The community as part of a multi-stakeholder approach towards development opportunities for youth in Indwe, Eastern Cape
- Authors: Baleni , Khangelwa
- Date: 2019
- Subjects: Youth development Community development
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/17518 , vital:41083
- Description: This dissertation discusses the involvement of a community in creating development opportunities for youth in Indwe, under Emalahleni Local Municipality in the Eastern Cape. Establishing a position where community members put themselves concerning youth development is what inspired the study. The study is further motivated by trying to gain perspectives from the youth because most discourses on youth rarely feature their voices. Additionally, it seeks to gain perspectives on the stakeholder’s insights on the involvement of the community in youth development. The literature consulted was broken up into; the situation of youth in South Africa, which looked at youth unemployment and youth development policies; youth development, which looked at risk and protective factors that affect youth development. The literature further uncovered the role currently played by communities in youth development, and lastly the multi-stakeholder processes for youth development. The Quintuple Helix model was a framework used to shape this study. This framework emphasises that the natural environment and in this case, the community be added to other stakeholders to ensure a sustainable youth development. What is crucial in the framework is the overlap and cross-communication between the different helixes or sectors, sectors such as the university, the government, the private sector, the culture based media, and the natural environment. The study utilised a qualitative methodology with an interpretive and descriptive paradigm, which used focus groups and a qualitative questionnaire as a method of data collection. The data was analysed and presented following the following three themes; i.e., community involvement in youth development, indigenous knowledge for youth development, and opportunities for youth development. The findings of the study revealed that, if Indwe community provides youth with more spaces, and chances to participate in their development, the youth could challenge prominent discourses than treat them as unmotivated, and exclude them from decision-making processes, which directly affect them, and the society within which they live. The findings also revealed that the Indwe community should inform youth iv development programmes, as this would ensure sustainability, and give a sense of ownership to the community. The findings further indicated that the Indwe community could utilise its natural resources to create opportunities for youth development. Moreover, the private sector, the media, and the education system have all contributed in youth development; however, the government has taken full responsibility for youth development in Indwe, and this caused the participants to feel that it is the government’s responsibility to create opportunities for youth development. In conclusion, Indwe community has a challenge of youth development. The problem is fuelled by issues such as complexity in politics, nepotism, and a lack of opportunities. Stakeholders such as the private sector, the media based culture, and the government are involved in the creation of development opportunities for youth in Indwe. However, the sector that has taken the most responsibility for the development of youth is the government. Indwe community members are not involved in the creation of opportunities for youth development; they, however, understand that they have to be significant role players.
- Full Text:
- Date Issued: 2019
- Authors: Baleni , Khangelwa
- Date: 2019
- Subjects: Youth development Community development
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/17518 , vital:41083
- Description: This dissertation discusses the involvement of a community in creating development opportunities for youth in Indwe, under Emalahleni Local Municipality in the Eastern Cape. Establishing a position where community members put themselves concerning youth development is what inspired the study. The study is further motivated by trying to gain perspectives from the youth because most discourses on youth rarely feature their voices. Additionally, it seeks to gain perspectives on the stakeholder’s insights on the involvement of the community in youth development. The literature consulted was broken up into; the situation of youth in South Africa, which looked at youth unemployment and youth development policies; youth development, which looked at risk and protective factors that affect youth development. The literature further uncovered the role currently played by communities in youth development, and lastly the multi-stakeholder processes for youth development. The Quintuple Helix model was a framework used to shape this study. This framework emphasises that the natural environment and in this case, the community be added to other stakeholders to ensure a sustainable youth development. What is crucial in the framework is the overlap and cross-communication between the different helixes or sectors, sectors such as the university, the government, the private sector, the culture based media, and the natural environment. The study utilised a qualitative methodology with an interpretive and descriptive paradigm, which used focus groups and a qualitative questionnaire as a method of data collection. The data was analysed and presented following the following three themes; i.e., community involvement in youth development, indigenous knowledge for youth development, and opportunities for youth development. The findings of the study revealed that, if Indwe community provides youth with more spaces, and chances to participate in their development, the youth could challenge prominent discourses than treat them as unmotivated, and exclude them from decision-making processes, which directly affect them, and the society within which they live. The findings also revealed that the Indwe community should inform youth iv development programmes, as this would ensure sustainability, and give a sense of ownership to the community. The findings further indicated that the Indwe community could utilise its natural resources to create opportunities for youth development. Moreover, the private sector, the media, and the education system have all contributed in youth development; however, the government has taken full responsibility for youth development in Indwe, and this caused the participants to feel that it is the government’s responsibility to create opportunities for youth development. In conclusion, Indwe community has a challenge of youth development. The problem is fuelled by issues such as complexity in politics, nepotism, and a lack of opportunities. Stakeholders such as the private sector, the media based culture, and the government are involved in the creation of development opportunities for youth in Indwe. However, the sector that has taken the most responsibility for the development of youth is the government. Indwe community members are not involved in the creation of opportunities for youth development; they, however, understand that they have to be significant role players.
- Full Text:
- Date Issued: 2019
An investigation of the relationship between the Grade 7 English Second Language curriculum expectations and learners English literacy life histories
- Shimbudhi, Barakias Baby Benita
- Authors: Shimbudhi, Barakias Baby Benita
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7866 , vital:21313
- Description: Drawing from Pinar’s Curriculum Theory and Hallidayan Systematic Functional Linguistics theory respectively, this study investigates the relationship between Namibia’s Grade 7 English Second Language’s curriculum expectations and learners’ English literacy life histories. Located within the qualitative interpretive paradigm and life history research, this study uses learners’ written autobiographical narratives and spoken stories from narrative interviews with participants to generate data. The research site and participants were purposively selected, from the Grade 7 rural combined school classroom where many learners perform poorly as no learner in the research population at this research site performed successfully in English Second Language examinations. The study investigated whether the Grade 7 curriculum expectations ‘speak’ to the Grade 7 learners’ English literacy life histories in order to establish whether there is a correlation between the formal education English Second Language curriculum expectations and learners’ English literacy life histories. The findings for this study revealed that formal education curriculum designers and policy makers do not consider the cultural identities and backgrounds that learners bring to the classrooms. There are very few language activities, events both at home, school, and within the literate community necessary, to develop communicative competencies in these rural combined school learners. The interpersonal relationship between parents and child; learner and teacher; and children to community members do not provide favourable conditions for effective English language learning. There are very limited teaching and learning resources both at home; school; and within the immediate community to nurture and meet English curriculum demands. A further factor is that English usage is disregarded in all three contexts. Very alarming is the fact that, if the Namibian government continues to fail to put interventions in places where, schoolteachers are educated on their required role in helping to ameliorate negative learning conditions in rural school, then the education outcomes for Namibian learners specifically in English Second Language will be severely affected. This in turn makes the government aspirations towards Accessible; Equitable; Qualitative; and Democratic Education for all learners hard to accomplish.
- Full Text:
- Date Issued: 2017
- Authors: Shimbudhi, Barakias Baby Benita
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7866 , vital:21313
- Description: Drawing from Pinar’s Curriculum Theory and Hallidayan Systematic Functional Linguistics theory respectively, this study investigates the relationship between Namibia’s Grade 7 English Second Language’s curriculum expectations and learners’ English literacy life histories. Located within the qualitative interpretive paradigm and life history research, this study uses learners’ written autobiographical narratives and spoken stories from narrative interviews with participants to generate data. The research site and participants were purposively selected, from the Grade 7 rural combined school classroom where many learners perform poorly as no learner in the research population at this research site performed successfully in English Second Language examinations. The study investigated whether the Grade 7 curriculum expectations ‘speak’ to the Grade 7 learners’ English literacy life histories in order to establish whether there is a correlation between the formal education English Second Language curriculum expectations and learners’ English literacy life histories. The findings for this study revealed that formal education curriculum designers and policy makers do not consider the cultural identities and backgrounds that learners bring to the classrooms. There are very few language activities, events both at home, school, and within the literate community necessary, to develop communicative competencies in these rural combined school learners. The interpersonal relationship between parents and child; learner and teacher; and children to community members do not provide favourable conditions for effective English language learning. There are very limited teaching and learning resources both at home; school; and within the immediate community to nurture and meet English curriculum demands. A further factor is that English usage is disregarded in all three contexts. Very alarming is the fact that, if the Namibian government continues to fail to put interventions in places where, schoolteachers are educated on their required role in helping to ameliorate negative learning conditions in rural school, then the education outcomes for Namibian learners specifically in English Second Language will be severely affected. This in turn makes the government aspirations towards Accessible; Equitable; Qualitative; and Democratic Education for all learners hard to accomplish.
