Explored Vygotsky’s concept of mediation in a biliteracy project in the foundation phase of a township school
- Authors: Frans, Nompumelelo Grace
- Date: 2020
- Subjects: Literacy -- South Africa -- Case studies , Education, Elementary -- South Africa -- Case studies , Education, Bilingual -- South Africa -- Case studies , Vygotskiĭ, L S (Lev Semenovich), 1896-1934 , Biliteracy Project (South Africa)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147204 , vital:38602
- Description: The research reported on in this thesis explored teacher mediation when a biliteracy approach through task-based teaching and learning is used in a Foundation Phase classroom in a township school in the Eastern Cape. It is an action research aimed at understanding and systematically investigating how and what it means to work with bilingual mediation to ensure cognition, with emphasis on task design, facilitation for cognition, mediation forms and language use. This thesis was motivated by three issues that are still not being adequately addressed: the low level of cognitive work in South African schools, the failure to use the home languages of children throughout schooling as a medium of instruction and assessment (while providing excellent access to English as subject), and a top-down approach to both policy development and teacher professionalisation. These three issues drove me to explore theories that can help address them, and that is how I came to rely mostly on mediation, biliteracy and a task-based approach to teaching. For this research, on data handling I prepared and taught six lessons, but only three of the six lessons were recorded, transcribed and analysed for empirical data. I chose data handling, as in my previous experience I found it to include all the mathematical problem-solving skills which involve addition subtraction, analysing and comparing information. It also offered opportunities for language use, and meaningful interactive co-construction and acquiring of knowledge in the process of teaching and learning. This turned into a form of theory-driven action research, which was also developmental. I was critically reflective on my practices, and my facilitation for cognition and how I use language to make cognition possible. I also looked at the types of activities that I gave learners to help reach maximum development. The data collected from the classroom interactions, shows how I, in some instances, would take decisions, implement them and then find them not to be effective. It also shows some of the challenges I came across, from myself and the learners. Learners challenges were, unfamiliarity with the systematic build-up of data handling, filling in tables, transferring information from one form into a different form, and constructing and analysing bar graphs. This was part of pedagogynot the policy, which indicated inadequate teacher development. This could be because data handling is allocated minimal weighting from the CAPS document, and teachers do not go as in depth as they need to in dealing with data handling. My challenge was to prepare the grade 3 class for more data handling encounters in the higher grades. I had to ensure they grasped data handling concepts in their mother tongue before the switch to English as LoLT, as prescribed by policy. Learners proved to have little or no knowledge with regards to data handling concepts, which meant I had to start from the basics, as I had nothing to build on, and then progress to grade 3 level in one year. This study suggests that for any concept that has to be taught, cognition must be a priority, and strategies on how to facilitate that needs to be well thought out. Teachers need to be aware of theories that can positively impact on their practices. Teacher development is key to improvement of education, especially in the Eastern Cape. That cannot be done in isolation, but in partnership with relevant stakeholders.
- Full Text:
- Date Issued: 2020
- Authors: Frans, Nompumelelo Grace
- Date: 2020
- Subjects: Literacy -- South Africa -- Case studies , Education, Elementary -- South Africa -- Case studies , Education, Bilingual -- South Africa -- Case studies , Vygotskiĭ, L S (Lev Semenovich), 1896-1934 , Biliteracy Project (South Africa)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147204 , vital:38602
- Description: The research reported on in this thesis explored teacher mediation when a biliteracy approach through task-based teaching and learning is used in a Foundation Phase classroom in a township school in the Eastern Cape. It is an action research aimed at understanding and systematically investigating how and what it means to work with bilingual mediation to ensure cognition, with emphasis on task design, facilitation for cognition, mediation forms and language use. This thesis was motivated by three issues that are still not being adequately addressed: the low level of cognitive work in South African schools, the failure to use the home languages of children throughout schooling as a medium of instruction and assessment (while providing excellent access to English as subject), and a top-down approach to both policy development and teacher professionalisation. These three issues drove me to explore theories that can help address them, and that is how I came to rely mostly on mediation, biliteracy and a task-based approach to teaching. For this research, on data handling I prepared and taught six lessons, but only three of the six lessons were recorded, transcribed and analysed for empirical data. I chose data handling, as in my previous experience I found it to include all the mathematical problem-solving skills which involve addition subtraction, analysing and comparing information. It also offered opportunities for language use, and meaningful interactive co-construction and acquiring of knowledge in the process of teaching and learning. This turned into a form of theory-driven action research, which was also developmental. I was critically reflective on my practices, and my facilitation for cognition and how I use language to make cognition possible. I also looked at the types of activities that I gave learners to help reach maximum development. The data collected from the classroom interactions, shows how I, in some instances, would take decisions, implement them and then find them not to be effective. It also shows some of the challenges I came across, from myself and the learners. Learners challenges were, unfamiliarity with the systematic build-up of data handling, filling in tables, transferring information from one form into a different form, and constructing and analysing bar graphs. This was part of pedagogynot the policy, which indicated inadequate teacher development. This could be because data handling is allocated minimal weighting from the CAPS document, and teachers do not go as in depth as they need to in dealing with data handling. My challenge was to prepare the grade 3 class for more data handling encounters in the higher grades. I had to ensure they grasped data handling concepts in their mother tongue before the switch to English as LoLT, as prescribed by policy. Learners proved to have little or no knowledge with regards to data handling concepts, which meant I had to start from the basics, as I had nothing to build on, and then progress to grade 3 level in one year. This study suggests that for any concept that has to be taught, cognition must be a priority, and strategies on how to facilitate that needs to be well thought out. Teachers need to be aware of theories that can positively impact on their practices. Teacher development is key to improvement of education, especially in the Eastern Cape. That cannot be done in isolation, but in partnership with relevant stakeholders.
