A guide for the use of tablet PCs for teaching and learning activities for in classroom and distance learning in South African schools
- Authors: Theunissen, Kristen Emma
- Date: 2021-10-29
- Subjects: Tablet computers South Africa Makhanda , Blended learning South Africa Makhanda , Computer-assisted instruction South Africa Makhanda , Educational technology Study and teaching South Africa Makhanda , Teachers In-service training South Africa Makhanda , Pedagogical content knowledge South Africa Makhanda , Education Effect of technological innovations on South Africa Makhanda , South Africa. Department of Basic Education , TPACK (Technological Pedagogical Content Knowledge)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191920 , vital:45179
- Description: Education in South Africa is said to be in crisis in recent years as many learners cannot pass standardised tests at the correct grade level. This has encouraged the South African Government and the Department of Basic Education (DBE) to introduce technology, specifically Tablet PCs, into education to improve learning outcomes in South African government schools. Furthermore, because of the coronavirus pandemic that started in 2020, educators were increasingly expected to find alternative, digital, online methods to continue teaching learners. Thus, the need for remote or distance education suddenly became an important factor in creating a need for online, remote learning. Against this backdrop this study aimed to determine how and in what ways educators could be supported to promote effective use of Tablet PCs both in the classroom and for distance learning. This study used Action Design Research to develop a guide based on both theory and the results gathered from the educator participants at a local secondary government school in Makhanda, South Africa. The finalised guide presents recommendations to educators, principals, and the DBE to promote acceptance and adoption of technology in the classroom and for distance learning. These recommendations include the provision of data, technological training and pedagogical support, a functioning community of practice, an online learning community of practice, and support from the DBE. Other enrichment factors were also recommended. , Thesis (MCom) -- Faculty of Commerce, Information Systems, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Theunissen, Kristen Emma
- Date: 2021-10-29
- Subjects: Tablet computers South Africa Makhanda , Blended learning South Africa Makhanda , Computer-assisted instruction South Africa Makhanda , Educational technology Study and teaching South Africa Makhanda , Teachers In-service training South Africa Makhanda , Pedagogical content knowledge South Africa Makhanda , Education Effect of technological innovations on South Africa Makhanda , South Africa. Department of Basic Education , TPACK (Technological Pedagogical Content Knowledge)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191920 , vital:45179
- Description: Education in South Africa is said to be in crisis in recent years as many learners cannot pass standardised tests at the correct grade level. This has encouraged the South African Government and the Department of Basic Education (DBE) to introduce technology, specifically Tablet PCs, into education to improve learning outcomes in South African government schools. Furthermore, because of the coronavirus pandemic that started in 2020, educators were increasingly expected to find alternative, digital, online methods to continue teaching learners. Thus, the need for remote or distance education suddenly became an important factor in creating a need for online, remote learning. Against this backdrop this study aimed to determine how and in what ways educators could be supported to promote effective use of Tablet PCs both in the classroom and for distance learning. This study used Action Design Research to develop a guide based on both theory and the results gathered from the educator participants at a local secondary government school in Makhanda, South Africa. The finalised guide presents recommendations to educators, principals, and the DBE to promote acceptance and adoption of technology in the classroom and for distance learning. These recommendations include the provision of data, technological training and pedagogical support, a functioning community of practice, an online learning community of practice, and support from the DBE. Other enrichment factors were also recommended. , Thesis (MCom) -- Faculty of Commerce, Information Systems, 2021
- Full Text:
- Date Issued: 2021-10-29
An evaluation of the impact of the Rhodes University Master of Education in Mathematics Education Programme in Namibia from the perspectives of its graduates
- Authors: David, Johannes
- Date: 2021-10-29
- Subjects: Master of education degree Namibia , Rhodes University. Department of Education , Mathematics Study and teaching , Critical thinking , Master of education degree Evaluation , Career development Namibia , Educational change Namibia , College students Attitudes
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191942 , vital:45181
- Description: Rhodes University (RU) has been offering a MEdME (Masters in Education, Mathematics Education) degree in Namibia for over 12 years without evaluating its success and impact. This study aimed to evaluate the MEdME programme’s impact on the graduates and on mathematics education in Namibia from the perspectives of its graduates. The study also evaluated the factors that enabled or limited the impact of the programme from the perspective of RU staff members. A three-phased research study was implemented to achieve this. Phase I was a MEdME theses audit to analyze what each graduate researched which then guided the sampling process. Phase II was a distribution of a questionnaire to willing MEdME graduates to elicit their views about the programme's impact. In Phase III, selected graduates were interviewed to follow up on the questionnaire. The RU academic staff members were also interviewed about the programme's design and rationale, as well as their perspectives on its impact on graduates' professional lives. The study found that graduates believed that the programme made them more critical reflexive practitioners (CRPs) who: are now self-introspective, can reflect in context and are competent researchers. This is a sign of the programme attaining its objectives of developing and growing CRPs and graduates, who have advanced in their fields, including their ability to do research. The programme also created opportunities for graduates to study further and/or publish papers. The programme further opened up opportunities for graduates’ promotion into positions of influence in the Ministry of Education where they can positively impact on mathematics education transformation in Namibia (METN). The graduates consequently noticed improvements in some areas but they also noticed room for improvement in other areas of mathematics education in Namibia. This study therefore suggests that more mathematics teachers study further, improve their research capacity and contribute more to METN. The study also suggests a national campaign to increase mathematics teachers' content knowledge. Furthermore, the programme should reintroduce coursework to address students’ subject content knowledge. RU is also advised to explore offering a Professional MEd in Namibia for students who want to focus more on improving their mathematics content knowledge. It is also proposed that Namibia establish a research bank where researchers can upload their theses for wider dissemination. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: David, Johannes
- Date: 2021-10-29
- Subjects: Master of education degree Namibia , Rhodes University. Department of Education , Mathematics Study and teaching , Critical thinking , Master of education degree Evaluation , Career development Namibia , Educational change Namibia , College students Attitudes
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191942 , vital:45181
- Description: Rhodes University (RU) has been offering a MEdME (Masters in Education, Mathematics Education) degree in Namibia for over 12 years without evaluating its success and impact. This study aimed to evaluate the MEdME programme’s impact on the graduates and on mathematics education in Namibia from the perspectives of its graduates. The study also evaluated the factors that enabled or limited the impact of the programme from the perspective of RU staff members. A three-phased research study was implemented to achieve this. Phase I was a MEdME theses audit to analyze what each graduate researched which then guided the sampling process. Phase II was a distribution of a questionnaire to willing MEdME graduates to elicit their views about the programme's impact. In Phase III, selected graduates were interviewed to follow up on the questionnaire. The RU academic staff members were also interviewed about the programme's design and rationale, as well as their perspectives on its impact on graduates' professional lives. The study found that graduates believed that the programme made them more critical reflexive practitioners (CRPs) who: are now self-introspective, can reflect in context and are competent researchers. This is a sign of the programme attaining its objectives of developing and growing CRPs and graduates, who have advanced in their fields, including their ability to do research. The programme also created opportunities for graduates to study further and/or publish papers. The programme further opened up opportunities for graduates’ promotion into positions of influence in the Ministry of Education where they can positively impact on mathematics education transformation in Namibia (METN). The graduates consequently noticed improvements in some areas but they also noticed room for improvement in other areas of mathematics education in Namibia. This study therefore suggests that more mathematics teachers study further, improve their research capacity and contribute more to METN. The study also suggests a national campaign to increase mathematics teachers' content knowledge. Furthermore, the programme should reintroduce coursework to address students’ subject content knowledge. RU is also advised to explore offering a Professional MEd in Namibia for students who want to focus more on improving their mathematics content knowledge. It is also proposed that Namibia establish a research bank where researchers can upload their theses for wider dissemination. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Peer-to-peer energy trading system using IoT and a low-computation blockchain network
- Authors: Ncube, Tyron
- Date: 2021-10-29
- Subjects: Blockchains (Databases) , Internet of things , Renewable energy sources , Smart power grids , Peer-to-peer architecture (Computer networks) , Energy trading system
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192119 , vital:45197
- Description: The use of renewable energy is increasing every year as it is seen as a viable and sustain- able long-term alternative to fossil-based sources of power. Emerging technologies are being merged with existing renewable energy systems to address some of the challenges associated with renewable energy, such as reliability and limited storage facilities for the generated energy. The Internet of Things (IoT) has made it possible for consumers to make money by selling off excess energy back to the utility company through smart grids that allow bi-directional communication between the consumer and the utility company. The major drawback of this is that the utility company still plays a central role in this setup as they are the only buyer of this excess energy generated from renewable energy sources. This research intends to use blockchain technology by leveraging its decentralized architecture to enable other individuals to be able to purchase this excess energy. Blockchain technology is first explained in detail, and its main features, such as consensus mechanisms, are examined. This evaluation of blockchain technology gives rise to some design questions that are taken into consideration to create a low-energy, low-computation Ethereum-based blockchain network that is the foundation for a peer-to-peer energy trading system. The peer-to-peer energy trading system makes use of smart meters to collect data about energy usage and gives users a web-based interface where they can transact with each other. A smart contract is also designed to facilitate payments for transactions. Lastly, the system is tested by carrying out transactions and transferring energy from one node in the system to another. , Thesis (MSc) -- Faculty of Science, Computer Science, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ncube, Tyron
- Date: 2021-10-29
- Subjects: Blockchains (Databases) , Internet of things , Renewable energy sources , Smart power grids , Peer-to-peer architecture (Computer networks) , Energy trading system
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192119 , vital:45197
