A Review of policies for sustainable solid waste management service in Buffalo City Metropolitan Municipality
- Authors: Qhayi-Shweni, Nokuzola
- Date: 2014
- Subjects: Refuse and refuse disposal -- South Africa -- Eastern Cape Sewage disposal -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/3001 , vital:28231
- Description: Waste is not only harmful to the environment alone but it is also a threat to human health and as such its proper management becomes critical. This study which adopted a qualitative approach focused on the review of policies for sustainable solid waste management service in Buffalo City Metropolitan Municipality in an effort to seek what the municipality’s Solid Waste Department should consider in ensuring that all the communities live in a litter free, clean and healthy environment, and ensure that such a service is received by all communities within its jurisdiction. The most sustainable solid waste management strategy would be to adopt the solid waste hierarchy of promoting waste minimisation, re-use, recycling, waste treatment and disposal as the last resort.
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- Authors: Qhayi-Shweni, Nokuzola
- Date: 2014
- Subjects: Refuse and refuse disposal -- South Africa -- Eastern Cape Sewage disposal -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/3001 , vital:28231
- Description: Waste is not only harmful to the environment alone but it is also a threat to human health and as such its proper management becomes critical. This study which adopted a qualitative approach focused on the review of policies for sustainable solid waste management service in Buffalo City Metropolitan Municipality in an effort to seek what the municipality’s Solid Waste Department should consider in ensuring that all the communities live in a litter free, clean and healthy environment, and ensure that such a service is received by all communities within its jurisdiction. The most sustainable solid waste management strategy would be to adopt the solid waste hierarchy of promoting waste minimisation, re-use, recycling, waste treatment and disposal as the last resort.
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Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district
- Authors: Tyilo, Nomakula
- Date: 2014
- Subjects: Curriculum planning Curriculum planning Curriculum planning Education -- Curricula -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5829 , vital:29400
- Description: This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
- Full Text:
- Authors: Tyilo, Nomakula
- Date: 2014
- Subjects: Curriculum planning Curriculum planning Curriculum planning Education -- Curricula -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5829 , vital:29400
- Description: This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
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Numerical error analysis in foundation phase (Grade 3) mathematics
- Ndamase- Nzuzo, Pumla Patricia
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
- Full Text:
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
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