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Exploring the effects of post provisioning norm policy on learners’ academic performance in rural secondary schools: a case of uMshwathi, Kwazulu-Natal
No full textThesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Educational Foundations and Management at the University of Zululand, South Africa [2025].In this study, the researcher explored the impact of the implementation of the Post Provisioning Norms policy on the academic performance of learners in rural secondary schools. This study utilized both face to face interviews and observation on focus groups to get participant’s views and opinions about the impact of the Post Provisioning Norms on the academic performance of learners in rural secondary schools. The population group consisted of 37 schools. The researcher used convenience sampling to draw a sample of 9 schools, where there was availability of one teacher and one school principal from each school. Analysis showed that the policy was applied on a blanket approach and did not consider the unique nature and history of the rural secondary schools. The result of the study confirmed that Post Provisioning Norms was impacting negatively on learner academic performance in rural secondary schools. The researcher recommended that the Post Provisioning Norms policy be revised to also include the consideration of the unique nature of rural secondary schools, the subjects being offered at such schools and not only the learner numbers. The limitation of the study was that the study was conducted in rural schools only, where there were only African teachers and learners. There is a need for future research on how best the Post Provisioning Norms formula could be improved to achieve satisfactory results for acceptable learner-teacher ratios among all races, especially African schools
Reconciliation, peace and sustainable development: a case study of the African National Congress’ participatory democracy in Kwazulu Natal Province, 1994 -2009
No full textThesis submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the degree Master of Arts in the Department of Anthropology and Development Studies at the University of Zululand, South Africa [2025].The study explores the relationship between reconciliation, peace building and sustainable development regarding participatory democracy spearheaded by the African National Congress (ANC) in the KwaZulu-Natal province from 1994 to 2009. It starts with a historical context, explaining the genesis of the political violence that characterised this province in the 1980s and early 1990s. The study critically analyses some discussions, reflections, and findings on the research conducted into reconciliation and the consequences of conflict between the ANC and IFP in KwaZulu-Natal. It attempts to answer the questions on political conflict in parts of the KwaZulu-Natal province and how the ANC-led government worked with civil society organisations, community bodies, and NGOs to broker peace, foster reconciliation, and bring about sustainable peace and development in the post-apartheid era. This study attempts to answer the following questions: How and in what ways have the programs and policies of the government of the province of KwaZulu-Natal, after the 1994 democratic elections, contributed to reconciliation, peace, and development after the conflict? How has social and economic development within the democratic dispensation in the territory been addressed? And what national reconciliation policies were adopted by the democratic dispensation to build peace, avert conflict, and prevent state collapse? The study is an effort to apply a unique five-dimensional theory of change model that specifies agriculture, culture, governance, economic well-being, and social well-being as key characteristics of peaceful and sustainable communities. It explains reconciliation and peace as outcomes of interventions and examines the impacts of chosen development projects through evidence
Collection development practices in the digital age in public libraries in KwaZulu-Natal, South Africa
No full textThesis submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the degree of Master of Arts on Information Science in the Department of Information Studies at the University of Zululand, South Africa [2025].The concept of collection development and its practices in public libraries have been recently and significantly drawing attention particularly in the digital era. The era of technology application in public libraries requires that the collection of such libraries should be done in alignment with the demand of the era of digital focus to meet the needs of the users of this century. In South Africa, collection development has always been practiced in a central place and not by individual public libraries. As a result, the centralized system selecting information materials for public libraries and not giving public libraries themselves a chance to develop their collection based on the information needs of the users they serve. This study investigated collection development practices in the digital era in selected public libraries in KwaZulu-Natal. It was guided by the following objectives: to establish collection development practices employed by Northern Region public libraries in the digital age; to determine the extent to which digital platforms are adopted in public libraries for collection development in Northern region public libraries; to assess digital communication channels used by public libraries and KZNDSAC for collection development practices in Northern region public libraries; to identify challenges confronted by Northern region public libraries in adopting digital practices for collection development; to formulate guidelines on collection-development practices in the digital age in public libraries.
