UFS Publications Platform (Univ. of the Free State)
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Pitfalls of PTOs in land ownership and control: Rethinking access for rural development in South Africa
Get PDFPermission to Occupy (PTOs) was viewed by the apartheid regime as an important mechanism for addressing inequalities in South Africa (SA). The African National Congress (ANC) government has ruled over SA for the past 30 years but has been unsuccessful in dealing with the country’s racialised land inequalities. The land reforms introduced by the ANC government have not addressed the challenges of land in the country in a timely manner. Thus, tackling the issue of land inequalities remains crucial. A desktop review was conducted to critically examine the pitfalls of PTOs in the context of rural development and advocates for a re-evaluation of access mechanisms to promote more equitable and sustainable land tenure systems. The results show that these pitfalls perpetuate socio-economic inequalities, hinder investment in land improvements, and contribute to conflicts over land resources. In response, the article proposes alternative approaches to enhance access to land for rural development, such as community-driven land governance mechanisms, participatory land-use planning, and the recognition of customary land tenure systems. These alternative strategies prioritise rural local empowerment, strengthen tenure security, and foster inclusive decision-making processes
Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study
Get PDFThis qualitative particularistic case study explores the perspectives and experiences of learners with visual and hearing impairments regarding the teaching of mathematics. Extreme-case sampling was employed to select four learners (three hearing impaired and one visually impaired) from the only two inclusive secondary schools in the northern part of Namibia. The study qualitative study utilised open-ended questionnaires and interviews. Verbatim quotes from the research participants were used as inferences to identify descriptors within the first-generation Cultural Historical Activity Theory, which served as a theoretical and analytical tool. The findings revealed that the activity system of learners with visual and hearing impairments exhibited tensions that negatively affected their performance in mathematics. Learners experienced marginal responsive pedagogy in mathematics classrooms due to teachers\u27 lack of knowledge and pedagogical skills for delivering meaningful mathematical instruction. While learners without disabilities struggled with comprehension and effective communication skills, learners with visual and hearing impairments faced a lack of equipment to support the conceptualisation and visualisation of mathematical subject content. The authors emphasise the critical importance of addressing communication barriers and adapting teaching practices to support the learning and inclusion of visually and hearing-impaired learners in mathematics, with an emphasis on mathematical language that promotes a better understanding of mathematical concepts. Teacher training should also incorporate responsive pedagogy to enhance outcomes and foster a more inclusive learning environment that promotes academic success and positive social experiences for all learners. Recommendations at a policy level, including advocating for a decolonised curriculum were made
Minimal change in achievement in high-stakes mathematics examinations in low socio-economic status environments in post-apartheid South Africa
Get PDFSince various curriculum versions have been implemented in the post-apartheid era, achievement results in high-stakes mathematics examinations are still structured along socio-economic status lines. Continuing professional development (CPD) for mathematics teachers is widely viewed as a mechanism to address this issue. This study uses a specific CPD project to explore the question, “Are three decades-long enough to enhance achievement outcomes in high-stakes mathematics examinations for learners from low socio-economic status environments?” Bricolage is employed as the underlying research framework due to the multifaceted nature of CPD. In one of the residential institutes in 2018, a 7-item questionnaire, based on features of effective CPD and containing four ordinal response categories, was administered to 55 participating teachers (30 females and 25 males). To acknowledge the complex nature of CPD, themes were developed and primarily analysed using descriptive statistics. The analysis revealed that, although mathematics teachers respond favourably to practising previously taught material, there are factors that hinder the sustainability of such an approach. It is concluded that 30 years is not a sufficient timespan to expect significant change. It is recommended that drastic measures be taken regarding the continuing professional development of mathematics teachers to address disparities along class and racial lines
Attitudes and perceptions of school stakeholders on comprehensive sexuality education in primary schools: A study of junior grades in Zimbabwe
