Fathers' involvement in the social development of children under six years: a social capital perspective and implications for early childhood development in the East London Education District
- Authors: Adams, Clyde Glenith Graham
- Date: 2016
- Subjects: Child development-- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Fatherhood -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5116 , vital:29077
- Description: The experiences of twenty fathers were explored to understand the involvement in the social development of children under six years. The main research question that guided the study was: what are fathers’ experiences with involvement in the social development of their children under the age of six years and what implications do these have for early childhood development? A social capital perspective was followed. The qualitative data was collected through the use of semi-structured interviews. The data was then analysed qualitatively. Results show that although most of the respondents could not give a definition of the concept of social development, they, however, understood the importance of parents playing a role in the development of a child. Fathers understood their role as supportive, nurturing and being there for their children. Fathers also understood their basic role as being the provider and protector. They also perceived their role as being authoritative and see themselves as the main disciplinarians. Results reveal that most schools do not offer programs specifically designed to encourage fathers to participate. Most importantly, results indicate that fathers’ interest in a variety of sporting activities, information sharing and talking about challenges both the schools as well as fathers face, are some of the ways fathers would like to be involved. Findings also indicate that although fathers acknowledged the role of the Department of Basic Education (DoBE) as mainly that of financial contributor in order to facilitate the skills development as well as that of information dissemination. However, fathers who took part in the study did not understand how the DoBE skills development agenda is envisaged for fathers. Notwithstanding, the respondents were quite clear that a father has an influential role to play in their children’s development. It also emerged that the greater the involvement, the more positive the influence on the child’s development. This study concludes that the presence of fathers in children’s lives is known to contribute significantly to their chances of experiencing positive developmental outcomes. Although the father-child relationship’s influences on children’s social competence have received increased attention in general, research on fathers’ understanding of their roles, involvement with their children as well as challenges confronting them with their involvement is scant. Based this the above, a number of recommendations have been made.
- Full Text:
- Date Issued: 2016
- Authors: Adams, Clyde Glenith Graham
- Date: 2016
- Subjects: Child development-- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Fatherhood -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5116 , vital:29077
- Description: The experiences of twenty fathers were explored to understand the involvement in the social development of children under six years. The main research question that guided the study was: what are fathers’ experiences with involvement in the social development of their children under the age of six years and what implications do these have for early childhood development? A social capital perspective was followed. The qualitative data was collected through the use of semi-structured interviews. The data was then analysed qualitatively. Results show that although most of the respondents could not give a definition of the concept of social development, they, however, understood the importance of parents playing a role in the development of a child. Fathers understood their role as supportive, nurturing and being there for their children. Fathers also understood their basic role as being the provider and protector. They also perceived their role as being authoritative and see themselves as the main disciplinarians. Results reveal that most schools do not offer programs specifically designed to encourage fathers to participate. Most importantly, results indicate that fathers’ interest in a variety of sporting activities, information sharing and talking about challenges both the schools as well as fathers face, are some of the ways fathers would like to be involved. Findings also indicate that although fathers acknowledged the role of the Department of Basic Education (DoBE) as mainly that of financial contributor in order to facilitate the skills development as well as that of information dissemination. However, fathers who took part in the study did not understand how the DoBE skills development agenda is envisaged for fathers. Notwithstanding, the respondents were quite clear that a father has an influential role to play in their children’s development. It also emerged that the greater the involvement, the more positive the influence on the child’s development. This study concludes that the presence of fathers in children’s lives is known to contribute significantly to their chances of experiencing positive developmental outcomes. Although the father-child relationship’s influences on children’s social competence have received increased attention in general, research on fathers’ understanding of their roles, involvement with their children as well as challenges confronting them with their involvement is scant. Based this the above, a number of recommendations have been made.
- Full Text:
- Date Issued: 2016
Commensal bacteria belonging to the Staphylococcus Acinetobacter and Stenotrophomonas genera as reservoirs of antibiotic resistance determinants in the environment of Nkonkobe Municipality, Eastern Cape Province , South Africa
- Authors: Adegoke, Anthony Ayodeji
- Date: 2012
- Subjects: Acinetobacter infections Drug resistance in microorganisms Staphylococcal infections Bacterial diseases
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/6539 , vital:30551
- Description: A study to assess the potentials of some commensal bacteria that belong to Staphylococcus, Acinetobacter and Stenotrophomonas genera as reservoirs of antibiotic resistance determinants in the environment of Nkonkobe Municipality of the Eastern Cape Province, South Africa, was carried out using standard microbiological and molecular techniques. A total of 120 Staphylococcus isolates which consisted of Staphylococcus haemolyticus (30%), Staphylococcus aureus (23.3%) from pig; Staphylococcus capitis (15%) from goat; Staphylococcus heamolyticus (5%) and Staphylococcus xylosus (15%) from cattle and other Staphylococci (11%) from dead chicken and pigs were isolated. About 23.3% of these isolates were coagulase positive and 76.7% were coagulase negative. This difference in prevalence along coagulase production divide was statistically significant (p < 0.05). Eighty-six Acinetobacter species (Acinetobacter baumannii/calcoaceticus and Acinetobacter haemolyticus) were also isolated from Alice and Fort Beaufort towns samples, while 125 Stenotrophomonas maltophilia isolates were from grass root rhizosphere (96%) and soil butternut root rhizosphere (4%). Between 75-100% of the Staphylococccus species were resistant to Penicillin G, tetracycline, sulphamethaxole and nalidixic acid; about 38 % were methicillin resistant, consisting of 12.6% methicillin resistant Staphylococcus aureus (MRSA) from pig and a total of 12% vancomycin resistant were observed. Also, 12% of the isolates were erythromycin resistant while 40.2 % were resistant to the third generation cephalosporin, ceftazidime. The antibiotic resistance genes vanA, VanB, eryA, eryB, eryC were not detected in all the phenotypically resistant Staphylococccus species, but mec A gene and mph genes were detected. In the Acinetobacter species, a wide range of 30-100% resistance to penicillin G, ceftriazone, nitrofurantoin, erythromycin, and augmentin was observed. Polymerase chain reaction (PCR) revealed the presence of Tet(B) and Tet(39) genes in these species, while Tet (A), Tet(M) and Tet(H) were absent. Also, 9.3% of the Acinetobacter species showed phenotypic production of extended spectrum beta lactamases (ESBLs) while 3.5% were positive for the presence of blaCTX-M-1 genes. The Stenotrophomonas maltophilia isolates showed varying resistance to meropenem (8.9%), cefuroxime (95.6 %), ampicillin-sulbactam (53.9%), ceftazidime (10.7%), cefepime (29.3 %), minocycline (2.2%), kanamycin (56.9%), ofloxacin (2.9%), levofloxacin (1.3%), moxifloxacin (2.8%), ciprofloxacin (24.3%), gatifloxacin (1.3%), polymyxin B (2.9 %), cotrimoxazole (26.1%), trimethoprim (98.6%), aztreonam(58%) and Polymyxin B (2.9 %). The isolates exhibited significant susceptibility to the fluoroquinolones (74.3-94.7 %), polymycin (97.1%) and meropenem (88.1%). Only sul3 genes were the only sulphonamide resistance gene detected among the trimethoprim-sulphamethoxazole resistant isolates. The observed multiple antibiotic resistance indeces (MARI) of >2 for Staphylococcus species, Acinetobacter species and Stenotrophomonas maltophilia suggest that they have arisen from high-risk sources where antibiotics are in constant arbitrary use resulting in high selective pressure. The presence of tetracycline resistance genes in Acinetobacter species justifies the observed phenotypic resistance to oxytetracycline and intermediate resistance to minocycline. High phenotypic resistance and the presence of some resistance genes in Staphylococcus species is a possible threat to public health and suggests animals to be important reservoirs of antibiotic resistance determinants in the environment. Indiscriminate use of antibiotics induces this kind of antibiotic resistance and should be discouraged. Personal hygiene is encouraged as it reduces the load of Acinetobacter species contacted from the environment that may be difficult to control. Commensal Stenotrophomonas maltophilia are as important as their clinical counterparts due to their roles in opportunistic infection, antibiotic resistance and their associated genes, especially sul gene. Personal hygiene is hereby advocated especially when in contact with soil, plants and plants’ rhizospheric soil
- Full Text:
- Date Issued: 2012
- Authors: Adegoke, Anthony Ayodeji
- Date: 2012
- Subjects: Acinetobacter infections Drug resistance in microorganisms Staphylococcal infections Bacterial diseases
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/6539 , vital:30551
- Description: A study to assess the potentials of some commensal bacteria that belong to Staphylococcus, Acinetobacter and Stenotrophomonas genera as reservoirs of antibiotic resistance determinants in the environment of Nkonkobe Municipality of the Eastern Cape Province, South Africa, was carried out using standard microbiological and molecular techniques. A total of 120 Staphylococcus isolates which consisted of Staphylococcus haemolyticus (30%), Staphylococcus aureus (23.3%) from pig; Staphylococcus capitis (15%) from goat; Staphylococcus heamolyticus (5%) and Staphylococcus xylosus (15%) from cattle and other Staphylococci (11%) from dead chicken and pigs were isolated. About 23.3% of these isolates were coagulase positive and 76.7% were coagulase negative. This difference in prevalence along coagulase production divide was statistically significant (p < 0.05). Eighty-six Acinetobacter species (Acinetobacter baumannii/calcoaceticus and Acinetobacter haemolyticus) were also isolated from Alice and Fort Beaufort towns samples, while 125 Stenotrophomonas maltophilia isolates were from grass root rhizosphere (96%) and soil butternut root rhizosphere (4%). Between 75-100% of the Staphylococccus species were resistant to Penicillin G, tetracycline, sulphamethaxole and nalidixic acid; about 38 % were methicillin resistant, consisting of 12.6% methicillin resistant Staphylococcus aureus (MRSA) from pig and a total of 12% vancomycin resistant were observed. Also, 12% of the isolates were erythromycin resistant while 40.2 % were resistant to the third generation cephalosporin, ceftazidime. The antibiotic resistance genes vanA, VanB, eryA, eryB, eryC were not detected in all the phenotypically resistant Staphylococccus species, but mec A gene and mph genes were detected. In the Acinetobacter species, a wide range of 30-100% resistance to penicillin G, ceftriazone, nitrofurantoin, erythromycin, and augmentin was observed. Polymerase chain reaction (PCR) revealed the presence of Tet(B) and Tet(39) genes in these species, while Tet (A), Tet(M) and Tet(H) were absent. Also, 9.3% of the Acinetobacter species showed phenotypic production of extended spectrum beta lactamases (ESBLs) while 3.5% were positive for the presence of blaCTX-M-1 genes. The Stenotrophomonas maltophilia isolates showed varying resistance to meropenem (8.9%), cefuroxime (95.6 %), ampicillin-sulbactam (53.9%), ceftazidime (10.7%), cefepime (29.3 %), minocycline (2.2%), kanamycin (56.9%), ofloxacin (2.9%), levofloxacin (1.3%), moxifloxacin (2.8%), ciprofloxacin (24.3%), gatifloxacin (1.3%), polymyxin B (2.9 %), cotrimoxazole (26.1%), trimethoprim (98.6%), aztreonam(58%) and Polymyxin B (2.9 %). The isolates exhibited significant susceptibility to the fluoroquinolones (74.3-94.7 %), polymycin (97.1%) and meropenem (88.1%). Only sul3 genes were the only sulphonamide resistance gene detected among the trimethoprim-sulphamethoxazole resistant isolates. The observed multiple antibiotic resistance indeces (MARI) of >2 for Staphylococcus species, Acinetobacter species and Stenotrophomonas maltophilia suggest that they have arisen from high-risk sources where antibiotics are in constant arbitrary use resulting in high selective pressure. The presence of tetracycline resistance genes in Acinetobacter species justifies the observed phenotypic resistance to oxytetracycline and intermediate resistance to minocycline. High phenotypic resistance and the presence of some resistance genes in Staphylococcus species is a possible threat to public health and suggests animals to be important reservoirs of antibiotic resistance determinants in the environment. Indiscriminate use of antibiotics induces this kind of antibiotic resistance and should be discouraged. Personal hygiene is encouraged as it reduces the load of Acinetobacter species contacted from the environment that may be difficult to control. Commensal Stenotrophomonas maltophilia are as important as their clinical counterparts due to their roles in opportunistic infection, antibiotic resistance and their associated genes, especially sul gene. Personal hygiene is hereby advocated especially when in contact with soil, plants and plants’ rhizospheric soil
- Full Text:
- Date Issued: 2012
The implementation of inclusion policy for learners with special education needs in primary schools in Fort beafort district :Towards a rights based approach to education
- Authors: Adewumi, Toyin Mary
- Date: 2014
- Subjects: Inclusive education Education and state -- South Africa -- Eastern Cape Children with disabilities -- Education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5873 , vital:29413
- Description: The implementation of inclusion policy for learners with special education needs as stipulated in the Education White Paper 2001has been an issue of concern for South African schools. This study sheds light on the implementation of inclusion policy for learners with special education needs in the selected primary schools in the Fort Beaufort District in the Eastern Cape Province in South Africa. The aim of the study is to examine the implementation of inclusion policy for learners with special education needs. The study was placed within the post-positivism paradigm and used a mixed method research approach that integrated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, and document analysis. A total number of 30 teachers completed the questionnaires. The researcher conducted interviews with ten principals and eight teachers. She also held interviews with four education district officials and one provincial official. Data were analysed by statistical and non-statistical procedures. The study revealed that the inclusion policy is being implemented in the selected schools. However, there are challenges that are being encountered. Firstly, some teachers have not received adequate training with regards to inclusive education policy. Staff development workshops put in place to address this challenge are minimal, and there is not enough joint effort being established by the different stakeholders with regards to support and monitoring the implementation process. Despite the challenges that accompany implementation of inclusion of learners with special education needs, as well as the difficult working conditions, this study reveals that there are pockets of good practice of inclusion policy in some of the selected schools in the Fort Beaufort District. For instance, it was found that teachers implement inclusion of learners with special education needs, even though the majority of them do not have qualifications in special education. It was also revealed that teachers used learner-centred teaching methods to accommodate all learners, which include group and individual teaching, group demonstration, discussions, question-and-answer sessions, and practical activities.