- Full Text:
- Date Issued: 2017
Local versus international celebrity endorsement credibility and consumer purchase intentions in the cosmetic industry
- Authors: Nyamakanga,Nyarai Faith
- Date: 2017
- Subjects: Consumer behavior -- South Africa -- Eastern Cape Purchasing
- Language: English
- Type: Thesis , Masters , MCom (Business Management)
- Identifier: http://hdl.handle.net/10353/13891 , vital:39724
- Description: In order for a firm to create and improve the image of its product or services, celebrity endorsement is considered to be a highly effective tool which can influence consumer behaviour. This is evident in the increasing number of marketers who are harnessing the power of celebrities to endorse their products. However, for endorsement to be successful the celebrity endorsers must be viewed as credible by consumers. It has been shown that there are three dimensions that determine the level of credibility in celebrity endorsements: trustworthiness, expertise and attractiveness. The purpose of this study was to analyse the effect of the credibility of local versus international celebrity endorsement in advertising on consumers’ intention to purchase cosmetic products in a South African (SA) context. This study focused on the cosmetic industry as it is an industry that relies heavily on endorsement to advertise and attract consumers to purchase products. Firms in this industry need to be aware of the criteria when selecting celebrity endorsers such as whether to hire an international or local celebrity as brand representatives. Thus, the researcher aimed to determine whether there is a difference in terms of credibility between local and international celebrity endorsers as viewed by SA consumers with respect to the cosmetic industry. The credibility of the celebrities was rated using the credibility scale developed by Ohanian (1990). The credibility scale rates the credibility of celebrities using the three factors of attractiveness, trustworthiness and expertise. Two models were proposed for the study, one testing the credibility of local endorsers whilst the other testing the credibility of international endorsers. These dimensions were hypothetically by the researcher to determine their effect on consumer purchase intention. To hypothetically test the dimensions, a quantitative approach and design were used as methods of gathering and analysing data. A total of 237 selfadministered questionnaires were distributed at a University in the Eastern Cape (EC). Analysis and interpretation of findings was done using the descriptive statistical measures with the help of Statistical Package for Social Scientists. The inferential statistics were analysed using the multiple regression analysis. Multiple regression analysis was used to analyse the statistical significance of the model, which was found to be statistically significant for both models. The regression coefficients where then used to determine the strength of the relationship between the independent variables and the dependent variable for each model. iii The study concluded that consumers perceive both local and international celebrity endorsers as credible and are influenced to purchase cosmetics products because of perceived credibility. The data analysis showed that local celebrity endorsers are perceived as more credible than international celebrity endorsers within the context of marketing cosmetic products in the South African industry. This means that consumers can be easily persuaded to purchase cosmetics products when marketed using locally based celebrity endorsers. The outcome of the research informatively helps managers to carefully select the endorser that will be able to create awareness, attract and retain loyal consumers through the advertisement. Inasmuch as marketers have to endorse local celebrities, it is also safe for them to consider international celebrity endorsers as their credibility to a lesser extent influences consumers to purchase products. However, marketers need to define and determine the target market, and select an endorser that aligns with the characteristics of the market. One of the study’s objectives was to test which of the three dimensions mentioned earlier had a stronger impact on consumer’s intention to purchase for both local and international endorsers. The attractiveness dimension indicated a much stronger influence on consumer purchase intention in comparison to the other dimensions for local celebrities and was found to be statistically significant. As the cosmetic industry is a beauty industry, it is recommended that firms in the industry use local attractive endorsers to market the cosmetic products. However, the endorser must also be trustworthy as it ranks second in terms of influence to intention to purchase. On the other hand the expertise dimension in international celebrities had the highest coefficient score indicating a greater strength and influence on consumer purchase intention and was the only dimension statistically significant. It is recommended that marketers in the cosmetic industry could employ international celebrities as endorsers by considering their level of expertise and experience in the cosmetics and other industries such the fashion industry, as well as previous advertisements they would have endorsed. The trend is often for marketers to consider, select and endorse the most attractive celebrities especially in the cosmetic industry, but this research has indicated that attractiveness is not the most important dimension that marketers should be using in selecting international celebrity endorsers. If marketers within a firm have adopted international celebrity endorsement, it is recommended they use it within a target market that is less price-sensitive whereby the high prices charged can cover the endorsement costs. It was also suggested that marketers can use international celebrity endorsers with expertise when introducing new products as consumers would need a iv lot of information on the product. Local celebrity endorsers would then be used when the product has been established
- Full Text:
- Date Issued: 2017
- Authors: Nyamakanga,Nyarai Faith
- Date: 2017
- Subjects: Consumer behavior -- South Africa -- Eastern Cape Purchasing
- Language: English
- Type: Thesis , Masters , MCom (Business Management)
- Identifier: http://hdl.handle.net/10353/13891 , vital:39724
- Description: In order for a firm to create and improve the image of its product or services, celebrity endorsement is considered to be a highly effective tool which can influence consumer behaviour. This is evident in the increasing number of marketers who are harnessing the power of celebrities to endorse their products. However, for endorsement to be successful the celebrity endorsers must be viewed as credible by consumers. It has been shown that there are three dimensions that determine the level of credibility in celebrity endorsements: trustworthiness, expertise and attractiveness. The purpose of this study was to analyse the effect of the credibility of local versus international celebrity endorsement in advertising on consumers’ intention to purchase cosmetic products in a South African (SA) context. This study focused on the cosmetic industry as it is an industry that relies heavily on endorsement to advertise and attract consumers to purchase products. Firms in this industry need to be aware of the criteria when selecting celebrity endorsers such as whether to hire an international or local celebrity as brand representatives. Thus, the researcher aimed to determine whether there is a difference in terms of credibility between local and international celebrity endorsers as viewed by SA consumers with respect to the cosmetic industry. The credibility of the celebrities was rated using the credibility scale developed by Ohanian (1990). The credibility scale rates the credibility of celebrities using the three factors of attractiveness, trustworthiness and expertise. Two models were proposed for the study, one testing the credibility of local endorsers whilst the other testing the credibility of international endorsers. These dimensions were hypothetically by the researcher to determine their effect on consumer purchase intention. To hypothetically test the dimensions, a quantitative approach and design were used as methods of gathering and analysing data. A total of 237 selfadministered questionnaires were distributed at a University in the Eastern Cape (EC). Analysis and interpretation of findings was done using the descriptive statistical measures with the help of Statistical Package for Social Scientists. The inferential statistics were analysed using the multiple regression analysis. Multiple regression analysis was used to analyse the statistical significance of the model, which was found to be statistically significant for both models. The regression coefficients where then used to determine the strength of the relationship between the independent variables and the dependent variable for each model. iii The study concluded that consumers perceive both local and international celebrity endorsers as credible and are influenced to purchase cosmetics products because of perceived credibility. The data analysis showed that local celebrity endorsers are perceived as more credible than international celebrity endorsers within the context of marketing cosmetic products in the South African industry. This means that consumers can be easily persuaded to purchase cosmetics products when marketed using locally based celebrity endorsers. The outcome of the research informatively helps managers to carefully select the endorser that will be able to create awareness, attract and retain loyal consumers through the advertisement. Inasmuch as marketers have to endorse local celebrities, it is also safe for them to consider international celebrity endorsers as their credibility to a lesser extent influences consumers to purchase products. However, marketers need to define and determine the target market, and select an endorser that aligns with the characteristics of the market. One of the study’s objectives was to test which of the three dimensions mentioned earlier had a stronger impact on consumer’s intention to purchase for both local and international endorsers. The attractiveness dimension indicated a much stronger influence on consumer purchase intention in comparison to the other dimensions for local celebrities and was found to be statistically significant. As the cosmetic industry is a beauty industry, it is recommended that firms in the industry use local attractive endorsers to market the cosmetic products. However, the endorser must also be trustworthy as it ranks second in terms of influence to intention to purchase. On the other hand the expertise dimension in international celebrities had the highest coefficient score indicating a greater strength and influence on consumer purchase intention and was the only dimension statistically significant. It is recommended that marketers in the cosmetic industry could employ international celebrities as endorsers by considering their level of expertise and experience in the cosmetics and other industries such the fashion industry, as well as previous advertisements they would have endorsed. The trend is often for marketers to consider, select and endorse the most attractive celebrities especially in the cosmetic industry, but this research has indicated that attractiveness is not the most important dimension that marketers should be using in selecting international celebrity endorsers. If marketers within a firm have adopted international celebrity endorsement, it is recommended they use it within a target market that is less price-sensitive whereby the high prices charged can cover the endorsement costs. It was also suggested that marketers can use international celebrity endorsers with expertise when introducing new products as consumers would need a iv lot of information on the product. Local celebrity endorsers would then be used when the product has been established
- Full Text:
- Date Issued: 2017
The approaches of traditional healers in the treatment of HIV/ AIDS: the case of Chris Hani District Municipality, Cala, Tsengiwe, Eastern cape, South Africa
- Authors: Mati, Similo
- Date: 2017
- Subjects: People with HIV and AIDS disease -- healers -- South Africa --Eastern Cape Traditional medicine -- South Africa -- Eastern Cape Healers -- South Africa -- Eastern Cape HIV infections -- Treatment -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5249 , vital:29171
- Description: In South Africa, just like in any other country within the African continent, traditional healing remains an integral part of many communities and this is not just restricted to the rural communities only, as is sometimes assumed. The main aim of this research was to explore the approaches of traditional healers in the treatment of HIV/AIDS in the Chris Hani District Municipality, Eastern Cape. The following research objectives were followed regarding the approaches of traditional healers in the treatment of HIV/AIDS: (i) to assess how traditional healers and people living with HIV/AIDS in Tsengiwe village understand HIV/AIDS, (ii) to investigate the reasons people living with HIV/AIDS consult traditional healers in Tsengiwe village, (iii) to assess Tsengiwe village traditional healers’ treatment strategies for HIV/AIDS, (iv) to establish how traditional healers view their role in the treatment of HIV/AIDS in Tsengiwe village. A qualitative research design was utilized, using in-depth interviews with traditional healers and focus group discussions with caregivers and people living with HIV/AIDS respectively. A type of non-probability sampling known as purposive sampling was used. A total of sixteen (16) participants were interviewed. The findings in this research revealed the following themes: (i) HIV/AIDS is incurable and it is understood by symptoms, (ii) belief system entrenched in traditional healing, (iii) cleansing rituals and traditional medicinal remedies and, (iv) strengthening relations between stakeholders. While traditional healers expressed a willingness to work with biomedical professionals in the management of HIV/AIDS, caregivers and people living with HIV/AIDS preferred going to clinics and hospitals for treatment. Furthermore, people living with HIV/AIDS in this research never admitted to consulting traditional healers for their ailments, only saying that they choose to self-medicate.
