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Umthelela wezinkundla zokuxhumana ekubhalweni nasekuqanjweni kwamagama olimini lweSizulu
No full textLwethulwa ukufeza izidingo zeziqu ze- Master of Arts Emnyangweni Wezilimi Zomdabu Namasiko Enyuvesi yaseZululand, 2019.
A dissertation submitted in fulfillment of the academic requirements for the degree of Master of Arts in the Department of African Languages in the Faculty of Arts, University of Zululand, 2019.Lolu cwaningo luhlose ukucwaninga kabanzi ngomthelela wezinkundla zokuxhumana ekubhalweni nasekuqanjweni kwamagama olimini lwesiZulu. Ucwaningo luhlaziye indlela okubhalwa ngayo, kubhekwa imithetho yokubhalwa kolimi, ukubhalwa kwemisho enemvumelwano edala ukuxhumana, nokubhalwa kwezaga nezisho. Ucwaningo lubheke izinkundla zokuxhumana ezisetshenziswa umthamo wabantu abaningi u-Facebook kanye no-WhatsApp. Lolu cwaningo lusebenzise injulalwazi ehlaziya ukudungeka kolimi okudalwa izinkundla zokuxhumana, ukuhlaziya ukushintsha kolimi, kanye nenjulalwazi ehlaziya ulimi nomphakathi. Ucwaningo lusebenzise ipharadayimu yomhumusho ukuhlaziya nokuchaza ulimi nomthelela wezinkundla zokuxhumana ekubhalweni kolimi. Ucwaningo luphinde lwasebenzisa indlela yocwaningosimo ukuqoqa ulwazi. Ulwazi luqoqwe emibhalweni ehlukene okubalwa kuyo u-Facebook, u-WhatsApp, kanye nemibhalo yabafundi ezikoleni. Kusetshenziswe imibuzo engamiselwe zimiso kubafundisi bolimi ukuphendula imibuzo mayelana nokubhalwa kolimi ezikoleni.
Okutholakele ocwaningweni kuveza ukuthi indlela okubhalwa ngayo ulimi ayilungile ngoba ayilandelwa imithetho yokubhalwa kwalo futhi kuphinde kubhalwe ngendlela elahla incazelo yamagama. Ucwaningo luthole ukuthi kunezindlela eziningi zokubhalwa kolimi ezigcina zikhinyabeza ulimi. Indlela yokubhala esakutayela, igcina isilahla imithetho yokubhalwa kolimi ngisho nasemibhalweni ebalulekile. Ucwaningo luthole ukuthi lo mkhuba wokubhala osezinkundleni zokuxhumana unomthelela nasemibhalweni yabafundi ezikoleni. Lolu cwaningo luphethe ngokuthi indlela okubhalwa ngayo ulimi ezinkundleni zokuxhumana ikhubaza ulimi kanye namakhono okuthuthukisa ulimi entsheni esakhula. Ulimi ngendlela oselubhalwa ngayo luya ngokufadalala kancane kancane, luyaguguleka lubheke ezansi ngenxa yendlela olubhalwa ngayo ezinkundleni zokuxhumana
The linguistic obstacles to language teaching and learning in a bilingual classroom
No full textA thesis submitted in fulfillment of the academic requirements for the degree of Doctor of Philosophy in the Department of General Linguistics in the Faculty of Arts, University of Zululand, 2019This thesis looks at language as an instrumental, linguistic tool which, if taught by qualified language teachers could yield better results in the analysis and interpretation of both literary and non-literary texts in academia and in social lives of language speakers. The everyday linguistic practices in a bilingual classroom require grammatical, syntactic and sociolinguistic aspects when engaged in teaching and learning. This study draws on research findings from a mixed-research approach through the use of both language teachers and language learners as participants in this study. The findings of this study are drawn from both the teachers’ and the learners’ experiences on grammar teaching and learning for academic and social purposes. The findings indicate the urgent need for a pure linguistic pedagogy for language teachers in the study of grammar in the rural classroom setting.
