Research Output Repository (HSRC)
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Regulating for rivalry in Africa: the development of competition regimes
No full textIn this insightful and timely book is where leading academics and senior competition practitioners delve into the development of competition regimes in Africa. Through a combination of in-depth country assessments and thematic analyses, they provide a comprehensive overview of the challenges and dynamics in African markets. From the impact of high corporate concentration to the role of digitalization and buyer power, this book offers critical analysis and insider knowledge on competition enforcement in Africa.N/
The impact of extreme climate events on vulnerable communities: a case study of Muyexe and Nkowankowa, Limpopo
No full textExtreme climate events are projected to increase in frequency and severity, heightening their impacts. This highlights a pressing need for effective disaster risk reduction strategies, improved infrastructure, and community resilience initiatives. In response, the HSRC conducted an empirical study on climate change, examining the vulnerability of communities in the townships of Muyexe and Nkowankowa, Limpopo, and their perceptions of drought and flood disasters.N/
Burgers or broccoli: nutrition research should be one of the top priorities in South Africa
Get PDFPaper presented at the GYA International Conference of Young Scientists and AGM, Washington DC, USA, 7-10 Ma
The wage structure of graduate engineers in 1979 = Die loonstruktuur van gegradueerde ingenieurs in 1979
Get PDF'n Geldigheidstudie vir die aanpassing van Otis-Lennon mental ability test (elementary I level) vir Suid-Afrikaanse toepassing
No full textN/
Illegal mining in the North West: examining hotspots and socio-economic risk. Spatial Insights: Edition 15
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Prevalence, correlates of psychological distress and mental health challenges among college and university students during the COVID-19 lockdowns in South Africa
Get PDFThe outbreak of the SARS COVID-19 pandemic in late 2019 led to a total disruption of life and impacted mental health negatively worldwide. Studies across many countries showed the impact of COVID-19 on the mental health status of students enrolled in higher institutions due to the disruption of the school year and learning. This study was aimed a measuring the prevalence and psychosocial determinants of psychological distress experienced by college and university students during the COVID-19 lockdowns in South Africa. Students aged 18–35 years that were enrolled at tertiary institutions nationally were invited to participate in the online survey. The survey was conducted at the peak of the epidemic in South Africa from 18 June till 18 September 2020. The Kessler −10 (K10) screening scale was used to measure psychological distress among students. A total of 6,810 young people aged of between 18 and 35 years participated in the study. The majority of these students were aged between 18 and 24 years old (83.9%). About one third (66.7%) of the youth reported that they had mild to severe distress (MSD). The prevalence of psychological distress among the youth differed significantly by age group, gender, risk perception of contracting COVID-19, year of study, institution and community type (p < 0.05). Logistics regression investigated the socio-demographic factors associated with psychological distress. Older students aged 25–29 years (aOR = 0.74, 95% CI 0.62–0.88) and 30–35 years (aOR = 0.73, 95% CI 0.55–0.97), male students (aOR = 0.83, 95% CI 0.72–0.95) and those with moderate (aOR = 0.68, 95% CI 0.49–0.95), low (aOR = 0.41, 95% CI [0.30–0.57]) and very low (aOR = 0.22, 95% CI 0.16–0.31) risk perceptions of contracting COVID-19 were significantly less likely to experience MSD. Fourth year students (aOR = 1.39, 95% CI 1.14–1.69), and students in universities of technology (aOR = 1.56, 95% CI 1.20–2.04) were significantly more likely to have MSD. This study showed high prevalence rates of psychological distress among students during the COVID-19 pandemic. These finding highlights the need for tertiary institutions to put holistic mental health services and interventions at the center of their health and wellness programs.
Youth, skills, and informal sectors in the Global South: theoretical and methodological lenses on learning and livelihoods
No full textEducation and training have largely failed to respond to the needs of those who generate livelihoods outside of the formal economy. Neglect of the informal sector is partly due to it eluding ‘legibility’: states generally only ‘see’ what can be measured and perceived to contribute to officially valued forms of economic activity, creating a formality bias. The illegibility of the informal sector is exacerbated under conditions of neoliberalism, as it often fails to conform to imperatives of productivism, forms of production in which paid employment is segregated from other aspects of life, with economic development and growth seen to be their main objective. Seeing like a neoliberal state therefore results in the neglect of informal modes of production, which are not seen to carry value. The formality bias is also evident in relation to vocational education and training (VET), with productivist assumptions underpinning VET as an institution that is oriented towards the needs of industry. Global South VET systems are rigid, unresponsive to changing local labour markets, and unable to adapt to the needs of the fast-changing informal sector. VET policy and practice utilised by international development agencies and individuals, as well as by national governments, has largely ignored or denigrated the informal sector. In this chapter, we try to challenge the view that the informal sector holds little value, showing the range of ways young people make a living in and beyond it and the role that education and training usefully plays or could play in supporting these endeavors. If scholarship is to assist in making education and training systems more responsive to the needs of the informal sector, this will require a rethink of dominant ways of theorizing and researching learning for livelihoods. There remains a need for deeper theorization of the skills needed for living in the world in relation to oneself, to others, and to the environment while being sensitive to the development of inclusive and sustainable economies.