- Full Text:
- Date Issued: 2017
- Authors: Mati, Similo
- Date: 2017
- Subjects: People with HIV and AIDS disease -- healers -- South Africa --Eastern Cape Traditional medicine -- South Africa -- Eastern Cape Healers -- South Africa -- Eastern Cape HIV infections -- Treatment -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5249 , vital:29171
- Description: In South Africa, just like in any other country within the African continent, traditional healing remains an integral part of many communities and this is not just restricted to the rural communities only, as is sometimes assumed. The main aim of this research was to explore the approaches of traditional healers in the treatment of HIV/AIDS in the Chris Hani District Municipality, Eastern Cape. The following research objectives were followed regarding the approaches of traditional healers in the treatment of HIV/AIDS: (i) to assess how traditional healers and people living with HIV/AIDS in Tsengiwe village understand HIV/AIDS, (ii) to investigate the reasons people living with HIV/AIDS consult traditional healers in Tsengiwe village, (iii) to assess Tsengiwe village traditional healers’ treatment strategies for HIV/AIDS, (iv) to establish how traditional healers view their role in the treatment of HIV/AIDS in Tsengiwe village. A qualitative research design was utilized, using in-depth interviews with traditional healers and focus group discussions with caregivers and people living with HIV/AIDS respectively. A type of non-probability sampling known as purposive sampling was used. A total of sixteen (16) participants were interviewed. The findings in this research revealed the following themes: (i) HIV/AIDS is incurable and it is understood by symptoms, (ii) belief system entrenched in traditional healing, (iii) cleansing rituals and traditional medicinal remedies and, (iv) strengthening relations between stakeholders. While traditional healers expressed a willingness to work with biomedical professionals in the management of HIV/AIDS, caregivers and people living with HIV/AIDS preferred going to clinics and hospitals for treatment. Furthermore, people living with HIV/AIDS in this research never admitted to consulting traditional healers for their ailments, only saying that they choose to self-medicate.
- Full Text:
- Date Issued: 2017
Exploring the role of corrective feedback in helping Grade 8 learners to improve the accuracy of their written English: an action research case study
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
- Date Issued: 2016
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
- Date Issued: 2016
Quantifying the water savings benefit of water hyacinth (Eichhornia crassipes) control in the Vaalharts Irrigation Scheme
- Authors: Arp, Reinhardt
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEcon
- Identifier: http://hdl.handle.net/10962/409 , vital:19956
- Description: Global fresh water resources are under increasing pressure from an ever-growing population and global economic development, highlighting the need for sustainable water management. Effective sustainable management must also control any additional factors that may aggravate the water scarcity problem. Invasive alien plants present such an aggravating threat, and pose a particular problem for water scarce countries in particular. South Africa is not immune to this global phenomenon, with plant invasions estimated to carry an annual loss of R5.8 billion in water provisioning services. Given the country’s semi-arid climate, and relative water scarcity, the threat presented by invasive plants needs to managed effectively for the sustainability of the countries already scarce fresh water resources. One species in particular, water hyacinth (Eichhornia crassipes), is regarded as one of the most destructive aquatic weeds in the world. The threat presented by this weed is of particular concern for economically productive water resources, such as irrigation water. Through high levels of evapotranspiration, water hyacinth leads to substantial water losses that could otherwise have been used more productively, thereby creating an externality on irrigation fed agriculture. An economic valuation of irrigation water and the loss thereof from water hyacinth, is a step towards improved water management and alien plant control. This will provide policy makers, stakeholders and irrigation managers with the relevant information they need to improve sustainability, allocate scarce resources more efficiently and enhance the returns to water. This thesis provides such an evaluation of the benefits of water hyacinth control, using the Vaalharts Irrigation Scheme as a case study. The benefit of water hyacinth control programmes are essentially ‘avoided costs’ of no control. The study quantified the water saving benefits of water hyacinth control for the Vaalharts Irrigation Scheme at Warrenton Weir on the Vaal River, South Africa. Three evapotranspiration to evaporation (ET:EW) ratios at three levels of invasion (100; 50 and 25% cover) were used to estimate the net annual water loss at Warrenton Weir. A Residual Value Method was employed to estimate the average production value of irrigation water, to serve as a proxy for the value of water lost via evapotranspiration by water hyacinth. The average production value of irrigation water for the Vaalharts was estimated to be R300/m3, which translated into an annual benefit of between R500 million and R9 billion. However, due to various limitations associated with the valuation method, the inflationary bias of estimating the average value of water and the unlikelihood of ET:EW ratios being larger than 1.4 in reality, it was suggested that R500 million was the more realistic value of the benefit of control. Despite being a conservative estimation, the benefit still equated to a quarter of the annual production value of the irrigation scheme, suggesting the water hyacinth could potentially reduce the productivity of the scheme by as much as 25% in the event of a scarcity of water on the scheme. The results of this research highlight the need for invasive plant control, especially where invasions affect economically productive water resources. Therefore, it is recommended that alien plant control policy prioritise invasions of this nature, as they present significant costs to the economy yet carry substantial benefits.
- Full Text:
- Date Issued: 2016
- Authors: Arp, Reinhardt
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEcon
- Identifier: http://hdl.handle.net/10962/409 , vital:19956
- Description: Global fresh water resources are under increasing pressure from an ever-growing population and global economic development, highlighting the need for sustainable water management. Effective sustainable management must also control any additional factors that may aggravate the water scarcity problem. Invasive alien plants present such an aggravating threat, and pose a particular problem for water scarce countries in particular. South Africa is not immune to this global phenomenon, with plant invasions estimated to carry an annual loss of R5.8 billion in water provisioning services. Given the country’s semi-arid climate, and relative water scarcity, the threat presented by invasive plants needs to managed effectively for the sustainability of the countries already scarce fresh water resources. One species in particular, water hyacinth (Eichhornia crassipes), is regarded as one of the most destructive aquatic weeds in the world. The threat presented by this weed is of particular concern for economically productive water resources, such as irrigation water. Through high levels of evapotranspiration, water hyacinth leads to substantial water losses that could otherwise have been used more productively, thereby creating an externality on irrigation fed agriculture. An economic valuation of irrigation water and the loss thereof from water hyacinth, is a step towards improved water management and alien plant control. This will provide policy makers, stakeholders and irrigation managers with the relevant information they need to improve sustainability, allocate scarce resources more efficiently and enhance the returns to water. This thesis provides such an evaluation of the benefits of water hyacinth control, using the Vaalharts Irrigation Scheme as a case study. The benefit of water hyacinth control programmes are essentially ‘avoided costs’ of no control. The study quantified the water saving benefits of water hyacinth control for the Vaalharts Irrigation Scheme at Warrenton Weir on the Vaal River, South Africa. Three evapotranspiration to evaporation (ET:EW) ratios at three levels of invasion (100; 50 and 25% cover) were used to estimate the net annual water loss at Warrenton Weir. A Residual Value Method was employed to estimate the average production value of irrigation water, to serve as a proxy for the value of water lost via evapotranspiration by water hyacinth. The average production value of irrigation water for the Vaalharts was estimated to be R300/m3, which translated into an annual benefit of between R500 million and R9 billion. However, due to various limitations associated with the valuation method, the inflationary bias of estimating the average value of water and the unlikelihood of ET:EW ratios being larger than 1.4 in reality, it was suggested that R500 million was the more realistic value of the benefit of control. Despite being a conservative estimation, the benefit still equated to a quarter of the annual production value of the irrigation scheme, suggesting the water hyacinth could potentially reduce the productivity of the scheme by as much as 25% in the event of a scarcity of water on the scheme. The results of this research highlight the need for invasive plant control, especially where invasions affect economically productive water resources. Therefore, it is recommended that alien plant control policy prioritise invasions of this nature, as they present significant costs to the economy yet carry substantial benefits.