Get PDFThis study investigates the attitudes and perceptions of school stakeholders, specifically principals and teachers, regarding the implementation of Comprehensive Sexuality Education (CSE) in primary schools. It focuses on junior grades (grades 3-7) in Mashonaland in the Eastern Province of Zimbabwe. Given the increasing prevalence of child marriages, sexual abuse, and early pregnancies, delivering CSE effectively is crucial. This research uses a qualitative approach rooted in the interpretive paradigm and informed by Urie Bronfenbrenner\u27s socio-ecological theory to explore stakeholders\u27 perspectives on the dynamics of CSE implementation. Through a case study design, semi-structured interviews were conducted with twelve participants, including school principals and teachers, to shed light on systemic barriers that hinder effective CSE integration. These barriers include ambiguous policy frameworks, entrenched cultural beliefs, resource constraints, and inadequate training. Despite generally positive attitudes towards CSE, the study reveals persistent challenges that undermine its successful integration into the curriculum. To address these issues, the study advocates for collaborative stakeholder engagement in curriculum development, emphasising community support and ownership. Furthermore, targeted initiatives such as in-service training for principals and teachers, along with the provision of adequate teaching materials, are recommended to enhance implementation efficacy. By addressing these challenges, stakeholders—such as parents, teachers, and non-governmental organisations—can help create an enabling environment conducive to CSE in junior grades, thereby empowering learners and promoting their overall well-being
Assessing tuberculosis knowledge, attitudes, practices, and health-seeking behaviours of students at a selected university in South Africa
Get PDFTuberculosis (TB) remains a public health concern in South Africa, particularly among young adults. This study aimed to assess and investigate the attitudes, practices, and health-seeking behaviours of students at the University of KwaZulu-Natal (UKZN) regarding TB. The research provides valuable insights into the awareness of TB among students, their preventive practices, and their healthcare-seeking behaviours related to the disease. A cross-sectional design was employed, utilising a structured questionnaire to collect data from a representative sample of UKZN students on the Howard College campus. Data analysis involved descriptive statistics, such as frequencies and percentages, to summarise responses. Inferential statistics, including chi-square tests, were used to explore associations between variables and assess the knowledge, attitudes, and health-seeking behaviours of respondents. The study, which included 221 postgraduate and undergraduate students, revealed that participants were well aware of the symptoms, causes, and modes of TB transmission. The descriptive analysis indicated that 97.7% of respondents exhibited good knowledge about TB, with a total mean score of 0.977 and a standard deviation of 0.149. However, regarding health-seeking behaviours and practices, 53.4% of respondents demonstrated poor health-seeking behaviours, in contrast to 46.6% who exhibited good practices, with a mean score of 0.466 and a standard deviation of 0.499. Although all respondents indicated they would visit health facilities if they suspected they had TB, there was evidence of low screening practices and suboptimal health-seeking behaviours. Based on these findings, the study suggests leveraging social media to disseminate knowledge about TB to promote its prevention and treatment
Robbing the cradle: Factors promoting lecturer-on-student transactional sex relationships at a South African university
Get PDFWhile universities have been lauded as sanctuaries of peace where students and staff pursue educational goals, there has been a marked increase in the victimisation of students by staff members who have been known to hound students for sexual favours. This increase in unethical conduct continues regardless of "sound" policies regulating university student and staff relationships. Against this background, this study sought to explore the factors shaping the pervasive practice of transactional sex between staff and students at a university in rural South Africa. Underpinned by the sexual exchange theory, the study utilised an exploratory sequential mixed-methods design. The findings categorised into four key themes—academic reasons, impunity and power dynamics, financial constraints, and peer pressure and influence—highlight the entrenched nature of this practice within the university setting. The study recommended implementing and enforcing strict policies with clear consequences for perpetrators and establishing confidential reporting systems and dedicated support units for victims
The nexus between Geography teachers’ code-switching perceptions and practices: A case study
Get PDFThe study investigated the intersection between teachers\u27 perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or familiarity with, the two languages involved, and the grade level they taught. Following the interpretive paradigm and qualitative approach, the study employed semi-structured interviews to gather the participants\u27 perceptions of code-switching as a teaching practice, as well as their implementation of it in the classroom. Additionally, classroom observations were conducted to observe the teachers\u27 actual code-switching practices during Geography lessons. The study then compared the teachers\u27 perceptions and practices to determine the extent of their intersection. Thematic data analysis was used to analyse the data. The results revealed a discrepancy between the teachers\u27 perceptions and practices, particularly in terms of the purposes, types, and frequency of code-switching, among other aspects. The study concludes that classroom code-switching was not a deliberate and conscious activity guided by a well-informed and equally conscious understanding of the practice, but rather a largely habitual behaviour. As a recommendation, the study suggests conducting in-service workshops to enhance teachers\u27 comprehension of code-switching and provide them with effective strategies for its application in the classroom