- Description: The use of renewable energy is increasing every year as it is seen as a viable and sustain- able long-term alternative to fossil-based sources of power. Emerging technologies are being merged with existing renewable energy systems to address some of the challenges associated with renewable energy, such as reliability and limited storage facilities for the generated energy. The Internet of Things (IoT) has made it possible for consumers to make money by selling off excess energy back to the utility company through smart grids that allow bi-directional communication between the consumer and the utility company. The major drawback of this is that the utility company still plays a central role in this setup as they are the only buyer of this excess energy generated from renewable energy sources. This research intends to use blockchain technology by leveraging its decentralized architecture to enable other individuals to be able to purchase this excess energy. Blockchain technology is first explained in detail, and its main features, such as consensus mechanisms, are examined. This evaluation of blockchain technology gives rise to some design questions that are taken into consideration to create a low-energy, low-computation Ethereum-based blockchain network that is the foundation for a peer-to-peer energy trading system. The peer-to-peer energy trading system makes use of smart meters to collect data about energy usage and gives users a web-based interface where they can transact with each other. A smart contract is also designed to facilitate payments for transactions. Lastly, the system is tested by carrying out transactions and transferring energy from one node in the system to another. , Thesis (MSc) -- Faculty of Science, Computer Science, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring indiginising the university’s science curriculum through bottom-up decolonisation: Affordances and hindrances
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Development and optimisation of a mucoadhesive chitosan-based intranasal microemulsion and nanomicelle solution for lamotrigine using artificial neural networks
- Authors: Melamane, Siyabonga
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:45247
- Description: Thesis (PhD) -- Faculty of Science, Pharmacy, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Melamane, Siyabonga
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/${Handle} , vital:45247
- Description: Thesis (PhD) -- Faculty of Science, Pharmacy, 2021
- Full Text:
- Date Issued: 2021-10-29
Legal ethics and the lawyer-client relationship in South Africa: A proposal for reform using local values
- Authors: Kruuse, Helen Julia
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192765 , vital:45262
- Description: Thesis (PhD) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Kruuse, Helen Julia
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192765 , vital:45262
- Description: Thesis (PhD) -- Faculty of Law, Law, 2021
- Full Text:
- Date Issued: 2021-10-29
Spatial analysis of the impact of human activities on the marine environment in Algoa Bay, South Africa
- Authors: Maphoto, Tidimalo Mary Anne
- Date: 2021-10-29
- Subjects: Marine resources conservation Algoa Bay South Africa , Spatial analysis (Statistics) , Human ecology , Nature Effect of human beings on , Marine ecology Algoa Bay South Africa , Integrated coastal zone management Algoa Bay South Africa , Marine spatial planning Algoa Bay South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192086 , vital:45194
- Description: Background: Humans have a long history of using the marine environment in multiple ways and continued use has led to a decline in the ecosystem services provided by marine systems in many places. In addition, human activities have steadily increased with time and advances in technology, further increasing impacts on marine systems. To understand and manage these impacts, we need to assess the spatial distribution and intensity of human activities in the marine environment, and quantify, where possible, their cumulative impacts on marine ecosystems. The spatial consideration of human activities and their associated impacts is important for conservation planning, Integrated Ocean Management and Marine Spatial Planning (MSP) initiatives. The main deliverable of this research study was to develop a cumulative impacts layer of human activities in Algoa Bay, South Africa, to support the Algoa Bay Marine Spatial Planning Project. Objective and Relevance: This research analyses the spatial impacts of human activities on the Algoa Bay marine environment (excluding the seashore). Algoa Bay is located on the south coast of South Africa in the Eastern Cape. The research explores stakeholders' perceptions of their knowledge of the human activities that take place in the bay. This research is informed by an expert-based geographical information systems (GIS) approach and cumulative impact assessment in order to map the spatial impacts of the activities as part of marine spatial planning. "Experts" were defined as stakeholders that contributed valuable knowledge of the human activities and their impacts; this definition of expert included "professional" and "non-professional" contributors to knowledge. The spatial aspect of the research is a significant contribution to the field as it will help inform decision-making in the Algoa Bay Marine Spatial Planning Project. Design and Methods: A mixed-method approach was used to generate data. A snowball sampling approach was used to identify research participants from key informants. Primary data were collected through questionnaire surveys, interviews and a focus group. Secondary data sources consisted of GIS data and reports from scientific organizations. Findings and Conclusion: The research findings indicate that the top three pressures that cause the greatest impact on the Algoa Bay marine environment are fishing, pollution and shipping. The cumulative impact of these activities was highest near harbours in Algoa Bay. The marine ecosystems that were most impacted by pressures were the Agulhas Island and the Agulhas Mixed Shore. The Warm Temperate marine ecosystems had fairly low cumulative impacts. The research findings indicate that there is a complex mix of human activities that impact the marine environment. This research supports the findings of other researchers that reveal that the highest cumulative impact is in areas closer to the coast and harbours owing to high population densities. Value of Study: This study builds onto the existing data by expanding the knowledge base and including more stakeholders to integrate as many human activities as possible and bring a holistic picture of the ocean's uses to inform MSP in Algoa Bay. , Thesis (MSc) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Maphoto, Tidimalo Mary Anne