- Full Text:
- Date Issued: 2016
Developing and using an assessment instrument for spatial skills in Grade 10 geometry learners
- Authors: Cowley, Jane
- Date: 2015
- Subjects: Geometry -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Geometry -- Evaluation. , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2025 , http://hdl.handle.net/10962/d1017336
- Description: This qualitative investigation took the form of a case study and fell within the interpretive research paradigm. The Mathematics Chair at the Education Department of Rhodes University launched the Mathematics Teacher Enrichment Programme (MTEP) in 2010 in order to combat poor Mathematics performance of learners in the lower Albany district of the Eastern Cape. The challenge that the participating MTEP teachers faced was a lack of time available to implement new teaching ideas. This was because most of their time was spent catching up “lost” or untaught concepts in the classroom. To address this problem, the Catch-Up Project was launched, whereby selected Mathematics teachers in the area taught lost concepts to Grade Ten learners during afternoon classes in an attempt to improve their fundamental Mathematics knowledge. In order to establish which sections of Mathematics were more difficult for the learners in this programme, bench mark tests were administered biannually. Whilst these tests certainly identified deficient areas within their Mathematics knowledge, the poorest performance areas were the sections of the syllabus which were spatial in nature, such as Space and Shape and Geometry. However, a more in depth assessment tool was required to establish which specific spatial skills the learners were not able to employ when doing these Geometry tasks. To this end, the Spatial Skills Assessment Tasks (SSAT) was developed. It consisted of traditional text book type Geometry tasks and real-world context tasks, both of which were used to assess six spatial skills deemed crucial to successfully facilitate learning Geometry. The case study took place in two of the schools which participated in the Grade Ten Catch-Up project. The case was focused on Grade Ten learners and the unit of analysis was their responses to the SSAT instrument. The learners that participated all did so on a strictly voluntary basis and great care was taken to protect their wellbeing and anonymity at all times. The results of the SSAT instrument revealed that the real world context tasks were in general far more successfully answered than the traditional text book type questions. Important trends in learner responses were noted and highlighted. For example, geometric terminology remains a huge challenge for learners, especially as they study Mathematics in their second language. The ability of the learners to differentiate between such concepts as congruency and similarity is severely compromised, partly due to a lack of terminological understanding but also due to a perceived lack of exposure to the material. Concepts such as verticality and horizontality also remain a huge challenge, possibly for the same reasons. They are poorly understood and yet vital to achievement in Geometry. Recommendations for the development and strengthening of spatial skills support the constructivist approach to learning. Hands on activities and intensive sustained practice over a period of a few months, in which both teachers and learners are actively involved in the learning process, would be considered most beneficial to the long term enhancement of these vital spatial skills and to the learning of Geometry in general.
- Full Text:
- Date Issued: 2015
- Authors: Cowley, Jane
- Date: 2015
- Subjects: Geometry -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Geometry -- Evaluation. , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2025 , http://hdl.handle.net/10962/d1017336
- Description: This qualitative investigation took the form of a case study and fell within the interpretive research paradigm. The Mathematics Chair at the Education Department of Rhodes University launched the Mathematics Teacher Enrichment Programme (MTEP) in 2010 in order to combat poor Mathematics performance of learners in the lower Albany district of the Eastern Cape. The challenge that the participating MTEP teachers faced was a lack of time available to implement new teaching ideas. This was because most of their time was spent catching up “lost” or untaught concepts in the classroom. To address this problem, the Catch-Up Project was launched, whereby selected Mathematics teachers in the area taught lost concepts to Grade Ten learners during afternoon classes in an attempt to improve their fundamental Mathematics knowledge. In order to establish which sections of Mathematics were more difficult for the learners in this programme, bench mark tests were administered biannually. Whilst these tests certainly identified deficient areas within their Mathematics knowledge, the poorest performance areas were the sections of the syllabus which were spatial in nature, such as Space and Shape and Geometry. However, a more in depth assessment tool was required to establish which specific spatial skills the learners were not able to employ when doing these Geometry tasks. To this end, the Spatial Skills Assessment Tasks (SSAT) was developed. It consisted of traditional text book type Geometry tasks and real-world context tasks, both of which were used to assess six spatial skills deemed crucial to successfully facilitate learning Geometry. The case study took place in two of the schools which participated in the Grade Ten Catch-Up project. The case was focused on Grade Ten learners and the unit of analysis was their responses to the SSAT instrument. The learners that participated all did so on a strictly voluntary basis and great care was taken to protect their wellbeing and anonymity at all times. The results of the SSAT instrument revealed that the real world context tasks were in general far more successfully answered than the traditional text book type questions. Important trends in learner responses were noted and highlighted. For example, geometric terminology remains a huge challenge for learners, especially as they study Mathematics in their second language. The ability of the learners to differentiate between such concepts as congruency and similarity is severely compromised, partly due to a lack of terminological understanding but also due to a perceived lack of exposure to the material. Concepts such as verticality and horizontality also remain a huge challenge, possibly for the same reasons. They are poorly understood and yet vital to achievement in Geometry. Recommendations for the development and strengthening of spatial skills support the constructivist approach to learning. Hands on activities and intensive sustained practice over a period of a few months, in which both teachers and learners are actively involved in the learning process, would be considered most beneficial to the long term enhancement of these vital spatial skills and to the learning of Geometry in general.
- Full Text:
- Date Issued: 2015
Participation and economic empowerment of the youth in resettlement areas in Zimbabwe: the case of the agricultural sector in Mutare district
- Authors: Mushunje,Fungai
- Date: 2015
- Subjects: Rural development -- Zimbabwe Community development -- Zimbabwe Agricultural development projects -- Zimbabwe Agriculture -- Economic aspects -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Soc Sci
- Identifier: http://hdl.handle.net/10353/1568 , vital:27471
- Description: This study sought to probe the exclusion of young people from the land distribution process and therefore, overlooking their economic empowerment and development. The focus was on economic empowerment of the youth to participate meaningfully or undertake agricultural initiatives in the resettlement areas of Mutare district in Zimbabwe; youths’ ownership and control of economic assets. The data was gathered using a case study research design with the qualitative method being the main research approach.
- Full Text:
- Date Issued: 2015
- Authors: Mushunje,Fungai
- Date: 2015
- Subjects: Rural development -- Zimbabwe Community development -- Zimbabwe Agricultural development projects -- Zimbabwe Agriculture -- Economic aspects -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Soc Sci
- Identifier: http://hdl.handle.net/10353/1568 , vital:27471
- Description: This study sought to probe the exclusion of young people from the land distribution process and therefore, overlooking their economic empowerment and development. The focus was on economic empowerment of the youth to participate meaningfully or undertake agricultural initiatives in the resettlement areas of Mutare district in Zimbabwe; youths’ ownership and control of economic assets. The data was gathered using a case study research design with the qualitative method being the main research approach.
- Full Text:
- Date Issued: 2015
Review of two sustainability learning programmes for industrial settings in relation to emerging green learning aspects
- Authors: Visagie, Martha Jacoba
- Date: 2015
- Subjects: Environmental education , Sustainable development -- Study and teaching (Continuing education) , Natural resources -- Management -- Study and teaching (Continuing education) , Environmental economics -- Study and teaching (Continuing education) , Green movement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2049 , http://hdl.handle.net/10962/d1017360
- Description: Driven by the needs of growing populations, industrial and governing powers are successfully accelerating the rate of industrial consumption, production and employment as if the earth’s resources are in unlimited supply. In contrast, a range of international sustainable development forums, inspired by visionary individuals, have made significant progress in creating awareness that the footprint of human activity is exceeding the earth’s sink and source capacity; and educating people in government, workplaces and communities to slow down industrial consumption and clean up production. Turning around conventional and short sighted ‘business as usual’ logic, and directing economies toward greener, long-term sustainability outcomes, still meet with resistance and hidden unsustainable agendas. The ‘green economy’ drive nevertheless since 2008 attracts financial and human resources and bold action in favour of more sustainable management of human-nature relations. The sustainable development movement for example advocates a ‘triple bottom line’ approach, holding that socially and ecologically responsible economic development would be sustainable. The sustainability movement has attained significant buy-in among governments and business communities. It forms the under-labouring philosophy of the programmes reviewed in this case study. The thesis reviews social-economic events paving the way for a global green economy. Taking a leadership role in the sustainable development movement the United Nations (UN) and the Organisation for Economic Co-Operation and Development (OECD) concurred to respond to the 2008 world-wide economic meltdown with a two-pronged ‘Green New Deal’ (UNEP, 2008). The Green New Deal financial package helps restore multi-national economic growth, employment and markets while re-shaping economies to follow an ecologically and socially responsible growth trajectory. South Africa implements green economy principles as part of the 2010 The New Growth Path overarching policy framework, with an implementation strategy embedded in the 2011 National Development Plan (NDP) (RSA. The Presidency, 2010; 2011). The New Growth Path emphasises that the transformation of South Africa’s un-sustainable economic and educational legacy to a more sustainable future is not expected to follow a smooth, linear process. The transition to a green economy is rather expected to be an event of “… noisy, healthy democracy” (RSA. The Presidency, 2010). A green, low carbon economy particularly constitutes a pledge to slow down and turn the human induced climate change trajectory around. McKinsey (2009) argues that this pledge is attainable on a world-wide scale, as sufficient and suitable environmentally sound techniques and technologies are already in place. Attaining buy-in from business stakeholders toward re-thinking and amending an economy’s self-defying large environmental footprint (inclusive of carbon, water and waste footprints) however requires education starting with awarenessraising followed by educational programmes and official curricula aimed at implementation and continuous improvement of green practices in day to day ‘doings and beings’ (Sen, 1997). This study at implementation level reviews two green economy training programmes and their emergence in South Africa around this rationale. The awareness generation and training programmes elected as case study examples are the ‘Resource Efficient and Cleaner Production’ (RECP) and ‘Industrial Energy Efficiency’ (IEE) programmes, of the hosting agency National Cleaner Production Centre of South Africa (NCPC-SA). The RECP and IEE teams reach out to decision makers, engineers and artisans at industrial workplaces and workplace related events to add green competences to their business-as-usual skill sets. Implementing green options in industry typically slows down industrial scale resource consumption, pollution, waste generation and green-house gas (GHG) emissions while optimising resource productivity and enterprise excellence. Optimised supply side systems allow industry to reduce energy and material intensity of products thus reducing cost and producing more with less. In transitioning to a ‘Green GDP’ economy South Africa is awakening to the reality that natural resources constitute the original, albeit limited feedstock for growth and employment. The RECP and IEE approach also contribute to reduction of industrial waste, waste-to-landfill, and energy and resource security. Literature reviewed for this research provides evidence that the green economy’s triple bottom line philosophy is quantifiable thus manageable. A range of green economy management tools are emerging, including guidelines for carbon, water and environmental footprinting and the green-house gas abatement cost curve (see section 2.2.5) (McKinsey and Company, 2009). Transitioning from business as usual to ecologically sustainable industrial sectors however requires visionary, educated leadership, willing and capable of introducing modern and more efficient techniques and technologies. The boundaries of this half thesis embrace the globally and historically significant Tbilisi Declaration and other education and sustainable development agreements produced by United Nations and OECD mechanisms. Participating nations like South Africa incorporate the essence of these agreements into domestic policies and strategies, and align industries to remain competitive in international markets, which are increasingly enforcing green standards like ISO 14001 and ISO 50001. The focus of this case study guided by inductive, abductive and retroductive inference is to understand how the two sustainability learning programmes for people in industrial workplaces, supported by the United Nations Industrial Development Organisation (UNIDO) and relevant donors, and overseen by the South African Department of Trade and Industry (the dti), relate to emerging green learning aspects. Producing a review of this nature requires a framework of laterally understanding emerging green learning aspects, for which I have reviewed green economy literature and also green learning and conventional education and training literature respectively. Themes emerging from the literature review informed an analytical instrument (questionnaire) in Phase One. In Phase Two the questionnaire was applied through nested case study methodology to show how the educational content and approaches of the RECP and IEE programmes relate to emerging green learning aspects and as such is suitable for mainstreaming in the national educational system. From an explicit educational perspective potential partners for collaboration include the Department of Higher Education and Training (DHET) the South African Qualifications Authority’s (SAQA’s) Quality Council for Trades and Occupations (QCTO) and the Sector Education and Training Authorities (SETAs) representing the training needs of the industrial workforce but affiliated to QCTO and SAQA. In the extended scenario the NCPC-SA as a dti programme recognises the Department of Environmental Affairs (DEA) as lead agency guiding implementation of South Africa’s green economy, and specifically DEA’s National Environmental Sector Skills Planning Forum (NESPF), a national leader in green skills development in South Africa, as conduit for productively mainstreaming relevant RECP and IEE content and approaches toward green skills development for the green economy.
