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The water-economy nexus of beef produced from different cattle breeds
No full textThe sustainable use of water, or any other natural resource for that matter, is not the only
factor that should be considered in terms of sustainability, as social equity and economic prosperity
are equally important. The objective of this study was to analyse different breeds of beef cattle,
following the same production method, in terms of their water footprint and economic value addition for different links in the value chain. A bottom-up approach was applied to identify the breed with the best economic water consumption in terms of beef production. The results indicated that the total WF/kg carcass revealed notable differences between the various breeds. The Bonsmara had the smallest WF/kg carcass, while the Limousin had the largest. The WF/kg of beef for the different cuts (rib eye, topside, and flank) showed large variations between the breeds and between the different cuts of beef from the same breed. In terms of the economic water consumption, the Angus consumed between 4% and 25% less water per rand of economic value addition than the Bonsmara, Simmentaler, Simbra, Limousin, Afrikaner, and Brahman. When the economic water consumption of the individual value links was considered, it was found that Bonsmara had the best figures for cow–calf production, while the Limousin and Simmentaler were the best in terms of feedlot finishing and processing, respectively. These contradicting results showed the importance of a bottom-up approach to ensure that the fallacy of division does not occur and, secondly, that possible problem areas in the value chain are identified and addressed separately.Publisher's versio
A collective biography of teachers’ experiences of school violence and its perceived consequences for curriculum delivery
No full textDissertation (M.Ed.(Curriculum Studies))--University of the Free State, 2021School violence is a frequent occurrence in many schools in South Africa and finds expression such as teacher on teacher, teacher on student, and student on student violence. It is argued that contributory factors of school violence relate to the poor economic, social, and cultural background of learners, poor parental guidance, and peer pressure. In this study, I explored teachers' experiences of school violence and its perceived consequences for curriculum delivery. This study is situated within the transformative paradigm as it sought to enable collective action towards transformation in responding to the prevailing occurrence of school violence. Furthermore, the study employed critical peace education as a grounding theory to inform such collective action. In line with the qualitative nature of the study, I employed narrative inquiry as a research methodology to interrogate how teachers make sense of their experiences of school violence and the perceived consequences for curriculum delivery. The inquiry focused on narratives as stories of experience, known as experience-centred narratives. As such, I specifically employed collective biography. Collective biography allows a group of people to share memory stories on a chosen topic through the technology of speaking, writing, and listening, thereby allowing participants to identify and unpack the discursive threads and mutual cultural narratives by which subjects shape and render themselves and others recognisable. This study was conducted in the Mashishing education circuit of Bohlabela District in Mpumalanga, South Africa. Five teachers were purposively selected to participate in the study due to their experiences of school violence.
This study employed currere as both the analytical framework and the process of inquiry. Thus, the development of an analytical framework was a significant component of this study because it provided the data generation strategy. The analytical framework of currere allowed participants to engage in a complicated conversation about school violence. This study employed participant journals and two open-ended group discussions as data generation strategies. The participating teachers made use of their journals to recall their past experiences of school violence, capture it as it was, and how these experiences hover over and inform the present. During the open-ended group discussions, participants collectively shared their memories and, based on these, developed possible strategies to mitigate school violence. To interpret the generated data, thematic data analysis was employed, and to ensure trustworthiness, crystallisation was employed. In this study, emphasis was placed on the value of creating collective efforts to transform school communities by working toward and fostering a culture of peace that is conducive to curriculum delivery. Based on the analysis of the generated data, I argue that teachers face school violence, ranging from physical, cultural, and structural violence, daily, and that such manifestations of violence hold negative consequences for curriculum delivery. To mitigate the manifestations of school violence, participating teachers should collectively develop collaborative strategies that can be employed to mitigate school violence and the negative consequences it holds for curriculum delivery.
___________________________________________________________________Skoolgeweld kom gereeld voor in baie skole in Suid-Afrika en kan uitspeel tussen onderwyser op onderwyser, onderwyser op student en student oor studentegeweld. Daar word geargumenteer dat bydraende faktore van skoolgeweld verband hou met die swak ekonomiese, sosiale en kulturele agtergrond van leerders, swak ouerleiding en groepsdruk. In hierdie studie het ek onderwysers se ervarings van skoolgeweld en die waargenome gevolge daarvan vir kurrikulumlewering ondersoek. Hierdie studie is gesetel binne die transformatiewe paradigma aangesien dit gepoog het om kollektiewe aksie tot transformasie moontlik te maak in reaksie op die heersende voorkoms van skoolgeweld. Verder het die studie kritiese vredesopvoeding as 'n begrondingsteorie gebruik om so 'n kollektiewe aksie toe te lig. In ooreenstemming met die kwalitatiewe aard van die studie, het ek narratiewe ondersoek as 'n navorsingsmetodologie gebruik om te ondersoek hoe onderwysers sin maak van hul ervarings van skoolgeweld en die waargenome gevolge vir kurrikulumlewering. Die ondersoek het gefokus op narratiewe as ervaringsverhale, bekend as ervaringsgesentreerde narratiewe. As sodanig het ek spesifiek kollektiewe biografie gebruik. Kollektiewe biografie stel 'n groep mense in staat om geheueverhale oor 'n gekose onderwerp te deel deur die tegnologie van praat, skryf en luister, waardeur deelnemers die diskursiewe drade en wedersydse kulturele narratiewe kan identifiseer en uitpak, waardeur subjekte hulself en ander herkenbaar maak en vorm. . Hierdie studie is uitgevoer in die Mashishing-onderwyskring van die Bohlabela-distrik in Mpumalanga, Suid-Afrika.