- Full Text:
- Date Issued: 2020
Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
- Date Issued: 2020
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
- Date Issued: 2020
Exploring an intervention on how to integrate local or indigenous knowledge on the features of the moon in Grade 4 classes
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
- Date Issued: 2020
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
- Date Issued: 2020
Exploring and modelling the effects of agricultural land management and climate change on agroecosystem services in the Eastern Cape, South Africa
- Authors: Choruma, Dennis Junior
- Date: 2020
- Subjects: Agricultural ecology -- South Africa -- Eastern Cape , Agriculture -- Environmental aspects -- South Africa -- Eastern Cape , Crops and climate -- South Africa -- Eastern Cape , Corn -- Climatic factors -- South Africa -- Eastern Cape , Land use -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146756 , vital:38554
- Description: The aims of this study were to evaluate the impacts of agricultural land management strategies and climate change on irrigated maize production in the Eastern Cape, South Africa. To achieve these aims, the study was guided by two overarching research questions, subsequently broken down into more specific questions. The first research question examined the reasons behind farmers’ current agricultural land management practices, the values they assigned to different agroecosystem services, their perceptions of climate change and the adaptation strategies they used to address challenges associated with agricultural crop production and climate change. To answer these questions, a survey of conventional farmers in the Eastern Cape was carried out. The survey targeted farmers who used fertilisers and irrigation water in their day to day farming. Results showed that farmers recognised the different benefits that agroecosystems provided even though they were not familiar with the term ‘ecosystem services.’ Farmers assigned a high value to food provisioning compared to other agroecosystem services and managed their farms for maximum crop yields or maximum crop quality. Fertiliser and irrigation water management decisions were based on multiple factors such as cost, availability of farming equipment and crop yield or crop quality considerations. Survey results showed that while most farmers were able to state the amount of fertiliser used per growing season, the majority of farmers did not know the amount of water they used per growing season. From the farmers’ survey it was recommended that extension services and agricultural education programmes be strengthened in the region to increase farmers’ knowledge on effective agricultural land management strategies that support sustainable intensification. The second research question investigated the effects of agricultural land management strategies and climate change on crop yields in the Eastern Cape. This investigation was done in three steps. First, a crop model, the Environmental Policy Integrated Climate (EPIC) model was calibrated and validated using limited field data from maize variety trials carried out at the Cradock Research Farm in the Eastern Cape. Calibration and validation results proved satisfactory with model efficiencies (Nash Sutcliffe, NSE) greater than 0.5 for both calibration and validation. It was concluded that limited data from field trials on maize that only included grain yield and agricultural land management dates can be used for the calibration of the EPIC model to simulate maize production under South African conditions. In the second step, the calibrated model was applied to simulate different irrigation and fertiliser management strategies for maize production in the Eastern Cape. Different irrigation and Nitrogen (N) fertiliser levels were compared to find optimal irrigation and N fertiliser management strategies that would increase maize yields while minimising environmental pollution (nitrate leaching). Model outputs were also compared to the average yields obtained in the field trials (baseline) and to maize yields reported by farmers in the farmers’ survey. Results showed that improved management of irrigation water and N fertiliser could improve farmers’ maize yields from approximately 7.2 t ha-1 to approximately 12.2 t ha-1, an increase of approximately 69%. Results also revealed a trade-off between food provision and nitrate leaching. Simulations showed that increasing N fertiliser application under sufficient irrigation water levels would increase maize yields, however, this would be accompanied by an increase in N leaching. Lastly, the EPIC model was then applied to simulate the effects of future climate change on irrigated maize production in the Eastern Cape. For these simulations, the model was driven by statistically downscaled climate data derived from three General Circulation Models (GCMs) for two future climate periods, (2040-2069) and (2070-2099), under two Representative Concentration Pathways (RCPs): RCP 4.5 and RCP 8.5. Future maize yields were compared to the baseline (1980-2010) maize yield average. All three climate models predicted a decline in maize yields, with yields declining by as much as 23.8% in RCP 8.5, 2070-2099. Simulations also predicted increases in average daily maximum and minimum temperatures for both the two future climate periods under both RCPs. Results also indicated a decrease in seasonal irrigation water requirements. Nitrate leaching was projected to significantly increase towards the end of the century, increasing by as much as 373.8% in RCP 8.5 2070-2099. Concerning farmers’ perceptions of climate change, results showed that farmers were aware of climate change and identified temperature and rainfall changes as the most important changes in climate that they had observed. To adapt to climate change, farmers used a variety of adaptation strategies such as crop rotations and intercropping. Apart from challenges posed by climate change, farmers also faced other challenges such as access to markets and access to financial credit lines, challenges that prevented them from effectively adapting to climate change. The study therefore recommended that appropriate and adequate strategies be designed to help farmers in the region offset the projected decrease in maize production and increase crop yields while minimising negative environmental impacts.
- Full Text:
- Date Issued: 2020
- Authors: Choruma, Dennis Junior
- Date: 2020
- Subjects: Agricultural ecology -- South Africa -- Eastern Cape , Agriculture -- Environmental aspects -- South Africa -- Eastern Cape , Crops and climate -- South Africa -- Eastern Cape , Corn -- Climatic factors -- South Africa -- Eastern Cape , Land use -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146756 , vital:38554
- Description: The aims of this study were to evaluate the impacts of agricultural land management strategies and climate change on irrigated maize production in the Eastern Cape, South Africa. To achieve these aims, the study was guided by two overarching research questions, subsequently broken down into more specific questions. The first research question examined the reasons behind farmers’ current agricultural land management practices, the values they assigned to different agroecosystem services, their perceptions of climate change and the adaptation strategies they used to address challenges associated with agricultural crop production and climate change. To answer these questions, a survey of conventional farmers in the Eastern Cape was carried out. The survey targeted farmers who used fertilisers and irrigation water in their day to day farming. Results showed that farmers recognised the different benefits that agroecosystems provided even though they were not familiar with the term ‘ecosystem services.’ Farmers assigned a high value to food provisioning compared to other agroecosystem services and managed their farms for maximum crop yields or maximum crop quality. Fertiliser and irrigation water management decisions were based on multiple factors such as cost, availability of farming equipment and crop yield or crop quality considerations. Survey results showed that while most farmers were able to state the amount of fertiliser used per growing season, the majority of farmers did not know the amount of water they used per growing season. From the farmers’ survey it was recommended that extension services and agricultural education programmes be strengthened in the region to increase farmers’ knowledge on effective agricultural land management strategies that support sustainable intensification. The second research question investigated the effects of agricultural land management strategies and climate change on crop yields in the Eastern Cape. This investigation was done in three steps. First, a crop model, the Environmental Policy Integrated Climate (EPIC) model was calibrated and validated using limited field data from maize variety trials carried out at the Cradock Research Farm in the Eastern Cape. Calibration and validation results proved satisfactory with model efficiencies (Nash Sutcliffe, NSE) greater than 0.5 for both calibration and validation. It was concluded that limited data from field trials on maize that only included grain yield and agricultural land management dates can be used for the calibration of the EPIC model to simulate maize production under South African conditions. In the second step, the calibrated model was applied to simulate different irrigation and fertiliser management strategies for maize production in the Eastern Cape. Different irrigation and Nitrogen (N) fertiliser levels were compared to find optimal irrigation and N fertiliser management strategies that would increase maize yields while minimising environmental pollution (nitrate leaching). Model outputs were also compared to the average yields obtained in the field trials (baseline) and to maize yields reported by farmers in the farmers’ survey. Results showed that improved management of irrigation water and N fertiliser could improve farmers’ maize yields from approximately 7.2 t ha-1 to approximately 12.2 t ha-1, an increase of approximately 69%. Results also revealed a trade-off between food provision and nitrate leaching. Simulations showed that increasing N fertiliser application under sufficient irrigation water levels would increase maize yields, however, this would be accompanied by an increase in N leaching. Lastly, the EPIC model was then applied to simulate the effects of future climate change on irrigated maize production in the Eastern Cape. For these simulations, the model was driven by statistically downscaled climate data derived from three General Circulation Models (GCMs) for two future climate periods, (2040-2069) and (2070-2099), under two Representative Concentration Pathways (RCPs): RCP 4.5 and RCP 8.5. Future maize yields were compared to the baseline (1980-2010) maize yield average. All three climate models predicted a decline in maize yields, with yields declining by as much as 23.8% in RCP 8.5, 2070-2099. Simulations also predicted increases in average daily maximum and minimum temperatures for both the two future climate periods under both RCPs. Results also indicated a decrease in seasonal irrigation water requirements. Nitrate leaching was projected to significantly increase towards the end of the century, increasing by as much as 373.8% in RCP 8.5 2070-2099. Concerning farmers’ perceptions of climate change, results showed that farmers were aware of climate change and identified temperature and rainfall changes as the most important changes in climate that they had observed. To adapt to climate change, farmers used a variety of adaptation strategies such as crop rotations and intercropping. Apart from challenges posed by climate change, farmers also faced other challenges such as access to markets and access to financial credit lines, challenges that prevented them from effectively adapting to climate change. The study therefore recommended that appropriate and adequate strategies be designed to help farmers in the region offset the projected decrease in maize production and increase crop yields while minimising negative environmental impacts.
