An analysis of the implementation of the Teaching Development Grant in the South African Higher Education Sector
- Authors: Moyo, Mtheto Temwa
- Date: 2018
- Subjects: Education, Higher -- Aims and objectives -- South Africa , Government aid to higher education -- South Africa , Education, Higher -- South Africa -- Evaluation , Education, Higher -- Social aspects -- South Africa , Educational leadership -- South Africa , Educational equalization -- South Africa , Education, Higher -- Economic aspects -- South Africa , Teaching Development Grant (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62225 , vital:28141
- Description: The South African government has attempted to address various transformation and efficiency challenges in the system through the steering mechanisms at its disposal. This study analyses the implementation of one of these mechanisms, the Teaching Development Grant (TDG), which is designed to enhance student learning through the improvement of teaching and teaching resources at South African universities. Since the inception as an earmarked grant ten years ago, a total of R5.5 billion has been allocated for the TDG. The study thus sought to answer the question: What are the factors enabling and constraining the use of the TDG to enhance teaching and student success at South African universities? A total of 275 TDG progress reports and budget plans were analysed alongside other TDG documentation such as TDG payment letters to universities and institutional submissions that universities made on the use of the TDG for the 2008 TDG Review. The TDG criteria and policy over the years were also included as data. The analysis used Archer’s (1995; 1996) morphogenesis/stasis framework, which is concerned with how change does or does not happen over time. Archer’s analytical dualism was used to identify the interplay of structural, cultural and agential mechanisms shaping the emergence of and practices associated with TDGs in order to make sense of the events and experiences in the data. One of the main findings of the study was that the historically-based differentiated nature of the South African higher education landscape constrained the implementation of the TDG. The stark resource differences in the sector has meant that the TDG has not fully translated into system-wide gains. In the initial years of TDG implementation from 2004 to 2013, most institutions did not use the TDG for teaching development initiatives per se, but rather spent the bulk of the funds on infrastructure and equipment. Such resource gaps have persisted and continue to compromise the academic enterprise at affected universities. The data also showed that universities which have access to additional funding other than state funding have been able to augment and advance their own funds and were thus able to at least partially counter late payments of the TDG, fluctuations in allocations, and the short-term nature of TDG budgets and inadequate allocations. This enabled relatively straightforward implementation of the teaching and learning enhancement programmes at these universities, while there were ongoing implementation difficulties at the universities with the lowest success rates, the very institutions the grant was most targeted to address. The study showed that the shortage of appropriate teaching and learning staff constrained the nature and type of interventions. Historically Disadvantaged Institutions in particular struggled to attract and retain the much-needed expertise. This emerged from multiple structural constraints such as geographical location, conditions of work, inefficient human resources systems, lack of access to financial resources for competitive packages, and instability in governance and management structures at some universities. Emerging from the data in the study is the fact that staffing challenges remain one of the core constraints in the implementation of the TDG. In particular, the data indicated that teaching and learning staff hired on the basis of TDG funds were generally hired as part-time or contract staff. This meant that their academic qualifications and experience in teaching development were limited and, in many cases, it meant that the posts were not filled at all. In some cases, the fluctuating budgets meant that some projects had to be downscaled or abandoned altogether. The study found that many of the interventions that were implemented had tenuous links to teaching and learning and, even where there were such links, these interventions were often based on fairly a-theoretical, common-sense understandings of what would develop teaching. In many universities, there was little evidence of institution-level planning of interventions aimed at fundamentally addressing the need for teaching development. The limited access to teaching and learning expertise across the sector was mirrored in the uneven distribution of expertise in administration, financial management, institutional planning and human resource divisions, which had implications for the establishment of monitoring systems and implementation processes of the TDG. The lack of strong systems and policies encouraged cultures that did not value transparency, accountability or compliance to the TDG policy. The role of corporate agency in the form of leadership and ownership of projects emerged as a key enabler in the implementation of the TDG. All of these structures shaped the ability of institutions to spend the TDG and in some cases millions of Rands in funds were not spent and so were withheld. The study found that the inability of some universities to spend was exacerbated by the problem of a lack of alignment between the DHET financial year and the academic year. Although the TDG has made a notable contribution to the advancement of teaching and learning (T&L) nationally, this study revealed that the blunt implementation of the TDG across the sector constrained the gains. In particular, the practice of withholding unspent funds focused only on the symptoms of underspending and not on the structural, cultural and agential mechanisms that led to such under-expenditure. The withheld funds were redirected by the government for national projects but as all universities including the well-resourced Historically Advantaged Institutions (HAIs) had access to these withheld funds this translated into a regressive distribution of the TDG. Limited capacity within DHET to direct, manage and monitor the grants has also had a constraining effect on their use and the secondment of a teaching and learning expert to the department was seen to be a significant but short-term enablement in this regard. The findings of how the TDG implementation has emerged in the South African higher education sector are particularly important at this point in time as the TDG together with the Research Development Grant will be reconfigured into a new grant called the University Capacity Development Grant as from 2018. This study provides significant insights into the structural, cultural, and agential enablements and constraints of this new grant being able to drive changes in the sector. The findings also provide insights into the implementation of other earmarked grants. , Boma la South Africa layesera kuthetsa mavuto omwe amadza posintha ndi kulongosola zinthu kudzera mu njira zosiyanasiyana. Kafukufukuyu akuunikira imodzi mwa njirazi yotchedwa Teaching Development Grant (TDG) yomwe inakonzedwa polimbikitsa maphunziro kudzera mukagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira za makono m’sukulu za ukachenjede ku South Africa. Ndalama zapafupifupi R5.5 billion ndi zomwe zaperekedwa kuti zigwiritsidwe nchito mu ndondomekoyi kuchokera pa nthawi yomwe inakhazikitsidwa; zaka khumi zapitazo. Kafukufukuyu anayesera kuyankha funso loti: Ndi zinthu ziti zomwe zimalimbikitsa kapena kubwezeretsa m’mbuyo kagwiritsidwe ntchito ka (TDG) polimbikitsa kuchita bwino kwa aphunzitsi ndi ophunzira m’sukulu za ukachenjede? Zikalata zosonyeza makhonzedwe a ophunzira, ndondomeko za kayendetseredwe ka chuma, zikalata za malipiridwe ndi zikalata zopezeka m’sukulu zaukachenjedezi zokhudzana ndi njira ya TDG zomwe zakhala zikugwiritsidwa ntchito zaka khumi zapitazi zinatengedwanso ngati uthenga wofunika koposa. Kauniuniyu anatsalira njira yotchedwa ‘Archer’s (1995/1996) Morphogenesis/Status Framework’ yomwe imafotokozera momwe kusintha kumachitikira pena kulepherekera. Njira younikira ya Archer: yothandizira pofufuza momwe kayendetsedwe ka bungwe, chikhalidwe komanso anthu oyendetsa bungwe amathandizira poonetsera momwe TDG imakhalira inagwiritsidwa ntchito poyesera kumvetsa zochitika komanso zopezeka mu kafukufukuyu. Chimodzi mwa zotsatira za kafukufukuyu n’chakuti kagwiritsidwe ntchito ka TDG kamabwezeredwa m’mbuyo ndi momwe sukulu za ukachenjede ku South Africa zidapangidwira. Kusiyana kwa usiwa wa zipangizo m’sukuluzi kudapangitsa kuti njira ya TDG isaonetse zipatso kwenikweni. Mu zaka zoyambirira itangokhazikidwitsa (2007 - 2013), sukulu zambiri sizidagwiritse ntchito TDG polimbikitsa kaphunzitsidwe. M’malo mwake ndalama zankhaninkhani zidagwiritsidwa ntchito pa zomangamanga ndi kugulira zipangizo. Usiwa wa zipangizowu ulipobe ndipo ukusokoneza mbali ya maphunziro m’sukulu zokhudzidwazi. Kafukufukuyu anasonyezanso kuti sukulu zomwe zimalandira thandizo lowonjezera pa lomwe zimalandira ku boma zakhala zikuyesetsa kuthana ndi vuto lopereka mochedwa ndalama za mundondomeko ya TDG ndi dongosolo la m’mene ndalamazi zigwirire ntchito. Izi zinawachititsa kuti asapeze mavuto ambiri polimbikitsa ndondomeko za kaphunzitsidwe ndi kaphunziridwe pomwe ena amavutika nazo. Enawa n’kukhala sukulu zomwe sizimachita bwino, zomwenso thandizoli lidalunjika pa izo kuti zithandizike. Kafukufukuyu anasonyeza kuti kuchepa kwa aphunzitsi kudapsinja zochitika zokhudza njirayi. Sukulu zosachita bwino kuchokera kalezi zidavutika kupeza ndi kusunga ogwira ntchito ake. Izi zimakhala choncho kaamba ka zifukwa zosiyanasiyana monga komwe sukuluyo ili, malamulo a ntchito, kupanda ukadaulo kwa oyang’anira antchitowa, kutalikirana ndi njira zina zopezera ndalama komanso kusakhazikika kwa anthu m’maudindo. Zina zotulukanso mu mfundo zotoledwazi zinaulula kuti vuto lina lalikulu linali ogwira ntchito. Polimbikitsa njira ya TDG, zimatanthauza kuti aphunzitsi omwe azilembedwa azikhala osakhazikika pa sukuluzi kapena a kontarakiti. Izi zimatanthauza kuti maphunziro ndi luntha lawo zimayenera kukhala zochepera. Mwanjira ina, tikhonza kunena kuti ogwira ntchitoyi panalibe. Nthawi zina, kusinthasintha kwa ndondomeko zachuma madongosolo ena kusiyidwa kapena kuchitika mosalongosoka. Kafukufukuyu anasonyezanso kuti zambiri mwa mfundo zomwe zinayikidwa kuti zigwiritsidwe ntchito zinali zosathandiza kwenikweni polimbikitsa maphunzirowa. Ndipo komwe mfundozi zinakhazikitsidwa, zinali chabe kufotokozera zinthu zodziwika kale ndi kale zokhudza zomwe zingalimbikitse uphunzitsi. M’sukulu zambiri za ukachenjede, pali umboni wochepa wa mfundo zomwe zinaikidwiratu ndi cholinga chopititsa patsogolo uphunzitsiwu. Kusowa kwa ukadaulo pa maphunzirowa kunaonekanso makamaka m’madera monga a oyendetsa sukuluzi, oyang’ana za chuma, olongosola malo onse komanso oyang’anira antchito. Panalibe kugawana anthuwa mofanana. Izi zidakhudza kwambiri kalondolondo ndinso kayendetsedwe ka TDG. Kusowa kwa ndondomeko zabwino ndi malamulo okhazikika kunalimbikitsa chikhalidwe cha chinyengo ndi kusatsatira mfundo za mundondomekoyi popereka utsogoleri ndi umwini ndiye unali wofunika polimbikitsa ndondomekoyi. Madongosolo otere anathandiza kuti sukulu zigwiritse ntchito njira ya TDG ndipo pena ndalama mamiliyoni zibwezedwe. Kafukufukuyu anaonetsa kuti kulephera kwa sukulu zina kugwiritsa ntchito ndalama kunachitika kaamba kosazindikira malire a chaka cha DHET ndi chaka cha maphunziro. Ngakhale njira ya TDG yathandizako kagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira, kafukufukuyu wasonyeza kuti mavuto omwe anaoneka mu ndondomeko ya TDG aphimba ubwino wake. Monga, m’chitidwe wobweza ndalama zosagwira ntchito unalunjika pa kulephera kugwiritsa ntchito ndalama zonse osati pa ubale pakati pa kayendetsedwe ka bungwe, chikhalidwe ndinso anthu oyendetsa bungwe. Ndalama zotsarazi zinalowetsedwa ku zitukuko zina ndi boma. Koma poti sukulu zonse za ukachenjede kuphatikizapo HAI zinapeza mwayi wa ndalamazi, izi zimabweretsa kulowa pansi kwa dongosolo la TDG. Kulephera mu DHET kutsogolera, kuyendetsa ndi kulondoloza thandizo kwadzetsanso mavuto pa kagwiritsidwe ntchito kake ngakhalenso kutumizidwa kwa katswiri pa kaphunzitsidwe kunaoneka ngati kofunika kosathandiza kwenikweni chifukwa kudali kwa nthawi yochepa. Zotsatira za kafukufukuyu (zokhudza maphunziro a ukachenjede ku South Africa) ndi zofunika kwambiri makamaka nthawi ino pomwe TDG pamodzi ndi RDG (Research Development Grant) zikhale kuunikiridwanso ndi kupanga thandizo latsopano lotchedwa University Capacity Development Grant kuyambira m’chaka cha 2018. Kafukufukuyu waunika mozama kayendetsedwe, chikhalidwe komanso oyendetsa zithandizo komanso mavuto kuti thandizo latsopanoli likathe kubweretsa kusintha. Zotsatirazi zaunikiranso kayendetsedwe ka zithandizo zina zomwe zikufuna kuchitika.