Vyf onderwysers is doelbewus gekies om aan die studie deel te neem weens hul ervarings van skoolgeweld. Hierdie studie het die metode van currere as beide die analitiese raamwerk en die proses van ondersoek gebruik. Die ontwikkeling van 'n analitiese raamwerk was dus 'n beduidende komponent van hierdie studie omdat dit die datagenereringstrategie verskaf het. Die analitiese raamwerk van currere het deelnemers toegelaat om in 'n ingewikkelde gesprek oor skoolgeweld betrokke te raak. Hierdie studie het deelnemerjoernale en twee oop-einde groepbesprekings as datagenereringstrategieë gebruik. Die deelnemende onderwysers het van hul joernale gebruik gemaak om hul vorige ervarings van skoolgeweld te herroep, dit vas te lê soos dit was, en hoe hierdie ervarings die hede toelig. Tydens die oop groepbesprekings het deelnemers gesamentlik hul herinneringe gedeel en, op grond hiervan, moontlike strategieë ontwikkel om skoolgeweld te versag. Om die gegenereerde data te interpreteer, is tematiese data-analise gebruik, en om betroubaarheid te verseker, is kristallisasie gebruik. In hierdie studie is klem geplaas op die waarde van die skep van kollektiewe pogings om skoolgemeenskappe te transformeer deur te werk aan 'n kultuur van vrede wat bevorderlik is vir kurrikulumlewering, en dit te bevorder. Gebaseer op die ontleding van die gegenereerde data, argumenteer ek dat onderwysers daagliks deur skoolgeweld in die gesig gestaar word, wat wissel van fisiese, kulturele en strukturele geweld, en dat sulke manifestasies van geweld negatiewe gevolge vir kurrikulumlewering inhou. Om die manifestasies van skoolgeweld te versag, moet deelnemende onderwysers gesamentlik samewerkende strategieë ontwikkel wat gebruik kan word om skoolgeweld te versag, asook die negatiewe gevolge wat dit vir kurrikulumlewering inhou.
___________________________________________________________________Meferefere e etsahala hangata dikolong Afrika Borwa mme e itlhahisa ho tloha ho tijhere ho ya ho titjhere e nngwe, ho tloha ho titjhere ho ya ho ngwana wa sekolo, ho tloha ho ngwana wa sekolo ho ya ho ngwana e mong wa sekolo. Ho hlaloseha ha dintho tse bakang meferefere dikolong ke bofuma, botjhaba le meetlo e bopileng metheo ya moithuti, bofokodi ba tataiso ya batswadi, le kgatello e etswang ke dithaka. Diphuputso tsena di fuputsa le ho sibolla tsa bophelo ba dititjhere dikolong tse moferefere le ho hlahloba ditlamorao tsa meferefere eo mabapi le ho sebedisa moralo thuto. Diphuputso tsena di itshetlehile ka lewa la ho fetola boemo jwalo ka ha le tshepelwa ho thusa boemo ba ho ipopa ngatananngwe ho tlisa diphetoho, ho arabela diqholotso tse hlahang hangata dikolong tse nang le meferefere. Ho feta moo, diphuputso di dipatlisiso tsa thuto tsa kgotso e le lewa/ teori ya diphuputso ho thusa ho bopa moya wa bomong le ho ba ngatananngwe mosebetsing. Ho ikamahantswe le sebopeho sa diphuputso tsena tsa pele, ke sebedisitse mokgwa wa bophetipatlisiso e le mokgwa wa diphuputso wa ho fatisisa ho dititjhere ho etsa moelelo wa tseo ba fetileng ho tsona dikolong tse nang le moferefere ona le ho sheba ditholwana tsa sona mabapi le ho fetisa moralo wa thuto. Dipatlisiso di tsepamisitse maikutlo dipaleng tse phetwang ke ba bileng le seabo, ba tsebahalang ka hore ke bapheti le balatswi ba tse phetwang. Kahoo ka kotloloho, ke sebedisitse ngatananngwe ya dipale tsa bapheti. Dipale tse bokeletsweng tsa bapheti di dumella sehlopha sa batho ho arolelana tse fetileng hodima sehlooho se kgethilweng mme ba sebedisa maranrang ho bua, ho ngola le ho mamela e leng tse neng di ba dumella ho ba le seabo ho utlwisisa le ho rarolla mathata, ditshoso le dipale tsa botjhaba tse hlomphang (bopheti bo dumella botjhaba) tse bopang seo ho buuwang ka sona le ho ipona le ho hlokomela boteng ba ba bang.
Diphuputso tsena di entswe setsing sa thuto sa Mashishing, seterekeng sa Bohlabelo, Mpumalanga, Afrika Borwa. Dititjhere tse hlano di ne di kgethilwe ka lebaka la diphuputso ho tla ba le seabo diphuputsong tsena ho latela ho feta ha bona ka hara mathata a meferefere dikolong. Diphuputso tsena di sebedisa currere le bomanolli e leng ditshiya tsa bohlokwa kaha di thusitse ho bokella ditaba ka mawala a tswellang. Lewa la ho manolla la currere le thusitse hore ba bileng le seabo ba atlehe ho kenella ka hara dipuisano tse tebileng ka dikolong tse moferefere. Diphuputso tsena di sebedisitse dipale tsa bafuputsuwa le dipotso tse bulehileng dipuisanong le dihlopha tseo e leng bahlahisi ba ditaba ka mawa a tswellang. Dititjhere tse bileng le seabo di sebedisitse dipale ho ikgopotsa tseo di fetileng ho tsona dikolong tse moferefere, le hore na tseo di fetileng ho tsona di ka beha tsa kajeno leseding jwang. Nakong ya dipotso tse dumellang ya arabang ho araba, ba nkileng karolo ba ile ba arolelana tseo ba di hopolang mme ba ipapisitse le tsona, ba ile ba theha mawala a ka sebediswang ho hlola meferefere dikolong. Ho toloka ditaba tse bokelletsweng, ditaba di ile tsa hlophiswa ho ya ka mookotaba le ho etsa bonnete ba hore botshepehi, ho hlakahlaki di ile tsa sebediswa. Diphuputsong tsena, ho ile ha toboketswa ka matla bohlokwa ba bongatananngwe ditekong tsa ho fetola dikolo tsa setjhaba hore di sebetse le ho kgothaletsa moetlo wa kgotso e dumellanang le hore moralo wa thuto o sebediswe. Ke ipapisitse le ditaba tsa diphuputso, maikutlo a ka ke hore dititjhere tse ileng tsa tobana le dikolo tse moferefere, ebang ke wa ho lwana/ ho otla, wa moetlo, le moferefere o hlophisitsweng, letsatsi le letsatsi, mme tsohle tse moferefere di tlisitse ditholwana tse bosula bakeng sa ho sebedisa moralo wa thuto. Ho tlisa tharollo, ho meferefere ya dikolong, dititjhere tse bileng le seabo di itse ho ba kgokanyana phiri ho etswe mawala a ka sebediswang ho fedisa meferefere dikolong hape ditholwana tse bosula di sitisa moralo wa thuto ho sebediswa.
