Honorary Citation for the Conferment of Doctor of Laws honoris causa - Tandabantu Tennyson August
- Rhodes University, Martin, Tom
- Authors: Rhodes University , Martin, Tom
- Date: 2024-14-05
- Subjects: Uncatalogued
- Language: English
- Type: Speeches , Transcripts, speech , text
- Identifier: http://hdl.handle.net/10962/432591 , vital:72885
- Description: Rhodes University Honorary Doctorate Citation (5 April 2024) Tandabantu Tennyson August: 1980s. South Africa. In the Bantustans of the time, like the Transkei, the youth have little reason for hope. They have much reason for despair. Their choices seem limited to the politics of struggle or to crime, an attempt to gain some kind of advantage from the meagre and unacceptable options on offer. In those bleak times, what was needed was visionaries. People who could see beyond the current circumstances to a different future and imagine how best to prepare for it. Not as idealists, but as pragmatists. What would happen once circumstances change, once the struggle had succeeded? Would we be ready for it? What qualities would the youth need to have in order to both benefit from and participate in a new dispensation? One such visionary was Tandabantu Tennyson August, and it is my distinct pleasure to have the opportunity to tell you more about him. Born in 1948, Mr. August matriculated from Healdtown High School, before pursuing higher education at the University of Transkei, where obtained a Bachelor of Arts degree majoring in English and Geography. This was followed by Comparative Curriculum Studies at the University of South Africa, alongside obtaining teaching certificates from Lovedale and Cicira teacher training colleges, with majors in Physical Science, Mathematics, Science, and Mathematics. This solid educational foundation laid the groundwork for his impactful career in education. He taught at Wongalethu High, St Johns College and was deputy principal at Norwood, before taking up his first principalship, at Thanga High School in 1980. From 1984 to 1990 he was principal of Ndamase High School. During his tenure there, the matric pass rate never fell below 90%. From 1991 to 1995 he was principal Isivivane High School during which time the school was promoted from a primary to a high school. Following his distinguished service at schools, he worked at the Eastern Cape Department of Basic Education, first as a deputy chief education specialist (1996 – 2006) and then as chief education specialist (2006-2010). During that time, he played a pivotal role in establishing (in conjunction with Rhodes University) and being the provincial coordinator the Advanced Certificate in Education in English, followed by ACEs in mathematical literacy and life orientation. In 2016 he received a provincial teaching award for excellence. In 2017 he was awarded the Kade Asmal award for excellence in teaching. To this day, he remains an Executive member of the eastern cape Education advisory council. Quite a career. But there’s something I haven’t mentioned. He was also an accomplished rugby player of international standing. While at Lovedale College, he was selected to represent Border and then the South African African Rugby Board, playing England in Gqeberha in 1972, in a team that would later be known as the black springboks. He eventually received his green and gold springbok blazer as just recognition of his achievement. He incorporated his love of sport into his vision for the youth under his care, as part of his overriding mission of educating the whole person. He got everyone involved in sport, if not as a player, then as a supporter. Especially during his time as principal of Ndamase High School, I am led to believe, it was extremely intimidating for opposing teams to play them. Not only at Ndamase home games, but especially at their away games. There would be one bus for the team players, and six buses for the supporters. From 1986 – 1990: he was president of the Transkei schools` sports union (TSSU). But there’s yet another thing I haven’t mentioned. In 1981, just as his career as an educational leader was really taking off, he was involved in a terrible motor vehicle accident. It left him permanently disabled and, for much of his life, a wheelchair user. Rather than stopping him, it simply added another string to his bow, now as an advocate for the disabled. From 2012 – 2022: Chairperson Eastern Cape South African National Association For Special Education (SANASE): this organization cater for the education and wellbeing of learners with disabilities and special needs. In 2023, he was the national deputy president of the same organisation. From 2013 – to date: he is a Board Member on the National Council of & for persons with disabilities (NCPD). I had the pleasure of an extensive conversation with one of Mr August’s former pupils at Ndamase High, Professor Deyi Mbelani, the current director of Rhodes University’s Institute for the Study of Englishes in Africa. He told me many stories about Mr August’s leadership, that I only wish I had time to share with you now. I put it to Professor Mbelani that, having read about Mr August, the word that stood out for me was “dedication.” He agreed that “dedication” was the word, but that I must not leave out another: “vision”. It is Mr August’s status as a visionary that best defines him, he said. Going back over the above, I think he is right. Mr Chancellor I have the honour to request you to confer the degree of Doctor of Laws honoris causa on the Mr Tandabantu Tennyson August. *The above citation draws heavily on documents submitted as part of the honorary doctorate nomination process and others compiled by the Division of Communications and Advancement. - Tom Martin.
- Full Text:
- Authors: Rhodes University , Martin, Tom
- Date: 2024-14-05
- Subjects: Uncatalogued
- Language: English
- Type: Speeches , Transcripts, speech , text
- Identifier: http://hdl.handle.net/10962/432591 , vital:72885
- Description: Rhodes University Honorary Doctorate Citation (5 April 2024) Tandabantu Tennyson August: 1980s. South Africa. In the Bantustans of the time, like the Transkei, the youth have little reason for hope. They have much reason for despair. Their choices seem limited to the politics of struggle or to crime, an attempt to gain some kind of advantage from the meagre and unacceptable options on offer. In those bleak times, what was needed was visionaries. People who could see beyond the current circumstances to a different future and imagine how best to prepare for it. Not as idealists, but as pragmatists. What would happen once circumstances change, once the struggle had succeeded? Would we be ready for it? What qualities would the youth need to have in order to both benefit from and participate in a new dispensation? One such visionary was Tandabantu Tennyson August, and it is my distinct pleasure to have the opportunity to tell you more about him. Born in 1948, Mr. August matriculated from Healdtown High School, before pursuing higher education at the University of Transkei, where obtained a Bachelor of Arts degree majoring in English and Geography. This was followed by Comparative Curriculum Studies at the University of South Africa, alongside obtaining teaching certificates from Lovedale and Cicira teacher training colleges, with majors in Physical Science, Mathematics, Science, and Mathematics. This solid educational foundation laid the groundwork for his impactful career in education. He taught at Wongalethu High, St Johns College and was deputy principal at Norwood, before taking up his first principalship, at Thanga High School in 1980. From 1984 to 1990 he was principal of Ndamase High School. During his tenure there, the matric pass rate never fell below 90%. From 1991 to 1995 he was principal Isivivane High School during which time the school was promoted from a primary to a high school. Following his distinguished service at schools, he worked at the Eastern Cape Department of Basic Education, first as a deputy chief education specialist (1996 – 2006) and then as chief education specialist (2006-2010). During that time, he played a pivotal role in establishing (in conjunction with Rhodes University) and being the provincial coordinator the Advanced Certificate in Education in English, followed by ACEs in mathematical literacy and life orientation. In 2016 he received a provincial teaching award for excellence. In 2017 he was awarded the Kade Asmal award for excellence in teaching. To this day, he remains an Executive member of the eastern cape Education advisory council. Quite a career. But there’s something I haven’t mentioned. He was also an accomplished rugby player of international standing. While at Lovedale College, he was selected to represent Border and then the South African African Rugby Board, playing England in Gqeberha in 1972, in a team that would later be known as the black springboks. He eventually received his green and gold springbok blazer as just recognition of his achievement. He incorporated his love of sport into his vision for the youth under his care, as part of his overriding mission of educating the whole person. He got everyone involved in sport, if not as a player, then as a supporter. Especially during his time as principal of Ndamase High School, I am led to believe, it was extremely intimidating for opposing teams to play them. Not only at Ndamase home games, but especially at their away games. There would be one bus for the team players, and six buses for the supporters. From 1986 – 1990: he was president of the Transkei schools` sports union (TSSU). But there’s yet another thing I haven’t mentioned. In 1981, just as his career as an educational leader was really taking off, he was involved in a terrible motor vehicle accident. It left him permanently disabled and, for much of his life, a wheelchair user. Rather than stopping him, it simply added another string to his bow, now as an advocate for the disabled. From 2012 – 2022: Chairperson Eastern Cape South African National Association For Special Education (SANASE): this organization cater for the education and wellbeing of learners with disabilities and special needs. In 2023, he was the national deputy president of the same organisation. From 2013 – to date: he is a Board Member on the National Council of & for persons with disabilities (NCPD). I had the pleasure of an extensive conversation with one of Mr August’s former pupils at Ndamase High, Professor Deyi Mbelani, the current director of Rhodes University’s Institute for the Study of Englishes in Africa. He told me many stories about Mr August’s leadership, that I only wish I had time to share with you now. I put it to Professor Mbelani that, having read about Mr August, the word that stood out for me was “dedication.” He agreed that “dedication” was the word, but that I must not leave out another: “vision”. It is Mr August’s status as a visionary that best defines him, he said. Going back over the above, I think he is right. Mr Chancellor I have the honour to request you to confer the degree of Doctor of Laws honoris causa on the Mr Tandabantu Tennyson August. *The above citation draws heavily on documents submitted as part of the honorary doctorate nomination process and others compiled by the Division of Communications and Advancement. - Tom Martin.