- Full Text:
- Date Issued: 2014
- Authors: Adewumi, Toyin Mary
- Date: 2014
- Subjects: Inclusive education Education and state -- South Africa -- Eastern Cape Children with disabilities -- Education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5873 , vital:29413
- Description: The implementation of inclusion policy for learners with special education needs as stipulated in the Education White Paper 2001has been an issue of concern for South African schools. This study sheds light on the implementation of inclusion policy for learners with special education needs in the selected primary schools in the Fort Beaufort District in the Eastern Cape Province in South Africa. The aim of the study is to examine the implementation of inclusion policy for learners with special education needs. The study was placed within the post-positivism paradigm and used a mixed method research approach that integrated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, and document analysis. A total number of 30 teachers completed the questionnaires. The researcher conducted interviews with ten principals and eight teachers. She also held interviews with four education district officials and one provincial official. Data were analysed by statistical and non-statistical procedures. The study revealed that the inclusion policy is being implemented in the selected schools. However, there are challenges that are being encountered. Firstly, some teachers have not received adequate training with regards to inclusive education policy. Staff development workshops put in place to address this challenge are minimal, and there is not enough joint effort being established by the different stakeholders with regards to support and monitoring the implementation process. Despite the challenges that accompany implementation of inclusion of learners with special education needs, as well as the difficult working conditions, this study reveals that there are pockets of good practice of inclusion policy in some of the selected schools in the Fort Beaufort District. For instance, it was found that teachers implement inclusion of learners with special education needs, even though the majority of them do not have qualifications in special education. It was also revealed that teachers used learner-centred teaching methods to accommodate all learners, which include group and individual teaching, group demonstration, discussions, question-and-answer sessions, and practical activities.
- Full Text:
- Date Issued: 2014
The effectiveness of the concrete / semi-concrete / abstract (CSA) appoach and drill- practice on grade 10 learners' ability to simplify addition and subtraction algebraic fractions
- Authors: Awuah, Bernard Prince
- Date: 2016
- Subjects: Algebra, Abstract
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5105 , vital:29076
- Description: This study was conducted in one of the education districts in the Eastern Cape Province of South Africa. The purpose was to analyse the effectiveness of the concrete/semi-concrete/abstract (CSA) approach and drill-practice instructional strategies on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. The following two objectives were set. First, to identify the learners’ challenges in studying addition and subtraction of algebraic fractions in grade 10; and second to analyse the effectiveness of the CSA approach and drill-practice instructional strategies on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. Both threshold concepts and troublesome knowledge, Polya’s problem-solving techniques, CSA Approach theory and Drill-practice theory were all pertinent as a theoretical framework for the study. Positivism research paradigm was adopted for the study and it afforded the researcher opportunity to employ quantitative research approach. Based on the research question of this study, an experimental design was chosen as a suitable descriptive design. Purposive sampling method was used to select three schools which involved 135 grade 10 mathematics learners. Stratified random sampling method was thereafter employed to select 45 learners from each school for the study. The learners were grouped in each school as top, average and weak based on their performance in Algebra in term one. Pre-questionnaire and post-questionnaire were used to obtain data regarding challenges learners experience in simplifying addition and subtraction of algebraic fractions. Ethical clearance from the relevant school and university authorities were obtained. On the first two days, the researcher briefed the school authorities and learners and explained to them the purpose and details of the study. Day three was used to administer the pre-questionnaire test, thereafter, the next ten days were used to teach addition and subtraction of both numeric and algebraic fractions with same and different numerators and denominators. The next two days were used for revision and the last day was used to administer the postquestionnaire test out 25 marks. The respondent rate was 98.5%. The data collected were analysed by using SPSS version 16.10. Both descriptive and inferential statistics were used to analyse the data. The pre-questionnaire scores revealed that majority of the learners’ perceived fractions as two separate entities and as a result add or subtract numerator to numerator and denominator to denominator. It was also discovered that learners had a challenge in finding LCM of algebraic fractions. A t-Test for independent means was used to test the following hypotheses at 𝛼 = 0.05: 𝐇𝟎: The CSA approach and drill-practice intervention has no significant effect on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions; 𝐇𝟏: The CSA approach and drill-practice will significantly enhance Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. The t-Test revealed a p-value of 0.139 which was statistically significant at 𝛼 = 0.05. Therefore, the researcher rejected the null hypothesis and concluded that the CSA approach and drill-practice have significantly enhanced the Grade 10 learners’ ability to simplify algebraic fractions.
- Full Text:
- Date Issued: 2016
- Authors: Awuah, Bernard Prince
- Date: 2016
- Subjects: Algebra, Abstract
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5105 , vital:29076
- Description: This study was conducted in one of the education districts in the Eastern Cape Province of South Africa. The purpose was to analyse the effectiveness of the concrete/semi-concrete/abstract (CSA) approach and drill-practice instructional strategies on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. The following two objectives were set. First, to identify the learners’ challenges in studying addition and subtraction of algebraic fractions in grade 10; and second to analyse the effectiveness of the CSA approach and drill-practice instructional strategies on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. Both threshold concepts and troublesome knowledge, Polya’s problem-solving techniques, CSA Approach theory and Drill-practice theory were all pertinent as a theoretical framework for the study. Positivism research paradigm was adopted for the study and it afforded the researcher opportunity to employ quantitative research approach. Based on the research question of this study, an experimental design was chosen as a suitable descriptive design. Purposive sampling method was used to select three schools which involved 135 grade 10 mathematics learners. Stratified random sampling method was thereafter employed to select 45 learners from each school for the study. The learners were grouped in each school as top, average and weak based on their performance in Algebra in term one. Pre-questionnaire and post-questionnaire were used to obtain data regarding challenges learners experience in simplifying addition and subtraction of algebraic fractions. Ethical clearance from the relevant school and university authorities were obtained. On the first two days, the researcher briefed the school authorities and learners and explained to them the purpose and details of the study. Day three was used to administer the pre-questionnaire test, thereafter, the next ten days were used to teach addition and subtraction of both numeric and algebraic fractions with same and different numerators and denominators. The next two days were used for revision and the last day was used to administer the postquestionnaire test out 25 marks. The respondent rate was 98.5%. The data collected were analysed by using SPSS version 16.10. Both descriptive and inferential statistics were used to analyse the data. The pre-questionnaire scores revealed that majority of the learners’ perceived fractions as two separate entities and as a result add or subtract numerator to numerator and denominator to denominator. It was also discovered that learners had a challenge in finding LCM of algebraic fractions. A t-Test for independent means was used to test the following hypotheses at 𝛼 = 0.05: 𝐇𝟎: The CSA approach and drill-practice intervention has no significant effect on Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions; 𝐇𝟏: The CSA approach and drill-practice will significantly enhance Grade 10 learners’ ability to simplify addition and subtraction of algebraic fractions. The t-Test revealed a p-value of 0.139 which was statistically significant at 𝛼 = 0.05. Therefore, the researcher rejected the null hypothesis and concluded that the CSA approach and drill-practice have significantly enhanced the Grade 10 learners’ ability to simplify algebraic fractions.
- Full Text:
- Date Issued: 2016
Between"culture" and "Cruelty"narratives of widows on land dispossession in Gqadu administrative area, Mbashe Municipality , Eastern Cape
- Authors: Baleka, Zola
- Date: 2016
- Subjects: Widows -- South Africa -- Eastern Cape Land tenure -- South Africa -- Eastern Cape Right of property -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5083 , vital:29057
- Description: This study highlights the cultural underpinnings of specific indulgences pertaining to land ownership with reference to widowhood in the rural Eastern Cape. The study does this by examining the narratives of widows about their experiences of land dispossession in Nqadu Administrative Area. Nqadu Administrative Area is a rural community in Mbhashe Local Municipality in the Eastern Cape Province of South Africa. The study focuses on widows’ experiences relating to the cultural practices of the community regarding land ownership. A qualitative, case study design was adopted. To uncover the widows’ narratives, the study utilised in-depth interviews and focus group discussions, with a sample of 50 widows. Further empirical data were obtained from four members of the municipal Land Committees, two Ward Councillors, four Traditional Leaders and two officials from the Eastern Cape Department of Rural Development and Agrarian Reform, using in-depth and key informant interviews. The study found that widows were vulnerable to land ownership violations and dispossessions, and that these violations were perpetrated by community members, particularly relatives of deceased husbands. Low levels of education and fear of antagonising clan relatives played a vital role in preventing widows from fighting for their legal rights. The failure of widows to fight for their rights increased their chances of being heavily exposed to dispossession of their land rights. Cultural practices within the communities catalysed abusive practices against widows, particularly against those whose marriage was not ‘recognised’ due to various stated reasons. The study also revealed that widows who had married as second wives and those who did not bear children experienced egregious abuses. Another finding was that men from Nqadu Administrative Area were given priority during the allocation of land, based on cultural and traditional practices, and were given land of their own choice depending on availability. The study thus highlights the impact of cultural practices and the ways in which these became instruments of gender abuse, despite the existence of laws designed to prevent specific social cruelties.
