A Pedagogy of Love: reflections on 25 years of informal vocational education and training practices in the commercial fishing industry in South Africa
- Authors: Ferguson, Robin Anne
- Date: 2023-03-29
- Subjects: Vocational education South Africa , Fisheries Vocational guidance South Africa , Practice theory , Transformative learning , Technical and Vocational Education and Training
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366189 , vital:65841 , DOI https://doi.org/10.21504/10962/366189
- Description: This thesis is a reflection of informal vocational education and training (IVET) practices conducted by the Researcher in the commercial fishing industry between 1995-2021. Fourteen interventions took place during this time which involved several hundred sea-going employees who are disadvantaged by low levels of literacies and low/no Internet Computer Technology connectivity. The Production Programme was chosen as the focus of study and draws upon the influence of the other thirteen programmes. The purpose of the Production Programme was to teach technical fish processing skills to the production management teams and factory hands who work in the factories on board the vessels. The programme ran for five years and evolved through three distinct generations. At the heart of this work lies the question: ‘What made these programmes successful?’ This is an intra-programmatic study and seeks to identify the pedagogical practices which promoted or confounded the efficacy of the Production Programme; and based upon this understanding how such programmes could be improved, transferred, and taken to scale. These questions are both descriptive and explorative in nature. IVET is regarded as training which takes place outside of the formal South African National Qualifications Framework. This work is relevant because approximately 80% of sea-going staff neither finish school, nor get the opportunity of Post School Education and Training by going to a university, a technical institution, or a community college. This statistic is reflected in the general population (Department of Higher Education and Training [DHET], 2022). There is a fine line between being employed and unemployed for people working at this level in the formal economy which makes this project relevant to youth or persons who are ‘not in employment, education or training’ too. This means that for most South African adults IVET presents a significant opportunity for post-school education. Therefore, it is important to answer the questions raised above to rapidly improve inclusion of the majority of South Africans into meaningful education which improves livelihoods. The Theory of Practice Architectures (TPA), from the collection of social-material practice theories, is the conceptual framework for this thesis. The smallest unit of analysis of TPA are practices which may be ‘sayings/thinkings’, ‘doings’, or ‘relatings’. These practices bundle together into practice arrangements and form practice architectures. The reason that TPA was chosen was that practices were the only data available as we (learners, managers, facilitators, and me) knew what we had said/thought or done, and we were aware of the relationships between us over the years as the fourteen interventions played out. Under conventional research circumstances data would be collected in real time, however in this project, most of the data is historical. In addition to the fundamental building blocks of TPA, the theory is embedded in a Theory of Education. There have also been contemporary enhancements to the TPA which were significant to this study, for example, the Ecologies of Practices, a Trellis of Practices which Support Professional Learning, Middle Leadership, Travelling Practices, and moves towards transformative or transgressive education using the TPA in IVET. This is empirical, qualitative research and an ethnographic case study was chosen as the research design which is a methodology particularly suited to answering both descriptive and explorative questions. Nine methods for data collection were used, namely an historical reflective narrative; two focused-group interviews; three individual interviews; four Whatsapp videos; one WhatsApp voice note; two mobisodes; ten questionnaires; 29 documents; and 16 photographs. Because this data was collected under Covid-19 pandemic conditions, two conceptions were employed to guide the generation of data under these uncertain and constrained conditions. These were firstly, the ‘methodology of chance’ which allowed for a ‘methodological agility’; and secondly, the idea of ‘information power’ which is helpful in deciding on how much data is enough. In order to be explicit concerning a key research activity, the approach and method used to review the literature is explicated. Key practices were identified in the data set and described; and then the data was analysed using heuristics provided by TPA theorists. Seven Tables of Invention were used to synthesise the data arising from these practices. An eighth Table of Invention was used to synthesise all the practices and practice arrangements characterised; and to indicate how these evolved over time and space. The data description and analysis is supported by eight Analytic Memos, a comprehensive Data Code Table and a hyperlink to a data repository which provides access to oral and video material. The findings distinguished five key practices and practice arrangements which were: Practices of the Creation of Courseware; Practices of Teaching and Learning; Practices of Assessment; Practices of Love; Practices of Management. The thesis title is reflective of the impact which love has upon the pedagogical process of IVET. Based upon the analysis and synthesis of the corpus of data, practices which either promoted or confounded the Production Programme became visible; it is these insights which inform future improvements to similar programmes. Emanating from these findings, two overarching practice architectures (PA) were identified which restrained the Production Programme in the same manner that the banks of a river restrain a river, and yet simultaneously, are changed by the river over time. These are the PA of Methodology and Methods and the PA of Maturing Ecologies of Practices. The inferences drawn from the data were achieved through the use of deductive, inductive, and abductive reasoning. My claim to new knowledge is a lamination of a practical contribution on one side of the coin, and a theoretical contribution on the other side of the coin. The PA of Methodology and Methods provides a practical mechanism to create, deliver and assess IVET. This is done by explicating the three practice architectures which constitute the overarching PA of Methodology and Methods which are, the PA of Informality; the PA of Range, and the PA of Relationality. An IVET programme constitutes Ecologies of Practices. The theoretical conception of the overarching PA of Maturing Ecologies of Practices provides a conceptual tool which enables the transferring and scaling of IVET programmes. It does this by providing theoretical indicators to establish the ‘state’ of an IVET programme as it matures over time from a pioneer state to a settler state. An IVET educator can then work towards creating a PA which is conducive for a mature ecologies of practices to form; and the programme can then be transferred and/or taken to scale, if this is desirable in the particular context. The power of my claim to new knowledge does not lie on one side or the other of the coin, but in the lamination of the practical and theoretical contributions put to use in the service of IVET. This thesis concludes with a number of theoretical and practical recommendations which are loosely grouped according to ‘sayings/thinkings’, ‘doings’ and ‘relatings’ in deference to the value of TPA to this thesis. An urgency is conveyed in these recommendations as there is an immediate need to improve the livelihoods of ordinary South Africans. One of the ways of doing this is through informal ‘education for living well’ which contributes to a ‘world worth living in’. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Ferguson, Robin Anne
- Date: 2023-03-29
- Subjects: Vocational education South Africa , Fisheries Vocational guidance South Africa , Practice theory , Transformative learning , Technical and Vocational Education and Training
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366189 , vital:65841 , DOI https://doi.org/10.21504/10962/366189
- Description: This thesis is a reflection of informal vocational education and training (IVET) practices conducted by the Researcher in the commercial fishing industry between 1995-2021. Fourteen interventions took place during this time which involved several hundred sea-going employees who are disadvantaged by low levels of literacies and low/no Internet Computer Technology connectivity. The Production Programme was chosen as the focus of study and draws upon the influence of the other thirteen programmes. The purpose of the Production Programme was to teach technical fish processing skills to the production management teams and factory hands who work in the factories on board the vessels. The programme ran for five years and evolved through three distinct generations. At the heart of this work lies the question: ‘What made these programmes successful?’ This is an intra-programmatic study and seeks to identify the pedagogical practices which promoted or confounded the efficacy of the Production Programme; and based upon this understanding how such programmes could be improved, transferred, and taken to scale. These questions are both descriptive and explorative in nature. IVET is regarded as training which takes place outside of the formal South African National Qualifications Framework. This work is relevant because approximately 80% of sea-going staff neither finish school, nor get the opportunity of Post School Education and Training by going to a university, a technical institution, or a community college. This statistic is reflected in the general population (Department of Higher Education and Training [DHET], 2022). There is a fine line between being employed and unemployed for people working at this level in the formal economy which makes this project relevant to youth or persons who are ‘not in employment, education or training’ too. This means that for most South African adults IVET presents a significant opportunity for post-school education. Therefore, it is important to answer the questions raised above to rapidly improve inclusion of the majority of South Africans into meaningful education which improves livelihoods. The Theory of Practice Architectures (TPA), from the collection of social-material practice theories, is the conceptual framework for this thesis. The smallest unit of analysis of TPA are practices which may be ‘sayings/thinkings’, ‘doings’, or ‘relatings’. These practices bundle together into practice arrangements and form practice architectures. The reason that TPA was chosen was that practices were the only data available as we (learners, managers, facilitators, and me) knew what we had said/thought or done, and we were aware of the relationships between us over the years as the fourteen interventions played out. Under conventional research circumstances data would be collected in real time, however in this project, most of the data is historical. In addition to the fundamental building blocks of TPA, the theory is embedded in a Theory of Education. There have also been contemporary enhancements to the TPA which were significant to this study, for example, the Ecologies of Practices, a Trellis of Practices which Support Professional Learning, Middle Leadership, Travelling Practices, and moves towards transformative or transgressive education using the TPA in IVET. This is empirical, qualitative research and an ethnographic case study was chosen as the research design which is a methodology particularly suited to answering both descriptive and explorative questions. Nine methods for data collection were used, namely an historical reflective narrative; two focused-group interviews; three individual interviews; four Whatsapp videos; one WhatsApp voice note; two mobisodes; ten questionnaires; 29 documents; and 16 photographs. Because this data was collected under Covid-19 pandemic conditions, two conceptions were employed to guide the generation of data under these uncertain and constrained conditions. These were firstly, the ‘methodology of chance’ which allowed for a ‘methodological agility’; and secondly, the idea of ‘information power’ which is helpful in deciding on how much data is enough. In order to be explicit concerning a key research activity, the approach and method used to review the literature is explicated. Key practices were identified in the data set and described; and then the data was analysed using heuristics provided by TPA theorists. Seven Tables of Invention were used to synthesise the data arising from these practices. An eighth Table of Invention was used to synthesise all the practices and practice arrangements characterised; and to indicate how these evolved over time and space. The data description and analysis is supported by eight Analytic Memos, a comprehensive Data Code Table and a hyperlink to a data repository which provides access to oral and video material. The findings distinguished five key practices and practice arrangements which were: Practices of the Creation of Courseware; Practices of Teaching and Learning; Practices of Assessment; Practices of Love; Practices of Management. The thesis title is reflective of the impact which love has upon the pedagogical process of IVET. Based upon the analysis and synthesis of the corpus of data, practices which either promoted or confounded the Production Programme became visible; it is these insights which inform future improvements to similar programmes. Emanating from these findings, two overarching practice architectures (PA) were identified which restrained the Production Programme in the same manner that the banks of a river restrain a river, and yet simultaneously, are changed by the river over time. These are the PA of Methodology and Methods and the PA of Maturing Ecologies of Practices. The inferences drawn from the data were achieved through the use of deductive, inductive, and abductive reasoning. My claim to new knowledge is a lamination of a practical contribution on one side of the coin, and a theoretical contribution on the other side of the coin. The PA of Methodology and Methods provides a practical mechanism to create, deliver and assess IVET. This is done by explicating the three practice architectures which constitute the overarching PA of Methodology and Methods which are, the PA of Informality; the PA of Range, and the PA of Relationality. An IVET programme constitutes Ecologies of Practices. The theoretical conception of the overarching PA of Maturing Ecologies of Practices provides a conceptual tool which enables the transferring and scaling of IVET programmes. It does this by providing theoretical indicators to establish the ‘state’ of an IVET programme as it matures over time from a pioneer state to a settler state. An IVET educator can then work towards creating a PA which is conducive for a mature ecologies of practices to form; and the programme can then be transferred and/or taken to scale, if this is desirable in the particular context. The power of my claim to new knowledge does not lie on one side or the other of the coin, but in the lamination of the practical and theoretical contributions put to use in the service of IVET. This thesis concludes with a number of theoretical and practical recommendations which are loosely grouped according to ‘sayings/thinkings’, ‘doings’ and ‘relatings’ in deference to the value of TPA to this thesis. An urgency is conveyed in these recommendations as there is an immediate need to improve the livelihoods of ordinary South Africans. One of the ways of doing this is through informal ‘education for living well’ which contributes to a ‘world worth living in’. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
An in-depth investigation of an early literacy intervention in Grade R in the Eastern Cape Province, South Africa
- Authors: Hodgskiss, Jennifer Adelé
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366222 , vital:65844
- Description: Thesis embargoed. Expected release date early 2025. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Hodgskiss, Jennifer Adelé
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366222 , vital:65844
- Description: Thesis embargoed. Expected release date early 2025. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
Exploring aspects of Community of Inquiry (CoI) in Afrophilia learning processes for transformative education using an Afrophilic ‘Philosophy for Children’ approach: a case of Sebakwe resettlement primary schools in the Midlands Province of Zimbabwe
- Authors: Bhurekeni, John
- Date: 2023-03-29