- Date: 2021-10-29
- Subjects: Marine resources conservation Algoa Bay South Africa , Spatial analysis (Statistics) , Human ecology , Nature Effect of human beings on , Marine ecology Algoa Bay South Africa , Integrated coastal zone management Algoa Bay South Africa , Marine spatial planning Algoa Bay South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192086 , vital:45194
- Description: Background: Humans have a long history of using the marine environment in multiple ways and continued use has led to a decline in the ecosystem services provided by marine systems in many places. In addition, human activities have steadily increased with time and advances in technology, further increasing impacts on marine systems. To understand and manage these impacts, we need to assess the spatial distribution and intensity of human activities in the marine environment, and quantify, where possible, their cumulative impacts on marine ecosystems. The spatial consideration of human activities and their associated impacts is important for conservation planning, Integrated Ocean Management and Marine Spatial Planning (MSP) initiatives. The main deliverable of this research study was to develop a cumulative impacts layer of human activities in Algoa Bay, South Africa, to support the Algoa Bay Marine Spatial Planning Project. Objective and Relevance: This research analyses the spatial impacts of human activities on the Algoa Bay marine environment (excluding the seashore). Algoa Bay is located on the south coast of South Africa in the Eastern Cape. The research explores stakeholders' perceptions of their knowledge of the human activities that take place in the bay. This research is informed by an expert-based geographical information systems (GIS) approach and cumulative impact assessment in order to map the spatial impacts of the activities as part of marine spatial planning. "Experts" were defined as stakeholders that contributed valuable knowledge of the human activities and their impacts; this definition of expert included "professional" and "non-professional" contributors to knowledge. The spatial aspect of the research is a significant contribution to the field as it will help inform decision-making in the Algoa Bay Marine Spatial Planning Project. Design and Methods: A mixed-method approach was used to generate data. A snowball sampling approach was used to identify research participants from key informants. Primary data were collected through questionnaire surveys, interviews and a focus group. Secondary data sources consisted of GIS data and reports from scientific organizations. Findings and Conclusion: The research findings indicate that the top three pressures that cause the greatest impact on the Algoa Bay marine environment are fishing, pollution and shipping. The cumulative impact of these activities was highest near harbours in Algoa Bay. The marine ecosystems that were most impacted by pressures were the Agulhas Island and the Agulhas Mixed Shore. The Warm Temperate marine ecosystems had fairly low cumulative impacts. The research findings indicate that there is a complex mix of human activities that impact the marine environment. This research supports the findings of other researchers that reveal that the highest cumulative impact is in areas closer to the coast and harbours owing to high population densities. Value of Study: This study builds onto the existing data by expanding the knowledge base and including more stakeholders to integrate as many human activities as possible and bring a holistic picture of the ocean's uses to inform MSP in Algoa Bay. , Thesis (MSc) -- Faculty of Science, Geography, 2021
- Full Text:
- Date Issued: 2021-10-29
Human capital in the context of high levels of inequality in South Africa
- Authors: Friderichs, Tamaryn Jean
- Date: 2021-10-29
- Subjects: Human capital South Africa , Income distribution South Africa , Labor market South Africa , Latent variables , Confirmatory factor analysis , Education Economic aspects South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192672 , vital:45248 , 10.21504/10962/192672
- Description: Piketty’s (2014) book titled “Capital in the Twenty-First Century” sparked widespread interest in global inequality, the distinction between wealth and income inequality and the economic, social and political processes accounting for changes in economic inequality over time. Piketty’s (2014) study controversially stated that widening economic inequality is the normal state of affairs in capitalist societies. The return from capital/wealth (terms used interchangeably) will almost always outpace the returns from labour. In contrast with Piketty’s (2014) thesis that the returns on non-human capital drive growing income inequality, economists such as Leibbrandt et al. (2012), Van der Berg (2014) and Hundenborn et al. (2016) have found that the labour market and human capital (HC) are the primary sources of income inequality. The research problem for this study stems from these contrasting views. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Friderichs, Tamaryn Jean
- Date: 2021-10-29
- Subjects: Human capital South Africa , Income distribution South Africa , Labor market South Africa , Latent variables , Confirmatory factor analysis , Education Economic aspects South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192672 , vital:45248 , 10.21504/10962/192672
- Description: Piketty’s (2014) book titled “Capital in the Twenty-First Century” sparked widespread interest in global inequality, the distinction between wealth and income inequality and the economic, social and political processes accounting for changes in economic inequality over time. Piketty’s (2014) study controversially stated that widening economic inequality is the normal state of affairs in capitalist societies. The return from capital/wealth (terms used interchangeably) will almost always outpace the returns from labour. In contrast with Piketty’s (2014) thesis that the returns on non-human capital drive growing income inequality, economists such as Leibbrandt et al. (2012), Van der Berg (2014) and Hundenborn et al. (2016) have found that the labour market and human capital (HC) are the primary sources of income inequality. The research problem for this study stems from these contrasting views. , Thesis (PhD) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10-29
Harry Potter: a discourse analytic approach to ‘the boy who lived’ and his attachments
- Authors: Nel, Derryn Joy
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192641 , vital:45245