- Full Text:
An analysis of tax incentives offered for investments by individuals in South Africa and the United Kingdom
- Authors: Muzenda, Nokuthula Tafadzwa
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463516 , vital:76416
- Description: This research analysed the tax incentives available for investments by individuals in South Africa and compared them to investments in the United Kingdom. It answered the question whether, based on incentives provided in the United Kingdom, recommendations can be made for investment incentives to be implemented in South Africa. The type of investments described were venture capital schemes, tax-free investments, retirement savings, endowment policies, purchased annuities, workplace investment schemes, and fixed interest bonds. These classes of investments were discussed together with the tax incentives offered for them in South Africa and the United Kingdom. An interpretative paradigm was adopted for this research, together with a doctrinal methodology and a qualitative method. This research analysed the legislative provisions in South Africa and the United Kingdom. Information was also collected from secondary sources such as textbooks and articles written on investments and taxes. There were no ethical considerations in this research as the data that was used are publicly available. The tax incentive provisions in South Africa have not proven to be effective in increasing household savings, which remain low. The comparison of the taxes and incentives in South Africa and the United Kingdom indicated that there are some similarities on how certain investments are taxed, but for most types of investments, the United Kingdom provided more favourable tax incentives than South Africa. Recommendations were made for the venture capital company incentive previously applying to be reinstated, or to introduce some form of income tax and capital gains tax relief for direct investment into venture capital companies. The removal of the penalty for tax-free investments in excess of the maximum permitted was recommended, and to charge income tax according to the tax tables on contributions exceeding the limit. With regard to purchased annuities, it was recommended that no income tax should apply to annuities received in the case of disability, sickness, and similar circumstances. For the section 8B Broad-Based Share Incentive Scheme recommendations were made to not levy dividends tax on cash dividends retained for reinvestment into the scheme, and for employees not to be liable for income tax when shares are disposed of, where they are no longer in the relevant employment due to circumstances beyond their control. A recommendation was also made to consider introducing workplace savings schemes similar to the savings schemes applying in the United Kingdom. An education campaign by the South African Revenue Service was recommended, to inform the public of investment incentives. , Thesis (MCom) -- Faculty of Commerce, Accounting, 2024
- Full Text:
- Authors: Muzenda, Nokuthula Tafadzwa
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463516 , vital:76416
- Description: This research analysed the tax incentives available for investments by individuals in South Africa and compared them to investments in the United Kingdom. It answered the question whether, based on incentives provided in the United Kingdom, recommendations can be made for investment incentives to be implemented in South Africa. The type of investments described were venture capital schemes, tax-free investments, retirement savings, endowment policies, purchased annuities, workplace investment schemes, and fixed interest bonds. These classes of investments were discussed together with the tax incentives offered for them in South Africa and the United Kingdom. An interpretative paradigm was adopted for this research, together with a doctrinal methodology and a qualitative method. This research analysed the legislative provisions in South Africa and the United Kingdom. Information was also collected from secondary sources such as textbooks and articles written on investments and taxes. There were no ethical considerations in this research as the data that was used are publicly available. The tax incentive provisions in South Africa have not proven to be effective in increasing household savings, which remain low. The comparison of the taxes and incentives in South Africa and the United Kingdom indicated that there are some similarities on how certain investments are taxed, but for most types of investments, the United Kingdom provided more favourable tax incentives than South Africa. Recommendations were made for the venture capital company incentive previously applying to be reinstated, or to introduce some form of income tax and capital gains tax relief for direct investment into venture capital companies. The removal of the penalty for tax-free investments in excess of the maximum permitted was recommended, and to charge income tax according to the tax tables on contributions exceeding the limit. With regard to purchased annuities, it was recommended that no income tax should apply to annuities received in the case of disability, sickness, and similar circumstances. For the section 8B Broad-Based Share Incentive Scheme recommendations were made to not levy dividends tax on cash dividends retained for reinvestment into the scheme, and for employees not to be liable for income tax when shares are disposed of, where they are no longer in the relevant employment due to circumstances beyond their control. A recommendation was also made to consider introducing workplace savings schemes similar to the savings schemes applying in the United Kingdom. An education campaign by the South African Revenue Service was recommended, to inform the public of investment incentives. , Thesis (MCom) -- Faculty of Commerce, Accounting, 2024
- Full Text:
An evaluation study of the climate change adaptation plans for a provincial conservation authority in South Africa
- Van den Berg-McGregor, Eleanor Charmell
- Authors: Van den Berg-McGregor, Eleanor Charmell
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461930 , vital:76252
- Description: While there are natural changes in climate over time, the climate change phenomenon of global warming that the Earth is currently experiencing is human-induced. The impact of human-induced climate change has led to unprecedented global warming and has become evident as there have been increases in the frequency and intensity of extreme weather events such as inter alia, heatwaves, droughts and floods. This climate change trajectory poses a risk to the Earth’s ability to continue providing sustainable ecosystem services necessary to sustain life on Earth. Therefore, considering the risks and impacts of climate change, there is a need to strengthen the global response to the threat of climate change, and hence, there is a need for climate change adaptation (CCA). Some benefits of CCA include the reduction of risks to nature and people, biodiversity conservation, food security, livelihoods and human well-being. Through a CCA lens within the biodiversity and conservation sector, underpinned by Resilience Theory, this research study sets out to identify and evaluate the CCA plans of a provincial conservation authority. By reviewing the current literature for CCA, the insights gained allowed for the emergence of key characteristics for good CCA in the biodiversity and conservation sector, and the evaluation of CapeNature’s (a provincial conservation authority situated in the Westen Cape of South Africa) CCA plans against these key characteristics that emerged for CCA and resilience planning in protected areas and ecosystems. Qualitative data was gathered via focus groups and individual semi-structured interviews with seven key knowledge holders of CapeNature’s CCA planning processes, plans and management approaches, and through document analysis of the entity’s CCA plans, whereafter it was evaluated against the key characteristics. Challenges towards CCA and opportunities that can be explored for CCA were identified as well. This research study has revealed that CapeNature does not have a single all-encompassing CCA plan but has various CCA approaches that consider the key characteristics necessary for good CCA. However, the entity faces various challenges regarding its intention to implement these approaches over the long term. Challenges ranged from a fragmented approach to CCA to compromised capacity and capability to implement their CCA plans over time. A recurring challenge was the lack of financial resources, and this, combined with the entity’s current inability to secure sustainable financing, was emphasised as the key factor to be addressed towards facilitating the success of the entity’s CCA plans. It also emerged that CCA approaches are interdependent and linked as in various instances, when one key CCA characteristic was compromised, it had a detrimental effect on other CCA approaches. The study concludes by making recommendations to enhance CapeNature’s CCA and resilience planning, noting that these may be of relevance to other conservation agencies as well. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Authors: Van den Berg-McGregor, Eleanor Charmell
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461930 , vital:76252
- Description: While there are natural changes in climate over time, the climate change phenomenon of global warming that the Earth is currently experiencing is human-induced. The impact of human-induced climate change has led to unprecedented global warming and has become evident as there have been increases in the frequency and intensity of extreme weather events such as inter alia, heatwaves, droughts and floods. This climate change trajectory poses a risk to the Earth’s ability to continue providing sustainable ecosystem services necessary to sustain life on Earth. Therefore, considering the risks and impacts of climate change, there is a need to strengthen the global response to the threat of climate change, and hence, there is a need for climate change adaptation (CCA). Some benefits of CCA include the reduction of risks to nature and people, biodiversity conservation, food security, livelihoods and human well-being. Through a CCA lens within the biodiversity and conservation sector, underpinned by Resilience Theory, this research study sets out to identify and evaluate the CCA plans of a provincial conservation authority. By reviewing the current literature for CCA, the insights gained allowed for the emergence of key characteristics for good CCA in the biodiversity and conservation sector, and the evaluation of CapeNature’s (a provincial conservation authority situated in the Westen Cape of South Africa) CCA plans against these key characteristics that emerged for CCA and resilience planning in protected areas and ecosystems. Qualitative data was gathered via focus groups and individual semi-structured interviews with seven key knowledge holders of CapeNature’s CCA planning processes, plans and management approaches, and through document analysis of the entity’s CCA plans, whereafter it was evaluated against the key characteristics. Challenges towards CCA and opportunities that can be explored for CCA were identified as well. This research study has revealed that CapeNature does not have a single all-encompassing CCA plan but has various CCA approaches that consider the key characteristics necessary for good CCA. However, the entity faces various challenges regarding its intention to implement these approaches over the long term. Challenges ranged from a fragmented approach to CCA to compromised capacity and capability to implement their CCA plans over time. A recurring challenge was the lack of financial resources, and this, combined with the entity’s current inability to secure sustainable financing, was emphasised as the key factor to be addressed towards facilitating the success of the entity’s CCA plans. It also emerged that CCA approaches are interdependent and linked as in various instances, when one key CCA characteristic was compromised, it had a detrimental effect on other CCA approaches. The study concludes by making recommendations to enhance CapeNature’s CCA and resilience planning, noting that these may be of relevance to other conservation agencies as well. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
