The implementation of deportation laws against the right to security and liberty of migrants workers:a case study of South Africa
- Authors: Pedzisa, Beatrice
- Date: 2016
- Subjects: Deportation -- South Africa Emigration and immigration law -- South Africa Emigration and immigration -- Government policy
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5402 , vital:29230
- Description: Globalisation has resulted in the increase of migrant workers who cross borders in search of better opportunities and greener pastures. Migrant workers, wherever they decide to relocate, are at the risk of arbitrary arrests and illegal deportations which infringe their right to liberty and security. Many unreported cases show that migrant workers in South Africa have to endure inhuman treatment every day, through the implementation of deportation laws by law enforcement agencies. This is however, done in a manner which disregards their possession of necessary documentation authorising them to be in the country. The Constitution of South Africa, legislation and other related policies provide for the protection of the right to liberty and security of migrant workers. It is against the above that this mini dissertation examines and analyses how the implementation of deportation laws impacts on the right to liberty and security of migrant workers. This mini dissertation points out that there is a dire need to ensure that the implementation of deportation laws complies with the requirements of the right to security and liberty of persons accorded to the status of migrant workers by the Constitution and other related legislation or policies. The methodology made use of in this research is qualitative. This research used legislative texts, case law, journal articles and other academic commentary to acquire information on the right of migrant workers and their plight in South Africa. The study also makes recommendations for appropriate domestic law reform in respect to how deportation laws can be implemented in a bid to protect the right to liberty and security of migrant workers. These recommendations are designed to ensure that law enforcement agencies adhere to the law and procedure which protect migrant workers from arbitrary arrests, and illegal deportations.
- Full Text:
- Authors: Pedzisa, Beatrice
- Date: 2016
- Subjects: Deportation -- South Africa Emigration and immigration law -- South Africa Emigration and immigration -- Government policy
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5402 , vital:29230
- Description: Globalisation has resulted in the increase of migrant workers who cross borders in search of better opportunities and greener pastures. Migrant workers, wherever they decide to relocate, are at the risk of arbitrary arrests and illegal deportations which infringe their right to liberty and security. Many unreported cases show that migrant workers in South Africa have to endure inhuman treatment every day, through the implementation of deportation laws by law enforcement agencies. This is however, done in a manner which disregards their possession of necessary documentation authorising them to be in the country. The Constitution of South Africa, legislation and other related policies provide for the protection of the right to liberty and security of migrant workers. It is against the above that this mini dissertation examines and analyses how the implementation of deportation laws impacts on the right to liberty and security of migrant workers. This mini dissertation points out that there is a dire need to ensure that the implementation of deportation laws complies with the requirements of the right to security and liberty of persons accorded to the status of migrant workers by the Constitution and other related legislation or policies. The methodology made use of in this research is qualitative. This research used legislative texts, case law, journal articles and other academic commentary to acquire information on the right of migrant workers and their plight in South Africa. The study also makes recommendations for appropriate domestic law reform in respect to how deportation laws can be implemented in a bid to protect the right to liberty and security of migrant workers. These recommendations are designed to ensure that law enforcement agencies adhere to the law and procedure which protect migrant workers from arbitrary arrests, and illegal deportations.
- Full Text:
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5238 , vital:29117
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5238 , vital:29117
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2116 , vital:27611
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
- Authors: Mudyahoto, Tapiwa
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Educational equalization -- Zimbabwe Physical education and training -- Study and teaching (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2116 , vital:27611
- Description: The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.
- Full Text:
The importance of habitat use in the foraging behaviour of village chacma baboons (Papio ursinus, Cercopithecidae: Primates) in Hogsback, Eastern Cape
- Authors: Pamla, Lwandiso
- Date: 2016
- Subjects: Chacma baboon -- Behavior -- South Africa -- Eastern Cape Cercopithecidae Primates -- Behavior
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/8055 , vital:31494
- Description: Baboons are among the most widespread primates in Africa because they are able to adapt their foraging behaviour and omnivorous diet under challenging and changing conditions. They are attracted by food, shelter and water on human-owned properties, which brings them into conflict with the residents in Hogsback, Eastern Cape, South Africa, and results in them being shot, trapped or poisoned. To quantify the proportion of food baboons obtain from raiding human properties and to assess the quality of this food, I recorded activity budgets for foraging and movement in two free-ranging troops (Evie’s and Nola’s troops) using direct field observation. I determined home range sizes using GIS methods. I hypothesised that a troop that frequents more human-modified areas should have smaller home ranges, higher densities and forage less than a troop that spends more time in natural habitats, irrespective of troop size, because of more readily accessible food sources. The three methods I used (100 percent minimum convex method, 95 percent fixed kernel method and quadrat method) revealed that Evie’s troop used more human-modified habitat, but had a larger home range than Nola’s troop. The troop sizes have been stable for the past four years: at last count, Evie’s troop had 47 individuals and Nola’s, 38 individuals. During my field study I also recorded diverse vocalisations made by the animals, as an aid to detecting and identifying the troops and understanding individual interactions. Responses to the presence of baboons of many of the local residents – whether affluent and living on semi-urban estates, or impoverished and hunting for food – do not augur well for the future of Hogsback’s baboons. Affluent residents with horticultural gardens occasionally shoot baboons that venture on to their properties, while rural occupants hunt baboons in their natural environment. Both of these responses cause troop disruption and decreased troop size, possibly leading to local troop extinctions.
- Full Text:
- Authors: Pamla, Lwandiso
- Date: 2016
- Subjects: Chacma baboon -- Behavior -- South Africa -- Eastern Cape Cercopithecidae Primates -- Behavior
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/8055 , vital:31494
- Description: Baboons are among the most widespread primates in Africa because they are able to adapt their foraging behaviour and omnivorous diet under challenging and changing conditions. They are attracted by food, shelter and water on human-owned properties, which brings them into conflict with the residents in Hogsback, Eastern Cape, South Africa, and results in them being shot, trapped or poisoned. To quantify the proportion of food baboons obtain from raiding human properties and to assess the quality of this food, I recorded activity budgets for foraging and movement in two free-ranging troops (Evie’s and Nola’s troops) using direct field observation. I determined home range sizes using GIS methods. I hypothesised that a troop that frequents more human-modified areas should have smaller home ranges, higher densities and forage less than a troop that spends more time in natural habitats, irrespective of troop size, because of more readily accessible food sources. The three methods I used (100 percent minimum convex method, 95 percent fixed kernel method and quadrat method) revealed that Evie’s troop used more human-modified habitat, but had a larger home range than Nola’s troop. The troop sizes have been stable for the past four years: at last count, Evie’s troop had 47 individuals and Nola’s, 38 individuals. During my field study I also recorded diverse vocalisations made by the animals, as an aid to detecting and identifying the troops and understanding individual interactions. Responses to the presence of baboons of many of the local residents – whether affluent and living on semi-urban estates, or impoverished and hunting for food – do not augur well for the future of Hogsback’s baboons. Affluent residents with horticultural gardens occasionally shoot baboons that venture on to their properties, while rural occupants hunt baboons in their natural environment. Both of these responses cause troop disruption and decreased troop size, possibly leading to local troop extinctions.
