11613 research outputs found
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Access to finance of SMMEs from formal lending institutions in the Free State Goldfields
No full textThe Matjhabeng municipality in the Free State Goldfields in South Africa struggles with poor economic growth and high levels of unemployment mainly due to the decline in the mining sector in the region. SMMEs are seen to be a major contributor to address these concerns, but face obstacles hindering them from accessing finance due to reasons such as lenders being risk-averse and poor credit records of the owners of SMMEs. Moreover, the government has several lenders that attempt to assist these SMMEs but have not resulted in tangible benefits that address growing the local industry. This has exacerbated the ability of SMMEs in this region to successfully access finance. This study investigates the factors affecting the access to finance of SMMEs in the Matjhabeng municipal area. By using a mixed-method research design, a quantitative focus on the nature and characteristics of SMMEs is supplemented with a qualitative perspective of commercial banks providing the finance in the region. For the quantitative analysis a sample of 364 was drawn from SMMEs employing 50 or less. For the qualitative analysis 10 bank officials were interviewed employed by the commercial banks dominating the banking sector in South Africa, providing financial services and credit to SMMEs in the Matjhabeng area. The data obtained from SMMEs were regressed to determine significant association between access to finance variables and the characteristics related to the nature of the SMME. Recuring themes and subthemes emerging from the interview data were supplemented with the relationships obtained from the SMME data. The results suggest that the age and size of the business, legal entity, area of operation and business plan all influence the ability of SMMEs to obtain credit and loans. Commercial banks in turn were shown to implement stringent criteria in the granting of loans that by themselves result in loans being rejected on grounds of factors such as poor credit ratings, incomplete information provided, the lack of financial literacy and business management skills, the lack of collateral, and poor constructed business plans. The study provides evidence that the information asymmetry between lender and SMMEs is a particularly pertinent problem in the lending process. More specifically, due to commercial banks being constrained by regulatory and legislative requirements, SMMEs in poorer municipal areas are constrained by both resources (be it capital- or collateral-related) and financial literacy challenges. These challenges re-enforce the importance of building a mutually beneficial relationship between the SMME and commercial bank where the latter can reduce the information asymmetry. The findings propose that soft information needs to be factored into the lending criteria more explicitly when risk assessments are done. Although easier said than done, commercial banks should ideally not be lulled into a mindset that providing access to SMMES be solely based on traditional measures of creditworthiness. This suggests a more innovative approach to the assessment of risk that may include non-traditional techniques related to, for example, the ‘softer’ behavioural characteristics of borrowers. Commercial banks therefore need to reassess the nature and extent of their risk-aversion mindset evidenced in the lending process. In doing this, commercial banks can potentially innovate in ways that contribute to the economic prosperity of not only the Matjhabeng municipal area, but SMMEs in communities outside metropolitan areas across South Africa.BanksetaCentral University of Technolog
Extrapolating the unseen: above, below and beyond the surface of my sketchbooks’ pages
No full textAbstract not availabl
Higher education and human development: students’ and graduates’ perspectives from two Tanzanian universities
No full textGlobally, there has been growing recognition of the value and importance of higher education (HE) to individuals, families, and nations. The evidence of this can be seen in the rapid expansion of higher education institutions (HEIs), increased enrolment, the ongoing linking of HE to issues of development, as well as investment directed towards the sector. However, the increasing realisation of the value of HE seems to be aimed predominantly at economic competitiveness and opportunities. This focus has been criticised by some scholars, policymakers, and commentators who argue that HE should also be valued for its potential to advance the non-economic elements that are essential for individual and national flourishing. This argument is premised on the broader idea of HE contributing to human development and/or the public good. Yet, relatively few studies have explored the perspectives of students and graduates on the value of HE, with even less focus on Tanzania. Using human development and the capability approach as analytical framework, this study explores how HE can enhance valued capabilities and promote the well-being of both an individual and the broader society. The study is situated within the pragmatism paradigm in which mixed methods were employed to explore the perspectives of students and graduates. Data was collected through survey questionnaires, semi-structured interviews, focus group discussions, and document analysis from two universities. Data was analysed thematically and statistically. Bearing in mind the socio-economic climate of Tanzania as a developing country, findings from the study indicate that instrumental economic perspectives primarily influence Tanzanian HE. However, there are instances of concern about human development and the public good, especially from the valuable beings and doings mentioned by participants, which involved both economic and social values. Nonetheless, while universities enhanced some of the values, there are persistent factors, including socio-economic background, gender, public policy and teaching and learning that constrained students' or graduates' valuable beings and doings. Based on the empirical findings, the study argues that the conceptualisation and operationalisation of the role of HE needs to be broadened. To fully appreciate the role of HE in human development and the public good, universities need to expand the valued human capabilities by addressing the conversion factors that have constraining effects. This includes: (1) Equitable access to university, including gender equity and students from disadvantaged backgrounds; (2) Updating the curriculum to provide economic opportunities to students and produce whole persons (graduates) for a flourishing economy and meaningful life for all; and (3) Equitable and inclusive education environments for students to participate and achieve their goals. This will not only promote the economic benefits of HE but also contribute to social justice and enhance students' and graduates' capabilities to choose and contribute to the public good and social transformation