The study adopted interpretivism research paradigm and qualitative research approach. The case study was used as a research design. The target population for this study included 35 public librarians in the Zululand and uMkhanyakude District Municipalities. Purposive sampling was used to sample the participants, and data were collected using semi-structured interviews and thereafter analyzed thematically. The findings indicate that of the study responded to its objectives and revealed that public libraries in the Northern region used the same library system for collection development practices, i.e. The SITA Library Information Management system. Supporting digital collection development, its digital collection development tasks include the selection of materials, user management, the circulation of material, and similar functions. The system allows the circulation of electronic materials such as electronic books. It was revealed that there is communication between the KwaZulu-Natal Department of Sport, Arts and Culture (KZNDSAC) and public libraries about collection development through various channels. The findings show that challenges confronted by public libraries in aligning with digital practices when doing collection development, include their lack of digital skills with the new innovations, lack of ICT infrastructure, and the poor internet connection. Recommendations were made following the findings from the objectives of the study. The study recommends that the KZNDSAC should allow more involvement of librarians in the use process of collection development in order for the practices to be in line with the digital era and impact in their communities they serve in the digital era. This is given that young librarians could contribute significantly collection development practices with their newly attained-digital skills. In addition, on-the-job training, i.e. continuous education and training of public librarians is key to add value on digital practices of collection development in the times of technology. This will allow the use of digital platforms for collection development. Internet connections should be improved using improved funding and budget allocation. Another recommendation for improving internet speed is to increase the equitable share of internet resources by spending more of libraries’ budgets on ICT infrastructure to support digital collection development. The study adds to the body of knowledge on public libraries of the 21st century and their practices as it seeks to help public libraries understand the gap in the use of ICTs in public libraries and provide an insight on decision making
The nature of speaking skills among grade 12 learners of English first additional language in the uMhlathuze circuit
No full textThesis submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the degree Master of Arts in the Department of English at the University of Zululand, South Africa [2025].Challenges associated with learning in a second language are widespread in South Africa. Prior research has identified a correlation between the prevalence of English as the medium of instruction in basic education, and second-rate learner performance, particularly in rural areas where the home language (HL), isiZulu in this case, is predominantly spoken, especially outside the classroom. This study aimed to address two primary questions: 1) What challenges do grade 12 learners face in developing their speaking skills? 2) What measures can be implemented to enhance these skills among learners? The investigation concentrated on four key aspects of the speaking skill: fluency, vocabulary, grammar, and pronunciation. A qualitative approach was employed, utilising questionnaires to gather data from learners, teachers, and a subject advisor, as well as participant observation to collect data from learners. The results highlighted several issues, including insufficient time dedicated to speaking skill development, a restrictive curriculum, and a lack of effective monitoring
The influence of social media on e-democracy in respect of governance and service delivery within eThekwini metropolitan municipality
Full text linkA dissertation submitted to the Faculty of Commerce, Administration and Law in fulfilment of the requirements for the Degree of Doctor of Commerce in Public Administration in the Department of Political Science and Public Administration at the University of Zululand, South Africa [2025].This study investigated the transformative role of social media in fostering e-democracy, focusing on governance and service delivery within the eThekwini Metropolitan Municipality. Anchored in theoretical frameworks such as Techno-Optimism, Filter Bubble Theory, Digital Citizenship, Decentralised Participatory Democracy (DPD), and Digital Public Infrastructure (DPI), the research critically evaluates the potential and limitations of social media as a tool for civic engagement, public accountability, and enhanced governance.
A mixed-methods approach, anchored on the pragmatism philosophy, was adopted, combining quantitative data from 414 social media users and qualitative insights from 20 municipal officials and 10 political party administrators. The quantitative analysis reveals that 76% of respondents believe social media improves transparency in governance, while 63% consider it an effective tool for holding officials accountable. Conversely, 58% identify misinformation as a major challenge, with 47% reporting exposure to disinformation during significant municipal events. The qualitative data, analysed thematically, underscores the dual role of social media in amplifying public advocacy and potentially exacerbating polarization and echo chambers.