An exploratory study of the benefits of reading clubs for learners in English First Additional Language classrooms
- Authors: Mbebe, Xolela Desmond
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463724 , vital:76435
- Description: The study explored how reading clubs inculcate the love of reading in Komani, Eastern Cape Province, South Africa. Reports indicate that learners at secondary schools do not understand the vocabulary used in comprehension passages. They need exposure to a variety of texts to promote reading comprehension. This study is situated in the interpretive paradigm. The participants were three educators with 24 learners in the reading clubs. Vygotsky’s Socio-Cultural Theory was the theoretical framework to explore how reading clubs promote the love of reading. Data was analysed by using an inductive, thematic approach. The findings indicate that the reading clubs instilled the love of reading among the learners, improving their comprehension skills. The other benefits were that reading clubs are a source of pleasure, instil the culture of reading, and develop the learners’ confidence. The implications of the findings of the study are that reading boosted thinking, reading skills, fluency, knowledge, writing, and vocabulary use. Reading clubs were beneficial to both teachers and learners. Teachers improved their practice and could determine, through oral and written reviews, whether reading took place during the silent reading sessions. Involvement in reading clubs had social benefits for learners. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
- Authors: Mbebe, Xolela Desmond
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463724 , vital:76435
- Description: The study explored how reading clubs inculcate the love of reading in Komani, Eastern Cape Province, South Africa. Reports indicate that learners at secondary schools do not understand the vocabulary used in comprehension passages. They need exposure to a variety of texts to promote reading comprehension. This study is situated in the interpretive paradigm. The participants were three educators with 24 learners in the reading clubs. Vygotsky’s Socio-Cultural Theory was the theoretical framework to explore how reading clubs promote the love of reading. Data was analysed by using an inductive, thematic approach. The findings indicate that the reading clubs instilled the love of reading among the learners, improving their comprehension skills. The other benefits were that reading clubs are a source of pleasure, instil the culture of reading, and develop the learners’ confidence. The implications of the findings of the study are that reading boosted thinking, reading skills, fluency, knowledge, writing, and vocabulary use. Reading clubs were beneficial to both teachers and learners. Teachers improved their practice and could determine, through oral and written reviews, whether reading took place during the silent reading sessions. Involvement in reading clubs had social benefits for learners. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
An investigation into the causes and effect of rising public debt in South Africa, 2009-2019
- Authors: Mzumala, Mirriam
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461918 , vital:76251
- Description: This study delves into the intricate factors contributing to the rising public debt in South Africa between 2009 and 2019, while also scrutinising the efficacy of public debt expenditure during this period. By examining data sourced from the SA National Treasury of South Africa and the South African Reserve Bank (SARB), the research endeavours to elucidate the underlying causes behind the burgeoning public debt and assess the impact of expenditure patterns on economic outcomes. The global financial crisis of 2008/2009 marked a pivotal juncture for South Africa's economy, precipitating a series of fiscal challenges that reverberated throughout the subsequent decade. Against this backdrop, this study embarks on a dual mission: firstly, to decipher the drivers underpinning the surge in public debt, and secondly, to gauge the efficacy of public expenditure vis-à-vis economic growth and development objectives. From 2009 to 2019, fiscal analysis shows a clear pattern of growing budget deficits, with government spending surpassing revenue growth. South Africa's fiscal policy has heavily favoured deficit spending, relying on debt to cover revenue shortfalls and maintain expenditure growth. Most government spending goes towards current payments and social transfers, leaving little for capital formation. Despite the National Development Plan's emphasis on investing in productive assets, both public and private sector investments have consistently fallen below targets, hindering significant contributions to economic growth. The rising public debt in South Africa stems from numerous factors, including excessive spending on unproductive areas like government compensation and social transfers, alongside high borrowing costs. This consumption-focused economic approach, coupled with insufficient investment in productive assets, has hindered South Africa's economic progress compared to global counterparts. Given these challenges, it is crucial to shift fiscal priorities towards strategies focused on investment-led growth. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Authors: Mzumala, Mirriam
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461918 , vital:76251
- Description: This study delves into the intricate factors contributing to the rising public debt in South Africa between 2009 and 2019, while also scrutinising the efficacy of public debt expenditure during this period. By examining data sourced from the SA National Treasury of South Africa and the South African Reserve Bank (SARB), the research endeavours to elucidate the underlying causes behind the burgeoning public debt and assess the impact of expenditure patterns on economic outcomes. The global financial crisis of 2008/2009 marked a pivotal juncture for South Africa's economy, precipitating a series of fiscal challenges that reverberated throughout the subsequent decade. Against this backdrop, this study embarks on a dual mission: firstly, to decipher the drivers underpinning the surge in public debt, and secondly, to gauge the efficacy of public expenditure vis-à-vis economic growth and development objectives. From 2009 to 2019, fiscal analysis shows a clear pattern of growing budget deficits, with government spending surpassing revenue growth. South Africa's fiscal policy has heavily favoured deficit spending, relying on debt to cover revenue shortfalls and maintain expenditure growth. Most government spending goes towards current payments and social transfers, leaving little for capital formation. Despite the National Development Plan's emphasis on investing in productive assets, both public and private sector investments have consistently fallen below targets, hindering significant contributions to economic growth. The rising public debt in South Africa stems from numerous factors, including excessive spending on unproductive areas like government compensation and social transfers, alongside high borrowing costs. This consumption-focused economic approach, coupled with insufficient investment in productive assets, has hindered South Africa's economic progress compared to global counterparts. Given these challenges, it is crucial to shift fiscal priorities towards strategies focused on investment-led growth. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
An investigation into the impact of geographical location on the phytochemical composition, pharmacological and toxicological activities of Tulbaghia violacea collected from the Eastern Cape and Gauteng Province
- Authors: Kader, Tasmeera
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461819 , vital:76242
- Description: Introduction: The number of communicable and non-communicable diseases continues to rise and has become more prevalent. While drugs exist to manage and/ or treat majority of the communicable and non-communicable diseases, the rise in disease prevalence puts pressure on researchers to find new drug molecules to treat and manage these ailments. Traditional medicine refers to the knowledge, skills and practices which are based on the beliefs and experiences indigenous to cultures and is used to maintain health. Most of the research into traditional medicine focuses on the medicinal plants used. Medicinal plants are any plants in which one or more of its organs contain substances which are used for therapeutic purposes or for the synthesis of drugs. Tulbaghia violacea is a monocotyledonous genus of herbaceous perennial bulbs which is native to Africa and can be readily found throughout South Africa. It is popular for its antimicrobial, antifungal, anticoagulant, antioxidant and anticancer properties. It has been that ecological factors influence the composition and quantity of phytochemicals present in a plant. Aim of the study: The aim of the study was to investigate the impact of geographical location on the phytochemical composition, pharmacological and toxicological activities of T. violacea collected from the Eastern Cape and Gauteng Province. Methods: The leaves of T. violacea were collected from the Eastern Cape and Gauteng Province. The leaves were dried and extracted using serial maceration with solvents hexane, acetone and methanol. The resulting extracts were subjected to qualitative preliminary phytochemical analysis and a quantitative total phenol content test was carried out using gallic acid as the standard. Thin layer chromatography (TLC) was performed to identify classes of compounds present in T. violacea. xix Antioxidant activity of T. violacea was determined qualitatively using a dot-plot and quantitatively using a DPPH radical scavenging activity assay. Ascorbic acid was used as the standard. Anti-diabetic properties of T. violacea were assessed using an α- amylase inhibition assay and an α- glucosidase inhibition assay. Acarbose was used as the standard for these assays. The anti-Alzheimer properties of T. violacea leaf extracts was determined using and acetylcholinesterase (AChE) inhibition assay. Donepezil was used as the standard for this assay. The DPPH radical scavenging activity, the α- amylase inhibition assay, the α- glucosidase inhibition assay and the AChE inhibition assay was combined with linear regression to determine the IC50 values of the T. violacea extracts and the standards. Statistical analysis was conducted to determine any differences between the plant samples and the standards as well as any differences between the EC and GP sample. Results: The results of the qualitative phytochemical analysis revealed the presence of saponins, flavonoids, tannins, alkaloids, steroids, cardiac glycosides and phenolic compounds present in T. violacea collected from EC and GP. However, their presence in the samples were different based on where the plant was cultivated. The results of the total phenolic content test, revealed that the hexane, acetone and methanol extracts of T. violacea contained phenolic compounds with the highest quantity of phenolic compounds being present in the methanol extracts. Significant statistical difference in total phenolic content between the EC and GP samples were seen for the hexane and methanol extracts. The results of the TLC revealed the presence of multiple bands which confirmed the presence of multiple phytochemicals in T. violacea. All of the extracts of T. violacea from EC and GP, showed antioxidant activity using both the dot-plot and the DPPH radical scavenging activity assay. The highest DPPH radical scavenging activity was seen by the hexane extract of the EC sample of T. violacea. The results showed significant statistical difference between the DPPH radical scavenging activity of the EC and GP samples. , Thesis (Msc (Pharmacy)) -- Faculty of Pharmacy, Pharmacy, 2024