- Full Text:
- Date Issued: 2016
- Authors: Baleka, Zola
- Date: 2016
- Subjects: Widows -- South Africa -- Eastern Cape Land tenure -- South Africa -- Eastern Cape Right of property -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5083 , vital:29057
- Description: This study highlights the cultural underpinnings of specific indulgences pertaining to land ownership with reference to widowhood in the rural Eastern Cape. The study does this by examining the narratives of widows about their experiences of land dispossession in Nqadu Administrative Area. Nqadu Administrative Area is a rural community in Mbhashe Local Municipality in the Eastern Cape Province of South Africa. The study focuses on widows’ experiences relating to the cultural practices of the community regarding land ownership. A qualitative, case study design was adopted. To uncover the widows’ narratives, the study utilised in-depth interviews and focus group discussions, with a sample of 50 widows. Further empirical data were obtained from four members of the municipal Land Committees, two Ward Councillors, four Traditional Leaders and two officials from the Eastern Cape Department of Rural Development and Agrarian Reform, using in-depth and key informant interviews. The study found that widows were vulnerable to land ownership violations and dispossessions, and that these violations were perpetrated by community members, particularly relatives of deceased husbands. Low levels of education and fear of antagonising clan relatives played a vital role in preventing widows from fighting for their legal rights. The failure of widows to fight for their rights increased their chances of being heavily exposed to dispossession of their land rights. Cultural practices within the communities catalysed abusive practices against widows, particularly against those whose marriage was not ‘recognised’ due to various stated reasons. The study also revealed that widows who had married as second wives and those who did not bear children experienced egregious abuses. Another finding was that men from Nqadu Administrative Area were given priority during the allocation of land, based on cultural and traditional practices, and were given land of their own choice depending on availability. The study thus highlights the impact of cultural practices and the ways in which these became instruments of gender abuse, despite the existence of laws designed to prevent specific social cruelties.
- Full Text:
- Date Issued: 2016
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
- Date Issued: 2016
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
- Date Issued: 2016
Assessing the impacts of social grants on beneficiaries in Buffalo City Municipality
- Authors: Dodo, Emmanuel Oluwafemi
- Date: 2016
- Subjects: Social security -- South Africa -- Eastern Cape Grants-in-aid -- South Africa -- Eastern Cape Poor -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/2967 , vital:28206
- Description: The study was intended to assess the impact of social grants on beneficiaries with specific focus on Buffalo Municipality. The challenge of social injustice and inequality in the management and distribution of resources is challenge of any responsive government globally in providing social securities in different forms to secure the vulnerable and under privileged within the society. The South African government has introduced a comprehensive liberally inclusive social welfare scheme to address social injustice and economic inequality of excluded in the former apartheid government, which characterises the historic past of racial exclusive government of the majority black and the coloured. In other to assess the impact of grants in addressing inequality and social exclusiveness, the research was conducted using Desk Top Analytical approach and also explored ANOVA Two-ways and One-way, to test the degree of association and standard deviation to establish the contrast of effects based on spatial difference and social development of the urban, semi-urban and rural settlements which beneficiaries are living. Also, to establish whether or not the policy is achieving social cohesion, human development and transformation, which should be taken, place within the concept of social welfare. The theoretical frame work adopted is a multi-theoretical approach in dealing with the complexity around social welfare. The research is specifically looking for a theory of change in social grants administration in other to understand the impact and extent of the intervention in bringing about desired and motivated change as the scheme main priority of developmental social welfare in South Africa. Pearson correlation, Chi-square correlation and Tukey”s Post hoc Test are some of the instrument used in assessing the impact of grants on beneficiaries. The outcome of the study showed a highly significance p-value =.019, p<0.05 in spatial variance between Urban and Rural and the in between variance of .025, p<0.05 for Rural –Urban- Semi-urban (Fig.23 and Tab 8a). The study also, revealed an association between Child dependency and Sexual crime to be .009, p<0.01 (Fig 24 and Tab 6), Public violence in Rural area shows Post Hoc Test result of Mean= 2.6, SD= 2.07 for rural, Mean=1.40 SD= 1.52, for urban and a Mean=0.3, SD=0.54 for semi-urban in a descending order as it relate to social crime statistics (Fig.20). This implies that there are more frequent public violence in rural areas than that of the urban and semi-urban. The overall result shows a very strong correlation among all the variables of grants beneficiaries to be statistically relevant. This implies that the social grants intervention.
- Full Text:
- Date Issued: 2016
- Authors: Dodo, Emmanuel Oluwafemi
- Date: 2016
- Subjects: Social security -- South Africa -- Eastern Cape Grants-in-aid -- South Africa -- Eastern Cape Poor -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/2967 , vital:28206
- Description: The study was intended to assess the impact of social grants on beneficiaries with specific focus on Buffalo Municipality. The challenge of social injustice and inequality in the management and distribution of resources is challenge of any responsive government globally in providing social securities in different forms to secure the vulnerable and under privileged within the society. The South African government has introduced a comprehensive liberally inclusive social welfare scheme to address social injustice and economic inequality of excluded in the former apartheid government, which characterises the historic past of racial exclusive government of the majority black and the coloured. In other to assess the impact of grants in addressing inequality and social exclusiveness, the research was conducted using Desk Top Analytical approach and also explored ANOVA Two-ways and One-way, to test the degree of association and standard deviation to establish the contrast of effects based on spatial difference and social development of the urban, semi-urban and rural settlements which beneficiaries are living. Also, to establish whether or not the policy is achieving social cohesion, human development and transformation, which should be taken, place within the concept of social welfare. The theoretical frame work adopted is a multi-theoretical approach in dealing with the complexity around social welfare. The research is specifically looking for a theory of change in social grants administration in other to understand the impact and extent of the intervention in bringing about desired and motivated change as the scheme main priority of developmental social welfare in South Africa. Pearson correlation, Chi-square correlation and Tukey”s Post hoc Test are some of the instrument used in assessing the impact of grants on beneficiaries. The outcome of the study showed a highly significance p-value =.019, p<0.05 in spatial variance between Urban and Rural and the in between variance of .025, p<0.05 for Rural –Urban- Semi-urban (Fig.23 and Tab 8a). The study also, revealed an association between Child dependency and Sexual crime to be .009, p<0.01 (Fig 24 and Tab 6), Public violence in Rural area shows Post Hoc Test result of Mean= 2.6, SD= 2.07 for rural, Mean=1.40 SD= 1.52, for urban and a Mean=0.3, SD=0.54 for semi-urban in a descending order as it relate to social crime statistics (Fig.20). This implies that there are more frequent public violence in rural areas than that of the urban and semi-urban. The overall result shows a very strong correlation among all the variables of grants beneficiaries to be statistically relevant. This implies that the social grants intervention.