- Full Text:
- Date Issued: 2018
- Authors: Moyo, Mtheto Temwa
- Date: 2018
- Subjects: Education, Higher -- Aims and objectives -- South Africa , Government aid to higher education -- South Africa , Education, Higher -- South Africa -- Evaluation , Education, Higher -- Social aspects -- South Africa , Educational leadership -- South Africa , Educational equalization -- South Africa , Education, Higher -- Economic aspects -- South Africa , Teaching Development Grant (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62225 , vital:28141
- Description: The South African government has attempted to address various transformation and efficiency challenges in the system through the steering mechanisms at its disposal. This study analyses the implementation of one of these mechanisms, the Teaching Development Grant (TDG), which is designed to enhance student learning through the improvement of teaching and teaching resources at South African universities. Since the inception as an earmarked grant ten years ago, a total of R5.5 billion has been allocated for the TDG. The study thus sought to answer the question: What are the factors enabling and constraining the use of the TDG to enhance teaching and student success at South African universities? A total of 275 TDG progress reports and budget plans were analysed alongside other TDG documentation such as TDG payment letters to universities and institutional submissions that universities made on the use of the TDG for the 2008 TDG Review. The TDG criteria and policy over the years were also included as data. The analysis used Archer’s (1995; 1996) morphogenesis/stasis framework, which is concerned with how change does or does not happen over time. Archer’s analytical dualism was used to identify the interplay of structural, cultural and agential mechanisms shaping the emergence of and practices associated with TDGs in order to make sense of the events and experiences in the data. One of the main findings of the study was that the historically-based differentiated nature of the South African higher education landscape constrained the implementation of the TDG. The stark resource differences in the sector has meant that the TDG has not fully translated into system-wide gains. In the initial years of TDG implementation from 2004 to 2013, most institutions did not use the TDG for teaching development initiatives per se, but rather spent the bulk of the funds on infrastructure and equipment. Such resource gaps have persisted and continue to compromise the academic enterprise at affected universities. The data also showed that universities which have access to additional funding other than state funding have been able to augment and advance their own funds and were thus able to at least partially counter late payments of the TDG, fluctuations in allocations, and the short-term nature of TDG budgets and inadequate allocations. This enabled relatively straightforward implementation of the teaching and learning enhancement programmes at these universities, while there were ongoing implementation difficulties at the universities with the lowest success rates, the very institutions the grant was most targeted to address. The study showed that the shortage of appropriate teaching and learning staff constrained the nature and type of interventions. Historically Disadvantaged Institutions in particular struggled to attract and retain the much-needed expertise. This emerged from multiple structural constraints such as geographical location, conditions of work, inefficient human resources systems, lack of access to financial resources for competitive packages, and instability in governance and management structures at some universities. Emerging from the data in the study is the fact that staffing challenges remain one of the core constraints in the implementation of the TDG. In particular, the data indicated that teaching and learning staff hired on the basis of TDG funds were generally hired as part-time or contract staff. This meant that their academic qualifications and experience in teaching development were limited and, in many cases, it meant that the posts were not filled at all. In some cases, the fluctuating budgets meant that some projects had to be downscaled or abandoned altogether. The study found that many of the interventions that were implemented had tenuous links to teaching and learning and, even where there were such links, these interventions were often based on fairly a-theoretical, common-sense understandings of what would develop teaching. In many universities, there was little evidence of institution-level planning of interventions aimed at fundamentally addressing the need for teaching development. The limited access to teaching and learning expertise across the sector was mirrored in the uneven distribution of expertise in administration, financial management, institutional planning and human resource divisions, which had implications for the establishment of monitoring systems and implementation processes of the TDG. The lack of strong systems and policies encouraged cultures that did not value transparency, accountability or compliance to the TDG policy. The role of corporate agency in the form of leadership and ownership of projects emerged as a key enabler in the implementation of the TDG. All of these structures shaped the ability of institutions to spend the TDG and in some cases millions of Rands in funds were not spent and so were withheld. The study found that the inability of some universities to spend was exacerbated by the problem of a lack of alignment between the DHET financial year and the academic year. Although the TDG has made a notable contribution to the advancement of teaching and learning (T&L) nationally, this study revealed that the blunt implementation of the TDG across the sector constrained the gains. In particular, the practice of withholding unspent funds focused only on the symptoms of underspending and not on the structural, cultural and agential mechanisms that led to such under-expenditure. The withheld funds were redirected by the government for national projects but as all universities including the well-resourced Historically Advantaged Institutions (HAIs) had access to these withheld funds this translated into a regressive distribution of the TDG. Limited capacity within DHET to direct, manage and monitor the grants has also had a constraining effect on their use and the secondment of a teaching and learning expert to the department was seen to be a significant but short-term enablement in this regard. The findings of how the TDG implementation has emerged in the South African higher education sector are particularly important at this point in time as the TDG together with the Research Development Grant will be reconfigured into a new grant called the University Capacity Development Grant as from 2018. This study provides significant insights into the structural, cultural, and agential enablements and constraints of this new grant being able to drive changes in the sector. The findings also provide insights into the implementation of other earmarked grants. , Boma la South Africa layesera kuthetsa mavuto omwe amadza posintha ndi kulongosola zinthu kudzera mu njira zosiyanasiyana. Kafukufukuyu akuunikira imodzi mwa njirazi yotchedwa Teaching Development Grant (TDG) yomwe inakonzedwa polimbikitsa maphunziro kudzera mukagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira za makono m’sukulu za ukachenjede ku South Africa. Ndalama zapafupifupi R5.5 billion ndi zomwe zaperekedwa kuti zigwiritsidwe nchito mu ndondomekoyi kuchokera pa nthawi yomwe inakhazikitsidwa; zaka khumi zapitazo. Kafukufukuyu anayesera kuyankha funso loti: Ndi zinthu ziti zomwe zimalimbikitsa kapena kubwezeretsa m’mbuyo kagwiritsidwe ntchito ka (TDG) polimbikitsa kuchita bwino kwa aphunzitsi ndi ophunzira m’sukulu za ukachenjede? Zikalata zosonyeza makhonzedwe a ophunzira, ndondomeko za kayendetseredwe ka chuma, zikalata za malipiridwe ndi zikalata zopezeka m’sukulu zaukachenjedezi zokhudzana ndi njira ya TDG zomwe zakhala zikugwiritsidwa ntchito zaka khumi zapitazi zinatengedwanso ngati uthenga wofunika koposa. Kauniuniyu anatsalira njira yotchedwa ‘Archer’s (1995/1996) Morphogenesis/Status Framework’ yomwe imafotokozera momwe kusintha kumachitikira pena kulepherekera. Njira younikira ya Archer: yothandizira pofufuza momwe kayendetsedwe ka bungwe, chikhalidwe komanso anthu oyendetsa bungwe amathandizira poonetsera momwe TDG imakhalira inagwiritsidwa ntchito poyesera kumvetsa zochitika komanso zopezeka mu kafukufukuyu. Chimodzi mwa zotsatira za kafukufukuyu n’chakuti kagwiritsidwe ntchito ka TDG kamabwezeredwa m’mbuyo ndi momwe sukulu za ukachenjede ku South Africa zidapangidwira. Kusiyana kwa usiwa wa zipangizo m’sukuluzi kudapangitsa kuti njira ya TDG isaonetse zipatso kwenikweni. Mu zaka zoyambirira itangokhazikidwitsa (2007 - 2013), sukulu zambiri sizidagwiritse ntchito TDG polimbikitsa kaphunzitsidwe. M’malo mwake ndalama zankhaninkhani zidagwiritsidwa ntchito pa zomangamanga ndi kugulira zipangizo. Usiwa wa zipangizowu ulipobe ndipo ukusokoneza mbali ya maphunziro m’sukulu zokhudzidwazi. Kafukufukuyu anasonyezanso kuti sukulu zomwe zimalandira thandizo lowonjezera pa lomwe zimalandira ku boma zakhala zikuyesetsa kuthana ndi vuto lopereka mochedwa ndalama za mundondomeko ya TDG ndi dongosolo la m’mene ndalamazi zigwirire ntchito. Izi zinawachititsa kuti asapeze mavuto ambiri polimbikitsa ndondomeko za kaphunzitsidwe ndi kaphunziridwe pomwe ena amavutika nazo. Enawa n’kukhala sukulu zomwe sizimachita bwino, zomwenso thandizoli lidalunjika pa izo kuti zithandizike. Kafukufukuyu anasonyeza kuti kuchepa kwa aphunzitsi kudapsinja zochitika zokhudza njirayi. Sukulu zosachita bwino kuchokera kalezi zidavutika kupeza ndi kusunga ogwira ntchito ake. Izi zimakhala choncho kaamba ka zifukwa zosiyanasiyana monga komwe sukuluyo ili, malamulo a ntchito, kupanda ukadaulo kwa oyang’anira antchitowa, kutalikirana ndi njira zina zopezera ndalama komanso kusakhazikika kwa anthu m’maudindo. Zina zotulukanso mu mfundo zotoledwazi zinaulula kuti vuto lina lalikulu linali ogwira ntchito. Polimbikitsa njira ya TDG, zimatanthauza kuti aphunzitsi omwe azilembedwa azikhala osakhazikika pa sukuluzi kapena a kontarakiti. Izi zimatanthauza kuti maphunziro ndi luntha lawo zimayenera