- Full Text:
- Authors: Kader, Tasmeera
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461819 , vital:76242
- Description: Introduction: The number of communicable and non-communicable diseases continues to rise and has become more prevalent. While drugs exist to manage and/ or treat majority of the communicable and non-communicable diseases, the rise in disease prevalence puts pressure on researchers to find new drug molecules to treat and manage these ailments. Traditional medicine refers to the knowledge, skills and practices which are based on the beliefs and experiences indigenous to cultures and is used to maintain health. Most of the research into traditional medicine focuses on the medicinal plants used. Medicinal plants are any plants in which one or more of its organs contain substances which are used for therapeutic purposes or for the synthesis of drugs. Tulbaghia violacea is a monocotyledonous genus of herbaceous perennial bulbs which is native to Africa and can be readily found throughout South Africa. It is popular for its antimicrobial, antifungal, anticoagulant, antioxidant and anticancer properties. It has been that ecological factors influence the composition and quantity of phytochemicals present in a plant. Aim of the study: The aim of the study was to investigate the impact of geographical location on the phytochemical composition, pharmacological and toxicological activities of T. violacea collected from the Eastern Cape and Gauteng Province. Methods: The leaves of T. violacea were collected from the Eastern Cape and Gauteng Province. The leaves were dried and extracted using serial maceration with solvents hexane, acetone and methanol. The resulting extracts were subjected to qualitative preliminary phytochemical analysis and a quantitative total phenol content test was carried out using gallic acid as the standard. Thin layer chromatography (TLC) was performed to identify classes of compounds present in T. violacea. xix Antioxidant activity of T. violacea was determined qualitatively using a dot-plot and quantitatively using a DPPH radical scavenging activity assay. Ascorbic acid was used as the standard. Anti-diabetic properties of T. violacea were assessed using an α- amylase inhibition assay and an α- glucosidase inhibition assay. Acarbose was used as the standard for these assays. The anti-Alzheimer properties of T. violacea leaf extracts was determined using and acetylcholinesterase (AChE) inhibition assay. Donepezil was used as the standard for this assay. The DPPH radical scavenging activity, the α- amylase inhibition assay, the α- glucosidase inhibition assay and the AChE inhibition assay was combined with linear regression to determine the IC50 values of the T. violacea extracts and the standards. Statistical analysis was conducted to determine any differences between the plant samples and the standards as well as any differences between the EC and GP sample. Results: The results of the qualitative phytochemical analysis revealed the presence of saponins, flavonoids, tannins, alkaloids, steroids, cardiac glycosides and phenolic compounds present in T. violacea collected from EC and GP. However, their presence in the samples were different based on where the plant was cultivated. The results of the total phenolic content test, revealed that the hexane, acetone and methanol extracts of T. violacea contained phenolic compounds with the highest quantity of phenolic compounds being present in the methanol extracts. Significant statistical difference in total phenolic content between the EC and GP samples were seen for the hexane and methanol extracts. The results of the TLC revealed the presence of multiple bands which confirmed the presence of multiple phytochemicals in T. violacea. All of the extracts of T. violacea from EC and GP, showed antioxidant activity using both the dot-plot and the DPPH radical scavenging activity assay. The highest DPPH radical scavenging activity was seen by the hexane extract of the EC sample of T. violacea. The results showed significant statistical difference between the DPPH radical scavenging activity of the EC and GP samples. , Thesis (Msc (Pharmacy)) -- Faculty of Pharmacy, Pharmacy, 2024
- Full Text:
Burgernomics: Raw BMI vs Adjusted BMI. A comparative analysis of appropriate exchange rate valuation measures
- Gumedze, Siyanda Nakiwe Nomfundo
- Authors: Gumedze, Siyanda Nakiwe Nomfundo
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462702 , vital:76327
- Description: The Big Mac Index was developed in 1986 by The Economist magazine as a playful take on the Purchasing Power Parity theory. Its purpose is to indicate whether a currency is overpriced or undervalued in relation to the real exchange rate and whether it can be used as a reliable indicator of exchange rate predictions. There are two versions of the Big Mac Index: the raw Big Mac Index and the adjusted Big Mac Index. If appropriate, this index might be developed into an economic theory that can be applied to corporate finance, international trade, and international finance. To determine which Big Mac Index measure is a better indicator of exchange rate valuation, a comparison analysis was conducted. This study set out to determine how well the adjusted Big Mac Index performed as a gauge for exchange rate valuation. The research then compares the two Big Mac Index measures' ability to anticipate future exchange rates in order to determine which is more accurate. Data from the South African Reserve Bank and The Economist databases covering 37 nations from 2000 to 2022 were used for the analysis. Exchange rate misalignment trends were assessed globally, and the results indicated that the adjusted BMI was a more accurate measure of purchasing power. Tests of correlation revealed that there was a positive association between the real exchange rate and the Big Mac Index. Findings from a panel ARDL Model indicated that taking into consideration country-specific GDP variations and group heterogeneity can enhance the real exchange rates' ability to predict the raw BMI. The research also focused on the South African Rand to ascertain whether the Big Mac Index validates the Purchasing Power Parity theoretical framework. Using cointegration tests and graphic analysis, it was possible to find evidence for a cointegrating relationship between the real exchange rate and the Big Mac Index measures during the last 20 years. Additionally, a positive correlation between the modified Big Mac Index and terms of trade was discovered in the results, confirming the hypothesis that the Big Mac Index satisfies current account assumptions. Finally, a VEC model demonstrated that the modified BMI outperforms the raw BMI in terms of forecasting estimates. Overall, the study found that the Big Mac Index is more than a bit of fun as per its origin. The results showed that the adjusted Big Mac Index has practical applications and the potential to be considered as an economic theory. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Authors: Gumedze, Siyanda Nakiwe Nomfundo
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462702 , vital:76327
- Description: The Big Mac Index was developed in 1986 by The Economist magazine as a playful take on the Purchasing Power Parity theory. Its purpose is to indicate whether a currency is overpriced or undervalued in relation to the real exchange rate and whether it can be used as a reliable indicator of exchange rate predictions. There are two versions of the Big Mac Index: the raw Big Mac Index and the adjusted Big Mac Index. If appropriate, this index might be developed into an economic theory that can be applied to corporate finance, international trade, and international finance. To determine which Big Mac Index measure is a better indicator of exchange rate valuation, a comparison analysis was conducted. This study set out to determine how well the adjusted Big Mac Index performed as a gauge for exchange rate valuation. The research then compares the two Big Mac Index measures' ability to anticipate future exchange rates in order to determine which is more accurate. Data from the South African Reserve Bank and The Economist databases covering 37 nations from 2000 to 2022 were used for the analysis. Exchange rate misalignment trends were assessed globally, and the results indicated that the adjusted BMI was a more accurate measure of purchasing power. Tests of correlation revealed that there was a positive association between the real exchange rate and the Big Mac Index. Findings from a panel ARDL Model indicated that taking into consideration country-specific GDP variations and group heterogeneity can enhance the real exchange rates' ability to predict the raw BMI. The research also focused on the South African Rand to ascertain whether the Big Mac Index validates the Purchasing Power Parity theoretical framework. Using cointegration tests and graphic analysis, it was possible to find evidence for a cointegrating relationship between the real exchange rate and the Big Mac Index measures during the last 20 years. Additionally, a positive correlation between the modified Big Mac Index and terms of trade was discovered in the results, confirming the hypothesis that the Big Mac Index satisfies current account assumptions. Finally, a VEC model demonstrated that the modified BMI outperforms the raw BMI in terms of forecasting estimates. Overall, the study found that the Big Mac Index is more than a bit of fun as per its origin. The results showed that the adjusted Big Mac Index has practical applications and the potential to be considered as an economic theory. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
Connecting culture and science: Utilising Oshikundu and Ombidi in biology lessons on diffusion and osmosis
- Shilomboleni, Helena Ilena Ndilimeke
- Authors: Shilomboleni, Helena Ilena Ndilimeke
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463636 , vital:76427
- Description: Various science curricula including that of Namibia recommend that teaching and learning should start with the knowledge and experiences of learners from their homes and communities. These experiences are the learners’ Indigenous Knowledge (IK) which should be integrated to make science accessible and relevant to learners from diverse sociocultural backgrounds. This suggests that science teachers are encouraged to integrate IK into their teaching to help learners grasp abstract concepts and construct their own understanding of phenomena. However, much literature has revealed that many teachers find it difficult to integrate IK into their science teaching. Some scholars further argue that teachers lack the pedagogical content knowledge to effectively integrate IK. I assume this could be because the science curriculum is not explicit on how IK should be integrated into science teaching. It is against this backdrop that in this study I mobilised the Indigenous technologies of making oshikundu and preserving ombidi to support Grade 10 Biology learners in talking and making sense of diffusion and osmosis. This study was underpinned by the interpretivist and Indigenous research paradigms. Within the Indigenous research paradigm, I focused on Ubuntu as a perspective. A qualitative case study was employed and conducted at a certain school in the northern part of Namibia, in the Ohangwena region. I worked with a group of 35 Grade 10 learners, two Indigenous Knowledge Custodians (KCs) who are the custodians of cultural heritage and one Biology teacher (critical friend) as participants in this study. Qualitative data were collected using a focus group interview (sharing circle), group activity, participatory observation, and learners’ journal reflections. Vygotsky’s sociocultural theory together with Ogunniyi’s Contiguity Argumentative Theory were used as lenses to analyse data. The findings of the study revealed that during the IKCs’ practical demonstrations learners were able to identify science concepts embedded in the cultural practices of making oshikundu and preserving ombidi. The findings further revealed that the practical demonstrations enhanced active participation and interactions among learners. I thus recommend that teachers should tap into IKCs’ cultural heritage by inviting them into their classrooms to make science relevant, accessible and meaningful to learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Authors: Shilomboleni, Helena Ilena Ndilimeke