- Description: Thesis (MSocSci) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nel, Derryn Joy
- Date: 2021-10-29
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192641 , vital:45245
- Description: Thesis (MSocSci) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
Phthalocyanine-nanoparticle conjugates supported on inorganic nanofibers as photocatalysts for the treatment of biological and organic pollutants as well as for hydrogen generation
- Authors: Mapukata, Sivuyisiwe
- Date: 2021-10-29
- Subjects: Phthalocyanines , Nanofibers , Nanoparticles , Zinc , Hydrogen , Organic water pollutants , Water Purification , Electrospinning , Photocatalysis , Photodegradation , Anti-infective agents
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192831 , vital:45268 , 10.21504/10962/192831
- Description: This thesis reports on the synthesis, photophysicochemical and photocatalytic properties of various zinc phthalocyanines (Pcs). For enhanced properties and catalyst support, the reported Pcs were conjugated to different nanoparticles (NPs) through chemisorption as well as amide bond formation to yield Pc-NP conjugates. For increased catalyst surface area and catalyst reusability, the Pcs and some of their conjugates were also supported on electrospun inorganic nanofibers i.e. SiO2, hematite (abbreviated Hem and has formula α-Fe2O3), ZnO and TiO2 nanofibers. The effect that the number of charges on a Pc has on its antimicrobial activities was evaluated by comparing the photoactivities of neutral, octacationic and hexadecacationic Pcs against S. aureus, E. coli and C. albicans. The extent of enhancement of their antimicrobial activities upon conjugation (through chemisorption) to Ag NPs was also studied in solution and when supported on SiO2 nanofibers. The results showed that the hexadecacationic complex 3 possessed the best antimicrobial activity against all three microorganisms, in solution and when supported on the SiO2 nanofibers. Covalent conjugation of Pcs with carboxylic acid moieties (complexes 4-6) to amine functionalised NPs (Cys-Ag, NH2-Fe3O4 and Cys-Fe3O4@Ag) resulted in enhanced singlet oxygen generation and thus antibacterial efficiencies. Comparison of the photodegradation efficiencies of semiconductor nanofibers (hematite, ZnO and TiO2) when bare and when modified with a Pc (complex 6) were evaluated. Modification of the nanofibers with the Pc resulted in enhanced photoactivities for the nanofibers with the hematite nanofibers being the best. Modification of the hematite nanofibers with two different Pcs i.e. monosubstituted (complex 5) and an asymmetrical tetrasubstituted Pc (complex 6) showed that complex 6 better enhanced the activity of the nanofibers. Evaluation of the hydrogen generation efficiencies of the bare and modified TiO2 nanofibers calcined at different temperatures demonstrated that the anatase nanofibers calcined at 500 oC possessed the best catalytic efficiency. The efficiency of the TiO2 nanofibers was enhanced in the presence of the Co and Pd NPs as well as a Pc (complex 7), with the extent of enhancement being the greatest for the nanofibers modified with the Pd NPs. The reported findings therefore demonstrate the versatility of applications of Pcs for different water purification techniques when supported on different nanomaterials. , Thesis (PhD) -- Faculty of Science, Chemistry, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mapukata, Sivuyisiwe
- Date: 2021-10-29
- Subjects: Phthalocyanines , Nanofibers , Nanoparticles , Zinc , Hydrogen , Organic water pollutants , Water Purification , Electrospinning , Photocatalysis , Photodegradation , Anti-infective agents
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192831 , vital:45268 , 10.21504/10962/192831
- Description: This thesis reports on the synthesis, photophysicochemical and photocatalytic properties of various zinc phthalocyanines (Pcs). For enhanced properties and catalyst support, the reported Pcs were conjugated to different nanoparticles (NPs) through chemisorption as well as amide bond formation to yield Pc-NP conjugates. For increased catalyst surface area and catalyst reusability, the Pcs and some of their conjugates were also supported on electrospun inorganic nanofibers i.e. SiO2, hematite (abbreviated Hem and has formula α-Fe2O3), ZnO and TiO2 nanofibers. The effect that the number of charges on a Pc has on its antimicrobial activities was evaluated by comparing the photoactivities of neutral, octacationic and hexadecacationic Pcs against S. aureus, E. coli and C. albicans. The extent of enhancement of their antimicrobial activities upon conjugation (through chemisorption) to Ag NPs was also studied in solution and when supported on SiO2 nanofibers. The results showed that the hexadecacationic complex 3 possessed the best antimicrobial activity against all three microorganisms, in solution and when supported on the SiO2 nanofibers. Covalent conjugation of Pcs with carboxylic acid moieties (complexes 4-6) to amine functionalised NPs (Cys-Ag, NH2-Fe3O4 and Cys-Fe3O4@Ag) resulted in enhanced singlet oxygen generation and thus antibacterial efficiencies. Comparison of the photodegradation efficiencies of semiconductor nanofibers (hematite, ZnO and TiO2) when bare and when modified with a Pc (complex 6) were evaluated. Modification of the nanofibers with the Pc resulted in enhanced photoactivities for the nanofibers with the hematite nanofibers being the best. Modification of the hematite nanofibers with two different Pcs i.e. monosubstituted (complex 5) and an asymmetrical tetrasubstituted Pc (complex 6) showed that complex 6 better enhanced the activity of the nanofibers. Evaluation of the hydrogen generation efficiencies of the bare and modified TiO2 nanofibers calcined at different temperatures demonstrated that the anatase nanofibers calcined at 500 oC possessed the best catalytic efficiency. The efficiency of the TiO2 nanofibers was enhanced in the presence of the Co and Pd NPs as well as a Pc (complex 7), with the extent of enhancement being the greatest for the nanofibers modified with the Pd NPs. The reported findings therefore demonstrate the versatility of applications of Pcs for different water purification techniques when supported on different nanomaterials. , Thesis (PhD) -- Faculty of Science, Chemistry, 2021
- Full Text:
- Date Issued: 2021-10-29
An evaluation of the socio-economic costs and benefits of the invasive Rubus (Blackberry/Bramble) genus at selected sites in South Africa
- Authors: Mason, Brett Anthony
- Date: 2021-10-29