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The influence of aspirations on changing livelihood strategies in rural households of Ndabakazi villages in the Eastern Cape
- Authors: Zantsi, Siphe
- Date: 2016
- Subjects: Households -- Economic aspects -- South Africa -- Eastern Cape Rural development projects -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/5653 , vital:29357
- Description: The objective of this study is to explore the role of aspirations on changing livelihood strategies of rural households of Ndabakazi villages in the Eastern Cape. A sample of 80 respondents was chosen randomly for the household survey and semi-structured questionnaires were used to collect the data. Focus group discussions were also used to supplement the household survey. The data was descriptively analysed using a triangulation method. The findings show that social grants, mainly pensions and non-farm employment, and child support grants are the major sources of income. The majority of the households own five hectares of land and more, in which they grow crops only in gardens adjacent to their homes. However, 29 percent do not produce any crops at all. Farming contributes a small portion to the household income. The choice of farming is more powerful than the external factors. Interest in farming is minimal and can be related to the declining farming activities; therefore, household aspirations have an influence on changing livelihood aspirations. In the case of the rural areas of Ndabakazi – as indeed in many other parts of South Africa - policies of rural development mostly take a top-down approach; as a result most of these policies do not become effective in achieving the intended outcome. Development practitioners should incorporate beneficiaries when planning so as to tailor the development initiatives with the aspirations of local people for them to be effect and achieve intended goals thus a bottom-up approach. The notion that rural household farming activities have declined because they lack inputs, farming implements other necessary support is not always true. Some households are not interested in farming and they cannot be forced.
- Full Text:
- Authors: Zantsi, Siphe
- Date: 2016
- Subjects: Households -- Economic aspects -- South Africa -- Eastern Cape Rural development projects -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/5653 , vital:29357
- Description: The objective of this study is to explore the role of aspirations on changing livelihood strategies of rural households of Ndabakazi villages in the Eastern Cape. A sample of 80 respondents was chosen randomly for the household survey and semi-structured questionnaires were used to collect the data. Focus group discussions were also used to supplement the household survey. The data was descriptively analysed using a triangulation method. The findings show that social grants, mainly pensions and non-farm employment, and child support grants are the major sources of income. The majority of the households own five hectares of land and more, in which they grow crops only in gardens adjacent to their homes. However, 29 percent do not produce any crops at all. Farming contributes a small portion to the household income. The choice of farming is more powerful than the external factors. Interest in farming is minimal and can be related to the declining farming activities; therefore, household aspirations have an influence on changing livelihood aspirations. In the case of the rural areas of Ndabakazi – as indeed in many other parts of South Africa - policies of rural development mostly take a top-down approach; as a result most of these policies do not become effective in achieving the intended outcome. Development practitioners should incorporate beneficiaries when planning so as to tailor the development initiatives with the aspirations of local people for them to be effect and achieve intended goals thus a bottom-up approach. The notion that rural household farming activities have declined because they lack inputs, farming implements other necessary support is not always true. Some households are not interested in farming and they cannot be forced.
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The influence of physical service recovery and online service recovery on trust and relationship retention
- Authors: Dube, Langelihle
- Date: 2016
- Subjects: Consumer complaints Customer loyalty Customer services
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10353/12766 , vital:39359
- Description: Service mishaps remain a profound topic in business due to their inevitability and detrimental impacts they bring about. As a result of this incessant detrimental effect, service recovery has been initiated into business exchanges to curb such. Moreover, service recovery programmes have been embarked on both in the offline and online delivery systems to retain this diverse need market consisting of the technological averse and experts in trading. This study therefore has to pinpoint the difficulties experienced in offline and online service recovery procedures and demarcate which of the two is the preferred channel. Service failures cut across all sectors and industries, and banking has not been spared in turn. Clients tend to choose a service recovery method based on various factors such as the panel of occurrence, technological skills and awareness, personal behaviours and available options provided by the service provider. Clients tend to choose a service recovery method based on various factors such as the panel of occurrence, technological skills and awareness, personal behaviours and available options provided by the service provider (Buttle, (2009); Clark & Melancon, (2013). The panel of occurrence depicts the method of service delivery that resulted in failed services, thus, an online service delivery is likely to attract an online resolution. Customers who transact online are highly likely to choose the same recovery method due to the associated innate benefits. Technological skills and awareness deal with the client’s articulateness in navigating the business’ website in effort to resolve the encountered problem. Personal behaviours explain that introvert clients would prefer to interact with the system and assistants online to resolve the issue while extroverts will choose the offline methods so as to experience facial interactions. Organisations sometimes detect the panel of solution based on the severity of the problem. Thus, for example, serious problems to be handled using physical means. Assessments of the degree of impact on retaining relations and gaining trust that presently employed recovery strategies pose were unearthed in this study. For physical service recovery, contact, empathy and politeness were assessed on the significance they have in recouping failed services. Responsiveness and the state of the bank’s websites will also depict the degree to which failed clients can be restored in online service delivery. Physical service recovery received greater apprehension by clients during a service error with empathy and politeness emerging as the most customer required successful strategy to enhance relations and trust thereafter. Despite its less preference, online service recovery strategies such as responsiveness and website interface resulted in significant correlations affirming their importance during service delivery and recovery. The measurement model fit quite well with sound goodness of fit indices results as per the comparison with the recommended thresholds. Moreover, the Structural Equation Model fit well with data collected.