- Full Text:
- Date Issued: 2020
Exploring career information through developmental contextual focus groups with youth from disadvantaged backgrounds
- Authors: Phala, Phorogohlo Modipadi
- Date: 2020
- Subjects: Vocational guidance , Educational counseling , Focus groups , Action research , Youth -- South Africa -- Social conditions -- 1994- , Parental influences – South Africa , Vocational guidance -- Parent participation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/130594 , vital:36442
- Description: This study investigates the importance of initiating career exploration discussions with young people from disadvantaged backgrounds, using the developmental-contextual framework of career development by Vondracek, Lerner & Schulenburg (1986). This model stresses the dynamic relationship between an individual, the ever-changing environment and how each influences the other. Based upon an earlier study by Spencer (1999), this study aims to explore the developmental-contextual model as the basis of successive group discussions at a pivotal moment in the lives of the youth from disadvantaged backgrounds. In addition, it aims to understand individuals’ perceptions of career education and the influences on career decision-making and aspiration. Data were collected through setting up and running a focus group session once a week over a period of five weeks, in which different career-related topics were discussed. The sample consisted of nine unemployed students who were currently not in a tertiary institution between the ages of 18-25 years. The findings indicated a noteworthy need for more relevant career interventions to be investigated and implemented for the diverse South African population. The study’s findings demonstrated that individuals might be more open to exploring career development through group rather than individual counselling. It was found that parents are the main career influencers in their children’s lives. Mothers were experienced as role models, supporters and encouragers while fathers were experienced as absent and unsupportive, playing little or no role in their children’s lives. The participants found this form of career exploration appealing as it allowed for peer consultation and the freedom to discuss career issues in a non-judgemental setting.
- Full Text:
- Date Issued: 2020
- Authors: Phala, Phorogohlo Modipadi
- Date: 2020
- Subjects: Vocational guidance , Educational counseling , Focus groups , Action research , Youth -- South Africa -- Social conditions -- 1994- , Parental influences – South Africa , Vocational guidance -- Parent participation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/130594 , vital:36442
- Description: This study investigates the importance of initiating career exploration discussions with young people from disadvantaged backgrounds, using the developmental-contextual framework of career development by Vondracek, Lerner & Schulenburg (1986). This model stresses the dynamic relationship between an individual, the ever-changing environment and how each influences the other. Based upon an earlier study by Spencer (1999), this study aims to explore the developmental-contextual model as the basis of successive group discussions at a pivotal moment in the lives of the youth from disadvantaged backgrounds. In addition, it aims to understand individuals’ perceptions of career education and the influences on career decision-making and aspiration. Data were collected through setting up and running a focus group session once a week over a period of five weeks, in which different career-related topics were discussed. The sample consisted of nine unemployed students who were currently not in a tertiary institution between the ages of 18-25 years. The findings indicated a noteworthy need for more relevant career interventions to be investigated and implemented for the diverse South African population. The study’s findings demonstrated that individuals might be more open to exploring career development through group rather than individual counselling. It was found that parents are the main career influencers in their children’s lives. Mothers were experienced as role models, supporters and encouragers while fathers were experienced as absent and unsupportive, playing little or no role in their children’s lives. The participants found this form of career exploration appealing as it allowed for peer consultation and the freedom to discuss career issues in a non-judgemental setting.
- Full Text:
- Date Issued: 2020
Exploring challenges in implementing a health referral system in the Buffalo city metropolitan municipality in the Eastern Cape Province”
- Authors: Matolengwe, Aseza
- Date: 2020
- Subjects: Primary health care
- Language: English
- Type: Thesis , Masters , MPH
- Identifier: http://hdl.handle.net/10353/18441 , vital:42266
- Description: The purpose of the study is to explore and describe challenges experienced by health professionals regarding implementation of the referral system used in Buffalo City Metropolitan Municipality (BCMM) in the Eastern Cape Province. A referral system in health care can be defined as a method whereby a health worker with insufficient skills and less resources in the primary health care setting, who has fewer remedies or options to manage medical conditions, seeks assistance from a more senior practitioner in a tertiary setting with better resources to provide guidance in managing the patient or to take over the management of the patient (Eastern Cape Department of Health, 2007:7). A qualitative descriptive explorative contextual design was used to explore and describe the challenges pertaining to the implementation of a referral system in the public health sector in Buffalo City Metropolitan Municipality (BCMM) in the Eastern Cape. A purposive sampling technique was employed with an inclusion criteria of health care professionals who are doctors, professional nurses, pharmacists and specialists. After obtaining ethical clearance from the respective departments, steps for data collection were implemented. Individual interviews were conducted using an interview guide that was prepared by the researcher. Findings in the study indicate that there are challenges in implementing a referral system in relation to infrastructure, workforce capacity, equipment, transport and drug availability. The participants provided suggestions according to their experiences on what they felt the Department of Health in BCMM could do to strengthen the referral system in place. The researcher then provided recommendations to the Department of Health of BCMM. The health referral system in BCMM needs to be strengthened through provision of adequate infrastructure, improving workforce capacity, and availability of medicines and equipment. A monitoring and evaluation plan must be affected by the Eastern Cape Department of Health. Education and training are needed for the health care workers and the community through their involvement in stakeholder meetings
- Full Text:
- Date Issued: 2020
- Authors: Matolengwe, Aseza
- Date: 2020
- Subjects: Primary health care
- Language: English
- Type: Thesis , Masters , MPH
- Identifier: http://hdl.handle.net/10353/18441 , vital:42266
- Description: The purpose of the study is to explore and describe challenges experienced by health professionals regarding implementation of the referral system used in Buffalo City Metropolitan Municipality (BCMM) in the Eastern Cape Province. A referral system in health care can be defined as a method whereby a health worker with insufficient skills and less resources in the primary health care setting, who has fewer remedies or options to manage medical conditions, seeks assistance from a more senior practitioner in a tertiary setting with better resources to provide guidance in managing the patient or to take over the management of the patient (Eastern Cape Department of Health, 2007:7). A qualitative descriptive explorative contextual design was used to explore and describe the challenges pertaining to the implementation of a referral system in the public health sector in Buffalo City Metropolitan Municipality (BCMM) in the Eastern Cape. A purposive sampling technique was employed with an inclusion criteria of health care professionals who are doctors, professional nurses, pharmacists and specialists. After obtaining ethical clearance from the respective departments, steps for data collection were implemented. Individual interviews were conducted using an interview guide that was prepared by the researcher. Findings in the study indicate that there are challenges in implementing a referral system in relation to infrastructure, workforce capacity, equipment, transport and drug availability. The participants provided suggestions according to their experiences on what they felt the Department of Health in BCMM could do to strengthen the referral system in place. The researcher then provided recommendations to the Department of Health of BCMM. The health referral system in BCMM needs to be strengthened through provision of adequate infrastructure, improving workforce capacity, and availability of medicines and equipment. A monitoring and evaluation plan must be affected by the Eastern Cape Department of Health. Education and training are needed for the health care workers and the community through their involvement in stakeholder meetings
- Full Text:
- Date Issued: 2020
Exploring gender roles in traditional healing practice at selected areas of Buffalo City Municipality Eastern Cape Province, South Africa
- Authors: Gqibithole,Zizipho
- Date: 2020
- Subjects: Healers Healing
- Language: English
- Type: Thesis , Masters , MSoc. Sci (Psychology)
- Identifier: http://hdl.handle.net/10353/18107 , vital:42233
- Description: The purpose of the study was to explore the gender roles in traditional healing practice at selected areas of Buffalo City Municipality. A qualitative method was used to explore and identify gender roles in traditional healing practice. Purposive sampling was used to select thirty traditional healers, both males and females. In depth interviews and focus group discussions were also used to collect data and an interview guide was used to conduct interviews with participants. Thematic analysis and open coding were used in identifying themes. The results were: there are different roles ascribed for both male and female traditional healers. Those roles may lead to stereotypes and the stereotypes may have negative effects to the traditional healers.
