List of Titles

A decision support tool for equitable and sustainable water management in the Koue Bokkeveld

Authors: Tholanah, Rodney
Date: 2024-10-11
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/464344 , vital:76503
Description: Water is an important natural resource with multiple domestic and industrial uses. South Africa has a water scarcity problem, with domestic and industrial demand projected to increase due to population growth. One affected area is the Koue Bokkeveld (KBV), an agricultural catchment in the Western Cape. Water scarcity, especially in the summer, can cause conflicts among the farmers. This study sought to determine the extent to which Agent-Based (AB) modelling could be used to model the KBV catchment area and simulate future climate and usage scenarios. The study used the ComMod methodology as it allows stakeholders to be involved at each step of the modelling process, thus improving the model’s credibility as a decision-support tool (DST). The model was implemented using Cormas, an Agent-Based Model (ABM) implementation framework built with the Smalltalk language. The model was verified and validated through consultations with the catchment coordinator and through workshops with stakeholders. The ABM reflected the catchment characteristics. Farms known to have water shortages had water shortages in the ABM. However, there was one that did not have shortages, which is attributed to land use change. The ABM was used to run multiple simulation scenarios, and it provides simulation results at the crop field, farm and catchment levels, which allows the ABM to be used as a bottom-up DST. , Thesis (MSc) -- Faculty of Science, Computer Science, 2024
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Date Issued: 2024-10-11

Exploring how visual models can be used in teaching mathematics for growing a productive disposition in Grade 9 learners

- Shetunyenga, Fillipus Shetunyenga

Authors: Shetunyenga, Fillipus Shetunyenga
Date: 2024-10-11
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/463625 , vital:76426
Description: The Namibian Curriculum for Basic Education states clearly that Indigenous Knowledge (IK) should be integrated into science teaching. However, the irony is that it does not give clear pedagogical guidelines on how it should be integrated. The implication is that the curriculum assumes that all teachers are aware of how to integrate IK into their teaching. This assumption has therefore led to little or no integration of IK in many classrooms in Namibia, something which could be in part a contributing factor to poor learners’ academic performance in science subjects and Agricultural Science in particular. This tension in the curriculum plus the apparent gap in the literature regarding the integration of IK has triggered my interest to conduct this interventionist qualitative case study. Essentially, this study aimed to explore affordances and/or hindrances when using the indigenous technology of organic crop farming to mediate learning in Grade 12 Agricultural Science classes in peri-urban schools in the Oshana region in Namibia. The study was underpinned by the interpretivist and Ubuntu paradigms. Vygotsky’s (1978) socio-cultural theory and Shulman’s (1986) pedagogical content knowledge (PCK) framework were used as lenses to analyse my data. Within PCK, I also used Mavhunga and Rollnick’s (2013) Topic-Specific PCK as an analytical framework. The findings of the study revealed that the integration of Indigenous knowledge in Agricultural Science education has great potential in improving both the teaching and learnng of science. It also revealed that the Agricultural Science teachers were positive towards the integration of IK in their lessons. However, they conceded that they lacked pedagogical insights on how to integrate IK as they were never trained on how to integrate it. As a result, they found the presentations by the Indigenous Knowledge Custodians (IKCs) informative and shed light on how they could integrate IK during teaching and learning. That is, they became cultural knowledge brokers making science relevant and accessible to their learners. The study thus recommends that teacher training institutions should modify the curriculum to include a pedagogy course module on IK to equip students with the essential PCK on IK integration in science teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
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Date Issued: 2024-10-11

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The relationship between leadership and employee engagement in an automotive original equipment manufacturer in South Africa