- Subjects: Culturally relevant pedagogy Zimbabwe , Curriculum change Zimbabwe , Philosophy Study and teaching (Elementary) Zimbabwe , Critical thinking , Decolonization Zimbabwe , Technology Political aspects , Representation (Philosophy)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366178 , vital:65840 , DOI https://doi.org/10.21504/10962/366178
- Description: This study focused on investigating and developing an Afrophilic orientation to a sociocultural approach to philosophy for children. The main aim was to foster a critical and generative approach to considering the heritage-based curriculum foundations of Zimbabwean primary schools, focusing on Sebakwe resettlement primary schools (the case study area). Afrophilia foundations in the study are regarded as “the discourses that are the medium of philosophical reflexion” (Rettova, 2004, p. 4) in each African society. As articulated in the study, such discourses include African proverbs, poems, stories, music, and folktales which are useful in the initiation of philosophical engagements with children in a community of inquiry approach. A community of inquiry is a framework that reflects a collaborative-dialogical approach to teaching and learning. Curriculum reviews in postcolonial Zimbabwe have revealed an unconscious misalignment of the Zimbabwean education system's philosophical underpinnings because it has continued to align itself with imperial British colonial philosophy, which contradicts the country's developmental needs (Presidential Commission of Inquiry into Education and Training [CIET], 1999, Zimbabwe Ministry of Primary and Secondary Education [MoPSE], 2014). The philosophical misalignment is an extension of the colonial history of Zimbabwe showing that vestiges of colonial rule still shape the education sector. This leaves the education system focusing mainly on abstracted concepts with continued marginalisation of local cultures, discourses, and knowledge. Consequently, it leaves Zimbabwe together with other postcolonial education systems with the task of dealing with the phenomenon of colonial continuity. One implication of these colonial continuities, is learner disinterest in learning, which affects the educational process negatively, affecting the learning of critical reflexive thinking, an issue which I have observed in the Sebakwe resettlement schools involved in this study where I have been teaching for 15 years. To address, this, the study sought to answer the following questions: What historical and contemporary barriers are affecting the promotion of a culture of learning in Zimbabwean resettlement primary schools, particularly as they relate to learners' underdevelopment of critical reflexive thinking skills? In addition, How can the Philosophy for Children Afrophilia curriculum intervention promote a culture of learning in Sebakwe resettlement primary schools that is oriented toward the development of critical reflexive thinking skills in children? In approaching the research questions, I applied postcolonial and decolonisation theory, sociocultural learning theory and curriculum theory aimed at transformative change, that is oriented towards achieving a more contextually oriented approach to teaching and learning, and a paradigm of ‘learning as connection’ (Lotz-Sisitka & Lupele, 2017; Shumba, 2017). This has been identified as a ‘missing’ discourse in mainstream educational quality discourses in southern Africa (Lotz-Sisitka & Lupele, 2017). Furthermore, to create space for curriculum development using multi-actor groups in a community of inquiry, I used decolonial research methodologies in the data generation process. The study is constituted as an interventionist case study, and I applied a four-stage process comprising document analysis, workshops, participant observations involving children between 8-11 years, and reflective interviews with parents, educators and children as instruments for data gathering. I also used process-based analytical tools developed in Philosophy of Children research to analyse the processes of critical reflexive thinking development that emerged from the Philosophy for Children pedagogy involving ten lessons which I facilitated, and videorecorded. Moreover, I used postcolonial and decolonial discourse analysis to provide the broader analytical insights that informed the interpretations of the lesson analysis data from the perspective of the research problem that I address across the research project. This PhD is produced as a PhD by publication, which involves publishing of papers, and orientation to, and interpretation of the papers. The main findings of this study are reported in articles that I prepared for publication, three of which have already been published (see Appendices A1, A4 and A5), and four which have been submitted for publication (A2, A3, A6, A7) with some already at an advanced stage of finalisation via review. The conceptual paper (A1) that served as the foundation for the publication journey revealed that, in addition to the weight of cultural technologies of domination, the curriculum is shaped by the paradox of a superficial interpretation of unhu/ubuntu educational philosophy. As a result, the curriculum becomes disconnected from the learners' real-world experiences. The second paper (A2), which focuses on why Zimbabwe needs the Philosophy for Children approach with a sociocultural medley, unveils Zimbabwe's complex decolonial curriculum reforms and their many contradictions and paradoxes. However, it also emerged that the approach used in this study empowers teachers, is relevant to the emerging constellation of practices in the Sebakwe resettlement, and influences power sharing beyond teacher-child relationships. The third paper (A3), based on children’s philosophy for children practice, defends the study’s decision to bring children’s heritage and cultural lens to bear on curriculum and pedagogical praxis. In essence, the article explores a synergy between philosophy for children and the Zimbabwean heritage-based educational curriculum, serving to enrich both. The fourth paper (A4) makes the case that philosophy for children could be a viable pedagogy for transformative education, and it provides evidence-based implementation of a context-based philosophy for children. According to this paper, the approach is effective in strengthening strong community relationships, instilling pride in local heritage, and advancing curriculum transformation. The fifth paper (A5) focusses on the approach's implications for teachers' roles, practices, and competencies. Six dimensions of teacher roles, practices, and competences surfaced, including the role of the teacher as a decoloniser and pedagogical innovator, among others. The sixth paper (A6), influenced by the previous papers' findings, focused on decolonisation and improving learning opportunities for children in the Sebakwe area using the philosophy for children approach. This paper's data depicts a ‘third space’ in which learners consolidate their cultural capital and curriculum content into their own meaning construction. The implication is that schools become neutral sites that improve learners' interdependence and inclusivity while also taking contextual realities into account. The findings of the seventh and final paper (A7) presented in this write-up advance the idea that a Philosophy for Children approach with a sociocultural medley influences an ethics of care by demonstrating how Afrophilia experiences influence a new path to wildlife conservation and sustainability. The study highlights that integrating Philosophy for Children and Afrophilia foundations of knowledge into the school curriculum promotes critical reflexive thinking skills, helps to address real-life problems and adds relevance to the curriculum. The study further shows that the integration of philosophy for children in the advancement of curriculum transformation in Zimbabwe is a successful formative interventionist approach in the resettlement schools that are characterised by a critical shortage of teaching and learning resources. In essence, the research opens an understanding that curriculum transformation and decolonisation are context-based and multi-actor processes, as showcased in the experiences of parents, teachers, education inspectors, and children in this study. Furthermore, this study posits that situating curriculum decolonization and transformation within unhu/ubuntu dialectical rationality and advancing diversity in reasoning necessitates deeper engagement with heritage-based curriculum and provides teachers with appropriate agency to modify and adapt their pedagogies in alignment with the learners' life world. According to the study, this emerged as a rational possible solution to the problem of curriculum decontextualisation. Curriculum decontextualisation as highlighted in the study via the problem of colonial continuity mentioned above, appears to be further influenced by the emphasis on examination assessment scores which seem to widen the gap between the adult and child worlds, as well as the gap between contextual realities and [curriculum] examination content. Overall, the study offers an approach that can deepen an unhu/ubuntu foundation for the heritage-based curriculum reform in Zimbabwe, and strengthen the learning of children in the resettlement schools, where the case was explored. Implications for further research are elaborated, as are possible implications for policy and practice. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Bhurekeni, John
- Date: 2023-03-29
- Subjects: Culturally relevant pedagogy Zimbabwe , Curriculum change Zimbabwe , Philosophy Study and teaching (Elementary) Zimbabwe , Critical thinking , Decolonization Zimbabwe , Technology Political aspects , Representation (Philosophy)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366178 , vital:65840 , DOI https://doi.org/10.21504/10962/366178
- Description: This study focused on investigating and developing an Afrophilic orientation to a sociocultural approach to philosophy for children. The main aim was to foster a critical and generative approach to considering the heritage-based curriculum foundations of Zimbabwean primary schools, focusing on Sebakwe resettlement primary schools (the case study area). Afrophilia foundations in the study are regarded as “the discourses that are the medium of philosophical reflexion” (Rettova, 2004, p. 4) in each African society. As articulated in the study, such discourses include African proverbs, poems, stories, music, and folktales which are useful in the initiation of philosophical engagements with children in a community of inquiry approach. A community of inquiry is a framework that reflects a collaborative-dialogical approach to teaching and learning. Curriculum reviews in postcolonial Zimbabwe have revealed an unconscious misalignment of the Zimbabwean education system's philosophical underpinnings because it has continued to align itself with imperial British colonial philosophy, which contradicts the country's developmental needs (Presidential Commission of Inquiry into Education and Training [CIET], 1999, Zimbabwe Ministry of Primary and Secondary Education [MoPSE], 2014). The philosophical misalignment is an extension of the colonial history of Zimbabwe showing that vestiges of colonial rule still shape the education sector. This leaves the education system focusing mainly on abstracted concepts with continued marginalisation of local cultures, discourses, and knowledge. Consequently, it leaves Zimbabwe together with other postcolonial education systems with the task of dealing with the phenomenon of colonial continuity. One implication of these colonial continuities, is learner disinterest in learning, which affects the educational process negatively, affecting the learning of critical reflexive thinking, an issue which I have observed in the Sebakwe resettlement schools involved in this study where I have been teaching for 15 years. To address, this, the study sought to answer the following questions: What historical and contemporary barriers are affecting the promotion of a culture of learning in Zimbabwean resettlement primary schools, particularly as they relate to learners' underdevelopment of critical reflexive thinking skills? In addition, How can the Philosophy for Children Afrophilia curriculum intervention promote a culture of learning in Sebakwe resettlement primary schools that is oriented toward the development of critical reflexive thinking skills in children? In approaching the research questions, I applied postcolonial and decolonisation theory, sociocultural learning theory and curriculum theory aimed at transformative change, that is oriented towards achieving a more contextually oriented approach to teaching and learning, and a paradigm of ‘learning as connection’ (Lotz-Sisitka & Lupele, 2017; Shumba, 2017). This has been identified as a ‘missing’ discourse in mainstream educational quality discourses in southern Africa (Lotz-Sisitka & Lupele, 2017). Furthermore, to create space for curriculum development using multi-actor groups in a community of inquiry, I used decolonial research methodologies in the data generation process. The study is constituted as an interventionist case study, and I applied a four-stage process comprising document analysis, workshops, participant observations involving children between 8-11 years, and reflective interviews with parents, educators and children as instruments for data gathering. I also used process-based analytical tools developed in Philosophy of Children research to analyse the processes of critical reflexive thinking development that emerged from the Philosophy for Children pedagogy involving ten lessons which I facilitated, and videorecorded. Moreover, I used postcolonial and decolonial discourse analysis to provide the broader analytical insights that informed the interpretations of the lesson analysis data from the perspective of the research problem that I address across the research project. This PhD is produced as a PhD by publication, which involves publishing of papers, and orientation to, and interpretation of the papers. The main findings of this study are reported in articles that I prepared for publication, three of which have already been published (see Appendices A1, A4 and A5), and four which have been submitted for publication (A2, A3, A6, A7) with some already at an advanced stage of finalisation via review. The conceptual paper (A1) that served as the foundation for the publication journey revealed that, in addition to the weight of cultural technologies of domination, the curriculum is shaped by the paradox of a superficial interpretation of unhu/ubuntu educational philosophy. As a result, the curriculum becomes disconnected from the learners' real-world experiences. The second paper (A2), which focuses on why Zimbabwe needs the Philosophy for Children approach with a sociocultural medley, unveils Zimbabwe's complex decolonial curriculum reforms and their many contradictions and paradoxes. However, it also emerged that the approach used in this study empowers teachers, is relevant to the emerging constellation of practices in the Sebakwe resettlement, and influences power sharing beyond teacher-child relationships. The third paper (A3), based on children’s philosophy for children practice, defends the study’s decision to bring children’s heritage and cultural lens to bear on curriculum and pedagogical praxis. In essence, the article explores a synergy between philosophy for children and the Zimbabwean heritage-based educational curriculum, serving to enrich both. The fourth paper (A4) makes the case that philosophy for children could be a viable pedagogy for transformative education, and it provides evidence-based implementation of a context-based philosophy for children. According to this paper, the approach is effective in strengthening strong community relationships, instilling pride in local heritage, and advancing curriculum transformation. The fifth paper (A5) focusses on the approach's implications for teachers' roles, practices, and competencies. Six dimensions of teacher roles, practices, and competences surfaced, including the role of the teacher as a decoloniser and pedagogical innovator, among others. The sixth paper (A6), influenced by the previous papers' findings, focused on decolonisation and improving learning opportunities for children in the Sebakwe area using the philosophy for children approach. This paper's data depicts a ‘third space’ in which learners consolidate their cultural capital and curriculum content into their own meaning construction. The implication is that schools become neutral sites that improve learners' interdependence and inclusivity while also taking contextual realities into account. The findings of the seventh and final paper (A7) presented in this write-up advance the idea that a Philosophy for Children approach with a sociocultural medley influences an ethics of care by demonstrating how Afrophilia experiences influence a new path to wildlife conservation and sustainability. The study highlights that integrating Philosophy for Children and Afrophilia foundations of knowledge into the school curriculum promotes critical reflexive thinking skills, helps to address real-life problems and adds relevance to the curriculum. The study further shows that the integration of philosophy for children in the advancement of curriculum transformation in Zimbabwe is a successful formative interventionist approach in the resettlement schools that are characterised by a critical shortage of teaching and learning resources. In essence, the research opens an understanding that curriculum transformation and decolonisation are context-based and multi-actor processes, as showcased in the experiences of parents, teachers, education inspectors, and children in this study. Furthermore, this study posits that situating curriculum decolonization and transformation within unhu/ubuntu dialectical rationality and advancing diversity in reasoning necessitates deeper engagement with heritage-based curriculum and provides teachers with appropriate agency to modify and adapt their pedagogies in alignment with the learners' life world. According to the study, this emerged as a rational possible solution to the problem of curriculum decontextualisation. Curriculum decontextualisation as highlighted in the study via the problem of colonial continuity mentioned above, appears to be further influenced by the emphasis on examination assessment scores which seem to widen the gap between the adult and child worlds, as well as the gap between contextual realities and [curriculum] examination content. Overall, the study offers an approach that can deepen an unhu/ubuntu foundation for the heritage-based curriculum reform in Zimbabwe, and strengthen the learning of children in the resettlement schools, where the case was explored. Implications for further research are elaborated, as are possible implications for policy and practice. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