In the current teaching and learning of language, this study discovered that there is a lack of resources to teach and to learn grammar. Problems with the exposure to nonstandard varieties of both English and isiZulu language which impact the study of language in structure, analysis and use, the teaching of language by non-language teachers, too much classroom focus on literature without knowledge of linguistic structure by both language teachers and bilingual leaners of language leave language teaching and learning crippled. As a result of these problems, learners experience difficulties in using language for both academic and social purposes, problems with reading, writing and speaking at both secondary and tertiary level, in both their L1 and through their L2. As argued by de Klerk (1992), Rudwick (2004), Pretorius and Matjila (2004), Brock-Utne and Holmarsdottir (2004), Alimi ( 2011), Jawahar and Dempster (2013) and Palviainen and Mard-Miettinen (2015), there is a serious shortage of language specialists as opposed to literature specialists, as a result, language teaching and learning are negatively influenced. A questionnaire containing the qualitative data of the teachers and learners and open-ended questions were used during interviews to elicit the needed information. Themes are discussed focusing on the role of the language teacher and problems which arise during classroom language teaching and learning. This study looked at the linguistic obstacles to language teaching and learning in a bilingual classroom and recommended that language teaching should be objective and must focus on grammatical and communicative
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forms of a language before literature is taught. This will help in the authentic linguistic analysis of any given text when knowledge of structure and discourse analysis is known by a learner
Errors and misconceptions related to learning algebra in the senior phase – grade 9
Get PDFA dissertation submitted to the Department of Mathematics, Science, and Technology in fulfilment of the requirements for the degree of Master of Education (Mathematics Education) in the Faculty of Education at the University of Zululand, 2019.Algebra is a mathematical concept that explains the rules of symbol operations, equations, and inequality. Algebra is a combination of logic and language; hence common mistakes and conceptions are either attributed to logic or language problems, or both. There is also ongoing debate about the fact that learners come to class with different ideas that result in errors and misconceptions when they solve algebraic equations and expressions. Based on this debate concerning both errors and misconceptions in solving algebraic equations and expressions, the purpose of this study was to investigate the errors and misconceptions committed by learners when learning Algebra. The study answered the following research questions: What are the types and the sources of errors and misconceptions committed by Grade 9 learners in Algebra learning? How do the types and the sources of errors and misconceptions influence errors in Grade 9 learners’ cognition when learning Algebra? Which strategies work to avoid errors? What are the sources of the errors and misconceptions in Algebra? Unlike the predominant existing studies, which are urban-based, this study was based in rural schools in the King Cetshwayo District of UMlalazi and Mtunzini Municipality. The structure of the observed learning outcome (SOLO) theory was adopted to observe, examine and analyse learners’ misconceptions in rural-based secondary schools
t Challenges of School Governing Bodies at Primary Schools in the King Cetshwayo District
No full textA thesis submitted in fulfilment of the requirement for the Degree of Doctor of Education in the Department of Educational Planning & Administration, Faculty of Education, at the University of Zululand, 2019.The new government that came into power in 1994, brought with it changes to the education legislation, which emphasised the parents as important partners for schools. This partnership was formalised by the South African Schools Act (SASA), which identifies school governing bodies (SGBs) as official partners in school governance. Thus, the new structure of school governance has resulted in the development of new relationships between SGBs and the school management Team (SMTs).
In this study the researcher investigates challenges of school governing bodies at primary schools in the King Cetshwayo District.
The objectives of the study were to:
To investigate the challenges experienced by SGBs in working with SMTs. To explore the challenges of SGBs in schools. To determine the strategies which can be used in strengthening relationships between SGBs and SMTs.
This investigation was undertaken to find out the challenges that SGBs experiences in primary schools and determine the strategies which can be used in strengthening relationships between SGBs and SMTs. The qualitative method was used in this study to collect data from SGB chairpersons, principals and SGB educator in the King Cetshwayo District.
The empirical study based on the findings of interviews confirmed that SGBs faced immediate challenges and were not adequately capacitated to handle these challenges. It also emerged that the experienced governing body chairpersons and principals lacked adequate understanding of their governance roles and those of each other.