___________________________________________________________________Udlame lwasesikoleni luvamisile ukwenzeka ezikoleni eziningi eNingizimu Afrikha futhi luvela ngokuthi lube phakathi kukathisha nothisha, uthisha nomfundi, kanye nomfundi nomfundi. Kuphikiswana ngokuthi izici eziyimbangela yodlame lwasezikoleni zihlobene nemuva elingekho esimeni esikahle kwezomnotho, kwezenhlalo, namasiko kubafundi, ukungabibikho kahle kwesandla sabazali, kanye nengcindezi yontanga. Kulolu cwaningo, ngibheke ulwazi lothisha nabahlangane nakho makuza odlameni lwasesikoleni kanye nemiphumela yalo ebonwayo ekulethweni kwezifundo. Lolu cwaningo lungaphakathi kwepharadayimu yoguquko njengoba belufuna ukwenza kube nesinyathelo esihlangene soguquko ekuphenduleni ukulokhu kwenzeka udlame ezikoleni. Ngaphezu kwalokho, lolu cwaningo lusebenzise imfundo yokuthula ebalulekile njengenjululwazi evivayo yokwazisa isinyathelo esinjalo esihlangene. Ngokuhambisana nokuthi ucwaningo olwekhwalithethivu, ngisebenzise uphenyo olulandayo njengendlela yocwaningo ukuze ngiphenye ukuthi othisha bakuqonda kanjani ababhekane nakho mayelana nodlame lwasesikoleni kanye nemiphumela ebonwayo olunayo ekulethweni kwezifundo. Uphenyo lugxile ezindabeni ezilandayo njengezindaba zesipiliyoni, ezaziwa ngokuthi izindaba ezigxile kokuhlangatshezwane nakho. Kanjalo, ngasebenzisa ibhayografi ehlanganisayo. Ibhayografi ehlanganisayo ivumela iqembu labantu ukuthi lixoxe ngezindaba zezinto asebebhekane nazo maqondana nesihloko esikhethiwe ngokusebenzisa ubuchwepheshe bokukhuluma, ukubhala, nokulalela, ngaleyo ndlela ivumela ababambiqhaza ukuthi babone futhi baveze imicu yokuxoxisana kanye nokulandisa okuhambisanayo kwamasiko okubumba ngakho izihloko futhi zenze bona nabanye babonakale.
Lolu cwaningo lwenziwe esekethini yezemfundo yaseMashishing esifundeni saseBohlabela eMpumalanga, eNingizimu Afrikha. Othisha abahlanu bakhethwa ngenhloso yokuba babambe iqhaza ocwaningweni ngenxa yesipiliyoni sabo ngodlame lwasesikoleni. Lolu cwaningo lusebenzise icurrere njengohlaka lokuhlaziya kanye nenqubo yophenyo. Ngakho, ukuthuthukiswa kohlaka lokuhlaziya bekuyingxenye ebalulekile yalolu cwaningo ngoba lunikeze isu lokuthola ulwazi. Uhlaka lokuhlaziya lwecurrere luvumele ababambiqhaza ukuthi bahlanganyele engxoxweni enzima mayelana nodlame lwesikole. Lolu cwaningo lusebenzise amajenali ababambiqhaza kanye nezingxoxo ezimbili zamaqembu ezivulekile njengamasu okuthola ulwazi. Othisha ababambe iqhaza basebenzise amajenali abo ukuze bakhumbule izehlakalo zabo zangaphambili zodlame lwasesikoleni, balubhale njengoba lwalunjalo, kanye nokuthi lezi zigigaba zihamba kanjani futhi zinamthelela muni manje. Ngesikhathi sezingxoxo zeqembu ezivulekile, ababambiqhaza bahlanganyela ngokuxoxa okwabehlela futhi, ngalokho, bakha amasu abangawasebenzisa ukunciphisa udlame lwasesikoleni. Ukuze kuhunyushwe ulwazi olutholiwe, kusetshenziswe ukuhlaziywa kolwazi ngokwezihloko, futhi ukuze kuqinisekiswe ukwethembeka, kusetshenziswa inqubo yokunemba. Kulolu cwaningo, kwagcizelelwa ukubaluleka kokwenza imizamo ehlangene ukuguqula imiphakathi yezikole ngokusebenzela nokugqugquzela isiko lokuthula elenza ukulethwa kwezifundo kubelula. Ngokusekelwe ekuhlaziyweni kolwazi olutholiwe, ngiphikisa ngokuthi othisha nsuku zonke babhekana nodlame lwasesikoleni, kusukela odlameni lomzimba, lwamasiko, kanye nolwenhlalo, nokuthi ukwenzeka kwalolo dlame kunemiphumela engemihle ekulethweni kwezifundo. Ukuze kuncishiswe ukwenzeka kodlame lwasesikoleni, othisha ababambe iqhaza kufanele ngokuhlanganyela bakhe amasu okusebenzisana angasetshenziswa ukunciphisa udlame lwasesikoleni kanye nemiphumela emibi olunayo ekulethweni kwezifundo.