Integrating music and mathematics for connecting across multiple constructs of fractional understanding: an RME task design journey
- Authors: Lovemore, Tarryn Shirley
- Date: 2023-03-29
- Subjects: Communities of practice , Interdisciplinary approach in education , Fractions , Mathematics Study and teaching , Music in mathematics education , Number line
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366200 , vital:65842 , DOI https://doi.org/10.21504/10962/366200
- Description: Two South African curricular aims: appreciating creativity in mathematics and developing conceptual understanding, motivated this study. Negative views towards mathematics and challenges in teaching and learning fractions at primary school level are reported in literature, with the part-whole construct of fractions often the sole teaching focus. Despite challenges in curriculum integration (high demands on teachers and diluting disciplines), benefits, such as motivation and creative thinking, are noted. I recognised music-mathematics integration as an opportune context for designing tasks to support learners in moving flexibly between the fraction as ratio, fraction as measure and part-whole constructs. Guided by Realistic Mathematics Education principles, I embarked on a participatory dual-design experiment in task design, grappling within three micro-Communities of Practice (micro-CoPs) and across two planes: the Design-Theorising Plane and the Grounded-Practice Plane. In the Design-Theorising Plane, I worked with my two doctoral supervisors, grappling with design obstacles and finding resolutions. COVID-19 restrictions shifted our meetings to online platforms, allowing documentation and analysis of the task design process through recording functions. In the Grounded-Practice Plane, I worked within two separate micro-CoPs, both at independent schools (eight and two participating teachers respectively). Data on the teachers’ interrogation and implementation of the designed tasks were obtained via formal and informal interviews. Their reflections informed ongoing adaptations to the task design. Data were analysed in a matrix I designed and via NVivo coding. Findings include both the product of the task design journey (eight music-mathematics lessons, resources, and representations) and the process (ten groupings of Obstacle-Resolution Cycles). Three key questions (relating to music-mathematics fidelity; to task simplification for implementation; and to appropriate music-mathematics representation) were used in addressing each Obstacle-Resolution Cycle. Designing tasks to teach the part-whole construct of fractions was relatively straightforward, but designing tasks to teach the fraction as ratio and fraction as measure constructs was more challenging. These constructs could not be conflated by superimposing the music and mathematical linear representations. Aligning them, however, allowed for moving flexibly between the constructs. The teachers reported that the integrated music-mathematics tasks and supporting resources enhanced their learners’ fractional problem-solving abilities, simultaneously promoting more positive learner dispositions towards mathematics. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Lovemore, Tarryn Shirley
- Date: 2023-03-29
- Subjects: Communities of practice , Interdisciplinary approach in education , Fractions , Mathematics Study and teaching , Music in mathematics education , Number line
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366200 , vital:65842 , DOI https://doi.org/10.21504/10962/366200
- Description: Two South African curricular aims: appreciating creativity in mathematics and developing conceptual understanding, motivated this study. Negative views towards mathematics and challenges in teaching and learning fractions at primary school level are reported in literature, with the part-whole construct of fractions often the sole teaching focus. Despite challenges in curriculum integration (high demands on teachers and diluting disciplines), benefits, such as motivation and creative thinking, are noted. I recognised music-mathematics integration as an opportune context for designing tasks to support learners in moving flexibly between the fraction as ratio, fraction as measure and part-whole constructs. Guided by Realistic Mathematics Education principles, I embarked on a participatory dual-design experiment in task design, grappling within three micro-Communities of Practice (micro-CoPs) and across two planes: the Design-Theorising Plane and the Grounded-Practice Plane. In the Design-Theorising Plane, I worked with my two doctoral supervisors, grappling with design obstacles and finding resolutions. COVID-19 restrictions shifted our meetings to online platforms, allowing documentation and analysis of the task design process through recording functions. In the Grounded-Practice Plane, I worked within two separate micro-CoPs, both at independent schools (eight and two participating teachers respectively). Data on the teachers’ interrogation and implementation of the designed tasks were obtained via formal and informal interviews. Their reflections informed ongoing adaptations to the task design. Data were analysed in a matrix I designed and via NVivo coding. Findings include both the product of the task design journey (eight music-mathematics lessons, resources, and representations) and the process (ten groupings of Obstacle-Resolution Cycles). Three key questions (relating to music-mathematics fidelity; to task simplification for implementation; and to appropriate music-mathematics representation) were used in addressing each Obstacle-Resolution Cycle. Designing tasks to teach the part-whole construct of fractions was relatively straightforward, but designing tasks to teach the fraction as ratio and fraction as measure constructs was more challenging. These constructs could not be conflated by superimposing the music and mathematical linear representations. Aligning them, however, allowed for moving flexibly between the constructs. The teachers reported that the integrated music-mathematics tasks and supporting resources enhanced their learners’ fractional problem-solving abilities, simultaneously promoting more positive learner dispositions towards mathematics. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
Leveraging a peer-learning community and expert community members in the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions
- Authors: Simasiku, Fredrick Simataa
- Date: 2023-03-29
- Subjects: Chemical kinetics Study and teaching (Secondary) Namibia , Ethnoscience Namibia , Scientific knowledge , Peer teaching Namibia , Pedagogical content knowledge , Culturally relevant pedagogy Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366211 , vital:65843 , DOI https://doi.org/10.21504/10962/366211
- Description: The integration of indigenous knowledge (IK) in science teaching in Namibia is part of the transformation agenda that hopes to revitalise and make science accessible and relevant to learners’ everyday life experiences. However, there seems to be contradictions between the intended curriculum, the enacted curriculum and the attained curriculum. This disjuncture is exacerbated in part by the fact that science teachers seem to be struggling to be cultural knowledge brokers. It is against this backdrop that this formative interventionist study sought to leverage a peer-learning community and expert community members in the integration of IK into the learning and teaching of Grade 10 Chemistry on the rate of reactions. To achieve this, we mobilised the indigenous technologies of preserving and pounding Mahangu and making Oshikundu to mediate learning of the rate of reactions. The study was guided by the broad overarching research question: How does a peer-learning community and expert community members leverage the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions? In this study, I used two complementary paradigms, viz. the transformative research paradigm and the indigenous research paradigm. Within these paradigms, I employed a qualitative case study research design using the community of practice and participatory action research as research approaches. Five Grade 10 Chemistry teachers from three schools in the Ohangwena region were involved in this study. Data were generated through semi-structured interviews, co-analysis of curriculum documents, workshop presentations and discussions, practical demonstrations, participatory observation, lesson observation, stimulated recall interviews, and participants’ reflections. Vygotsky’s sociocultural theory and Shulman’s Pedagogical Content Knowledge (PCK) were employed as theoretical frameworks in this study. Additionally, within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge components were used as an analytical framework. I used an inductive-deductive approach to data analysis to come up with sub-themes and themes. The main finding of this study revealed that leveraging a peer-learning community and the expert community members (ECMs) empowered the Chemistry teachers involved in this study to be cultural knowledge brokers and their understanding of how to integrate IK in their teaching improved. Both their subject matter knowledge and pedagogical content knowledge improved through co-developing and enacting exemplar lessons that integrated IK from the expert community members as well as from their own environments. A main insight of this study is that Chemistry teachers should seek opportunities to create peer-learning communities that engage with expert community members who are the custodians of the cultural heritage. The study also shows that this approach will support them to become better cultural knowledge brokers and help their learners bridge the divide between school science and what they have learnt in their homes or community. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Simasiku, Fredrick Simataa
- Date: 2023-03-29
- Subjects: Chemical kinetics Study and teaching (Secondary) Namibia , Ethnoscience Namibia , Scientific knowledge , Peer teaching Namibia , Pedagogical content knowledge , Culturally relevant pedagogy Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366211 , vital:65843 , DOI https://doi.org/10.21504/10962/366211
- Description: The integration of indigenous knowledge (IK) in science teaching in Namibia is part of the transformation agenda that hopes to revitalise and make science accessible and relevant to learners’ everyday life experiences. However, there seems to be contradictions between the intended curriculum, the enacted curriculum and the attained curriculum. This disjuncture is exacerbated in part by the fact that science teachers seem to be struggling to be cultural knowledge brokers. It is against this backdrop that this formative interventionist study sought to leverage a peer-learning community and expert community members in the integration of IK into the learning and teaching of Grade 10 Chemistry on the rate of reactions. To achieve this, we mobilised the indigenous technologies of preserving and pounding Mahangu and making Oshikundu to mediate learning of the rate of reactions. The study was guided by the broad overarching research question: How does a peer-learning community and expert community members leverage the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions? In this study, I used two complementary paradigms, viz. the transformative research paradigm and the indigenous research paradigm. Within these paradigms, I employed a qualitative case study research design using the community of practice and participatory action research as research approaches. Five Grade 10 Chemistry teachers from three schools in the Ohangwena region were involved in this study. Data were generated through semi-structured interviews, co-analysis of curriculum documents, workshop presentations and discussions, practical demonstrations, participatory observation, lesson observation, stimulated recall interviews, and participants’ reflections. Vygotsky’s sociocultural theory and Shulman’s Pedagogical Content Knowledge (PCK) were employed as theoretical frameworks in this study. Additionally, within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge components were used as an analytical framework. I used an inductive-deductive approach to data analysis to come up with sub-themes and themes. The main finding of this study revealed that leveraging a peer-learning community and the expert community members (ECMs) empowered the Chemistry teachers involved in this study to be cultural knowledge brokers and their understanding of how to integrate IK in their teaching improved. Both their subject matter knowledge and pedagogical content knowledge improved through co-developing and enacting exemplar lessons that integrated IK from the expert community members as well as from their own environments. A main insight of this study is that Chemistry teachers should seek opportunities to create peer-learning communities that engage with expert community members who are the custodians of the cultural heritage. The study also shows that this approach will support them to become better cultural knowledge brokers and help their learners bridge the divide between school science and what they have learnt in their homes or community. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
Making the personal political: understanding the impacts of participation in an anti-rape protest for women who have experienced sexual violence
- Authors: Barker, Kim Elise
- Date: 2023-03-29
- Subjects: Sexual assault South Africa , Silent protest , Under-reporting , Sexual abuse victims Attiudes , Narrative inquiry (Research method) , Rape Psychological aspects
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422590 , vital:71960 , DOI 10.21504/10962/422590
- Description: South Africa is recognised as a country with unusually high levels of rape and sexual violence. The majority of those who experience sexual violence do not acknowledge, disclose or report it, and do not access support. Many factors have been identified which can inhibit acknowledgement and disclosure. While silence is to be honoured as a chosen response, unwanted silencing is of concern. The annual Silent Protest at Rhodes University is a day-long anti-rape protest which draws attention to the attitudes and practices which silence victim-survivors, and enacts solidarity with victim-survivors of sexual violence. I conducted a three year “critically engaged, activist ethnography” with the community of Silent Protestors and organisers. My focus was on the stories that victim-survivors told about the impacts of participating in the protest. Changes in the research context allowed for a participatory action research cycle to be incorporated into the methodology. This offered an opportunity to implement and evaluate some changes suggested by my research contributors. My contributor’s narratives highlighted the ways in which as a society we position those who have been subjected to sexual violence in ways that are limited and limiting and which diminish victim-survivors’ sense of agency and value. This malignant positioning restricts the choices available to victim-survivors. The anticipation of being positioned in negative ways can inhibit victim-survivors from disclosing a violation and accessing care and justice. Participation in the Silent Protest seems to stand against some of the factors which inhibit acknowledgement and disclosure. Through their participation many women took up opportunities to share their story with at least one other person and to receive and offer care. Most described participation as having been beneficial and having helped them move towards living well again. The ways in which the Silent Protest positioned victim-survivors and the choices they were offered in relation to that positioning seemed to open up opportunities for thinking, feeling and acting in ways that they preferred. This suggests that interventions which mobilise both political resistance and mutual care hold promise for developing more accessible and effective services to those affected by sexual violence. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Barker, Kim Elise