- Full Text:
- Authors: Dube, Langelihle
- Date: 2016
- Subjects: Consumer complaints Customer loyalty Customer services
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10353/12766 , vital:39359
- Description: Service mishaps remain a profound topic in business due to their inevitability and detrimental impacts they bring about. As a result of this incessant detrimental effect, service recovery has been initiated into business exchanges to curb such. Moreover, service recovery programmes have been embarked on both in the offline and online delivery systems to retain this diverse need market consisting of the technological averse and experts in trading. This study therefore has to pinpoint the difficulties experienced in offline and online service recovery procedures and demarcate which of the two is the preferred channel. Service failures cut across all sectors and industries, and banking has not been spared in turn. Clients tend to choose a service recovery method based on various factors such as the panel of occurrence, technological skills and awareness, personal behaviours and available options provided by the service provider. Clients tend to choose a service recovery method based on various factors such as the panel of occurrence, technological skills and awareness, personal behaviours and available options provided by the service provider (Buttle, (2009); Clark & Melancon, (2013). The panel of occurrence depicts the method of service delivery that resulted in failed services, thus, an online service delivery is likely to attract an online resolution. Customers who transact online are highly likely to choose the same recovery method due to the associated innate benefits. Technological skills and awareness deal with the client’s articulateness in navigating the business’ website in effort to resolve the encountered problem. Personal behaviours explain that introvert clients would prefer to interact with the system and assistants online to resolve the issue while extroverts will choose the offline methods so as to experience facial interactions. Organisations sometimes detect the panel of solution based on the severity of the problem. Thus, for example, serious problems to be handled using physical means. Assessments of the degree of impact on retaining relations and gaining trust that presently employed recovery strategies pose were unearthed in this study. For physical service recovery, contact, empathy and politeness were assessed on the significance they have in recouping failed services. Responsiveness and the state of the bank’s websites will also depict the degree to which failed clients can be restored in online service delivery. Physical service recovery received greater apprehension by clients during a service error with empathy and politeness emerging as the most customer required successful strategy to enhance relations and trust thereafter. Despite its less preference, online service recovery strategies such as responsiveness and website interface resulted in significant correlations affirming their importance during service delivery and recovery. The measurement model fit quite well with sound goodness of fit indices results as per the comparison with the recommended thresholds. Moreover, the Structural Equation Model fit well with data collected.
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The intersection between socio-economic status and scholastic attainment in selected schools in Fort Beaufort education district, province of the Eastern Cape
- Authors: Sokani, Andile
- Date: 2016
- Subjects: Students -- Economic conditions Students -- Social conditions Educational tests and measurements
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/13150 , vital:39469
- Description: The aim of this study was to examine and highlight the effects of socio-economic status on scholastic attainment in selected high schools in the Fort Beaufort Educational District. Participants were children in Grades 10 to 12 and included children from both high and low Socio-Economic Status (SES) families, and with varying qualities of education owing to biographies of distinctive insertion into the part apartheid educational structure. Utilizing Pierre Bourdeu’s concept of cultural capital as a theoretical framework, the study ardued that children from high SES in the Fort Beaufort Education District perform better at high schools owing to acces to relevant educational materials and the general academic culture in their home environment. The opposite is however the case for children from low SES who lack access to such material, culture and language, thus making it difficult to perform optimally in their high school studies. The study used both qualitative and quantitative research methods. The purpose of using triangulation was to decrease or counter-balance the deficiency of a single strategy, thereby increasing the ability to interpret the findings. The adoption of the mixed method approach in this study was also directed at increasing the reliability, validity and the generalizability of the results of the study. The most expressive measure of SES was the average income for the area in which the child lives or is educated. The quality of education was estimated based on whether the school was previously disadvantaged or previously advantaged. The child’s academic achievement was measured using the two most recent school reports. As predicted, the research results showed that children from high SES families and with a high quality of education scored better on their examinations than did children from low SES families and with a low quality of education. The data also revealed an interesting interaction between SES and quality of education. Participants from low SES families but with a high quality of education scored significantly better on examination assessment performance than did participants from low SES families and with a low quality of education. These findings suggest that children from low SES families in the Fort Beaufort Education District might be at a grave disadvantage in terms of their ability to succeed academically but that the quality of education might be a more important factor than SES in determining levels of general intellectual functioning.
- Full Text:
- Authors: Sokani, Andile
- Date: 2016
- Subjects: Students -- Economic conditions Students -- Social conditions Educational tests and measurements
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/13150 , vital:39469
- Description: The aim of this study was to examine and highlight the effects of socio-economic status on scholastic attainment in selected high schools in the Fort Beaufort Educational District. Participants were children in Grades 10 to 12 and included children from both high and low Socio-Economic Status (SES) families, and with varying qualities of education owing to biographies of distinctive insertion into the part apartheid educational structure. Utilizing Pierre Bourdeu’s concept of cultural capital as a theoretical framework, the study ardued that children from high SES in the Fort Beaufort Education District perform better at high schools owing to acces to relevant educational materials and the general academic culture in their home environment. The opposite is however the case for children from low SES who lack access to such material, culture and language, thus making it difficult to perform optimally in their high school studies. The study used both qualitative and quantitative research methods. The purpose of using triangulation was to decrease or counter-balance the deficiency of a single strategy, thereby increasing the ability to interpret the findings. The adoption of the mixed method approach in this study was also directed at increasing the reliability, validity and the generalizability of the results of the study. The most expressive measure of SES was the average income for the area in which the child lives or is educated. The quality of education was estimated based on whether the school was previously disadvantaged or previously advantaged. The child’s academic achievement was measured using the two most recent school reports. As predicted, the research results showed that children from high SES families and with a high quality of education scored better on their examinations than did children from low SES families and with a low quality of education. The data also revealed an interesting interaction between SES and quality of education. Participants from low SES families but with a high quality of education scored significantly better on examination assessment performance than did participants from low SES families and with a low quality of education. These findings suggest that children from low SES families in the Fort Beaufort Education District might be at a grave disadvantage in terms of their ability to succeed academically but that the quality of education might be a more important factor than SES in determining levels of general intellectual functioning.