- Full Text:
- Date Issued: 2015
- Authors: Visagie, Martha Jacoba
- Date: 2015
- Subjects: Environmental education , Sustainable development -- Study and teaching (Continuing education) , Natural resources -- Management -- Study and teaching (Continuing education) , Environmental economics -- Study and teaching (Continuing education) , Green movement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2049 , http://hdl.handle.net/10962/d1017360
- Description: Driven by the needs of growing populations, industrial and governing powers are successfully accelerating the rate of industrial consumption, production and employment as if the earth’s resources are in unlimited supply. In contrast, a range of international sustainable development forums, inspired by visionary individuals, have made significant progress in creating awareness that the footprint of human activity is exceeding the earth’s sink and source capacity; and educating people in government, workplaces and communities to slow down industrial consumption and clean up production. Turning around conventional and short sighted ‘business as usual’ logic, and directing economies toward greener, long-term sustainability outcomes, still meet with resistance and hidden unsustainable agendas. The ‘green economy’ drive nevertheless since 2008 attracts financial and human resources and bold action in favour of more sustainable management of human-nature relations. The sustainable development movement for example advocates a ‘triple bottom line’ approach, holding that socially and ecologically responsible economic development would be sustainable. The sustainability movement has attained significant buy-in among governments and business communities. It forms the under-labouring philosophy of the programmes reviewed in this case study. The thesis reviews social-economic events paving the way for a global green economy. Taking a leadership role in the sustainable development movement the United Nations (UN) and the Organisation for Economic Co-Operation and Development (OECD) concurred to respond to the 2008 world-wide economic meltdown with a two-pronged ‘Green New Deal’ (UNEP, 2008). The Green New Deal financial package helps restore multi-national economic growth, employment and markets while re-shaping economies to follow an ecologically and socially responsible growth trajectory. South Africa implements green economy principles as part of the 2010 The New Growth Path overarching policy framework, with an implementation strategy embedded in the 2011 National Development Plan (NDP) (RSA. The Presidency, 2010; 2011). The New Growth Path emphasises that the transformation of South Africa’s un-sustainable economic and educational legacy to a more sustainable future is not expected to follow a smooth, linear process. The transition to a green economy is rather expected to be an event of “… noisy, healthy democracy” (RSA. The Presidency, 2010). A green, low carbon economy particularly constitutes a pledge to slow down and turn the human induced climate change trajectory around. McKinsey (2009) argues that this pledge is attainable on a world-wide scale, as sufficient and suitable environmentally sound techniques and technologies are already in place. Attaining buy-in from business stakeholders toward re-thinking and amending an economy’s self-defying large environmental footprint (inclusive of carbon, water and waste footprints) however requires education starting with awarenessraising followed by educational programmes and official curricula aimed at implementation and continuous improvement of green practices in day to day ‘doings and beings’ (Sen, 1997). This study at implementation level reviews two green economy training programmes and their emergence in South Africa around this rationale. The awareness generation and training programmes elected as case study examples are the ‘Resource Efficient and Cleaner Production’ (RECP) and ‘Industrial Energy Efficiency’ (IEE) programmes, of the hosting agency National Cleaner Production Centre of South Africa (NCPC-SA). The RECP and IEE teams reach out to decision makers, engineers and artisans at industrial workplaces and workplace related events to add green competences to their business-as-usual skill sets. Implementing green options in industry typically slows down industrial scale resource consumption, pollution, waste generation and green-house gas (GHG) emissions while optimising resource productivity and enterprise excellence. Optimised supply side systems allow industry to reduce energy and material intensity of products thus reducing cost and producing more with less. In transitioning to a ‘Green GDP’ economy South Africa is awakening to the reality that natural resources constitute the original, albeit limited feedstock for growth and employment. The RECP and IEE approach also contribute to reduction of industrial waste, waste-to-landfill, and energy and resource security. Literature reviewed for this research provides evidence that the green economy’s triple bottom line philosophy is quantifiable thus manageable. A range of green economy management tools are emerging, including guidelines for carbon, water and environmental footprinting and the green-house gas abatement cost curve (see section 2.2.5) (McKinsey and Company, 2009). Transitioning from business as usual to ecologically sustainable industrial sectors however requires visionary, educated leadership, willing and capable of introducing modern and more efficient techniques and technologies. The boundaries of this half thesis embrace the globally and historically significant Tbilisi Declaration and other education and sustainable development agreements produced by United Nations and OECD mechanisms. Participating nations like South Africa incorporate the essence of these agreements into domestic policies and strategies, and align industries to remain competitive in international markets, which are increasingly enforcing green standards like ISO 14001 and ISO 50001. The focus of this case study guided by inductive, abductive and retroductive inference is to understand how the two sustainability learning programmes for people in industrial workplaces, supported by the United Nations Industrial Development Organisation (UNIDO) and relevant donors, and overseen by the South African Department of Trade and Industry (the dti), relate to emerging green learning aspects. Producing a review of this nature requires a framework of laterally understanding emerging green learning aspects, for which I have reviewed green economy literature and also green learning and conventional education and training literature respectively. Themes emerging from the literature review informed an analytical instrument (questionnaire) in Phase One. In Phase Two the questionnaire was applied through nested case study methodology to show how the educational content and approaches of the RECP and IEE programmes relate to emerging green learning aspects and as such is suitable for mainstreaming in the national educational system. From an explicit educational perspective potential partners for collaboration include the Department of Higher Education and Training (DHET) the South African Qualifications Authority’s (SAQA’s) Quality Council for Trades and Occupations (QCTO) and the Sector Education and Training Authorities (SETAs) representing the training needs of the industrial workforce but affiliated to QCTO and SAQA. In the extended scenario the NCPC-SA as a dti programme recognises the Department of Environmental Affairs (DEA) as lead agency guiding implementation of South Africa’s green economy, and specifically DEA’s National Environmental Sector Skills Planning Forum (NESPF), a national leader in green skills development in South Africa, as conduit for productively mainstreaming relevant RECP and IEE content and approaches toward green skills development for the green economy.
- Full Text:
- Date Issued: 2015
Perceptions of learners and teachers on the alternatives to the alternatives to corporal punishment: a case study of two high schools in King William’s Town Education District in the Eastern Cape
- Authors: Kepe Mzukisi Howard
- Date: 2014
- Subjects: Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16226 , http://hdl.handle.net/10353/d1019741 , Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Description: The purpose of the study was to examine the perceptions of learners and teachers on the alternatives to ‘Alternatives to Corporal Punishment’ (ATPC) in particular and discipline generally in the King William’s Town Education District in two high schools. The study ascended as a result of the decline of learner’s discipline in high schools. This study is located in the interpretive paradigm and adopted a qualitative research approach using questionnaires, interviews focus groups and field notes in the collection of data. The Data revealed that schools were using different strategies to maintain learner’s discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role of parents. It further revealed that the Department of Education is not supportive in the maintenance of discipline in the schools under study in King William’s Town District. The conclusion that was arrived at was that all the stakeholders should agree upon and be acquainted with the Code of Conduct and rules that are guiding the schools. The study came up with the proposal that learners should know the consequences of transgressing the Code of Conduct. To address disciplinary problems, the study came up with the key recommendation that all stakeholders must have ownership and to work as a team in the implementation of those policies.