- Date: 2023-03-29
- Subjects: Sexual assault South Africa , Silent protest , Under-reporting , Sexual abuse victims Attiudes , Narrative inquiry (Research method) , Rape Psychological aspects
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422590 , vital:71960 , DOI 10.21504/10962/422590
- Description: South Africa is recognised as a country with unusually high levels of rape and sexual violence. The majority of those who experience sexual violence do not acknowledge, disclose or report it, and do not access support. Many factors have been identified which can inhibit acknowledgement and disclosure. While silence is to be honoured as a chosen response, unwanted silencing is of concern. The annual Silent Protest at Rhodes University is a day-long anti-rape protest which draws attention to the attitudes and practices which silence victim-survivors, and enacts solidarity with victim-survivors of sexual violence. I conducted a three year “critically engaged, activist ethnography” with the community of Silent Protestors and organisers. My focus was on the stories that victim-survivors told about the impacts of participating in the protest. Changes in the research context allowed for a participatory action research cycle to be incorporated into the methodology. This offered an opportunity to implement and evaluate some changes suggested by my research contributors. My contributor’s narratives highlighted the ways in which as a society we position those who have been subjected to sexual violence in ways that are limited and limiting and which diminish victim-survivors’ sense of agency and value. This malignant positioning restricts the choices available to victim-survivors. The anticipation of being positioned in negative ways can inhibit victim-survivors from disclosing a violation and accessing care and justice. Participation in the Silent Protest seems to stand against some of the factors which inhibit acknowledgement and disclosure. Through their participation many women took up opportunities to share their story with at least one other person and to receive and offer care. Most described participation as having been beneficial and having helped them move towards living well again. The ways in which the Silent Protest positioned victim-survivors and the choices they were offered in relation to that positioning seemed to open up opportunities for thinking, feeling and acting in ways that they preferred. This suggests that interventions which mobilise both political resistance and mutual care hold promise for developing more accessible and effective services to those affected by sexual violence. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-29
The link between behavioural plasticity and aerobic scope phenotypes in predicting the survival of Chrysoblephus laticeps under climate variability
- Authors: Bailey, Lauren Ashleigh
- Date: 2023-03-29
- Subjects: Chrysoblephus laticeps , Phenotypic plasticity , Fishes Climatic factors , Fishes Physiology , Fishes Behavior , Respirometry , Anthropocene , Thermal tolerance (Physiology)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422606 , vital:71961 , DOI 10.21504/10962/422606
- Description: Thermal variability in the marine environment is likely to have a considerable effect on fishes as it impacts physiological performance and vital (i.e metabolism, foraging and swimming style) and non-vital (i.e. reproductive fitness) energetic processes. When fish are subjected to thermal stress, they may primarily respond by changing their behaviour. Species that have broad phenotypic behavioural plasticity (i.e. defined as the ability to adjust behavioural activity in presiding environmental conditions in order to remain within their optimal thermal range) may have a competitive advantage. Fish behavioural plasticity may take many forms. Some species may seek out thermal refugia by changing their phenology or distribution, while others alter the timing of their seasonal and spawning migrations in response to a changing environment. Although fishes can use behavioural changes to cope with climate change impacts, there does appear to be variability in the behavioural responses within species. However, if alterations in behaviour are insufficient to ensure that the individual remains within their optimal thermal range, physiological acclimation (i.e. defined as the process in which an organism adjusts to prevailing conditions by broadening their thermal performance curve so that their performance is maximized in the new thermal environment) may be required. Therefore, there is a critical link between the behaviour and thermal physiology of fishes, particularly in a world where they are facing increasing thermal stress. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Bailey, Lauren Ashleigh
- Date: 2023-03-29
- Subjects: Chrysoblephus laticeps , Phenotypic plasticity , Fishes Climatic factors , Fishes Physiology , Fishes Behavior , Respirometry , Anthropocene , Thermal tolerance (Physiology)
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422606 , vital:71961 , DOI 10.21504/10962/422606
- Description: Thermal variability in the marine environment is likely to have a considerable effect on fishes as it impacts physiological performance and vital (i.e metabolism, foraging and swimming style) and non-vital (i.e. reproductive fitness) energetic processes. When fish are subjected to thermal stress, they may primarily respond by changing their behaviour. Species that have broad phenotypic behavioural plasticity (i.e. defined as the ability to adjust behavioural activity in presiding environmental conditions in order to remain within their optimal thermal range) may have a competitive advantage. Fish behavioural plasticity may take many forms. Some species may seek out thermal refugia by changing their phenology or distribution, while others alter the timing of their seasonal and spawning migrations in response to a changing environment. Although fishes can use behavioural changes to cope with climate change impacts, there does appear to be variability in the behavioural responses within species. However, if alterations in behaviour are insufficient to ensure that the individual remains within their optimal thermal range, physiological acclimation (i.e. defined as the process in which an organism adjusts to prevailing conditions by broadening their thermal performance curve so that their performance is maximized in the new thermal environment) may be required. Therefore, there is a critical link between the behaviour and thermal physiology of fishes, particularly in a world where they are facing increasing thermal stress. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
- Full Text:
- Date Issued: 2023-03-29
Developing a regulatory framework for electronic commerce in the Southern African Development Community: the prospects and challenges
- Chimeri, Vongai https://orcid.org/0009-0007-2490-2497
- Authors: Chimeri, Vongai https://orcid.org/0009-0007-2490-2497
- Date: 2023-03
- Subjects: Electronic commerce -- Law and legislation , Electronic funds transfers -- Law and legislation , Electronic contracts
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28433 , vital:74326
- Description: The adoption of international instruments namely, the Model Law on Electronic Commerce, the Model Law on Electronic Signatures and the United Nations Convention on the use of Electronic Communications in International Contracts was mainly necessitated by the need to remove unnecessary obstacles to the development of e-commerce. However, many years later, countries in the Southern African Development Community (SADC) are grappling with the effective regulation of e-commerce. Globally, e-commerce has been embraced as an instrument for boosting economic growth to achieve various developmental goals including employment creation and poverty alleviation, among others. Given its significance and transnational nature, a comprehensive harmonised regulatory framework that enhances regulatory certainty remains a sine qua non to the development of e-commerce. This study examines the SADC’s regulatory approach to e-commerce and questions whether it has successfully harmonised e-commerce laws in a way that enhances legal certainty in e-commerce transactions. It observes that, notwithstanding the adoption of the SADC Model Law on Electronic Transactions and Ecommerce, the regulation of e-commerce in most SADC countries remains archaic, fragmented and unpredictable. In order to draw lessons for the development of an e-commerce regulatory framework that enhances legal certainty and predictability in e-commerce transactions, the study explores the regulatory approach to e-commerce of various Regional Economic Communities (REC) namely the Association of Southeast Asian Nations (ASEAN), the Economic Community of West African States (ECOWAS), the East African Community (EAC) and the European Union (EU). In the end, the study proposes the development of a community law on e-commerce in SADC. It recommends some pertinent changes in the legal formulation and institutional framework of the SADC Treaty to ensure that the community law on e-commerce is adopted and implemented effectively by Member States. The study further advances that there is a need for SADC Member States to have the necessary political will and commitment to adopt and implement a community law on e-commerce. , Thesis (LLD) -- Faculty of Law, 2023
- Full Text:
- Date Issued: 2023-03
- Authors: Chimeri, Vongai https://orcid.org/0009-0007-2490-2497
- Date: 2023-03
- Subjects: Electronic commerce -- Law and legislation , Electronic funds transfers -- Law and legislation , Electronic contracts
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28433 , vital:74326
- Description: The adoption of international instruments namely, the Model Law on Electronic Commerce, the Model Law on Electronic Signatures and the United Nations Convention on the use of Electronic Communications in International Contracts was mainly necessitated by the need to remove unnecessary obstacles to the development of e-commerce. However, many years later, countries in the Southern African Development Community (SADC) are grappling with the effective regulation of e-commerce. Globally, e-commerce has been embraced as an instrument for boosting economic growth to achieve various developmental goals including employment creation and poverty alleviation, among others. Given its significance and transnational nature, a comprehensive harmonised regulatory framework that enhances regulatory certainty remains a sine qua non to the development of e-commerce. This study examines the SADC’s regulatory approach to e-commerce and questions whether it has successfully harmonised e-commerce laws in a way that enhances legal certainty in e-commerce transactions. It observes that, notwithstanding the adoption of the SADC Model Law on Electronic Transactions and Ecommerce, the regulation of e-commerce in most SADC countries remains archaic, fragmented and unpredictable. In order to draw lessons for the development of an e-commerce regulatory framework that enhances legal certainty and predictability in e-commerce transactions, the study explores the regulatory approach to e-commerce of various Regional Economic Communities (REC) namely the Association of Southeast Asian Nations (ASEAN), the Economic Community of West African States (ECOWAS), the East African Community (EAC) and the European Union (EU). In the end, the study proposes the development of a community law on e-commerce in SADC. It recommends some pertinent changes in the legal formulation and institutional framework of the SADC Treaty to ensure that the community law on e-commerce is adopted and implemented effectively by Member States. The study further advances that there is a need for SADC Member States to have the necessary political will and commitment to adopt and implement a community law on e-commerce. , Thesis (LLD) -- Faculty of Law, 2023
- Full Text:
- Date Issued: 2023-03
Effectiveness and efficiency of monitoring and evaluation system in municipal infrastructure grant projects: a case study O.R Tambo District Municipality
- Authors: Dlelaphantsi, Vuyokazi
- Date: 2023-03
- Subjects: Municipal finance -- South Africa , Municipal services -- Finance -- South Africa , Infrastructure (Economics) -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28534 , vital:74398
- Description: The Municipal Infrastructure Grant (MIG) was established in order to alleviate poverty and provide the environment for local economic development by providing financial assistance to municipalities for the construction of infrastructure. Many municipalities, including the O.R. Tambo District Municipality, have failed to deliver infrastructure that is adequate and long-lasting, as seen by the numerous protests that have taken place around the metropolis. With this study, the effectiveness and efficiency of Municipal Infrastructure Grant (MIG) projects supported by the Municipal Infrastructure Grant (MIG) in the O.R. Tambo District Municipality was evaluated (ORTDM). The data for this study was gathered through the use of a mixed-method research strategy. 15 people of the community completed a structured questionnaire on a Likert scale, and 13 ORTDM experts completed a semi-structured questionnaire. For analysing quantitative data, descriptive and inferential statistics were utilised, and when analysing qualitative data, a theme analysis was used. The findings of this study revealed that: • There is a disparity between theory and practice regarding the achievement of the objectives of the MIG and the implementation of M&E Systems in ORTDM. Whilst the professionals at ORTDM are knowledgeable of the processes or frameworks to ensure that all work plans and budgets are being maintained, community members are adamant that the objectives of the MIG projects are not being achieved, and M&E Systems are poorly applied at ORTDM. • There is a great disparity between the views of the professionals who believed that many strengths or merits are associated with the Monitoring and Evaluation Systems for MIG Projects at the ORTDM and the community members who revealed many inefficiencies and weaknesses in current M&E systems in MIG projects in ORTDM. • It is possible that the ORTDM is falling behind in the provision of services to its communities. • Projects that are well managed and provide economic advantages as well as better quality of life to all dwellers within their poor communities, as is the case at ORTDM, elicit greater interest and satisfaction from community members. The supply of essential utilities including drinking water, sanitary facilities, roadways, and public lighting are all included in these projects. Professionals at ORTDM had divergent views regarding compliance by ORTDM with existing M&E policy and the condition attached to MIG Funding. The professionals at ORTDM believe that ORTDM can address issues of infrastructure backlog, and the project management structure, current projects, key players and their roles, policies and guidelines that guide the overall monitoring and evaluation work are well defined. On the other hand, feedback from the community members revealed a lack of compliance by ORTDM with existing M&E policies and the condition attached to MIG Funding. In general, inadequate governance coexists with an extensive and complex regulatory framework designed to enhance outcomes in MIG projects at ORTDM. As a result, it's possible to conclude that ORTDM's generally weak governance of MIG projects is due to a lack of compliance rather than any serious regulatory deficiencies. That is, rather than a lack of legislation, governance problems are the result of officials failing to implement legal regulations. Considering the myriads of service delivery challenges that have been identified in MIG projects at ORTDM, the proposed recommendations for enhancing transparency and accountability in MIG projects at ORTDM are very significant. Recommendations such as intervention by the national treasury, enhancing community participation, physical verification of projects, strengthening of political oversight committees, etc., are crucial and extremely relevant because they emanated from the actors (ORTDM professionals) who are conversant with the challenges of the MIG projects at ORTDM. , Thesis (PhD) -- Faculty of Management and Commerce, 2023
