment in South Africa. The framework enables the identification of forward linkages and ripple effects in individual value chains of final ecosystem services as well as the identification and assessment of challenges and opportunities within individual causal pathways. Ultimately, providing the potential to advance strategies for improving the efficiency and effectiveness of final ecosystem service provision.
- Full Text: false
An Empirical Investigation of Trade Liberalization and Trade Patterns in South Africa
- Khumalo, Sibanisezwe A, Tsegaye, Asrat
- Authors: Khumalo, Sibanisezwe A , Tsegaye, Asrat
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/470606 , vital:77378 , https://doi.org/10.22610/jebs.v10i5(J).2503
- Description: The study made use of the gravity model to analyze the behavior of South Africa’ s trade patterns at industry level. Using SIC 2-digit level data for the period 1996-2013 based on two sub-samples, 1996-2004 and 2005-2013, the study found that trade liberalization was not universally influential on trade patterns. Some industries did not exhibit significant behavior changes as a result of tariff liberalization. The results show that Agriculture, mining ores, crude oil, machinery and transport are the only industries from the selected sample of nine that are significantly influenced by trade liberalization policy. Furthermore, empirical results indicate that trade liberalization hinders extensive margins and does not encourage intensive margins.
- Full Text:
- Authors: Khumalo, Sibanisezwe A , Tsegaye, Asrat
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/470606 , vital:77378 , https://doi.org/10.22610/jebs.v10i5(J).2503
- Description: The study made use of the gravity model to analyze the behavior of South Africa’ s trade patterns at industry level. Using SIC 2-digit level data for the period 1996-2013 based on two sub-samples, 1996-2004 and 2005-2013, the study found that trade liberalization was not universally influential on trade patterns. Some industries did not exhibit significant behavior changes as a result of tariff liberalization. The results show that Agriculture, mining ores, crude oil, machinery and transport are the only industries from the selected sample of nine that are significantly influenced by trade liberalization policy. Furthermore, empirical results indicate that trade liberalization hinders extensive margins and does not encourage intensive margins.
- Full Text:
An endangered seahorse selectively chooses an artificial structure
- Claassens, Louw, Booth, Anthony J, Hodgson, Alan N
- Authors: Claassens, Louw , Booth, Anthony J , Hodgson, Alan N
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123718 , vital:35486 , https://doi.10.1007/s10641-018-0732-4
- Description: The development of a residential marina estate within the Knysna estuary, South Africa, introduced Reno mattresses (horizontal wire cages filled with rocks) as a novel habitat for the endangered Knysna seahorse Hippocampus capensis. Consistently high seahorse densities on these artificial structures, despite the availability of seagrass habitat, begged the question of whether this habitat was chosen by the seahorse in preference to natural vegetation. An in situ habitat choice experiment was conducted which focused on the choice made by adult H. capensis between natural vegetation (Zostera capensis) and artificial (Reno mattress) habitat within a choice chamber. Seahorses were significantly more likely to move away from Z. capensis onto a Reno mattress structure or remain on this structure. This study concludes that higher H. capensis densities on Reno mattresses within Thesen Islands Marina are owing to some positive feature of this habitat and the underlying processes responsible for the choice made by this species (additional food, holdfasts, protection) can now be investigated.
- Full Text:
- Authors: Claassens, Louw , Booth, Anthony J , Hodgson, Alan N
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123718 , vital:35486 , https://doi.10.1007/s10641-018-0732-4
- Description: The development of a residential marina estate within the Knysna estuary, South Africa, introduced Reno mattresses (horizontal wire cages filled with rocks) as a novel habitat for the endangered Knysna seahorse Hippocampus capensis. Consistently high seahorse densities on these artificial structures, despite the availability of seagrass habitat, begged the question of whether this habitat was chosen by the seahorse in preference to natural vegetation. An in situ habitat choice experiment was conducted which focused on the choice made by adult H. capensis between natural vegetation (Zostera capensis) and artificial (Reno mattress) habitat within a choice chamber. Seahorses were significantly more likely to move away from Z. capensis onto a Reno mattress structure or remain on this structure. This study concludes that higher H. capensis densities on Reno mattresses within Thesen Islands Marina are owing to some positive feature of this habitat and the underlying processes responsible for the choice made by this species (additional food, holdfasts, protection) can now be investigated.