The unifying effect of music in a community: a case study of the Lady Grey Passion Play
No full textConflict has detrimental effects on the dynamics in a community. The purpose of this research is to investigate to which extent music as an integrated part of a community project can contribute as a unifying factor in the community. The research included an investigation of the level of social transformation that may be possible through hosting a community project and utilised Brown’s model of social enhancement. Other important matters of interest were how the music of a community project such as the Lady Grey Passion Play serves as an emotive reward enhancer, as well as a helpful tool for persuasion and manipulation. Community projects have the possibility to accommodate change regarding mutual respect, reciprocity, group forming, cohesiveness and creating positive energy. Fourteen participants, selected by means of purposive sampling because of their specific knowledge and lived experiences of the Lady Grey Passion Play, were interviewed using open-ended, non-leading questions. The data was analysed using inductive analysis. It allowed me to build and decode its subjective reality and create meaning within the social context of the Passion Play. The main findings of the study can be summarised as follows: Through the annual presentation of a community event with integrated music, unity can be nurtured, boundaries may subside with resulting higher levels of tolerance, and conflict between the members of different communities may decrease. The practical implications of this study’s findings are that beliefs, ideologies and attitudes may lead to persuasion and manipulation through music. Music has an impact on mood and behaviour, and people become inspired by listening to it. There is, therefore, a possibility that unity can be promoted in a community through the use of music in a recurring community event
A comparison of sentiment analysis techniques in a parallel and distributed NoSQL environment
No full textSentiment analysis has seen a revival due to the advent of social media platforms such as Facebook and Twitter. The data posted on these platforms can be mined for valuable insights into customer relations, political unrest and product supply and demand. This information is embedded in typical Big Data, with very large volumes delivered at high velocity consisting of a wide variety of content and sources, and usually unstructured in nature. The challenge of analysing such data for decision support can be addressed through the use of sentiment analysis techniques in distributed environments designed to process and store large amounts of data in a horizontally-scalable fashion. The performance characteristics of these techniques have, however, hardly been studied in distributed environments, and the impact of cluster size on such environments is largely undocumented. The aim of this research was to investigate the accuracy and performance of four sentiment analysis approaches (a lexicon-based classifier, a Naïve-Bayes classifier, a Neural Network classifier, and a Support Vector Machine classifier) in a distributed environment with a cluster size of three to eight machines, while making use of a distributed NoSQL database backend to retrieve and store the data. The key investigations were to determine the nature of performance bottlenecks for each classifier in a distributed environment, how well each classifier scaled as more machines are added, and whether a relationship could be found between classifier accuracy and performance. It was determined that all four classifiers provide statistically significantly different accuracies, when compared pairwise and collectively. It was also found that there is no clear relationship between accuracy and resource usage (i.e., a more performant technique does not necessarily have worse accuracy)
Creative problem solving for specific safety hazards within selected theatre arts productions
No full textThe purpose of this dissertation was to outline the potential safety hazards that can occur during the pre-production and performance phase in the backstage areas of the theatre and onstage. Three texts Noises off, Macbeth and Dogg's Hamlet, are analysed using the script analysis technique to determine what possible safety hazards can be found in the texts. The researcher performs a visual analysis to identify how the potential safety hazards can be creatively solved during the pre-production, rehearsal and performance stages of the plays. By means of a literature study, an in-depth study of the relevant literature on all aspects of theatre safety, and the MA and PhD degrees of Nel formed an essential basis of the research. The researcher focused on set construction, lighting, props, costumes, and the action of the actors on stage. The processes and procedures of each backstage area were discussed, and recommendations on the avoidance of safety hazards were given. The texts of Noises off (2001), Macbeth (1606) and Dogg's Hamlet (1979) were analysed from a technical viewpoint with the researcher focusing on the set construction, handling of props, stage combat and actors movements. The potential safety hazards were discussed and listed in grids along with the specific scene. Firstly, Noises off was analysed with the focus on set design and construction along with actors movements as possible safety hazards. Next, Macbeth was analysed with the focus on stage combat and the use of props as potential safety hazards. Lastly, as with Macbeth, Dogg's Hamlet was analysed with the emphasis on the use of props and stage combat as possible safety hazards. The visual analysis of Noises off (2018), Macbeth (2013) and Dogg's Hamlet (2019) were conducted based on the text analysis previously done. The focus was on the pre-production, rehearsal and performance stages of the three plays to determine how the potential safety hazards were creatively solved and avoided. The solution to the identification of safety hazards was also listed in a grid format with the text analysis and visual analysis listed side by side. With careful planning and rehearsals, safety hazards could be avoided. The actors' movements and fight scenes were the most hazardous activities, but the actors overcame those hazards with safety consciousness. In conclusion, the method applied in this study and the research findings can be applied as a basis for analysing play texts and specifically identifying possible safety hazards. This dissertation also provides ideas on how to creatively prevent and solve the hazards found to ensure the safety of all participants in production