- Full Text:
- Date Issued: 2023-03
- Authors: Dlelaphantsi, Vuyokazi
- Date: 2023-03
- Subjects: Municipal finance -- South Africa , Municipal services -- Finance -- South Africa , Infrastructure (Economics) -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28534 , vital:74398
- Description: The Municipal Infrastructure Grant (MIG) was established in order to alleviate poverty and provide the environment for local economic development by providing financial assistance to municipalities for the construction of infrastructure. Many municipalities, including the O.R. Tambo District Municipality, have failed to deliver infrastructure that is adequate and long-lasting, as seen by the numerous protests that have taken place around the metropolis. With this study, the effectiveness and efficiency of Municipal Infrastructure Grant (MIG) projects supported by the Municipal Infrastructure Grant (MIG) in the O.R. Tambo District Municipality was evaluated (ORTDM). The data for this study was gathered through the use of a mixed-method research strategy. 15 people of the community completed a structured questionnaire on a Likert scale, and 13 ORTDM experts completed a semi-structured questionnaire. For analysing quantitative data, descriptive and inferential statistics were utilised, and when analysing qualitative data, a theme analysis was used. The findings of this study revealed that: • There is a disparity between theory and practice regarding the achievement of the objectives of the MIG and the implementation of M&E Systems in ORTDM. Whilst the professionals at ORTDM are knowledgeable of the processes or frameworks to ensure that all work plans and budgets are being maintained, community members are adamant that the objectives of the MIG projects are not being achieved, and M&E Systems are poorly applied at ORTDM. • There is a great disparity between the views of the professionals who believed that many strengths or merits are associated with the Monitoring and Evaluation Systems for MIG Projects at the ORTDM and the community members who revealed many inefficiencies and weaknesses in current M&E systems in MIG projects in ORTDM. • It is possible that the ORTDM is falling behind in the provision of services to its communities. • Projects that are well managed and provide economic advantages as well as better quality of life to all dwellers within their poor communities, as is the case at ORTDM, elicit greater interest and satisfaction from community members. The supply of essential utilities including drinking water, sanitary facilities, roadways, and public lighting are all included in these projects. Professionals at ORTDM had divergent views regarding compliance by ORTDM with existing M&E policy and the condition attached to MIG Funding. The professionals at ORTDM believe that ORTDM can address issues of infrastructure backlog, and the project management structure, current projects, key players and their roles, policies and guidelines that guide the overall monitoring and evaluation work are well defined. On the other hand, feedback from the community members revealed a lack of compliance by ORTDM with existing M&E policies and the condition attached to MIG Funding. In general, inadequate governance coexists with an extensive and complex regulatory framework designed to enhance outcomes in MIG projects at ORTDM. As a result, it's possible to conclude that ORTDM's generally weak governance of MIG projects is due to a lack of compliance rather than any serious regulatory deficiencies. That is, rather than a lack of legislation, governance problems are the result of officials failing to implement legal regulations. Considering the myriads of service delivery challenges that have been identified in MIG projects at ORTDM, the proposed recommendations for enhancing transparency and accountability in MIG projects at ORTDM are very significant. Recommendations such as intervention by the national treasury, enhancing community participation, physical verification of projects, strengthening of political oversight committees, etc., are crucial and extremely relevant because they emanated from the actors (ORTDM professionals) who are conversant with the challenges of the MIG projects at ORTDM. , Thesis (PhD) -- Faculty of Management and Commerce, 2023
- Full Text:
- Date Issued: 2023-03
Participation dynamics in the management of protected areas: the case of Dwesa-Cwebe Nature Reserve and its adjacent communities, Eastern Cape Province, South Africa
- Nyamahono, James Donald https://orcid.org/0000-0002-1391-9126
- Authors: Nyamahono, James Donald https://orcid.org/0000-0002-1391-9126
- Date: 2023-03
- Subjects: Protected areas , Natural resources conservation areas -- South Africa , National protected areas systems
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27358 , vital:66947
- Description: In many parts of the developing world, participation in the management of ‘protected areas’ is among the most tangible indices of how the rural population encounters formal conservation policies, strategies and ideologies. However, some scholars have argued that the sharing of the burdens and benefits of participation is devoid of equity. While some analysts have emphasised the imperative of multi-stakeholder participation in nature conservation, citing this as a crucial socio-ecological investment, others have highlighted the inherent contradictions in the process, describing it as an avenue for manipulation, tokenism and exploitation. This study is located in this debate and focuses on narratives around the participation of different stakeholders in the management of Dwesa-Cwebe Nature Reserve and its adjacent communities in the rural Wild-Coast, Eastern Cape, South Africa. The researcher notes that research on the degrees and participation dynamics among various role players involved in the management of protected areas in South Africa, Dwesa-Cwebe Nature Reserve in particular is limited. Against this background, this study contributes to ongoing discussions on protected area management in South Africa but seeks to expand this discussion by interrogating the nature and degrees of participation within the Dwesa-Cwebe Nature Reserve - to deepen intellectual understanding on the significant role played by protected areas in engendering participatory democracy, equity, justice as well as meeting the needs of marginalised communities. Primary data for the thesis were collected using in-depth and key-informant interviews with officials from government institutions and parastatals, politicians and traditional authority figures. Focus group discussions were held with ‘youth’ participants as well as ‘elders’ in the Reserve’s adjacent communities. An analysis of policy and other government documents sought to outline the institutional attributes of protected areas management in South Africa and the underpinning ideas. A thematic analysis of the corpus of empirical information helped to show how these institutional attributes inhere in Dwesa-Cwebe Nature Reserve as well as the epistemic challenge these attributes pose vis-à-vis indigenous ecological ideas and practices in the adjacent ‘indigenous’ communities. The study revealed that participation is perceived differently by various stakeholders due to multiple, mutually contradictory impulses. While institutional stakeholders attached great importance to the structural role of institutional frameworks, hence the vigorous reliance on formal conservation strategies, narratives from community members drew attention to ‘equity deficits’. The study also found that while the selected Reserve may have fostered cooperation between government and the adjacent communities, conflict and distrust ran deep between these stakeholders. From these and other findings, the study concluded that ecological participation in the study area was characterised by clusters of stakeholders who regard one another as ‘epistemic outsiders’ and related to one another as such, with practical consequences – especially for the long-term sustainability of the Reserve. In the main, the thesis rests on the argument that in the face of epistemic differences, dominance and marginalisation could become a defining feature of protected area management that cannot be readily resolved through the mere process of participation. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2023
- Full Text:
- Date Issued: 2023-03
- Authors: Nyamahono, James Donald https://orcid.org/0000-0002-1391-9126
- Date: 2023-03
- Subjects: Protected areas , Natural resources conservation areas -- South Africa , National protected areas systems
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27358 , vital:66947
- Description: In many parts of the developing world, participation in the management of ‘protected areas’ is among the most tangible indices of how the rural population encounters formal conservation policies, strategies and ideologies. However, some scholars have argued that the sharing of the burdens and benefits of participation is devoid of equity. While some analysts have emphasised the imperative of multi-stakeholder participation in nature conservation, citing this as a crucial socio-ecological investment, others have highlighted the inherent contradictions in the process, describing it as an avenue for manipulation, tokenism and exploitation. This study is located in this debate and focuses on narratives around the participation of different stakeholders in the management of Dwesa-Cwebe Nature Reserve and its adjacent communities in the rural Wild-Coast, Eastern Cape, South Africa. The researcher notes that research on the degrees and participation dynamics among various role players involved in the management of protected areas in South Africa, Dwesa-Cwebe Nature Reserve in particular is limited. Against this background, this study contributes to ongoing discussions on protected area management in South Africa but seeks to expand this discussion by interrogating the nature and degrees of participation within the Dwesa-Cwebe Nature Reserve - to deepen intellectual understanding on the significant role played by protected areas in engendering participatory democracy, equity, justice as well as meeting the needs of marginalised communities. Primary data for the thesis were collected using in-depth and key-informant interviews with officials from government institutions and parastatals, politicians and traditional authority figures. Focus group discussions were held with ‘youth’ participants as well as ‘elders’ in the Reserve’s adjacent communities. An analysis of policy and other government documents sought to outline the institutional attributes of protected areas management in South Africa and the underpinning ideas. A thematic analysis of the corpus of empirical information helped to show how these institutional attributes inhere in Dwesa-Cwebe Nature Reserve as well as the epistemic challenge these attributes pose vis-à-vis indigenous ecological ideas and practices in the adjacent ‘indigenous’ communities. The study revealed that participation is perceived differently by various stakeholders due to multiple, mutually contradictory impulses. While institutional stakeholders attached great importance to the structural role of institutional frameworks, hence the vigorous reliance on formal conservation strategies, narratives from community members drew attention to ‘equity deficits’. The study also found that while the selected Reserve may have fostered cooperation between government and the adjacent communities, conflict and distrust ran deep between these stakeholders. From these and other findings, the study concluded that ecological participation in the study area was characterised by clusters of stakeholders who regard one another as ‘epistemic outsiders’ and related to one another as such, with practical consequences – especially for the long-term sustainability of the Reserve. In the main, the thesis rests on the argument that in the face of epistemic differences, dominance and marginalisation could become a defining feature of protected area management that cannot be readily resolved through the mere process of participation. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2023
- Full Text:
- Date Issued: 2023-03
Towards an effective model for improving Water Sanitation and Hygiene (WASH) by local authorities in Zimbabwe: a case of Runde Rural District Council (RRDC)
- Authors: Matunhu, Patience S
- Date: 2023-03
- Subjects: Sanitation, Rural -- Health and hygiene -- Zimbabwe , Water-supply, Rural -- Zimbabwe , Public health administration
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28617 , vital:74475
- Description: This study is concerned with public service provision with reference to water, sanitation and hygiene (WASH) programming in Runde Rural District in Zimbabwe. This thesis is informed by the Stakeholder theory by Freeman and the Stewardship theory by Donaldson and Davis. The Stakeholder theory emphasises the importance of harnessing the comparative advantages of various stakeholders in rural WASH. Stewardship theorists believe that public administrators and stakeholders have no conflict of interest and that Government creates systems and processes that promote cooperation between them. An anti-positivist or interpretivist case study was conducted. In -depth interviews, observation and documentary analysis were the chief information collection instruments. Twenty (20) participants were purposively selected to participate. The thesis unearthed factors constraining improved WASH services. Local level opportunities for improving WASH programming were identified and used to build a model for effective service delivery in the community. The study recommended establishment of WASH champions at village level, to ensure provision of WASH at household level. The WASH committees at village, community and district level should be inclusive, constituted on the basis of merit and dedication. The thesis ends with the suggestion that further studies that focus on other rural districts in Zimbabwe be carried out. This thesis contributes greatly to this field of study in that it will ensure that the Runde Rural District Council will adopt a stakeholder inclusivity model to address the lack of Water Sanitation and hygiene in their area. The bottom-up approach ensures that all stakeholders have a say in Water Sanitation and Hygiene policy making processes so that the decisions made can be relevant to their challenges in accessing Water Sanitation and Hygiene. , Thesis (PhD) -- Faculty of Management and Commerce, 2023
- Full Text:
- Date Issued: 2023-03
- Authors: Matunhu, Patience S
- Date: 2023-03
- Subjects: Sanitation, Rural -- Health and hygiene -- Zimbabwe , Water-supply, Rural -- Zimbabwe , Public health administration
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28617 , vital:74475
- Description: This study is concerned with public service provision with reference to water, sanitation and hygiene (WASH) programming in Runde Rural District in Zimbabwe. This thesis is informed by the Stakeholder theory by Freeman and the Stewardship theory by Donaldson and Davis. The Stakeholder theory emphasises the importance of harnessing the comparative advantages of various stakeholders in rural WASH. Stewardship theorists believe that public administrators and stakeholders have no conflict of interest and that Government creates systems and processes that promote cooperation between them. An anti-positivist or interpretivist case study was conducted. In -depth interviews, observation and documentary analysis were the chief information collection instruments. Twenty (20) participants were purposively selected to participate. The thesis unearthed factors constraining improved WASH services. Local level opportunities for improving WASH programming were identified and used to build a model for effective service delivery in the community. The study recommended establishment of WASH champions at village level, to ensure provision of WASH at household level. The WASH committees at village, community and district level should be inclusive, constituted on the basis of merit and dedication. The thesis ends with the suggestion that further studies that focus on other rural districts in Zimbabwe be carried out. This thesis contributes greatly to this field of study in that it will ensure that the Runde Rural District Council will adopt a stakeholder inclusivity model to address the lack of Water Sanitation and hygiene in their area. The bottom-up approach ensures that all stakeholders have a say in Water Sanitation and Hygiene policy making processes so that the decisions made can be relevant to their challenges in accessing Water Sanitation and Hygiene. , Thesis (PhD) -- Faculty of Management and Commerce, 2023
- Full Text:
- Date Issued: 2023-03
Molecular characterization of integrons and their associated gene cassettes in multidrug-resistant enterobacteriaceae isolates from environmental sources and the exploration of antibiotic combination against some resistant strains
- Fadare, Folake Temitope https://orcid.org/0000-0001-5779-9798
- Authors: Fadare, Folake Temitope https://orcid.org/0000-0001-5779-9798