___________________________________________________________________University of the Free Stat
The guest house industry’s contribution to building a destination brand
No full textTourism happens when tourists visit a destination – the place they visit and at which they stay. Due to the intangibility of the holiday experience, destinations depend heavily on positive images and experiences. Guest houses, as part of the accommodation sector in tourism, could potentially play a big role in this aspect. However, the guest house industry runs the risk of being viewed as a readily accessible industry that does not require special training or formal qualifications. As the grading of these establishments is not compulsory in South Africa, this could cause quality issues and could have a negative impact on customer perceptions, and ultimately on the tourism industry. Destination marketers use branding to position the tourism destination in the market. Destination branding assists in identifying and differentiating a destination in a very competitive marketing environment. The main advantage of destination branding is that it creates a favourable position for the destination in the minds of consumers and distinguishes it from its competitors. This study aimed to provide new insight into the manner in which guest houses (as stakeholders in a specific destination) can be managed to contribute to the enhancement of the brand of a destination. This qualitative study design applied a combination of different strategies during the different phases of the research. It included a conceptual analysis of destination branding, a literature review of the guest house industry as the context within which destination branding was practised, and interviews with guest house owners/managers and guest house visitors on two branded tourist routes. Information and data from the three phases were integrated to suggest guidelines on how guest houses can enhance a destination brand. The findings of the study imply that the guest house industry plays a more significant role than just serving as an "essential support facility for tourist destinations". Guest houses, as conveyers of quality and communicators of brand value, are influencers of destination image, encouragers of word-of-mouth promotion and contributors to repeat visits to the destination. As many guest houses offer agro-tourism activities or other unique experiences, they become tourist attractions in their own right.Vaal University of Technolog
Pilot’s Hub: a contribution to the Pioneers of Aviation Museum
No full textAbstract not availableThe process of dissecting the
concept, theory and design of the
Pilot’s Hub will be explored by means
of the following perspectives:
the Readable perspective, the
Memorable perspective, and the
Writable perspective (figures 3
to 5) that suggest the different
chapters formulated to become a
storyline. The Readable perspective
introduces the essence of the
project and elaborates on the aims,
research question, intended users
and structuring programme of the
Pilot’s Hub. This perspective forms
the introduction of the book in
order to orientate the reader. The
Memorable perspective pertains to
a spiritual and three-dimensional
experience of the design process
that captures the concept and
theoretical discourse of designing
and building the Pilot’s Hub.
This perceptive holds the body
of the story that keep the reader
entertained in order to capture
the entire process. The Writable
perspective renders self-reflection
on the feelings and attitudes
towards the proposed design as a
whole, thus, transforming into the
concluding chapter that captures
the outcome of the entire process.
This dissertation aims to depict
a holistic, representation
of designing and building a
structure from initiation to
planning and design stage, then
to execution from laying the
foundation to full completion,
referring metaphorically, to a
process resembling the systematic
development of aviation and the
exploration of flight
Drivers and effects of sustainable construction in the South African construction industry
No full textSustainable construction is hardly practised in Africa, despite the consistent campaign for its adoption. This study investigates the drivers and effects of sustainable construction in South Africa. The quantitative survey research design was adopted for the study and the respondents were the construction organisations in Johannesburg, South Africa. The study identified 17 significant drivers of sustainable construction, with construction cost as the dominant variable. The important environmental (8), economic (12), and social benefits (7) of sustainable construction were also determined. The challenges (24) of sustainable construction were also identified. The study recommended that measures for low construction cost should be put in place, and awareness campaigns should be enhanced. Economic benefits are still behind environmental benefits, and this could affect some prospective adopters. Lack of knowledge and weak economies were prevalent challenges that underscore the need for Western support for African nations to comfortably adopt sustainable construction.Publisher's versio
Learning mathematics in inclusive classrooms: cases of visually impaired learners in Lesotho secondary schools
No full textThesis (Ph.D. (Education Studies))--University of the Free State, 2021This study sought to establish how mathematics is taught in classrooms with visually impaired learners. It also examines how learners with visual impairment perceive and engage with the teaching of mathematics in selected schools of Lesotho. The framework of opportunities to learn (OTL) is used as the main theoretical resource. OTL is used as a lens through which conditions that facilitate effective teaching and learning of mathematics can be understood. OTL is considered resourceful for understanding what counts as valid experiences of learners with visual impairment. The study follows a qualitative approach and employs case study design. The main data sources comprise narratives of three learners purposively selected in two schools as well as lesson observations. Semi-structured interviews with teachers are used for triangulation. Content analysis was used for analysing the data mainly extracted from the transcripts. The major findings suggest that mathematics teaching was predominantly conducted through verbal presentation and chalkboard use. The findings revealed that there were minimum opportunities to learn for learners with visual impairment in Lesotho regular classrooms. To a certain extent, learners regulated opportunities to learn in their learning of mathematics by choosing what can benefit them. The findings also demonstrate that factors contributing towards how learners perceive and engage with the teaching of mathematics in inclusive settings include: restrictive provision and scarcity of textbooks, resulting in their dependence on their counterparts with functional vision to read for them; inadequate supply of essential equipment, ineffective use of assistive technology devices leading to their abandonment. This study recommends capacity building of mathematics teachers, through an intensive pre-service and in-service programmes to enable them to gain the appropriate skills that would meet the demands of teaching mathematics to learners with visual impairment in inclusive settings. The study recommends the provision of learning materials in accessible formats to learners with visual impairment to promote their independent learning without inhibiting coexistence with their sighted counterparts. The study recommends future studies to extend the scope of the study by increasing the sample size and also find out teachers’ perspectives of teaching mathematics to learners with special educational needs in under-resourced inclusive schools