kukhala zochepera. Mwanjira ina, tikhonza kunena kuti ogwira ntchitoyi panalibe. Nthawi zina, kusinthasintha kwa ndondomeko zachuma madongosolo ena kusiyidwa kapena kuchitika mosalongosoka. Kafukufukuyu anasonyezanso kuti zambiri mwa mfundo zomwe zinayikidwa kuti zigwiritsidwe ntchito zinali zosathandiza kwenikweni polimbikitsa maphunzirowa. Ndipo komwe mfundozi zinakhazikitsidwa, zinali chabe kufotokozera zinthu zodziwika kale ndi kale zokhudza zomwe zingalimbikitse uphunzitsi. M’sukulu zambiri za ukachenjede, pali umboni wochepa wa mfundo zomwe zinaikidwiratu ndi cholinga chopititsa patsogolo uphunzitsiwu. Kusowa kwa ukadaulo pa maphunzirowa kunaonekanso makamaka m’madera monga a oyendetsa sukuluzi, oyang’ana za chuma, olongosola malo onse komanso oyang’anira antchito. Panalibe kugawana anthuwa mofanana. Izi zidakhudza kwambiri kalondolondo ndinso kayendetsedwe ka TDG. Kusowa kwa ndondomeko zabwino ndi malamulo okhazikika kunalimbikitsa chikhalidwe cha chinyengo ndi kusatsatira mfundo za mundondomekoyi popereka utsogoleri ndi umwini ndiye unali wofunika polimbikitsa ndondomekoyi. Madongosolo otere anathandiza kuti sukulu zigwiritse ntchito njira ya TDG ndipo pena ndalama mamiliyoni zibwezedwe. Kafukufukuyu anaonetsa kuti kulephera kwa sukulu zina kugwiritsa ntchito ndalama kunachitika kaamba kosazindikira malire a chaka cha DHET ndi chaka cha maphunziro. Ngakhale njira ya TDG yathandizako kagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira, kafukufukuyu wasonyeza kuti mavuto omwe anaoneka mu ndondomeko ya TDG aphimba ubwino wake. Monga, m’chitidwe wobweza ndalama zosagwira ntchito unalunjika pa kulephera kugwiritsa ntchito ndalama zonse osati pa ubale pakati pa kayendetsedwe ka bungwe, chikhalidwe ndinso anthu oyendetsa bungwe. Ndalama zotsarazi zinalowetsedwa ku zitukuko zina ndi boma. Koma poti sukulu zonse za ukachenjede kuphatikizapo HAI zinapeza mwayi wa ndalamazi, izi zimabweretsa kulowa pansi kwa dongosolo la TDG. Kulephera mu DHET kutsogolera, kuyendetsa ndi kulondoloza thandizo kwadzetsanso mavuto pa kagwiritsidwe ntchito kake ngakhalenso kutumizidwa kwa katswiri pa kaphunzitsidwe kunaoneka ngati kofunika kosathandiza kwenikweni chifukwa kudali kwa nthawi yochepa. Zotsatira za kafukufukuyu (zokhudza maphunziro a ukachenjede ku South Africa) ndi zofunika kwambiri makamaka nthawi ino pomwe TDG pamodzi ndi RDG (Research Development Grant) zikhale kuunikiridwanso ndi kupanga thandizo latsopano lotchedwa University Capacity Development Grant kuyambira m’chaka cha 2018. Kafukufukuyu waunika mozama kayendetsedwe, chikhalidwe komanso oyendetsa zithandizo komanso mavuto kuti thandizo latsopanoli likathe kubweretsa kusintha. Zotsatirazi zaunikiranso kayendetsedwe ka zithandizo zina zomwe zikufuna kuchitika.
- Full Text:
- Date Issued: 2018
An analysis, from a South African case law perspective, of the deductibility of losses due to embezzlement, fraud, theft, damages and compensation
- Authors: Jachi, Adelaide Gamuchirai
- Date: 2018
- Subjects: South Africa. Income Tax Act, 1962 , Tax deductions -- South Africa , Taxation -- Law and legislation -- South Africa , Tax courts -- South Africa , Tax administration and procedure -- South Africa , Tax accounting -- South Africa , Income tax deductions for losses -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/60855 , vital:27846
- Description: When calculating the income tax payable for a year of assessment, a taxpayer deducts from his or her or its income, allowable deductions in terms of the preamble to section 11 and section 11(a) as read with section 23(g) of the Income Tax Act, 58 of 1962. Amongst the expenditure and losses incurred by a taxpayer during a year of assessment, a claim may be sought for the deduction of losses incurred due to embezzlement, fraud and theft as well as damages and compensation. The requirements of the preamble and section 11(a) include the requirement that expenditure and losses must be incurred “in the production of the income”. Losses incurred due to defalcations, as well as expenditure on damages and compensation must satisfy this requirement to be allowed as deductions. The objective of the research was to analyse the judicial decisions dealing with “in the production of the income” in granting a deduction for income tax purposes in cases dealing with embezzlement, fraud and theft, and damages and compensation, to establish why the courts grant or disallow the deduction of expenditure and losses. A doctrinal research methodology was applied to the research. The provisions of the Income Tax Act, relevant case law relating to embezzlement, fraud and theft, and damages and compensation, and the contributions of the revenue authority and tax experts in articles of accredited journals, textbooks and other writings were analysed. The major conclusions drawn from the research were that losses due to defalcations are regarded as having been incurred “in the production of the income” if the taxpayer discharges the onus of proof that the risk of the act leading to misappropriation is an incidental risk of the business. Expenditure on damages and compensation is deductible provided the expense is attached to the performance of a business operation bona fide performed for the purpose of earning income and the expense is so closely connected with the business operation as to be regarded as part of the cost of performing it. Where negligence is attached to an expense or loss, the South African courts have held that negligence does not increase the likelihood of disallowing an expense or loss as not having been incurred “in the production of the income”.
- Full Text:
- Date Issued: 2018
- Authors: Jachi, Adelaide Gamuchirai
- Date: 2018
- Subjects: South Africa. Income Tax Act, 1962 , Tax deductions -- South Africa , Taxation -- Law and legislation -- South Africa , Tax courts -- South Africa , Tax administration and procedure -- South Africa , Tax accounting -- South Africa , Income tax deductions for losses -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/60855 , vital:27846
- Description: When calculating the income tax payable for a year of assessment, a taxpayer deducts from his or her or its income, allowable deductions in terms of the preamble to section 11 and section 11(a) as read with section 23(g) of the Income Tax Act, 58 of 1962. Amongst the expenditure and losses incurred by a taxpayer during a year of assessment, a claim may be sought for the deduction of losses incurred due to embezzlement, fraud and theft as well as damages and compensation. The requirements of the preamble and section 11(a) include the requirement that expenditure and losses must be incurred “in the production of the income”. Losses incurred due to defalcations, as well as expenditure on damages and compensation must satisfy this requirement to be allowed as deductions. The objective of the research was to analyse the judicial decisions dealing with “in the production of the income” in granting a deduction for income tax purposes in cases dealing with embezzlement, fraud and theft, and damages and compensation, to establish why the courts grant or disallow the deduction of expenditure and losses. A doctrinal research methodology was applied to the research. The provisions of the Income Tax Act, relevant case law relating to embezzlement, fraud and theft, and damages and compensation, and the contributions of the revenue authority and tax experts in articles of accredited journals, textbooks and other writings were analysed. The major conclusions drawn from the research were that losses due to defalcations are regarded as having been incurred “in the production of the income” if the taxpayer discharges the onus of proof that the risk of the act leading to misappropriation is an incidental risk of the business. Expenditure on damages and compensation is deductible provided the expense is attached to the performance of a business operation bona fide performed for the purpose of earning income and the expense is so closely connected with the business operation as to be regarded as part of the cost of performing it. Where negligence is attached to an expense or loss, the South African courts have held that negligence does not increase the likelihood of disallowing an expense or loss as not having been incurred “in the production of the income”.
- Full Text:
- Date Issued: 2018
An assessment of own revenue management for financial sustainability of the Eastern Cape municipalities
- Authors: Majikijela, Vuyolwethu
- Date: 2018
- Subjects: Revenue management , Municipal government -- South Africa -- Eastern Cape , Municipal government -- South Africa -- Eastern Cape -- Finance , Municipal government -- South Africa -- Eastern Cape -- Cost effectiveness , Municipal services -- Finance
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/61445 , vital:28027
- Description: The purpose of the research is to assess the financial viability of municipalities in the Eastern Cape. Municipalities that are not financially viable and sustainable will always struggle to deliver basic services to communities. Without sound financial management systems, municipalities will be forced to discontinue their operations. Municipalities, particularly small and rural ones, are not self-sufficient thus cost benefit theory emphasises that municipality must adopt cost recovery revenue management. The application of cost recovery revenue management requires that municipalities take into account internal and external revenue management challenges that will be factored on user charges. Cost recovery also requires governance to lead the process through capacitation, transparency and communication with all stakeholders. This research highlights that municipalities in the province have not matured to a level wherein they are able to adopt cost recovery revenue management because of prevalent external revenue management challenges caused by high unemployment rate in the province and the slow economic growth. Municipalities in the province are thus financially unsustainable. This research therefore proposes that a phase in approach to cost recovery should be adopted in line with the changes in unemployment and economic growth. Increased transparency and consultation with intergovernmental relations should also be promoted to enable financial sustainability of municipalities in the province.