- Full Text:
The legal protection of foreign direct investment in the new millennium :a critical assessment with a focus on South Africa and Zimbabwe
- Authors: Chidede, Talkmore
- Date: 2016
- Subjects: Investments, Foreign -- Law and legislation Economic policy
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10353/7919 , vital:30814
- Description: The increasing investment gap and reduction in foreign aid has made several developing countries to turn to foreign investment as a mechanism to circumvent their financial constraints among other things. There is substantial empirical evidence that foreign direct investment enhances economic development, employment creation, national competitiveness and diffusion of technology from foreign firms to local firms and workers of the host states. As a result, this study firstly argues that foreign investment is much needed in South Africa and Zimbabwe to improve economic growth and development, create employment and increase their competitiveness in the global market. However, these benefits do not accrue automatically but the host states need to create an enabling environment to exploit such benefits. The legal protection of foreign investment has become a fundamental issue in both international and national law. Efforts have been and are still being made in law as well as in practice to implement national investment legal regimes which are in line with international norms or standards. This study undertakes a contemporary assessment of the legal protection of foreign investment in South Africa and Zimbabwe with a view of examining their compliance with international minimum norms, standards and/or best practices. More recently, both South Africa and Zimbabwe have crafted and implemented investment laws and related policies which are perceived to be somewhat hostile towards foreign investment. To achieve this, selected investment laws and related policies in both jurisdictions are critically analysed. This study puts forward an argument and recommendations for policy makers in both South Africa and Zimbabwe for strategic refinements of investment laws and related policies such that they become flexible, friendly and certain to foreign investors while at the same time advancing their respective national policies aimed at the economic empowerment of local citizens.
- Full Text:
- Authors: Chidede, Talkmore
- Date: 2016
- Subjects: Investments, Foreign -- Law and legislation Economic policy
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: http://hdl.handle.net/10353/7919 , vital:30814
- Description: The increasing investment gap and reduction in foreign aid has made several developing countries to turn to foreign investment as a mechanism to circumvent their financial constraints among other things. There is substantial empirical evidence that foreign direct investment enhances economic development, employment creation, national competitiveness and diffusion of technology from foreign firms to local firms and workers of the host states. As a result, this study firstly argues that foreign investment is much needed in South Africa and Zimbabwe to improve economic growth and development, create employment and increase their competitiveness in the global market. However, these benefits do not accrue automatically but the host states need to create an enabling environment to exploit such benefits. The legal protection of foreign investment has become a fundamental issue in both international and national law. Efforts have been and are still being made in law as well as in practice to implement national investment legal regimes which are in line with international norms or standards. This study undertakes a contemporary assessment of the legal protection of foreign investment in South Africa and Zimbabwe with a view of examining their compliance with international minimum norms, standards and/or best practices. More recently, both South Africa and Zimbabwe have crafted and implemented investment laws and related policies which are perceived to be somewhat hostile towards foreign investment. To achieve this, selected investment laws and related policies in both jurisdictions are critically analysed. This study puts forward an argument and recommendations for policy makers in both South Africa and Zimbabwe for strategic refinements of investment laws and related policies such that they become flexible, friendly and certain to foreign investors while at the same time advancing their respective national policies aimed at the economic empowerment of local citizens.
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The perceptions of nurse educators regarding the use of high-fidelity simulation in nursing education at a South African private nursing college
- Authors: Janse van Vuuren, S V
- Date: 2016
- Subjects: Nursing -- Study and teaching -- Simulation methods Simulated patients
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10353/1752 , vital:27555
- Description: Although Nurse Educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators cause frustration and anxiety. They struggle with how to include these tools, particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. Scoping literature reviews show that nursing practice has changed in recent years, placing demands on nurse educators to utilise different approaches in education. The fact that nurse educators are an aging population needs to be taken into consideration and acknowledge that many of them did not grow up with computers and lag behind in technological skills. The aim of this study was to investigate the perceptions of nurse educators regarding the use of high-fidelity simulation in nursing education at a South African Private Nursing College in order to be able to determine why High-fidelity Simulators (HFS) have not yet been embraced by nurse educators and students. A national survey of nurse educators and clinical training specialists was completed with 128 participants; but only 79 completed the survey. In addition to background information, participants were questioned about their use of simulators. They were asked to complete the Technology Readiness Index. Information was also obtained regarding their perceptions of the use of HFS. Findings included indications that everyone is at the same level as far as technology readiness is concerned; this, however, does not play a large role in the use of HFS. This finding supports the educators’ need for training to adequately prepare them to use simulation equipment. Recommendations for further study include research to determine what other factors play a role in the use of HFS, studies to determine whether the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The results of this study can be used as guidelines for other institutions to prepare their teaching staff for the use of HFS.
- Full Text:
- Authors: Janse van Vuuren, S V
- Date: 2016
- Subjects: Nursing -- Study and teaching -- Simulation methods Simulated patients
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10353/1752 , vital:27555
- Description: Although Nurse Educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators cause frustration and anxiety. They struggle with how to include these tools, particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. Scoping literature reviews show that nursing practice has changed in recent years, placing demands on nurse educators to utilise different approaches in education. The fact that nurse educators are an aging population needs to be taken into consideration and acknowledge that many of them did not grow up with computers and lag behind in technological skills. The aim of this study was to investigate the perceptions of nurse educators regarding the use of high-fidelity simulation in nursing education at a South African Private Nursing College in order to be able to determine why High-fidelity Simulators (HFS) have not yet been embraced by nurse educators and students. A national survey of nurse educators and clinical training specialists was completed with 128 participants; but only 79 completed the survey. In addition to background information, participants were questioned about their use of simulators. They were asked to complete the Technology Readiness Index. Information was also obtained regarding their perceptions of the use of HFS. Findings included indications that everyone is at the same level as far as technology readiness is concerned; this, however, does not play a large role in the use of HFS. This finding supports the educators’ need for training to adequately prepare them to use simulation equipment. Recommendations for further study include research to determine what other factors play a role in the use of HFS, studies to determine whether the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The results of this study can be used as guidelines for other institutions to prepare their teaching staff for the use of HFS.