The effect of poor materials management in the construction industry: a case study of Abuja, Nigera
No full textEffective materials management on construction sites is handled carelessly by construction practitioners. This may result in several challenges such as materials waste generation, poor quality of work, project delays, and poor materials flow. Construction practitioners in Abuja, Nigeria, do not understand the consequences of these challenges to construction projects. This article investigates the effect of poor materials management on materials waste, quality of work, and project profitability in construction projects in Nigeria. A qualitative research approach was adopted in the study which included collective case study investigations. The population for the study was ongoing building project sites (ten case studies purposefully selected) in Abuja. The research instrument was direct-covert observation by the researchers to observe and record the construction processes, people’s behaviour, actions and interactions relating to materials management. The construction processes observed included materials usage onsite, loading/offloading of materials from procurement, storages, as well as materials handling and movement on site. Recording sheets with checklists were pre-set with statements (Likert items) and responses to observe and document the effect of poor materials management. The statements were rated on an ordinal three-point Likert scale. The observed/collected data were analysed using descriptive methods to determine the modal values. The findings from the study revealed that poor materials management has a considerable effect on material waste generation on any construction project site; moderate effects on quality of building projects, and both considerable and moderate effects on profitability in the construction projects. Based on these findings, it can be concluded that effective management of materials in construction projects would reduce the amount of waste generation, increase the quality of construction work, and offer optimum profitability to construction contractors. It is, therefore, recommended that the construction industry in Nigeria should collaborate with government agencies to develop guidelines for preparing a waste management plan for the construction industry.Publisher's versio
Reservation wages, transitions from, and the duration of, unemployment in South Africa
No full textDissertation (M.Comm. (Economics))--University of the Free State, 2021South Africa has one of the highest unemployment rates in the world, with women, youths, and people with low levels of education being especially likely to be unemployed. Most South African unemployed are also long-term unemployed. Persistently high unemployment and high long-term unemployment rates have substantial negative socio-economic implications. This study investigates the effect of reservation wages on transitions from unemployment and the duration of unemployment. Furthermore, the effects of age, education and gender on unemployment transitions and unemployment duration are also assessed. South African household survey panel data from the third (data collected in 2012) and fourth (data collected in 2014 and 2015) waves of the National Income Dynamics Study (NIDS) were used to this end. In addition to descriptive statistics (transition matrices, proportions/frequencies and means), discrete choice models (binomial and multinomial logits and probits) for unemployment transitions, as well as discrete choice models (binomial logit and probit) for unemployment duration were estimated. Discrete choice models were chosen as the appropriate method due to the nature of the available data.The descriptive statistics and the results of the discrete choice models indicated that higher reservation wages were associated with higher probabilities to transition to employment and to inactivity relative to remaining unemployed. People with higher reservation wages were less likely to be long-term unemployed. These results
contradict the theoretical job search theory, a possible suggestion for this occurrence is that those that transitioned to employment had individual characteristics that justified higher reservation wages and those that transitioned to inactivity had unrealistic reservation wages given their individual characteristics. Age, education, and gender were also found to be associated with both unemployment transitions and unemployment duration. Generally, age was positively associated with transitions to employment, transitions to inactivity and long-term unemployment, indicating that older workers were more likely to become employed or become inactive relative to staying unemployed and those who remained unemployed were more likely be longterm unemployed. People with higher levels of educational attainment were more likely to transition to employment, while those with lower levels of educational attainment were more likely to transition to inactivity. While the descriptive analysis showed that those with higher levels of educational attainment were generally less likely to be longterm unemployed, this result was not evident in the duration regressions. Men were more likely to transition to employment and less likely to transition to inactivity than women. Women were more likely to be long-term unemployed. To increase transitions to employment, decrease transitions to inactivity and to decrease long-term unemployment, policymakers must target vulnerable groups like women, and the youth. Higher educational attainment, especially the completion of secondary education, may also play a critical role in helping unemployed individuals to transition to employment and lower the duration of their unemployment spells
Teachers’ perspectives on professional development for classroom implementation of the integrated curriculum in Lesotho
No full textThesis (Ph.D.(Curriculum Studies))--University of the Free State, 2021Despite the fact that Professional Development (PD) programmes have been accepted generally as essential tools for the improvement of education, reviews of PD research constantly point out their ineffectiveness. Lesotho is currently in the process of implementing a new curriculum [integrated curriculum (IC)] in primary schools. Therefore, in the context of a relatively new curriculum such as the IC, it is important to understand teachers’ perspectives during its implementation and PD’s efficiency. This study explored primary teachers’ perspectives on professional development for classroom implementation of the integrated curriculum in Lesotho. This study used the Desimone’s comprehensive framework for evaluating the effect of Continuous Development (CPD). This study further followed sense-making theory (SMT) as a theoretical lens to explore primary school teachers’ perspectives on CPD regarding the implementation of the new IC, because sense-making suggests that teachers use their prior knowledge and experiences to interpret and enact their own meaning of reform. The study followed a qualitative approach and used multiple case studies. Semi-structured interviews, lesson observations and document analysis were used to collect data. The collected data were used to generate themes and the data analysis was guided by a five-featured conceptual framework for professional development as well as SMT. The first set of findings from the first article indicates that the participating primary school teachers’ perspectives were that they are inadequately provided with enduring CPD activities, guidance and monitoring to assist them in the implementation of the IC as required by the Curriculum and Assessment Policy (CAP).