- Full Text:
- Date Issued: 2018
- Authors: Majikijela, Vuyolwethu
- Date: 2018
- Subjects: Revenue management , Municipal government -- South Africa -- Eastern Cape , Municipal government -- South Africa -- Eastern Cape -- Finance , Municipal government -- South Africa -- Eastern Cape -- Cost effectiveness , Municipal services -- Finance
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/61445 , vital:28027
- Description: The purpose of the research is to assess the financial viability of municipalities in the Eastern Cape. Municipalities that are not financially viable and sustainable will always struggle to deliver basic services to communities. Without sound financial management systems, municipalities will be forced to discontinue their operations. Municipalities, particularly small and rural ones, are not self-sufficient thus cost benefit theory emphasises that municipality must adopt cost recovery revenue management. The application of cost recovery revenue management requires that municipalities take into account internal and external revenue management challenges that will be factored on user charges. Cost recovery also requires governance to lead the process through capacitation, transparency and communication with all stakeholders. This research highlights that municipalities in the province have not matured to a level wherein they are able to adopt cost recovery revenue management because of prevalent external revenue management challenges caused by high unemployment rate in the province and the slow economic growth. Municipalities in the province are thus financially unsustainable. This research therefore proposes that a phase in approach to cost recovery should be adopted in line with the changes in unemployment and economic growth. Increased transparency and consultation with intergovernmental relations should also be promoted to enable financial sustainability of municipalities in the province.
- Full Text:
- Date Issued: 2018
An exploration of leadership development in a learner representative structure in a secondary school, Oshana Region, Namibia
- Kadhepa-Kandjengo, Selma Ndeyapo
- Authors: Kadhepa-Kandjengo, Selma Ndeyapo
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62450 , vital:28193
- Description: Before independence, Namibia inherited a system of Bantu education which was hierarchical, authoritarian and non-democratic. Upon independence, the educational sector went through numerous reforms which were meant to transform education and to make it more democratic, whereby all stakeholders can broadly participate. In spite of these reforms, leadership of schools has remained a hierarchical system, where a principal who, as an individual, runs the school without recognition of the potential leadership of others. Recent studies on leadership have called for shared leadership, whereby leadership is a practice, permeable to learner leaders and not associated with individuals. This research study aims to explore learner leadership development in the Learner Representative Council (LRC) structure at a secondary school in Namibia. The motivation of this research study was twofold - firstly, my personal interest in learner leadership was aroused by my teaching experience. The second reason was due to my realisation that the area was under-researched in Namibia, hence I wanted to fill the existing gap on learner leadership. The study critically engaged learners and teachers to help me get an understanding of learner leadership and the factors enabling learner leadership development. I also found that challenges which resulted in contradictions, hampered leadership development. The study took an interventionist approach and second generation Cultural Historical Activity Theory was used to surface tensions and contradictions affecting learner leadership development. Change Laboratory workshops enabled the expansive learning process with the 12 LRC members. Data was collected using semi-structured interviews, questionnaires, observation, document analysis and journaling. The study found that learner leadership was understood more in terms of traditional views of leadership, whereby a learner needed to possess certain qualities in order to lead. The findings further pointed out that the LRC members were mainly involved in managerial roles and not really leadership roles, as such, and they were not involved in decision-making at the school. Although provision for the LRC body is made in an Educational Act, historical and cultural forces account for teachers’ reluctance to support the LRC members, as well as for silence of learner voice. I hope that findings from this research study strengthen learner leadership structures in schools and contribute to the creation of knowledge on learner leadership in Namibia.
- Full Text:
- Date Issued: 2018
- Authors: Kadhepa-Kandjengo, Selma Ndeyapo
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62450 , vital:28193
- Description: Before independence, Namibia inherited a system of Bantu education which was hierarchical, authoritarian and non-democratic. Upon independence, the educational sector went through numerous reforms which were meant to transform education and to make it more democratic, whereby all stakeholders can broadly participate. In spite of these reforms, leadership of schools has remained a hierarchical system, where a principal who, as an individual, runs the school without recognition of the potential leadership of others. Recent studies on leadership have called for shared leadership, whereby leadership is a practice, permeable to learner leaders and not associated with individuals. This research study aims to explore learner leadership development in the Learner Representative Council (LRC) structure at a secondary school in Namibia. The motivation of this research study was twofold - firstly, my personal interest in learner leadership was aroused by my teaching experience. The second reason was due to my realisation that the area was under-researched in Namibia, hence I wanted to fill the existing gap on learner leadership. The study critically engaged learners and teachers to help me get an understanding of learner leadership and the factors enabling learner leadership development. I also found that challenges which resulted in contradictions, hampered leadership development. The study took an interventionist approach and second generation Cultural Historical Activity Theory was used to surface tensions and contradictions affecting learner leadership development. Change Laboratory workshops enabled the expansive learning process with the 12 LRC members. Data was collected using semi-structured interviews, questionnaires, observation, document analysis and journaling. The study found that learner leadership was understood more in terms of traditional views of leadership, whereby a learner needed to possess certain qualities in order to lead. The findings further pointed out that the LRC members were mainly involved in managerial roles and not really leadership roles, as such, and they were not involved in decision-making at the school. Although provision for the LRC body is made in an Educational Act, historical and cultural forces account for teachers’ reluctance to support the LRC members, as well as for silence of learner voice. I hope that findings from this research study strengthen learner leadership structures in schools and contribute to the creation of knowledge on learner leadership in Namibia.
- Full Text:
- Date Issued: 2018
An exploration of whether using a global employment company could mitigate the South African tax risks in relation to inbound expatriates in multinational companies
- Authors: Pavey, Janet Gail
- Date: 2018
- Subjects: Double taxation -- South Africa , Corporations, Foreign -- South Africa , Foreign workers -- Taxation -- South Africa , International business enterprises -- South Africa , Corporations -- Taxation -- South Africa , Value-added tax -- Law and legislation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/61368 , vital:28019
- Description: The main objective of this research paper was to explore whether a multinational company could use a global employment company to employ its expatriates to mitigate, simplify or limit the tax risk for that foreign company when sending expatriates to South Africa. To investigate this topic, an interpretive research approach was used, a doctrinal research methodology was followed, and inductive reasoning was applied. The documentary data used in this research was publicly available. Firstly, the meaning of the term “expatriate” was explored, together with the types of employment arrangements commonly used to employ this type of employee. The South African tax consequences that an inbound expatriate may create for a multinational company were then analysed. These tax consequences were applied to the common types of employment arrangements to determine what the South African tax impact of these arrangements is likely to be and which entity within a multinational group is likely to be affected. It was investigated whether using a foreign global employment company provides any tax simplification or tax mitigation strategies for the multinational company for expatriates inbound to South Africa. The primary conclusions of this research were that it was found that using a global employment company may only provide a tax benefit in South Africa in very specific circumstances: (i) where the economic employer of the expatriate is the South African entity; (ii) where flexibility is required to easily move the expatriate to other jurisdictions; and (iii) where there are multiple home-host country combinations that the multinational group needs to consider when moving its expatriates. It would appear that using a global employment company as the employment arrangement for an inbound expatriate to South Africa may have a fairly limited application if its purpose is to mitigate tax risks. In effect, a global employment company is likely to provide tax benefits only where it acts as an international labour broker for the multinational company of which it is a part.
- Full Text:
- Date Issued: 2018
- Authors: Pavey, Janet Gail
- Date: 2018
- Subjects: Double taxation -- South Africa , Corporations, Foreign -- South Africa , Foreign workers -- Taxation -- South Africa , International business enterprises -- South Africa , Corporations -- Taxation -- South Africa , Value-added tax -- Law and legislation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/61368 , vital:28019
- Description: The main objective of this research paper was to explore whether a multinational company could use a global employment company to employ its expatriates to mitigate, simplify or limit the tax risk for that foreign company when sending expatriates to South Africa. To investigate this topic, an interpretive research approach was used, a doctrinal research methodology was followed, and inductive reasoning was applied. The documentary data used in this research was publicly available. Firstly, the meaning of the term “expatriate” was explored, together with the types of employment arrangements commonly used to employ this type of employee. The South African tax consequences that an inbound expatriate may create for a multinational company were then analysed. These tax consequences were applied to the common types of employment arrangements to determine what the South African tax impact of these arrangements is likely to be and which entity within a multinational group is likely to be affected. It was investigated whether using a foreign global employment company provides any tax simplification or tax mitigation strategies for the multinational company for expatriates inbound to South Africa. The primary conclusions of this research were that it was found that using a global employment company may only provide a tax benefit in South Africa in very specific circumstances: (i) where the economic employer of the expatriate is the South African entity; (ii) where flexibility is required to easily move the expatriate to other jurisdictions; and (iii) where there are multiple home-host country combinations that the multinational group needs to consider when moving its expatriates. It would appear that using a global employment company as the employment arrangement for an inbound expatriate to South Africa may have a fairly limited application if its purpose is to mitigate tax risks. In effect, a global employment company is likely to provide tax benefits only where it acts as an international labour broker for the multinational company of which it is a part.
- Full Text:
- Date Issued: 2018
An exploratory study of barriers and enablers of strategy execution in the Eastern Cape Department of Education in South Africa
- Authors: Vena, Nomava Vinolia
- Date: 2018
- Subjects: Strategic planning South Africa Eastern Cape , Business planning South Africa Eastern Cape , Public administration South Africa Eastern Cape , Corporate governance South Africa Eastern Cape , Government accountability South Africa Eastern Cape , South Africa. Department of Education
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/63649 , vital:28465
- Description: Effective strategy execution is very important for the achievement of an organisation’s goals. Because it is a difficult task to translate a strategy into action, itis imperative for leadership to prioritize its strategic plan to ensure its success. The purpose of this study is to identify barriers and enablers of strategy execution in Basic Education in the Eastern Cape; its focus is on strategic goal number six: “Efficient administration ensured through good corporate governance and management”. The effectiveness of the Eastern Cape Department of Education (ECDoE) is measured by its service delivery, how strategy is executed in providing quality education. These are guided by the norms and standards like the National Education Policy Act: Norms and Standards for educators, as set by the National Department of Basic Education and the Treasury Acts. The motivation for the study was the Department’s poor performance as reported by the Auditor General (AG) in his 2015 audit report, that there has been a lack of good governance and accountability in the ECDoE. The study is qualitative: a sample of twenty-five (25) ECDoE senior managers were interviewed as the custodians of the execution of the strategic plan. Purposive sampling method selected the twenty-five from a total of forty-five (45) senior managers, some of whom were in Head Office and some in the twenty-three (23) districts. Data was collected through questionnaires and interviews and responses were captured on Excel Spreadsheet, and analysed with the Thematic Analysis. Major findings relating to barriers were on Human Resource Management, Poor Leadership, Resourcing (Tools of Trade), Improper Budgeting Systems, Poor Communication, and Organisational Structure. Some variables were interchangeably identified both as barriers and enablers, such as budgeting and resourcing. There were many recommendations, but for this study one, the Finance Section, will suffice: and that is that the Finance Section should analyse each directorate’s spending for each year before the new budget is allocated.