- Subjects: Rubus South Africa Cost effectiveness , Invasive plants South Africa Cost effectiveness , Rubus Economic aspects South Africa , Ecology Economic aspects South Africa , Rubus Ecology South Africa , Environmental economics South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191931 , vital:45180
- Description: Rubus L. (brambles, blackberries, raspberries, or dewberries) are a globally recognised genus due to the edible fruit and negative impacts they can have as invasive species. There are at least 23 species of Rubus subgenus Rubus in South Africa. These include native, alien, naturalised alien, and invasive alien species. The invasive Rubus species are becoming an increasing problem in South Africa with experts in invasion biology urging caution regarding the genus (Henderson, 2011). The taxonomy of indigenous, alien and alien invasive species of Rubus are poorly understood and therefore efforts to understand the genus, the impacts and solutions to those impacts have been very limited (Stirton, 1981; Henderson, 2011; Sochor et al., 2018a). There has also been little research conducted on the economic or ecological impacts on the species or genus of species in South Africa (du Plessis et al., 1984; Botha, 2005), and yet species in the genus have been earmarked for prioritization by invasive species legislation. The potential value of certain species as well as the cost associated with their impacts could potentially create a complex conflict of interest scenario which has not been investigated. This study is an effort to inform future policy decisions regarding this suite of species by investigating the economic impacts of the invasive Rubus species. A method was developed unique to the study that incorporated research tools from environmental economics and geography to identify the nature of interactions between economic agents, experts, and alien and invasive Rubus species in South Africa. Two questionnaires were developed to generate economic data and ground proofing was used to develop geographic data. One questionnaire was directed specifically at researchers and academics that attended the 46th National Symposium on Biological Invasions that took place between 15–17 May 2019, at Waterval Country Lodge, Tulbagh and the other an economic agent questionnaire for economic agents that met strict and selective criteria relating to the impact of the six invasive Rubus species on their economic activity. Both questionnaires were designed with a mixed methods approach in mind. The ground proofing was aimed at understanding the composition and distribution of Rubus species at the selected sites: Cathcart and Hogsback (The Eastern Cape Province), Clarens (Free State Province), and Underberg (KwaZulu-Natal Province). The study established that all economic impacts of invasive Rubus species at selected sites are externalities. Invasive Rubus species in South Africa can be attributed as (i) harbouring vermin, (ii) impeding human and animal livestock, (iii) reducing crop yields, (iv) encroaching on grazing land, (v) presenting fire hazards, and (vi) negatively impacting fire regimes. These species also (i) provide berries that are retailed on a commercial level, or have been, (ii) that are utilized for personal consumption, (iii) provide an ingredient for alcohol brewing processes, and (iv) could potentially facilitate forest regeneration. The invasive species are infrequently browsed by certain livestock and far as we could ascertain do not provide ingredients for anti-inflammatory drugs or modern cosmetics in South Africa, as they do in other regions of the globe. The costs associated with the invasive species can be presented dichotomously; the estimated private cost-benefit ratio, for costs and benefits incurred or enjoyed by 18 private economic agents, stands at 0.33:1. A private-public benefit-cost ratio, that incorporates both private and public costs and benefits, stands at 13,5:1. The private-public benefit-cost includes public expenditure, or government control measures, directed at invasive Rubus and shifts the benefit-cost ratio so that costs now markedly dominate the estimated benefits. The benefits per hectare uncovered in this study stand at R13.14/ha. The private costs stand at R4.32/ha and a holistic cost, including both private and public expenditure, stands at R177,43/ha. The monetary values, when expressed per hectare, are misleading. This is due to a large standard deviation in the spread of benefits received. The benefits are enjoyed by a small number of the already small sample of respondents. The costs and benefits are not uniformly distributed across regions assessed. All benefits in this study accrue to economic agents in the Free State Province, whilst most of the costs accrued to economic agents in KwaZulu-Natal Province. The benefits appear to be primarily derived from an alien species, Rubus sect. Arguti. Management of the 6 species of invasive Rubus could be optimised by the prioritisation of those regions that incur the highest cost and derive the lowest benefit, in this case KwaZulu-Natal Province. Likewise, those regions with the highest benefits and lowest costs, the Free State Province, could provide sites for increased use and beneficiation of berries from invasive species. Management of individual species may prove difficult, given the similar morphologies, and thus, (i) either specialised training for those engaged in control must be instituted, (ii) all species of alien Rubus should be earmarked for management, or (iii) highly specific biocontrol agents for the most problematic species must be found. , Thesis (MEcon) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mason, Brett Anthony
- Date: 2021-10-29
- Subjects: Rubus South Africa Cost effectiveness , Invasive plants South Africa Cost effectiveness , Rubus Economic aspects South Africa , Ecology Economic aspects South Africa , Rubus Ecology South Africa , Environmental economics South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191931 , vital:45180