The main recommendations of this study is that the roles and responsibilities of school governors be well explained to stakeholders, even before nominations and elections are conducted, so that potential governors know exactly what is expected, and that continuous capacity-building becomes a regular feature at school level, including a school cluster-based programme addressing local school governance challenges
Factors influencing learner performance in the economic and management sciences in the Ilembe district
Get PDFSubmitted to the faculty of education in fulfillment of the requirements for the Degree of Master of Education in the Department of Social Science Education at the University of Zululand, 2019This thesis explores “Factors Influencing Learner Performance in the Economic and Management Sciences in the iLembe District”. This study has used a mixed methodology, in Mandeni ward in KwaZulu-Natal. This district has four hundred and forty-two (442) schools. The district is divided into five (5) wards. One of those wards is Mandeni Ward, which has thirty-four (34) schools. The data analysing technique that was used is thematic analysis.
The greatly publicised poor matric results in South Africa point to many systemic challenges in the education system. The system of education in South Africa requires teachers who are highly skilled to impart knowledge to learners. The historic curriculum paradigm shifts in the South African education system brought numerous changes. In the process of these curriculum changes, there is no evidence that suggests teachers’ involvement. For example, the introduction of Economic and Management Sciences (EMS) as a learning area brought about challenges to educators as EMS became a combination of three learning areas in one. The challenge of identifying a competent teacher in the three-layered EMS was exacerbated by the introduction of external examinations in grade seven, during the 2014 academic year. This research has attempted to investigate the factors that exist for teachers and heads of department with regards to EMS.
In this study, a range of questioning statements that render relevant information about the factors that may influence performance in EMS have been employed. Through the use of interviews, qualitative data were collected from grade seven to nine teachers, as well as heads of department. Another set of data was generated using questionnaires given to the same participants. The final set of data was obtained using document analysis: where mark schedules for grade seven were analysed with the aim of investigating learner performance.
This study found that EMS is being taught by unqualified EMS teachers due to the shortage of qualified EMS teachers (Modise, 2014). The absence of qualified teachers negatively impacts on the educational objectives of the EMS learning area. The study also discovered that the lack of exposure to commercial subjects in high school does dampen the confidence and the enthusiasm of the teacher and hamper their eagerness to stand in front of the learners to teach EMS. The insufficient time allocated for EMS and EMS workshops also negatively impacts on the objectives and outcomes for this subject. The lack of parental involvement in EMS related discussions also hampers the educational objectives of the EMS learning space.
There are recommendations that suggest that there is a need to urgently revisit the manner in which EMS teachers are trained. The provision of EMS related resources has to be drastically improved if
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the stakeholders desire to witness identifiable and life-changing results. There is dire need to immediately review the EMS curriculum policy
The experiences of educators in teaching reading of isiZulu in the foundation phase schools at King Cetshwayo district
No full textA thesis submitted in fulfilment of the requirement for the Degree of Doctor of Education in the Department of Curriculum And Instructional Studies, Faculty of Education, at the University of Zululand, 2019.The study aimed at evaluating educators’ experiences of teaching reading of isiZulu in the Foundation Phase schools at King Cetshwayo District. In this study, the researcher chose King Cetshwayo District and Mthunzini circuit as a field of investigation. The investigation was carried out using a qualitative research method. The study adopted interpretivist research paradigm. It targeted the Foundation Phase schools where a sample of 3 primary schools were selected and 2 teachers from each Foundation Phase class were targeted. In total, there were six (6) teachers who participated in the study.
The study used purposive sampling to select educators from the Foundation Phase schools. Semi-structured interviews were conducted among the six teachers where open-ended questions were used, which had to be addressed by the teachers. The findings revealed that the majority of teachers had common experiences when teaching reading of isiZulu in the Foundation Phase class. The teachers articulated that learners pass Grade One (1) before knowing and clearly understanding different phonics; leaners confused letters “b” and “d”; and teachers were also experiencing overcrowding in classrooms.
The study findings also revealed that teachers face a number of challenges. The teachers raised the concern that leaners find it difficult to identify sounds, due to poor background for reading; leaners were unable to differentiate between single phonics and double phonics; poverty was another big problem; and lack of teaching resources. The teachers pointed out that they employ various strategies in trying to reinforce reading skills among Foundation Phase learners. They indicated that they use talking toys, charts, flash discs and different colourful books to enhance the teaching of reading of isiZulu among leaners.
