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Billing system, communication strategies, and organisation change in Zimbabwe: the case of telone customers’ postpaid to prepaid migration
Get PDFThis study investigated the effectiveness of the communication strategies used to implement the migration of telephone services from post-paid to prepaid billing at TelOne Zimbabwe. This study adopted the Freeman‟s stakeholder theory and the Lewin‟s change model to analyse the factors that influenced the effectiveness of the communication strategies used by TelOne before, during and after the change implementation as a way to communicate the initiative with its stakeholders. A qualitative approach was utilised and the key research methods used included document analysis, participant observation, as well as 21 face-to-face and 79 telephonic semi-structured interviews conducted with respondents from among TelOne managers, employees and the customers. The documents and respondents were purposively sampled based on the researcher‟s knowledge of their relevance in the study. The findings revealed several factors that mired effective change communication strategies such as company image, stakeholder recognition and communication centralisation. To curb these communication challenges, the study proposes Thrive organisational communication change model TOCC that encourages organisations to communicate the initiative to its relevant internal and external stakeholders considering their views and addressing factors that might hinder effective communication as a strategy to enhance successful change management.Thesis (PhD) -- Faculty of Social Sciences and Humanities, 202
Pleistocene vertebrate trace fossils from the Cape south coast of South Africa: inferences and implications
Get PDFPalaeoichnology, the study of fossil tracks and traces, has had a relatively late start on the Cape south coast of South Africa. Since its inception in 2007 the Cape south coast ichnology project has led to the identification of 326 Pleistocene vertebrate ichnosites in aeolianites (cemented dunes) and cemented foreshore deposits between the community of Arniston in the west and the Robberg Peninsula in the east, a distance of approximately 350 kilometres. As a result, significant palaeoevironmental, palaeocological and palaeoanthropological inferences have been made. This thesis brings together this corpus of work, and attempts to answer the question of how ichnology can inform the understanding of the Cape south coast Pleistocene environment, and how the trace fossil record can complement the body fossil record. Achieving this objective involves the development of a definitive regional account. This includes descriptions of the regional geological context, Quaternary sea-level changes, and the state of knowledge of the region’s Pleistocene palaeoenvironment, palaeoanthropology, and body fossil record, along with an understanding of the roles of substrate and taphonomy in regional ichnology. A discussion of geochronology includes the age results from specimens submitted for dating through optically stimulated luminescence – dated deposits range in age from Marine Isotope Stage 11 through Marine Isotope Srage 3. The body of the thesis is formed by systematic descriptions of the vertebrate ichnosites, accompanied by interpretation and comments. Three databases have been compiled: ichnosites, photographs, and photogrammetry images. In synthesizing this data, four underlying questions are addressed: what is the global relevance of the Cape south coast ichnosites, how can these studies complement the vertebrate body fossil record, how can they contribute to the understanding of Pleistocene palaeoenvironments and palaeocology, and how can they contribute to palaeoanthropology? The Cape south coast is of global ichnological importance. Unanticipated findings which augment the sparse reptilian body fossil record include tracks and traces of crocodiles, monitor lizards, very large tortoises (the first of their kind in the global record), and hatchling sea turtles. Two new ichnogenera have been erected to describe the sea turtle tracks, each containing a new ichnospecies: ustralochelichnus agulhasii and Marinerichnus latus. Avian ichnosites are the oldest in southern v Africa, and include the presence of tracks of larger-than-expected birds, which may represent large chronosubspecies or may suggest the possibility of extinctions which are not evident from the body fossil record. Unique examples of the non-hominin mammalian ichnosites include sand-swimming traces that resemble those of the ‘Namib mole’: as a result a new ichnogenus (Natatorichnus) has been erected, containing two ichnospecies, N. subarenosa and N. sulcatus. The first elephant trunk-drag impressions and the first pinniped ichnosites in the global record have been identified. The role of elephant tracks as precursors to coastal potholes was previously unsuspected. Equid tracksites indicate a widespread presence of the extinct giant Cape horse (Equus capensis). The identification of a giraffe tracksite represents a major range extension. In particular, tracks and traces of giraffe, crocodiles, breeding sea turtles, and sand-swimming golden moles have significant palaeoenvironmental implications.Thesis (PhD) -- Faculty of Science, School of Environmental Sciences, 202
Exploring aspects of Community of Inquiry (CoI) in Afrophilia learning processes for transformative education using an Afrophilic ‘Philosophy for Children’ approach: a case of Sebakwe resettlement primary schools in the Midlands Province of Zimbabwe
Get PDFThis study focused on investigating and developing an Afrophilic orientation to a sociocultural approach to philosophy for children. The main aim was to foster a critical and generative approach to considering the heritage-based curriculum foundations of Zimbabwean primary schools, focusing on Sebakwe resettlement primary schools (the case study area). Afrophilia foundations in the study are regarded as “the discourses that are the medium of philosophical reflexion” (Rettova, 2004, p. 4) in each African society. As articulated in the study, such discourses include African proverbs, poems, stories, music, and folktales which are useful in the initiation of philosophical engagements with children in a community of inquiry approach. A community of inquiry is a framework that reflects a collaborative-dialogical approach to teaching and learning. Curriculum reviews in postcolonial Zimbabwe have revealed an unconscious misalignment of the Zimbabwean education system's philosophical underpinnings because it has continued to align itself with imperial British colonial philosophy, which contradicts the country's developmental needs (Presidential Commission of Inquiry into Education and Training [CIET], 1999, Zimbabwe Ministry of Primary and Secondary Education [MoPSE], 2014). The philosophical misalignment is an extension of the colonial history of Zimbabwe showing that vestiges of colonial rule still shape the education sector. This leaves the education system focusing mainly on abstracted concepts with continued marginalisation