Inadequate skills and knowledge resulted in the teachers being less effective in implementing the IC, although they had attended the planned professional development workshops and training sessions. The findings suggest that teachers should be provided with more frequent training sessions by the Ministry of Education and Training (MOET) and that there should be follow up activities and monitoring in schools after the teachers’ training. The second set of findings from the second article indicates that although teachers participated in workshops (CPD programmes), the participating teachers indicated that those programmes had limitations in preparing them to effectively navigate many contextual factors. These factors include lack of materials, lack of the appropriate skills to facilitate/implement learner-centred approaches and limited use of ICT and Continuous Assessment (CASS) in the classroom. These findings point to the need for CPD programmes that comprise support, supervision and training for teachers to incorporate new knowledge into their daily lessons, rather than leave the burdens for them when they return to the classroom. The third set of findings from article three reveals that the participants’ perspectives vary, although they all participated in IC training workshops and regular cluster workshops (CPD programmes) for the implementation of the IC. The CPD programmes changed the teachers’ perspectives in different ways due to the different sense-making that the teachers acquired. That is, the participating teachers’ perspectives, attitudes, beliefs and the learners’ outcomes in the process of the IC implementation were differently shaped (positive for some teachers but negative for others depending on the difference in their sense- making) The findings suggest that CPD practices should, in addition, be focused on the shaping of teachers’ perspectives regarding the new curriculum rather than being focused only on instruction and assessment.
___________________________________________________________________Ten spyte van die feit dat Professionele Ontwikkelingsprogramme (PO-programme) algemeen aanvaar is as noodsaaklike hulpmiddels vir die verbetering van onderwys, wys resensies van PO-navorsing voortdurend op die ondoeltreffendheid daarvan. Lesotho is tans in die proses om 'n nuwe kurrikulum – die geïntegreerde kurrikulum (IK) – in laerskole te implementeer. Daarom, in die konteks van 'n relatief nuwe kurrikulum soos die IK, is dit belangrik om onderwysers se perspektiewe tydens die implementering daarvan en Professionele Ontwikkeling (PO) se doeltreffendheid te verstaan. Hierdie studie het primêre onderwysers se perspektiewe op professionele ontwikkeling vir klaskamer-implementering van die geïntegreerde kurrikulum in Lesotho ondersoek. Hierdie studie het Desimone se omvattende raamwerk gebruik vir die evaluering van die effek van Deurlopende Professionele Ontwikkeling (DPO). Hierdie studie het verder die “sinmaakteorie” (sensemaking theory) (SMT) gevolg as 'n teoretiese lens om laerskoolonderwysers se perspektiewe op PO rakende die implementering van die nuwe IK te verken, omdat “sinmaking” daarop dui dat onderwysers hul vorige kennis en ervarings gebruik om hul kennis en ervaring te interpreteer en hul eie betekenis van hervorming te realiseer. Die studie het 'n kwalitatiewe benadering gevolg en verskeie gevallestudies gebruik. Semi-gestruktureerde onderhoude, leswaarnemings en dokumentanalise is gebruik om data in te samel. Die versamelde data is gebruik om temas te genereer en die data-analise is gelei deur 'n konseptuele raamwerk met vyf kenmerke vir professionele ontwikkeling sowel as die SMT. Die eerste stel bevindinge uit die eerste artikel dui aan dat die deelnemende laerskoolonderwysers se perspektiewe was dat hulle onvoldoende voorsien is van volgehoue DPO-aktiwiteite, leiding en monitering om hulle te help met die implementering van die IK soos vereis deur die Kurrikulum- en Assesseringsbeleid (KAB). Onvoldoende vaardighede en kennis het daartoe gelei dat onderwysers minder effektief was in die implementering van die IK, alhoewel hulle die beplande professionele ontwikkelingswerksessies en opleidingsessies bygewoon het.
Die bevindinge dui daarop dat meer gereelde opleidingsessies deur die Ministerie van Onderwys en Opleiding (MOET) verskaf moet word en dat daar opvolgaktiwiteite en monitering in skole ná die onderwysersopleiding moet wees. Die tweede stel bevindinge uit die tweede artikel dui aan dat alhoewel onderwysers aan werksessies (PO-programme) deelgeneem het, die deelnemende onderwysers aangedui het dat daardie programme beperkings het om hulle voor te berei om baie kontekstuele faktore doeltreffend te navigeer. Hierdie faktore sluit in 'n gebrek aan onderrigmateriaal, 'n gebrek aan die toepaslike vaardighede om leerdergesentreerde benaderings te fasiliteer/implementeer en beperkte gebruik van IK en Deurlopende Assessering (DASS) in die klaskamer. Hierdie bevindinge dui op die behoefte van DPO-programme wat ondersteuning, toesig en opleiding van onderwysers behels, om nuwe kennis in hul daaglikse lesse in te sluit, eerder as om die lading op hulle te plaas wanneer hulle terugkeer na die klaskamer. Die derde stel bevindinge uit artikel drie toon dat die deelnemers se perspektiewe verskil, hoewel hulle almal deelgeneem het aan IK-opleidingswerksessies en gereelde groepswerksessies (DPO-programme) vir die implementering van die IK. Die DPO-programme het die onderwysers se perspektiewe op verskillende maniere verander as gevolg van die verskillende “sinmaking” wat die onderwysers opgedoen het. Dit wil sê, die deelnemende onderwysers se perspektiewe, houdings, oortuigings en die leerders se uitkomste in die proses van die IK-implementering is verskillend gevorm (positief vir sommige onderwysers, maar negatief vir ander, afhangende van die verskil in hul “sinmaking”). Die bevindinge dui daarop dat DPO-praktyke boonop gefokus moet wees op die vorming van onderwysers se perspektiewe rakende die nuwe kurrikulum eerder as om slegs op onderrig en assessering gefokus te wees.