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463636 , vital:76427
- Description: Various science curricula including that of Namibia recommend that teaching and learning should start with the knowledge and experiences of learners from their homes and communities. These experiences are the learners’ Indigenous Knowledge (IK) which should be integrated to make science accessible and relevant to learners from diverse sociocultural backgrounds. This suggests that science teachers are encouraged to integrate IK into their teaching to help learners grasp abstract concepts and construct their own understanding of phenomena. However, much literature has revealed that many teachers find it difficult to integrate IK into their science teaching. Some scholars further argue that teachers lack the pedagogical content knowledge to effectively integrate IK. I assume this could be because the science curriculum is not explicit on how IK should be integrated into science teaching. It is against this backdrop that in this study I mobilised the Indigenous technologies of making oshikundu and preserving ombidi to support Grade 10 Biology learners in talking and making sense of diffusion and osmosis. This study was underpinned by the interpretivist and Indigenous research paradigms. Within the Indigenous research paradigm, I focused on Ubuntu as a perspective. A qualitative case study was employed and conducted at a certain school in the northern part of Namibia, in the Ohangwena region. I worked with a group of 35 Grade 10 learners, two Indigenous Knowledge Custodians (KCs) who are the custodians of cultural heritage and one Biology teacher (critical friend) as participants in this study. Qualitative data were collected using a focus group interview (sharing circle), group activity, participatory observation, and learners’ journal reflections. Vygotsky’s sociocultural theory together with Ogunniyi’s Contiguity Argumentative Theory were used as lenses to analyse data. The findings of the study revealed that during the IKCs’ practical demonstrations learners were able to identify science concepts embedded in the cultural practices of making oshikundu and preserving ombidi. The findings further revealed that the practical demonstrations enhanced active participation and interactions among learners. I thus recommend that teachers should tap into IKCs’ cultural heritage by inviting them into their classrooms to make science relevant, accessible and meaningful to learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
Developing transformative community-university partnerships: a participatory assessment of Rhodes University community engagement monitoring and evaluation system
- Authors: Nkwinti, Nosipho
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463592 , vital:76423
- Description: This thesis comprehensively explores transformative community engagement (CE) in higher education, focusing on the context of collaborative community-university partnerships (CUPs) in Makhanda, South Africa. The study aimed to assess and revise the monitoring and evaluation (M&E) system of the Rhodes University Community Engagement division to foster a transformation in CUPs. The research employs an exploratory design to understand the complexities of CUPs and improve the M&E systems by generating new concepts and ideas. A variety of qualitative methods, including focus groups, interviews, and document analysis, were utilized to engage community partners, student leaders, and Rhodes University Community Engagement staff. The participatory approach to research was critical, involving stakeholders in finalizing the M&E framework to ensure it met the shared objective. Data analysis was conducted inductively, with themes emerging from the data to facilitate a bottom-up understanding of the research questions. The study found that diverse community engagement projects at Rhodes University enhanced partnerships between the university and the local community in Makhanda. Participants shared varied understandings and experiences of Community Engagement. They saw CE as crucial for bridging the university-community divide and aiding local development. Furthermore, the research identified the need for a Monitoring and Evaluation system that supports collaborative Community-University Partnerships. Participants collaboratively developed and refined this M&E system, ensuring it aligns with community needs and promotes sustained development in Makhanda. Challenges such as diverse perspectives, logistical issues in focus groups, and power dynamics were also highlighted and addressed through an inclusive and participatory approach. This research highlights the elaborate distinctions of community engagement and the importance of such partnerships in fostering sustainable societal development. The framework developed has practical implications for shaping policies, fostering inclusivity, and promoting responsive university-community engagement that is aligned with community needs. The research concludes by suggesting the value of inclusivity, communication, and a flexible adaptation of practices to maximize the benefits of such partnerships. Future research could explore the longitudinal impacts of university-community partnerships, examine the scalability of the current framework to other universities, and evaluate the long-term socio-economic outcomes of the engaged citizen program on the community. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Authors: Nkwinti, Nosipho
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463592 , vital:76423
- Description: This thesis comprehensively explores transformative community engagement (CE) in higher education, focusing on the context of collaborative community-university partnerships (CUPs) in Makhanda, South Africa. The study aimed to assess and revise the monitoring and evaluation (M&E) system of the Rhodes University Community Engagement division to foster a transformation in CUPs. The research employs an exploratory design to understand the complexities of CUPs and improve the M&E systems by generating new concepts and ideas. A variety of qualitative methods, including focus groups, interviews, and document analysis, were utilized to engage community partners, student leaders, and Rhodes University Community Engagement staff. The participatory approach to research was critical, involving stakeholders in finalizing the M&E framework to ensure it met the shared objective. Data analysis was conducted inductively, with themes emerging from the data to facilitate a bottom-up understanding of the research questions. The study found that diverse community engagement projects at Rhodes University enhanced partnerships between the university and the local community in Makhanda. Participants shared varied understandings and experiences of Community Engagement. They saw CE as crucial for bridging the university-community divide and aiding local development. Furthermore, the research identified the need for a Monitoring and Evaluation system that supports collaborative Community-University Partnerships. Participants collaboratively developed and refined this M&E system, ensuring it aligns with community needs and promotes sustained development in Makhanda. Challenges such as diverse perspectives, logistical issues in focus groups, and power dynamics were also highlighted and addressed through an inclusive and participatory approach. This research highlights the elaborate distinctions of community engagement and the importance of such partnerships in fostering sustainable societal development. The framework developed has practical implications for shaping policies, fostering inclusivity, and promoting responsive university-community engagement that is aligned with community needs. The research concludes by suggesting the value of inclusivity, communication, and a flexible adaptation of practices to maximize the benefits of such partnerships. Future research could explore the longitudinal impacts of university-community partnerships, examine the scalability of the current framework to other universities, and evaluate the long-term socio-economic outcomes of the engaged citizen program on the community. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
Developing transformative community-university partnerships: a participatory assessment of Rhodes University community engagement monitoring and evaluation system
- Authors: Nkwinti, Nosipho
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463603 , vital:76424
- Description: This thesis comprehensively explores transformative community engagement (CE) in higher education, focusing on the context of collaborative community-university partnerships (CUPs) in Makhanda, South Africa. The study aimed to assess and revise the monitoring and evaluation (M&E) system of the Rhodes University Community Engagement division to foster a transformation in CUPs. The research employs an exploratory design to understand the complexities of CUPs and improve the M&E systems by generating new concepts and ideas. A variety of qualitative methods, including focus groups, interviews, and document analysis, were utilized to engage community partners, student leaders, and Rhodes University Community Engagement staff. The participatory approach to research was critical, involving stakeholders in finalizing the M&E framework to ensure it met the shared objective. Data analysis was conducted inductively, with themes emerging from the data to facilitate a bottom-up understanding of the research questions. The study found that diverse community engagement projects at Rhodes University enhanced partnerships between the university and the local community in Makhanda. Participants shared varied understandings and experiences of Community Engagement. They saw CE as crucial for bridging the university-community divide and aiding local development. Furthermore, the research identified the need for a Monitoring and Evaluation system that supports collaborative Community-University Partnerships. Participants collaboratively developed and refined this M&E system, ensuring it aligns with community needs and promotes sustained development in Makhanda. Challenges such as diverse perspectives, logistical issues in focus groups, and power dynamics were also highlighted and addressed through an inclusive and participatory approach. This research highlights the elaborate distinctions of community engagement and the importance of such partnerships in fostering sustainable societal development. The framework developed has practical implications for shaping policies, fostering inclusivity, and promoting responsive university-community engagement that is aligned with community needs. The research concludes by suggesting the value of inclusivity, communication, and a flexible adaptation of practices to maximize the benefits of such partnerships. Future research could explore the longitudinal impacts of university-community partnerships, examine the scalability of the current framework to other universities, and evaluate the long-term socio-economic outcomes of the engaged citizen program on the community. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Authors: Nkwinti, Nosipho
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463603 , vital:76424