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The perceptions of teachers teaching mathematical literacy at Further Education and Training level : a case study conducted in the East London District
- Pillai, Sivarama Panicker Mohanan
- Authors: Pillai, Sivarama Panicker Mohanan
- Date: 2016
- Subjects: Mathematics--Study and teaching--South Africa--Eastern Cape Education, Higher--South Africa--Eastern Cape--Administration
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/15980 , vital:40571
- Description: Mathematical Literacy is a compulsory subject at the Further Education and Training (FET) level in South Africa. All learners who do not select Mathematics are required to study Mathematical Literacy as their numeracy subject in Grade 10, the first year of studying at the FET level. This requirement coincided with the educational reforms which were introduced in South Africa after democracy was attained in1994. Mathematical Literacy was introduced in Grade 10 in 2008, in Grade 11 in 2009 and in Grade 12 in 2010. Matriculants in 2012 comprised the cohort who wrote the Mathematical Literacy examination for the first time in South African history. Although 4 years have passed since the introduction of Mathematical Literacy in Grade 12, many teachers are still not sufficiently competent enough to teach the subject. This fact has been demonstrated quite conclusively in the matriculation results of the past 4 years. The failure to teach the subject satisfactorily is the result of poor knowledge of the content of the courses, insufficient teaching materials and incorrect teaching methods. This study has focused on uncovering the perceptions of teachers of the teaching of Mathematical Literacy and on how best to support and assist teachers in order to improve their knowledge of the content of their courses, to improve the methods of teaching the subject and to provide sufficient resources to support both teaching and learning. The study is also aimed to draw the attention of the Department of Education (DoE) to the need to provide better training in order to develop the competency of teachers in the subject and to overcome the lack of resources through developing innovative ways of teaching it. A qualitative approach was adopted in order to conduct the research, as it aims to provide an explicit rendering of the structure, order and broad patterns pertaining to the teaching of the subject from a group of participants. Qualitative research is best suited to studies of this sort, as it provides the means to conduct an in-depth investigation of the thoughts, beliefs, attitudes and responses of teachers concerning the teaching of Mathematical Literacy at the FET level. The research was conducted in 6 FET schools in the East London Education District. Six teachers of Mathematics and Mathematical Literacy in Grades 10, 11 and 12 were selected to comprise the research sample for the study. Semi-structured questions were used to collect the data. The research study established that educators have divergent perceptions and beliefs concerning the teaching of Mathematical Literacy at the FET level. The study was also able to identify the problems, obstacles and difficulties encountered by the teachers in their attempts to teach the subject and the trends which emerged during the conducting of the research.
- Full Text:
- Authors: Pillai, Sivarama Panicker Mohanan
- Date: 2016
- Subjects: Mathematics--Study and teaching--South Africa--Eastern Cape Education, Higher--South Africa--Eastern Cape--Administration
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/15980 , vital:40571
- Description: Mathematical Literacy is a compulsory subject at the Further Education and Training (FET) level in South Africa. All learners who do not select Mathematics are required to study Mathematical Literacy as their numeracy subject in Grade 10, the first year of studying at the FET level. This requirement coincided with the educational reforms which were introduced in South Africa after democracy was attained in1994. Mathematical Literacy was introduced in Grade 10 in 2008, in Grade 11 in 2009 and in Grade 12 in 2010. Matriculants in 2012 comprised the cohort who wrote the Mathematical Literacy examination for the first time in South African history. Although 4 years have passed since the introduction of Mathematical Literacy in Grade 12, many teachers are still not sufficiently competent enough to teach the subject. This fact has been demonstrated quite conclusively in the matriculation results of the past 4 years. The failure to teach the subject satisfactorily is the result of poor knowledge of the content of the courses, insufficient teaching materials and incorrect teaching methods. This study has focused on uncovering the perceptions of teachers of the teaching of Mathematical Literacy and on how best to support and assist teachers in order to improve their knowledge of the content of their courses, to improve the methods of teaching the subject and to provide sufficient resources to support both teaching and learning. The study is also aimed to draw the attention of the Department of Education (DoE) to the need to provide better training in order to develop the competency of teachers in the subject and to overcome the lack of resources through developing innovative ways of teaching it. A qualitative approach was adopted in order to conduct the research, as it aims to provide an explicit rendering of the structure, order and broad patterns pertaining to the teaching of the subject from a group of participants. Qualitative research is best suited to studies of this sort, as it provides the means to conduct an in-depth investigation of the thoughts, beliefs, attitudes and responses of teachers concerning the teaching of Mathematical Literacy at the FET level. The research was conducted in 6 FET schools in the East London Education District. Six teachers of Mathematics and Mathematical Literacy in Grades 10, 11 and 12 were selected to comprise the research sample for the study. Semi-structured questions were used to collect the data. The research study established that educators have divergent perceptions and beliefs concerning the teaching of Mathematical Literacy at the FET level. The study was also able to identify the problems, obstacles and difficulties encountered by the teachers in their attempts to teach the subject and the trends which emerged during the conducting of the research.
- Full Text:
The place of language policy in education in teaching and learning: a case study of two primary schools in the Eastern Cape Province
- Rani, Nomakhosazana Jeanette
- Authors: Rani, Nomakhosazana Jeanette
- Date: 2016
- Subjects: Language in education Language policy -- South Africa -- Eastern Cape Language planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2381 , vital:27792
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
- Full Text:
- Authors: Rani, Nomakhosazana Jeanette
- Date: 2016
- Subjects: Language in education Language policy -- South Africa -- Eastern Cape Language planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2381 , vital:27792
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
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The potential use of baobab (Adansonia digitata) seedcake as a commercial diet replacement and in feed formulation for broiler chickens
- Authors: Nxele, Sibusiso Kabelo
- Date: 2016
- Subjects: Broilers (Chickens) Adansonia digitata Chickens -- Feeding and feeds
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/12259 , vital:39224