- Full Text:
- Date Issued: 2020
- Authors: Gqibithole,Zizipho
- Date: 2020
- Subjects: Healers Healing
- Language: English
- Type: Thesis , Masters , MSoc. Sci (Psychology)
- Identifier: http://hdl.handle.net/10353/18107 , vital:42233
- Description: The purpose of the study was to explore the gender roles in traditional healing practice at selected areas of Buffalo City Municipality. A qualitative method was used to explore and identify gender roles in traditional healing practice. Purposive sampling was used to select thirty traditional healers, both males and females. In depth interviews and focus group discussions were also used to collect data and an interview guide was used to conduct interviews with participants. Thematic analysis and open coding were used in identifying themes. The results were: there are different roles ascribed for both male and female traditional healers. Those roles may lead to stereotypes and the stereotypes may have negative effects to the traditional healers.
- Full Text:
- Date Issued: 2020
Exploring how mobile phones mediate bonding, bridging and linking social capital in a South African rural area
- Buthelezi, Stella Mbalenhle Nomfundo
- Authors: Buthelezi, Stella Mbalenhle Nomfundo
- Date: 2020
- Subjects: Social capital (Sociology) -- South Africa -- Eastern Cape , Cell phone users -- South Africa -- Eastern Cape , Cell phones -- Sociological aspects -- South Africa -- Eastern Cape , Cell phones -- Social aspects -- South Africa -- Eastern Cape , Social media -- Influence -- South Africa -- Eastern Cape , WhatsApp (Application software) -- Sociological aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/163419 , vital:41035
- Description: Many contemporary ICT for development (ICT4D) studies focus on the benefits of mobile phones on the socio-economic development of marginalised communities. For many people in poorly resourced rural areas, one of the significant benefits of mobile phone usage is the expansion of social networks for resources or support. Social capital is one of the concepts that have been found to directly or indirectly influence many aspects of social life, communities and development. In the present study, I explore how mobile phones mediate bonding, bridging and linking social capital in a rural area on the Wild Coast of South Africa, Dwesa. I use individual semi-structured interviews with purposefully selected participants who are mobile phone owners in the area. I employ a thematic analysis to analyse their responses in relation to three dimensions of social capital, i.e. 1) trust and solidarity, 2) social cohesion and inclusion and 3) collective action and empowerment. Like in many South African rural areas, in Dwesa there is endemic poverty, inadequate services and infrastructure and high unemployment. The study found that by increased communication, mobile phones mostly strengthen bonding social capital between close ties who rely on each other for various forms of support. Mobile phones also facilitate the building of bridging social capital among members of various community groups by using WhatsApp group chats and Facebook. The little evidence on the relationship between mobile phone use and linking social capital in the area relates to group networks providing opportunities for interaction between community members and individuals in tertiary institutions and local government positions.
- Full Text:
- Date Issued: 2020
- Authors: Buthelezi, Stella Mbalenhle Nomfundo
- Date: 2020
- Subjects: Social capital (Sociology) -- South Africa -- Eastern Cape , Cell phone users -- South Africa -- Eastern Cape , Cell phones -- Sociological aspects -- South Africa -- Eastern Cape , Cell phones -- Social aspects -- South Africa -- Eastern Cape , Social media -- Influence -- South Africa -- Eastern Cape , WhatsApp (Application software) -- Sociological aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/163419 , vital:41035
- Description: Many contemporary ICT for development (ICT4D) studies focus on the benefits of mobile phones on the socio-economic development of marginalised communities. For many people in poorly resourced rural areas, one of the significant benefits of mobile phone usage is the expansion of social networks for resources or support. Social capital is one of the concepts that have been found to directly or indirectly influence many aspects of social life, communities and development. In the present study, I explore how mobile phones mediate bonding, bridging and linking social capital in a rural area on the Wild Coast of South Africa, Dwesa. I use individual semi-structured interviews with purposefully selected participants who are mobile phone owners in the area. I employ a thematic analysis to analyse their responses in relation to three dimensions of social capital, i.e. 1) trust and solidarity, 2) social cohesion and inclusion and 3) collective action and empowerment. Like in many South African rural areas, in Dwesa there is endemic poverty, inadequate services and infrastructure and high unemployment. The study found that by increased communication, mobile phones mostly strengthen bonding social capital between close ties who rely on each other for various forms of support. Mobile phones also facilitate the building of bridging social capital among members of various community groups by using WhatsApp group chats and Facebook. The little evidence on the relationship between mobile phone use and linking social capital in the area relates to group networks providing opportunities for interaction between community members and individuals in tertiary institutions and local government positions.
- Full Text:
- Date Issued: 2020
Exploring parents’ participation in school governance with the purpose of developing parents’ leadership: a formative intervention in a Namibian combined rural school
- Authors: Nghiteeka, Hileni
- Date: 2020
- Subjects: Educational leadership -- Namibia , Education, Secondary -- Parent participation – Namibia , Democracy and education -- Namibia , Transformational leadership -- Namibia , Rural schools -- Namibia , School management and organization – Namibia , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145045 , vital:38403
- Description: In a post-independent Namibia, the Education Act 16 of 2001 accorded democratic rights and equal opportunities to all education stakeholders, including parents, to be involved in educational decision-making in schools. This involvement advocated increasing the voice of the educational stakeholders at a grass roots level in an attempt to redress the past injustices of the apartheid education system. However, the studies carried out internationally, as well as in Africa and Namibia, reveal that the issue of democratic participation in school decisions is a restricted reality. This study was conducted in Happy (pseudonym) combined school, a state rural school in the Oshikoto Region, Northern Namibia, aimed at exploring parents’ participation in school governance. The study adopted an interventionist approach to develop parents’ leadership in school. Framed by a distributed leadership perspective, the main purpose of the study was to seek parents’ voices through participation for them to be catalysts for change in transforming parents’ leadership in school. For its theoretical and analytical framing, the study adopted the Cultural Historical Activity Theory (CHAT). The study findings revealed that parents’ leadership as a concept was understood differently in the case study school and it was practiced within the boundaries of policies. Through the lens of distributed leadership, it was evident that distributed leadership was still in its infancy in the school, as only the characterisations of an authorised distributed leadership were evident in this school. The CHAT analysis revealed that parents’ leadership was constrained due to a number of challenges, including language barriers, transport to and from meetings and a lack of support from other parents and some teachers. Study participants, through participation in a Change Laboratory workshop process, envisioned some models such as raising funds to serve as an incentive for parents’ School Board members and for an information dissemination committee within the community to do educational campaigns in an effort to enhance parents’ leadership in school. To unleash distributed leadership in schools, the study offered some recommendations, including that parents’ leadership should be included as part of the curriculum at higher institutions in order to sensitise educators to this critical aspect of leadership, prior to joining the profession. Another recommendation was for stakeholders to make use of the study’s findings, when designing workshop materials and conducting workshops. Finally, the study recommended further interventionist research to be conducted on the same research topic, preferably on a larger scale, in an effort to add to the body of knowledge in the field of leadership and management, particularly with regards to parental leadership.