- Description: This thesis comprehensively explores transformative community engagement (CE) in higher education, focusing on the context of collaborative community-university partnerships (CUPs) in Makhanda, South Africa. The study aimed to assess and revise the monitoring and evaluation (M&E) system of the Rhodes University Community Engagement division to foster a transformation in CUPs. The research employs an exploratory design to understand the complexities of CUPs and improve the M&E systems by generating new concepts and ideas. A variety of qualitative methods, including focus groups, interviews, and document analysis, were utilized to engage community partners, student leaders, and Rhodes University Community Engagement staff. The participatory approach to research was critical, involving stakeholders in finalizing the M&E framework to ensure it met the shared objective. Data analysis was conducted inductively, with themes emerging from the data to facilitate a bottom-up understanding of the research questions. The study found that diverse community engagement projects at Rhodes University enhanced partnerships between the university and the local community in Makhanda. Participants shared varied understandings and experiences of Community Engagement. They saw CE as crucial for bridging the university-community divide and aiding local development. Furthermore, the research identified the need for a Monitoring and Evaluation system that supports collaborative Community-University Partnerships. Participants collaboratively developed and refined this M&E system, ensuring it aligns with community needs and promotes sustained development in Makhanda. Challenges such as diverse perspectives, logistical issues in focus groups, and power dynamics were also highlighted and addressed through an inclusive and participatory approach. This research highlights the elaborate distinctions of community engagement and the importance of such partnerships in fostering sustainable societal development. The framework developed has practical implications for shaping policies, fostering inclusivity, and promoting responsive university-community engagement that is aligned with community needs. The research concludes by suggesting the value of inclusivity, communication, and a flexible adaptation of practices to maximize the benefits of such partnerships. Future research could explore the longitudinal impacts of university-community partnerships, examine the scalability of the current framework to other universities, and evaluate the long-term socio-economic outcomes of the engaged citizen program on the community. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
Drug development and animal welfare: bioethical analysis of emergency situations and the research settings
- Authors: Msimang, Asante
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461852 , vital:76245
- Description: Access restricited. Expected release date 2026. , Thesis (Msc (Pharmacy)) -- Faculty of Pharmacy, Pharmacy, 2024
- Full Text:
- Authors: Msimang, Asante
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461852 , vital:76245
- Description: Access restricited. Expected release date 2026. , Thesis (Msc (Pharmacy)) -- Faculty of Pharmacy, Pharmacy, 2024
- Full Text:
Elucidating the effect of potential mitochondrial toxicants on glucose handling and insulin signalling in skeletal muscle and liver cell lines in vitro
- Authors: Kuretu, Auxiliare
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461830 , vital:76243
- Description: Access restricited. Expected release date 2026. , Thesis (Msc (Pharmacy)) -- Faculty of Pharmacy, Pharmacy, 2024
- Full Text:
- Authors: Kuretu, Auxiliare
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461830 , vital:76243
- Description: Access restricited. Expected release date 2026. , Thesis (Msc (Pharmacy)) -- Faculty of Pharmacy, Pharmacy, 2024
- Full Text:
Evaluation of education quality in the Edulink education for sustainable development training programme in Namibia
- Authors: Johannes, Maria Nandehanda
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463702 , vital:76433
- Description: Restricted access. Expected release 2026. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Authors: Johannes, Maria Nandehanda
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463702 , vital:76433
- Description: Restricted access. Expected release 2026. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
Evaluation of traditional and residual momentum strategies during the Covid period on the Johannesburg Stock Exchange
- Authors: Yengwa, Mphathi Lubabalo
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462834 , vital:76339
- Description: Traditional momentum is a concept which was first discovered by Jegadeesh and Titman (1993), defined as a tendency of stocks to experience a continuation in their relative performance. A stock that performed relatively well will continue to perform relatively well, and vice versa. It has been observed by other researchers that during market crises, traditional momentum tends to produce large negative returns for investors, defined as a momentum crash. To mitigate momentum crashes, many researchers have developed new momentum strategies which have better performance than traditional momentum during market crises; such strategies include residual momentum. While both residual and traditional momentum have been studied in international markets and locally, the performance of both the residual and traditional momentum strategies have not been examined in the most recent Covid-fuelled financial crisis on the Johannesburg Stock Exchange. The study compares the performance of hypothetical long-only winner traditional and residual momentum portfolios (from 2018–2022) using various risk metrics, which include the tracking error, Sharpe ratio, Jensen’s alpha and information ratio. To compare the statistical significance of the difference in mean returns of residual and traditional momentum strategies to the benchmark (FTSE/Johannesburg Stock Exchange (JSE) Top 40) the study uses Welch’s t-test. The study uses an Auto regressive distributed lag (ARDL) regression to examine the effect that various market conditions (bull market, bear market and extreme volatility) have on the returns of residual and traditional momentum strategies. Given the limited period examined in this study, the Monte Carlo simulation was used to extrapolate potential outcomes of how the momentum strategies might perform under different market conditions (as mentioned) in 1 000 iterations of each condition. The simple return analysis undertaken in this research revealed that traditional momentum outperformed residual momentum both before and throughout the COVID period. In the risk-adjusted performance measures, traditional momentum outperformed at all four risk indicators during the 2020 COVID year. The statistical significance tests, which compared the strategies' mean returns to the benchmark, demonstrated no statistically significant difference in returns over the COVID year. Furthermore, when evaluating the strategies over a five-year period (2018-2022), the difference in mean returns was shown to be statistically insignificant. However, statistical significance in returns was shown in some individual years. The ARDL regression findings show that bull, bear, and volatility factors explain relatively little of the returns for both momentum strategies, which is consistent with previous research. The Monte Carlo simulation, using the bear variable, forecasted that traditional momentum would result in negative returns during market declines, but residual momentum would provide positive returns and surpass traditional momentum with a probability of 26%. When using the bull variable, the simulation discovered that both traditional and residual momentum strategies resulted in positive returns. However, the residual momentum strategy outperformed in terms of returns and had an 84% likelihood of outperforming the traditional momentum strategy across 1,000 iterations. Nevertheless, when the simulation included the volatility variable, it projected negative returns for residual momentum and positive returns for traditional momentum. Additionally, it estimated a 14% probability of residual momentum surpassing traditional momentum under volatile market circumstances. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
- Authors: Yengwa, Mphathi Lubabalo
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/462834 , vital:76339
- Description: Traditional momentum is a concept which was first discovered by Jegadeesh and Titman (1993), defined as a tendency of stocks to experience a continuation in their relative performance. A stock that performed relatively well will continue to perform relatively well, and vice versa. It has been observed by other researchers that during market crises, traditional momentum tends to produce large negative returns for investors, defined as a momentum crash. To mitigate momentum crashes, many researchers have developed new momentum strategies which have better performance than traditional momentum during market crises; such strategies include residual momentum. While both residual and traditional momentum have been studied in international markets and locally, the performance of both the residual and traditional momentum strategies have not been examined in the most recent Covid-fuelled financial crisis on the Johannesburg Stock Exchange. The study compares the performance of hypothetical long-only winner traditional and residual momentum portfolios (from 2018–2022) using various risk metrics, which include the tracking error, Sharpe ratio, Jensen’s alpha and information ratio. To compare the statistical significance of the difference in mean returns of residual and traditional momentum strategies to the benchmark (FTSE/Johannesburg Stock Exchange (JSE) Top 40) the study uses Welch’s t-test. The study uses an Auto regressive distributed lag (ARDL) regression to examine the effect that various market conditions (bull market, bear market and extreme volatility) have on the returns of residual and traditional momentum strategies. Given the limited period examined in this study, the Monte Carlo simulation was used to extrapolate potential outcomes of how the momentum strategies might perform under different market conditions (as mentioned) in 1 000 iterations of each condition. The simple return analysis undertaken in this research revealed that traditional momentum outperformed residual momentum both before and throughout the COVID period. In the risk-adjusted performance measures, traditional momentum outperformed at all four risk indicators during the 2020 COVID year. The statistical significance tests, which compared the strategies' mean returns to the benchmark, demonstrated no statistically significant difference in returns over the COVID year. Furthermore, when evaluating the strategies over a five-year period (2018-2022), the difference in mean returns was shown to be statistically insignificant. However, statistical significance in returns was shown in some individual years. The ARDL regression findings show that bull, bear, and volatility factors explain relatively little of the returns for both momentum strategies, which is consistent with previous research. The Monte Carlo simulation, using the bear variable, forecasted that traditional momentum would result in negative returns during market declines, but residual momentum would provide positive returns and surpass traditional momentum with a probability of 26%. When using the bull variable, the simulation discovered that both traditional and residual momentum strategies resulted in positive returns. However, the residual momentum strategy outperformed in terms of returns and had an 84% likelihood of outperforming the traditional momentum strategy across 1,000 iterations. Nevertheless, when the simulation included the volatility variable, it projected negative returns for residual momentum and positive returns for traditional momentum. Additionally, it estimated a 14% probability of residual momentum surpassing traditional momentum under volatile market circumstances. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
- Full Text:
Exploring how visual models can be used in teaching mathematics for growing a productive disposition in Grade 9 learners
- Shetunyenga, Fillipus Shetunyenga
- Authors: Shetunyenga, Fillipus Shetunyenga