- Full Text:
An exploration of leadership development in a learner representative structure in a secondary school, Oshana Region, Namibia
- Kadhepa-Kandjengo, Selma Ndeyapo
- Authors: Kadhepa-Kandjengo, Selma Ndeyapo
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62450 , vital:28193
- Description: Before independence, Namibia inherited a system of Bantu education which was hierarchical, authoritarian and non-democratic. Upon independence, the educational sector went through numerous reforms which were meant to transform education and to make it more democratic, whereby all stakeholders can broadly participate. In spite of these reforms, leadership of schools has remained a hierarchical system, where a principal who, as an individual, runs the school without recognition of the potential leadership of others. Recent studies on leadership have called for shared leadership, whereby leadership is a practice, permeable to learner leaders and not associated with individuals. This research study aims to explore learner leadership development in the Learner Representative Council (LRC) structure at a secondary school in Namibia. The motivation of this research study was twofold - firstly, my personal interest in learner leadership was aroused by my teaching experience. The second reason was due to my realisation that the area was under-researched in Namibia, hence I wanted to fill the existing gap on learner leadership. The study critically engaged learners and teachers to help me get an understanding of learner leadership and the factors enabling learner leadership development. I also found that challenges which resulted in contradictions, hampered leadership development. The study took an interventionist approach and second generation Cultural Historical Activity Theory was used to surface tensions and contradictions affecting learner leadership development. Change Laboratory workshops enabled the expansive learning process with the 12 LRC members. Data was collected using semi-structured interviews, questionnaires, observation, document analysis and journaling. The study found that learner leadership was understood more in terms of traditional views of leadership, whereby a learner needed to possess certain qualities in order to lead. The findings further pointed out that the LRC members were mainly involved in managerial roles and not really leadership roles, as such, and they were not involved in decision-making at the school. Although provision for the LRC body is made in an Educational Act, historical and cultural forces account for teachers’ reluctance to support the LRC members, as well as for silence of learner voice. I hope that findings from this research study strengthen learner leadership structures in schools and contribute to the creation of knowledge on learner leadership in Namibia.
- Full Text:
- Authors: Kadhepa-Kandjengo, Selma Ndeyapo
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62450 , vital:28193
- Description: Before independence, Namibia inherited a system of Bantu education which was hierarchical, authoritarian and non-democratic. Upon independence, the educational sector went through numerous reforms which were meant to transform education and to make it more democratic, whereby all stakeholders can broadly participate. In spite of these reforms, leadership of schools has remained a hierarchical system, where a principal who, as an individual, runs the school without recognition of the potential leadership of others. Recent studies on leadership have called for shared leadership, whereby leadership is a practice, permeable to learner leaders and not associated with individuals. This research study aims to explore learner leadership development in the Learner Representative Council (LRC) structure at a secondary school in Namibia. The motivation of this research study was twofold - firstly, my personal interest in learner leadership was aroused by my teaching experience. The second reason was due to my realisation that the area was under-researched in Namibia, hence I wanted to fill the existing gap on learner leadership. The study critically engaged learners and teachers to help me get an understanding of learner leadership and the factors enabling learner leadership development. I also found that challenges which resulted in contradictions, hampered leadership development. The study took an interventionist approach and second generation Cultural Historical Activity Theory was used to surface tensions and contradictions affecting learner leadership development. Change Laboratory workshops enabled the expansive learning process with the 12 LRC members. Data was collected using semi-structured interviews, questionnaires, observation, document analysis and journaling. The study found that learner leadership was understood more in terms of traditional views of leadership, whereby a learner needed to possess certain qualities in order to lead. The findings further pointed out that the LRC members were mainly involved in managerial roles and not really leadership roles, as such, and they were not involved in decision-making at the school. Although provision for the LRC body is made in an Educational Act, historical and cultural forces account for teachers’ reluctance to support the LRC members, as well as for silence of learner voice. I hope that findings from this research study strengthen learner leadership structures in schools and contribute to the creation of knowledge on learner leadership in Namibia.