- Full Text:
- Date Issued: 2018
- Authors: Vena, Nomava Vinolia
- Date: 2018
- Subjects: Strategic planning South Africa Eastern Cape , Business planning South Africa Eastern Cape , Public administration South Africa Eastern Cape , Corporate governance South Africa Eastern Cape , Government accountability South Africa Eastern Cape , South Africa. Department of Education
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/63649 , vital:28465
- Description: Effective strategy execution is very important for the achievement of an organisation’s goals. Because it is a difficult task to translate a strategy into action, itis imperative for leadership to prioritize its strategic plan to ensure its success. The purpose of this study is to identify barriers and enablers of strategy execution in Basic Education in the Eastern Cape; its focus is on strategic goal number six: “Efficient administration ensured through good corporate governance and management”. The effectiveness of the Eastern Cape Department of Education (ECDoE) is measured by its service delivery, how strategy is executed in providing quality education. These are guided by the norms and standards like the National Education Policy Act: Norms and Standards for educators, as set by the National Department of Basic Education and the Treasury Acts. The motivation for the study was the Department’s poor performance as reported by the Auditor General (AG) in his 2015 audit report, that there has been a lack of good governance and accountability in the ECDoE. The study is qualitative: a sample of twenty-five (25) ECDoE senior managers were interviewed as the custodians of the execution of the strategic plan. Purposive sampling method selected the twenty-five from a total of forty-five (45) senior managers, some of whom were in Head Office and some in the twenty-three (23) districts. Data was collected through questionnaires and interviews and responses were captured on Excel Spreadsheet, and analysed with the Thematic Analysis. Major findings relating to barriers were on Human Resource Management, Poor Leadership, Resourcing (Tools of Trade), Improper Budgeting Systems, Poor Communication, and Organisational Structure. Some variables were interchangeably identified both as barriers and enablers, such as budgeting and resourcing. There were many recommendations, but for this study one, the Finance Section, will suffice: and that is that the Finance Section should analyse each directorate’s spending for each year before the new budget is allocated.
- Full Text:
- Date Issued: 2018
An exploratory study of students’ expectations and perceptions of service quality in a South African higher education institution
- Authors: Williams, Alyssa Shawntay
- Date: 2018
- Subjects: SERVQUAL (Service quality framework) , Relationship marketing , Consumer satisfaction , Sampling (Statistics) , College students Attitudes , Universities and colleges South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/63844 , vital:28496
- Description: Within the past few years, higher education institutions have come under an exorbitant amount of pressure to restructure, increase funding and grow student numbers, whilst still preserving the service quality they offer. The purpose of this study is to measure students’ expectations and perceptions in a higher education institution and establish how significant of a gap exists between what is expected and what is perceived. The instrument utilised within the present study is SERVQUAL. A convenience sampling approach was adopted, furthermore, both descriptive and inferential statistics were used to analyse the data pertaining to the objectives concerning students’ gap between expectations and perceptions and hypotheses regarding the gap between students’ differences in each faculty, respectively. The study found that there were gaps in all dimensions with the order being, from highest to lowest: Reliability – Responsiveness – Assurance – Empathy – Tangibility. In addition, the significant difference in means according to faculty was established and the only dimension with a significant difference was Empathy. These results were used to offer recommendations to management, faculties and departments of the higher education institution under study about where they are deficient, consequently, improving their services to enhance their service quality and increase their competitive advantage but without financial strain. Overall, the conclusions the present study reached was that students and higher education institutions need to have a mutual interest in their relations. This means that as much as higher education institutions need to provide high service quality to students, students need to be willing to provide feedback and interact.
- Full Text:
- Date Issued: 2018
- Authors: Williams, Alyssa Shawntay
- Date: 2018
- Subjects: SERVQUAL (Service quality framework) , Relationship marketing , Consumer satisfaction , Sampling (Statistics) , College students Attitudes , Universities and colleges South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/63844 , vital:28496
- Description: Within the past few years, higher education institutions have come under an exorbitant amount of pressure to restructure, increase funding and grow student numbers, whilst still preserving the service quality they offer. The purpose of this study is to measure students’ expectations and perceptions in a higher education institution and establish how significant of a gap exists between what is expected and what is perceived. The instrument utilised within the present study is SERVQUAL. A convenience sampling approach was adopted, furthermore, both descriptive and inferential statistics were used to analyse the data pertaining to the objectives concerning students’ gap between expectations and perceptions and hypotheses regarding the gap between students’ differences in each faculty, respectively. The study found that there were gaps in all dimensions with the order being, from highest to lowest: Reliability – Responsiveness – Assurance – Empathy – Tangibility. In addition, the significant difference in means according to faculty was established and the only dimension with a significant difference was Empathy. These results were used to offer recommendations to management, faculties and departments of the higher education institution under study about where they are deficient, consequently, improving their services to enhance their service quality and increase their competitive advantage but without financial strain. Overall, the conclusions the present study reached was that students and higher education institutions need to have a mutual interest in their relations. This means that as much as higher education institutions need to provide high service quality to students, students need to be willing to provide feedback and interact.
- Full Text:
- Date Issued: 2018
An interpretative phenomenological analysis of HIV positive individuals’ experiences of being in a support group
- Authors: Brink, Nicole
- Date: 2018
- Subjects: HIV-positive persons -- Social aspects Self-help groups AIDS (Disease) -- Patients -- Counseling of AIDS (Disease) -- Social aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/62988 , vital:28351
- Description: People who have been diagnosed HIV positive often experience distress and anxiety due to uncertainties pertaining to the implications of an HIV positive status. Research has shown that support groups have always been a way for people to cope with the distress and stressful circumstances associated with health conditions such as HIV. This research investigated the role of face to face support groups in the lives of those living with HIV. The primary focus of this research project is to provide an in-depth exploration of HIV positive individuals‟ experiences of being in a support group. The study aims to explore the positive and negative experiences of being in an HIV support group and aims to gain an understanding of the role support plays in the lives of those living with HIV. A qualitative research design was used to explore the above mentioned aim. Semi-structured interviews were conducted with five individuals, (three women and two men) who had experienced HIV support groups. The interviews were transcribed and then analysed according to the principles of interpretative phenomenological analysis (IPA). The findings of this study revealed five super-ordinate themes, which revealed not only the positive and negative experiences of being in a support group, but also the challenges that the participants‟ experienced before joining the group. Getting a sense of the participants‟ experience before joining the group allowed the researcher to get a better understanding of how useful or not the support group has been in helping them deal with the challenges of living with HIV. The themes included: „struggling to survive after diagnosis‟, „struggling to cope: adopting negative coping skills‟, „experiencing a turning-point: a will to survive‟, „attending support group: a sweet experience‟ and lastly, „attending support groups: a bitter experience‟. Findings suggest that for these participants, the advantages outweighed the disadvantages of being in a support group. Therefore this study suggests that face to face support groups are a viable and even necessary option for support. These findings support previous research and literature in regards to the importance of social support in the form of support groups in effectively assisting HIV positive people in their journey to adjust to the consequence of living with HIV.
- Full Text:
- Date Issued: 2018
- Authors: Brink, Nicole
- Date: 2018
- Subjects: HIV-positive persons -- Social aspects Self-help groups AIDS (Disease) -- Patients -- Counseling of AIDS (Disease) -- Social aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/62988 , vital:28351
- Description: People who have been diagnosed HIV positive often experience distress and anxiety due to uncertainties pertaining to the implications of an HIV positive status. Research has shown that support groups have always been a way for people to cope with the distress and stressful circumstances associated with health conditions such as HIV. This research investigated the role of face to face support groups in the lives of those living with HIV. The primary focus of this research project is to provide an in-depth exploration of HIV positive individuals‟ experiences of being in a support group. The study aims to explore the positive and negative experiences of being in an HIV support group and aims to gain an understanding of the role support plays in the lives of those living with HIV. A qualitative research design was used to explore the above mentioned aim. Semi-structured interviews were conducted with five individuals, (three women and two men) who had experienced HIV support groups. The interviews were transcribed and then analysed according to the principles of interpretative phenomenological analysis (IPA). The findings of this study revealed five super-ordinate themes, which revealed not only the positive and negative experiences of being in a support group, but also the challenges that the participants‟ experienced before joining the group. Getting a sense of the participants‟ experience before joining the group allowed the researcher to get a better understanding of how useful or not the support group has been in helping them deal with the challenges of living with HIV. The themes included: „struggling to survive after diagnosis‟, „struggling to cope: adopting negative coping skills‟, „experiencing a turning-point: a will to survive‟, „attending support group: a sweet experience‟ and lastly, „attending support groups: a bitter experience‟. Findings suggest that for these participants, the advantages outweighed the disadvantages of being in a support group. Therefore this study suggests that face to face support groups are a viable and even necessary option for support. These findings support previous research and literature in regards to the importance of social support in the form of support groups in effectively assisting HIV positive people in their journey to adjust to the consequence of living with HIV.
- Full Text:
- Date Issued: 2018
An investigation into how a guided learner leadership programme can foster authentic leadership in a boys’ boarding school environment
- Authors: Cuyler, Craig
- Date: 2018
- Subjects: Educational leadership -- South Africa Boarding schools -- South Africa Boys -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61756 , vital:28055
- Description: This study is located within the field of Educational Leadership and Management and the research was undertaken in a boys’ private boarding school in Grahamstown, South Africa. Learner Leadership within the ELM field of study, has gained much interest in recent times and as the process of democratisation within schools continues to take place, it is important that research efforts be more focused in this area. The lack of learner voice initiatives within South African schools, in spite of policies being in place that encourage it, has created the impression that learner leadership is far more about rhetoric than actual practice. This appears to be the case in private education as well, owing to practices that are reliant on hierarchy and tradition to cement their position within these schools. It was with this in mind that a formative peer mentoring intervention was put in place in a boarding house at St Andrew’s College, a private boys’ school in Grahamstown, South Africa, with the object of developing authentic leadership in a boarding house context. This study was framed by Cultural Historical Activity Theory and sought to investigate how a guided learner leadership programme could foster authentic leadership in a boys’ boarding school context. The intervention consisted of three phases: 1) a pre-intervention questionnaire; 2) a Mentoring Course, during which Grade 12 learners were trained how to be mentors; and 3) a Mentoring Programme, during which Grade 12 learners were each allocated a Grade 8 learner to mentor during the course of the year. Data was collected during all three phases of the intervention and said data was obtained via questionnaires, interviews and from notes kept in an observation journal. The data was analysed inductively and later by using Cultural Historical Activity Theory, which acted as a lens through which data was interpreted. The findings reflected that learners responded well to the Mentoring Course and that they participated as active agents of change. It was during the Mentoring Programme, where contradictions became apparent and where the default to practices associated with hierarchy and tradition became evident. The Mentoring Programme did reflect some positive results, such as learners taking more ownership of the Programme and becoming critical of their own practice as mentors. This led to the further take-up of the Mentoring Programme in other boarding houses at St Andrew’s College after the intervention, and the course continues to grow and improve. My recommendations include that broader research be undertaken generally, to understand the role that tradition and hierarchy play, particularly in private schools, so that more authentic learner leadership can be put in place, and to conduct a longitudinal study to establish the success of the Mentoring Programme at St Andrew’s College specifically, over time.