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463625 , vital:76426
- Description: The Namibian Curriculum for Basic Education states clearly that Indigenous Knowledge (IK) should be integrated into science teaching. However, the irony is that it does not give clear pedagogical guidelines on how it should be integrated. The implication is that the curriculum assumes that all teachers are aware of how to integrate IK into their teaching. This assumption has therefore led to little or no integration of IK in many classrooms in Namibia, something which could be in part a contributing factor to poor learners’ academic performance in science subjects and Agricultural Science in particular. This tension in the curriculum plus the apparent gap in the literature regarding the integration of IK has triggered my interest to conduct this interventionist qualitative case study. Essentially, this study aimed to explore affordances and/or hindrances when using the indigenous technology of organic crop farming to mediate learning in Grade 12 Agricultural Science classes in peri-urban schools in the Oshana region in Namibia. The study was underpinned by the interpretivist and Ubuntu paradigms. Vygotsky’s (1978) socio-cultural theory and Shulman’s (1986) pedagogical content knowledge (PCK) framework were used as lenses to analyse my data. Within PCK, I also used Mavhunga and Rollnick’s (2013) Topic-Specific PCK as an analytical framework. The findings of the study revealed that the integration of Indigenous knowledge in Agricultural Science education has great potential in improving both the teaching and learnng of science. It also revealed that the Agricultural Science teachers were positive towards the integration of IK in their lessons. However, they conceded that they lacked pedagogical insights on how to integrate IK as they were never trained on how to integrate it. As a result, they found the presentations by the Indigenous Knowledge Custodians (IKCs) informative and shed light on how they could integrate IK during teaching and learning. That is, they became cultural knowledge brokers making science relevant and accessible to their learners. The study thus recommends that teacher training institutions should modify the curriculum to include a pedagogy course module on IK to equip students with the essential PCK on IK integration in science teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Authors: Shetunyenga, Fillipus Shetunyenga
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463625 , vital:76426
- Description: The Namibian Curriculum for Basic Education states clearly that Indigenous Knowledge (IK) should be integrated into science teaching. However, the irony is that it does not give clear pedagogical guidelines on how it should be integrated. The implication is that the curriculum assumes that all teachers are aware of how to integrate IK into their teaching. This assumption has therefore led to little or no integration of IK in many classrooms in Namibia, something which could be in part a contributing factor to poor learners’ academic performance in science subjects and Agricultural Science in particular. This tension in the curriculum plus the apparent gap in the literature regarding the integration of IK has triggered my interest to conduct this interventionist qualitative case study. Essentially, this study aimed to explore affordances and/or hindrances when using the indigenous technology of organic crop farming to mediate learning in Grade 12 Agricultural Science classes in peri-urban schools in the Oshana region in Namibia. The study was underpinned by the interpretivist and Ubuntu paradigms. Vygotsky’s (1978) socio-cultural theory and Shulman’s (1986) pedagogical content knowledge (PCK) framework were used as lenses to analyse my data. Within PCK, I also used Mavhunga and Rollnick’s (2013) Topic-Specific PCK as an analytical framework. The findings of the study revealed that the integration of Indigenous knowledge in Agricultural Science education has great potential in improving both the teaching and learnng of science. It also revealed that the Agricultural Science teachers were positive towards the integration of IK in their lessons. However, they conceded that they lacked pedagogical insights on how to integrate IK as they were never trained on how to integrate it. As a result, they found the presentations by the Indigenous Knowledge Custodians (IKCs) informative and shed light on how they could integrate IK during teaching and learning. That is, they became cultural knowledge brokers making science relevant and accessible to their learners. The study thus recommends that teacher training institutions should modify the curriculum to include a pedagogy course module on IK to equip students with the essential PCK on IK integration in science teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
Exploring Pedagogies that teachers draw on to teach reading in Grade 10 English First Additional Language inclusive classes
- Authors: Ndlovu, Sheillah
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463746 , vital:76437
- Description: This qualitative, interpretive study explored the pedagogies teachers drew on to teach reading in Grade 10 English First Additional Language inclusive classes. Over the years, children with learning difficulties have been excluded from formal learning and placed in special schools. However, the transformation through inclusive education allows learners with learning difficulties to be enrolled in mainstream schools. Unfortunately, mainstream teachers were not trained to address learning difficulties. It is for this reason that this study explored the pedagogies that teachers drew on to teach reading through an exploratory case study of five teachers and grade 10 learners, noting responses of learners with learning difficulties at one school in John Taolo Gaetsewe (JTG) district in Northern Cape. This study was guided by Sen’s capability approach. Semi-structured interviews, focus group interviews, and non-participant observations were used to collect data on the pedagogies teachers draw on to teach reading in inclusive classes and learners' views on how they want to be taught reading. The collected data was analysed through a thematic data analysis approach with the hope that the findings will help to develop and enrich teachers in teaching reading in inclusive classes to engage all learners. Findings revealed that the participating teachers drew from various pedagogies such as Reading to Learn, Establishing, Maintaining, and Consolidating, and Question-Answer- Relationship. The similarities among these pedagogies are their repetitive nature and that they provide maximum opportunities for learners with various needs, abilities, and challenges to succeed. The teachers’ self-developed strategies were influenced by the need to promote Ubuntu and collaborative learning. Knowing learners and their weaknesses was key to developing strategies. Teachers can draw from various pedagogies to teach reading in an inclusive class. This study recommends using multimodal texts, compulsory inclusive education during initial teacher education, and combined use of pedagogies. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
- Authors: Ndlovu, Sheillah
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463746 , vital:76437
- Description: This qualitative, interpretive study explored the pedagogies teachers drew on to teach reading in Grade 10 English First Additional Language inclusive classes. Over the years, children with learning difficulties have been excluded from formal learning and placed in special schools. However, the transformation through inclusive education allows learners with learning difficulties to be enrolled in mainstream schools. Unfortunately, mainstream teachers were not trained to address learning difficulties. It is for this reason that this study explored the pedagogies that teachers drew on to teach reading through an exploratory case study of five teachers and grade 10 learners, noting responses of learners with learning difficulties at one school in John Taolo Gaetsewe (JTG) district in Northern Cape. This study was guided by Sen’s capability approach. Semi-structured interviews, focus group interviews, and non-participant observations were used to collect data on the pedagogies teachers draw on to teach reading in inclusive classes and learners' views on how they want to be taught reading. The collected data was analysed through a thematic data analysis approach with the hope that the findings will help to develop and enrich teachers in teaching reading in inclusive classes to engage all learners. Findings revealed that the participating teachers drew from various pedagogies such as Reading to Learn, Establishing, Maintaining, and Consolidating, and Question-Answer- Relationship. The similarities among these pedagogies are their repetitive nature and that they provide maximum opportunities for learners with various needs, abilities, and challenges to succeed. The teachers’ self-developed strategies were influenced by the need to promote Ubuntu and collaborative learning. Knowing learners and their weaknesses was key to developing strategies. Teachers can draw from various pedagogies to teach reading in an inclusive class. This study recommends using multimodal texts, compulsory inclusive education during initial teacher education, and combined use of pedagogies. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
Exploring self-directed continuous professional development for English Language teachers in selected Namibian secondary schools
- Amakutuwa, Hilma Ndesheetelwa Mwalengwa
- Authors: Amakutuwa, Hilma Ndesheetelwa Mwalengwa
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463538 , vital:76418
- Description: Continuous professional development (CPD) for teachers, with all its diverse notions, has been noted and articulated in various policy documents in Namibia, and is understood as in-service training and professional development for teachers to improve learning outcomes. In Namibia, challenges have been experienced with the performance of learners in English as a Second Language (ESL) at the national level, and teacher professional development could be one way of changing the status quo. However, in answer to the call from the Namibian Ministry of Education Arts and Culture for a more idiosyncratic orientation, limited literature was found on how ESL teachers use self-directed learning (SDL) to shape their CPD activities. Thus, the purpose of this study was to address this gap by exploring the self-directed CPD needs of English Language teachers in selected Namibian secondary schools. The study was oriented to theoretical insights from SDL, reflective practice and social constructivism. Through the use of a qualitative approach, the study employed an exploratory case study research design. Semi-structured interviews and focus group discussions were used to generate data from eight selected Grade 8 to 12 ESL teachers in the Khomas region of Namibia. The data gathered were analysed using an inductive thematic framework. The findings of the study indicate that ESL teachers are faced with a myriad of challenges ranging from classroom experiences, the type of learners they work with and the support system available at school, regional and national level. The study found that due to changing education paradigms, ESL teachers need to broaden their knowledge base in specialised education and systematic professional interventions at school level. They indicated that this would help learners with challenges in reading, writing and comprehension to improve their skills in ESL classrooms. They further emphasised the necessity for mentors, education specialists, systematic schools and circuit based collaborative CPD, as well as more support from school heads and regional ESL senior education officers, which is an area that is inadequately managed. Finally, they pointed out that in order to make their ESL classes engaging and enjoyable, teachers needed to have a strong foundation in ICT education. This foundation can be leveraged to create resources that are now lacking. The findings have implications for ESL teachers, school administrators, education specialists and policymakers, as they provide insights and recommendations for enhancing ESL education practices. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Authors: Amakutuwa, Hilma Ndesheetelwa Mwalengwa