- Date: 2023
- Subjects: Enterobacteriaceae , Molecular microbiology , Enterobacteria
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27809 , vital:69942
- Description: Globally, the increasing rate of antimicrobial resistance against our currently available drugs has been a serious public concern. Due to the selective nature of antibiotics, bacteria are expected to develop resistance against them over time, but the current scourge of antimicrobial resistance is aggravated by factors other than the expected evolutionary trend. The use and overuse of antibiotics in clinical and agricultural contexts have led to the fast rise of multidrug-resistant MDR microorganisms. A scenario that necessitates an upsurge in the clinical failures observed with our current drug arsenals is expected to rise if left unchecked. One of the significant drivers implicated in the spread of antimicrobial resistance genes is the integrons. These are mobile genetic elements found on pathogenicity islands, transposons, and plasmids, easing their distribution among various bacteria. They are considered efficient gene expression systems that naturally capture, integrate gene cassettes GCs and immediately express the captured antimicrobial resistance genes on the GCs due to the inherent promoters on their structures. Integrons have been known to confer resistance against most classes of antibiotics. These include all known β-lactams, chloramphenicol, trimethoprim, erythromycin, aminoglycosides, quinolones, streptothricin, lincomycin, rifampicin, fosfomycin, and antiseptics of the quaternary ammonium compound family. They have been detected in bacterial populations under direct or indirect antibiotic pressure in clinical, agricultural, and environmental contexts. The emergence of MDR in Enterobacteriaceae is a critical public health issue that has attracted the World Health Organization WHO, which classified them as one of the critical priority pathogens urgently requiring new antibiotics. The resistance phenomenon has proven most of the current antibiotics ineffective, further compounded by the slow pace of the discovery of new antibiotics, necessitating the hunt for new, practical remedies. One of such is the exploration of synergy among existing antibiotics. Two medications combined have a higher impact, thereby allowing current antibiotics to be salvaged for use in treating MDR bacteria, even if the bacteria are resistant against one or both antibiotics separately. Hence, this research focused on the occurrence and prevalence of multidrug resistance and the characterization of integrons and their associated gene cassettes in members of Enterobacteriaceae, including Klebsiella pneumoniae, Klebsiella oxytoca, Enterobacter cloacae, Escherichia coli, and Citrobacter spp. recovered from animal droppings, rivers, and effluents of hospital and wastewater treatment plants in Eastern Cape Province, South Africa. The inhibitory effect of combining two drugs belonging to different antibiotic classes to obtain a possible potentiating effect against some multidrug-resistant Enterobacteriaceae isolates harbouring integrons were examined and studied. The isolates were identified using the conventional molecular Polymerase Chain Reaction with specific primers. The antimicrobial resistance profile and the production of Extended-spectrum and metallo β-lactamase were detected using disk diffusion technique DDT, double-disk synergy test DDST, and ethylenediaminetetraacetic acid EDTA tests, respectively. The PCR-based screening method, DNA sequencing analyses, and restriction fragment length polymorphism RFLP were used to characterize the integrons and their associated GCs. Furthermore, Enterobacterial Repetitive Intergenic Consensus ERIC PCR determined the genotypic relationships between some specific species. The various antibiotics' minimum inhibitory concentration MIC was determined using the broth microdilution, while the checkerboard method was used to determine the fractional inhibitory concentration indices FICIs. The time-kill assays TKAs were further used to confirm the synergism observed from the checkerboard assays. Most of the isolates were resistant against most antibiotics tested and were considered MDR. The least resistance was observed against imipenem, a carbapenem, one of the drugs of last resort. Also present were the ESBL and MBL producers, with a few isolates co-producing the enzymes. A high prevalence of integrons was observed in the isolates, with class 1 integrons being the most frequently detected. Some isolates co-harboured the intI1 and intI2 genes and were classified as class1 plus 2 integrons. Although Citrobacter spp. had the least number of isolates among the Enterobacteriaceae studied, it harboured the most diverse gene cassette arrays. The various gene cassette arrays were identified as follows: For Klebsiella spp. Aac 6 Ib, aadA1 dfrA1, and dfrA1 sat2; for Citrobacter spp., dfrA5 aac3 Ib, aac6 ib, aadA1dfrA1 aadA1, aadA1-dfrA1, aadA5 dfrA17, and dfrA21-aac3-Ib; for E. coli dfrA21- aac-3-Ib, dfrA5-aac-3-Ib, aadA1 dfrA1, and aadA5 dfrA17 and for E. cloacae aadA1 dfrA1, dfrA7 dfrA21 dfrA5 aac 3 Ib, and dfrA1 sat2. The GC array dfrA1 sat2 was the only array detected in class 2 integrons which are analogous to that found in Tn7, dfrA1-sat2-aadA1, with the deletion of the last GC aadA1. These detected GCs confer resistance against aminoglycosides, including streptomycin and spectinomycin, and trimethoprim, further increasing the resistance spectrum of the bacterial species harbouring them. The detection of integrons and their associated GC and the presence of these β-lactamases is also associated with coresistance against other classes of antibiotics by bacterial species harbouring them, further limiting treatment options. The checkerboard assays combining antibiotics against these drug-resistant integron harbouring Enterobacteriaceae revealed that 26.3 percent 10 over 38 of the interactions were categorized as synergistic, while 73.7 percent 28 over 38 were indifferent. None of the combinations was antagonistic. The TKAs revealed all the synergistic interactions as bactericidal. Therefore, the combinations of gentamicin with tetracycline, ciprofloxacin, and ceftazidime against Multidrug-resistant MDR Klebsiella pneumoniae; tetracycline-ceftazidime combination against MDR Escherichia coli, colistin combinations with ceftazidime and gentamicin, and tetracycline-gentamicin combinations against MDR Citrobacter freundii may be future therapeutic alternatives. , Thesis (MSci) -- Faculty of Science and Agriculture, 2023
- Full Text:
- Date Issued: 2023
- Authors: Fadare, Folake Temitope https://orcid.org/0000-0001-5779-9798
- Date: 2023
- Subjects: Enterobacteriaceae , Molecular microbiology , Enterobacteria
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27809 , vital:69942
- Description: Globally, the increasing rate of antimicrobial resistance against our currently available drugs has been a serious public concern. Due to the selective nature of antibiotics, bacteria are expected to develop resistance against them over time, but the current scourge of antimicrobial resistance is aggravated by factors other than the expected evolutionary trend. The use and overuse of antibiotics in clinical and agricultural contexts have led to the fast rise of multidrug-resistant MDR microorganisms. A scenario that necessitates an upsurge in the clinical failures observed with our current drug arsenals is expected to rise if left unchecked. One of the significant drivers implicated in the spread of antimicrobial resistance genes is the integrons. These are mobile genetic elements found on pathogenicity islands, transposons, and plasmids, easing their distribution among various bacteria. They are considered efficient gene expression systems that naturally capture, integrate gene cassettes GCs and immediately express the captured antimicrobial resistance genes on the GCs due to the inherent promoters on their structures. Integrons have been known to confer resistance against most classes of antibiotics. These include all known β-lactams, chloramphenicol, trimethoprim, erythromycin, aminoglycosides, quinolones, streptothricin, lincomycin, rifampicin, fosfomycin, and antiseptics of the quaternary ammonium compound family. They have been detected in bacterial populations under direct or indirect antibiotic pressure in clinical, agricultural, and environmental contexts. The emergence of MDR in Enterobacteriaceae is a critical public health issue that has attracted the World Health Organization WHO, which classified them as one of the critical priority pathogens urgently requiring new antibiotics. The resistance phenomenon has proven most of the current antibiotics ineffective, further compounded by the slow pace of the discovery of new antibiotics, necessitating the hunt for new, practical remedies. One of such is the exploration of synergy among existing antibiotics. Two medications combined have a higher impact, thereby allowing current antibiotics to be salvaged for use in treating MDR bacteria, even if the bacteria are resistant against one or both antibiotics separately. Hence, this research focused on the occurrence and prevalence of multidrug resistance and the characterization of integrons and their associated gene cassettes in members of Enterobacteriaceae, including Klebsiella pneumoniae, Klebsiella oxytoca, Enterobacter cloacae, Escherichia coli, and Citrobacter spp. recovered from animal droppings, rivers, and effluents of hospital and wastewater treatment plants in Eastern Cape Province, South Africa. The inhibitory effect of combining two drugs belonging to different antibiotic classes to obtain a possible potentiating effect against some multidrug-resistant Enterobacteriaceae isolates harbouring integrons were examined and studied. The isolates were identified using the conventional molecular Polymerase Chain Reaction with specific primers. The antimicrobial resistance profile and the production of Extended-spectrum and metallo β-lactamase were detected using disk diffusion technique DDT, double-disk synergy test DDST, and ethylenediaminetetraacetic acid EDTA tests, respectively. The PCR-based screening method, DNA sequencing analyses, and restriction fragment length polymorphism RFLP were used to characterize the integrons and their associated GCs. Furthermore, Enterobacterial Repetitive Intergenic Consensus ERIC PCR determined the genotypic relationships between some specific species. The various antibiotics' minimum inhibitory concentration MIC was determined using the broth microdilution, while the checkerboard method was used to determine the fractional inhibitory concentration indices FICIs. The time-kill assays TKAs were further used to confirm the synergism observed from the checkerboard assays. Most of the isolates were resistant against most antibiotics tested and were considered MDR. The least resistance was observed against imipenem, a carbapenem, one of the drugs of last resort. Also present were the ESBL and MBL producers, with a few isolates co-producing the enzymes. A high prevalence of integrons was observed in the isolates, with class 1 integrons being the most frequently detected. Some isolates co-harboured the intI1 and intI2 genes and were classified as class1 plus 2 integrons. Although Citrobacter spp. had the least number of isolates among the Enterobacteriaceae studied, it harboured the most diverse gene cassette arrays. The various gene cassette arrays were identified as follows: For Klebsiella spp. Aac 6 Ib, aadA1 dfrA1, and dfrA1 sat2; for Citrobacter spp., dfrA5 aac3 Ib, aac6 ib, aadA1dfrA1 aadA1, aadA1-dfrA1, aadA5 dfrA17, and dfrA21-aac3-Ib; for E. coli dfrA21- aac-3-Ib, dfrA5-aac-3-Ib, aadA1 dfrA1, and aadA5 dfrA17 and for E. cloacae aadA1 dfrA1, dfrA7 dfrA21 dfrA5 aac 3 Ib, and dfrA1 sat2. The GC array dfrA1 sat2 was the only array detected in class 2 integrons which are analogous to that found in Tn7, dfrA1-sat2-aadA1, with the deletion of the last GC aadA1. These detected GCs confer resistance against aminoglycosides, including streptomycin and spectinomycin, and trimethoprim, further increasing the resistance spectrum of the bacterial species harbouring them. The detection of integrons and their associated GC and the presence of these β-lactamases is also associated with coresistance against other classes of antibiotics by bacterial species harbouring them, further limiting treatment options. The checkerboard assays combining antibiotics against these drug-resistant integron harbouring Enterobacteriaceae revealed that 26.3 percent 10 over 38 of the interactions were categorized as synergistic, while 73.7 percent 28 over 38 were indifferent. None of the combinations was antagonistic. The TKAs revealed all the synergistic interactions as bactericidal. Therefore, the combinations of gentamicin with tetracycline, ciprofloxacin, and ceftazidime against Multidrug-resistant MDR Klebsiella pneumoniae; tetracycline-ceftazidime combination against MDR Escherichia coli, colistin combinations with ceftazidime and gentamicin, and tetracycline-gentamicin combinations against MDR Citrobacter freundii may be future therapeutic alternatives. , Thesis (MSci) -- Faculty of Science and Agriculture, 2023
- Full Text:
- Date Issued: 2023
The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
The impact of fiscal and monetary policies on manufacturing sector performance in South Africa
- Authors: Hunter, Desireѐ
- Date: 2023
- Subjects: Manufacturing industries -- South Africa , Fiscal policy -- South Africa , Monetary policy -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28549 , vital:74417
- Description: Regulatory authorities have to date utilised a strategic blend of fiscal and monetary policies in dealing with the unique set of macroeconomic conditions facing South Africa. Government policy intervention has significant implications for economic growth and output within the manufacturing environment. Heterogeneity has also been discerned in relation to the responsiveness of various industries within the manufacturing sector towards both fiscal and monetary policy variable variations. However, given weakened growth prospects, policy alignment issues have been observed. The purpose of this study was firstly, to examine the impact of fiscal and monetary variables on manufacturing sector output in South Africa and secondly, to analyse the manufacturing industry significance of the various monetary transmission mechanism channels. The study made use of quarterly and monthly data to achieve these stated objectives, dated between 1998 and 2020. To achieve the first objective, the study employed the Autoregressive Distributed Lag (ARDL) model given the order of integration of the variables. The empirical results revealed significant, positive relations between tax revenue, deficit financing, nominal effective exchange rate (NEER) and money supply (M3) for total manufacturing (LTOTAL). Contrastingly, there were negative links between LTOTAL, government spending and the lending rate. At a disaggregated industry level, there were positive relations with tax revenue in food and wood industries, although tax revenue was significantly negative for metals. Likewise, to LTOTAL, linkages with spending were significantly negative for wood and metal industries but positive for chemicals. Negative spending signage could be a result of crowding-out. For deficit financing, positive associations within chemicals did not conform to expectations. Similarly, to LTOTAL, wood and metal industries conformed to expectations of negative relations with the lending rate. In respect of the NEER in food and wood production, significant, positive links were established. Contrastingly, a negative linkage existed for chemical activities at the 5% level. Concerning M3 and akin to LTOTAL, the relation with metal industries was positive. However, negative findings for food and chemicals contradicted expectations, suggesting money supply was not efficiently utilised in managing monetary variables in the long-term. The second objective of the study focused on analysing manufacturing industry significance of the various monetary transmission mechanism channels. The Vector Error Correction Model (VECM) were employed to analyse the relationship between the variables. Impulse response and variance decomposition were also constructed to further trace which channel is more significant in influencing manufacturing output. The empirical results revealed that the interest rate channel occupied a relatively significant role in both LTOTAL and several selected manufacturing industries. Shocks accounted for 9.71%, 11.96% and 14.28% of the variance in LTOTAL, metal and chemical industries. The asset price channel also appeared relatively significant, with shocks to the FTSE/JSE all-share index explaining 18.21% and 21.13% of the variation in food and wood production, signifying the most relevant channel for these particular industries and representing the second most important channel for LTOTAL and the other remaining industries. The exchange rate channel also presented as being a more relevant channel for food and wood, but occupied little role in LTOTAL, whilst the credit channel was relatively ineffectual for both LTOTAL and all industries examined. The results obtained imply that government should exercise caution and demonstrate fiscal restraint and that the South African Reserve Bank (SARB) need to take greater consideration of output fluctuations in monetary policy setting. Research has dictated that an expansionary fiscal policy is generally required as a means to achieving increased growth. However, findings obtained at both the aggregate and disaggregated manufacturing level in South Africa largely varied. This implies significant heterogeneity within the South African manufacturing sector in respect of fiscal policy responses. Expansionary fiscal stimulus packages need to be better targeted towards industries that will most benefit. Similarly, monetary policy responses at the aggregate and disaggregated manufacturing level in South Africa were heterogeneous and furthermore, differed when examining combined policy impacts. There was also a heterogeneous response with respect to relevance of the channels, via which monetary policy operated, with the interest rate channel dominating. SARB do take into consideration output fluctuations in policy setting but this is not currently emphasised or legislated. , Thesis (DCom) -- Faculty of Management and Commerce, 2023