- Description: This dissertation is composed of two trials that were aimed at evaluating the effects of partially supplementing Baobab seed cake in broiler diets. In the first trail, performance and cost analysis of feeding birds a commercial starter diet from day-old to 21-days of age; then feeding a blend of the commercial finisher diet diluted by a mixture of baobab seedcake and ground maize from day 22nd to 35th were evaluated. The trial was conducted in an environmentally controlled deep litter housing system using 160 Ross 308 chicks of mixed sex that were randomly allocated into 4 treatments consisting of 16 pens of 1X2m2 area per pen, within similar environmental conditions. The trial diets were formulated as follows: T1 was 100 percent standard commercial starter diet, as a control; T2 had 95 percent (112g) commercial starter diet and 5 percent BSC-maize blend (2g BSC: 4g Maize); T3 had 85 percent (102g) of the commercial starter diet and 18percent BSC-maize blend (6g BSC + 12g Maize); and T4 had 75 percent commercial starter diet and 25 percent BSC-maize blend (10g BSC + 20g Maize). All diets (T1, T2, T3 and T4) percentages were calculated based on 120g being 100 percent of the diet. Each treatment consisted of 40 birds and 4 replicates, each replicate consisting of 10 birds per pen. Feed and clean water were provided ad libitum. Feed allocation and body weights were measured at placement, then weekly. Feed intakes (FI), body weight gain (BWG) and feed conversion ratio (FCR) were calculated; then the cost analysis of feeding each diet was conducted. No significant differences (P>0.05) were found amongst all growth performance parameters. The cost efficient treatment to feed, which accumulated the cheapest cost of feed per weight gain (R33.62/kg gain) was T2 (5percent BSC+MM). The second trial was conducted to evaluate the effect of feeding diets containing graded levels of baoabab (A. digitata) seedcake on performance, apparent digestibility and digestive organ weights of broilers chickens. A total of 200 Ross 308 day-old chicks of mixed sex were randomly allocated into 4 treatment groups (T1, T2, T3 and T4). The trial diets were as follows: T1 (control), was a commercial starter diet; while T2, T3 and T4 diets contained baobab seedcake meal at 0, 5, 10, and 15percent; respectively. Inclusion of BSC in diets only affected FI during the first and third weeks. In the first week, FI had significant differences (P < 0.05) during the first and third week of the trial, respectively. Birds in T4 had the least FI, while those in T3 had the highest (P<0.05). In the third week, T3 birds had the highest FI (P<0.05), while T1 birds had the lowest. Significant differences for changes in bodyweight were only evident in the second and forth weeks of the study. During week 2, birds in T had the highest BWG, whereas T4 birds had the lowest (P<0.05); however, in week 4, there were no statistical differences (P>0.05) amongst birds in T1, T2 and T4; respectively, while T4 had the lowest BWG (P<0.05). The FCR was not statistically different among treatment groups, except in week 3, where it was highest in T4birds with T3 birds having the lowest (P<0.05). No significant differences (P>0.05) were observed among treatment groups for all parameters that were considered for digestibility and digestive organ weights. Due to the fact that two different trials were conducted, it was concluded that blend of baobab seedcake and maize from the first trial can be supplemented up to 5 percent replacement level for optimum production; while up to 10 percent baobab seedcake graded level can be used on the second trial without resulting in any negative consequences on growth performance, nutrient utilization and digestive organ weights.
- Full Text:
- Authors: Nxele, Sibusiso Kabelo
- Date: 2016
- Subjects: Broilers (Chickens) Adansonia digitata Chickens -- Feeding and feeds
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/12259 , vital:39224
- Description: This dissertation is composed of two trials that were aimed at evaluating the effects of partially supplementing Baobab seed cake in broiler diets. In the first trail, performance and cost analysis of feeding birds a commercial starter diet from day-old to 21-days of age; then feeding a blend of the commercial finisher diet diluted by a mixture of baobab seedcake and ground maize from day 22nd to 35th were evaluated. The trial was conducted in an environmentally controlled deep litter housing system using 160 Ross 308 chicks of mixed sex that were randomly allocated into 4 treatments consisting of 16 pens of 1X2m2 area per pen, within similar environmental conditions. The trial diets were formulated as follows: T1 was 100 percent standard commercial starter diet, as a control; T2 had 95 percent (112g) commercial starter diet and 5 percent BSC-maize blend (2g BSC: 4g Maize); T3 had 85 percent (102g) of the commercial starter diet and 18percent BSC-maize blend (6g BSC + 12g Maize); and T4 had 75 percent commercial starter diet and 25 percent BSC-maize blend (10g BSC + 20g Maize). All diets (T1, T2, T3 and T4) percentages were calculated based on 120g being 100 percent of the diet. Each treatment consisted of 40 birds and 4 replicates, each replicate consisting of 10 birds per pen. Feed and clean water were provided ad libitum. Feed allocation and body weights were measured at placement, then weekly. Feed intakes (FI), body weight gain (BWG) and feed conversion ratio (FCR) were calculated; then the cost analysis of feeding each diet was conducted. No significant differences (P>0.05) were found amongst all growth performance parameters. The cost efficient treatment to feed, which accumulated the cheapest cost of feed per weight gain (R33.62/kg gain) was T2 (5percent BSC+MM). The second trial was conducted to evaluate the effect of feeding diets containing graded levels of baoabab (A. digitata) seedcake on performance, apparent digestibility and digestive organ weights of broilers chickens. A total of 200 Ross 308 day-old chicks of mixed sex were randomly allocated into 4 treatment groups (T1, T2, T3 and T4). The trial diets were as follows: T1 (control), was a commercial starter diet; while T2, T3 and T4 diets contained baobab seedcake meal at 0, 5, 10, and 15percent; respectively. Inclusion of BSC in diets only affected FI during the first and third weeks. In the first week, FI had significant differences (P < 0.05) during the first and third week of the trial, respectively. Birds in T4 had the least FI, while those in T3 had the highest (P<0.05). In the third week, T3 birds had the highest FI (P<0.05), while T1 birds had the lowest. Significant differences for changes in bodyweight were only evident in the second and forth weeks of the study. During week 2, birds in T had the highest BWG, whereas T4 birds had the lowest (P<0.05); however, in week 4, there were no statistical differences (P>0.05) amongst birds in T1, T2 and T4; respectively, while T4 had the lowest BWG (P<0.05). The FCR was not statistically different among treatment groups, except in week 3, where it was highest in T4birds with T3 birds having the lowest (P<0.05). No significant differences (P>0.05) were observed among treatment groups for all parameters that were considered for digestibility and digestive organ weights. Due to the fact that two different trials were conducted, it was concluded that blend of baobab seedcake and maize from the first trial can be supplemented up to 5 percent replacement level for optimum production; while up to 10 percent baobab seedcake graded level can be used on the second trial without resulting in any negative consequences on growth performance, nutrient utilization and digestive organ weights.
- Full Text:
The relationship between financial crises and South African bank lending activities
- Authors: Madikizela, Mfundo
- Date: 2016
- Subjects: South African Reserve Bank Global Financial Crisis, 2008-2009 South Africa -- Economic conditions
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10353/15398 , vital:40404
- Description: Financial assets, and particularly fiat money, play a critical role in the prosperity of an economy. Its health therefore becomes the cornerstone of an economy, as asserted by modern financial intermediation theory. Fundamentally, as established by literature, crises affect bank balance sheets and subsequently banks’ ability to provide credit, thereby restricting investment, capital and asset growth, aggregate output, and eventually national income. This study conclusively establishes the relationship between financial crises and the South African bank lending activities. It describes this relationship, concluding that crises and bank lending have a negative short run relationship and positive long run relationship. The study gives a brief background of recent crises that were experienced by different economies in the world. The study uses South African quarterly data for the period 1996 to 2015, where it employs a VECM model that gives empirics to the effect that lending is indeed negatively affected by financial crises, but only in the short run. This is due to the South African Reserve Bank, through its monetary policy, cushioning the banking sector against the detrimental effects of economic distress. The study recommends that given the indebtedness of South Africa relative to GDP growth, to avoid credit downgrades and disinvestment in the long run, government should focus on improving GDP growth rather than debt; and should establish a policy framework that centralises operational transactions in order to reduce the effect of crises on real output.