- Full Text:
An exploration of whether using a global employment company could mitigate the South African tax risks in relation to inbound expatriates in multinational companies
- Authors: Pavey, Janet Gail
- Date: 2018
- Subjects: Double taxation -- South Africa , Corporations, Foreign -- South Africa , Foreign workers -- Taxation -- South Africa , International business enterprises -- South Africa , Corporations -- Taxation -- South Africa , Value-added tax -- Law and legislation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/61368 , vital:28019
- Description: The main objective of this research paper was to explore whether a multinational company could use a global employment company to employ its expatriates to mitigate, simplify or limit the tax risk for that foreign company when sending expatriates to South Africa. To investigate this topic, an interpretive research approach was used, a doctrinal research methodology was followed, and inductive reasoning was applied. The documentary data used in this research was publicly available. Firstly, the meaning of the term “expatriate” was explored, together with the types of employment arrangements commonly used to employ this type of employee. The South African tax consequences that an inbound expatriate may create for a multinational company were then analysed. These tax consequences were applied to the common types of employment arrangements to determine what the South African tax impact of these arrangements is likely to be and which entity within a multinational group is likely to be affected. It was investigated whether using a foreign global employment company provides any tax simplification or tax mitigation strategies for the multinational company for expatriates inbound to South Africa. The primary conclusions of this research were that it was found that using a global employment company may only provide a tax benefit in South Africa in very specific circumstances: (i) where the economic employer of the expatriate is the South African entity; (ii) where flexibility is required to easily move the expatriate to other jurisdictions; and (iii) where there are multiple home-host country combinations that the multinational group needs to consider when moving its expatriates. It would appear that using a global employment company as the employment arrangement for an inbound expatriate to South Africa may have a fairly limited application if its purpose is to mitigate tax risks. In effect, a global employment company is likely to provide tax benefits only where it acts as an international labour broker for the multinational company of which it is a part.
- Full Text:
- Authors: Pavey, Janet Gail
- Date: 2018
- Subjects: Double taxation -- South Africa , Corporations, Foreign -- South Africa , Foreign workers -- Taxation -- South Africa , International business enterprises -- South Africa , Corporations -- Taxation -- South Africa , Value-added tax -- Law and legislation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/61368 , vital:28019
- Description: The main objective of this research paper was to explore whether a multinational company could use a global employment company to employ its expatriates to mitigate, simplify or limit the tax risk for that foreign company when sending expatriates to South Africa. To investigate this topic, an interpretive research approach was used, a doctrinal research methodology was followed, and inductive reasoning was applied. The documentary data used in this research was publicly available. Firstly, the meaning of the term “expatriate” was explored, together with the types of employment arrangements commonly used to employ this type of employee. The South African tax consequences that an inbound expatriate may create for a multinational company were then analysed. These tax consequences were applied to the common types of employment arrangements to determine what the South African tax impact of these arrangements is likely to be and which entity within a multinational group is likely to be affected. It was investigated whether using a foreign global employment company provides any tax simplification or tax mitigation strategies for the multinational company for expatriates inbound to South Africa. The primary conclusions of this research were that it was found that using a global employment company may only provide a tax benefit in South Africa in very specific circumstances: (i) where the economic employer of the expatriate is the South African entity; (ii) where flexibility is required to easily move the expatriate to other jurisdictions; and (iii) where there are multiple home-host country combinations that the multinational group needs to consider when moving its expatriates. It would appear that using a global employment company as the employment arrangement for an inbound expatriate to South Africa may have a fairly limited application if its purpose is to mitigate tax risks. In effect, a global employment company is likely to provide tax benefits only where it acts as an international labour broker for the multinational company of which it is a part.
- Full Text:
An exploratory study of barriers and enablers of strategy execution in the Eastern Cape Department of Education in South Africa
- Authors: Vena, Nomava Vinolia
- Date: 2018
- Subjects: Strategic planning South Africa Eastern Cape , Business planning South Africa Eastern Cape , Public administration South Africa Eastern Cape , Corporate governance South Africa Eastern Cape , Government accountability South Africa Eastern Cape , South Africa. Department of Education
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/63649 , vital:28465
- Description: Effective strategy execution is very important for the achievement of an organisation’s goals. Because it is a difficult task to translate a strategy into action, itis imperative for leadership to prioritize its strategic plan to ensure its success. The purpose of this study is to identify barriers and enablers of strategy execution in Basic Education in the Eastern Cape; its focus is on strategic goal number six: “Efficient administration ensured through good corporate governance and management”. The effectiveness of the Eastern Cape Department of Education (ECDoE) is measured by its service delivery, how strategy is executed in providing quality education. These are guided by the norms and standards like the National Education Policy Act: Norms and Standards for educators, as set by the National Department of Basic Education and the Treasury Acts. The motivation for the study was the Department’s poor performance as reported by the Auditor General (AG) in his 2015 audit report, that there has been a lack of good governance and accountability in the ECDoE. The study is qualitative: a sample of twenty-five (25) ECDoE senior managers were interviewed as the custodians of the execution of the strategic plan. Purposive sampling method selected the twenty-five from a total of forty-five (45) senior managers, some of whom were in Head Office and some in the twenty-three (23) districts. Data was collected through questionnaires and interviews and responses were captured on Excel Spreadsheet, and analysed with the Thematic Analysis. Major findings relating to barriers were on Human Resource Management, Poor Leadership, Resourcing (Tools of Trade), Improper Budgeting Systems, Poor Communication, and Organisational Structure. Some variables were interchangeably identified both as barriers and enablers, such as budgeting and resourcing. There were many recommendations, but for this study one, the Finance Section, will suffice: and that is that the Finance Section should analyse each directorate’s spending for each year before the new budget is allocated.