- Full Text:
- Date Issued: 2023
- Authors: Hunter, Desireѐ
- Date: 2023
- Subjects: Manufacturing industries -- South Africa , Fiscal policy -- South Africa , Monetary policy -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28549 , vital:74417
- Description: Regulatory authorities have to date utilised a strategic blend of fiscal and monetary policies in dealing with the unique set of macroeconomic conditions facing South Africa. Government policy intervention has significant implications for economic growth and output within the manufacturing environment. Heterogeneity has also been discerned in relation to the responsiveness of various industries within the manufacturing sector towards both fiscal and monetary policy variable variations. However, given weakened growth prospects, policy alignment issues have been observed. The purpose of this study was firstly, to examine the impact of fiscal and monetary variables on manufacturing sector output in South Africa and secondly, to analyse the manufacturing industry significance of the various monetary transmission mechanism channels. The study made use of quarterly and monthly data to achieve these stated objectives, dated between 1998 and 2020. To achieve the first objective, the study employed the Autoregressive Distributed Lag (ARDL) model given the order of integration of the variables. The empirical results revealed significant, positive relations between tax revenue, deficit financing, nominal effective exchange rate (NEER) and money supply (M3) for total manufacturing (LTOTAL). Contrastingly, there were negative links between LTOTAL, government spending and the lending rate. At a disaggregated industry level, there were positive relations with tax revenue in food and wood industries, although tax revenue was significantly negative for metals. Likewise, to LTOTAL, linkages with spending were significantly negative for wood and metal industries but positive for chemicals. Negative spending signage could be a result of crowding-out. For deficit financing, positive associations within chemicals did not conform to expectations. Similarly, to LTOTAL, wood and metal industries conformed to expectations of negative relations with the lending rate. In respect of the NEER in food and wood production, significant, positive links were established. Contrastingly, a negative linkage existed for chemical activities at the 5% level. Concerning M3 and akin to LTOTAL, the relation with metal industries was positive. However, negative findings for food and chemicals contradicted expectations, suggesting money supply was not efficiently utilised in managing monetary variables in the long-term. The second objective of the study focused on analysing manufacturing industry significance of the various monetary transmission mechanism channels. The Vector Error Correction Model (VECM) were employed to analyse the relationship between the variables. Impulse response and variance decomposition were also constructed to further trace which channel is more significant in influencing manufacturing output. The empirical results revealed that the interest rate channel occupied a relatively significant role in both LTOTAL and several selected manufacturing industries. Shocks accounted for 9.71%, 11.96% and 14.28% of the variance in LTOTAL, metal and chemical industries. The asset price channel also appeared relatively significant, with shocks to the FTSE/JSE all-share index explaining 18.21% and 21.13% of the variation in food and wood production, signifying the most relevant channel for these particular industries and representing the second most important channel for LTOTAL and the other remaining industries. The exchange rate channel also presented as being a more relevant channel for food and wood, but occupied little role in LTOTAL, whilst the credit channel was relatively ineffectual for both LTOTAL and all industries examined. The results obtained imply that government should exercise caution and demonstrate fiscal restraint and that the South African Reserve Bank (SARB) need to take greater consideration of output fluctuations in monetary policy setting. Research has dictated that an expansionary fiscal policy is generally required as a means to achieving increased growth. However, findings obtained at both the aggregate and disaggregated manufacturing level in South Africa largely varied. This implies significant heterogeneity within the South African manufacturing sector in respect of fiscal policy responses. Expansionary fiscal stimulus packages need to be better targeted towards industries that will most benefit. Similarly, monetary policy responses at the aggregate and disaggregated manufacturing level in South Africa were heterogeneous and furthermore, differed when examining combined policy impacts. There was also a heterogeneous response with respect to relevance of the channels, via which monetary policy operated, with the interest rate channel dominating. SARB do take into consideration output fluctuations in policy setting but this is not currently emphasised or legislated. , Thesis (DCom) -- Faculty of Management and Commerce, 2023
- Full Text:
- Date Issued: 2023
The nature of competition in the banking sector and its effect on financial inclusion in South Africa
- Ngonyama, Nomasomi https://orcid.org/0000-0002-7536-9297
- Authors: Ngonyama, Nomasomi https://orcid.org/0000-0002-7536-9297
- Date: 2023
- Subjects: Banks and banking -- South Africa , Competition -- South Africa , Financial services industry
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28661 , vital:74492
- Description: Competition and access to financial services are lauded as key ingredients in the fight against poverty. While competition enhances markets, fosters innovation, productivity and growth, financial inclusion allows the poor to save, access credit and insurance thereby allowing them to meaningfully contribute to economic growth and also smooth their consumption. Moreover, competition reduces the cost of finance, thereby further expanding the availability of financial services. This suggests an important relationship between competition in the banking sector and financial inclusion. Research in this area is still in its infancy and little consensus exists on both whether the relationship is a robust one or not. There is no unanimity on the direction of causality or whether competition in the financial sector is good or bad for markets. This study examines the nexus between banking competition and financial inclusion in Upper-middle income countries. It employed a panel data set over the period 2011-2017 and Generalized Methods of Moments technique was employed to answer this enquiry. The findings of this study suggest that market power is not bad for financial inclusion in upper-middle income countries. Moreover, the study found that bank competition does not matter in banking the unbanked population in Upper-middle income countries. The implication of the findings of this study is that the focus of the policy makers should not be on policies that reduces concentration and market power in the banking sector, but be on measures that encourages contestability. The threat of entry is sufficient to make banks behave in a competitive manner. , Thesis (PhD) -- Faculty of Management and Commerce, 2023
- Full Text:
- Date Issued: 2023
- Authors: Ngonyama, Nomasomi https://orcid.org/0000-0002-7536-9297
- Date: 2023
- Subjects: Banks and banking -- South Africa , Competition -- South Africa , Financial services industry
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28661 , vital:74492
- Description: Competition and access to financial services are lauded as key ingredients in the fight against poverty. While competition enhances markets, fosters innovation, productivity and growth, financial inclusion allows the poor to save, access credit and insurance thereby allowing them to meaningfully contribute to economic growth and also smooth their consumption. Moreover, competition reduces the cost of finance, thereby further expanding the availability of financial services. This suggests an important relationship between competition in the banking sector and financial inclusion. Research in this area is still in its infancy and little consensus exists on both whether the relationship is a robust one or not. There is no unanimity on the direction of causality or whether competition in the financial sector is good or bad for markets. This study examines the nexus between banking competition and financial inclusion in Upper-middle income countries. It employed a panel data set over the period 2011-2017 and Generalized Methods of Moments technique was employed to answer this enquiry. The findings of this study suggest that market power is not bad for financial inclusion in upper-middle income countries. Moreover, the study found that bank competition does not matter in banking the unbanked population in Upper-middle income countries. The implication of the findings of this study is that the focus of the policy makers should not be on policies that reduces concentration and market power in the banking sector, but be on measures that encourages contestability. The threat of entry is sufficient to make banks behave in a competitive manner. , Thesis (PhD) -- Faculty of Management and Commerce, 2023
- Full Text:
- Date Issued: 2023
The Training of pre-service science teachers in the integration of Information and Communication Technology integration in Science teaching: A case of two colleges of education in The Volta Region of Ghana
- Authors: Ofori, Mac-Jones
- Date: 2023
- Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27898 , vital:70467
- Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
- Authors: Ofori, Mac-Jones
- Date: 2023
- Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27898 , vital:70467
- Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
A political economy of transformation in Nelson Mandela University Bay: a critical analysis of the construction sector 2005
- Authors: Mtimka, Ongama
- Date: 2022-12
- Subjects: Transformation -- Port Elizabeth -- Nelson Mandela Bay , Construction industry -- South Africa –Port Elizabeth , Politics -- Nelson Mandela Bay
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/59392 , vital:62077
- Description: In democracies and purportedly free market economies, questions of “who gets what, when, and how” ought to be resolved mainly through free competition, where those with the competitive advantage on merit are guaranteed to succeed. If it is political parties, they only have to compete well and fairly to win elections. If it is businesses, they ought to have the best value and price and they win customers. However, there are institutions which regulate this competition and political economic behaviour. Interest groups such as business chambers, industry and professional associations, as well as various structures of representation engage in the political economic space to sway the distribution outcomes from these “institutions” in the favour of their members. To do so, at times they use methods that affirm the principles and spirit of free competition and at other times, they do not. This thesis reviews the political economy of transformation within the construction sector in Nelson Mandela Bay to further advance knowledge within the subfield of political economy in South Africa. By looking at a specific economic sector, the study adds an important element to the sub-discipline, a nuance to the debates about the role of the state in the economy or macroeconomic policy and the much studied mining-energy complex. The study focuses on the role of small business forums created mostly by newcomers within the construction sector in the city and the methods they used to increase the share of their members in construction sector revenues. Their methods were unconventional and earned them the unfavourable term of ‘the construction mafia’. Through a grounded theoretical research process, this study details the story of the rise and fall of forums and dissects it in line with ongoing debates within political economy and related disciplines, particularly about the nexus between politics and business as well as the role of interest groups in pluralist political systems. Among other things, the study finds that the forums did not see the construction industry as a free market and did not take principles of competition in the sector as a given. As such, they sought to make and remake institutions of the sector in ways that could increase their share of revenues. In similar fashion to the roles of iinjoli nosokhaya in traditional isiXhosa ceremonies, they accorded to themselves the right to distribute benefits to their members contrary to legal and general market prescripts. , Thesis (PhD) -- Faculty of Humanities, School of Government and Social sciences, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Mtimka, Ongama
- Date: 2022-12
- Subjects: Transformation -- Port Elizabeth -- Nelson Mandela Bay , Construction industry -- South Africa –Port Elizabeth , Politics -- Nelson Mandela Bay
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/59392 , vital:62077
- Description: In democracies and purportedly free market economies, questions of “who gets what, when, and how” ought to be resolved mainly through free competition, where those with the competitive advantage on merit are guaranteed to succeed. If it is political parties, they only have to compete well and fairly to win elections. If it is businesses, they ought to have the best value and price and they win customers. However, there are institutions which regulate this competition and political economic behaviour. Interest groups such as business chambers, industry and professional associations, as well as various structures of representation engage in the political economic space to sway the distribution outcomes from these “institutions” in the favour of their members. To do so, at times they use methods that affirm the principles and spirit of free competition and at other times, they do not. This thesis reviews the political economy of transformation within the construction sector in Nelson Mandela Bay to further advance knowledge within the subfield of political economy in South Africa. By looking at a specific economic sector, the study adds an important element to the sub-discipline, a nuance to the debates about the role of the state in the economy or macroeconomic policy and the much studied mining-energy complex. The study focuses on the role of small business forums created mostly by newcomers within the construction sector in the city and the methods they used to increase the share of their members in construction sector revenues. Their methods were unconventional and earned them the unfavourable term of ‘the construction mafia’. Through a grounded theoretical research process, this study details the story of the rise and fall of forums and dissects it in line with ongoing debates within political economy and related disciplines, particularly about the nexus between politics and business as well as the role of interest groups in pluralist political systems. Among other things, the study finds that the forums did not see the construction industry as a free market and did not take principles of competition in the sector as a given. As such, they sought to make and remake institutions of the sector in ways that could increase their share of revenues. In similar fashion to the roles of iinjoli nosokhaya in traditional isiXhosa ceremonies, they accorded to themselves the right to distribute benefits to their members contrary to legal and general market prescripts. , Thesis (PhD) -- Faculty of Humanities, School of Government and Social sciences, 2022
- Full Text:
- Date Issued: 2022-12
A social media analytics framework for decision-making in citizen relationship management