- Full Text:
- Date Issued: 2020
- Authors: Nghiteeka, Hileni
- Date: 2020
- Subjects: Educational leadership -- Namibia , Education, Secondary -- Parent participation – Namibia , Democracy and education -- Namibia , Transformational leadership -- Namibia , Rural schools -- Namibia , School management and organization – Namibia , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145045 , vital:38403
- Description: In a post-independent Namibia, the Education Act 16 of 2001 accorded democratic rights and equal opportunities to all education stakeholders, including parents, to be involved in educational decision-making in schools. This involvement advocated increasing the voice of the educational stakeholders at a grass roots level in an attempt to redress the past injustices of the apartheid education system. However, the studies carried out internationally, as well as in Africa and Namibia, reveal that the issue of democratic participation in school decisions is a restricted reality. This study was conducted in Happy (pseudonym) combined school, a state rural school in the Oshikoto Region, Northern Namibia, aimed at exploring parents’ participation in school governance. The study adopted an interventionist approach to develop parents’ leadership in school. Framed by a distributed leadership perspective, the main purpose of the study was to seek parents’ voices through participation for them to be catalysts for change in transforming parents’ leadership in school. For its theoretical and analytical framing, the study adopted the Cultural Historical Activity Theory (CHAT). The study findings revealed that parents’ leadership as a concept was understood differently in the case study school and it was practiced within the boundaries of policies. Through the lens of distributed leadership, it was evident that distributed leadership was still in its infancy in the school, as only the characterisations of an authorised distributed leadership were evident in this school. The CHAT analysis revealed that parents’ leadership was constrained due to a number of challenges, including language barriers, transport to and from meetings and a lack of support from other parents and some teachers. Study participants, through participation in a Change Laboratory workshop process, envisioned some models such as raising funds to serve as an incentive for parents’ School Board members and for an information dissemination committee within the community to do educational campaigns in an effort to enhance parents’ leadership in school. To unleash distributed leadership in schools, the study offered some recommendations, including that parents’ leadership should be included as part of the curriculum at higher institutions in order to sensitise educators to this critical aspect of leadership, prior to joining the profession. Another recommendation was for stakeholders to make use of the study’s findings, when designing workshop materials and conducting workshops. Finally, the study recommended further interventionist research to be conducted on the same research topic, preferably on a larger scale, in an effort to add to the body of knowledge in the field of leadership and management, particularly with regards to parental leadership.
- Full Text:
- Date Issued: 2020
Exploring Quinolinyl-Thiazolidinedione hybrid compounds as potential anti-tubercular agents
- Authors: Mtshare, Thanduxolo Elihle
- Date: 2020
- Subjects: Quinoline , Mycobacterium tuberculosis , Tuberculosis -- Chemotherapy , Plasmodium falciparum , Thiazolidinedione
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/143314 , vital:38232
- Description: Tuberculosis (TB) is an infectious disease caused by the pathogen, Mycobacterium tuberculosis. According to the World Health Organization, TB is the ninth leading cause of death worldwide ranking above HIV/AIDS. This high mortality rate of TB begs the questions about the efficiency of the current therapy and raises an urgent need to create novel anti-tuberculosis agents which will aid in curbing this burden. Quinoline containing compounds have remarkable biological activities across a wide spectrum of diseases including anti-tuberculosis. On the other hand, thiazolidinedione containing compounds possess a broad spectrum of biological properties. In this study, we rationally designed compounds containing these pharmacophoric units and investigated them for their potential biological activity against Mycobacterium tuberculosis. Considering antimalarial activity of quinoline-based compounds, the compounds achieved were also cross-screened for their activity against the Plasmodium falciparum parasite, a causative agent of malaria. In all the synthesized compounds, compound 2.6a, 2.6b and 2.7b emerged as most active compounds against the H37Rv strain with MIC₉₀ values ranging in between of 1.08 – 17.1 μM. In addition, none of the compounds showed any inhibitory activities against the 3D7 strain of P. falciparum parasite. All the compounds prepared in this study showed no significant human cytotoxic effects as measured by HeLa cell line.
- Full Text:
- Date Issued: 2020
- Authors: Mtshare, Thanduxolo Elihle
- Date: 2020
- Subjects: Quinoline , Mycobacterium tuberculosis , Tuberculosis -- Chemotherapy , Plasmodium falciparum , Thiazolidinedione
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/143314 , vital:38232
- Description: Tuberculosis (TB) is an infectious disease caused by the pathogen, Mycobacterium tuberculosis. According to the World Health Organization, TB is the ninth leading cause of death worldwide ranking above HIV/AIDS. This high mortality rate of TB begs the questions about the efficiency of the current therapy and raises an urgent need to create novel anti-tuberculosis agents which will aid in curbing this burden. Quinoline containing compounds have remarkable biological activities across a wide spectrum of diseases including anti-tuberculosis. On the other hand, thiazolidinedione containing compounds possess a broad spectrum of biological properties. In this study, we rationally designed compounds containing these pharmacophoric units and investigated them for their potential biological activity against Mycobacterium tuberculosis. Considering antimalarial activity of quinoline-based compounds, the compounds achieved were also cross-screened for their activity against the Plasmodium falciparum parasite, a causative agent of malaria. In all the synthesized compounds, compound 2.6a, 2.6b and 2.7b emerged as most active compounds against the H37Rv strain with MIC₉₀ values ranging in between of 1.08 – 17.1 μM. In addition, none of the compounds showed any inhibitory activities against the 3D7 strain of P. falciparum parasite. All the compounds prepared in this study showed no significant human cytotoxic effects as measured by HeLa cell line.
- Full Text:
- Date Issued: 2020
Exploring selected high school teachers’ perceptions regarding the democratisation of knowledge in the South African schooling context
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
Exploring situational leadership as a key competence in driving the implementation of the integrated development plan of a South African municipality
- Authors: Nkosimbini, Aphiwe
- Date: 2020
- Subjects: Municipal government -- South Africa -- Eastern Cape , Leadership -- South Africa -- Eastern Cape , Corporate culture -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Situational leadership , Integrated development plan
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/145302 , vital:38426
- Description: Situational leadership is relevant to any organisation responsible for the delivery of services. Senior public sector leaders must cultivate the characteristics necessary to drive the implementation of initiatives geared towards meeting the developmental objectives of local government. The introduction of the Integrated Development Plan (IDP) of the municipality for the political term beginning in August 2016 provided a prospect of investigating the management of the implementation of this strategic blueprint in the context of the type of leadership styles prevalent in the local government environment. This dissertation therefore elucidates the idea of situational leadership as a key competence in driving the implementation of the IDP. This is through an examination of the understandings of twelve managers involved in driving this implementation. This research took the form of an evaluation case study. The critical incident technique was used to establish from the managers, as part of the interviews, a particular incident relevant to the delivery of services in line with the IDP. The focus in engaging with research participants was on their exercise of leadership as managers through the various contexts/ situations that arise within their working environment. The perspective gleaned from the participants is one which demonstrates the application of the model of situational leadership in a given sector. Furthermore, the study pinpointed the need to consider situational leadership through situation-specific lenses that take on board the role of relationships, organisational culture and its perceived impact on the performance of the organisation. The Case Study of the application of situational leadership provides insight into the myriad of challenges faced by local government leaders in driving service delivery imperatives. This is achieved through interviews with participants and the use of inductive thematic analysis as a tool of analysis. It provides an example of the value to be derived from situational leadership for leaders wanting to reach new frontiers in the work that they do. Ultimately, the service delivery expectations must be satisfied by those on whom this responsibility falls.
- Full Text:
- Date Issued: 2020
- Authors: Nkosimbini, Aphiwe
- Date: 2020
- Subjects: Municipal government -- South Africa -- Eastern Cape , Leadership -- South Africa -- Eastern Cape , Corporate culture -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Situational leadership , Integrated development plan
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/145302 , vital:38426
- Description: Situational leadership is relevant to any organisation responsible for the delivery of services. Senior public sector leaders must cultivate the characteristics necessary to drive the implementation of initiatives geared towards meeting the developmental objectives of local government. The introduction of the Integrated Development Plan (IDP) of the municipality for the political term beginning in August 2016 provided a prospect of investigating the management of the implementation of this strategic blueprint in the context of the type of leadership styles prevalent in the local government environment. This dissertation therefore elucidates the idea of situational leadership as a key competence in driving the implementation of the IDP. This is through an examination of the understandings of twelve managers involved in driving this implementation. This research took the form of an evaluation case study. The critical incident technique was used to establish from the managers, as part of the interviews, a particular incident relevant to the delivery of services in line with the IDP. The focus in engaging with research participants was on their exercise of leadership as managers through the various contexts/ situations that arise within their working environment. The perspective gleaned from the participants is one which demonstrates the application of the model of situational leadership in a given sector. Furthermore, the study pinpointed the need to consider situational leadership through situation-specific lenses that take on board the role of relationships, organisational culture and its perceived impact on the performance of the organisation. The Case Study of the application of situational leadership provides insight into the myriad of challenges faced by local government leaders in driving service delivery imperatives. This is achieved through interviews with participants and the use of inductive thematic analysis as a tool of analysis. It provides an example of the value to be derived from situational leadership for leaders wanting to reach new frontiers in the work that they do. Ultimately, the service delivery expectations must be satisfied by those on whom this responsibility falls.
- Full Text:
- Date Issued: 2020
Exploring socialities on Black Twitter: an ethnographic study of everyday concerns of South African users in 2018 and 2019
- Authors: Adebayo, Binwe
- Date: 2020
- Subjects: Twitter (Firm) , Social media South Africa , Social media and society South Africa , Black people and mass media South Africa , Language and the Internet South Africa , Mass media and culture South Africa , Race in mass media , Ethnicity in mass media , Mass media and minorities South Africa , Mass media Social aspects South Africa , Sex differences in mass media , Social media Political aspects South Africa , South Africa Social conditions , Finance In mass media , Intersectionality (Sociology) South Africa , Black Twitter
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/140575 , vital:37900
- Description: In this thesis, I examine the phenomenon of Black Twitter, as it exists in South Africa. Drawing on its socio-cultural and linguistic elements, I analyse the kinds of socialities which are constituted on the platform. In the study, I do this by focusing on the key issues which drive the space by evaluating the key everyday concerns as expressed by its users. As such, the overarching lens focuses on three elements: Firstly, the idea of socialities and the way in which they manifest in online spaces; a focus on the everyday as an important site for social inquiry; and lastly the issue of ‘blackness’, in terms of the way it is used and understood in the South African Black Twitter context. Historically, the Black Twitter space has been linked almost exclusively to its broad base of African American users, who are significant both in terms of their numbers, and their impact on online social culture. However, in this study I engage with the ways in which Black Twitter has been adopted, co-opted and used by young South Africans. As a bona fide ‘member’ of South African Black Twitter, my approach to the study was cyberethnographic. Drawing on my access to the space, my knowledge of many of its members and dynamics, I engaged in participant observation as my primary methodology. My discussion focuses on three areas of everyday concerns, namely: gender and sexuality; race and politics; finances and the economy. These three areas emerge both as prominent sites of discussion, but also give the best insight into the ways in which young South Africans are grappling with these issues. My analysis focuses on how everyday concerns are handled on the platform, and I focus on the deployment of solidarity, formal language, platform-based language and the invocation of blackness. I argue in my conclusion that while the structure of the broad Black Twitter space reflects a leaning towards a digital public sphere, that the process and construction of Black Twitter’s ideas and content are approached via an incomplete, fluid convivial approach.
- Full Text:
- Date Issued: 2020
- Authors: Adebayo, Binwe
- Date: 2020
- Subjects: Twitter (Firm) , Social media South Africa , Social media and society South Africa , Black people and mass media South Africa , Language and the Internet South Africa , Mass media and culture South Africa , Race in mass media , Ethnicity in mass media , Mass media and minorities South Africa , Mass media Social aspects South Africa , Sex differences in mass media , Social media Political aspects South Africa , South Africa Social conditions , Finance In mass media , Intersectionality (Sociology) South Africa , Black Twitter
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/140575 , vital:37900
- Description: In this thesis, I examine the phenomenon of Black Twitter, as it exists in South Africa. Drawing on its socio-cultural and linguistic elements, I analyse the kinds of socialities which are constituted on the platform. In the study, I do this by focusing on the key issues which drive the space by evaluating the key everyday concerns as expressed by its users. As such, the overarching lens focuses on three elements: Firstly, the idea of socialities and the way in which they manifest in online spaces; a focus on the everyday as an important site for social inquiry; and lastly the issue of ‘blackness’, in terms of the way it is used and understood in the South African Black Twitter context. Historically, the Black Twitter space has been linked almost exclusively to its broad base of African American users, who are significant both in terms of their numbers, and their impact on online social culture. However, in this study I engage with the ways in which Black Twitter has been adopted, co-opted and used by young South Africans. As a bona fide ‘member’ of South African Black Twitter, my approach to the study was cyberethnographic. Drawing on my access to the space, my knowledge of many of its members and dynamics, I engaged in participant observation as my primary methodology. My discussion focuses on three areas of everyday concerns, namely: gender and sexuality; race and politics; finances and the economy. These three areas emerge both as prominent sites of discussion, but also give the best insight into the ways in which young South Africans are grappling with these issues. My analysis focuses on how everyday concerns are handled on the platform, and I focus on the deployment of solidarity, formal language, platform-based language and the invocation of blackness. I argue in my conclusion that while the structure of the broad Black Twitter space reflects a leaning towards a digital public sphere, that the process and construction of Black Twitter’s ideas and content are approached via an incomplete, fluid convivial approach.