Women’s educational leadership experiences: career advancement in the Lubombo region of Eswatini
Get PDFWomen\u27s progress in leadership roles within the field of education has made limited headway despite the efforts of government institutions and progressive policies aimed at addressing diversity and equity practices. This study seeks to investigate the experiences of women in leadership within the Department of Education in Lubombo Region of Eswatini. Adopting a qualitative approach, this study employs an interpretive paradigm and a phenomenological design to delve into the lived experiences of female leaders and their interpretation of these experiences. Twelve female principals from 12 high schools were purposefully selected to participate in this study. Semi-structured interviews, conducted with audio recordings, were used to guide the data generation process. The collected data were systematically transcribed, coded, and analysed thematically. Feminist theory serves as the foundation of this study, guiding the retrospective storytelling process aimed at understanding the experiences of women in leadership. Despite the implementation of regulations and other initiatives, gender equality in Eswatini has not progressed significantly. The findings of this study reveal that deeply ingrained traditional beliefs, rooted in the customs and values of local communities, continue to strongly influence promotion decisions within the educational system. The resistance observed reflects a deeply entrenched belief that female principals have limited opportunities for upward mobility in leadership due to the societal stigma or "injustice prejudice" that permeates government institutions. This study recommends that government entities and other stakeholders embark on new leadership training programs that prioritise progressive ethos, values, and culture within the education industry
Potential threats to implementing instructional leadership in Western Cape township secondary schools
Get PDFThis empirical study examines the factors that pose challenges to the implementation of instructional leadership in township secondary schools in the Western Cape province of South Africa. The study adopts Critical Emancipatory Research (CER), which promotes peace, hope, freedom, and social justice, as its theoretical framework. Participatory action research (PAR), utilising focus group interviews, is employed to collect data. PAR is situated within a transformative paradigm, and a qualitative research approach is chosen to align with this paradigm. Data is collected through focus group discussions with the school management team (SMT), consisting of the principal, two deputy principals, and six heads of department. These discussions aim to gather information on threats to instructional leadership and strategies to mitigate these threats. The findings reveal that the local community and its dynamics, along with the prevalence of violence in the neighbourhood, are external factors that significantly impede the smooth operation of the school and negatively affect the implementation of effective instructional leadership. Conversely, factors such as limited interference from the local community, reduced workload, adherence to compliance guidelines and requirements set by the Department of Education, and an unimpeded leadership role for the management team may contribute to the successful implementation of instructional leadership. Therefore, the study recommends promoting effective and transparent communication as well as open engagement among all stakeholders within the school
Amid and beyond the COVID-19 pandemic: Internet costs for remote work by university lecturers in Tanzania—who does the cap fit?
Get PDFThe global COVID-19 pandemic has greatly disrupted education worldwide, including in Sub-Saharan Africa, which was caught off guard. Remote work has become a viable option for maintaining social distancing, even after the pandemic. However, there is limited evidence on who should bear the cost of internet access for remote work. This paper focuses on three research questions: how lecturers perceive remote work, how internet costs hinder remote working, and who should be responsible for covering the cost of internet access. Using a phenomenological approach, the study involved three key informants and sixteen lecturers from four public universities. Data was collected through in-depth interviews and analysed thematically. The results revealed that university lecturers view remote work as important for professional growth. However, the high cost of internet access deters remote working as lecturers struggle to afford data bundles for their work responsibilities. Also, it was found that employers should bear the costs of Internet for remote working because it enhances efficiency and job satisfaction. Universities should also revise their policies to provide financial support for lecturers who work remotely, including setting a minimum internet cost per week for all scholars working remotely