- Full Text:
- Authors: Vena, Nomava Vinolia
- Date: 2018
- Subjects: Strategic planning South Africa Eastern Cape , Business planning South Africa Eastern Cape , Public administration South Africa Eastern Cape , Corporate governance South Africa Eastern Cape , Government accountability South Africa Eastern Cape , South Africa. Department of Education
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/63649 , vital:28465
- Description: Effective strategy execution is very important for the achievement of an organisation’s goals. Because it is a difficult task to translate a strategy into action, itis imperative for leadership to prioritize its strategic plan to ensure its success. The purpose of this study is to identify barriers and enablers of strategy execution in Basic Education in the Eastern Cape; its focus is on strategic goal number six: “Efficient administration ensured through good corporate governance and management”. The effectiveness of the Eastern Cape Department of Education (ECDoE) is measured by its service delivery, how strategy is executed in providing quality education. These are guided by the norms and standards like the National Education Policy Act: Norms and Standards for educators, as set by the National Department of Basic Education and the Treasury Acts. The motivation for the study was the Department’s poor performance as reported by the Auditor General (AG) in his 2015 audit report, that there has been a lack of good governance and accountability in the ECDoE. The study is qualitative: a sample of twenty-five (25) ECDoE senior managers were interviewed as the custodians of the execution of the strategic plan. Purposive sampling method selected the twenty-five from a total of forty-five (45) senior managers, some of whom were in Head Office and some in the twenty-three (23) districts. Data was collected through questionnaires and interviews and responses were captured on Excel Spreadsheet, and analysed with the Thematic Analysis. Major findings relating to barriers were on Human Resource Management, Poor Leadership, Resourcing (Tools of Trade), Improper Budgeting Systems, Poor Communication, and Organisational Structure. Some variables were interchangeably identified both as barriers and enablers, such as budgeting and resourcing. There were many recommendations, but for this study one, the Finance Section, will suffice: and that is that the Finance Section should analyse each directorate’s spending for each year before the new budget is allocated.
- Full Text:
An exploratory study of Heads of Departments' responses to student calls for decolonised higher education
- Grant, Carolyn, Quinn, Lynn, Vorster, Jo-Anne E
- Authors: Grant, Carolyn , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123420 , vital:35436 , https://doi.org/10.17159/2520-9868/i72a05
- Description: Central to the tumultuous student protests of 2015 and 2016 was an urgent call for the decolonisation of South African universities. Existing curricula, including teaching and assessment practices, as well as institutional cultures and structures were challenged. Against this backdrop, in this article we focus on the academic leadership role of Heads of Departments (HoDs) at Rhodes University. In this small-scale project we interrogate how HoDs conceptualised their roles in this uncertain and complex context. From the data analysis a number of tensions emerged in the ways in which they articulated and enacted their roles. The findings indicate that the protests have contributed to the increasing complexity of the role of an HoD. Issues raised during the protests catalysed HoDs at Rhodes University, some for the first time, into considering the implications of the decolonising call from students and into exercising stronger transformative leadership roles.
- Full Text:
- Authors: Grant, Carolyn , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123420 , vital:35436 , https://doi.org/10.17159/2520-9868/i72a05
- Description: Central to the tumultuous student protests of 2015 and 2016 was an urgent call for the decolonisation of South African universities. Existing curricula, including teaching and assessment practices, as well as institutional cultures and structures were challenged. Against this backdrop, in this article we focus on the academic leadership role of Heads of Departments (HoDs) at Rhodes University. In this small-scale project we interrogate how HoDs conceptualised their roles in this uncertain and complex context. From the data analysis a number of tensions emerged in the ways in which they articulated and enacted their roles. The findings indicate that the protests have contributed to the increasing complexity of the role of an HoD. Issues raised during the protests catalysed HoDs at Rhodes University, some for the first time, into considering the implications of the decolonising call from students and into exercising stronger transformative leadership roles.