- Full Text:
- Date Issued: 2018
- Authors: Cuyler, Craig
- Date: 2018
- Subjects: Educational leadership -- South Africa Boarding schools -- South Africa Boys -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61756 , vital:28055
- Description: This study is located within the field of Educational Leadership and Management and the research was undertaken in a boys’ private boarding school in Grahamstown, South Africa. Learner Leadership within the ELM field of study, has gained much interest in recent times and as the process of democratisation within schools continues to take place, it is important that research efforts be more focused in this area. The lack of learner voice initiatives within South African schools, in spite of policies being in place that encourage it, has created the impression that learner leadership is far more about rhetoric than actual practice. This appears to be the case in private education as well, owing to practices that are reliant on hierarchy and tradition to cement their position within these schools. It was with this in mind that a formative peer mentoring intervention was put in place in a boarding house at St Andrew’s College, a private boys’ school in Grahamstown, South Africa, with the object of developing authentic leadership in a boarding house context. This study was framed by Cultural Historical Activity Theory and sought to investigate how a guided learner leadership programme could foster authentic leadership in a boys’ boarding school context. The intervention consisted of three phases: 1) a pre-intervention questionnaire; 2) a Mentoring Course, during which Grade 12 learners were trained how to be mentors; and 3) a Mentoring Programme, during which Grade 12 learners were each allocated a Grade 8 learner to mentor during the course of the year. Data was collected during all three phases of the intervention and said data was obtained via questionnaires, interviews and from notes kept in an observation journal. The data was analysed inductively and later by using Cultural Historical Activity Theory, which acted as a lens through which data was interpreted. The findings reflected that learners responded well to the Mentoring Course and that they participated as active agents of change. It was during the Mentoring Programme, where contradictions became apparent and where the default to practices associated with hierarchy and tradition became evident. The Mentoring Programme did reflect some positive results, such as learners taking more ownership of the Programme and becoming critical of their own practice as mentors. This led to the further take-up of the Mentoring Programme in other boarding houses at St Andrew’s College after the intervention, and the course continues to grow and improve. My recommendations include that broader research be undertaken generally, to understand the role that tradition and hierarchy play, particularly in private schools, so that more authentic learner leadership can be put in place, and to conduct a longitudinal study to establish the success of the Mentoring Programme at St Andrew’s College specifically, over time.
- Full Text:
- Date Issued: 2018
An investigation into teaching mathematics using a visualisation approach to recontextualise indigenous knowledge
- Authors: Tshithigona, Gaus
- Date: 2018
- Subjects: Ethnoscience Namibia , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Visualization , Interdisciplinary approach to knowledge , Teacher effectiveness Namibia , Traditional ecological knowledge Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62461 , vital:28195
- Description: It can be argued that the Namibian curriculum is largely influenced by a Western epistemology. However, many studies suggest that learners make powerful meanings of mathematical concepts they are learning if they visualise these and experience them in relation to what they already know from their own cultural backgrounds. According to the Namibian National Curriculum for Basic Education (NNCBE, 2010), it is not only important for learners to acquire mathematical knowledge and skills, but also to develop and grow their identities, cultures and values as individuals. The aim of this study was to explore and investigate how selected mathematics teachers employ visualisation as a teaching approach to re-contextualise indigenous knowledge (IK). The study set out to explore how conceptual understanding is enhanced by participation in an intervention programme. The use of visualisation is considered an important mediating and pedagogical tool in the mathematics classroom to enhance the mathematics learning of learners. The research is informed by a socio-cultural theory of learning and is located within an interpretive paradigm. The study was conducted at four schools in the Oshana region of Namibia and involved four mathematics teachers who were purposefully selected due to their willingness to use visualisation-IK approaches in their teaching, based on their responses to the survey. The methodologies used are qualitative and quantitative case study. To gather data, document analysis, a survey, lesson observations and focus group interviews were used. The study found that most teachers in the Oshana region have an understanding of the effective use of visualisation-IK approaches. However, the study revealed that visualisation- IK approaches are mostly used in grades 4 to 7 mathematics classrooms. It also discovered that most of the visualisation approaches that teachers employed aligned well with the curriculum and promoted conceptual understanding in the teaching of mathematics. The results of the study showed that teachers have experience of the enabling and constraining factors in using a visualisation-IK approach to teaching mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Tshithigona, Gaus
- Date: 2018
- Subjects: Ethnoscience Namibia , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Visualization , Interdisciplinary approach to knowledge , Teacher effectiveness Namibia , Traditional ecological knowledge Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62461 , vital:28195
- Description: It can be argued that the Namibian curriculum is largely influenced by a Western epistemology. However, many studies suggest that learners make powerful meanings of mathematical concepts they are learning if they visualise these and experience them in relation to what they already know from their own cultural backgrounds. According to the Namibian National Curriculum for Basic Education (NNCBE, 2010), it is not only important for learners to acquire mathematical knowledge and skills, but also to develop and grow their identities, cultures and values as individuals. The aim of this study was to explore and investigate how selected mathematics teachers employ visualisation as a teaching approach to re-contextualise indigenous knowledge (IK). The study set out to explore how conceptual understanding is enhanced by participation in an intervention programme. The use of visualisation is considered an important mediating and pedagogical tool in the mathematics classroom to enhance the mathematics learning of learners. The research is informed by a socio-cultural theory of learning and is located within an interpretive paradigm. The study was conducted at four schools in the Oshana region of Namibia and involved four mathematics teachers who were purposefully selected due to their willingness to use visualisation-IK approaches in their teaching, based on their responses to the survey. The methodologies used are qualitative and quantitative case study. To gather data, document analysis, a survey, lesson observations and focus group interviews were used. The study found that most teachers in the Oshana region have an understanding of the effective use of visualisation-IK approaches. However, the study revealed that visualisation- IK approaches are mostly used in grades 4 to 7 mathematics classrooms. It also discovered that most of the visualisation approaches that teachers employed aligned well with the curriculum and promoted conceptual understanding in the teaching of mathematics. The results of the study showed that teachers have experience of the enabling and constraining factors in using a visualisation-IK approach to teaching mathematics.
- Full Text:
- Date Issued: 2018
An investigation into the bacterial biosynthetic origins of bioactive natural products isolated from South African latrunculid sponges
- Authors: Waterworth, Samantha Che
- Date: 2018
- Subjects: Marine biodiversity , Metagenomics , Sponges Biotechnology , Spirochetes , Natural products Biotechnology
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61826 , vital:28065
- Description: Several pyrroloiminoquinone alkaloids exhibiting cytotoxic, anti-tumour activity have been isolated from sponges within the Latrunculiidae family that are endemic to the South African coastline. Other, structurally similar pyrroloiminoquinone compounds have been isolated from geographically distant and phylogenetically distinct marine sponges, as well as terrestrial myxomycetes which suggested that sponge-associated bacteria may be the true biosynthetic origin of pyrroloiminoquinone compounds. Previous studies have shown that there is conservation of spirochete and betaproteobacterial species in the bacterial communities associated with South African Latrunculiidae sponges and it was proposed that these conserved bacteria represented candidate pyrroloiminoquinone-producers. This study aimed to confirm the conserved dominance of betaproteobacteria and spirochetes within bacterial communities associated with South African latrunculid sponges and employed a shotgun metagenomic approach to assess the functional and biosynthetic potential of associated microbiota in Tsitsikamma favus sponges. Clustering of assembled contigs revealed twenty-three putative bacterial genomes, of which, two were identified as representatives of the conserved betaproteobacteria and spirochete species previously identified in Tsitsikamma sponges. It was shown that the spirochete was most likely an obligate symbiont that benefitted the host sponge through possible defence against pathogenic bacteria and/or nutrient acquisition. The putative genome representing the conserved betaproteobacteria was found to be heavily contaminated and further sequencing is required to accurately resolve the genome for functional characterization. Several biosynthetic gene clusters were identified and demonstrated the bioactive potential of Tsitsikamma favus-associated bacteria. A biosynthetic gene cluster was identified on an unclustered contig that included several genetic features that were indicative of possible pyrroloiminoquinone production.
- Full Text:
- Date Issued: 2018
- Authors: Waterworth, Samantha Che
- Date: 2018
- Subjects: Marine biodiversity , Metagenomics , Sponges Biotechnology , Spirochetes , Natural products Biotechnology
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61826 , vital:28065
- Description: Several pyrroloiminoquinone alkaloids exhibiting cytotoxic, anti-tumour activity have been isolated from sponges within the Latrunculiidae family that are endemic to the South African coastline. Other, structurally similar pyrroloiminoquinone compounds have been isolated from geographically distant and phylogenetically distinct marine sponges, as well as terrestrial myxomycetes which suggested that sponge-associated bacteria may be the true biosynthetic origin of pyrroloiminoquinone compounds. Previous studies have shown that there is conservation of spirochete and betaproteobacterial species in the bacterial communities associated with South African Latrunculiidae sponges and it was proposed that these conserved bacteria represented candidate pyrroloiminoquinone-producers. This study aimed to confirm the conserved dominance of betaproteobacteria and spirochetes within bacterial communities associated with South African latrunculid sponges and employed a shotgun metagenomic approach to assess the functional and biosynthetic potential of associated microbiota in Tsitsikamma favus sponges. Clustering of assembled contigs revealed twenty-three putative bacterial genomes, of which, two were identified as representatives of the conserved betaproteobacteria and spirochete species previously identified in Tsitsikamma sponges. It was shown that the spirochete was most likely an obligate symbiont that benefitted the host sponge through possible defence against pathogenic bacteria and/or nutrient acquisition. The putative genome representing the conserved betaproteobacteria was found to be heavily contaminated and further sequencing is required to accurately resolve the genome for functional characterization. Several biosynthetic gene clusters were identified and demonstrated the bioactive potential of Tsitsikamma favus-associated bacteria. A biosynthetic gene cluster was identified on an unclustered contig that included several genetic features that were indicative of possible pyrroloiminoquinone production.