The study also highlights the rapid adoption of digital platforms in eThekwini. For example, 52% of residents access the internet via mobile devices, and the municipality has implemented over 90 free public Wi-Fi sites to bridge digital divides. However, challenges persist, including algorithmic biases and limited digital literacy among marginalised groups. The findings emphasize the importance of algorithmic transparency, media literacy initiatives, and robust digital public infrastructure. By integrating participatory tools such as online forums and citizen-driven feedback systems, municipalities like eThekwini can enhance service delivery and strengthen democratic engagement. This research offers actionable recommendations to policymakers, contributing to a deeper understanding of the interplay between social media and governance in the digital age
Exploring the social and environmental factors of teenage pregnancy in Matshana rural area, King Cetshwayo District
No full textThesis submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the degree of Master of Arts in the Department of Social Work at the University of Zululand, South Africa [2025].ENGLISH
Teenage pregnancy is a global phenomenon that is influenced by a variety of circumstances, including the interaction of social and environmental variables. Studies have found that community perceptions, cultural norms, and economic realities all have a substantial impact on teenagers’ experiences and decisions.
This qualitative, interpretivist case study investigates the social and environmental factors that influence teenage pregnancy in the Matshana rural area of King Cetshwayo District, KwaZulu-Natal. Face-to-face semi-structured interviews with seven teenage mothers, four teenage fathers, two life orientation teachers, and one social worker, highlight several significant themes.
Findings indicate inadequate parental control, poor communication between parents/guardians and teenagers, and a lack of sexual and reproductive health knowledge as significant contributors to teenage pregnancy. Additionally, intentional pregnancies, substance use, socioeconomic status, and healthcare workers' behaviours and attitudes were identified as contributory factors. The study also highlighted the importance of open communication between parents and teenagers and advocates for the establishment of teenage-friendly health programmes and staff.
The recommendations of community support and improved educational programs could mitigate these issues. Engaging stakeholders in developing comprehensive strategies may foster a more supportive environment for teenagers facing pregnancy. Health care workers attending youth-focussed training to provide youth-friendly services. Parenting training or dialogues that address sex, sexuality and pregnancy should be organised in the community.ISIZULU
Ukukhulelwa kwentsha kuyinto eyenzeka emhlabeni wonke, ebangwa izimo ezihlukahlukene, kuhlanganisa ukusebenzelana kwezinto eziguquguqukayo emphakathini nezemvelo. Ucwaningo luye lwathola ukuthi imibono yomphakathi, izindlela zokuziphatha zamasiko, nezimo zomnotho konke kunomthelela omkhulu kulokhu intsha ebhekananakho nezinqumo zayo.
Lolu cwaningo lwezimo, lokuhumusha, luhlola izici zezenhlalo nezemvelo ezinomthelela ekukhulelweni kwentsha endaweni yasemakhaya yaseMatshana esifundeni saseKing Cetshwayo, KwaZulu-Natal. Ukuxoxa ubuso nobuso nomama abayisikhombisa abasebasha, obaba abane abasebasha, othisha ababili abafundisa izeluleko zokuphila, nesisebenzi esisodwa sezenhlalakahle kugcizelela izingqikithi eziningana ezibalulekile.
Okutholakele kubonisa ukuthi ukulawula kwabazali okunganele, ukuxhumana okungalungile phakathi kwabazali/abaqaphi nentsha, nokuntuleka kolwazi lwezempilo yezocansi nokuzala kuyizinto ezibalulekile ezibangela ukukhulelwa kwentsha. Ngaphezu kwalokho, ukukhulelwa ngamabomu, ukusetshenziswa kwezidakamizwa, isimo sezenhlalo nezomnotho, kanye nokuziphatha nezimo zengqondo zabasebenzi bezempilo kwabonwa njengezici ezibangela lokhu. Lolu cwaningo lwagcizelela nokubaluleka kokuxhumana okuvulekile phakathi kwabazali nentsha futhi lukhuthaza ukusungulwa kwezinhlelo zezempilo ezilungele intsha kanye nabasebenzi abanobungane kwintsha.