- Full Text:
- Date Issued: 2016
Intangible heritage: the production of post-apartheid memorial complexes
- Authors: Dondolo,Luvuyo
- Date: 2015
- Subjects: Historic sites -- South Africa Cultural property -- South Africa Memorials -- South Africa Post-apartheid era -- South Africa
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/3044 , vital:28242
- Description: This study explores a number of issues relating to the nature and scope of intangible heritage and critically examines some of its salient components in South Africa. It affirms that intangible heritage is socially constructed. Aspects of intangible heritage that seem inherited in the present are social constructs and products of social progression. They present the historical development of the practicing communities. Furthermore, this study affirms that all heritage is intangible. This is expounded in the study by exploring the history of the concept of intangible heritage over the decades which provide its evolution both at international and national levels, and within heritage institutions. Heritage cannot be understood and defined in terms of traditions, indigenousness, pre-colonialism, North and South dichotomies or Western and non-Western dichotomies. This definition would racialise and regionalise heritage, and politics of indigeneity would surface. The separation of tangible, intangible and natural heritage is an artificial demarcation that is for heritage management discourse.
- Full Text:
- Date Issued: 2015
- Authors: Dondolo,Luvuyo
- Date: 2015
- Subjects: Historic sites -- South Africa Cultural property -- South Africa Memorials -- South Africa Post-apartheid era -- South Africa
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/3044 , vital:28242
- Description: This study explores a number of issues relating to the nature and scope of intangible heritage and critically examines some of its salient components in South Africa. It affirms that intangible heritage is socially constructed. Aspects of intangible heritage that seem inherited in the present are social constructs and products of social progression. They present the historical development of the practicing communities. Furthermore, this study affirms that all heritage is intangible. This is expounded in the study by exploring the history of the concept of intangible heritage over the decades which provide its evolution both at international and national levels, and within heritage institutions. Heritage cannot be understood and defined in terms of traditions, indigenousness, pre-colonialism, North and South dichotomies or Western and non-Western dichotomies. This definition would racialise and regionalise heritage, and politics of indigeneity would surface. The separation of tangible, intangible and natural heritage is an artificial demarcation that is for heritage management discourse.
- Full Text:
- Date Issued: 2015
Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics
- Authors: Febana, Papama
- Date: 2015
- Subjects: Group work in education -- South Africa -- Eastern Cape Team learning approach in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5094 , vital:29075
- Description: One of the key features of curriculum change in South Africa in the last twenty years has been a move away from teacher centred instructional techniques to those that promote active participation of learners in their learning. Although the post democratic National Curriculum Statement has put emphasis on the importance of cooperative learning as a learner centred instructional technique, there is hardly any research on how teachers in schools understand and use it. This study sought to fill this gap by using a case study of seven mathematics classes in six schools. Data was collected through interviews, observations and document analysis.
- Full Text:
- Date Issued: 2015
- Authors: Febana, Papama
- Date: 2015
- Subjects: Group work in education -- South Africa -- Eastern Cape Team learning approach in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5094 , vital:29075
- Description: One of the key features of curriculum change in South Africa in the last twenty years has been a move away from teacher centred instructional techniques to those that promote active participation of learners in their learning. Although the post democratic National Curriculum Statement has put emphasis on the importance of cooperative learning as a learner centred instructional technique, there is hardly any research on how teachers in schools understand and use it. This study sought to fill this gap by using a case study of seven mathematics classes in six schools. Data was collected through interviews, observations and document analysis.
- Full Text:
- Date Issued: 2015
An interevention strategy for improving reading comprehension in grade 9: a case study in one secondary school in East london education district
- Authors: Fesi, Liziwe
- Date: 2015
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5905 , vital:29417
- Description: The study focused on strategies for improving reading comprehension skills at Grade 9 level through story writing in one secondary school in the East London Education District. Vygotskian theory formed the theoretical framework for this study, aligned with language theories as relevant literature for this particular research study. Data was generated from 15 Grade 9 learners who were selected from 3 Grade 9 classes using convenience sampling, comprising of five learners from Grade 9(a) intervention group, five learners from Grade 9(b) and five learners from Grade 9(c) non-intervention group who were selected for this study with the inclusion of two Grade 9 teachers and one Grade 8 teacher. Involvement of the grade 8 teacher is relevant to determine the voice from a Grade 8 teacher as an informed voice, which filtered into understanding how and why Grade 9 learners are unable to read and write with understanding in their present grade. The teachers were given three questions for semi-structured interviews. All the learners were given a specific activity as a pre-assessment without intervention strategy. The Grade 9(a), which is the intervention class, used story writing as an intervention strategy where they began a two week study using intensive intervention strategies, amounting to a total of 18 weeks study from pre-assessment to post-assessment. At the conclusion of the study the selected learners undertook a post-assessment using the same specific activity as in the pre-assessment. Subsequently, these selected Grade 9 learners’ reading comprehension pre-assessment and post-assessment was analysed. Five of the grade 9(a) learners demonstrated significant improvement in the intervention activities they were given. Grade 9(b) and Grade 9(c) showed difficulty in the post-assessment as they were the non-intervention group. It was concluded that Grade 9(a) learners performed better in the post-assessment. This could be attributed to the use of story writing as an intervention strategy to improve their English reading and reading comprehension skills. Keywords: intervention, reading, comprehension.
- Full Text:
- Date Issued: 2015
- Authors: Fesi, Liziwe
- Date: 2015
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5905 , vital:29417
- Description: The study focused on strategies for improving reading comprehension skills at Grade 9 level through story writing in one secondary school in the East London Education District. Vygotskian theory formed the theoretical framework for this study, aligned with language theories as relevant literature for this particular research study. Data was generated from 15 Grade 9 learners who were selected from 3 Grade 9 classes using convenience sampling, comprising of five learners from Grade 9(a) intervention group, five learners from Grade 9(b) and five learners from Grade 9(c) non-intervention group who were selected for this study with the inclusion of two Grade 9 teachers and one Grade 8 teacher. Involvement of the grade 8 teacher is relevant to determine the voice from a Grade 8 teacher as an informed voice, which filtered into understanding how and why Grade 9 learners are unable to read and write with understanding in their present grade. The teachers were given three questions for semi-structured interviews. All the learners were given a specific activity as a pre-assessment without intervention strategy. The Grade 9(a), which is the intervention class, used story writing as an intervention strategy where they began a two week study using intensive intervention strategies, amounting to a total of 18 weeks study from pre-assessment to post-assessment. At the conclusion of the study the selected learners undertook a post-assessment using the same specific activity as in the pre-assessment. Subsequently, these selected Grade 9 learners’ reading comprehension pre-assessment and post-assessment was analysed. Five of the grade 9(a) learners demonstrated significant improvement in the intervention activities they were given. Grade 9(b) and Grade 9(c) showed difficulty in the post-assessment as they were the non-intervention group. It was concluded that Grade 9(a) learners performed better in the post-assessment. This could be attributed to the use of story writing as an intervention strategy to improve their English reading and reading comprehension skills. Keywords: intervention, reading, comprehension.