The contribution of Letseng Diamonds Mine Corporate Social Responsibility in the Mokhotlong district
No full textAbstract not availabl
The technological pedagogical content knowledge of mathematics teachers teaching Grade 12 transformation
No full textThis study reports on an investigation conducted with three Grade 12 mathematics teachers who taught transformation to learners using technological pedagogical content knowledge. The aim of the study was to explore the technological pedagogical content knowledge of mathematics teachers who teach Grade 12 transformation. A qualitative research methodology with a multiple case study research design was used to examine the technological pedagogical content knowledge of the Grade 12 mathematics teachers in the in-depth teaching and learning of transformation. A purposive sampling technique was used to select three mathematics teachers with more than five years’ experience of teaching Grade 12 transformation in mathematics and who participated in a five-year program on The New Partnership for Africa`s Development (NEPAD) e-Schools Demo Project. Lesson observations and individual semi-structured interviews were used to collect data from the three teachers in different schools. Data collected through both the observations and the individual interviews was transcribed and read thoroughly to code it. Codes were categorised, and after that themes emerged. The emergent themes from individual interviews and observations were merged and triangulated to obtain the findings. The findings of the study revealed that the selected mathematics teachers who participated in the NEPAD e-school project have a limited technological pedagogical content knowledge when teaching transformation to Grade 12 learners. The findings also revealed that the same teachers use relevant technology to address learners` challenges in the teaching of transformation, but are unable to engage the learners with the use of technology to help them to improve their knowledge on transformation. The study recommends short courses for mathematics teachers focusing on pedagogical aspects, which include the use of technology to enhance their technological pedagogical content knowledge
The constitutional imperatives for the development of artisanal and small-scale mining in South Africa
No full textSince 1994, the South African artisanal and small-scale mining (“ASM”) sector has been a demarcation for the promotion of the economic participation of previously disadvantaged South Africans within the country’s broader economy. Various domestic policy documents refer to the ASM sector as one deserving of development and adequate regulation. However, to date, the sector still exists and functions on the fringes of the law. This fact has allowed for the under-development of the sector to persist and, out of such under-development, adverse ramifications, including the environmental degradation associated with illegal ASM, its occupational health and safety concerns and the acrimonious relationship between ASM and large-scale mining (“LSM”). It is such negative consequences of ASM that continue to thrive at the expense of the socio-economic and community-development potential of the sector. In light of the above, this study seeks to explore the theoretical framework upon which the development of the sector ought to be based. Such a developmental basis consists of the constitutional, legislative, domestic and international policy framework. Further, under the over-arching theme of constitutionally-responsible development of the South African ASM sector, recommendations are to be made to guide the manner in which the necessary development of the ASM sector ought to take shape
The challenges and opportunities of teaching reading in Grade R classes of Lesotho
No full textDissertation (M.Ed.(Curriculum Studies))--University of the Free State, 2020Many countries invest in early childhood education where learners begin to acquire different skills, including early literacy skills. Education departments develop curricula for preschools with the purpose of providing quality education. This study explored the challenges and opportunities of teaching reading in Grade R classes. The major question that guided the study was: What are the challenges and opportunities in the teaching of reading in Grade R classes of Lesotho? In order to answer the research question using the qualitative research method, this study investigated the availability of the guidelines for the teaching of reading, how teachers interpreted them, and how they enacted them in the classrooms. The data was collected through observation, semi-structured interviews and document analysis from three Grade R classrooms with three teachers at their respective schools. The study used the frameworks of Cognitive Theory and the Social Interaction Theory to investigate how teachers use these theories for the teaching of reading in Grade R classes. Thematic Content Analysis was adopted in this study. The findings discussed here are grounded on qualitative research conducted in Lesotho from September to November 2017. The major findings of the study revealed that although the policy documents for the teaching of reading were not provided for Grade R classes and the syllabus having insufficient guidance, the Grade R teachers worked collaboratively to prepare quarterly schemes of work and then taught learners basic reading skills daily. The Grade R classes were not provided with books and other teaching and learning materials; hence, the social learning interaction for reading activities was generally ineffective. It was also evident that there was inadequate general support from the parents and Ministry of Education and Training (MOET) in Grade R classrooms. This study recommends a review of the Grade R syllabus, that well-illustrated books be provided and read in Grade R classes, and teachers be provided with opportunities for professional development to enhance their knowledge and skills in terms of developing learners’ early literacy skills