- Description: Rubus L. (brambles, blackberries, raspberries, or dewberries) are a globally recognised genus due to the edible fruit and negative impacts they can have as invasive species. There are at least 23 species of Rubus subgenus Rubus in South Africa. These include native, alien, naturalised alien, and invasive alien species. The invasive Rubus species are becoming an increasing problem in South Africa with experts in invasion biology urging caution regarding the genus (Henderson, 2011). The taxonomy of indigenous, alien and alien invasive species of Rubus are poorly understood and therefore efforts to understand the genus, the impacts and solutions to those impacts have been very limited (Stirton, 1981; Henderson, 2011; Sochor et al., 2018a). There has also been little research conducted on the economic or ecological impacts on the species or genus of species in South Africa (du Plessis et al., 1984; Botha, 2005), and yet species in the genus have been earmarked for prioritization by invasive species legislation. The potential value of certain species as well as the cost associated with their impacts could potentially create a complex conflict of interest scenario which has not been investigated. This study is an effort to inform future policy decisions regarding this suite of species by investigating the economic impacts of the invasive Rubus species. A method was developed unique to the study that incorporated research tools from environmental economics and geography to identify the nature of interactions between economic agents, experts, and alien and invasive Rubus species in South Africa. Two questionnaires were developed to generate economic data and ground proofing was used to develop geographic data. One questionnaire was directed specifically at researchers and academics that attended the 46th National Symposium on Biological Invasions that took place between 15–17 May 2019, at Waterval Country Lodge, Tulbagh and the other an economic agent questionnaire for economic agents that met strict and selective criteria relating to the impact of the six invasive Rubus species on their economic activity. Both questionnaires were designed with a mixed methods approach in mind. The ground proofing was aimed at understanding the composition and distribution of Rubus species at the selected sites: Cathcart and Hogsback (The Eastern Cape Province), Clarens (Free State Province), and Underberg (KwaZulu-Natal Province). The study established that all economic impacts of invasive Rubus species at selected sites are externalities. Invasive Rubus species in South Africa can be attributed as (i) harbouring vermin, (ii) impeding human and animal livestock, (iii) reducing crop yields, (iv) encroaching on grazing land, (v) presenting fire hazards, and (vi) negatively impacting fire regimes. These species also (i) provide berries that are retailed on a commercial level, or have been, (ii) that are utilized for personal consumption, (iii) provide an ingredient for alcohol brewing processes, and (iv) could potentially facilitate forest regeneration. The invasive species are infrequently browsed by certain livestock and far as we could ascertain do not provide ingredients for anti-inflammatory drugs or modern cosmetics in South Africa, as they do in other regions of the globe. The costs associated with the invasive species can be presented dichotomously; the estimated private cost-benefit ratio, for costs and benefits incurred or enjoyed by 18 private economic agents, stands at 0.33:1. A private-public benefit-cost ratio, that incorporates both private and public costs and benefits, stands at 13,5:1. The private-public benefit-cost includes public expenditure, or government control measures, directed at invasive Rubus and shifts the benefit-cost ratio so that costs now markedly dominate the estimated benefits. The benefits per hectare uncovered in this study stand at R13.14/ha. The private costs stand at R4.32/ha and a holistic cost, including both private and public expenditure, stands at R177,43/ha. The monetary values, when expressed per hectare, are misleading. This is due to a large standard deviation in the spread of benefits received. The benefits are enjoyed by a small number of the already small sample of respondents. The costs and benefits are not uniformly distributed across regions assessed. All benefits in this study accrue to economic agents in the Free State Province, whilst most of the costs accrued to economic agents in KwaZulu-Natal Province. The benefits appear to be primarily derived from an alien species, Rubus sect. Arguti. Management of the 6 species of invasive Rubus could be optimised by the prioritisation of those regions that incur the highest cost and derive the lowest benefit, in this case KwaZulu-Natal Province. Likewise, those regions with the highest benefits and lowest costs, the Free State Province, could provide sites for increased use and beneficiation of berries from invasive species. Management of individual species may prove difficult, given the similar morphologies, and thus, (i) either specialised training for those engaged in control must be instituted, (ii) all species of alien Rubus should be earmarked for management, or (iii) highly specific biocontrol agents for the most problematic species must be found. , Thesis (MEcon) -- Faculty of Commerce, Economics and Economic History, 2021
- Full Text:
- Date Issued: 2021-10-29
Academic distress & disordered eating in students during the Covid-19 pandemic: a cross-sectional study at a South African university
- Authors: Du Toit, Mae
- Date: 2021-10-29
- Subjects: COVID-19 Pandemic, 2020- Influence , Eating disorders , College students Attitudes , College students Mental health , Stress (Psychology)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/192626 , vital:45244
- Description: University students are at risk for reduced mental wellbeing, particularly during the Covid-19 pandemic, and among the most common problems experienced are academic distress and eating concerns. Through a stress-coping model lens, a link between academic distress and disordered eating in student populations appears possible but has not previously been explored. The present study examines this relationship in a South African undergraduate sample. Data were collected during the Covid-19 pandemic using a cross-sectional, correlational survey design and the Counseling Center Assessment of Psychological Symptoms (CCAPS). The results of a multiple regression analysis indicate that academic distress most strongly predicts eating concerns, followed by the demographic variables of female gender and black racial identification. This novel finding suggests that academic institutions should consider the broader academic environment as point of intervention for the prevention and treatment of disordered eating in students. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Du Toit, Mae
- Date: 2021-10-29
- Subjects: COVID-19 Pandemic, 2020- Influence , Eating disorders , College students Attitudes , College students Mental health , Stress (Psychology)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/192626 , vital:45244