___________________________________________________________________Ho sa natswe hore bointlafatso ba ditsebo tsohle bo amohelehile kahohlehohle, ebile e le ditshiya tsa pele tsa bointlafatso thutong, bohlahlobi ba diphuputso tsa bointlafatso di supa hore ho ntse ho ena le dikgaello. Lesotho le mothating wa ho kenya moralo wa thuto o kenyeletsang ditsebo tsohle dikolong tsa poraemari. Ha ho le jwalo, boemong bo re ka reng ke moralo wa thuto, ho bohlokwa ho utlwisisa tjhadimo ya dititjhere ditabeng tsa ho kenywa ha moralo wa thuto le ntshetsopele ya thuto. Boithuto bona bo nyebekolla tjhadimo ya dititjhere tsa sekolo sa poraemari ntshetsopeleng ya thuto hore na boithuto bo kenyeletsang ditsebo tsohle bo sebediswa jwang Lesotho. Boithuto bona bo sebedisa lewakapa teori ya Desimon ho theha kutlwisiso ya ho hlahloba ntshetsopele ya tswelopele ka ho latela lewakapa teori ya ho etsa moelelo e kgothaletsang hore dititjhere di sebedise tsebo eo ngwana a nang le yona hammoho le tseo a fetileng ho tsona ho toloka ho utlwisisa tjhadimo ya dititjhere ho etsa moelelo ka phetoho e di tobileng. Boithuto bo latetse mekgwa ya bohlalosi ba boithuto bo tobileng batho ba mmalwa, dipotso tse sekgeqe, ho ruta ho lebeletsweng ka sehlopheng le ho hlahloba ditokomane. Tsena tsohle ke tsona tse sebedisitsweng ho bokella ditaba tsa diphuputso. Ditaba tse bokelletsweng di hlophisitswe ho latela mookotaba wa tsona mme bohlahlobi ba ntshetsopele ya ntlafatso bo tataisitswe ke ditshiya tse hlano tsa lewakapa teori ho etsa moelelo. Mokgahlelo wa pele wa tshibollo ho tloha palenyaneng ya pele, o bontsha hore dititjhere tsa dikolo tsa poraemari tse bileng le seabo di re ho na le dikgaello ho tse entsweng le tshehetso tsa ntshetsopele ya tswelopele, tataisong le bodiseng ha ho sebediswa moralo wa thuto e hokahanyang ditsebo tsohle tse hlokwang ke moralo wa thuto le leano la tlhahlobo. Kgaello ya ditsebo le tsebo di tswetse hore ebe dititjhere ha di be le molemo o mokaalo bakeng sa ho sebedisa moralo wa thuto o kenyeletsang ditsebo tsohle; leha di ile tsa ya dikwetlisong tsa nakwana tsa ntshetsopele ya tswelopele. Tshibollo e nngwe ke hore dititjhere di lokela ho etsetswa dithupelo kgafetsa ke lekala la Thuto le Kwetliso (MOET) mme ho be le pehelo le bodisa dikolong kamora hore dititjhere di fuwe kwetliso ya nakwana. Mokgahlelo wa bobedi wa tshibollo ho tswa palenyaneng o bontsha dititjhere di ile tsa iswa kwetlisong ya nakwana ya ntshetsopele ya tswelopele.
Dititjhere tse bileng le seabo di bontsha hore dithupelo tseo di bile le dikgaello ho di thusa ho hlola diqholotso tsa maemo a moo dititjhere di sebetsang teng. Diqholotso tsena di kenyeletsa bosiyo kapa ho fokola ha disebediswa, ho haellwa ke ditsebo tsa ho tsamaisa kapa ho sebedisa boithuti ba boikganni e leng mokgwa wa ho ruta o dumellang hore moithuti a ikganne le kgaello ya tshebediso ya thekenoloji (maranrang) ekasitana le bohlahlobi ba nako le nako ka sehlopheng. Ditshibollo tsena di supa tlhokeho ya boithuto ba ntshetsopele ya tswelopele bo kenyeletsang ho fana ka tshehetso, ho tataisa, le ho kwetlisa dititjhere hore di tsebe ho lohella ditsebo tse ntjha ka hara serutwa sa letsatsi le letsatsi ho na le ho di siya le morwalo ha di kgutlela dikolong. Mokgahlelo wa boraro wa ditshibollo ho tswa palenyaneng ya boraro o bontsha maikutlo a dititjhere tse bileng le seabo boithutong bona a sa tshwane le ha e le hore di bile le seabo dikwetlisong tsa nakwana le dikwetliso tsa kgafetsa tsa ntshetsopele ya tswelopele tsa ho kenya tshebetsong moralo wa thuto wa ho kopanya ditsebo tsohle. Ntshetsopele ya tswelopele e fetotse tjhadimo ya dititjhere ka ditsela tse fapakaneng mabapi le lewa kapa teori ya ho etsa moelelo eo dititjhere di fuweng dithupelo tsa nakwana ka yona. Se bolelwang ke hore tjhadimo ya dititjhere, mokgwa wa tsona wa katamelo, ditumelo tsa tsona le makgabane a lokelang ho bokellwa ke bana qetellong ya dithuto a ntseng a hola, empa a hola ka ditsela tse sa tshwaneng (E le hantle ho dititjhere tse ding, empa e boetse e le hampe ho dititjhere tse ding), di laolwa ke lewa kapa teori ya ho etsa moelelo wa titjhere ka nngwe. Ditshibollo tse ding di sisinya hore mekutu ya ntshetsopele ya tswelopele e lokela ho kenyeletsa le ho tsepama hodima ho fa dititjhere sebopeho se setjha mabapi le kamoo di shebang ka teng ha di atamela moralo wa thuto o motjha ho na le ho tsepamisa maikutlo ho mekgwa ya ho ruta le ho hlahloba feela.