- Full Text:
- Date Issued: 2014
- Authors: Kepe Mzukisi Howard
- Date: 2014
- Subjects: Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16226 , http://hdl.handle.net/10353/d1019741 , Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Description: The purpose of the study was to examine the perceptions of learners and teachers on the alternatives to ‘Alternatives to Corporal Punishment’ (ATPC) in particular and discipline generally in the King William’s Town Education District in two high schools. The study ascended as a result of the decline of learner’s discipline in high schools. This study is located in the interpretive paradigm and adopted a qualitative research approach using questionnaires, interviews focus groups and field notes in the collection of data. The Data revealed that schools were using different strategies to maintain learner’s discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role of parents. It further revealed that the Department of Education is not supportive in the maintenance of discipline in the schools under study in King William’s Town District. The conclusion that was arrived at was that all the stakeholders should agree upon and be acquainted with the Code of Conduct and rules that are guiding the schools. The study came up with the proposal that learners should know the consequences of transgressing the Code of Conduct. To address disciplinary problems, the study came up with the key recommendation that all stakeholders must have ownership and to work as a team in the implementation of those policies.
- Full Text:
- Date Issued: 2014
Acquiring academic reading practices in History I : an ethnographic study of a group of foundation year students at Rhodes University
- Authors: Niven, Penelope Mary
- Date: 2013-05-29
- Subjects: Compensatory education -- South Africa English language -- Study and teaching (Higher) -- Foreign speakers History -- Study and teaching (Higher) -- Foreign speakers College students, Black -- South Africa Black people -- Education (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2380 , http://hdl.handle.net/10962/d1007860
- Description: This thesis reports on a critical, ethnographic investigation into the reading practices of a group of 14 foundation year students at Rhodes University in 2002. The university had identified all the student-participants as 'underprepared' for university learning: they were from poor, socio-economic backgrounds, used English as an additional language, and had been educated in township or rural schools. Using the Socio-cultural model of literacy (Heath, 1984; Gee, 1990 & Street, 1993), the study explores the culturally-shaped attitudes and assumptions about reading that the students brought with them into a tertiary learning context from their homes, communities and schools. It reports on their subsequent efforts to become academic readers in the disciplinary context of History. Framing Theory (Reid and MacLachlan, 1994) was employed to analyse the kinds of matches and mismatches that arose between the students' frames about the nature and purpose of reading, and those implicitly accepted as normative by teachers in the History department. It accounts for the students' difficulties in achieving epistemological access in terms of a conflict of frames: both the students and their teachers usually failed to recognise each others' constructions about the nature and purpose of 'reading for a degree'. The study'S critical purpose required that its potential for generating emancipatory consequences needed to be investigated. Thus the study reports on how both sets of participants began to reframe their understanding of academic reading, by describing the ways in which they reflected on the findings in the final stages of the research process. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Authors: Niven, Penelope Mary
- Date: 2013-05-29
- Subjects: Compensatory education -- South Africa English language -- Study and teaching (Higher) -- Foreign speakers History -- Study and teaching (Higher) -- Foreign speakers College students, Black -- South Africa Black people -- Education (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2380 , http://hdl.handle.net/10962/d1007860
- Description: This thesis reports on a critical, ethnographic investigation into the reading practices of a group of 14 foundation year students at Rhodes University in 2002. The university had identified all the student-participants as 'underprepared' for university learning: they were from poor, socio-economic backgrounds, used English as an additional language, and had been educated in township or rural schools. Using the Socio-cultural model of literacy (Heath, 1984; Gee, 1990 & Street, 1993), the study explores the culturally-shaped attitudes and assumptions about reading that the students brought with them into a tertiary learning context from their homes, communities and schools. It reports on their subsequent efforts to become academic readers in the disciplinary context of History. Framing Theory (Reid and MacLachlan, 1994) was employed to analyse the kinds of matches and mismatches that arose between the students' frames about the nature and purpose of reading, and those implicitly accepted as normative by teachers in the History department. It accounts for the students' difficulties in achieving epistemological access in terms of a conflict of frames: both the students and their teachers usually failed to recognise each others' constructions about the nature and purpose of 'reading for a degree'. The study'S critical purpose required that its potential for generating emancipatory consequences needed to be investigated. Thus the study reports on how both sets of participants began to reframe their understanding of academic reading, by describing the ways in which they reflected on the findings in the final stages of the research process. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
Issues and challenges facing school libraries: a case study of selected primary schools in Gauteng Province, South Africa
- Paton-Ash, Margaret Sanderson
- Authors: Paton-Ash, Margaret Sanderson
- Date: 2012
- Subjects: School libraries -- South Africa -- Gauteng Libraries and state -- South Africa -- Gauteng Libraries and schools -- South Africa -- Gauteng Library planning -- South Africa -- Gauteng Libraries and education -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1660 , http://hdl.handle.net/10962/d1003543
- Description: Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
- Full Text:
- Date Issued: 2012
- Authors: Paton-Ash, Margaret Sanderson
- Date: 2012
- Subjects: School libraries -- South Africa -- Gauteng Libraries and state -- South Africa -- Gauteng Libraries and schools -- South Africa -- Gauteng Library planning -- South Africa -- Gauteng Libraries and education -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1660 , http://hdl.handle.net/10962/d1003543
- Description: Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
- Full Text:
- Date Issued: 2012
Nature of spelling errors of grade three isiXhosa background learners in English first additional language
- Authors: Mpiti, Thandiswa
- Date: 2012
- Subjects: Language and languages -- Orthography and spelling , Spelling errors -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16175 , http://hdl.handle.net/10353/472 , Language and languages -- Orthography and spelling , Spelling errors -- South Africa -- Eastern Cape
- Description: A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Language. In understanding the nature of spelling errors of Grade three isiXhosa background learners, the features of words that learners find difficult to spell and the features of words that learners find easy to spell were investigated. Moreover, learners' barriers in acquiring spelling skills in English First Additional Language and teacher practices for teaching spelling were examined. In exploring these issues the study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering process was in the form of semi-structured interviews, classroom observations and document analysis. One isiXhosa medium primary school in a Black Township in Buffalo City Municipality in the East London District was purposively selected to form the context of the study. In this school English is taught as a subject in grade three. Participants were eight grade three learners and one Grade three class teacher who teaches these learners. The findings of the study revealed that learners with an isiXhosa background seemed to be struggling with understanding basic English words and terms. This is exacerbated by the fact that the learners seemed to struggle to understand the rules of the English language. The words that learners find difficulties in to spell in English Second Language were diagraphs. Barriers to spelling were influenced, among other issues, by learners' pronunciation and their heavy reliance on their mother tongue.
- Full Text:
- Date Issued: 2012
- Authors: Mpiti, Thandiswa
- Date: 2012
- Subjects: Language and languages -- Orthography and spelling , Spelling errors -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16175 , http://hdl.handle.net/10353/472 , Language and languages -- Orthography and spelling , Spelling errors -- South Africa -- Eastern Cape
- Description: A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Language. In understanding the nature of spelling errors of Grade three isiXhosa background learners, the features of words that learners find difficult to spell and the features of words that learners find easy to spell were investigated. Moreover, learners' barriers in acquiring spelling skills in English First Additional Language and teacher practices for teaching spelling were examined. In exploring these issues the study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering process was in the form of semi-structured interviews, classroom observations and document analysis. One isiXhosa medium primary school in a Black Township in Buffalo City Municipality in the East London District was purposively selected to form the context of the study. In this school English is taught as a subject in grade three. Participants were eight grade three learners and one Grade three class teacher who teaches these learners. The findings of the study revealed that learners with an isiXhosa background seemed to be struggling with understanding basic English words and terms. This is exacerbated by the fact that the learners seemed to struggle to understand the rules of the English language. The words that learners find difficulties in to spell in English Second Language were diagraphs. Barriers to spelling were influenced, among other issues, by learners' pronunciation and their heavy reliance on their mother tongue.
- Full Text:
- Date Issued: 2012
The artistic path to virtue
- Authors: Sher, Gavin
- Date: 2007
- Subjects: Aristotle -- Nicomachean ethics , Virtue , Ethics , Fiction , Narration (Rhetoric)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2732 , http://hdl.handle.net/10962/d1004370 , Aristotle -- Nicomachean ethics , Virtue , Ethics , Fiction , Narration (Rhetoric)
- Description: Most people share a strong intuition that there is much to be learned from great literature and other forms of narrative art. This intuition is, however, philosophically contentious. Plato was the first to argue against the possibility of learning anything from narrative art, but he founded a tradition that persists to the present day. I will engage in this debate in order to examine the role narratives might be able to play in acquiring virtue on Aristotle's ethical account, as it is presented in Nicomachean Ethics. I will claim that narratives have so long seemed a problematic source of learning because philosophers have traditionally approached the issue in the wrong way. They have typically tried to show how we might acquire propositional knowledge through our engagement with art, but this approach has failed because of insoluble problems involved in satisfying the justification criterion. Fictions may be rescued from their problematic status by realising that what we truly get from them is, instead, a type of knowledge-how. I will argue that Aristotelian virtue is itself a kind of knowledge-how and so the type of learning that takes place in engaging with narratives has a role to play in its acquisition and exercise. Virtue depends on types of reasoning that are themselves kinds of knowledge-how and which are employed and improved in engaging with narrative art. These types of reasoning will be described as conceptual, emotional and imaginative understanding. I will show how each is important in relation to virtue and how each is a kind of knowledge-how that may be improved through exposure to narrative art.