- Full Text:
An exploratory study of students’ expectations and perceptions of service quality in a South African higher education institution
- Authors: Williams, Alyssa Shawntay
- Date: 2018
- Subjects: SERVQUAL (Service quality framework) , Relationship marketing , Consumer satisfaction , Sampling (Statistics) , College students Attitudes , Universities and colleges South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/63844 , vital:28496
- Description: Within the past few years, higher education institutions have come under an exorbitant amount of pressure to restructure, increase funding and grow student numbers, whilst still preserving the service quality they offer. The purpose of this study is to measure students’ expectations and perceptions in a higher education institution and establish how significant of a gap exists between what is expected and what is perceived. The instrument utilised within the present study is SERVQUAL. A convenience sampling approach was adopted, furthermore, both descriptive and inferential statistics were used to analyse the data pertaining to the objectives concerning students’ gap between expectations and perceptions and hypotheses regarding the gap between students’ differences in each faculty, respectively. The study found that there were gaps in all dimensions with the order being, from highest to lowest: Reliability – Responsiveness – Assurance – Empathy – Tangibility. In addition, the significant difference in means according to faculty was established and the only dimension with a significant difference was Empathy. These results were used to offer recommendations to management, faculties and departments of the higher education institution under study about where they are deficient, consequently, improving their services to enhance their service quality and increase their competitive advantage but without financial strain. Overall, the conclusions the present study reached was that students and higher education institutions need to have a mutual interest in their relations. This means that as much as higher education institutions need to provide high service quality to students, students need to be willing to provide feedback and interact.
- Full Text:
- Authors: Williams, Alyssa Shawntay
- Date: 2018
- Subjects: SERVQUAL (Service quality framework) , Relationship marketing , Consumer satisfaction , Sampling (Statistics) , College students Attitudes , Universities and colleges South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/63844 , vital:28496
- Description: Within the past few years, higher education institutions have come under an exorbitant amount of pressure to restructure, increase funding and grow student numbers, whilst still preserving the service quality they offer. The purpose of this study is to measure students’ expectations and perceptions in a higher education institution and establish how significant of a gap exists between what is expected and what is perceived. The instrument utilised within the present study is SERVQUAL. A convenience sampling approach was adopted, furthermore, both descriptive and inferential statistics were used to analyse the data pertaining to the objectives concerning students’ gap between expectations and perceptions and hypotheses regarding the gap between students’ differences in each faculty, respectively. The study found that there were gaps in all dimensions with the order being, from highest to lowest: Reliability – Responsiveness – Assurance – Empathy – Tangibility. In addition, the significant difference in means according to faculty was established and the only dimension with a significant difference was Empathy. These results were used to offer recommendations to management, faculties and departments of the higher education institution under study about where they are deficient, consequently, improving their services to enhance their service quality and increase their competitive advantage but without financial strain. Overall, the conclusions the present study reached was that students and higher education institutions need to have a mutual interest in their relations. This means that as much as higher education institutions need to provide high service quality to students, students need to be willing to provide feedback and interact.
- Full Text:
An illustrated booklet for reinforcing community health worker knowledge of tuberculosis and facilitating patient counselling:
- Okeyo, Ida L A, Dowse, Roslind
- Authors: Okeyo, Ida L A , Dowse, Roslind
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156629 , vital:40032 , https://phcfm.org/index.php/phcfm/article/view/1687/2559
- Description: Community health workers (CHWs) have facilitated the move to decentralize tuberculosis (TB) management, but lack access to information appropriate both for personal use and in patient interaction and education. To explore the impact of a pictorial-based TB booklet on reinforcing CHW knowledge and facilitating patient counselling.
- Full Text:
- Authors: Okeyo, Ida L A , Dowse, Roslind
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156629 , vital:40032 , https://phcfm.org/index.php/phcfm/article/view/1687/2559
- Description: Community health workers (CHWs) have facilitated the move to decentralize tuberculosis (TB) management, but lack access to information appropriate both for personal use and in patient interaction and education. To explore the impact of a pictorial-based TB booklet on reinforcing CHW knowledge and facilitating patient counselling.
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