- Full Text:
- Date Issued: 2015
Assessing challenges in public appointments and recruitment processes in Chris Hani District Municipality: a case study of human resource department in Lukhanji Local Municipality
- Authors: Gijana, Andile Patrick
- Date: 2011
- Subjects: Civil service Human capital -- South Africa -- Eastern Cape South Africa -- Officials and employees -- Selection and appointment
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5752 , vital:29379
- Description: The aim of this study was to assess challenges in Public Appointments and Recruitment Processes in Chris Hani District Municipality: A case study of Human Resource Department in Lukhanji Local Municipality (2008-2010) of the Eastern Cape Province. There has never been a detailed research study conducted in the Chris Hani Human Resource Department, regarding the subject in question. The Constitution of the Republic of South Africa in Section 195(i) directs that Public Administration must be broadly representative of the South African people, with employment and personnel management practices based on ability, objectivity, fairness and the need to redress the imbalances of the past to achieve broad representation. The literature review explored extensively the models used in implementing recruitment and appointment processes globally. From those tested models elsewhere, it was evident that South Africa has a great Constitution and good policies regarding Local Government Human Resource Department recruitment and appointment processes not withstanding some challenges cited in the study. This assessment of challenges in the public appointments and recruitment processes in Chris Hani District Municipality assisted in the establishment of the real facts about effective and fair recruitment and appointment processes in the Local Government Human Resource Management Department to deserving communities. It became clear from the study that providing efficient and fair recruitment and appointments processes to the Local Government Human Resource Department in South Africa requires a broader advocacy agenda encompassing the development of Human Resource systems and the generation of numerous skills and expertise to deliver services to the poor people of our country.
- Full Text:
- Date Issued: 2011
- Authors: Gijana, Andile Patrick
- Date: 2011
- Subjects: Civil service Human capital -- South Africa -- Eastern Cape South Africa -- Officials and employees -- Selection and appointment
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5752 , vital:29379
- Description: The aim of this study was to assess challenges in Public Appointments and Recruitment Processes in Chris Hani District Municipality: A case study of Human Resource Department in Lukhanji Local Municipality (2008-2010) of the Eastern Cape Province. There has never been a detailed research study conducted in the Chris Hani Human Resource Department, regarding the subject in question. The Constitution of the Republic of South Africa in Section 195(i) directs that Public Administration must be broadly representative of the South African people, with employment and personnel management practices based on ability, objectivity, fairness and the need to redress the imbalances of the past to achieve broad representation. The literature review explored extensively the models used in implementing recruitment and appointment processes globally. From those tested models elsewhere, it was evident that South Africa has a great Constitution and good policies regarding Local Government Human Resource Department recruitment and appointment processes not withstanding some challenges cited in the study. This assessment of challenges in the public appointments and recruitment processes in Chris Hani District Municipality assisted in the establishment of the real facts about effective and fair recruitment and appointment processes in the Local Government Human Resource Management Department to deserving communities. It became clear from the study that providing efficient and fair recruitment and appointments processes to the Local Government Human Resource Department in South Africa requires a broader advocacy agenda encompassing the development of Human Resource systems and the generation of numerous skills and expertise to deliver services to the poor people of our country.
- Full Text:
- Date Issued: 2011
External financial flows, domestic savings and economic growth in the Southern African development community (SADC)(1980-2013)
- Authors: kapingura, Forget Mingri
- Date: 2016
- Subjects: International finance Saving and investment -- South Africa Capital movements
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5198 , vital:29100
- Description: .Most countries in the SADC region experience low levels of domestic savings. This calls for the need to explore other sources of financial flows to bridge the gap between domestic capital demand and supply, and one such source is external financial flows. It is with this background that this study examined the relationship between the different forms of external financial flows, domestic savings and economic growth in the SADC region for the period from 1980 to 2013. Firstly the study examined the impact of the different forms of external financial flows on economic growth in the region. The empirical results revealed that FDI, CBF and remittances have a significant impact on economic growth in the SADC region. ODA was however found to be insignificant. When the different types of external financial flows were interacted with institutions they all became significant in explaining economic growth in the region. The second aspect was to examine the extent to which external financial flows complement or displace domestic saving. The empirical results revealed that external financial flows with the exception of ODA complement domestic savings in the region. In addition, there is evidence of investment generating additional savings in the region, which is likely to be through the economic growth channel. The last objective of the study was to examine the determinants of external financial flows to the SADC region. The empirical results revealed that both push and pull factors are important in determining external financial flows in the region. Of great importance was the observation that events in the source country determine financial flows to the region. Proxy for financial integration was found to be positive though insignificant, pointing out that the region may not be benefiting from cross-border bank flows due to the region being disintegrated. This suggests that the region may benefit from increased cross-border bank flows if the region is integrated. Overall, the results from the study suggest that external financial flows are important to the region in providing the much needed development finance. However this also suggests that the foreign capital channel is another source in which a crisis from a developed country can be transmitted to the SADC region.
- Full Text:
- Date Issued: 2016
- Authors: kapingura, Forget Mingri
- Date: 2016
- Subjects: International finance Saving and investment -- South Africa Capital movements
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5198 , vital:29100
- Description: .Most countries in the SADC region experience low levels of domestic savings. This calls for the need to explore other sources of financial flows to bridge the gap between domestic capital demand and supply, and one such source is external financial flows. It is with this background that this study examined the relationship between the different forms of external financial flows, domestic savings and economic growth in the SADC region for the period from 1980 to 2013. Firstly the study examined the impact of the different forms of external financial flows on economic growth in the region. The empirical results revealed that FDI, CBF and remittances have a significant impact on economic growth in the SADC region. ODA was however found to be insignificant. When the different types of external financial flows were interacted with institutions they all became significant in explaining economic growth in the region. The second aspect was to examine the extent to which external financial flows complement or displace domestic saving. The empirical results revealed that external financial flows with the exception of ODA complement domestic savings in the region. In addition, there is evidence of investment generating additional savings in the region, which is likely to be through the economic growth channel. The last objective of the study was to examine the determinants of external financial flows to the SADC region. The empirical results revealed that both push and pull factors are important in determining external financial flows in the region. Of great importance was the observation that events in the source country determine financial flows to the region. Proxy for financial integration was found to be positive though insignificant, pointing out that the region may not be benefiting from cross-border bank flows due to the region being disintegrated. This suggests that the region may benefit from increased cross-border bank flows if the region is integrated. Overall, the results from the study suggest that external financial flows are important to the region in providing the much needed development finance. However this also suggests that the foreign capital channel is another source in which a crisis from a developed country can be transmitted to the SADC region.
- Full Text:
- Date Issued: 2016
The effect of leadership styles on cultural diversity management of employees in the workplace
- Authors: Khatywa, Ongeziwe
- Date: 2015
- Subjects: Personnel management
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/3110 , vital:28262
- Description: This study investigates the effect of leadership styles on cultural diversity management of employees in the workplace. The main objectives of this study were to explore the relationship between leadership styles and cultural diversity management; and to develop a deeper understanding of the nature and extent of the relationship between leadership styles and cultural diversity management. Results indicated positive correlation on effect of leadership styles on cultural diversity management of employees in the workplace. The majority of the correlational results found in the study add to a generally high level of support for most of the relationships found in the literature.
- Full Text:
- Date Issued: 2015
- Authors: Khatywa, Ongeziwe
- Date: 2015
- Subjects: Personnel management
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/3110 , vital:28262
- Description: This study investigates the effect of leadership styles on cultural diversity management of employees in the workplace. The main objectives of this study were to explore the relationship between leadership styles and cultural diversity management; and to develop a deeper understanding of the nature and extent of the relationship between leadership styles and cultural diversity management. Results indicated positive correlation on effect of leadership styles on cultural diversity management of employees in the workplace. The majority of the correlational results found in the study add to a generally high level of support for most of the relationships found in the literature.