___________________________________________________________________Ngale kokuthi izinhlelo zokuzithuthukisa okuhlelekile kwemfundo zamukelwe ikakhulukazi njengamathuluzi abalulekile okuthuthukisa imfundo, imibono yocwaningo lokuzithuthukisa okuhlelekile kwemfundo ihlala iveza ukungasebenziseki kwazo. Njengamanje iLesotho isemkhankasweni wokuqalisa ikharikhulamu entsha [ikharikhulamu edidiyelwe] ezikoleni zamabanga aphansi. Ngakho-ke, esimeni sekharikhulamu entsha njengekharikhulamu edidiyelwe, kubalulekile ukuqonda imibono yothisha ngesikhathi iqaliswa kanye nokusebenza kokuzithuthukisa okuhlelekile kwemfundo. Lolu cwaningo luhlole imibono yothisha bamabanga aphansi mayelana nokuzithuthukisa okuhlelekile kwemfundo kokusetshenziswa kwekharikhulamu edidiyelwe emaklasini eLesotho. Lolu cwaningo lusebenzise uhlaka oluhlanganisayo lwe-Desimone ukuhlola umphumela wokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo. Lolu cwaningo luphinde lwalandela isense-making theory njengeso lenjululwazi lokuhlola imibono yothisha bezikole zamabanga aphansi ngokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo mayelana nokuqaliswa kwekharikhulamu entsha, ngoba injululwazi yokwenza umqondo iphakamisa ukuthi othisha basebenzise ulwazi lwabo lwangaphambili kanye namava abo ukuze bahumushe futhi benze incazelo yabo yoshitsho. Ucwaningo lulandele indlela yekhwalithethivu futhi lwacwaninga ngezinto eziningi. Kusetshenziswe izingxoxo ezihleliwe, ukubhekwa kwezifundo kanye nokuhlaziywa kwemibhalo ukuqoqa ulwazi. Ulwazi oluqoqiwe lwasetshenziselwa ukwakha izindikimba futhi ulwazi luhlaziywe ngokulandela uhlaka lomqondo olunezici ezinhlanu lokuzithuthukisa okuhlelekile kwemfundo kanye nenjululwazi isense-making theory. Iqoqo lokuqala lokutholwe kwi-athikili litshengisa ukuthi imibono yothisha basezikoleni zamabanga aphansi ababambe iqhaza kube ukuthi abanikezwanga ngokwanele imisebenzi yomphumela wokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo ehlala njalo, ukuqondiswa kanye nokuqashwa ukuze kubalekelele ekusebenziseni ikharikhulamu entsha njengoba kudingwa yiNqubomgomo Yekharikhulamu Nokuhlola.
Ukuntuleka kwamakhono nolwazi kuholele ekutheni othisha bangakwazi ukusebenzisa kahle ikharikhulamu entsha, nakuba babehambele imihlangano yokucobelelana ngolwazi yokuthuthukisa amakhono namaseshini okuqeqeshwa. Imiphumela iphakamisa ukuthi othisha kufanele bahlinzekwe ngamaseshini amanye amaningi okuqeqeshwa nguMnyango Wezemfundo Nokuqeqesha nokuthi kufanele kube nemisebenzi yokulandelela kanye nokuqapha ezikoleni ngemva kokuqeqeshwa kothisha. Isethi yesibili yemiphumela evela kwi-athikili yesibili itshengisa ukuthi nakuba othisha bebambe iqhaza emihlanganweni yokucobelelana ngolwazi (izinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo), othisha ababambe iqhaza babonise ukuthi lezo zinhlelo azikwazi ukubaqeqesha ngokwanele ukuthi bakwazi ukusebenza kahle ezimeni eziningi ezingafani. Lezi zici zibandakanya ukushoda kwezinsizakusebenza, ukuntula kwamakhono afanelekile okusiza/ukuqalisa izindlela ezigxile kubafundi kanye nokusetshenziswa okulinganiselwe kwe-ICT kanye nokuhlola okuqhubekayo ekilasini. Le miphumela iveza isidingo sezinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo ezihlanganisa ukwesekwa, ukugadwa nokuqeqeshwa kothisha ukuze bezokwazi ukufaka ulwazi olusha ezifundweni zabo zansuku zonke, kunokuba babashiye nomthwalo wokuthi bazibonele uma sebebuyela ekilasini. Isethi yesithathu yokutholiwe kwi-athikili yesithathu iveza ukuthi imibono yaba bambiqhaza iyahlukahluka, nakuba bonke bebambe iqhaza emihlanganweni yokucobelelana ngolwazi yokuqeqeshelwa ikharikhulamu entsha kanye nemihlangano yokucobelelana ngolwazi evamile (izinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo) zokuqaliswa kwekharikhulamu entsha. Izinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo zashintsha imibono yothisha ngezindlela ezahlukene ngenxa yokwenziwa komqondo okuhlukahlukile okwatholwa othisha. Okusho ukuthi, imibono yothisha ababambe iqhaza, izimo zengqondo, izinkolelo kanye nemiphumela yabafundi ohlelweni lokuqaliswa kwekharikhulamu entsha kwakhiwa ngendlela ehlukile (emihle kwabanye othisha kodwa engemihle kwabanye kuye ngomehluko wendlela abakhe ngayo umqondo). Imiphumela iphakamisa ukuthi ukwenziwa kwezinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo kufanele, ngaphezu kwalokho, zigxile ekubumbeni imibono yothisha mayelana nekharikhulamu entsha kunokuba zigxile kuphela emyalelweni nasekuhloleni.
___________________________________________________________________SANRAL Chair in MathematicsNatural Sciences and Technology EducationResearch Directorate, University of the Free Stat
Investigating the effects of e-learning as a method of curriculum dissemination for rural TVET college students
No full textThe study investigates the effects of e-learning as an alternative form of curriculum dissemination for rural Technical and Vocational Education and Training (TVET) college students. This study adopted connectivism theory, which enabled lecturers to reflect and adapt to how learning has changed and the accompanying implications of designing the spaces and structures to the current mode of learning. The researcher made use of two research methods to gather data; phone interviews and questionnaires. The data was analyzed using thematic analysis and the Statistical Package for Social Sciences (SPSS) Version 20.0, Office Word format. The results indicated that the unavailability of technological resources, lack of financial support from single parents’ side due to socio-economic factors, and child-headed families hinder the correct implementation of e-learning and make it difficult to reach its objectives.Publisher's versio