- Full Text:
- Authors: Madikizela, Mfundo
- Date: 2016
- Subjects: South African Reserve Bank Global Financial Crisis, 2008-2009 South Africa -- Economic conditions
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10353/15398 , vital:40404
- Description: Financial assets, and particularly fiat money, play a critical role in the prosperity of an economy. Its health therefore becomes the cornerstone of an economy, as asserted by modern financial intermediation theory. Fundamentally, as established by literature, crises affect bank balance sheets and subsequently banks’ ability to provide credit, thereby restricting investment, capital and asset growth, aggregate output, and eventually national income. This study conclusively establishes the relationship between financial crises and the South African bank lending activities. It describes this relationship, concluding that crises and bank lending have a negative short run relationship and positive long run relationship. The study gives a brief background of recent crises that were experienced by different economies in the world. The study uses South African quarterly data for the period 1996 to 2015, where it employs a VECM model that gives empirics to the effect that lending is indeed negatively affected by financial crises, but only in the short run. This is due to the South African Reserve Bank, through its monetary policy, cushioning the banking sector against the detrimental effects of economic distress. The study recommends that given the indebtedness of South Africa relative to GDP growth, to avoid credit downgrades and disinvestment in the long run, government should focus on improving GDP growth rather than debt; and should establish a policy framework that centralises operational transactions in order to reduce the effect of crises on real output.
- Full Text:
The relationship between household debt and consumption spending in South Africa (1994 - 2013)
- Authors: Nkala, Patience
- Date: 2016
- Subjects: Finance, Personal Financial services industry Consumption (Economics)
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10353/14022 , vital:39798
- Description: Consumption has been and remains the main contributor to gross domestic product (GDP) growth in South Africa. Household debt on the other side has remained high over the years. This study examined the relationship between household debt and consumption spending, for the period between 1994 and 2013. The Johansen cointegration technique and the Vector error correction model (VECM) were utilised to test the long run and short run relationships between the variables. The Granger causality test was also employed to test the direction of causality between the variables. Results from this study have revealed that a relationship exists between household debt and consumption spending in South Africa and they have also showed that this relationship flows from household debt to consumption spending. The implications of these results are that consumption spending may be increased through other measures rather than through increasing debt. The study therefore recommends that policy makers avail more investment opportunities for households and to also create employment in a bid to increase the income of households which can then be used to increase household consumption rather than the use of debt.
- Full Text:
- Authors: Nkala, Patience
- Date: 2016
- Subjects: Finance, Personal Financial services industry Consumption (Economics)
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10353/14022 , vital:39798
- Description: Consumption has been and remains the main contributor to gross domestic product (GDP) growth in South Africa. Household debt on the other side has remained high over the years. This study examined the relationship between household debt and consumption spending, for the period between 1994 and 2013. The Johansen cointegration technique and the Vector error correction model (VECM) were utilised to test the long run and short run relationships between the variables. The Granger causality test was also employed to test the direction of causality between the variables. Results from this study have revealed that a relationship exists between household debt and consumption spending in South Africa and they have also showed that this relationship flows from household debt to consumption spending. The implications of these results are that consumption spending may be increased through other measures rather than through increasing debt. The study therefore recommends that policy makers avail more investment opportunities for households and to also create employment in a bid to increase the income of households which can then be used to increase household consumption rather than the use of debt.
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The relationship between stock market development and savings mobilization in South Africa
- Authors: Katsande, Tamuka
- Date: 2016
- Subjects: Stock exchanges Saving and investment Financial services industry
- Language: English
- Type: Thesis , Masters , Economics
- Identifier: http://hdl.handle.net/10353/11762 , vital:39104
- Description: South Africa has a well-developed financial sector, particularly the stock market, which performs better than those of other developed countries. However, it is interesting to note that irrespective of the advancement in the financial sector, the country has low levels of savings. Given this background, the study empirically examined the relationship between stock market development and savings mobilization in South Africa. Employing the Autoregressive Distributed Lag (ARDL) cointegration test for the period 1990 to 2012, using quarterly time series data. Based on the McKinnon-Shaw hypothesis, which advocates that the stock market development promotes the growth rate of savings, a model linking the savings and their determinants was specified. The empirical results revealed that there is a long-term relationship between savings and the other variables including rate of interest, income, age, M3 as a percentage of GDP, bank credit to the private sector as a percentage of GDP, and stock market used in the model. It was also established that the stock market plays a positive role in mobilizing savings in South Africa. In addition, it was also found that the financial sector development has a positive relation with savings, although the interest rate was found to be negatively related to savings. The empirical results indicate that the stock market has a positive effect on savings; however, given the extent to which the financial sector is developed, South Africans in general have access to different financial products which in a way may negatively impact savings as they are net borrowers rather than savers. It is crucially important, therefore, for the general public to be advised on the use of financial products. These empirical results are supported by findings of Mavrotas and Santillana (1999), Kelly and Mavrotas (2003) Odhiambo (2006), Sahoo and Dash (2013), Kapingura and Alagidede (2014), who concluded that the stock market as one of the indicators of financial development positively influences savings.
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- Authors: Katsande, Tamuka
- Date: 2016
- Subjects: Stock exchanges Saving and investment Financial services industry
- Language: English
- Type: Thesis , Masters , Economics
- Identifier: http://hdl.handle.net/10353/11762 , vital:39104
- Description: South Africa has a well-developed financial sector, particularly the stock market, which performs better than those of other developed countries. However, it is interesting to note that irrespective of the advancement in the financial sector, the country has low levels of savings. Given this background, the study empirically examined the relationship between stock market development and savings mobilization in South Africa. Employing the Autoregressive Distributed Lag (ARDL) cointegration test for the period 1990 to 2012, using quarterly time series data. Based on the McKinnon-Shaw hypothesis, which advocates that the stock market development promotes the growth rate of savings, a model linking the savings and their determinants was specified. The empirical results revealed that there is a long-term relationship between savings and the other variables including rate of interest, income, age, M3 as a percentage of GDP, bank credit to the private sector as a percentage of GDP, and stock market used in the model. It was also established that the stock market plays a positive role in mobilizing savings in South Africa. In addition, it was also found that the financial sector development has a positive relation with savings, although the interest rate was found to be negatively related to savings. The empirical results indicate that the stock market has a positive effect on savings; however, given the extent to which the financial sector is developed, South Africans in general have access to different financial products which in a way may negatively impact savings as they are net borrowers rather than savers. It is crucially important, therefore, for the general public to be advised on the use of financial products. These empirical results are supported by findings of Mavrotas and Santillana (1999), Kelly and Mavrotas (2003) Odhiambo (2006), Sahoo and Dash (2013), Kapingura and Alagidede (2014), who concluded that the stock market as one of the indicators of financial development positively influences savings.