Izincomo zokuxhaswa umphakathi kanye nezinhlelo zemfundo ezithuthukisiwe zinganciphisa lezi zinkinga. Ukuhlanganisa ababambiqhaza ekuthuthukiseni amasu ahlanganisayo kungakhuthaza isimo esisekela ngokwengeziwe intsha ebhekene nokukhulelwa. Abasebenzi bezempilo abaqeqeshelwa ukuhlinzeka ngezinsiza ezilungele intsha. Ukuqeqeshwa kwabazali noma izingxoxo ezikhuluma ngocansi, ubulili nokukhulelwa kufanele kuhlelwe emphakathini
The use of google classroom as an alternative multimodal praxis to enhance teaching and learning at selected King Cetshwayo District Schools, South Africa
No full textDissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Educational Planning and Management at the University of Zululand, South Africa [2025].This study explored the use of Google Classroom as an alternative multimodal praxis to enhance teaching and learning at selected King Cetshwayo District, KwaZulu Natal schools in South Africa. The study sought to demonstrate the best pedagogic practices associated with the COVID-19 pandemic and uncertain use of face-face pedagogic modalities. The theory underpinning this study is “Space of Flows” which is conceptualised as a social interaction organised for individual or social networks that melts the geo-social space and aligns with virtual connection. This study was grounded in qualitative research design and embraced a transformative paradigm. The Participatory Action Learning and Action Research (PALAR) was adopted as a methodological approach. The study used virtual focus group discussions to generate research data. Multimodal Discourse Analysis (MDA) was used for the analysis and interpretation of data to arrive at the following findings: Google Classroom was found to be a pedagogic tool that enables learners to engage in online teamwork and cope with the learning process; the ICT learning competencies were enhanced through the online teaching and learning platforms. Limitations were noted notwithstanding realities of Wi-Fi or internet connectivity especially during the use of Google Classroom as an online learning platform. Recommendations pointed to continuing professional teacher development programmes to capacitate educators on integration of ICT into teaching and learning practices
Curriculum delivery monitoring strategies in primary schools during the covid pandemic: lessons learnt
No full textDissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Philosophy of Education in the Department of Educational Foundation at the University of Zululand, South Africa [2025].The aim of the study was to investigate the lessons learnt from curriculum delivery monitoring strategies in primary schools during the COVID19 pandemic. The study pursued a qualitative approach in line with the phenomenological research design framed within the interpretivist paradigm. Data collection methods included semi-structured interviews, focus group discussions, and document analysis. Qualitative data was transcribed and analysed using thematic analysis approach. The key findings indicated that teachers faced difficulties in engaging learners and maintaining their attention in a virtual environment which raised concerns about learners’ motivation and participation. They also highlighted the indispensable value of face-to-face teaching for delivering personalised instruction while emphasising the need for systemic reforms to enhance educational resilience during future crises. The study revealed significant challenges including gaps in digital infrastructure, insufficient teacher-training and inadequate support for remote learning, especially in under-resourced schools. The study suggested recommendations to address these issues such as prioritising professional development to strengthen psychological and professional teacher-support systems to ensure effective curriculum implementation, monitoring, delivery, and evaluation. Schools should provide adequate resources and training to help teachers manage increased workloads and overcome the challenges of remote teaching-learning. Government and schools should focus on improving access to technological devices, internet connectivity, and conducive learning spaces, particularly in low-income areas to bridge the digital gap to support remote and hybrid learning. Prioritising teacher-training, teacher-wellbeing, and adaptive strategies is essential for equitable curriculum delivery during crises. Educational institutions and policymakers must support teachers in developing their technological literacy skills and by providing a more flexible curriculum to ensure effective teaching and learning through digitisation. This study proposes a model for monitoring curriculum delivery in primary schools; the model could inform future policies on curriculum development
The roles of teachers in fostering literacy practices in selected preschool classrooms in Centurion, Tshwane Municipality