- Full Text:
- Date Issued: 2007
- Authors: Sher, Gavin
- Date: 2007
- Subjects: Aristotle -- Nicomachean ethics , Virtue , Ethics , Fiction , Narration (Rhetoric)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2732 , http://hdl.handle.net/10962/d1004370 , Aristotle -- Nicomachean ethics , Virtue , Ethics , Fiction , Narration (Rhetoric)
- Description: Most people share a strong intuition that there is much to be learned from great literature and other forms of narrative art. This intuition is, however, philosophically contentious. Plato was the first to argue against the possibility of learning anything from narrative art, but he founded a tradition that persists to the present day. I will engage in this debate in order to examine the role narratives might be able to play in acquiring virtue on Aristotle's ethical account, as it is presented in Nicomachean Ethics. I will claim that narratives have so long seemed a problematic source of learning because philosophers have traditionally approached the issue in the wrong way. They have typically tried to show how we might acquire propositional knowledge through our engagement with art, but this approach has failed because of insoluble problems involved in satisfying the justification criterion. Fictions may be rescued from their problematic status by realising that what we truly get from them is, instead, a type of knowledge-how. I will argue that Aristotelian virtue is itself a kind of knowledge-how and so the type of learning that takes place in engaging with narratives has a role to play in its acquisition and exercise. Virtue depends on types of reasoning that are themselves kinds of knowledge-how and which are employed and improved in engaging with narrative art. These types of reasoning will be described as conceptual, emotional and imaginative understanding. I will show how each is important in relation to virtue and how each is a kind of knowledge-how that may be improved through exposure to narrative art.
- Full Text:
- Date Issued: 2007
Convergence of old and new: a case study analysis of the development online by a South African radio station: Radiosondergrense/www.rsg.co.za
- Authors: Vasques, Vanessa Claudia
- Date: 2002
- Subjects: Radio stations -- South Africa , Radio stations -- South Africa -- Marketing , Radio stations -- Computer network resources , Radiosondergrense
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3498 , http://hdl.handle.net/10962/d1003913 , Radio stations -- South Africa , Radio stations -- South Africa -- Marketing , Radio stations -- Computer network resources , Radiosondergrense
- Description: This thesis is a case study analysis of the dream one radio station had about creating something new and unique on the Internet. RadioSonderGrense (RSG), an Afrikaans South African radio station, saw opportunities for themselves as a radio station on the Internet and put enormous resources and man-power into their venture. Their vision of what the Internet could bring to their radio station, and what they could bring to a website set the ground for creative and innovative thought. This dissertation is an examination of whether the Internet lived up to the expectations RSG had for it, and whether they were able to use their resources (in terms of their audience, their advertisers and the uniqueness of radio) to create something new and never seen before. The foremost aim of this dissertation is to shed some light onto the up-to-now under researched area of why radio stations have begun to develop on the Internet. Through the analysis of RSG, their comes to this subject some new thoughts and ideas about the convergence of these two mediums. RSG, and radio in general, are examined historically, practically and in comparison to the Internet. This is done in order to fully grasp the project that RSG had set for themselves and to realize where they had come from and where they hoped to go. It is argued that although RSG had hoped for great things, their innovative thought was not enough to guarantee them their dreams. They were not able to fully utilize the resources available to them in combination with what the Internet could offer them to fulfill the expectations they had for themselves. The foremost conclusion is that although RSG were able to envisage what the Internet could add to the radio station, they fell short of giving their listeners, users and advertisers a tool which could make the RSG website truly unique. Their website gives the user some interesting and useful applications, but it does not make full use of what the Internet and radio together could create.
- Full Text:
- Date Issued: 2002
- Authors: Vasques, Vanessa Claudia
- Date: 2002
- Subjects: Radio stations -- South Africa , Radio stations -- South Africa -- Marketing , Radio stations -- Computer network resources , Radiosondergrense
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3498 , http://hdl.handle.net/10962/d1003913 , Radio stations -- South Africa , Radio stations -- South Africa -- Marketing , Radio stations -- Computer network resources , Radiosondergrense
- Description: This thesis is a case study analysis of the dream one radio station had about creating something new and unique on the Internet. RadioSonderGrense (RSG), an Afrikaans South African radio station, saw opportunities for themselves as a radio station on the Internet and put enormous resources and man-power into their venture. Their vision of what the Internet could bring to their radio station, and what they could bring to a website set the ground for creative and innovative thought. This dissertation is an examination of whether the Internet lived up to the expectations RSG had for it, and whether they were able to use their resources (in terms of their audience, their advertisers and the uniqueness of radio) to create something new and never seen before. The foremost aim of this dissertation is to shed some light onto the up-to-now under researched area of why radio stations have begun to develop on the Internet. Through the analysis of RSG, their comes to this subject some new thoughts and ideas about the convergence of these two mediums. RSG, and radio in general, are examined historically, practically and in comparison to the Internet. This is done in order to fully grasp the project that RSG had set for themselves and to realize where they had come from and where they hoped to go. It is argued that although RSG had hoped for great things, their innovative thought was not enough to guarantee them their dreams. They were not able to fully utilize the resources available to them in combination with what the Internet could offer them to fulfill the expectations they had for themselves. The foremost conclusion is that although RSG were able to envisage what the Internet could add to the radio station, they fell short of giving their listeners, users and advertisers a tool which could make the RSG website truly unique. Their website gives the user some interesting and useful applications, but it does not make full use of what the Internet and radio together could create.
- Full Text:
- Date Issued: 2002
The relationship between the leadership, internal quality, and customer satisfaction levels of dealerships in a South African motor vehicle organisation
- Authors: Botha, Jennifer
- Date: 2002
- Subjects: Consumer satisfaction , Automobile dealers -- South Africa , Industrial productivity , Customer services
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1185 , http://hdl.handle.net/10962/d1002802 , Consumer satisfaction , Automobile dealers -- South Africa , Industrial productivity , Customer services
- Description: This research investigates the relationship between the leadership, internal quality, and customer satisfaction levels in the dealerships of a South African motor vehicle organisation. The Service Profit Chain provides the background theory to this relationship, by suggesting that various factors within the service delivery system of an organisation affect the level of customer satisfaction. From the Service Profit Chain, it is established that two of the prevalent factors affecting customer satisfaction, are leadership and internal quality. The Full Range Leadership Development Theory provides the backdrop for analysing the leadership style of each dealership by using the Multifactor Leadership Questionnaire. The Competence Process forms the theoretical construct against which the internal quality of these dealerships is assessed using the Organisation Competence Analysis Questionnaire. Information was gathered, using these two instruments, from a sample of 85 motor vehicle dealerships within South Africa. The customer satisfaction levels at each of these dealerships, is measured by the motor vehicle organisation’s own instrument, known as the Customer Satisfaction Index. Data obtained from each instrument, for the respective dealerships, was then statistically analysed. However, due to the low reliability of the instruments used in this research, the results of this study indicate that there is no relationship between the leadership, internal quality, and customer satisfaction levels within a South African motor vehicle organisation. Therefore we can conclude that the null hypotheses can not be rejected.
- Full Text:
- Date Issued: 2002
- Authors: Botha, Jennifer
- Date: 2002
- Subjects: Consumer satisfaction , Automobile dealers -- South Africa , Industrial productivity , Customer services
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1185 , http://hdl.handle.net/10962/d1002802 , Consumer satisfaction , Automobile dealers -- South Africa , Industrial productivity , Customer services
- Description: This research investigates the relationship between the leadership, internal quality, and customer satisfaction levels in the dealerships of a South African motor vehicle organisation. The Service Profit Chain provides the background theory to this relationship, by suggesting that various factors within the service delivery system of an organisation affect the level of customer satisfaction. From the Service Profit Chain, it is established that two of the prevalent factors affecting customer satisfaction, are leadership and internal quality. The Full Range Leadership Development Theory provides the backdrop for analysing the leadership style of each dealership by using the Multifactor Leadership Questionnaire. The Competence Process forms the theoretical construct against which the internal quality of these dealerships is assessed using the Organisation Competence Analysis Questionnaire. Information was gathered, using these two instruments, from a sample of 85 motor vehicle dealerships within South Africa. The customer satisfaction levels at each of these dealerships, is measured by the motor vehicle organisation’s own instrument, known as the Customer Satisfaction Index. Data obtained from each instrument, for the respective dealerships, was then statistically analysed. However, due to the low reliability of the instruments used in this research, the results of this study indicate that there is no relationship between the leadership, internal quality, and customer satisfaction levels within a South African motor vehicle organisation. Therefore we can conclude that the null hypotheses can not be rejected.