- Full Text:
- Date Issued: 2015
Genetically modified (GM) maize cultivation by smallholders in the Eastern Cape Province of South Africa: Effects on target and non-target organisms and adoption challenges
- Authors: Kotey, Daniel Ashie
- Date: 2017
- Subjects: Farms, Small -- South Africa -- Eastern Cape Genetically modified foods -- South Africa -- Eastern Cape Corn -- Biotechnology -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5161 , vital:29092
- Description: The use of genetically modified (GM) maize technology is subject to compliance with stewardship requirements and the adoption of specific management practices that promote the long-term effectiveness and environmental sustainability of the technology. For smallholders to comply with these requirements and adopt the desired management practices to ultimately benefit from the technology, they require information that creates awareness of the value of these requirements. To determine what information farmers receive about GM maize and how this information is disseminated to farmers, face to face interviews were conducted with 81 extension personnel and 210 smallhoder GM maize farmers in the Eastern Cape Province of South Africa. The effect of Bt maize introduction and management practices in smallholder maize agroecosystems in the Eastern Cape on Bt maize target [Busseola fusca (Fuller) (Lepidoptera: Noctuidae)] and non-target insect pests [Agrotis segetum (Denis & Schiffermüller) (Lepidoptera: Noctuidae), Helicoverpa armigera (Hübner) (Lepidoptera: Noctuidae)] and a snail species, [Cornu aspersum (Müller) (Gastropoda: Helicidae)] was determined through laboratory, field and cage experiments. The effect of smallhoder farmers‟ GM maize cultivation practices on the profitability of GM maize technology was also determined through on-farm trials in different localities of the Eastern Cape identified as hot-spots for stem borer and weed infestation. Results of surveys indicated that extension personnel had a low level of awareness of GM maize technology stewardship requirements. GM maize technology was also largely disseminated to smallholder farmers through non-participatory approaches and print media sourced from GM seed companies. Although farmers had a high level of contact with extension services, they lacked access to information about GM maize technology. Smallholder farmers‟ level of awareness about GM maize and compliance with the requirement for the planting of non-Bt maize refuge areas adjacent to Bt maize was also very low. While Bt maize event (MON810) commonly cultivated by smallholder farmers in the Eastern Cape Province had a variable effect on A. segetum under laboratory conditions, it had no effect on the incidence of plants damaged by A. segetum and C. aspersum under field conditions. The incidence of H. armigera damage on Bt maize plants was however significantly affected by Bt maize. Populations of B. fusca collected from smallholder maize fields in the province were observed to be still highly susceptible to Bt maize. Results of on-farm evaluation of the profitability of GM maize revealed that stem borer pressure, growing conditions, input supplies and market access affect the productivity and profitability of GM maize cultivation. Challenges within the extension and advisory services of the Eastern Cape which can militate against smallholder farmers‟ ability to benefit from GM maize technology and sustain the long-term efficacy of the technology were identified during this study. Given these challenges and the fact that the cultivation of GM maize may not be profitable under typical smallholder maize cultivation conditions and management practices, dissemination approaches that provide farmers the opportunity to evaluate GM maize technology alongside alternate technologies under their conditions, may prove beneficial.
- Full Text:
- Date Issued: 2017
- Authors: Kotey, Daniel Ashie
- Date: 2017
- Subjects: Farms, Small -- South Africa -- Eastern Cape Genetically modified foods -- South Africa -- Eastern Cape Corn -- Biotechnology -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5161 , vital:29092
- Description: The use of genetically modified (GM) maize technology is subject to compliance with stewardship requirements and the adoption of specific management practices that promote the long-term effectiveness and environmental sustainability of the technology. For smallholders to comply with these requirements and adopt the desired management practices to ultimately benefit from the technology, they require information that creates awareness of the value of these requirements. To determine what information farmers receive about GM maize and how this information is disseminated to farmers, face to face interviews were conducted with 81 extension personnel and 210 smallhoder GM maize farmers in the Eastern Cape Province of South Africa. The effect of Bt maize introduction and management practices in smallholder maize agroecosystems in the Eastern Cape on Bt maize target [Busseola fusca (Fuller) (Lepidoptera: Noctuidae)] and non-target insect pests [Agrotis segetum (Denis & Schiffermüller) (Lepidoptera: Noctuidae), Helicoverpa armigera (Hübner) (Lepidoptera: Noctuidae)] and a snail species, [Cornu aspersum (Müller) (Gastropoda: Helicidae)] was determined through laboratory, field and cage experiments. The effect of smallhoder farmers‟ GM maize cultivation practices on the profitability of GM maize technology was also determined through on-farm trials in different localities of the Eastern Cape identified as hot-spots for stem borer and weed infestation. Results of surveys indicated that extension personnel had a low level of awareness of GM maize technology stewardship requirements. GM maize technology was also largely disseminated to smallholder farmers through non-participatory approaches and print media sourced from GM seed companies. Although farmers had a high level of contact with extension services, they lacked access to information about GM maize technology. Smallholder farmers‟ level of awareness about GM maize and compliance with the requirement for the planting of non-Bt maize refuge areas adjacent to Bt maize was also very low. While Bt maize event (MON810) commonly cultivated by smallholder farmers in the Eastern Cape Province had a variable effect on A. segetum under laboratory conditions, it had no effect on the incidence of plants damaged by A. segetum and C. aspersum under field conditions. The incidence of H. armigera damage on Bt maize plants was however significantly affected by Bt maize. Populations of B. fusca collected from smallholder maize fields in the province were observed to be still highly susceptible to Bt maize. Results of on-farm evaluation of the profitability of GM maize revealed that stem borer pressure, growing conditions, input supplies and market access affect the productivity and profitability of GM maize cultivation. Challenges within the extension and advisory services of the Eastern Cape which can militate against smallholder farmers‟ ability to benefit from GM maize technology and sustain the long-term efficacy of the technology were identified during this study. Given these challenges and the fact that the cultivation of GM maize may not be profitable under typical smallholder maize cultivation conditions and management practices, dissemination approaches that provide farmers the opportunity to evaluate GM maize technology alongside alternate technologies under their conditions, may prove beneficial.
- Full Text:
- Date Issued: 2017
Assessment of the implementation of the National Certificate (Vocational) plant production modules
- Langa, Phakama Perry Macmillan
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Technical education -- Curricula Vocational education -- Curricula Curriculum planning
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5391 , vital:29229
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
- Full Text:
- Date Issued: 2016
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Technical education -- Curricula Vocational education -- Curricula Curriculum planning
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5391 , vital:29229
- Description: This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning.
- Full Text:
- Date Issued: 2016
Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams Total quality management in higher education -- South Africa -- Eastern Cape Performance standards -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5315 , vital:29188
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
- Full Text:
- Date Issued: 2016
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams Total quality management in higher education -- South Africa -- Eastern Cape Performance standards -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5315 , vital:29188
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
- Full Text:
- Date Issued: 2016
Characterisation and cryopreservation of semen from indigenous Namaqua Afrikaner sheep breed, in comparison with Dorper and Dohne Merino breeds
- Authors: Letsoalo, Phutiane Thomas
- Date: 2017
- Subjects: Cryopreservation of organs, tissues, etc Merino sheep Dorper sheep
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/4759 , vital:28510
- Description: The aim of this study was to characterise and cryopreserve semen of the indigenous Namaqua Afrikaner breed, and to compare it to that of Dorper and Dohne Merino sheep, whose semen is commercially frozen on a large scale. The study was conducted between January and August 2015. September 2013-born Namaqua Afrikaner (12), Dohne Merino (12) and Dorper (9) rams were used in the study. The rams were kept under kraal conditions with adequate shade, and they received a high protein, high energy diet. Originally it was envisaged to collect semen samples using the artificial vagina (AV) method, which proved to be problematic with the Namaqua Afrikaner rams. Semen samples were subsequently collected twice a week by either AV (Dohne Merino and Dorper) or electro-ejaculation (EE; all three breeds). Macroscopic sperm traits were assessed and sperm concentration determined immediately after collection. Each semen sample was diluted with Triladyl® (1:3) and subsequently frozen in liquid nitrogen vapour in straws. Frozen straws were thawed and evaluated at 7, 30 and 90 days after cryopreservation. A droplet (0.5 ml) from each thawed sample was assessed microscopically for post-thaw motility and percentage live sperm..