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463538 , vital:76418
- Description: Continuous professional development (CPD) for teachers, with all its diverse notions, has been noted and articulated in various policy documents in Namibia, and is understood as in-service training and professional development for teachers to improve learning outcomes. In Namibia, challenges have been experienced with the performance of learners in English as a Second Language (ESL) at the national level, and teacher professional development could be one way of changing the status quo. However, in answer to the call from the Namibian Ministry of Education Arts and Culture for a more idiosyncratic orientation, limited literature was found on how ESL teachers use self-directed learning (SDL) to shape their CPD activities. Thus, the purpose of this study was to address this gap by exploring the self-directed CPD needs of English Language teachers in selected Namibian secondary schools. The study was oriented to theoretical insights from SDL, reflective practice and social constructivism. Through the use of a qualitative approach, the study employed an exploratory case study research design. Semi-structured interviews and focus group discussions were used to generate data from eight selected Grade 8 to 12 ESL teachers in the Khomas region of Namibia. The data gathered were analysed using an inductive thematic framework. The findings of the study indicate that ESL teachers are faced with a myriad of challenges ranging from classroom experiences, the type of learners they work with and the support system available at school, regional and national level. The study found that due to changing education paradigms, ESL teachers need to broaden their knowledge base in specialised education and systematic professional interventions at school level. They indicated that this would help learners with challenges in reading, writing and comprehension to improve their skills in ESL classrooms. They further emphasised the necessity for mentors, education specialists, systematic schools and circuit based collaborative CPD, as well as more support from school heads and regional ESL senior education officers, which is an area that is inadequately managed. Finally, they pointed out that in order to make their ESL classes engaging and enjoyable, teachers needed to have a strong foundation in ICT education. This foundation can be leveraged to create resources that are now lacking. The findings have implications for ESL teachers, school administrators, education specialists and policymakers, as they provide insights and recommendations for enhancing ESL education practices. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
Foundation phase teachers’ understanding and implementation of differentiated pedagogical practices in teaching reading
- Authors: Muroa, Johanna Makgati
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463713 , vital:76434
- Description: Pre-1994, teacher education in South Africa was separated into mainstream and special education classes. Special education classes accommodated learners who were not coping with grade-level work. In 2001, Education White Paper Six advocated for inclusive education. This policy promotes differentiated pedagogical practices to accommodate learners’ needs and minimize barriers to learning. However, research has shown that teachers do not have the required content and pedagogical knowledge to teach according to diverse learners’ needs. One of the reasons given is that the teacher education system does not prepare teachers adequately to teach in classrooms with diverse learners. This qualitative case study is underpinned by an interpretivist orientation as it seeks to ascertain how teachers understand and implement differentiated pedagogical tools in their practice. The research asks the question: How do Foundation Phase teachers understand and implement differentiated pedagogical tools? Seventy-six teachers enrolled for in-service Bachelor of Education (Foundation Phase) completed a questionnaire and three Foundation Phase teachers were observed and interviewed. Data gathered was analyzed using the Theory of Practice Architectures. The study found that the teachers recognized the importance of accommodating the different learners’ learning needs, however, they struggled to implement differentiated pedagogical practices in the classroom. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Authors: Muroa, Johanna Makgati
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463713 , vital:76434
- Description: Pre-1994, teacher education in South Africa was separated into mainstream and special education classes. Special education classes accommodated learners who were not coping with grade-level work. In 2001, Education White Paper Six advocated for inclusive education. This policy promotes differentiated pedagogical practices to accommodate learners’ needs and minimize barriers to learning. However, research has shown that teachers do not have the required content and pedagogical knowledge to teach according to diverse learners’ needs. One of the reasons given is that the teacher education system does not prepare teachers adequately to teach in classrooms with diverse learners. This qualitative case study is underpinned by an interpretivist orientation as it seeks to ascertain how teachers understand and implement differentiated pedagogical tools in their practice. The research asks the question: How do Foundation Phase teachers understand and implement differentiated pedagogical tools? Seventy-six teachers enrolled for in-service Bachelor of Education (Foundation Phase) completed a questionnaire and three Foundation Phase teachers were observed and interviewed. Data gathered was analyzed using the Theory of Practice Architectures. The study found that the teachers recognized the importance of accommodating the different learners’ learning needs, however, they struggled to implement differentiated pedagogical practices in the classroom. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
Integrating sustainability into strategic decision making in the South African automotive sector
- Authors: Makaudi, Tuelo Ivan
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461874 , vital:76247
- Description: Sustainability has become a major topic for businesses, policy makers, government, and researchers. With the growing awareness of climate change, environmental and social problems, attention has turned to how businesses impact the environment, society, and economy. Sustainability, therefore, requires the integration of environmental and social issues into strategic decision making. Many organizations consider sustainability as an important issue for the business. However, some companies are struggling to combine business success and the success of other stakeholders, particularly those representing the interests of the environment and society. The purpose of this case study is to explore how sustainability is integrated into strategic decision making within some companies in the South African automotive industry. This study followed a qualitative approach, and semi-structured interviews were conducted with ten senior managers in the automotive sector in South Africa. The study used an inductive thematic analysis approach to analyse the data, and five main themes were generated: (1) Business profitability, (2) Organization culture, (3) Rationality, (4) Compliance, and (5) Corporate social responsibility (CSR). The findings of the study indicated that strategic decisions made considered business profitability first and foremost above environment and society. There is evidence that businesses engage in some sustainability activities, but this was related to the business objective to be profitable and to meet compliance requirements. The findings of the study also indicated that a rational decision-making approach was used predominantly, compared to intuitive and political approaches. This was due to the cautious approach of maintaining profit-making as a primary business objective. In terms of recommendations, this study recommends that automotive companies in South Africa integrate sustainability considerations into organizational/or business strategy to enable the industry to create shared value for the environment, society and economy. Integrating sustainability into business strategy will align business practices with sustainability goals and therefore allowing the automotive industry to have a positive impact in the society and environment which in turn will lead to improved financial performance. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Authors: Makaudi, Tuelo Ivan
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461874 , vital:76247
- Description: Sustainability has become a major topic for businesses, policy makers, government, and researchers. With the growing awareness of climate change, environmental and social problems, attention has turned to how businesses impact the environment, society, and economy. Sustainability, therefore, requires the integration of environmental and social issues into strategic decision making. Many organizations consider sustainability as an important issue for the business. However, some companies are struggling to combine business success and the success of other stakeholders, particularly those representing the interests of the environment and society. The purpose of this case study is to explore how sustainability is integrated into strategic decision making within some companies in the South African automotive industry. This study followed a qualitative approach, and semi-structured interviews were conducted with ten senior managers in the automotive sector in South Africa. The study used an inductive thematic analysis approach to analyse the data, and five main themes were generated: (1) Business profitability, (2) Organization culture, (3) Rationality, (4) Compliance, and (5) Corporate social responsibility (CSR). The findings of the study indicated that strategic decisions made considered business profitability first and foremost above environment and society. There is evidence that businesses engage in some sustainability activities, but this was related to the business objective to be profitable and to meet compliance requirements. The findings of the study also indicated that a rational decision-making approach was used predominantly, compared to intuitive and political approaches. This was due to the cautious approach of maintaining profit-making as a primary business objective. In terms of recommendations, this study recommends that automotive companies in South Africa integrate sustainability considerations into organizational/or business strategy to enable the industry to create shared value for the environment, society and economy. Integrating sustainability into business strategy will align business practices with sustainability goals and therefore allowing the automotive industry to have a positive impact in the society and environment which in turn will lead to improved financial performance. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
Investigating deep-seated factors that can condition English First Additional Language literature teaching in Grade 7
- Authors: Ntikinca, Xolela
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463757 , vital:76438
- Description: Access restricted. Expected release in 2026. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text:
- Authors: Ntikinca, Xolela
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463757 , vital:76438
- Description: Access restricted. Expected release in 2026. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
- Full Text: