An investigation into fraud and corruption risk management policies and procedures at institutions of higher learning
- Authors: Makhooane, Stephen Malefane
- Date: 2012
- Subjects: Fraud -- South Africa -- Prevention Corruption -- South Africa -- Prevention Risk management -- South Africa -- Evaluation Education, Higher -- South Africa -- Finance
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:777 , http://hdl.handle.net/10962/d1003898
- Description: Fraud and corruption cost South Africa billions of rand yearly. Institutions of higher learning are no less vulnerable to fraud and corruption than other organisations, but are also subject to risks that are unique to academia. The Public Finance Management Act. No.1 of 1999 requires Public entities including the councils (university or college controlling body) of public institutions of higher learning to adopt enterprise risk management, which includes a fraud and corruption risk management policy and procedures. The function of the fraud and corruption policy is to provide an objective strategy to prevent, detect and investigate any possible irregularity in order to prevent further loss in line with Corporate Governance requirements. The anti-fraud and corruption strategy measures include setting the appropriate tone by management of the institution, being proactive (fraud risk assessments), and being reactive (reporting process, investigation and taking appropriate action). The actions include disciplinary action and criminal or civil proceedings in order to recover assets lost. The procedures address the implementation of the policy. This research focused on identifying the relevant issues that could be included in the formulation of fraud and corruption risk management policies and procedures for institutions of higher learning. The research was conducted using a qualitative methodology consisting of a document analysis and interviews. It was found that, out of eleven institutions of higher learning investigated only one institution meets the criteria set out in the framework developed in the research as an assessment tool. The other institutions involved in the research did not have fraud and corruption risk management policies or procedures and therefore did not comply with the Public Finance Management Act.
- Full Text:
- Date Issued: 2012
- Authors: Makhooane, Stephen Malefane
- Date: 2012
- Subjects: Fraud -- South Africa -- Prevention Corruption -- South Africa -- Prevention Risk management -- South Africa -- Evaluation Education, Higher -- South Africa -- Finance
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:777 , http://hdl.handle.net/10962/d1003898
- Description: Fraud and corruption cost South Africa billions of rand yearly. Institutions of higher learning are no less vulnerable to fraud and corruption than other organisations, but are also subject to risks that are unique to academia. The Public Finance Management Act. No.1 of 1999 requires Public entities including the councils (university or college controlling body) of public institutions of higher learning to adopt enterprise risk management, which includes a fraud and corruption risk management policy and procedures. The function of the fraud and corruption policy is to provide an objective strategy to prevent, detect and investigate any possible irregularity in order to prevent further loss in line with Corporate Governance requirements. The anti-fraud and corruption strategy measures include setting the appropriate tone by management of the institution, being proactive (fraud risk assessments), and being reactive (reporting process, investigation and taking appropriate action). The actions include disciplinary action and criminal or civil proceedings in order to recover assets lost. The procedures address the implementation of the policy. This research focused on identifying the relevant issues that could be included in the formulation of fraud and corruption risk management policies and procedures for institutions of higher learning. The research was conducted using a qualitative methodology consisting of a document analysis and interviews. It was found that, out of eleven institutions of higher learning investigated only one institution meets the criteria set out in the framework developed in the research as an assessment tool. The other institutions involved in the research did not have fraud and corruption risk management policies or procedures and therefore did not comply with the Public Finance Management Act.
- Full Text:
- Date Issued: 2012
An investigation into how cell phones can be used in the teaching of mathematics using VITALmaths video clips: a case study of 2 schools in Grahamstown, South Africa
- Authors: Ndafenongo, Gerhard
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown Educational innovations -- South Africa -- Grahamstown Telecommunication in education -- South Africa -- Grahamstown Teaching -- Aids and devices -- South Africa -- Grahamstown Mathematics Software -- South Africa -- Grahamstown Mobile communication systems in education -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1596 , http://hdl.handle.net/10962/d1003478
- Description: Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.
- Full Text:
- Date Issued: 2012
- Authors: Ndafenongo, Gerhard
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown Educational innovations -- South Africa -- Grahamstown Telecommunication in education -- South Africa -- Grahamstown Teaching -- Aids and devices -- South Africa -- Grahamstown Mathematics Software -- South Africa -- Grahamstown Mobile communication systems in education -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1596 , http://hdl.handle.net/10962/d1003478
- Description: Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.
- Full Text:
- Date Issued: 2012
An investigation into information security practices implemented by Research and Educational Network of Uganda (RENU) member institution
- Authors: Kisakye, Alex
- Date: 2012 , 2012-11-06
- Subjects: Research and Educational Network of Uganda , Computer security -- Education (Higher) -- Uganda , Computer networks -- Security measures -- Education (Higher) -- Uganda , Management -- Computer network resources -- Education (Higher) -- Uganda , Computer hackers
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4586 , http://hdl.handle.net/10962/d1004748 , Research and Educational Network of Uganda , Computer security -- Education (Higher) -- Uganda , Computer networks -- Security measures -- Education (Higher) -- Uganda , Management -- Computer network resources -- Education (Higher) -- Uganda , Computer hackers
- Description: Educational institutions are known to be at the heart of complex computing systems in any region in which they exist, especially in Africa. The existence of high end computing power, often connected to the Internet and to research network grids, makes educational institutions soft targets for attackers. Attackers of such networks are normally either looking to exploit the large computing resources available for use in secondary attacks or to steal Intellectual Property (IP) from the research networks to which the institutions belong. Universities also store a lot of information about their current students and staff population as well as alumni ranging from personal to financial information. Unauthorized access to such information violates statutory requirement of the law and could grossly tarnish the institutions name not to mention cost the institution a lot of money during post-incident activities. The purpose of this study was to investigate the information security practices that have been put in place by Research and Education Network of Uganda (RENU) member institutions to safeguard institutional data and systems from both internal and external security threats. The study was conducted on six member institutions in three phases, between the months of May and July 2011 in Uganda. Phase One involved the use of a customised quantitative questionnaire tool. The tool - originally developed by information security governance task-force of EDUCAUSE - was customised for use in Uganda. Phase Two involved the use of a qualitative interview guide in a sessions between the investigator and respondents. Results show that institutions rely heavily on Information and Communication Technology (ICT) systems and services and that all institutions had already acquired more than three information systems and had acquired and implemented some of the cutting edge equipment and systems in their data centres. Further results show that institutions have established ICT departments although staff have not been trained in information security. All institutions interviewed have ICT policies although only a few have carried out policy sensitization and awareness campaigns for their staff and students. , TeX
- Full Text:
- Date Issued: 2012
- Authors: Kisakye, Alex
- Date: 2012 , 2012-11-06
- Subjects: Research and Educational Network of Uganda , Computer security -- Education (Higher) -- Uganda , Computer networks -- Security measures -- Education (Higher) -- Uganda , Management -- Computer network resources -- Education (Higher) -- Uganda , Computer hackers
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4586 , http://hdl.handle.net/10962/d1004748 , Research and Educational Network of Uganda , Computer security -- Education (Higher) -- Uganda , Computer networks -- Security measures -- Education (Higher) -- Uganda , Management -- Computer network resources -- Education (Higher) -- Uganda , Computer hackers
- Description: Educational institutions are known to be at the heart of complex computing systems in any region in which they exist, especially in Africa. The existence of high end computing power, often connected to the Internet and to research network grids, makes educational institutions soft targets for attackers. Attackers of such networks are normally either looking to exploit the large computing resources available for use in secondary attacks or to steal Intellectual Property (IP) from the research networks to which the institutions belong. Universities also store a lot of information about their current students and staff population as well as alumni ranging from personal to financial information. Unauthorized access to such information violates statutory requirement of the law and could grossly tarnish the institutions name not to mention cost the institution a lot of money during post-incident activities. The purpose of this study was to investigate the information security practices that have been put in place by Research and Education Network of Uganda (RENU) member institutions to safeguard institutional data and systems from both internal and external security threats. The study was conducted on six member institutions in three phases, between the months of May and July 2011 in Uganda. Phase One involved the use of a customised quantitative questionnaire tool. The tool - originally developed by information security governance task-force of EDUCAUSE - was customised for use in Uganda. Phase Two involved the use of a qualitative interview guide in a sessions between the investigator and respondents. Results show that institutions rely heavily on Information and Communication Technology (ICT) systems and services and that all institutions had already acquired more than three information systems and had acquired and implemented some of the cutting edge equipment and systems in their data centres. Further results show that institutions have established ICT departments although staff have not been trained in information security. All institutions interviewed have ICT policies although only a few have carried out policy sensitization and awareness campaigns for their staff and students. , TeX
- Full Text:
- Date Issued: 2012
An investigation into integrating social sites as a teaching and learning practice to create dialogue spaces in the language classroom
- Authors: Olamijulo, Christianah
- Date: 2012
- Subjects: Online social networks , Blended learning
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8429 , http://hdl.handle.net/10948/d1020149
- Description: This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.
- Full Text:
- Date Issued: 2012
- Authors: Olamijulo, Christianah
- Date: 2012
- Subjects: Online social networks , Blended learning
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8429 , http://hdl.handle.net/10948/d1020149
- Description: This study intends to explore how social media or social networking sites (SNSs) such as Facebook can facilitate communication channels or create dialogue spaces in a language class. Social media is a form of participatory media, which broadly refers to the “collection of communication channels or mediums (primarily online and mobile) through which social networks originate and are sustained” (Flew 2008:109). Although the term social media is often used as a collective term for SNSs or as the core trademark of Web 2.0, Flew (2008:17) also distinguishes social media by calling it a “communications infrastructure” that allows for “participation, interactivity, collaborative learning and social networking”. Flew (2008) identifies various online sites including the online encyclopaedia Wikipedia and the online user-generated video site YouTube as well as various personalised web space sites such as MySpace, Facebook, Friendster and Bebo as participatory media. The study’s data collection was situated at Nelson Mandela Metropolitan University (NMMU) and investigated how social media can be used to facilitate dialogue between a tutor and BKI1120 Communication in English B students in a Higher Education (HE) context using qualitative methodology. This study compared the use of existing and more traditional or conventional classroom communication practices with those of SNSs as a communication channel, while focusing on social media application as a communication tool to create dialogue spaces that support teaching and learning practices. The research also attempted to identify alternative applications of social media for teaching and learning practices to inform researchers in the fields of HE and media. In the first data-collection phase, BKI1120 Communication in English B Public Management students were selected as the sample for the study. Seventeen students participated in the BKI1120 Facebook page created for the purpose of this study. In the second data-collection phase, a taped focus-group interview was conducted with eight BKI1120 Communication in English B students. The interview transcript was then analysed qualitatively for themes. The research findings showed that social media or SNSs such as Facebook can facilitate communication channels or create dialogue spaces in a language class, if it is managed effectively.
- Full Text:
- Date Issued: 2012
An investigation into refuge trauma experiences in an ethnic Somali community in Port Elizabeth, South Africa
- Barnwell, Garret Christopher
- Authors: Barnwell, Garret Christopher
- Date: 2012
- Subjects: Refugees -- Legal status, laws, etc. -- South Africa -- Port Elizabeth , Somali diaspora , Forced migration -- South Africa -- Port Elizabeth , Refugees -- Abuse of -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8275 , http://hdl.handle.net/10948/d1016061
- Description: The study aimed to explore and describe the forced migration experiences of Somali refugees living in Port Elizabeth, South Africa and the impact of refugee-specific trauma on this population. A mixed method triangulation research design with a quantitative weighting was employed and purposive snowball, non-probability sampling was used to construct a sample of 30 adult Somali refugees from Port Elizabeth’s Korsten community. Participants were included in the study if they fulfilled the pre-defined inclusion criteria of having successfully applied for refugee status, having resided in South Africa for at least six months and being 18 years or older. A semi-structured interview questionnaire was developed by the researcher to operationalise the constructs being measured. The questionnaire comprised a biographical and antecedent event(s) questionnaires as well as sections of the Harvard Trauma Questionnaire Revised Version. Data was then analysed via exploratory descriptive statistics and correlation coefficients. The research found that the majority of Somali refugees cited conflict, insecurity and instability as the mainn reasons for leaving their country of origin, suggesting the basic need for safety and security was unmet. One third of the sample reported that the main reason for leaving was the same as their most traumatic life event. The average participant had experienced 16 traumatic events and experienced 23 trauma symptoms on average, demonstrating high levels of trauma among the study population. The study recommends that the link between the main reason for forced migration and refugee trauma be explored.
- Full Text:
- Date Issued: 2012
- Authors: Barnwell, Garret Christopher
- Date: 2012
- Subjects: Refugees -- Legal status, laws, etc. -- South Africa -- Port Elizabeth , Somali diaspora , Forced migration -- South Africa -- Port Elizabeth , Refugees -- Abuse of -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8275 , http://hdl.handle.net/10948/d1016061
- Description: The study aimed to explore and describe the forced migration experiences of Somali refugees living in Port Elizabeth, South Africa and the impact of refugee-specific trauma on this population. A mixed method triangulation research design with a quantitative weighting was employed and purposive snowball, non-probability sampling was used to construct a sample of 30 adult Somali refugees from Port Elizabeth’s Korsten community. Participants were included in the study if they fulfilled the pre-defined inclusion criteria of having successfully applied for refugee status, having resided in South Africa for at least six months and being 18 years or older. A semi-structured interview questionnaire was developed by the researcher to operationalise the constructs being measured. The questionnaire comprised a biographical and antecedent event(s) questionnaires as well as sections of the Harvard Trauma Questionnaire Revised Version. Data was then analysed via exploratory descriptive statistics and correlation coefficients. The research found that the majority of Somali refugees cited conflict, insecurity and instability as the mainn reasons for leaving their country of origin, suggesting the basic need for safety and security was unmet. One third of the sample reported that the main reason for leaving was the same as their most traumatic life event. The average participant had experienced 16 traumatic events and experienced 23 trauma symptoms on average, demonstrating high levels of trauma among the study population. The study recommends that the link between the main reason for forced migration and refugee trauma be explored.
- Full Text:
- Date Issued: 2012
An investigation into the antidiabetic and catalytic properties of oxovanadium(IV) complexes
- Authors: Walmsley, Ryan Steven
- Date: 2012
- Subjects: Hypoglycemic agents Ligands (Biochemistry) Complex compounds Potentiometry Proton transfer reactions Stability Imidazoles Vanadium catalysts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4320 , http://hdl.handle.net/10962/d1004978
- Description: In part 1 of this thesis, the antidiabetic activity of a series of novel oxovanadium(IV) complexes was investigated. A range of bidentate N,O-donor ligands, which partially mimic naturally occurring bioligands, were prepared and reacted with the vanadyl ion to form the corresponding bis-coordinated complexes. Initially, 2-(2ˊ-hydroxyphenyl)-1R-imidazoline (where R = H, ethyl and ethanol) ligands were prepared. The aqueous pH-metric chemical speciation was investigated using glass electrode potentiometry which allowed for the determination of protonation and stability constants of the ligands and complexes, respectively. The species distribution diagrams generated from this information gave an indication of how the complexes might behave across the broad pH range experienced in the digestive and circulatory systems. This information was used to create an improved 2nd generation of ligands that were constructed by combining the imidazole and carboxylic acid functionalities. These corresponding bis[(imidazolyl)carboxylato]-oxovanadium(IV) complexes displayed a broader pH-metric stability. Both sets of complexes improved glucose uptake and reduced coagulation in vitro. In part 2 of this thesis, a range of homogeneous and heterogeneous oxovanadium(IV) catalysts were prepared. Firstly, Merrifield beads were functionalized with ligands from Part 1 and then reacted with vanadyl sulfate to afford the corresponding heterogeneous catalysts. These displayed promising catalytic activity for the peroxide facilitated oxidation of thioanisole, styrene and ethylbenzene as well as the oxidative bromination of phenol red. Smaller imidazole-containing beads with higher surface areas than the Merrifield beads were prepared by suspension polymerization. These beads similarly demonstrated excellent catalytic activity for the oxidation of thioanisole and were highly recyclable. In attempt to increase the exposed catalytic surface area, while retaining the ease of separation achieved in the before mentioned systems, micron to nano sized electrospun fibers containing coordinating ligands were fabricated. The corresponding oxovanadium(IV) functionalized fibers were applied to the oxidation of thioanisole using a continuous flow system. The flexible and porous nature of the fiber mats was well suited to this approach. After optimization of the reactant flow rate and catalyst amount, near quantitative (> 99%) oxidation was achieved for an extended period. In addition, leaching of vanadium was mitigated by modification of the attached ligand or polymer material.
- Full Text:
- Date Issued: 2012
- Authors: Walmsley, Ryan Steven
- Date: 2012
- Subjects: Hypoglycemic agents Ligands (Biochemistry) Complex compounds Potentiometry Proton transfer reactions Stability Imidazoles Vanadium catalysts
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4320 , http://hdl.handle.net/10962/d1004978
- Description: In part 1 of this thesis, the antidiabetic activity of a series of novel oxovanadium(IV) complexes was investigated. A range of bidentate N,O-donor ligands, which partially mimic naturally occurring bioligands, were prepared and reacted with the vanadyl ion to form the corresponding bis-coordinated complexes. Initially, 2-(2ˊ-hydroxyphenyl)-1R-imidazoline (where R = H, ethyl and ethanol) ligands were prepared. The aqueous pH-metric chemical speciation was investigated using glass electrode potentiometry which allowed for the determination of protonation and stability constants of the ligands and complexes, respectively. The species distribution diagrams generated from this information gave an indication of how the complexes might behave across the broad pH range experienced in the digestive and circulatory systems. This information was used to create an improved 2nd generation of ligands that were constructed by combining the imidazole and carboxylic acid functionalities. These corresponding bis[(imidazolyl)carboxylato]-oxovanadium(IV) complexes displayed a broader pH-metric stability. Both sets of complexes improved glucose uptake and reduced coagulation in vitro. In part 2 of this thesis, a range of homogeneous and heterogeneous oxovanadium(IV) catalysts were prepared. Firstly, Merrifield beads were functionalized with ligands from Part 1 and then reacted with vanadyl sulfate to afford the corresponding heterogeneous catalysts. These displayed promising catalytic activity for the peroxide facilitated oxidation of thioanisole, styrene and ethylbenzene as well as the oxidative bromination of phenol red. Smaller imidazole-containing beads with higher surface areas than the Merrifield beads were prepared by suspension polymerization. These beads similarly demonstrated excellent catalytic activity for the oxidation of thioanisole and were highly recyclable. In attempt to increase the exposed catalytic surface area, while retaining the ease of separation achieved in the before mentioned systems, micron to nano sized electrospun fibers containing coordinating ligands were fabricated. The corresponding oxovanadium(IV) functionalized fibers were applied to the oxidation of thioanisole using a continuous flow system. The flexible and porous nature of the fiber mats was well suited to this approach. After optimization of the reactant flow rate and catalyst amount, near quantitative (> 99%) oxidation was achieved for an extended period. In addition, leaching of vanadium was mitigated by modification of the attached ligand or polymer material.
- Full Text:
- Date Issued: 2012
An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study
- Authors: Kuhlane, Zukiswa
- Date: 2012
- Subjects: Science -- Study and teaching (Primary) -- Research -- South Africa Prior learning -- South Africa Limited English-proficient students -- Education (Primary) -- South Africa Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1602 , http://hdl.handle.net/10962/d1003484
- Description: This study was conducted at a school designated as a higher primary school comprised of grade 0-9 learners (GET band) in Grahamstown in the Eastern Cape, South Africa. With the advent of the new curriculum in South Africa, we are also grappling with the implementation of the new curriculum at this school. This motivated me to investigate the benefits of eliciting and integrating learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases. Essentially, the study sought to gain insight into whether engaging learners during practical activities using easily accessible materials from their homes facilitated meaning-making of acids and bases. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was conducted with the researcher’s Grade 7 class. To gather data, document analysis, semi-structured interviews, questionnaires, lesson observations, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with learners were used. An inductive analysis to discover patterns and themes was applied during the data analysis process. The validation process was done through watching the videotaped lessons with the teachers who observed the lessons. Also, transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed in relation to the research questions which were: How do Natural Sciences teachers elicit and integrate learners’ prioreveryday knowledge and experiences to facilitate learning of scientific concepts of acids and bases in their classrooms? Does engaging learners in practical activities using everyday substances enhance their conceptual development and understanding of acids and bases? The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases facilitated meaningful learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. It is thus recommended that teachers should be supported in their endeavours to incorporate learners’ real life experiences during their teaching and learning repertoires. Notwithstanding, as much as there were benefits in this study there were, however, also some challenges that were encountered, such as language, which warrants further research.
- Full Text:
- Date Issued: 2012
- Authors: Kuhlane, Zukiswa
- Date: 2012
- Subjects: Science -- Study and teaching (Primary) -- Research -- South Africa Prior learning -- South Africa Limited English-proficient students -- Education (Primary) -- South Africa Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1602 , http://hdl.handle.net/10962/d1003484
- Description: This study was conducted at a school designated as a higher primary school comprised of grade 0-9 learners (GET band) in Grahamstown in the Eastern Cape, South Africa. With the advent of the new curriculum in South Africa, we are also grappling with the implementation of the new curriculum at this school. This motivated me to investigate the benefits of eliciting and integrating learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases. Essentially, the study sought to gain insight into whether engaging learners during practical activities using easily accessible materials from their homes facilitated meaning-making of acids and bases. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was conducted with the researcher’s Grade 7 class. To gather data, document analysis, semi-structured interviews, questionnaires, lesson observations, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with learners were used. An inductive analysis to discover patterns and themes was applied during the data analysis process. The validation process was done through watching the videotaped lessons with the teachers who observed the lessons. Also, transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed in relation to the research questions which were: How do Natural Sciences teachers elicit and integrate learners’ prioreveryday knowledge and experiences to facilitate learning of scientific concepts of acids and bases in their classrooms? Does engaging learners in practical activities using everyday substances enhance their conceptual development and understanding of acids and bases? The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases facilitated meaningful learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. It is thus recommended that teachers should be supported in their endeavours to incorporate learners’ real life experiences during their teaching and learning repertoires. Notwithstanding, as much as there were benefits in this study there were, however, also some challenges that were encountered, such as language, which warrants further research.
- Full Text:
- Date Issued: 2012
An investigation into the causes and ramifications of political conflict in Ivory Coast
- Authors: Suaka, Yaro David
- Date: 2012
- Subjects: Conflict management -- Political aspects , Political conflicts , Ivory Coast
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18444 , http://hdl.handle.net/11260/d1007276
- Description: The purpose of this study was to investigate the causes and the ramifications of the political conflict in Ivory Coast from 2002 to 2009. A purposive sampling was used to select fourteen respondents. Qualitative methodology was used for the study. The data collection instruments were semi-structured interview questions, open-ended Semi-structured questionnaire and documentary analysis. The analysed data revealed that the causes of the conflict were: competition for scarce resources, bad governance, media incitement, xenophobia, incessant political power struggle and the proliferation of small fire arms entering the country. The effects experienced during the conflict were human rights violation, destruction of property including UN premises and displaced people both internally and externally. Some recommendations made include: Efforts should be made by the Government to strengthen good relationship among different ethnic groups and help them adapt to new challenges that confront democratic developments in the country. The Government should organise the South African style of Truth and Reconciliation Commission to revisit the horrors of the past in order to heal wounds and prevent future occurance of the conflict. Employment opportunities and other income generationg ventures for Ivorian should be created by the Government by attracting local and foreign investors. The numerous rebels should be given special skills training in other for them to be able to live among the communities in Ivory Coast. Government of national unity should be encouraged in situation like this. ECOWAS as well as AU should make sure that when disarmament instituted, it should be done properly. They should always monitor it and not to allow the arms to get into the country again. It is the hope of the researcher that this study makes a contribution towards the prevention of similar conflicts in Africa in the future.
- Full Text:
- Date Issued: 2012
- Authors: Suaka, Yaro David
- Date: 2012
- Subjects: Conflict management -- Political aspects , Political conflicts , Ivory Coast
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18444 , http://hdl.handle.net/11260/d1007276
- Description: The purpose of this study was to investigate the causes and the ramifications of the political conflict in Ivory Coast from 2002 to 2009. A purposive sampling was used to select fourteen respondents. Qualitative methodology was used for the study. The data collection instruments were semi-structured interview questions, open-ended Semi-structured questionnaire and documentary analysis. The analysed data revealed that the causes of the conflict were: competition for scarce resources, bad governance, media incitement, xenophobia, incessant political power struggle and the proliferation of small fire arms entering the country. The effects experienced during the conflict were human rights violation, destruction of property including UN premises and displaced people both internally and externally. Some recommendations made include: Efforts should be made by the Government to strengthen good relationship among different ethnic groups and help them adapt to new challenges that confront democratic developments in the country. The Government should organise the South African style of Truth and Reconciliation Commission to revisit the horrors of the past in order to heal wounds and prevent future occurance of the conflict. Employment opportunities and other income generationg ventures for Ivorian should be created by the Government by attracting local and foreign investors. The numerous rebels should be given special skills training in other for them to be able to live among the communities in Ivory Coast. Government of national unity should be encouraged in situation like this. ECOWAS as well as AU should make sure that when disarmament instituted, it should be done properly. They should always monitor it and not to allow the arms to get into the country again. It is the hope of the researcher that this study makes a contribution towards the prevention of similar conflicts in Africa in the future.
- Full Text:
- Date Issued: 2012
An investigation into the challenges faced by children as victims of HIV/AIDS with reference to the Nyandeni area in the Eastern Cape
- Authors: Kanyemba, Patricia
- Date: 2012
- Subjects: HIV -- Positive children
- Language: English
- Type: Thesis , Masters , M Sw
- Identifier: vital:18477 , http://hdl.handle.net/11260/d1007756
- Description: The aim of the study was to delineate, discuss and analyze major challenges that affect children between the ages of 13 and 18 in the Nyandeni area due to HIV/AIDS. This exploratory study was also performed to identify the categories of children made vulnerable by HIV/AIDS. One of the objectives was to provide a descriptive and analytical interpretation of the day to day experiences of children affected by HIV/AIDS. In shaping the sample size, 50 respondents were selected from three wards (2, 3 and 16) of the Nyandeni Local Municipality in the Nyandeni area in the Eastern Cape.The researcher made use of the interview technique to collect data from the respondents. In analysing data, the researcher made use of the quantitative and qualitative measures.The outcome of the study points out that HIV/AIDS is the major threat to children and that there is a significant increase in number of child headed families as a result of HIV/AIDS.
- Full Text:
- Date Issued: 2012
- Authors: Kanyemba, Patricia
- Date: 2012
- Subjects: HIV -- Positive children
- Language: English
- Type: Thesis , Masters , M Sw
- Identifier: vital:18477 , http://hdl.handle.net/11260/d1007756
- Description: The aim of the study was to delineate, discuss and analyze major challenges that affect children between the ages of 13 and 18 in the Nyandeni area due to HIV/AIDS. This exploratory study was also performed to identify the categories of children made vulnerable by HIV/AIDS. One of the objectives was to provide a descriptive and analytical interpretation of the day to day experiences of children affected by HIV/AIDS. In shaping the sample size, 50 respondents were selected from three wards (2, 3 and 16) of the Nyandeni Local Municipality in the Nyandeni area in the Eastern Cape.The researcher made use of the interview technique to collect data from the respondents. In analysing data, the researcher made use of the quantitative and qualitative measures.The outcome of the study points out that HIV/AIDS is the major threat to children and that there is a significant increase in number of child headed families as a result of HIV/AIDS.
- Full Text:
- Date Issued: 2012
An investigation into the control of audio streaming across networks having diverse quality of service mechanisms
- Authors: Foulkes, Philip James
- Date: 2012
- Subjects: Streaming audio -- Testing Data transmission systems -- Testing Computer networks -- Management Computer networks -- Evaluation Computer network protocols -- Standards
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4607 , http://hdl.handle.net/10962/d1004865
- Description: The transmission of realtime audio data across digital networks is subject to strict quality of service requirements. These networks need to be able to guarantee network resources (e.g., bandwidth), ensure timely and deterministic data delivery, and provide time synchronisation mechanisms to ensure successful transmission of this data. Two open standards-based networking technologies, namely IEEE 1394 and the recently standardised Ethernet AVB, provide distinct methods for achieving these goals. Audio devices that are compatible with IEEE 1394 networks exist, and audio devices that are compatible with Ethernet AVB networks are starting to come onto the market. There is a need for mechanisms to provide compatibility between the audio devices that reside on these disparate networks such that existing IEEE 1394 audio devices are able to communicate with Ethernet AVB audio devices, and vice versa. The audio devices that reside on these networks may be remotely controlled by a diverse set of incompatible command and control protocols. It is desirable to have a common network-neutral method of control over the various parameters of the devices that reside on these networks. As part of this study, two Ethernet AVB systems were developed. One system acts as an Ethernet AVB audio endpoint device and another system acts as an audio gateway between IEEE 1394 and Ethernet AVB networks. These systems, along with existing IEEE 1394 audio devices, were used to demonstrate the ability to transfer audio data between the networking technologies. Each of the devices is remotely controllable via a network neutral command and control protocol, XFN. The IEEE 1394 and Ethernet AVB devices are used to demonstrate the use of the XFN protocol to allow for network neutral connection management to take place between IEEE 1394 and Ethernet AVB networks. User control over these diverse devices is achieved via the use of a graphical patchbay application, which aims to provide a consistent user interface to a diverse range of devices.
- Full Text:
- Date Issued: 2012
- Authors: Foulkes, Philip James
- Date: 2012
- Subjects: Streaming audio -- Testing Data transmission systems -- Testing Computer networks -- Management Computer networks -- Evaluation Computer network protocols -- Standards
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:4607 , http://hdl.handle.net/10962/d1004865
- Description: The transmission of realtime audio data across digital networks is subject to strict quality of service requirements. These networks need to be able to guarantee network resources (e.g., bandwidth), ensure timely and deterministic data delivery, and provide time synchronisation mechanisms to ensure successful transmission of this data. Two open standards-based networking technologies, namely IEEE 1394 and the recently standardised Ethernet AVB, provide distinct methods for achieving these goals. Audio devices that are compatible with IEEE 1394 networks exist, and audio devices that are compatible with Ethernet AVB networks are starting to come onto the market. There is a need for mechanisms to provide compatibility between the audio devices that reside on these disparate networks such that existing IEEE 1394 audio devices are able to communicate with Ethernet AVB audio devices, and vice versa. The audio devices that reside on these networks may be remotely controlled by a diverse set of incompatible command and control protocols. It is desirable to have a common network-neutral method of control over the various parameters of the devices that reside on these networks. As part of this study, two Ethernet AVB systems were developed. One system acts as an Ethernet AVB audio endpoint device and another system acts as an audio gateway between IEEE 1394 and Ethernet AVB networks. These systems, along with existing IEEE 1394 audio devices, were used to demonstrate the ability to transfer audio data between the networking technologies. Each of the devices is remotely controllable via a network neutral command and control protocol, XFN. The IEEE 1394 and Ethernet AVB devices are used to demonstrate the use of the XFN protocol to allow for network neutral connection management to take place between IEEE 1394 and Ethernet AVB networks. User control over these diverse devices is achieved via the use of a graphical patchbay application, which aims to provide a consistent user interface to a diverse range of devices.
- Full Text:
- Date Issued: 2012
An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa
- Authors: Keth, Beverley Dawn
- Date: 2012
- Subjects: Mathematics teachers -- Training of -- South Africa Mathematics -- Study and teaching -- South Africa Curriculum planning -- South Africa Education, Primary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1605 , http://hdl.handle.net/10962/d1003487
- Description: The purpose of this case study was to investigate the experience of six Foundation Phase teachers implementing the Singapore Mathematics Curriculum (SMC). The study makes use of Kilpatrick, Findell & Swafford‟s (2001) framework for teaching for mathematical proficiency as a conceptual lens to analyse teaching practice in the classroom. The study took place in two schools currently implementing the SMC in East London, in the Eastern Cape Province of South Africa. This qualitative study was framed within an interpretive paradigm. It relies on data collected in semistructured interviews, individual questionnaires, focus group interviews, journals and presentations. In general, the SMC was well received, and the participating teachers isolated the following as particularly positive features of their experience: - The teachers and students were enjoying the discovery of mathematics using a variety of manipulatives as stipulated when using the SMC; - The use of the model method, a specific feature of the SMC, to solve problems helped students visualise the problem; - The teachers‟ understanding of teaching for mathematical proficiency was enhanced; - The spiral curriculum informed teaching practice by allowing for building on to concepts already mastered, creating a logical flow of ideas and careful progression; - Whilst the SMC provides a more structured approach to the teaching and learning of mathematics, it provides constant opportunities for creativity and logical thinking; and - The change in attitude of both students and teachers has resulted in a greater confidence when non-routine, openended problem solving activities are engaged in. From a critical perspective the participants found the following problematic when implementing the SMC: - The teachers felt that there was insufficient drill and practice once the concept was understood. More practice and exercises were called for; - The whole class teaching approach with every student having a textbook and workbook pertaining to the lesson required a change to classroom management; and - To obtain a deeper understanding of number concepts was time consuming and re-teaching the weaker students called for additional time and adjustments to the timetable.
- Full Text:
- Date Issued: 2012
- Authors: Keth, Beverley Dawn
- Date: 2012
- Subjects: Mathematics teachers -- Training of -- South Africa Mathematics -- Study and teaching -- South Africa Curriculum planning -- South Africa Education, Primary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1605 , http://hdl.handle.net/10962/d1003487
- Description: The purpose of this case study was to investigate the experience of six Foundation Phase teachers implementing the Singapore Mathematics Curriculum (SMC). The study makes use of Kilpatrick, Findell & Swafford‟s (2001) framework for teaching for mathematical proficiency as a conceptual lens to analyse teaching practice in the classroom. The study took place in two schools currently implementing the SMC in East London, in the Eastern Cape Province of South Africa. This qualitative study was framed within an interpretive paradigm. It relies on data collected in semistructured interviews, individual questionnaires, focus group interviews, journals and presentations. In general, the SMC was well received, and the participating teachers isolated the following as particularly positive features of their experience: - The teachers and students were enjoying the discovery of mathematics using a variety of manipulatives as stipulated when using the SMC; - The use of the model method, a specific feature of the SMC, to solve problems helped students visualise the problem; - The teachers‟ understanding of teaching for mathematical proficiency was enhanced; - The spiral curriculum informed teaching practice by allowing for building on to concepts already mastered, creating a logical flow of ideas and careful progression; - Whilst the SMC provides a more structured approach to the teaching and learning of mathematics, it provides constant opportunities for creativity and logical thinking; and - The change in attitude of both students and teachers has resulted in a greater confidence when non-routine, openended problem solving activities are engaged in. From a critical perspective the participants found the following problematic when implementing the SMC: - The teachers felt that there was insufficient drill and practice once the concept was understood. More practice and exercises were called for; - The whole class teaching approach with every student having a textbook and workbook pertaining to the lesson required a change to classroom management; and - To obtain a deeper understanding of number concepts was time consuming and re-teaching the weaker students called for additional time and adjustments to the timetable.
- Full Text:
- Date Issued: 2012
An investigation into the factors influencing the levels of job satisfaction and organisational commitment of non-family employees working in family businesses
- Letele-Matabooe, Makatleho Julia
- Authors: Letele-Matabooe, Makatleho Julia
- Date: 2012
- Subjects: Family-owned business enterprises , Job satisfaction
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:9277 , http://hdl.handle.net/10948/1594 , Family-owned business enterprises , Job satisfaction
- Description: Given the increasingly important role that non-family employees working in family businesses play in the success of these businesses, as well as the challenges they are faced with, it is surprising that little is known about their experiences in the family business. This study therefore was aimed at contributing to the more effective functioning of this important stakeholder group in South Africa by identifying the factors that impact on their levels of job satisfaction and organisational commitment in family businesses. As such the primary objective of this study was to identify the factors that impact on non-family employees’ levels of Job satisfaction and Organisational commitment to the family business in which they are employed. This study sought to incorporate prior findings and theories on job satisfaction and organisational commitment into a comprehensive theoretical model. In addition, support for these theories was sought in the literature. The literature review revealed three main categories of constructs, namely, relational-based, organisational-based and reward-based factors, as influencing the levels of Job satisfaction and Organisational commitment of non-family employees working in family businesses. Within these three categories, 15 independent variables were identified and hypothesised to influence the levels of the dependent variables Job satisfaction and Organisational commitment. Of the 15 independent variables, 6 were categorised as relational-based, another 6 as organisational-based and 3 as reward-based factors. All of the constructs in this study were clearly defined and operationalised. Operationalisation was done by using reliable and valid items sourced from measuring instruments used by prior studies. In addition, several items were selfgenerated items based on secondary sources. The convenience snowball sampling technique was used to identify respondents, and a structured questionnaire was made available to them. The data collected 280 usable questionnaires and was subjected to various statistical analyses. The validity and reliability of the measuring instrument was assessed by means of exploratory and confirmatory factor analyses, and Cronbach-alpha coefficients were confirmed for this purpose. v The 6 relational-based factors could not all be confirmed as initially intended. Of these factors, 5 were confirmed. Similarly, the organisational-based factors could not all be confirmed by the exploratory factor analysis. Four factors were confirmed in this regard. With regard to reward-based factors, these factors did not load as originally intended. Instead, a new factor (Job security and compensation) emerged. In this study, a number of statistical procedures were utilised to assess the relationships between the independent and dependent variables. These included descriptive statistics which was used to summarise the sample data. Pearson’s Product Moment Correlation was also undertaken to establish the relationship between the various factors under investigation. However, the main statistical procedure that was used to test the significance of the relationships hypothesised between the independent and dependent variables was the Multiple Regression Analysis (MRA). From the analysis, 7 submodels were identified and subjected to further testing. The following independent variables were identified as influencing the dependent variables in this study: Fairness; Personal needs alignment; Interpersonal relationships; Family harmony; Nature of the work; Working conditions; Job involvement; Governance; Job security and compensation. In addition, an Analysis of Variance (ANOVA) was performed to establish the influence that the various demographic variables could have on the dependent variables. The test included the use of Benferroni post-hoc test that was used to vi assess the statistical difference, while Cohen’s d-values were calculated to assess the practical significance between mean scores. Ownership of shares by non-family employees of the family business in which they are employed, the positions that these employees hold, as well as ethnicity of the respondents have been found to have an influence on the independent and dependent variables in this study. This study has empirically investigated the challenges non-family employees working in family businesses are faced with, and has thus added to the limited amount of family business literature on this valuable stakeholder group. The theoretical model developed in this study has made a significant contribution towards understanding the factors that influence the levels of job satisfaction and organisational commitment of these employees. This study therefore presents recommendations and suggestions to assist family business leaders/owners in attracting and retaining non-family businesses in such a way as to give them a sense of belonging and to enhance the performance of their businesses.
- Full Text:
- Date Issued: 2012
- Authors: Letele-Matabooe, Makatleho Julia
- Date: 2012
- Subjects: Family-owned business enterprises , Job satisfaction
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:9277 , http://hdl.handle.net/10948/1594 , Family-owned business enterprises , Job satisfaction
- Description: Given the increasingly important role that non-family employees working in family businesses play in the success of these businesses, as well as the challenges they are faced with, it is surprising that little is known about their experiences in the family business. This study therefore was aimed at contributing to the more effective functioning of this important stakeholder group in South Africa by identifying the factors that impact on their levels of job satisfaction and organisational commitment in family businesses. As such the primary objective of this study was to identify the factors that impact on non-family employees’ levels of Job satisfaction and Organisational commitment to the family business in which they are employed. This study sought to incorporate prior findings and theories on job satisfaction and organisational commitment into a comprehensive theoretical model. In addition, support for these theories was sought in the literature. The literature review revealed three main categories of constructs, namely, relational-based, organisational-based and reward-based factors, as influencing the levels of Job satisfaction and Organisational commitment of non-family employees working in family businesses. Within these three categories, 15 independent variables were identified and hypothesised to influence the levels of the dependent variables Job satisfaction and Organisational commitment. Of the 15 independent variables, 6 were categorised as relational-based, another 6 as organisational-based and 3 as reward-based factors. All of the constructs in this study were clearly defined and operationalised. Operationalisation was done by using reliable and valid items sourced from measuring instruments used by prior studies. In addition, several items were selfgenerated items based on secondary sources. The convenience snowball sampling technique was used to identify respondents, and a structured questionnaire was made available to them. The data collected 280 usable questionnaires and was subjected to various statistical analyses. The validity and reliability of the measuring instrument was assessed by means of exploratory and confirmatory factor analyses, and Cronbach-alpha coefficients were confirmed for this purpose. v The 6 relational-based factors could not all be confirmed as initially intended. Of these factors, 5 were confirmed. Similarly, the organisational-based factors could not all be confirmed by the exploratory factor analysis. Four factors were confirmed in this regard. With regard to reward-based factors, these factors did not load as originally intended. Instead, a new factor (Job security and compensation) emerged. In this study, a number of statistical procedures were utilised to assess the relationships between the independent and dependent variables. These included descriptive statistics which was used to summarise the sample data. Pearson’s Product Moment Correlation was also undertaken to establish the relationship between the various factors under investigation. However, the main statistical procedure that was used to test the significance of the relationships hypothesised between the independent and dependent variables was the Multiple Regression Analysis (MRA). From the analysis, 7 submodels were identified and subjected to further testing. The following independent variables were identified as influencing the dependent variables in this study: Fairness; Personal needs alignment; Interpersonal relationships; Family harmony; Nature of the work; Working conditions; Job involvement; Governance; Job security and compensation. In addition, an Analysis of Variance (ANOVA) was performed to establish the influence that the various demographic variables could have on the dependent variables. The test included the use of Benferroni post-hoc test that was used to vi assess the statistical difference, while Cohen’s d-values were calculated to assess the practical significance between mean scores. Ownership of shares by non-family employees of the family business in which they are employed, the positions that these employees hold, as well as ethnicity of the respondents have been found to have an influence on the independent and dependent variables in this study. This study has empirically investigated the challenges non-family employees working in family businesses are faced with, and has thus added to the limited amount of family business literature on this valuable stakeholder group. The theoretical model developed in this study has made a significant contribution towards understanding the factors that influence the levels of job satisfaction and organisational commitment of these employees. This study therefore presents recommendations and suggestions to assist family business leaders/owners in attracting and retaining non-family businesses in such a way as to give them a sense of belonging and to enhance the performance of their businesses.
- Full Text:
- Date Issued: 2012
An investigation into the impact of fairtrade in South Africa
- Authors: Jari, Bridget
- Date: 2012
- Subjects: Competition, Unfair -- Research -- South Africa Price maintenance -- Research -- South Africa Fair trade associations -- South Africa Sustainable development -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1006 , http://hdl.handle.net/10962/d1002741
- Description: World international trade is moving towards more free trade, through globalization and trade liberalization. These moves are guided by trade theories which state that on an aggregated level, nations involved in free trade should benefit, and further that free trade is fair. However, in practice, contradictory views have been raised, stating that free trade may not necessarily be benefiting all participants equally. Rather, other nations, especially developing nations, have become worse-off after opening up their markets for free trade. On the other hand, many developed nations have benefited substantially from free trade. Among other factors, the difference in benefits is believed to have been influenced by the types of commodities being traded (where developing nations mainly trade in primary goods and developed nations in anufactured goods) and unequal power relations (some nations for example, the EU and the US, still adopt protectionism in their agricultural sector). In order to address market imbalances resulting from free trade, Fairtrade has arisen. Fairtrade aims to improve international trading conditions in order to benefit small-scale farmers and farm workers in the developing nations. The Fairtrade organization further claims that its principles are in line with sustainable development. However, Fairtrade suffers a credibility gap because there is a lack of independent research to support their claims. To date in South Africa, there is little research examining the claims of the Fairtrade organization. In order to contribute to the Fairtrade discussion in South Africa, this study has investigated the validity of Fairtrade‘s claims that it contributes towards sustainable development. The study utilised primary data, which was collected from ten commercial farms and two small-scale farmer cooperatives located in the Eastern Cape and Western Cape provinces that are/were Fairtrade certified. The main reason for including commercial farmers and small-scale farmer cooperatives in the study was for comparing relative impacts in the two Fairtrade structures. The data was then analysed using a sustainable livelihoods framework, which was developed in the study. The study focussed on investigating the impact of Fairtrade tools, which are minimum prices, premiums, pre-financing and support for long-term relationships, on its intended beneficiaries. Minimum prices offered to producers cover production costs and are above market prices, and Fairtrade premiums are to be invested in developmental projects. Therefore, examining the influence of Fairtrade tools on individuals and communities provides an overview of how Fairtrade influences development. The results of the study show that sampled Fairtrade beneficiaries in South Africa have witnessed substantial positive changes as a result of Fairtrade. The Fairtrade initiative has managed to empower small-scale producers and farm workers, as well as leverage development opportunities for their wider communities. It has supported organizational development in the supply chain, facilitated investment in community development projects and in business-related training. Producers, both commercial and small-scale producers, managed to access a market that offers stable prices, and have gained from minimum prices. Furthermore, small-scale farmers have been allowed an opportunity to expand their business into export markets, and enjoyed an increase in incomes. Fairtrade benefits further trickle down to non-Fairtrade community members, in the form of employment creation and community development. Despite positive effects, Fairtrade producers faced challenges, including high Fairtrade administration costs and a small market for Fairtrade commodities. The study concludes that in the face of challenges, Fairtrade brings economic, social and environmental benefits, but as compared to economic and social development, the impact on environmental development is rather limited. Even though that is the case, Fairtrade offers valuable development opportunities to producers in South Africa.
- Full Text:
- Date Issued: 2012
- Authors: Jari, Bridget
- Date: 2012
- Subjects: Competition, Unfair -- Research -- South Africa Price maintenance -- Research -- South Africa Fair trade associations -- South Africa Sustainable development -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1006 , http://hdl.handle.net/10962/d1002741
- Description: World international trade is moving towards more free trade, through globalization and trade liberalization. These moves are guided by trade theories which state that on an aggregated level, nations involved in free trade should benefit, and further that free trade is fair. However, in practice, contradictory views have been raised, stating that free trade may not necessarily be benefiting all participants equally. Rather, other nations, especially developing nations, have become worse-off after opening up their markets for free trade. On the other hand, many developed nations have benefited substantially from free trade. Among other factors, the difference in benefits is believed to have been influenced by the types of commodities being traded (where developing nations mainly trade in primary goods and developed nations in anufactured goods) and unequal power relations (some nations for example, the EU and the US, still adopt protectionism in their agricultural sector). In order to address market imbalances resulting from free trade, Fairtrade has arisen. Fairtrade aims to improve international trading conditions in order to benefit small-scale farmers and farm workers in the developing nations. The Fairtrade organization further claims that its principles are in line with sustainable development. However, Fairtrade suffers a credibility gap because there is a lack of independent research to support their claims. To date in South Africa, there is little research examining the claims of the Fairtrade organization. In order to contribute to the Fairtrade discussion in South Africa, this study has investigated the validity of Fairtrade‘s claims that it contributes towards sustainable development. The study utilised primary data, which was collected from ten commercial farms and two small-scale farmer cooperatives located in the Eastern Cape and Western Cape provinces that are/were Fairtrade certified. The main reason for including commercial farmers and small-scale farmer cooperatives in the study was for comparing relative impacts in the two Fairtrade structures. The data was then analysed using a sustainable livelihoods framework, which was developed in the study. The study focussed on investigating the impact of Fairtrade tools, which are minimum prices, premiums, pre-financing and support for long-term relationships, on its intended beneficiaries. Minimum prices offered to producers cover production costs and are above market prices, and Fairtrade premiums are to be invested in developmental projects. Therefore, examining the influence of Fairtrade tools on individuals and communities provides an overview of how Fairtrade influences development. The results of the study show that sampled Fairtrade beneficiaries in South Africa have witnessed substantial positive changes as a result of Fairtrade. The Fairtrade initiative has managed to empower small-scale producers and farm workers, as well as leverage development opportunities for their wider communities. It has supported organizational development in the supply chain, facilitated investment in community development projects and in business-related training. Producers, both commercial and small-scale producers, managed to access a market that offers stable prices, and have gained from minimum prices. Furthermore, small-scale farmers have been allowed an opportunity to expand their business into export markets, and enjoyed an increase in incomes. Fairtrade benefits further trickle down to non-Fairtrade community members, in the form of employment creation and community development. Despite positive effects, Fairtrade producers faced challenges, including high Fairtrade administration costs and a small market for Fairtrade commodities. The study concludes that in the face of challenges, Fairtrade brings economic, social and environmental benefits, but as compared to economic and social development, the impact on environmental development is rather limited. Even though that is the case, Fairtrade offers valuable development opportunities to producers in South Africa.
- Full Text:
- Date Issued: 2012
An investigation into the impact of quality management systems on General Motors suppliers
- Authors: Twala, Luphumlo Rodney
- Date: 2012
- Subjects: Production management -- Quality control , Quality control , Total quality management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8897 , http://hdl.handle.net/10948/d1020927
- Description: Acceptable product quality is one of the central pillars of customer satisfaction, which is key to customer retention and business success. The quest to improve and maintain good product quality is as old as mankind himself. In the beginning of time, quality involved selecting edible plants, to craftsmanship then later to mass production. As time went on, various individuals and institutions made valuable contributions to quality control methods, tools and techniques as we know them today. The International Organisation for Standardisation initiated quality management standards, provide requirements, specifications and guidelines that can be used to ensure materials and products meet a certain quality level. These quality management systems were adopted by the global automotive organisations, adapted and tailored to suit their requirements. The result was the development of ISO/TS 16949, which is a requirement for all direct manufacturing suppliers to the automotive original equipment manufacturers (OEMs), like BMW, TOYOTA and GM. Some OEMs specify additional requirements their supplier base, in case of General Motors, Quality Systems Basics (QSB) is a mandatory quality management systems requirement. QSB is designed by GM to help suppliers reduce product defects, improve internal efficiencies and improve supply chain processes. A quantitative approach was chosen, which utilised an explorative and descriptive survey questionnaire in order to complete the research study. The study will show that the majority of the respondents believed that the implementation of QSB has resulted in positive implications in their manufacturing process and supply value chain.
- Full Text:
- Date Issued: 2012
- Authors: Twala, Luphumlo Rodney
- Date: 2012
- Subjects: Production management -- Quality control , Quality control , Total quality management
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8897 , http://hdl.handle.net/10948/d1020927
- Description: Acceptable product quality is one of the central pillars of customer satisfaction, which is key to customer retention and business success. The quest to improve and maintain good product quality is as old as mankind himself. In the beginning of time, quality involved selecting edible plants, to craftsmanship then later to mass production. As time went on, various individuals and institutions made valuable contributions to quality control methods, tools and techniques as we know them today. The International Organisation for Standardisation initiated quality management standards, provide requirements, specifications and guidelines that can be used to ensure materials and products meet a certain quality level. These quality management systems were adopted by the global automotive organisations, adapted and tailored to suit their requirements. The result was the development of ISO/TS 16949, which is a requirement for all direct manufacturing suppliers to the automotive original equipment manufacturers (OEMs), like BMW, TOYOTA and GM. Some OEMs specify additional requirements their supplier base, in case of General Motors, Quality Systems Basics (QSB) is a mandatory quality management systems requirement. QSB is designed by GM to help suppliers reduce product defects, improve internal efficiencies and improve supply chain processes. A quantitative approach was chosen, which utilised an explorative and descriptive survey questionnaire in order to complete the research study. The study will show that the majority of the respondents believed that the implementation of QSB has resulted in positive implications in their manufacturing process and supply value chain.
- Full Text:
- Date Issued: 2012
An investigation into the implementation of the life orientation curriculum in selected Fort Beaufort district high schools
- Authors: Adewumi, Toyin Mary
- Date: 2012
- Subjects: Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16174 , http://hdl.handle.net/10353/541 , Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Description: The challenges of implementing the curriculum for the Life Orientation learning areas in the National Curriculum Statement have been a matter of concern for South African schools. This study sheds light on the implementation of the LO curriculum in selected high schools in the Fort Beaufort District, in the Eastern Cape Province in South Africa. The study adopted a qualitative approach and used face-to-face interviews, focus group interviews, classroom observation and document analysis to collect the data. The purpose of the study was to investigate the implementation of the Life Orientation curriculum in high schools in the Fort Beaufort District. Six high schools from the six clusters in the Fort Beaufort District were purposively selected to form the focus of the study. The participants were six principals, six LO teachers and thirty-six learners. The study revealed that lack of adequate teaching and learning materials in schools affected the implementation of the curriculum. Inadequacy of teaching and learning materials affected both the teachers and learners as they sought to make up for the shortages of teaching and learning materials by sourcing for local materials like news paper and magazine. In some of the schools, teachers made photocopies of textbooks for learners which could be time consuming and added to the teachers‘ workload. The study found that some of the teachers were frustrated because of the lack of adequate teaching and learning materials in LO. The results also revealed that the majority of the teachers had the Advanced Certificate in Education (ACE LO) qualification and/or an undergraduate qualification in Psychology, which are basic requirement for teaching LO, while the others had general teaching qualifications in other subjects. It was found that many learners were positive about LO, but it could not be proven that learners meant all their positive responses as it seemed that learners‘ responses were too good to be true. However, the results showed that learners had at least been taught and were aware of the consequences of the social problems like teenage pregnancy, drug abuse and HIV/AIDS that affect them. Some of the challenges that teachers encountered in the implementation of the Life Orientation curriculum were also highlighted in this study. These include; lack of adequate training which some of the teachers complained did not allow them to handle some topics like career choice and religious education as they should. Some of the teachers also stated that their culture and belief did not permit them to share some LO topics with their learners. There was also the challenge of learners turning against things taught in LO class. The study found that the support and monitoring put in place for LO teachers are in the form of documents such as subject guides, textbooks and sometimes funds to take learners out on outdoor activities, extra teachers to lessen the teachers‘ burdens, advice, workshops and training. There is course moderation where teachers‘ and learners‘ files are marked. In some of the schools where monitoring is carried out, it starts with the Heads of Departments (HODs) and ends with the principal. Many of the schools do not monitor the teaching of LO because of the trust the principals have in the teachers and challenge of school size. Class visits is prohibited by South African Democratic Teachers‘ Union. The subject is not being handled properly despite its importance in helping learners to be adequately guided towards positive self-concept formation, the realisation of their potential, and enabling them to protect themselves from various forms of social violence and abuse, and this in turn would make the society safer.
- Full Text:
- Date Issued: 2012
- Authors: Adewumi, Toyin Mary
- Date: 2012
- Subjects: Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16174 , http://hdl.handle.net/10353/541 , Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Description: The challenges of implementing the curriculum for the Life Orientation learning areas in the National Curriculum Statement have been a matter of concern for South African schools. This study sheds light on the implementation of the LO curriculum in selected high schools in the Fort Beaufort District, in the Eastern Cape Province in South Africa. The study adopted a qualitative approach and used face-to-face interviews, focus group interviews, classroom observation and document analysis to collect the data. The purpose of the study was to investigate the implementation of the Life Orientation curriculum in high schools in the Fort Beaufort District. Six high schools from the six clusters in the Fort Beaufort District were purposively selected to form the focus of the study. The participants were six principals, six LO teachers and thirty-six learners. The study revealed that lack of adequate teaching and learning materials in schools affected the implementation of the curriculum. Inadequacy of teaching and learning materials affected both the teachers and learners as they sought to make up for the shortages of teaching and learning materials by sourcing for local materials like news paper and magazine. In some of the schools, teachers made photocopies of textbooks for learners which could be time consuming and added to the teachers‘ workload. The study found that some of the teachers were frustrated because of the lack of adequate teaching and learning materials in LO. The results also revealed that the majority of the teachers had the Advanced Certificate in Education (ACE LO) qualification and/or an undergraduate qualification in Psychology, which are basic requirement for teaching LO, while the others had general teaching qualifications in other subjects. It was found that many learners were positive about LO, but it could not be proven that learners meant all their positive responses as it seemed that learners‘ responses were too good to be true. However, the results showed that learners had at least been taught and were aware of the consequences of the social problems like teenage pregnancy, drug abuse and HIV/AIDS that affect them. Some of the challenges that teachers encountered in the implementation of the Life Orientation curriculum were also highlighted in this study. These include; lack of adequate training which some of the teachers complained did not allow them to handle some topics like career choice and religious education as they should. Some of the teachers also stated that their culture and belief did not permit them to share some LO topics with their learners. There was also the challenge of learners turning against things taught in LO class. The study found that the support and monitoring put in place for LO teachers are in the form of documents such as subject guides, textbooks and sometimes funds to take learners out on outdoor activities, extra teachers to lessen the teachers‘ burdens, advice, workshops and training. There is course moderation where teachers‘ and learners‘ files are marked. In some of the schools where monitoring is carried out, it starts with the Heads of Departments (HODs) and ends with the principal. Many of the schools do not monitor the teaching of LO because of the trust the principals have in the teachers and challenge of school size. Class visits is prohibited by South African Democratic Teachers‘ Union. The subject is not being handled properly despite its importance in helping learners to be adequately guided towards positive self-concept formation, the realisation of their potential, and enabling them to protect themselves from various forms of social violence and abuse, and this in turn would make the society safer.
- Full Text:
- Date Issued: 2012
An investigation into the Local Economic Development (LED) as a cross-cutting issue in the municipality's integrated development plan: a case of Inkwanca Local Municipality
- Authors: Douglas, Sibongile Claude
- Date: 2012
- Subjects: Finance, Public -- South Africa -- Eastern Cape , Municipal finance , Municipal government -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9002 , http://hdl.handle.net/10948/d1011664 , Finance, Public -- South Africa -- Eastern Cape , Municipal finance , Municipal government -- South Africa
- Description: Though it can be argued that the new democratic government has made tremendous strides in its first decades of democracy, continuing poverty and inequality tends to undermine the gains. Faced by this development dilemma, the government has adopted various development endeavours in an attempt to address issues of social and economic development. The topic of Local Economic Development has received considerable attention from both government and scholars in recent years. At the heart of the concept of LED are enshrined the goals of creating employment and promoting the economic growth and development of a locality or local area. It is in this context that the main objective of the study was to investigate the implementation of Local Economic Development as a cross-cutting dimension in the Integrated Development Plan of the Inkwanca Municipality of in the Eastern Cape Province. The construction of a bridge in the town of Sterkstroom was used as a case study to assess the ability of the municipality to plan and implement a LED project in a coordinated and integrated manner. The study used the combination of both methods of data collection, namely the qualitative and quantitative methods. The tool used to collect data was an interview schedule which consisted of open and closed ended questions. Findings by this study revealed that LED planning and implementation within the municipality does not receive the priority it so deserves and therefore it can not be regarded as the panacea for the development challenges confronted by the community in the municipality. Since LED has failed to create sustainable jobs and grow the local economy, questions can be raised about the efficiency of the municipality in its implementation of LED as a cross–cutting dimension. There appears to have been little cooperation with the LED Unit on the implementation of the Sokoyi Bridge construction project. Neither was there a concerted effort on the part of the municipality to use the project to build skills among the workers that they could use in future initiatives. The study revealed that the line function departments within the municipality could not plan their activities and programmes in a coordinated and integrated manner. Planning is characterised by ‘silo-functioning’. Furthermore, intergovernmental coordination amongst the various spheres of government has been and remains a challenge. Intergovernmental coordination and collaboration needed to be strengthened. The Integrated Development Plan of the municipality which is supposed to be a strategic coordination and integration tool has failed to achieve its objective and as such planning happens in an ad hoc and fragmented fashion. A plan-led system is needed to bring focus and allow long term public interest to guide the development of places. The National Development Plan state that “it will take time to create this capability, drawing on fuller understanding of the limitations of current arrangements and incorporating the lessons of good international practise.” (NDP, 2011: 263). Having a policy in place does not guarantee that there will be developmental or pro-poor outcomes. This study indicated that there are real capacity constraints in local government to plan in an integrated and coordinated manner. The Inkwanca Municipality did not use the developmental opportunities presented by the bridge construction project to its fullest extent. A lack of coordination limited the ability of the municipality to move beyond short-term job creation through a more integrated programme that could have had a broader positive impact on the residents of the Inkwanca municipality.
- Full Text:
- Date Issued: 2012
- Authors: Douglas, Sibongile Claude
- Date: 2012
- Subjects: Finance, Public -- South Africa -- Eastern Cape , Municipal finance , Municipal government -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9002 , http://hdl.handle.net/10948/d1011664 , Finance, Public -- South Africa -- Eastern Cape , Municipal finance , Municipal government -- South Africa
- Description: Though it can be argued that the new democratic government has made tremendous strides in its first decades of democracy, continuing poverty and inequality tends to undermine the gains. Faced by this development dilemma, the government has adopted various development endeavours in an attempt to address issues of social and economic development. The topic of Local Economic Development has received considerable attention from both government and scholars in recent years. At the heart of the concept of LED are enshrined the goals of creating employment and promoting the economic growth and development of a locality or local area. It is in this context that the main objective of the study was to investigate the implementation of Local Economic Development as a cross-cutting dimension in the Integrated Development Plan of the Inkwanca Municipality of in the Eastern Cape Province. The construction of a bridge in the town of Sterkstroom was used as a case study to assess the ability of the municipality to plan and implement a LED project in a coordinated and integrated manner. The study used the combination of both methods of data collection, namely the qualitative and quantitative methods. The tool used to collect data was an interview schedule which consisted of open and closed ended questions. Findings by this study revealed that LED planning and implementation within the municipality does not receive the priority it so deserves and therefore it can not be regarded as the panacea for the development challenges confronted by the community in the municipality. Since LED has failed to create sustainable jobs and grow the local economy, questions can be raised about the efficiency of the municipality in its implementation of LED as a cross–cutting dimension. There appears to have been little cooperation with the LED Unit on the implementation of the Sokoyi Bridge construction project. Neither was there a concerted effort on the part of the municipality to use the project to build skills among the workers that they could use in future initiatives. The study revealed that the line function departments within the municipality could not plan their activities and programmes in a coordinated and integrated manner. Planning is characterised by ‘silo-functioning’. Furthermore, intergovernmental coordination amongst the various spheres of government has been and remains a challenge. Intergovernmental coordination and collaboration needed to be strengthened. The Integrated Development Plan of the municipality which is supposed to be a strategic coordination and integration tool has failed to achieve its objective and as such planning happens in an ad hoc and fragmented fashion. A plan-led system is needed to bring focus and allow long term public interest to guide the development of places. The National Development Plan state that “it will take time to create this capability, drawing on fuller understanding of the limitations of current arrangements and incorporating the lessons of good international practise.” (NDP, 2011: 263). Having a policy in place does not guarantee that there will be developmental or pro-poor outcomes. This study indicated that there are real capacity constraints in local government to plan in an integrated and coordinated manner. The Inkwanca Municipality did not use the developmental opportunities presented by the bridge construction project to its fullest extent. A lack of coordination limited the ability of the municipality to move beyond short-term job creation through a more integrated programme that could have had a broader positive impact on the residents of the Inkwanca municipality.
- Full Text:
- Date Issued: 2012
An investigation into the low pass rate in science and mathematics in selected schools in the northern areas, Port Elizabeth
- Authors: Keble, Jo-Anne
- Date: 2012
- Subjects: Secondary education - South Africa - Eastern Cape , School failure , Secondary education , Educational accountability
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8156 , http://hdl.handle.net/10948/1658 , Secondary education - South Africa - Eastern Cape
- Description: Mathematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.athematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.
- Full Text:
- Date Issued: 2012
- Authors: Keble, Jo-Anne
- Date: 2012
- Subjects: Secondary education - South Africa - Eastern Cape , School failure , Secondary education , Educational accountability
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8156 , http://hdl.handle.net/10948/1658 , Secondary education - South Africa - Eastern Cape
- Description: Mathematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.athematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.
- Full Text:
- Date Issued: 2012
An investigation into the management implications of double-shift schooling in the Khomas Region in Namibia
- Authors: Katjaita, Maria Uendjiundja
- Date: 2012
- Subjects: Double shifts (Public schools) School management and organization -- Namibia Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1609 , http://hdl.handle.net/10962/d1003491
- Description: This study seeks to help fill the gap that exists in our knowledge of double‐shift schooling. The goal of this study is to critically investigate the experiences and perceptions of headmasters who are managing and leading double‐shift schools. The focus is on how double‐shift schooling is perceived as a management phenomenon by the principals of two schools in Namibia. This research is a case study of two schools, working in the interpretive paradigm. I used semistructured interviews and focus groups to explore participants’ perceptions of the management of double‐shift schooling. Findings suggest that managing double‐shift schools is more complex than managing single shift schools. For example, decision‐making in the double‐shift system is more complex due to the delay in decision‐making that is caused by the two separate sessions. The division of the school day into two sessions also results in less teaching time for the implementation of the official curriculum. This furthermore impacts negatively on the teacherlearner interaction time. These challenges are also experienced in all the other management tasks such as facilities, communication, planning, control and monitoring, human resource management as well as resource management and allocation. The findings of the study will hopefully inform policy‐makers in general but more specifically in Namibia so that they are in a better position when considering the educational and social factors when choosing double‐shift schools as an alternative intervention. The study may assist leaders in double‐shift schools to work against the negativity that surrounds double‐shift schooling.
- Full Text:
- Date Issued: 2012
- Authors: Katjaita, Maria Uendjiundja
- Date: 2012
- Subjects: Double shifts (Public schools) School management and organization -- Namibia Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1609 , http://hdl.handle.net/10962/d1003491
- Description: This study seeks to help fill the gap that exists in our knowledge of double‐shift schooling. The goal of this study is to critically investigate the experiences and perceptions of headmasters who are managing and leading double‐shift schools. The focus is on how double‐shift schooling is perceived as a management phenomenon by the principals of two schools in Namibia. This research is a case study of two schools, working in the interpretive paradigm. I used semistructured interviews and focus groups to explore participants’ perceptions of the management of double‐shift schooling. Findings suggest that managing double‐shift schools is more complex than managing single shift schools. For example, decision‐making in the double‐shift system is more complex due to the delay in decision‐making that is caused by the two separate sessions. The division of the school day into two sessions also results in less teaching time for the implementation of the official curriculum. This furthermore impacts negatively on the teacherlearner interaction time. These challenges are also experienced in all the other management tasks such as facilities, communication, planning, control and monitoring, human resource management as well as resource management and allocation. The findings of the study will hopefully inform policy‐makers in general but more specifically in Namibia so that they are in a better position when considering the educational and social factors when choosing double‐shift schools as an alternative intervention. The study may assist leaders in double‐shift schools to work against the negativity that surrounds double‐shift schooling.
- Full Text:
- Date Issued: 2012
An Investigation into the Management of Efficient Reading of Learners in Nelson Mandela Schools
- Nomajoko, Nothenjana Albertina
- Authors: Nomajoko, Nothenjana Albertina
- Date: 2012
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2952 , vital:43096
- Description: Reading has become centre of debate amongst teachers, principals, parents, departmental officials and the entire community of South Africa who are interested in education. Public concern over the teaching of reading has mounted in response to inflammatory statements and articles in popular media across the world. According to a statement in South African teachers’ newsletter about 35% of the children in public schools of this country were reported to have reading difficulties. Even the South African Minister for Basic Education, Angie Motshega, in her public statement on grade 12 results in 2010, mentioned reading as the major problem leading to high failure rate. Being a language teacher the researcher in this study believes every learner can read and write on completion of Foundation Phase Level in our schools and that every teacher can help learners with reading and writing difficulties. This study aims to identify the strategies that help teachers to be able to teach reading effectively and efficiently. This study will be of great value to the society at large. Teachers will benefit from this study as various teaching strategies to teach reading will be exposed. The main focus of this study was to explore the factors contributing towards efficient, effective and successful reading of learners in a well-resourced classroom and well equipped teacher. Foundation Phase is where learners acquire the most important skills for lifelong learning. The reading program is a necessity for every public school. A qualitative investigation was undertaken with the purpose to expose the strategies that help teachers in Nelson Mandela Schools (NMS). The study was undertaken in two schools that are in the reading program under the Nelson Mandela Institute (NMI) . The schools were conveniently sampled as the researcher is in one of the schools, so as to obtain easy access. The principals of the two schools and the Foundation Phase teachers were identified as the participants since the program is focusing mainly in the phase. Qualitative data were collected through questionnaires and semi-structured interviews. The outcomes pointed out that parental involvement in their children’s learning is seen as a major contributing factor in learners reading and writing efficiency. The well resourced classrooms and well equipped teachers are also contributing. , Thesis (MMED) -- Faculty of Educational Sciences, 2012
- Full Text:
- Date Issued: 2012
- Authors: Nomajoko, Nothenjana Albertina
- Date: 2012
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2952 , vital:43096
- Description: Reading has become centre of debate amongst teachers, principals, parents, departmental officials and the entire community of South Africa who are interested in education. Public concern over the teaching of reading has mounted in response to inflammatory statements and articles in popular media across the world. According to a statement in South African teachers’ newsletter about 35% of the children in public schools of this country were reported to have reading difficulties. Even the South African Minister for Basic Education, Angie Motshega, in her public statement on grade 12 results in 2010, mentioned reading as the major problem leading to high failure rate. Being a language teacher the researcher in this study believes every learner can read and write on completion of Foundation Phase Level in our schools and that every teacher can help learners with reading and writing difficulties. This study aims to identify the strategies that help teachers to be able to teach reading effectively and efficiently. This study will be of great value to the society at large. Teachers will benefit from this study as various teaching strategies to teach reading will be exposed. The main focus of this study was to explore the factors contributing towards efficient, effective and successful reading of learners in a well-resourced classroom and well equipped teacher. Foundation Phase is where learners acquire the most important skills for lifelong learning. The reading program is a necessity for every public school. A qualitative investigation was undertaken with the purpose to expose the strategies that help teachers in Nelson Mandela Schools (NMS). The study was undertaken in two schools that are in the reading program under the Nelson Mandela Institute (NMI) . The schools were conveniently sampled as the researcher is in one of the schools, so as to obtain easy access. The principals of the two schools and the Foundation Phase teachers were identified as the participants since the program is focusing mainly in the phase. Qualitative data were collected through questionnaires and semi-structured interviews. The outcomes pointed out that parental involvement in their children’s learning is seen as a major contributing factor in learners reading and writing efficiency. The well resourced classrooms and well equipped teachers are also contributing. , Thesis (MMED) -- Faculty of Educational Sciences, 2012
- Full Text:
- Date Issued: 2012
An investigation into the nature of relationships among SGB components: A case study of a rural school in Libode Mega District in the Eastern Cape Province of South Africa
- Authors: Mnakaniso, Mlamli Hendrick
- Date: 2012
- Subjects: School government board -- Rural schools , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18468 , http://hdl.handle.net/11260/d1009471
- Description: The government established school Governing Bodies through the South African Schools ACTS NO 84 OF 1996. The aim of this Act was to inter alia ensure greater parental involvement in school management. The good relationship between the school and the community at large is important for the growth and development of a child. It was for that reason that the national department of education introduced a three legged body called SGB, which is composed of Parents, Teachers and Learners to govern the schools. In this study the researcher investigated the nature of relationship among the SGB components in rural schools. A case study was conducted at rural senior secondary school in the Libode Mega District‟. The purpose of this study was to investigate the relationship among SGB components that are parents, teachers and learners in research school. This study would help in creating an understanding of the importance of good relationship among SGB components. The one broad research question was: What is the nature of relationships among the SGB components (parents, learners, and teachers) of the research school towards attainment of school goals? This was a case study using interviews, documents such as SGB minutes, notices of SGB meetings as an instrument for research. The sample represented all parents, learners and teachers who were SGB members in the research school. For purposes of validation the questionnaire was piloted to different schools with a similar situation to the research school. The data gathered were analysed qualitatively and findings and recommendations formed the most vital component of the dissertation. Findings were as follows: The SGB of the research school knew about their roles and responsibilities. SGB meetings were Organized and run properly. There were good Relationships among SGB components. Management of school finances was good and transparent. There were standing meetings for reporting to constituency.
- Full Text:
- Date Issued: 2012
- Authors: Mnakaniso, Mlamli Hendrick
- Date: 2012
- Subjects: School government board -- Rural schools , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18468 , http://hdl.handle.net/11260/d1009471
- Description: The government established school Governing Bodies through the South African Schools ACTS NO 84 OF 1996. The aim of this Act was to inter alia ensure greater parental involvement in school management. The good relationship between the school and the community at large is important for the growth and development of a child. It was for that reason that the national department of education introduced a three legged body called SGB, which is composed of Parents, Teachers and Learners to govern the schools. In this study the researcher investigated the nature of relationship among the SGB components in rural schools. A case study was conducted at rural senior secondary school in the Libode Mega District‟. The purpose of this study was to investigate the relationship among SGB components that are parents, teachers and learners in research school. This study would help in creating an understanding of the importance of good relationship among SGB components. The one broad research question was: What is the nature of relationships among the SGB components (parents, learners, and teachers) of the research school towards attainment of school goals? This was a case study using interviews, documents such as SGB minutes, notices of SGB meetings as an instrument for research. The sample represented all parents, learners and teachers who were SGB members in the research school. For purposes of validation the questionnaire was piloted to different schools with a similar situation to the research school. The data gathered were analysed qualitatively and findings and recommendations formed the most vital component of the dissertation. Findings were as follows: The SGB of the research school knew about their roles and responsibilities. SGB meetings were Organized and run properly. There were good Relationships among SGB components. Management of school finances was good and transparent. There were standing meetings for reporting to constituency.
- Full Text:
- Date Issued: 2012