- Full Text:
- Date Issued: 2017
- Authors: Letsoalo, Phutiane Thomas
- Date: 2017
- Subjects: Cryopreservation of organs, tissues, etc Merino sheep Dorper sheep
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/4759 , vital:28510
- Description: The aim of this study was to characterise and cryopreserve semen of the indigenous Namaqua Afrikaner breed, and to compare it to that of Dorper and Dohne Merino sheep, whose semen is commercially frozen on a large scale. The study was conducted between January and August 2015. September 2013-born Namaqua Afrikaner (12), Dohne Merino (12) and Dorper (9) rams were used in the study. The rams were kept under kraal conditions with adequate shade, and they received a high protein, high energy diet. Originally it was envisaged to collect semen samples using the artificial vagina (AV) method, which proved to be problematic with the Namaqua Afrikaner rams. Semen samples were subsequently collected twice a week by either AV (Dohne Merino and Dorper) or electro-ejaculation (EE; all three breeds). Macroscopic sperm traits were assessed and sperm concentration determined immediately after collection. Each semen sample was diluted with Triladyl® (1:3) and subsequently frozen in liquid nitrogen vapour in straws. Frozen straws were thawed and evaluated at 7, 30 and 90 days after cryopreservation. A droplet (0.5 ml) from each thawed sample was assessed microscopically for post-thaw motility and percentage live sperm..
- Full Text:
- Date Issued: 2017
A Case study of students' first additional language reading and response in the faculty of education at the University of Fort Hare: Eastern Cape
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
- Full Text:
- Date Issued: 2015
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
- Full Text:
- Date Issued: 2015
A comparative exploratory analysis of vigilante occurrences in two communities in Port Elizabeth (Kwazakhele and New Brighton)
- Authors: Loqani, Anelisa
- Date: 2015
- Subjects: Vigilantes Crime prevention -- Citizen participation -- Social aspects -- South Africa --Eastern Cape Crime -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5369 , vital:29216
- Description: The study explores and compares the incidents of vigilantism in two selected communities in Port Elizabeth. However, the word ‘vigilantism’ as utilized in the study can be explained as the group of people in a community who take the law into their own hands and punish alleged societal offenders on the spot. Vigilante activities have become a regular occurrence in many communities in Port Elizabeth and in South Africa as whole. This phenomenon as reported by several authors has destroyed many young men’s lives and ambitions. This is a paradoxical situation that violates human rights because South Africa is a country with a Constitution that prioritizes human dignity for all, and citizens that are totally free from violence of any kind. The aim of the study is to explore, analyze and compare the incidents of vigilantism in New Brighton and Kwazakhele communities in Port Elizabeth. The intention is to educate and enlighten the members of the selected communities, together with the public about vigilantism and its impact on communities. The researcher achieved the aim of this study by asking the following questions: • What are the motives of individuals/communities who take the law into their own hands? • What impact do vigilante incidents have on communities? • Which effective preventative measures can be utilized to combat vigilantism? To answer these questions, questionnaires for data collection were utilized. The study was conducted using a total population of one hundred (100) participants who were divided by two. Each community had a sample of fifty (50) participants. The participants were selected by utilizing purposive sampling technique which is non-probability sampling. The participants were the community members of the selected communities. The researcher applied a qualitative research methodology in order to obtain in-depth information and utilized content thematic analysis and SPSS software for the analysis of the data gathered. Two theories a) Differential Association Theory and b) Social Learning Theory were employed to interpret the findings of the study. iv The results of the study demonstrate that there has been an escalation in vigilante activities in Port Elizabeth communities since 2000 and 2010. In many vigilante actions that occurred, males (ages between 18 and 30 years) were found to be the majority of the people who were more likely to be victims of vigilantism because of the crimes they commit. The results also demonstrate that an increase in vigilante incidents in New Brighton and Kwazakhele have been reported to be a result of the ineffectiveness of visible policing, easy bail conditions and frustration and anger of the community members, who do not see the criminals being arrested. These vigilante activities have been reported to have negative impact in these communities specifically on children. Based on this issue of vigilantism, several strategies that could assist to combat vigilante actions were made. The participants suggested that government should improve the criminal justice system as a whole in order to reduce vigilantism. The respondents also indicated that government should create jobs for the youths because other people become involved in criminal activities, because of poverty and lack of employment opportunities. Furthermore, the participants proposed that government should enact tough laws on offenders. v.
- Full Text:
- Date Issued: 2015
- Authors: Loqani, Anelisa
- Date: 2015
- Subjects: Vigilantes Crime prevention -- Citizen participation -- Social aspects -- South Africa --Eastern Cape Crime -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5369 , vital:29216
- Description: The study explores and compares the incidents of vigilantism in two selected communities in Port Elizabeth. However, the word ‘vigilantism’ as utilized in the study can be explained as the group of people in a community who take the law into their own hands and punish alleged societal offenders on the spot. Vigilante activities have become a regular occurrence in many communities in Port Elizabeth and in South Africa as whole. This phenomenon as reported by several authors has destroyed many young men’s lives and ambitions. This is a paradoxical situation that violates human rights because South Africa is a country with a Constitution that prioritizes human dignity for all, and citizens that are totally free from violence of any kind. The aim of the study is to explore, analyze and compare the incidents of vigilantism in New Brighton and Kwazakhele communities in Port Elizabeth. The intention is to educate and enlighten the members of the selected communities, together with the public about vigilantism and its impact on communities. The researcher achieved the aim of this study by asking the following questions: • What are the motives of individuals/communities who take the law into their own hands? • What impact do vigilante incidents have on communities? • Which effective preventative measures can be utilized to combat vigilantism? To answer these questions, questionnaires for data collection were utilized. The study was conducted using a total population of one hundred (100) participants who were divided by two. Each community had a sample of fifty (50) participants. The participants were selected by utilizing purposive sampling technique which is non-probability sampling. The participants were the community members of the selected communities. The researcher applied a qualitative research methodology in order to obtain in-depth information and utilized content thematic analysis and SPSS software for the analysis of the data gathered. Two theories a) Differential Association Theory and b) Social Learning Theory were employed to interpret the findings of the study. iv The results of the study demonstrate that there has been an escalation in vigilante activities in Port Elizabeth communities since 2000 and 2010. In many vigilante actions that occurred, males (ages between 18 and 30 years) were found to be the majority of the people who were more likely to be victims of vigilantism because of the crimes they commit. The results also demonstrate that an increase in vigilante incidents in New Brighton and Kwazakhele have been reported to be a result of the ineffectiveness of visible policing, easy bail conditions and frustration and anger of the community members, who do not see the criminals being arrested. These vigilante activities have been reported to have negative impact in these communities specifically on children. Based on this issue of vigilantism, several strategies that could assist to combat vigilante actions were made. The participants suggested that government should improve the criminal justice system as a whole in order to reduce vigilantism. The respondents also indicated that government should create jobs for the youths because other people become involved in criminal activities, because of poverty and lack of employment opportunities. Furthermore, the participants proposed that government should enact tough laws on offenders. v.
- Full Text:
- Date Issued: 2015
Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training
- Authors: Makeleni, Sive
- Date: 2016
- Subjects: Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5171 , vital:29095
- Description: The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.
- Full Text:
- Date Issued: 2016
- Authors: Makeleni, Sive
- Date: 2016
- Subjects: Student teaching -- South Africa Teachers -- Training of -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5171 , vital:29095
- Description: The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.
- Full Text:
- Date Issued: 2016