No full textDissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Doctor of Education in the Department of Social Science at the University of Zululand, South Africa [2025].Acquiring literacy skills at the preschool level is closely linked to the roles of teachers in the classroom. Preschool teachers play a vital role in promoting literacy development in young children. The way teachers fulfil these roles can significantly influence a child's literacy skills, either positively or negatively. This descriptive phenomenological study explored how teachers foster literacy practices in selected preschool classrooms in Centurion, Tshwane Municipality. Data was collected through in-depth face-to-face interviews with fifteen participants. The interviews were audio recorded and transcribed verbatim. Through thematic analysis, three main themes emerged: the roles of teachers in fostering literacy practices, the literacy practices fostered in the classrooms, and the challenges teachers face when fostering these practices. The study's findings revealed that the challenges experienced by preschool teachers stem from constraints related to materials, financial resources, and human resources. These challenges negatively impacted the fostering of literacy practices and the literacy outcomes of preschoolers. To address these issues, a practice model was developed to enhance the roles of teachers in fostering literacy practices in the classrooms. Implementing this model has the potential to revolutionize early literacy education by optimizing resource use, improving teaching strategies and bridging the literacy gap in preschool settings. It is imperative to reinforce the roles of teachers in fostering literacy practices in preschool classrooms to achieve improved literacy outcomes for all children
A tracer study on the lived experiences of TVET college graduates in a democratic South Africa: a case of Vryheid, Kwazulu-Natal Province
No full textThesis submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the degree Master of Arts in the Department of Anthropology and Development Studies at the University of Zululand, South Africa [2025].This research study comprehends TVET graduates’ experiences after graduating from TVET colleges. For instance, in Vryheid, South Africa, most youths enrol and graduate from TVET colleges almost every year. They acquire vocational skills that enable them to participate actively in the job market. It was observed that some of them remain inactive with limited access to job markets after graduating from TVET colleges. Such encounters deepened one's understanding of TVET colleges as social structures in human societies for the development of those societies and individuals. The study is, therefore, underpinned by two theories – rites of passage and structural functionalism to understand the phenomenon being studied. TVET colleges were viewed as a “rite of passage” from one stage of life into another. Becoming a TVET graduate means that one needs to separate from parental dependence first, traverse through a phase of transition, and then become incorporated into a new social state TVET graduate. In the transition process presented by rites of passage theory before the youth acquire their new identity of being TVET graduates, they first enter a “social structure” with its function in a society; namely TVET college. Hence, structural functionalism theory was used to explore the contribution of TVET colleges toward the lived experiences of TVET graduates. This research employed an interpretivism paradigm with a qualitative approach to listen to TVET graduates voicing their experiences after being incorporated into their communities. The study found that various reasons make the youth enrol in TVET colleges, among others, is the lack of funding and failure to meet university admission requirements. Graduates pointed out that teaching and learning in TVET colleges is satisfactory. However, a person needs in-service training before obtaining a national diploma. It became a challenge for some to get their certification in record time because of the delay in in-service training. After graduating, most graduates find difficulties in becoming active participants in the labour market. This puts them in a state of waithood; they cannot meet their needs and that of their families. The study revealed that their families are social grant dependents. This made family members have more expectations. They thought once a person graduates, it guarantees employment, which was not the case. Graduates stressed that it becomes a hassle to apply for jobs due to the lack of resources such as computers and printers. Financial support remains critical. When they return to their communities, peers inquire with expectations to study through TVET College. Some graduates decide to follow entrepreneurial paths as survival strategies. This research study recommends that local and national governments encourage industries to consider TVET graduates during recruitment