- Full Text:
- Date Issued: 2020
Exploring student teachers’ self-reflections on implementation of IsiXhosa literacy strategies with Grade 3 learners : a single case study approach
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
Exploring teaching and learning German as a foreign language at a South African institution of higher education: blended learning and collocations
- Authors: Ortner, Gwyndolen Jeanie
- Date: 2020
- Subjects: German language -- Study and teaching (Higher) -- South Africa , German language -- Study and teaching (Higher) -- Foreign speakers -- South Africa , German language -- Study and teaching (Higher) -- English speakers -- South Africa , Rhodes University -- Students , Rhodes University. German Studies
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167295 , vital:41465
- Description: German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement, in a context with very limited exposure to the foreign language outside the classroom. Free writing is an area which students find particularly challenging as it requires students to syndissertatione grammatical and vocabulary knowledge. Furthermore, South African students are often underprepared for the challenges they face at university regarding language, technology and finance, as they try to to assimilate to the academic environment and gain epistemological access to their various subjects, in this case, language acquisition and the attendant modules of translation, literature and cultural studies. The use of technology in teaching and learning, known as blended learning, is said to produce better results than face-to face teaching alone, through creating opportunities for more autonomous student learning. Scholars of instructed second-language acquisition also suggest using technology to improve language instruction. One particular area which is gaining ground is teaching students collocational structures through exploring large language corpora, to improve students’ language competencies such as writing fluency. However, both blended learning practices and corpus-based teaching practices suggested by scholars are often not reported on in a particular teaching and learning context, taking into account factors such as institutional infrastructure, student and staff backgrounds and preparedness, and larger socio-political factors. Thus, it remains unclear how these practices (blended learning and corpus-based teaching of collocations) may be integrated into standard urricula, particularly for languages other than English, which have been severely under-researched. The purpose of this research is to take a context-based approach to language teaching and thereby investigate current blended learning practices for German Studies at Rhodes University in South Africa and explore through an action research approach how to integrate collocational awareness into the curriculum, within the blended learning model. Insights from corpus linguistics guide an adaptation of teaching practice, helping students develop skills to aid with writing fluency, seeking to make the patterned nature of language salient to our students. This is undertaken in a scaffolded way, within the curriculum, making use firstly of the texts to which students are exposed in the textbook (comprehensible input) as a source of collocational examples, and following this by making use of reallife language data from an online German corpus, DWDS. Findings from the study reveal a number of best practices related to the use of blended learning and teaching collocations in context of the German foreign language curriculum at a South African institution of higher education.
- Full Text:
- Date Issued: 2020
- Authors: Ortner, Gwyndolen Jeanie
- Date: 2020
- Subjects: German language -- Study and teaching (Higher) -- South Africa , German language -- Study and teaching (Higher) -- Foreign speakers -- South Africa , German language -- Study and teaching (Higher) -- English speakers -- South Africa , Rhodes University -- Students , Rhodes University. German Studies
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167295 , vital:41465
- Description: German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement, in a context with very limited exposure to the foreign language outside the classroom. Free writing is an area which students find particularly challenging as it requires students to syndissertatione grammatical and vocabulary knowledge. Furthermore, South African students are often underprepared for the challenges they face at university regarding language, technology and finance, as they try to to assimilate to the academic environment and gain epistemological access to their various subjects, in this case, language acquisition and the attendant modules of translation, literature and cultural studies. The use of technology in teaching and learning, known as blended learning, is said to produce better results than face-to face teaching alone, through creating opportunities for more autonomous student learning. Scholars of instructed second-language acquisition also suggest using technology to improve language instruction. One particular area which is gaining ground is teaching students collocational structures through exploring large language corpora, to improve students’ language competencies such as writing fluency. However, both blended learning practices and corpus-based teaching practices suggested by scholars are often not reported on in a particular teaching and learning context, taking into account factors such as institutional infrastructure, student and staff backgrounds and preparedness, and larger socio-political factors. Thus, it remains unclear how these practices (blended learning and corpus-based teaching of collocations) may be integrated into standard urricula, particularly for languages other than English, which have been severely under-researched. The purpose of this research is to take a context-based approach to language teaching and thereby investigate current blended learning practices for German Studies at Rhodes University in South Africa and explore through an action research approach how to integrate collocational awareness into the curriculum, within the blended learning model. Insights from corpus linguistics guide an adaptation of teaching practice, helping students develop skills to aid with writing fluency, seeking to make the patterned nature of language salient to our students. This is undertaken in a scaffolded way, within the curriculum, making use firstly of the texts to which students are exposed in the textbook (comprehensible input) as a source of collocational examples, and following this by making use of reallife language data from an online German corpus, DWDS. Findings from the study reveal a number of best practices related to the use of blended learning and teaching collocations in context of the German foreign language curriculum at a South African institution of higher education.
- Full Text:
- Date Issued: 2020
Exploring the career aspirations of youths from a rural secondary school in the Eastern Cape Province
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
Exploring the Employee-Supervisor relationship in the Credit Recovery Department of a Financial institution
- Authors: Ndamse, Asanda Vuyo
- Date: 2020
- Subjects: Financial institutions -- South Africa -- Leadership Collection agencies -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/49975 , vital:41966
- Description: This study aimed to investigate and understand employee-supervisor relationship working in the credit recovery department of a large South African financial institution. The focus of the investigation, through qualitative research, was on numerous issues relating to their experiences working within a financial institution. The Credit Recovery Department which had nine separate divisions were particularly concerned about three main areas from survey results that they conduct yearly. The respondents to the survey were the call centre agents and team leaders. The employees surveyed felt that there was insufficient recognition for their contribution, the supervisor did not facilitate productive team engagements, and there was a lack of provision of formal and self-directed learning opportunities. These aspects were viewed as highly critical aspects of the employee-supervisor relationship and important to achieving set departmental objectives. Due to a lack of understanding of the cause of the perceptions captured by the survey, the main purpose of the study was to explore the employees’ attitudes, feelings, beliefs, experiences, reactions and concerns about the way their contributions were recognised, team engagements were facilitated, and the lack of formal and self-directed learning opportunities. From the ten questions that were asked, the three lowest scored questions were then put to the focus groups. The questions were tailored as open-ended, conversational questions with a specific focus on the three concerning areas. The first major theme that emerged from all focus groups is leadership and the style of leadership. Secondly, growth and development were a concern again for both call centre agents and team leaders, and issues were raised throughout the sessions, not only in response to the question on selfdirected learning. Further major themes that emerged were rewards and benefits, and lastly workload and systems. The findings from this study are anticipated to have important policy implications while meeting set standards for the employee-supervisor relationship status.
- Full Text:
- Date Issued: 2020
- Authors: Ndamse, Asanda Vuyo
- Date: 2020
- Subjects: Financial institutions -- South Africa -- Leadership Collection agencies -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/49975 , vital:41966
- Description: This study aimed to investigate and understand employee-supervisor relationship working in the credit recovery department of a large South African financial institution. The focus of the investigation, through qualitative research, was on numerous issues relating to their experiences working within a financial institution. The Credit Recovery Department which had nine separate divisions were particularly concerned about three main areas from survey results that they conduct yearly. The respondents to the survey were the call centre agents and team leaders. The employees surveyed felt that there was insufficient recognition for their contribution, the supervisor did not facilitate productive team engagements, and there was a lack of provision of formal and self-directed learning opportunities. These aspects were viewed as highly critical aspects of the employee-supervisor relationship and important to achieving set departmental objectives. Due to a lack of understanding of the cause of the perceptions captured by the survey, the main purpose of the study was to explore the employees’ attitudes, feelings, beliefs, experiences, reactions and concerns about the way their contributions were recognised, team engagements were facilitated, and the lack of formal and self-directed learning opportunities. From the ten questions that were asked, the three lowest scored questions were then put to the focus groups. The questions were tailored as open-ended, conversational questions with a specific focus on the three concerning areas. The first major theme that emerged from all focus groups is leadership and the style of leadership. Secondly, growth and development were a concern again for both call centre agents and team leaders, and issues were raised throughout the sessions, not only in response to the question on selfdirected learning. Further major themes that emerged were rewards and benefits, and lastly workload and systems. The findings from this study are anticipated to have important policy implications while meeting set standards for the employee-supervisor relationship status.