- Description: University students are at risk for reduced mental wellbeing, particularly during the Covid-19 pandemic, and among the most common problems experienced are academic distress and eating concerns. Through a stress-coping model lens, a link between academic distress and disordered eating in student populations appears possible but has not previously been explored. The present study examines this relationship in a South African undergraduate sample. Data were collected during the Covid-19 pandemic using a cross-sectional, correlational survey design and the Counseling Center Assessment of Psychological Symptoms (CCAPS). The results of a multiple regression analysis indicate that academic distress most strongly predicts eating concerns, followed by the demographic variables of female gender and black racial identification. This novel finding suggests that academic institutions should consider the broader academic environment as point of intervention for the prevention and treatment of disordered eating in students. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
Educating learners with special educational needs in special schools: an interpretative phenomenological study of teachers’ experiences
- Authors: Matebese, Sibongile
- Date: 2021-10-29
- Subjects: Children with disabilities Education South Africa , South Africa. Department of Education , Inclusive education South Africa , Special education teachers South Africa , Special education teachers South Africa Interviews , Phenomenological psychology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192270 , vital:45211
- Description: In 2001, the Department of Education introduced a policy known as White Paper 6: Special Needs Education: Building an Inclusive Education and Training System. This policy was a response to the worldwide call for inclusive education. It aimed to ensure that all learners with special educational needs (LSEN) and who experience barriers to learning are accommodated and taught in mainstream schooling contexts. Implementation of this policy in South Africa has been a challenge, and special schools continue to exist. While research has explored the experiences of teachers who teach LSEN, such studies have focused on teacher experiences in mainstream schools. A few international and South African studies have explored teacher experiences of teaching LSEN in special schools; however, these explore specific aspects of teacher experiences and are outdated. Based on this premise and drawing on a phenomenological approach, this study sought to explore and understand the experiences of teachers who teach LSEN in special schools. Using the semi-structured interview, eight teachers teaching in special schools in a city in the Eastern Cape were recruited and interviewed. Five superordinate themes emerged from the shared experiences, namely, ‘personal commitment and the need for a balance’, ‘recognising the learner at the centre’, ‘the importance of a holistic approach’, ‘the ups and downs of teaching LSEN’, and ‘support is available but limited’. Within these themes, the teachers experienced teaching LSEN as involving more than teaching, as a role guided by the learner, as collaborative, associated with positive experiences and challenges, including an endeavour that they are adequately supported in but simultaneously require more support for. In reflecting on this analysis, this study argues that special schools are necessary; teaching LSEN in special schools is important to teachers, and they feel a responsibility for it. Recommendations for future research include repeating the present study with a different population and methodology, interviewing parents of LSEN and LSEN themselves to gain further insights into special schooling. The study makes key recommendations for special needs education to help ensure that such an educational system is sustained as inclusion is a long way from being realised. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Matebese, Sibongile
- Date: 2021-10-29
- Subjects: Children with disabilities Education South Africa , South Africa. Department of Education , Inclusive education South Africa , Special education teachers South Africa , Special education teachers South Africa Interviews , Phenomenological psychology
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192270 , vital:45211
- Description: In 2001, the Department of Education introduced a policy known as White Paper 6: Special Needs Education: Building an Inclusive Education and Training System. This policy was a response to the worldwide call for inclusive education. It aimed to ensure that all learners with special educational needs (LSEN) and who experience barriers to learning are accommodated and taught in mainstream schooling contexts. Implementation of this policy in South Africa has been a challenge, and special schools continue to exist. While research has explored the experiences of teachers who teach LSEN, such studies have focused on teacher experiences in mainstream schools. A few international and South African studies have explored teacher experiences of teaching LSEN in special schools; however, these explore specific aspects of teacher experiences and are outdated. Based on this premise and drawing on a phenomenological approach, this study sought to explore and understand the experiences of teachers who teach LSEN in special schools. Using the semi-structured interview, eight teachers teaching in special schools in a city in the Eastern Cape were recruited and interviewed. Five superordinate themes emerged from the shared experiences, namely, ‘personal commitment and the need for a balance’, ‘recognising the learner at the centre’, ‘the importance of a holistic approach’, ‘the ups and downs of teaching LSEN’, and ‘support is available but limited’. Within these themes, the teachers experienced teaching LSEN as involving more than teaching, as a role guided by the learner, as collaborative, associated with positive experiences and challenges, including an endeavour that they are adequately supported in but simultaneously require more support for. In reflecting on this analysis, this study argues that special schools are necessary; teaching LSEN in special schools is important to teachers, and they feel a responsibility for it. Recommendations for future research include repeating the present study with a different population and methodology, interviewing parents of LSEN and LSEN themselves to gain further insights into special schooling. The study makes key recommendations for special needs education to help ensure that such an educational system is sustained as inclusion is a long way from being realised. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
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