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The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementation
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence -- South Africa -- Johannesburg School discipline -- South Africa -- Johannesburg School crisis management -- South Africa -- Johannesburg Juvenile delinquency -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2304 , vital:27750
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
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- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence -- South Africa -- Johannesburg School discipline -- South Africa -- Johannesburg School crisis management -- South Africa -- Johannesburg Juvenile delinquency -- South Africa -- Johannesburg
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2304 , vital:27750
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
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The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: Towards a strategy for Peace Education implementation
- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence School discipline -- South Africa -- Johannesburg School crisis management -- South Africa --Johannesburg
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5282 , vital:29183
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director.
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- Authors: Mkhomi, Moses Sipho
- Date: 2016
- Subjects: School violence School discipline -- South Africa -- Johannesburg School crisis management -- South Africa --Johannesburg
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5282 , vital:29183
- Description: School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director.
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The role of school governing bodies in promoting good-governance in schools: a case of circuit 9 in Qumbu District Eastern Cape Province
- Authors: Mdudo, Mzuvukile
- Date: 2016
- Subjects: Educational change -- South Africa -- Eastern Cape School boards -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/4627 , vital:28468
- Description: The main purpose of the study was to investigate on how a School Governing Body SGB can impact on the challenges of school governance in the Eastern Cape Province, particularly in Circuit 9 schools of Qumbu district. That was done firstly by identifying and explaining the three main themes namely; (i) the role of SGB components, (ii) the effectiveness of a SGB and (iii) the competency of a SGB. The study used the qualitative approach, particularly a constructive interpretative paradigm to collect and analyse data. A desk top study was used as the main design and was implemented to identify information rich data for the study. Desk top research was employed as the main data collection technique and was confirmed, corroborated and augmented by and document analysis, particularly during data analysis. The researcher inductively segmented and coded the data into three main themes which served as the main empirical research findings. Such findings indicated that school governance is influenced by both the SGB and the stakeholders. It was recommended that setting up key strategies, but specific to school governance, will reduce the challenges schools face in terms of governance as there will be full personal responsibility from the SGB.
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- Authors: Mdudo, Mzuvukile
- Date: 2016
- Subjects: Educational change -- South Africa -- Eastern Cape School boards -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/4627 , vital:28468
- Description: The main purpose of the study was to investigate on how a School Governing Body SGB can impact on the challenges of school governance in the Eastern Cape Province, particularly in Circuit 9 schools of Qumbu district. That was done firstly by identifying and explaining the three main themes namely; (i) the role of SGB components, (ii) the effectiveness of a SGB and (iii) the competency of a SGB. The study used the qualitative approach, particularly a constructive interpretative paradigm to collect and analyse data. A desk top study was used as the main design and was implemented to identify information rich data for the study. Desk top research was employed as the main data collection technique and was confirmed, corroborated and augmented by and document analysis, particularly during data analysis. The researcher inductively segmented and coded the data into three main themes which served as the main empirical research findings. Such findings indicated that school governance is influenced by both the SGB and the stakeholders. It was recommended that setting up key strategies, but specific to school governance, will reduce the challenges schools face in terms of governance as there will be full personal responsibility from the SGB.
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The role of South Africa as a hegemonic' power in the maintenance of peace and stability in the SADC region
- Authors: Sibanda, Nkosiyaphi
- Date: 2016
- Subjects: Southern African Development Community Peace-building -- South Africa Conflict management -- South Africa
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/6491 , vital:29824
- Description: This study investigates South Africa’s role as a hegemonic power in maintaining peace and stability in the SADC region. Using qualitative and secondary data supplemented with primary data, the study examines not only South Africa’s hegemonic role in the SADC region but also the challenges and critiques of South Africa’s hegemonic role in the region. The study implores the hegemonic stability theory and explores the features that qualify South Africa to be a regional hegemonic power. These include South Africa’s economic power, military power and strategic location. This study reveals that South Africa’s role in maintaining peace and stability in the region is informed by its foreign policy and its pursuit of national interest and protection of its borders. The study also found out that the motive behind South Africa being active in peacekeeping missions is that it avoids being surrounded by failed states which might have spillover effects into its territorial boundaries. The study notes that there are numerous shortcomings which taint South Africa’s hegemonic status. They include violent protests, xenophobia, racism, crime and corruption. The study recommends that South Africa needs to be proactive in solving the challenges within its domestic terrain as these shortcomings taint its hegemonic status.
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- Authors: Sibanda, Nkosiyaphi
- Date: 2016
- Subjects: Southern African Development Community Peace-building -- South Africa Conflict management -- South Africa
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/6491 , vital:29824
- Description: This study investigates South Africa’s role as a hegemonic power in maintaining peace and stability in the SADC region. Using qualitative and secondary data supplemented with primary data, the study examines not only South Africa’s hegemonic role in the SADC region but also the challenges and critiques of South Africa’s hegemonic role in the region. The study implores the hegemonic stability theory and explores the features that qualify South Africa to be a regional hegemonic power. These include South Africa’s economic power, military power and strategic location. This study reveals that South Africa’s role in maintaining peace and stability in the region is informed by its foreign policy and its pursuit of national interest and protection of its borders. The study also found out that the motive behind South Africa being active in peacekeeping missions is that it avoids being surrounded by failed states which might have spillover effects into its territorial boundaries. The study notes that there are numerous shortcomings which taint South Africa’s hegemonic status. They include violent protests, xenophobia, racism, crime and corruption. The study recommends that South Africa needs to be proactive in solving the challenges within its domestic terrain as these shortcomings taint its hegemonic status.
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