- Full Text:
- Date Issued: 2020
Exploring the experiences of female child marriage survivors: A case study of Epworth in Harare Metropolitan, Zimbabwe
- Authors: Muchawaya, Ropafadzo D
- Date: 2020
- Subjects: Teenage marriage Forced marriage
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/18199 , vital:42241
- Description: Child marriage is a marriage is a formal or informal marriage where one or both parties are under 18 years of age. The practice has an undesirable impact especially on the wellbeing of girls; it affects them physically, intellectually, psychologically and emotionally. Besides having an undesirable impact on young girls, child marriages also have negative impact on their children and families as a whole. The experiences of survivors of child marriage have been ignored in previous research. The literature largely focused on the causes and effects of child marriage. The aim of the study was to explore the experiences of survivors of child marriage. The objectives of the study were to examine causes of child marriage in Epworth Harare, finding out challenges faced by survivors of child marriage, exploring the different coping mechanisms employed by survivors of child marriage and investigating the social services provided to survivors of child marriage by different stakeholders in Epworth Harare. The qualitative research method was adopted in the study and it informed its data collection and analysis process. In-depth and focus group discussions were therefore used to gain insight into the experiences of participants. Through the use of purposive sampling, 36 participants comprising of survivors of child marriage, parents, community leaders, and social workers in Epworth were selected. The study was guided by family systems theory and resilience theory. The findings revealed that drivers of child marriage are many and affected survivors of child marriage. However, it was found out that each cause of child marriage affected survivors of child marriage differently. Survivors of child marriage in Epworth encounter many challenges including relationship, emotional and psychological, social and economic and financial challenges that affect their livelihoods. An analysis of in-depth interviews and focus group discussions shows that survivors of child marriage face various challenges because of the economic situation in Zimbabwe, negative societal views and negative impact of child marriage on their mental health. It was, therefore concluded that for survivors of child marriage to have an improved life, there is a need for partnership and collaboration of different stakeholders in their social service delivery. It is recommended that more income-generating community-based v projects are provided to survivors of child marriage with basic opportunities they often lack and social support networks that promote change in attitudes and behavior. Lastly, there is a need to increase the number of social workers working with survivors of child marriage in Epworth
- Full Text:
- Date Issued: 2020
- Authors: Muchawaya, Ropafadzo D
- Date: 2020
- Subjects: Teenage marriage Forced marriage
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/18199 , vital:42241
- Description: Child marriage is a marriage is a formal or informal marriage where one or both parties are under 18 years of age. The practice has an undesirable impact especially on the wellbeing of girls; it affects them physically, intellectually, psychologically and emotionally. Besides having an undesirable impact on young girls, child marriages also have negative impact on their children and families as a whole. The experiences of survivors of child marriage have been ignored in previous research. The literature largely focused on the causes and effects of child marriage. The aim of the study was to explore the experiences of survivors of child marriage. The objectives of the study were to examine causes of child marriage in Epworth Harare, finding out challenges faced by survivors of child marriage, exploring the different coping mechanisms employed by survivors of child marriage and investigating the social services provided to survivors of child marriage by different stakeholders in Epworth Harare. The qualitative research method was adopted in the study and it informed its data collection and analysis process. In-depth and focus group discussions were therefore used to gain insight into the experiences of participants. Through the use of purposive sampling, 36 participants comprising of survivors of child marriage, parents, community leaders, and social workers in Epworth were selected. The study was guided by family systems theory and resilience theory. The findings revealed that drivers of child marriage are many and affected survivors of child marriage. However, it was found out that each cause of child marriage affected survivors of child marriage differently. Survivors of child marriage in Epworth encounter many challenges including relationship, emotional and psychological, social and economic and financial challenges that affect their livelihoods. An analysis of in-depth interviews and focus group discussions shows that survivors of child marriage face various challenges because of the economic situation in Zimbabwe, negative societal views and negative impact of child marriage on their mental health. It was, therefore concluded that for survivors of child marriage to have an improved life, there is a need for partnership and collaboration of different stakeholders in their social service delivery. It is recommended that more income-generating community-based v projects are provided to survivors of child marriage with basic opportunities they often lack and social support networks that promote change in attitudes and behavior. Lastly, there is a need to increase the number of social workers working with survivors of child marriage in Epworth
- Full Text:
- Date Issued: 2020
Exploring the influence of marine science camps on learners’ motivation and dispositions towards scientific inquiry
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
Exploring the motivational factors of millennials in the automotive sector in South Africa
- Authors: Walters, Ashraf
- Date: 2020
- Subjects: Automobile industry and trade -- South Africa , Employee motivation
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/50709 , vital:42388
- Description: Motivation in the workplace is the willingness of employees to exert high levels of effort in achieving the organisations goals and objectives. Motivation has been studied by psychologists and organisational experts throughout the ages and was consistently found that motivated employees provide organisations with improved productivity and a competitive edge. Millennials, born between the years of 1980 and 2000, are the biggest cohort since the baby boomer to enter the workplace. A significant amount of research was done on the characteristics of millennials but there is a limited amount of empirical research done on understanding and potentially improving motivation of millennials. The automotive industry is a key player and contributor to South Africa’s gross domestic product and employs a great number of people in direct and indirect jobs throughout the value chain. Against this backdrop, research was conducted within the automotive sector in the Gauteng and Eastern Cape (Nelson Mandela Bay) regions in South Africa aimed at exploring motivation under the context of leadership, communication, social responsibility, rewards and, given the tech savvy nature of millennials, the use of technology. This study was conducted under the positivistic paradigm, which employed a quantitative approach, by means of a questionnaire survey. The study and review of the literature by the researcher found that millennials value leadership which supports, and guides as oppose to enforces. Communication, which is transparent, concise but frequent. They are willing to make personal sacrifices working for an organisation who genuinely cares about Environment.Furthermore, millennials demand using technology to improve efficiency and interestingly, regards career development more than money as the most important and rewarding aspect. By understanding the motivational factors of millennials, Leaders can be equipped to keep them engaged, motivated and highly productive, after all, they are not only the future, but are fast becoming the present.
- Full Text:
- Date Issued: 2020
- Authors: Walters, Ashraf
- Date: 2020
- Subjects: Automobile industry and trade -- South Africa , Employee motivation
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/50709 , vital:42388
- Description: Motivation in the workplace is the willingness of employees to exert high levels of effort in achieving the organisations goals and objectives. Motivation has been studied by psychologists and organisational experts throughout the ages and was consistently found that motivated employees provide organisations with improved productivity and a competitive edge. Millennials, born between the years of 1980 and 2000, are the biggest cohort since the baby boomer to enter the workplace. A significant amount of research was done on the characteristics of millennials but there is a limited amount of empirical research done on understanding and potentially improving motivation of millennials. The automotive industry is a key player and contributor to South Africa’s gross domestic product and employs a great number of people in direct and indirect jobs throughout the value chain. Against this backdrop, research was conducted within the automotive sector in the Gauteng and Eastern Cape (Nelson Mandela Bay) regions in South Africa aimed at exploring motivation under the context of leadership, communication, social responsibility, rewards and, given the tech savvy nature of millennials, the use of technology. This study was conducted under the positivistic paradigm, which employed a quantitative approach, by means of a questionnaire survey. The study and review of the literature by the researcher found that millennials value leadership which supports, and guides as oppose to enforces. Communication, which is transparent, concise but frequent. They are willing to make personal sacrifices working for an organisation who genuinely cares about Environment.Furthermore, millennials demand using technology to improve efficiency and interestingly, regards career development more than money as the most important and rewarding aspect. By understanding the motivational factors of millennials, Leaders can be equipped to keep them engaged, motivated and highly productive, after all, they are not only the future, but are fast becoming the present.
- Full Text:
- Date Issued: 2020