The study recommends that in order for teachers to effectively teach reading in the foundation schools, the schools must have enough classes to accommodate leaners that are always overcrowded in classrooms. There is also an urgent need for the Department of Education to work closely with teachers to support them in reducing problems that hinder the mastering of reading by Foundation Phase learners
Land reform, accumulation and social reproduction: the South African experience in global and historical perspective
Get PDFPeer reviewed article published under Inkanyiso journal, Volume 11 Number 1, p.1-12, 2019The reality of capitalist economy, its inherent dynamics and contradictions, must be understood as central to policy debates about land reform in South Africa today. Progressive land reform should strive to promote ‘accumulation’ from below’, through the redistribution of productive land to a large number of petty agricultural commodity producers. Supporting the social reproduction needs of the rural poor is also important, and securing their rights to communal land must be a key goal of tenure reform. Beyond South Africa, the experience of redistributive land reform more broadly suggests that southern Africa is a unique context in some ways (e.g. there is a need to break up large and productive farms) but not in many others. Many of the problems facing land reform in South Africa have been experienced elsewhere. Beyond land reform, the world is currently in the grip of several overlapping crises, notably the increasing precarity of working populations, ecological breakdown, large-scale migration, technological advances that threaten both jobs and democracy, and a swing towards right-wing and authoritarian modes of governance. Again, the centrality of the logic of capital to these simultaneous crises must be acknowledged
The application of the social model of disability and Wilson’s model of information behaviour towards effective service delivery for students with disabilities within an academic library context
Get PDFPeer reviewed article published under Inkanyiso journal, Volume 11 Number 1, p.69 - 79, November 2018This paper explores the applicability of the social model of disability and Wilson’s
model of information seeking behaviour for effective service delivery to students
with disabilities in the context of academic libraries.
The paper is based on a literature review based on Oliver’’s social model of
disability and Wilson’s model of information seeking behaviour in relation to service
provision to students with disabilities in academic libraries. The literature review
provided a background to the two models and their criticisms and implications to
academic libraries.
This paper shows that despite their respective weaknesses, using the social model
of disability and Wilson’s model of information seeking behaviour in the academic
library context offers an opportunity for academic libraries to re-look at their
systems and services in order to address the different barriers faced by students
with disabilities in their day to day information seeking. As libraries acquire and
organise their resources, the needs of students with disabilities should always be
prioritised. Academic libraries as a key information source in any academic setting
have a responsibility to provide information in various formats using various
facilities for easy accessibility and use by their diverse users.
Access to any form of information is a fundamental human right. Academic libraries
must identify and remove barriers that may inhibit information seeking for students
with disabilities. Additionally, academic libraries should use multiple facilities to
provide information. This will ensure that information needs for users with
disabilities are catered for
The sustainability of agricultural projects in enhancing rural economic development in Msinga local municipality
Get PDFA dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the degree of Master of Arts in Development Studies in the Department of Anthropology and Development Studies at the University of Zululand, 2019.The South African government’s target was to ensure a significant growth in rural economies through appropriate prioritisation of the agricultural sector. This study analyses the sustainability of agricultural projects in enhancing rural economic development in Msinga Local Municipality.
This study employed mixed methods approach with a convergent parallel design to analyse the sustainability of agricultural projects toward enhancing rural economic development. The participants of this study consisted of households (n=180), key informants (n=6) and focus groups (n=5). Data were collected through the use of document analysis, questionnaires, focus group discussion and semi-structured interviews. Content analysis and SPSS with descriptive statistics and cross tabulation were used to analyse and categorise the data in order to obtain the objectives of the study.
The study found that there is high level of community participation in subsistence agricultural sector within the study area. However, subsistence agriculture has shown to be unsustainable due to low productivity caused by adverse climate change conditions. Some aspects of the results specified that MLM is mostly dominated by subsistence farming. Subsistence farming is facing challenges that puts its sustainability in jeopardy. While on the one hand subsistence farming sector does not allow farmers to sell their produce to the market. On the other hand, it usually serves as a source of ensuring food availability at a household level.