- Full Text:
- Date Issued: 2018
An investigation into the introduction of a new wealth tax in South Africa
- Authors: Arendse, Jacqueline A
- Date: 2018
- Subjects: Wealth tax -- Law and legislation -- South Africa , Taxation -- Law and legislation -- South Africa , Income tax -- South Africa , Fiscal policy -- South Africa , South Africa -- Economic conditions , Income distribution -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61379 , vital:28020
- Description: In a world of economic uncertainty and manifold social problems, South Africa has its own unique challenges of low economic growth, persistent budget deficits that produce increasing government debt and the highest level of economic inequality in the world. The history of injustice and economic marginalisation and the failure of the economy to provide inclusive growth drives an urgent need to address economic inequality through tax policy, placing ever more focus on wealth taxes as a possible solution. There is a hope is that taxing the wealthy may provide the opportunity to redistribute desperately-needed resources to those denied the opportunity to build wealth and who are trapped in the cycle of poverty. Yet, as appealing as a new wealth tax may seem, the introduction of such a tax carries with it a range of risks, not all of which are known. Of great concern is the possible effect on the economy, which, in its vulnerable state, cannot afford any loss of capital and investment. Very little research has been done on wealth tax in the South African context and there is a dearth of literature focusing on the views and perceptions of the wealthy individuals themselves. This qualitative study investigates the merits and disadvantages of a new wealth tax and seeks to identify any unintended consequences that could result from the implementation of a new wealth tax in South Africa, drawing from historical and international experience and primary data obtained from interviews with individuals likely to be affected by such a tax. Having explored the literature and international experiences with wealth tax and having probed the thinking of wealthy individuals who would be the payers of a wealth tax, the study finds that a new wealth tax may contribute towards the progressivity of the tax system, but it is doubtful whether such a tax would provide a sustainable revenue stream that would be sufficient to address economic inequality and there is a risk of causing harm to the economy. Recognising that the motivation for wealth taxes is often driven more by political argument and public perception than by rational quantitative analysis, the study also anticipates the introduction of a new wealth tax and suggests guidelines for the design of such a tax within the framework for evaluating a good tax system. This study informs the debate on wealth taxes in South Africa and contributes to the design of such a tax, should it be implemented.
- Full Text:
- Date Issued: 2018
- Authors: Arendse, Jacqueline A
- Date: 2018
- Subjects: Wealth tax -- Law and legislation -- South Africa , Taxation -- Law and legislation -- South Africa , Income tax -- South Africa , Fiscal policy -- South Africa , South Africa -- Economic conditions , Income distribution -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/61379 , vital:28020
- Description: In a world of economic uncertainty and manifold social problems, South Africa has its own unique challenges of low economic growth, persistent budget deficits that produce increasing government debt and the highest level of economic inequality in the world. The history of injustice and economic marginalisation and the failure of the economy to provide inclusive growth drives an urgent need to address economic inequality through tax policy, placing ever more focus on wealth taxes as a possible solution. There is a hope is that taxing the wealthy may provide the opportunity to redistribute desperately-needed resources to those denied the opportunity to build wealth and who are trapped in the cycle of poverty. Yet, as appealing as a new wealth tax may seem, the introduction of such a tax carries with it a range of risks, not all of which are known. Of great concern is the possible effect on the economy, which, in its vulnerable state, cannot afford any loss of capital and investment. Very little research has been done on wealth tax in the South African context and there is a dearth of literature focusing on the views and perceptions of the wealthy individuals themselves. This qualitative study investigates the merits and disadvantages of a new wealth tax and seeks to identify any unintended consequences that could result from the implementation of a new wealth tax in South Africa, drawing from historical and international experience and primary data obtained from interviews with individuals likely to be affected by such a tax. Having explored the literature and international experiences with wealth tax and having probed the thinking of wealthy individuals who would be the payers of a wealth tax, the study finds that a new wealth tax may contribute towards the progressivity of the tax system, but it is doubtful whether such a tax would provide a sustainable revenue stream that would be sufficient to address economic inequality and there is a risk of causing harm to the economy. Recognising that the motivation for wealth taxes is often driven more by political argument and public perception than by rational quantitative analysis, the study also anticipates the introduction of a new wealth tax and suggests guidelines for the design of such a tax within the framework for evaluating a good tax system. This study informs the debate on wealth taxes in South Africa and contributes to the design of such a tax, should it be implemented.
- Full Text:
- Date Issued: 2018
An investigation of mitochondrial dynamics and networks observed within human undifferentiated and differentiated cell lines
- Authors: Houseman, Pascalené Shannon
- Date: 2018
- Subjects: Mitochondria , Mitochondrial pathology , Degeneration (Pathology) , Mesenchymal stem cells , Neural stem cells , Cell lines , Reactive oxygen species (ROS)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/60687 , vital:27816
- Description: Mitochondrial dynamics refers to a series of constant division and fusion cycles that form interconnecting networks within healthy cells. Reactive oxygen species (ROS) are the byproducts of cellular redox reactions, and, when in excess, have been linked to degenerative diseases and aging. Mesenchymal stem cells (MSCs) require a niche that presents with low levels of ROS; this enables the stem cell to maintain its “sternness”, the stem cell population, as well as the ability to adhere, migrate, and proliferate. If ROS levels increase within the MSC niche, inhibition of cellular adhesion and migration occurs. In contrast, neural stem cells require a niche that presents with a high level of ROS, aiding in their proliferative, self- renewing capacities. Investigations into what constitutes a healthy mitochondrial network versus the disease state of the network are required in order to determine what promotes degeneration and aging within stem cells. It was hypothesized that increased levels of ROS would stunt the ability of MSCs to attach and migrate, and hinder their abilities of proliferation and differentiation. In contrast, neuronal differentiation would present with an increased proliferation. This led to the investigation into the effects of ROS and oxidative stress, and the resulting mitochondrial dynamics, have on undifferentiated and differentiated mesenchymal stem and SH-SY5Y cells. Upon the addition of non-lethal S3I-201 (STAT3 has been linked to a reduction in ROS) to MSCs, an increase in ROS was observed. Higher concentrations of STAT3 inhibitor resulted in a decrease in MSC attachment and proliferation. When exposed to similar conditions, the SH-SY5Y cells underwent an increased proliferation; due to multiple restrictions, they were not used any further within the study. Mitochondrial dynamics were observed using a fusion promoter (M1) and a fission inhibitor (Mdivi-1); the MSCs were dosed with varying concentrations in order to determine the effects that mitochondrial dysfunction may have on the established networks, and cell survival. The mitochondria within MSCs migrated to the extensions of the cell, and displayed an alteration in morphology, or were clustered around the nucleus and/or the lipid deposits. These high density clusters correlated with a high intensity of fluorescence using 2’,7’- dichlorofluorescein diacetate. In conclusion, varying concentrations of ROS have different effects on MSCs in terms of overall maintenance and function; mitochondrial dynamics play an important role in cell survivability and the fate of stem cell differentiation. Further investigation into the mitochondrial dynamics and networks of these cell lines and their differentiated progeny is required.
- Full Text:
- Date Issued: 2018
- Authors: Houseman, Pascalené Shannon
- Date: 2018
- Subjects: Mitochondria , Mitochondrial pathology , Degeneration (Pathology) , Mesenchymal stem cells , Neural stem cells , Cell lines , Reactive oxygen species (ROS)
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/60687 , vital:27816
- Description: Mitochondrial dynamics refers to a series of constant division and fusion cycles that form interconnecting networks within healthy cells. Reactive oxygen species (ROS) are the byproducts of cellular redox reactions, and, when in excess, have been linked to degenerative diseases and aging. Mesenchymal stem cells (MSCs) require a niche that presents with low levels of ROS; this enables the stem cell to maintain its “sternness”, the stem cell population, as well as the ability to adhere, migrate, and proliferate. If ROS levels increase within the MSC niche, inhibition of cellular adhesion and migration occurs. In contrast, neural stem cells require a niche that presents with a high level of ROS, aiding in their proliferative, self- renewing capacities. Investigations into what constitutes a healthy mitochondrial network versus the disease state of the network are required in order to determine what promotes degeneration and aging within stem cells. It was hypothesized that increased levels of ROS would stunt the ability of MSCs to attach and migrate, and hinder their abilities of proliferation and differentiation. In contrast, neuronal differentiation would present with an increased proliferation. This led to the investigation into the effects of ROS and oxidative stress, and the resulting mitochondrial dynamics, have on undifferentiated and differentiated mesenchymal stem and SH-SY5Y cells. Upon the addition of non-lethal S3I-201 (STAT3 has been linked to a reduction in ROS) to MSCs, an increase in ROS was observed. Higher concentrations of STAT3 inhibitor resulted in a decrease in MSC attachment and proliferation. When exposed to similar conditions, the SH-SY5Y cells underwent an increased proliferation; due to multiple restrictions, they were not used any further within the study. Mitochondrial dynamics were observed using a fusion promoter (M1) and a fission inhibitor (Mdivi-1); the MSCs were dosed with varying concentrations in order to determine the effects that mitochondrial dysfunction may have on the established networks, and cell survival. The mitochondria within MSCs migrated to the extensions of the cell, and displayed an alteration in morphology, or were clustered around the nucleus and/or the lipid deposits. These high density clusters correlated with a high intensity of fluorescence using 2’,7’- dichlorofluorescein diacetate. In conclusion, varying concentrations of ROS have different effects on MSCs in terms of overall maintenance and function; mitochondrial dynamics play an important role in cell survivability and the fate of stem cell differentiation. Further investigation into the mitochondrial dynamics and networks of these cell lines and their differentiated progeny is required.
- Full Text:
- Date Issued: 2018
An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study
- Authors: Mkhwane, Fezeka Felicia
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Teachers -- Training of -- South Africa , Manipulatives (Education) , Effective teaching , Area measurement , Perimeters (Geometry) , Problem solving -- Study and teaching , Geoboard Intervention Programme , RUMEP
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61646 , vital:28045
- Description: The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.
- Full Text:
- Date Issued: 2018
- Authors: Mkhwane, Fezeka Felicia
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Teachers -- Training of -- South Africa , Manipulatives (Education) , Effective teaching , Area measurement , Perimeters (Geometry) , Problem solving -- Study and teaching , Geoboard Intervention Programme , RUMEP
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61646 , vital:28045
- Description: The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.
