An analysis of the financing mechanisms proposed for funding national health insurance in South Africa
- Authors: Stevens, Nicol Susan
- Date: 2012
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:888 , http://hdl.handle.net/10962/d1001642
- Description: In the 2011 Budget Speech, the Minister of Finance announced that South Africa would be introducing National Health Insurance. The Minister described the financing mechanisms under consideration for funding National Health Insurance. The Minister also referred to eight countries, namely Japan, South Korea, Taiwan, Chile, Colombia, Mexico, Thailand and Vietnam as examples of countries which had successfully implemented universal health coverage. These countries were selected for the purpose of the present research. The goal of this study was to analyse the health care financing mechanisms under consideration in South Africa to determine if they were in line with international trends and "best practice" in relation to South Africa's economic profile. To determine whether the economic situation in South Africa is comparable to the eight countries selected for the research, a high-level comparison was made of the economic profile of South Africa and the eight countries, based on certain demographic, macro-economic, health expenditure and health status indicators. The health care financing mechanisms used in the eight countries was also analysed. International trends suggested that health care should be financed primarily through pre-payment systems, that financing mechanisms should preferably be progressive in nature and that a large share of funding should be from government sources (albeit shared between general tax revenue and specific health care contributions). The financing mechanisms under consideration in South Africa reflect these norms. The health systems in the eight countries analysed all exhibited elements of "good performance" and also complied, to a large extent, with international trends, but the frnancing models used for funding health care in the eight countries were country-specific and could therefore not be compared directly or used to recommend a system for South Africa. Areas not addressed by this thesis include the implications of a centralised healthcare system, the implications of a single-payer system, the benefit package to be offered and its cost implications, the role of private healthcare providers and how the significant human resource scarcity and infrastructure backlogs will be addressed.
- Full Text:
- Authors: Stevens, Nicol Susan
- Date: 2012
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:888 , http://hdl.handle.net/10962/d1001642
- Description: In the 2011 Budget Speech, the Minister of Finance announced that South Africa would be introducing National Health Insurance. The Minister described the financing mechanisms under consideration for funding National Health Insurance. The Minister also referred to eight countries, namely Japan, South Korea, Taiwan, Chile, Colombia, Mexico, Thailand and Vietnam as examples of countries which had successfully implemented universal health coverage. These countries were selected for the purpose of the present research. The goal of this study was to analyse the health care financing mechanisms under consideration in South Africa to determine if they were in line with international trends and "best practice" in relation to South Africa's economic profile. To determine whether the economic situation in South Africa is comparable to the eight countries selected for the research, a high-level comparison was made of the economic profile of South Africa and the eight countries, based on certain demographic, macro-economic, health expenditure and health status indicators. The health care financing mechanisms used in the eight countries was also analysed. International trends suggested that health care should be financed primarily through pre-payment systems, that financing mechanisms should preferably be progressive in nature and that a large share of funding should be from government sources (albeit shared between general tax revenue and specific health care contributions). The financing mechanisms under consideration in South Africa reflect these norms. The health systems in the eight countries analysed all exhibited elements of "good performance" and also complied, to a large extent, with international trends, but the frnancing models used for funding health care in the eight countries were country-specific and could therefore not be compared directly or used to recommend a system for South Africa. Areas not addressed by this thesis include the implications of a centralised healthcare system, the implications of a single-payer system, the benefit package to be offered and its cost implications, the role of private healthcare providers and how the significant human resource scarcity and infrastructure backlogs will be addressed.
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An investigation into the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips through the medium of cell phones in the teaching of mathematics in selected South African Grade 9 classes: a case study
- Authors: Hyde, Janet Catherine
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Educational innovations -- South Africa Telecommunication in education -- South Africa Teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1618 , http://hdl.handle.net/10962/d1003500
- Description: This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.
- Full Text:
- Authors: Hyde, Janet Catherine
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Educational innovations -- South Africa Telecommunication in education -- South Africa Teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1618 , http://hdl.handle.net/10962/d1003500
- Description: This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.
- Full Text:
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