- Full Text:
- Date Issued: 2002
The control of a multi-variable industrial process, by means of intelligent technology
- Authors: Naidoo, Puramanathan
- Date: 2001
- Subjects: Fuzzy systems , Intelligent control systems
- Language: English
- Type: Thesis , Masters , MTech (Electrical Engineering)
- Identifier: vital:10813 , http://hdl.handle.net/10948/48 , Fuzzy systems , Intelligent control systems
- Description: Conventional control systems express control solutions by means of expressions, usually mathematically based. In order to completely express the control solution, a vast amount of data is required. In contrast, knowledge-based solutions require far less plant data and mathematical expression. This reduces development time proportionally. In addition, because this type of processing does not require involved calculations, processing speed is increased, since rule process is separate and all processes can be performed simultaneously. These results in improved product quality, better plant efficiency, simplified process, etc. Within this project, conventional PID control has already been implemented, with the control parameter adjustment and loop tuning being problematic. This is mainly due to a number of external parameters that affects the stability of the process. In maintaining a consistent temperature, for example, the steam flow rate varies, the hot well temperature varies, the ambient may temperature vary. Another contributing factor, the time delay, also affects the optimization of the system, due to the fact that temperature measurement is based on principle of absorption. The normal practice in industry to avoid an unstable control condition is to have an experienced operator to switch the controller to manual, and make adjustments. After obtaining the desired PV, the controller is switched back to automatic. This research project focuses on eliminating this time loss, by implementing a knowledge-based controller, for intelligent decision-making. A FLC design tool, which allows full interaction, whilst designing the control algorithm, was used to optimize the control system. The design tool executed on a PC is connected to a PLC, which in turn is successfully integrated into the process plant.
- Full Text:
- Date Issued: 2001
- Authors: Naidoo, Puramanathan
- Date: 2001
- Subjects: Fuzzy systems , Intelligent control systems
- Language: English
- Type: Thesis , Masters , MTech (Electrical Engineering)
- Identifier: vital:10813 , http://hdl.handle.net/10948/48 , Fuzzy systems , Intelligent control systems
- Description: Conventional control systems express control solutions by means of expressions, usually mathematically based. In order to completely express the control solution, a vast amount of data is required. In contrast, knowledge-based solutions require far less plant data and mathematical expression. This reduces development time proportionally. In addition, because this type of processing does not require involved calculations, processing speed is increased, since rule process is separate and all processes can be performed simultaneously. These results in improved product quality, better plant efficiency, simplified process, etc. Within this project, conventional PID control has already been implemented, with the control parameter adjustment and loop tuning being problematic. This is mainly due to a number of external parameters that affects the stability of the process. In maintaining a consistent temperature, for example, the steam flow rate varies, the hot well temperature varies, the ambient may temperature vary. Another contributing factor, the time delay, also affects the optimization of the system, due to the fact that temperature measurement is based on principle of absorption. The normal practice in industry to avoid an unstable control condition is to have an experienced operator to switch the controller to manual, and make adjustments. After obtaining the desired PV, the controller is switched back to automatic. This research project focuses on eliminating this time loss, by implementing a knowledge-based controller, for intelligent decision-making. A FLC design tool, which allows full interaction, whilst designing the control algorithm, was used to optimize the control system. The design tool executed on a PC is connected to a PLC, which in turn is successfully integrated into the process plant.
- Full Text:
- Date Issued: 2001
The dynamics of an emerging outcomes-based educational approach in a second language English classroom
- Authors: Westphal, Vivian
- Date: 2000
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1502 , http://hdl.handle.net/10962/d1003384
- Description: Curriculum 2005 and outcomes-based education was introduced to South African educators in 1996 by the Minister of Education, Prof. S.M.E. Bengu as an alternative to the racially divided education system prior to the first democratic elections of 1995. The new curriculum was designed to transform the education system into a more equitable system by focussing on creating learners who would become creative thinkers, independent, productive workers and responsible, non-racial citizens. Learners would take a greater role in their own education and teachers would take on new roles as facilitators in the learning process. The new approach was introduced into grade 1 in 1998 and grade 2 in 1999. By using a modified ethnographic approach, this research project studies how one teacher has begun to think about Curriculum 2005 and implement an OBE approach to ESL teaching in a grade 2 classroom. It also focuses on gaining insights into how the teacher has attempted to make sense of the new curriculum in terms of her current practice and the training she has received in OBE. The ethnographic approach of the thesis has allowed the researcher to draw on many forms of data providing a holistic view. Tentative findings show that the teacher is experiencing difficulty in “unpacking” the underlying principles of OBE in terms of her current methods of teaching ESL. She continues to work from tacit knowledge. Because she has received very little training in OBE, she lacks the tools to become a more reflective practitioner. Despite this, her ESL lessons show a positive communicative approach to language teaching by focusing on stories, rhymes and songs as comprehensible input for the learners. The findings of this thesis tentatively suggest that unless teachers are given more adequate training and learning support materials, their classroom practices will remain relatively unchanged.
- Full Text:
- Date Issued: 2000
- Authors: Westphal, Vivian
- Date: 2000
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1502 , http://hdl.handle.net/10962/d1003384
- Description: Curriculum 2005 and outcomes-based education was introduced to South African educators in 1996 by the Minister of Education, Prof. S.M.E. Bengu as an alternative to the racially divided education system prior to the first democratic elections of 1995. The new curriculum was designed to transform the education system into a more equitable system by focussing on creating learners who would become creative thinkers, independent, productive workers and responsible, non-racial citizens. Learners would take a greater role in their own education and teachers would take on new roles as facilitators in the learning process. The new approach was introduced into grade 1 in 1998 and grade 2 in 1999. By using a modified ethnographic approach, this research project studies how one teacher has begun to think about Curriculum 2005 and implement an OBE approach to ESL teaching in a grade 2 classroom. It also focuses on gaining insights into how the teacher has attempted to make sense of the new curriculum in terms of her current practice and the training she has received in OBE. The ethnographic approach of the thesis has allowed the researcher to draw on many forms of data providing a holistic view. Tentative findings show that the teacher is experiencing difficulty in “unpacking” the underlying principles of OBE in terms of her current methods of teaching ESL. She continues to work from tacit knowledge. Because she has received very little training in OBE, she lacks the tools to become a more reflective practitioner. Despite this, her ESL lessons show a positive communicative approach to language teaching by focusing on stories, rhymes and songs as comprehensible input for the learners. The findings of this thesis tentatively suggest that unless teachers are given more adequate training and learning support materials, their classroom practices will remain relatively unchanged.
- Full Text:
- Date Issued: 2000
A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
- Full Text:
- Date Issued: 1995
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
- Full Text:
- Date Issued: 1995
Perceptions of primary school teachers towards the South African Museum as an environmental education resource
- Authors: Harrison, Jo-Anne Elizabeth
- Date: 1994
- Subjects: Elementary school teachers -- South Africa -- Attitudes South African Museum Environmental education -- South Africa Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1694 , http://hdl.handle.net/10962/d1003577
- Description: This study examines the perceptions of a small group of primary school teachers from Gugulethu in Cape Town, of the various exhibitions and education services currently offered at the South African Museum. Their perceptions of proposed services are also examined in order to find out which of these proposals, as well as existing services, best meet the needs expressed by this group of teachers. An attempt was also made to determine their level of understanding of environmental education and awareness of environmental issues. This study suggested the need for greater emphasis to be placed on the 'hands-on' components of the Museum's education programmes. The need for syllabus related and enriching educational programmes and resource materials was also identified. In this regard, the exhibits perceived to be of greatest benefit to the pupils were those relating either to the syllabus or their culture, whilst exhibits seen to be 'out of the pupils' experience' (eg. Fossils) were perceived as unimportant. The teachers also epressed a strong desire for training sessions to be held at the Museum that would help them improve their knowledge of the displays and programmes. It was found that the teachers understanding of environmental education ranged from syllabus-related definitions to more holistic views. The environmental issues perceived to be of greatest importance were mainly social issues such as poverty, violence, child abuse and street children as well as water pollution and cruelty to animals. The production of posters and resource materials, drama, story-telling and programmes for parents were seen to be among the choices most favoured for the Museum to adopt in promoting environmental awareness in the community.
- Full Text:
- Date Issued: 1994
- Authors: Harrison, Jo-Anne Elizabeth
- Date: 1994
- Subjects: Elementary school teachers -- South Africa -- Attitudes South African Museum Environmental education -- South Africa Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1694 , http://hdl.handle.net/10962/d1003577
- Description: This study examines the perceptions of a small group of primary school teachers from Gugulethu in Cape Town, of the various exhibitions and education services currently offered at the South African Museum. Their perceptions of proposed services are also examined in order to find out which of these proposals, as well as existing services, best meet the needs expressed by this group of teachers. An attempt was also made to determine their level of understanding of environmental education and awareness of environmental issues. This study suggested the need for greater emphasis to be placed on the 'hands-on' components of the Museum's education programmes. The need for syllabus related and enriching educational programmes and resource materials was also identified. In this regard, the exhibits perceived to be of greatest benefit to the pupils were those relating either to the syllabus or their culture, whilst exhibits seen to be 'out of the pupils' experience' (eg. Fossils) were perceived as unimportant. The teachers also epressed a strong desire for training sessions to be held at the Museum that would help them improve their knowledge of the displays and programmes. It was found that the teachers understanding of environmental education ranged from syllabus-related definitions to more holistic views. The environmental issues perceived to be of greatest importance were mainly social issues such as poverty, violence, child abuse and street children as well as water pollution and cruelty to animals. The production of posters and resource materials, drama, story-telling and programmes for parents were seen to be among the choices most favoured for the Museum to adopt in promoting environmental awareness in the community.
- Full Text:
- Date Issued: 1994