- Full Text:
- Date Issued: 2018
An investigation of the correlation of mitochondrial biogenesis, mitochondrial DNA methylation, mitochondrial network topology and adipogenesis in the human adipose-derived mesenchymal stromal stem cell model
- Authors: Kadye, Rose
- Date: 2018
- Subjects: Uncatalogued
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62637 , vital:28222
- Description: Expected release date-April 2019
- Full Text:
- Date Issued: 2018
- Authors: Kadye, Rose
- Date: 2018
- Subjects: Uncatalogued
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62637 , vital:28222
- Description: Expected release date-April 2019
- Full Text:
- Date Issued: 2018
An investigation of the informal market value chain for prickly pear (Opuntia ficus-indica) in Nelson Mandela Bay, Eastern Cape
- Authors: Ntsonge, Sinazo
- Date: 2018
- Subjects: Opuntia ficus-indica -- South Africa -- Nelson Mandela Bay Municipality , Alien plants -- Economic aspects -- South Africa -- Nelson Mandela Bay Municipality , Women heads of households -- South Africa -- Nelson Mandela Bay Municipality , Poor -- South Africa -- Nelson Mandela Bay Municipality , Informal sector (Economics) -- South Africa -- Nelson Mandela Bay Municipality , Sustainable Livelihoods Framework
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/62894 , vital:28308
- Description: The use of alien plant species as part of the livelihood resources of poor people raises conflicts with national legislation, which views these plants as threats to native plant biodiversity. However, there is also increasing body of literature on the contribution that some of these plants make to the livelihoods of poor people. The level of significance of some alien plant species to livelihoods is mostly highlighted in the case of female market participants who are in a position of household headship. Since most African cultures dictate the role of females as solely being that of homemaker while males are assigned the role household headship and breadwinner, women often find themselves having to shoulder the household responsibilities when the household head is no longer there. This was the case in the Nelson Mandela Bay informal prickly pear market that this study sought to investigate. Even though there were also male participants in the prickly pear market, the majority of participants in the market were female who also mentioned they were the sole breadwinner for their households. This study investigated the economic contribution that the prickly pear (Opuntia ficus-indica) informal market makes to the livelihoods of people living in the Nelson Mandela Bay. The significance of the market’s contribution to their livelihoods was examined through using the Sustainable Livelihoods Framework. The study revealed that although the prickly pear income was largely supplementary due to it being available for only three months of the year, the income was a safety net resource for the market participants who had limited access to other sources of income. The results also highlighted the reasons people were engaging in the informal prickly pear market. The main reason that was mentioned was unemployment. Through a livelihoods analysis using the Sustainable Livelihoods Framework, it was revealed that the other factors that were contributing to their unemployment were low levels of education, low levels of marketable skills, and old age. The study revealed through calculations of the estimated economic value of each market activity the potential of the prickly pear to be used as a poverty fighting tool. Although the results of this study only highlight the economic value of the prickly pear to people in a small area compared to the rest of the province and the country, the informal market’s significance still presents a strong case for the establishment of an agroprocessing industry, which would support the production of value-added products. Since the largest populations of the prickly pear in Uitenhage are currently under effective control by the cochineal species, promotion of its economic value instead of eradicating it without considering its value to the livelihoods of the people in the market could also ensure that its populations are kept under control. Job creation in the agroprocessing industry would not only improve the livelihoods of those involved in the market, but would also feed into the national economy instead of taking from it via the costs incurred during clearing.
- Full Text:
- Date Issued: 2018
- Authors: Ntsonge, Sinazo
- Date: 2018
- Subjects: Opuntia ficus-indica -- South Africa -- Nelson Mandela Bay Municipality , Alien plants -- Economic aspects -- South Africa -- Nelson Mandela Bay Municipality , Women heads of households -- South Africa -- Nelson Mandela Bay Municipality , Poor -- South Africa -- Nelson Mandela Bay Municipality , Informal sector (Economics) -- South Africa -- Nelson Mandela Bay Municipality , Sustainable Livelihoods Framework
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/62894 , vital:28308
- Description: The use of alien plant species as part of the livelihood resources of poor people raises conflicts with national legislation, which views these plants as threats to native plant biodiversity. However, there is also increasing body of literature on the contribution that some of these plants make to the livelihoods of poor people. The level of significance of some alien plant species to livelihoods is mostly highlighted in the case of female market participants who are in a position of household headship. Since most African cultures dictate the role of females as solely being that of homemaker while males are assigned the role household headship and breadwinner, women often find themselves having to shoulder the household responsibilities when the household head is no longer there. This was the case in the Nelson Mandela Bay informal prickly pear market that this study sought to investigate. Even though there were also male participants in the prickly pear market, the majority of participants in the market were female who also mentioned they were the sole breadwinner for their households. This study investigated the economic contribution that the prickly pear (Opuntia ficus-indica) informal market makes to the livelihoods of people living in the Nelson Mandela Bay. The significance of the market’s contribution to their livelihoods was examined through using the Sustainable Livelihoods Framework. The study revealed that although the prickly pear income was largely supplementary due to it being available for only three months of the year, the income was a safety net resource for the market participants who had limited access to other sources of income. The results also highlighted the reasons people were engaging in the informal prickly pear market. The main reason that was mentioned was unemployment. Through a livelihoods analysis using the Sustainable Livelihoods Framework, it was revealed that the other factors that were contributing to their unemployment were low levels of education, low levels of marketable skills, and old age. The study revealed through calculations of the estimated economic value of each market activity the potential of the prickly pear to be used as a poverty fighting tool. Although the results of this study only highlight the economic value of the prickly pear to people in a small area compared to the rest of the province and the country, the informal market’s significance still presents a strong case for the establishment of an agroprocessing industry, which would support the production of value-added products. Since the largest populations of the prickly pear in Uitenhage are currently under effective control by the cochineal species, promotion of its economic value instead of eradicating it without considering its value to the livelihoods of the people in the market could also ensure that its populations are kept under control. Job creation in the agroprocessing industry would not only improve the livelihoods of those involved in the market, but would also feed into the national economy instead of taking from it via the costs incurred during clearing.
- Full Text:
- Date Issued: 2018
An investigation of the leadership practices and organizational culture at a private Christian school
- Authors: Babu, Bithun
- Date: 2018
- Subjects: Church schools -- South Africa -- Eastern Cape , Leadership , Corporate culture
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/62155 , vital:28133
- Description: The purpose of this study is to investigate the leadership practices and organizational culture at a private Christian school in the Eastern Cape. A preliminary review of leadership literature suggested that traces of servant leadership may be apparent at the organization. Thus servant leadership will form a key focus area for exploration in this study. An analysis of this nature can make one aware of the influence leadership has in shaping the organizational culture of an institution. This in turn can be used to inform the future thinking around leadership efforts with respect to culture formation within an organization. The issue was addressed by consulting various articles to view the issue from different perspectives. The school served as a vehicle to explore the tenets of leadership and organizational culture. The study will take the form of a descriptive quantitative study. It was concluded that leadership plays a significant role in establishing the culture at an organization. However, leadership is not the only factor that shapes the organizational culture of an institution. The beliefs and values of the organization also has a role in shaping the overall culture and identity of an organization.
- Full Text:
- Date Issued: 2018
- Authors: Babu, Bithun
- Date: 2018
- Subjects: Church schools -- South Africa -- Eastern Cape , Leadership , Corporate culture
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/62155 , vital:28133
- Description: The purpose of this study is to investigate the leadership practices and organizational culture at a private Christian school in the Eastern Cape. A preliminary review of leadership literature suggested that traces of servant leadership may be apparent at the organization. Thus servant leadership will form a key focus area for exploration in this study. An analysis of this nature can make one aware of the influence leadership has in shaping the organizational culture of an institution. This in turn can be used to inform the future thinking around leadership efforts with respect to culture formation within an organization. The issue was addressed by consulting various articles to view the issue from different perspectives. The school served as a vehicle to explore the tenets of leadership and organizational culture. The study will take the form of a descriptive quantitative study. It was concluded that leadership plays a significant role in establishing the culture at an organization. However, leadership is not the only factor that shapes the organizational culture of an institution. The beliefs and values of the organization also has a role in shaping the overall culture and identity of an organization.
- Full Text:
- Date Issued: 2018
An investigation of the teaching of reading in isiXhosa in three Grade 1 classrooms in the Eastern Cape, South Africa
- Authors: Magadla, Noluthando
- Date: 2018
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63408 , vital:28408
- Full Text: false
- Date Issued: 2018
- Authors: Magadla, Noluthando
- Date: 2018
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63408 , vital:28408
- Full Text: false
- Date Issued: 2018
Analysis of the human HSP70-HSP90 organising protein (HOP) gene - characterisation of the promoter and identification of a novel isoform
- Authors: Mattison, Stacey
- Date: 2018
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62821 , vital:28296
- Description: Expected release date-April 2020
- Full Text:
- Date Issued: 2018
- Authors: Mattison, Stacey
- Date: 2018
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62821 , vital:28296
- Description: Expected release date-April 2020
- Full Text:
- Date Issued: 2018
Aquatic habitat shift assessment in a groundwater-fed semi-arid stream: an investigation into the response of Karoo hydroecology to system variability
- Authors: Ellis, Natalie
- Date: 2018
- Subjects: Aquatic habitats -- South Africa -- Karoo , Arid regions -- South Africa -- Karoo , Biotic communities -- South Africa -- Karoo , Stream ecology -- South Africa -- Karoo
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/61882 , vital:28072
- Description: From introduction: The subject of biological response to changes in aquatic habitat is one which has been well explored in many regions of the world. Examples include work in south east Spain by Mellado Diaz et al. (2008) and Oliva-Paterna et al. (2003), in western United States of America by Hauer and Lorang (2004), and in West Germany by Meyer et al. (2003). Similarly, a number of studies have been conducted in semi-arid regions, exploring elements such as erosion, climate, lithology and landscape formations (e.g. Boardman et al., 2013; Le Maitre et al., 2007; Meyer et al., 2003). However, apart from the study by Uys (1997), and Uys and O’Keeffe (1997), there is a noticeable lack of literature on aquatic habitat shifts in semi-arid stream systems, despite these systems being recognised for their high natural variability. This study provides a base-level approach to conducting habitat shift assessments in a semi-arid stream system and monitoring the hydroecological responses to system variability.
- Full Text:
- Date Issued: 2018
- Authors: Ellis, Natalie
- Date: 2018
- Subjects: Aquatic habitats -- South Africa -- Karoo , Arid regions -- South Africa -- Karoo , Biotic communities -- South Africa -- Karoo , Stream ecology -- South Africa -- Karoo
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/61882 , vital:28072
- Description: From introduction: The subject of biological response to changes in aquatic habitat is one which has been well explored in many regions of the world. Examples include work in south east Spain by Mellado Diaz et al. (2008) and Oliva-Paterna et al. (2003), in western United States of America by Hauer and Lorang (2004), and in West Germany by Meyer et al. (2003). Similarly, a number of studies have been conducted in semi-arid regions, exploring elements such as erosion, climate, lithology and landscape formations (e.g. Boardman et al., 2013; Le Maitre et al., 2007; Meyer et al., 2003). However, apart from the study by Uys (1997), and Uys and O’Keeffe (1997), there is a noticeable lack of literature on aquatic habitat shifts in semi-arid stream systems, despite these systems being recognised for their high natural variability. This study provides a base-level approach to conducting habitat shift assessments in a semi-arid stream system and monitoring the hydroecological responses to system variability.
- Full Text:
- Date Issued: 2018