- Slater, Bronwyn Lereen

Authors: Slater, Bronwyn Lereen
Date: 2024-04-03
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/434756 , vital:73102
Description: The manufacturing industry is one of the greatest contributors to the South African economy. Owing to a competitive and complex automotive climate, it is suggested that only a few automotive manufacturing organisations will remain viable in the coming years, without the optimal reliance on human capital resources to navigate an unpredictable and unfolding landscape. In securing a sustainable future, the engagement of these human capital resources is necessitated. This competitive landscape has resulted in the call for adaptive and flexible leadership. Leadership behaviour is categorised into three streams, namely, transformational leadership, transactional leadership, and non-leadership, which is referred to as laissez-faire leadership. Employee engagement is defined as the extent to which an employee is committed to, and involved in, their operational function and the organisation, whilst portraying a willingness to perform and contribute beyond that which is expected of them. The purpose of this research was to explore the relationship between leadership and employee engagement in an Original Equipment Manufacturer (OEM) in South Africa. This OEM operates in the Eastern Cape and Gauteng Provinces of South Africa. Globally, the OEM launched a leadership journey to facilitate a shared value system that supported a vision towards organisational success, by focusing on transformed ways of working and acting, as a global collective team. The outcome of this desired journey yielded eight Leadership Principles. These Leadership Principles are referred to, and included in the research study, to gain a more robust internal perspective of the leadership behaviours that are most advocated within the OEM, in relation to employee engagement. The objective of this research therefore was to establish the relationship between leadership and employee engagement in the respective OEM, by investigating the impact of transformational leadership and transactional leadership on employee engagement. A triangulation approach was adopted to analyse the data, using a combination of qualitative and quantitative research methodologies. The result when testing the reliability coefficient scores of the leadership instrument described a poor measure for transactional leadership, and a good measure for transformational leadership. Therefore, the results that stemmed from the statistical analysis in relation to transactional leadership could not be trusted. However, in the context of this research, it was found that there is a statistically significant relationship between transformational leadership and employee engagement. Whilst utilising the qualitative research methodology, it was found that there is a limited definition-based relationship between transactional leadership and the eight Leadership Principles. However, there is a definition-based relationship between the Leadership Principles and transformational leadership, owing to similarities found in the definition descriptions between at least six of the eight Leadership Principles. In the investigation of whether there is a definition-based relationship between the Leadership Principles and employee engagement, it was found that a limited definition-based relationship between the eight Leadership Principles and engagement existed. The research therefore met its objectives in determining a relationship between leadership and employee engagement in an Original Equipment Manufacturer in South Africa. , Thesis (MCom) -- Faculty of Commerce, Management, 2024
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Date Issued: 2024-04-03

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Using the indigenous technology of making oshikundu to mediate learning of the topic diffusion in Namibia

- Endjala, Alma Panduleni

Authors: Endjala, Alma Panduleni
Date: 2023-10-13
Subjects: Culturally relevant pedagogy Namibia , Diffusion Study and teaching (Secondary) Activity programs Namibia , Ethnoscience Namibia , Pedagogical content knowledge , Social learning , Science teachers Education (Continuing education) , Oshikundu
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/419726 , vital:71670
Description: The Namibian Science curriculum acknowledges that indigenous knowledge (IK) is an important basis for learning science. Among the shared reasons is that it provides learners with access to abstract scientific concepts. As a result, teachers are encouraged to integrate IK into the teaching and learning of science. However, it seems that there are no explicit guidelines on how IK should be integrated into science classrooms. It is against this backdrop that this study sought to explore how the indigenous technology of making oshikundu (a non-alcoholic beverage) can be mobilised by Grade 8 Life Science teachers to mediate learning of diffusion in their classrooms. The study was underpinned by interpretive and indigenous research paradigms. Within these paradigms, a qualitative case study approach was employed. Four Grade 8 Life Science teachers from four different schools in Okahandja town, Otjozondjupa Region, Namibia, participated in this study. Additionally, an expert community member who was knowledgeable about the indigenous technology of making oshikundu was requested to demonstrate how to make it. In this event, the Life Science teachers had to identify the science concepts embedded in the practice. To gather data, this study made use of semi-structured interviews, workshop discussions, observations and journal reflections. Vygotsky’s sociocultural theory was used as a theoretical framework and Mavhunga and Rollnick’s topic-specific pedagogical content knowledge (TSPCK) was used as an analytical framework. The findings of this study revealed that the teachers’ understanding was positively influenced by the integration of IK which certainly assisted them to relate better to the concept of diffusion. This was validated when teachers extracted emerging science concepts from the indigenous technology of making oshikundu. The implication of this study is that expert community member presentations can greatly enhance sense making of science concepts. The study thus recommends that school-based teachers’ continuing professional development in collaboration with expert community members should be carried out to enhance both the teachers’ subject content knowledge and pedagogical content knowledge on IK integration. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
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Date Issued: 2023-10-13

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