- Authors: Yakobi, Khulekani
- Date: 2022-12
- Subjects: Social Media Analytics -- South Africa , Decision making --Mathematical models , Service delivery
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60048 , vital:62815
- Description: Globally social media has shown unprecedented levels of adoption and Social Media Analytics (SMA) is a rapidly growing topic. For governments, SMA holds the promise of providing tools and frameworks to collect, monitor, analyse and visualise social media data, usually driven by specific requirements from a target application. However, social media data is noisy and unstructured, and organisations struggle to extract knowledge from this data, and convert it into actual intelligence. This study argues that SMA can support intelligent decision-making for Citizen Relationship Management (CzRM). CzRM is a growing effort of governments around the world to strive to respond rapidly to their citizens by fostering a closer relationship thereby creating more effective and efficient service delivery. However, there is a little evidence in literature on empirical studies of any existing decision-making framework for CzRM and SMA adoption. In particular, there is a gap with regards incorporating SMA into decision-making for CzRM of governments, particularly in developing countries like South Africa. The aim of this study was to develop a framework that provides guidelines, including methods and tools, incorporating SMA into decision-making for CzRM in the Gauteng Provincial Government (GPG) and the Free State Provincial Government (FSPG) of South Africa. A Systematic Literature Review (SLR) and conceptual analysis method was conducted to design the Social Media Analytics Framework for Decision-making in the context of CzRM (the SMAF). The findings from the literature review revealed several benefits and challenges with SMA, in particular the shortage of skills, guidelines, methods and tools for SMA. These challenges were used to draft guidelines that were included in the framework, which consists of five components that can be used to derive intelligent information from SMA. The pragmatic philosophy and a case study design was used to generate an in-depth, multifaceted understanding of the underlying problems in the case of the GPG and the FSPG. The German North-West Metropolitan region was used as a third case study to provide a more global perspective and a case of a developed country in terms of Gross Domestic Product. The scope of the study was limited to social media posts by provincial citizens related to CzRM and service delivery. Both formative and summative evaluations of the proposed theoretical framework were conducted. The formative evaluation was conducted v | Page as an Expert Review to receive feedback of the framework from the experts in the field of Computer Science and Information Systems. The findings validated the framework and some minor improvements were made based on the experts’ recommendations. Focus Group Discussions (FGDs) with participants from government managers and decision makers in the three cases were conducted. Case documents for the three cases were collected and reviewed. All collected data was analysed using the Qualitative Content Analysis (QCA) method and common categories and themes were identified. Summative evaluations were conducted in the form of a Field Study, which consisted of an analysis of Twitter data from the three cases, and a closing FGD with Business Intelligence (BI) experts at the primary case of the e-Government department of the GPG. The findings revealed that SMA has been adopted in all three cases; however, while their strategies are comprehensive their implementations are very much in their early stages. The findings also highlighted the status of SMA in government and some potential gaps and areas for implementing the framework. , Thesis (PhD) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Yakobi, Khulekani
- Date: 2022-12
- Subjects: Social Media Analytics -- South Africa , Decision making --Mathematical models , Service delivery
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60048 , vital:62815
- Description: Globally social media has shown unprecedented levels of adoption and Social Media Analytics (SMA) is a rapidly growing topic. For governments, SMA holds the promise of providing tools and frameworks to collect, monitor, analyse and visualise social media data, usually driven by specific requirements from a target application. However, social media data is noisy and unstructured, and organisations struggle to extract knowledge from this data, and convert it into actual intelligence. This study argues that SMA can support intelligent decision-making for Citizen Relationship Management (CzRM). CzRM is a growing effort of governments around the world to strive to respond rapidly to their citizens by fostering a closer relationship thereby creating more effective and efficient service delivery. However, there is a little evidence in literature on empirical studies of any existing decision-making framework for CzRM and SMA adoption. In particular, there is a gap with regards incorporating SMA into decision-making for CzRM of governments, particularly in developing countries like South Africa. The aim of this study was to develop a framework that provides guidelines, including methods and tools, incorporating SMA into decision-making for CzRM in the Gauteng Provincial Government (GPG) and the Free State Provincial Government (FSPG) of South Africa. A Systematic Literature Review (SLR) and conceptual analysis method was conducted to design the Social Media Analytics Framework for Decision-making in the context of CzRM (the SMAF). The findings from the literature review revealed several benefits and challenges with SMA, in particular the shortage of skills, guidelines, methods and tools for SMA. These challenges were used to draft guidelines that were included in the framework, which consists of five components that can be used to derive intelligent information from SMA. The pragmatic philosophy and a case study design was used to generate an in-depth, multifaceted understanding of the underlying problems in the case of the GPG and the FSPG. The German North-West Metropolitan region was used as a third case study to provide a more global perspective and a case of a developed country in terms of Gross Domestic Product. The scope of the study was limited to social media posts by provincial citizens related to CzRM and service delivery. Both formative and summative evaluations of the proposed theoretical framework were conducted. The formative evaluation was conducted v | Page as an Expert Review to receive feedback of the framework from the experts in the field of Computer Science and Information Systems. The findings validated the framework and some minor improvements were made based on the experts’ recommendations. Focus Group Discussions (FGDs) with participants from government managers and decision makers in the three cases were conducted. Case documents for the three cases were collected and reviewed. All collected data was analysed using the Qualitative Content Analysis (QCA) method and common categories and themes were identified. Summative evaluations were conducted in the form of a Field Study, which consisted of an analysis of Twitter data from the three cases, and a closing FGD with Business Intelligence (BI) experts at the primary case of the e-Government department of the GPG. The findings revealed that SMA has been adopted in all three cases; however, while their strategies are comprehensive their implementations are very much in their early stages. The findings also highlighted the status of SMA in government and some potential gaps and areas for implementing the framework. , Thesis (PhD) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics, 2022
- Full Text:
- Date Issued: 2022-12
Educational interventions for primary caregivers related to infection prevention and control in stroke patients in a rural setting of Mutasa district, Zimbabwe
- Authors: Chikanya, Violet Kestha
- Date: 2022-12
- Subjects: Educational interventions -- Zimbabwe , Cross infection -- Prevention -- Zimbabwe , Primary caregivers
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60133 , vital:63146
- Description: Infection prevention and control offer safe and effective practices for patients and healthcare workers in any setting, including the home environment. Understanding and applying principles are based on knowledge and training of caregivers. The incidence of stroke has increased significantly in some sub-Saharan countries. Most patients with stroke are admitted into hospital during the acute phase of care, and are then discharged for further care and management at home. Recovery at home after a stroke takes a long time under the care of primary caregivers with either little or no health care training, exposing these patients to a variety of risky infections. Education on infection prevention and control is therefore encouraged to guide primary caregivers in caring for these patients. The study objectives sought to explore and describe knowledge and practices of primary caregivers, and information given by village health workers to primary caregivers to prevent and control chest infections, skin infections and urinary tract infections in home-based stroke patients in a rural setting in Mutasa district, Zimbabwe. The study also sought to develop and validate educational interventions for primary caregivers to prevent and control chest infections, skin infections and urinary tract infections in home-based stroke patients. A quantitative research paradigm was used in the study. Multistage random sampling was used to select 20 wards and 200 villages. Using a margin of error of 5% and 95% confidence, the sample consisted of 200 primary caregivers and 200 village health workers. The study was conducted in three phases. Phase One comprised data collection from primary caregivers and village health workers regarding prevention and control of chest, skin, and urinary tract infections. Data were collected using a structured interviewer-administered questionnaire for primary caregivers and a self-administered questionnaire for village health workers. The research instruments collected data on socio-demographics, knowledge, practices and infection prevention and control information given by village health workers to primary caregivers. The Visual Basic for Applications package was used for data analysis. x The study results revealed that a significant number of primary caregivers had low knowledge levels in terms of stroke and infections that frequently occur in home-based stroke patients. About a third of primary caregivers did not know the standard infection prevention and control measures to prevent infections, and a substantial proportion of the primary caregivers did not practise the recommended measures to prevent and control chest, skin and urinary tract infections in home-based stroke patients. It was found that village health workers provided limited health education on stroke, its complications, and measures to prevent and control chest, skin and urinary tract infections to primary caregivers. In Phase Two, educational interventions in the form of a job aid comprising worksheets for primary caregivers to prevent and control chest, skin and urinary tract infections in home-based stroke patients in a rural setting were developed. In Phase Three, the draft job aid was reviewed by an eight-member expert panel. Feedback from the reviewers was used to develop the final job aid for enhancing the knowledge and practices of primary caregivers in terms of infection prevention and control in home-based stroke patients. Throughout the study, the researcher adhered to ethical considerations, namely respect for persons, beneficence, and justice. The quality of data collected was ensured by applying the principles of validity and reliability in the development stage of the questionnaire and by conducting a pilot study. Rigorous evaluation of the developed job aid is required to establish its validity. It is recommended that the job aid be included in nurse training and continuing education programs. The trainings should be cascaded to the village health workers and primary caregivers of other bed-ridden patients. The job aid will also reach more caregivers if translated to other local languages. , Thesis (PhD) -- Faculty of Health Sciences, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Chikanya, Violet Kestha
- Date: 2022-12
- Subjects: Educational interventions -- Zimbabwe , Cross infection -- Prevention -- Zimbabwe , Primary caregivers
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60133 , vital:63146
- Description: Infection prevention and control offer safe and effective practices for patients and healthcare workers in any setting, including the home environment. Understanding and applying principles are based on knowledge and training of caregivers. The incidence of stroke has increased significantly in some sub-Saharan countries. Most patients with stroke are admitted into hospital during the acute phase of care, and are then discharged for further care and management at home. Recovery at home after a stroke takes a long time under the care of primary caregivers with either little or no health care training, exposing these patients to a variety of risky infections. Education on infection prevention and control is therefore encouraged to guide primary caregivers in caring for these patients. The study objectives sought to explore and describe knowledge and practices of primary caregivers, and information given by village health workers to primary caregivers to prevent and control chest infections, skin infections and urinary tract infections in home-based stroke patients in a rural setting in Mutasa district, Zimbabwe. The study also sought to develop and validate educational interventions for primary caregivers to prevent and control chest infections, skin infections and urinary tract infections in home-based stroke patients. A quantitative research paradigm was used in the study. Multistage random sampling was used to select 20 wards and 200 villages. Using a margin of error of 5% and 95% confidence, the sample consisted of 200 primary caregivers and 200 village health workers. The study was conducted in three phases. Phase One comprised data collection from primary caregivers and village health workers regarding prevention and control of chest, skin, and urinary tract infections. Data were collected using a structured interviewer-administered questionnaire for primary caregivers and a self-administered questionnaire for village health workers. The research instruments collected data on socio-demographics, knowledge, practices and infection prevention and control information given by village health workers to primary caregivers. The Visual Basic for Applications package was used for data analysis. x The study results revealed that a significant number of primary caregivers had low knowledge levels in terms of stroke and infections that frequently occur in home-based stroke patients. About a third of primary caregivers did not know the standard infection prevention and control measures to prevent infections, and a substantial proportion of the primary caregivers did not practise the recommended measures to prevent and control chest, skin and urinary tract infections in home-based stroke patients. It was found that village health workers provided limited health education on stroke, its complications, and measures to prevent and control chest, skin and urinary tract infections to primary caregivers. In Phase Two, educational interventions in the form of a job aid comprising worksheets for primary caregivers to prevent and control chest, skin and urinary tract infections in home-based stroke patients in a rural setting were developed. In Phase Three, the draft job aid was reviewed by an eight-member expert panel. Feedback from the reviewers was used to develop the final job aid for enhancing the knowledge and practices of primary caregivers in terms of infection prevention and control in home-based stroke patients. Throughout the study, the researcher adhered to ethical considerations, namely respect for persons, beneficence, and justice. The quality of data collected was ensured by applying the principles of validity and reliability in the development stage of the questionnaire and by conducting a pilot study. Rigorous evaluation of the developed job aid is required to establish its validity. It is recommended that the job aid be included in nurse training and continuing education programs. The trainings should be cascaded to the village health workers and primary caregivers of other bed-ridden patients. The job aid will also reach more caregivers if translated to other local languages. , Thesis (PhD) -- Faculty of Health Sciences, 2022
- Full Text:
- Date Issued: 2022-12
Exploring a humanising pedagogy in the teaching of mathematics in engineering related subjects at TVET colleges
- Vimbelo, Siphokazi Winniefred
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12