The issue of climate change have a negative impact on the productivity of agricultural projects due to the inadequate rainfall and water scarcity for irrigation. The deficiency in infrastructural services has turned to be a constraint to small scale farmers in their quest to access the market. There is poor availability of transport facilities and market place where farmers can sell their produce. The results also showed that lack of skills, knowledge and information amongst farmers is a problem that destructively impacts on the ability of agriculture to contribute in improving rural economic development.
It is recommended that the Department of Agriculture provides adequate training to assist rural small scale farmers in order to maintain the sustainability of agricultural projects. The study also recommends that both local municipality and Department of
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Agriculture should motivate subsistence farmers to engage in agricultural activities as corporations, so that these farmers cannot struggle in scouting financial resources. Lastly, further research should analyse challenges that constrain the transformation of rural subsistence farming sector to reach the level of small scale farming sector
Physical, mechanical and durability properties of sugarcane ash enhanced compressed earth blocks stabilized with fly ash and lime powder
No full textA thesis submitted in fulfillment of the academic requirements for the degree of Doctor of Philosophy in the Department of Chemistry in the Faculty of of Science, Agriculture and Engineering, University of Zululand, 2020.The construction sector is one of the principal component of anthropogenic activities and a major contributor of greenhouse gases (GHGs) emissions. Large quantities of solid wastes are being produced every year by industrial and agricultural industries which lead to environmental and health concerns such as flooding, air pollution and other public health scarce. These wastes have potential pozzolanic reactivity and may be used to develop cementitious materials that are sustainable, while maintaining requirements as affirmed in various standards. The sector is also an important economic sector that has a large environmental impact in terms of large quantities of construction and demolition wastes (C&DW) which are generated. These is mainly due to severe shortage of natural aggregates (NA) for the production of new concrete materials, and a boom in construction activities currently taking place worldwide. The utilization of recycled masonry and concrete (RCA) from C&DW will conserve the natural resources and reduce the environment impact of concrete manufacturing. Sugarcane bagasse ash (SCBA) is an industrial waste material obtained from sugar milling industry that can be used as pozzolanic material for the development of greenbricks. In this research, the application of various waste materials and the effects of fly ash and lime on the mechanical and durability properties of compressed earth bricks (CEBs) are investigated. Secondly, the applications of fly ash, recycled cement and masonry as industrial waste materials in construction industry are reviewed. Lastly, The SCBA greenbricks were developed using lime as a chemical stabilizer and tested for physical, mechanical and durability properties.
In addition, several agricultural by-product such as sugar cane bagasse (SCB) and soft wood (SW) were treated as wastes until recent times when researchers considered incorporating them in polymeric matrices to mainly avoid environmental pollution and cost of a new synthesis. The properties of untreated sugarcane bagasse (SCB) and soft wood (SW), their respective celluloses, and corresponding composites and blends with thermoplastics (polypropylene and polyethylene) were analysed by DMA, SEM, XRD, FTIR, DSC and TGA. Three degradation models, Kissinger-Akahira-Sunose (KAS), Flynn-Wall-Ozawa (OFW), and Kissinger (KGR) methods were employed to determine apparent activation energy values of untreated SCB and SW, and their respective celluloses. The apparent activation energy values obtained from OFW and KAS models vary with the degree of conversion, and showed similar trends. The activation energies TGA analysis shows that the untreated SCB and SW degrade earlier than their respective celluloses and the prolonged treatment affects the onset of main degradation. PP/SCB were least thermally stable compared to PP/SW composites. The addition of extracted cellulose decreased the thermal stability of PP/SCB composites at higher filler content due to poor interfacial bonding as compared to PP/SW composites. Likewise, the cellulose containing blend composites were thermally stable compared to untreated fibre, and are less stable compared to neat PP/PE blend. DMA of both PP/SCB and PP/SW composites indicated improvement in the storage modulus compared with neat PP. Similar results were obtained for all blend composites, with the cellulose containing blend composites displaying higher values than untreated fibre. SEM results confirmed a rough morphology and the presence of many voids resulting from fibre pull-out in composites, especially for the ones with higher fibre content. However, a stronger interaction between PP/PE/SW as compared to PP/PE/SCB took place in the blend composites. DSC analysis reveals that the introduction of SCB or SW did not significantly change the melting and crystallization behaviour of both the PE and PP