of local cultures, discourses, and knowledge. Consequently, it leaves Zimbabwe together with other postcolonial education systems with the task of dealing with the phenomenon of colonial continuity. One implication of these colonial continuities, is learner disinterest in learning, which affects the educational process negatively, affecting the learning of critical reflexive thinking, an issue which I have observed in the Sebakwe resettlement schools involved in this study where I have been teaching for 15 years. To address, this, the study sought to answer the following questions: What historical and contemporary barriers are affecting the promotion of a culture of learning in Zimbabwean resettlement primary schools, particularly as they relate to learners' underdevelopment of critical reflexive thinking skills? In addition, How can the Philosophy for Children Afrophilia curriculum intervention promote a culture of learning in Sebakwe resettlement primary schools that is oriented toward the development of critical reflexive thinking skills in children? In approaching the research questions, I applied postcolonial and decolonisation theory, sociocultural learning theory and curriculum theory aimed at transformative change, that is oriented towards achieving a more contextually oriented approach to teaching and learning, and a paradigm of ‘learning as connection’ (Lotz-Sisitka & Lupele, 2017; Shumba, 2017). This has been identified as a ‘missing’ discourse in mainstream educational quality discourses in southern Africa (Lotz-Sisitka & Lupele, 2017). Furthermore, to create space for curriculum development using multi-actor groups in a community of inquiry, I used decolonial research methodologies in the data generation process. The study is constituted as an interventionist case study, and I applied a four-stage process comprising document analysis, workshops, participant observations involving children between 8-11 years, and reflective interviews with parents, educators and children as instruments for data gathering. I also used process-based analytical tools developed in Philosophy of Children research to analyse the processes of critical reflexive thinking development that emerged from the Philosophy for Children pedagogy involving ten lessons which I facilitated, and videorecorded. Moreover, I used postcolonial and decolonial discourse analysis to provide the broader analytical insights that informed the interpretations of the lesson analysis data from the perspective of the research problem that I address across the research project. This PhD is produced as a PhD by publication, which involves publishing of papers, and orientation to, and interpretation of the papers. The main findings of this study are reported in articles that I prepared for publication, three of which have already been published (see Appendices A1, A4 and A5), and four which have been submitted for publication (A2, A3, A6, A7) with some already at an advanced stage of finalisation via review. The conceptual paper (A1) that served as the foundation for the publication journey revealed that, in addition to the weight of cultural technologies of domination, the curriculum is shaped by the paradox of a superficial interpretation of unhu/ubuntu educational philosophy. As a result, the curriculum becomes disconnected from the learners' real-world experiences. The second paper (A2), which focuses on why Zimbabwe needs the Philosophy for Children approach with a sociocultural medley, unveils Zimbabwe's complex decolonial curriculum reforms and their many contradictions and paradoxes. However, it also emerged that the approach used in this study empowers teachers, is relevant to the emerging constellation of practices in the Sebakwe resettlement, and influences power sharing beyond teacher-child relationships. The third paper (A3), based on children’s philosophy for children practice, defends the study’s decision to bring children’s heritage and cultural lens to bear on curriculum and pedagogical praxis. In essence, the article explores a synergy between philosophy for children and the Zimbabwean heritage-based educational curriculum, serving to enrich both. The fourth paper (A4) makes the case that philosophy for children could be a viable pedagogy for transformative education, and it provides evidence-based implementation of a context-based philosophy for children. According to this paper, the approach is effective in strengthening strong community relationships, instilling pride in local heritage, and advancing curriculum transformation. The fifth paper (A5) focusses on the approach's implications for teachers' roles, practices, and competencies. Six dimensions of teacher roles, practices, and competences surfaced, including the role of the teacher as a decoloniser and pedagogical innovator, among others. The sixth paper (A6), influenced by the previous papers' findings, focused on decolonisation and improving learning opportunities for children in the Sebakwe area using the philosophy for children approach. This paper's data depicts a ‘third space’ in which learners consolidate their cultural capital and curriculum content into their own meaning construction. The implication is that schools become neutral sites that improve learners' interdependence and inclusivity while also taking contextual realities into account. The findings of the seventh and final paper (A7) presented in this write-up advance the idea that a Philosophy for Children approach with a sociocultural medley influences an ethics of care by demonstrating how Afrophilia experiences influence a new path to wildlife conservation and sustainability. The study highlights that integrating Philosophy for Children and Afrophilia foundations of knowledge into the school curriculum promotes critical reflexive thinking skills, helps to address real-life problems and adds relevance to the curriculum. The study further shows that the integration of philosophy for children in the advancement of curriculum transformation in Zimbabwe is a successful formative interventionist approach in the resettlement schools that are characterised by a critical shortage of teaching and learning resources. In essence, the research opens an understanding that curriculum transformation and decolonisation are context-based and multi-actor processes, as showcased in the experiences of parents, teachers, education inspectors, and children in this study. Furthermore, this study posits that situating curriculum decolonization and transformation within unhu/ubuntu dialectical rationality and advancing diversity in reasoning necessitates deeper engagement with heritage-based curriculum and provides teachers with appropriate agency to modify and adapt their pedagogies in alignment with the learners' life world. According to the study, this emerged as a rational possible solution to the problem of curriculum decontextualisation. Curriculum decontextualisation as highlighted in the study via the problem of colonial continuity mentioned above, appears to be further influenced by the emphasis on examination assessment scores which seem to widen the gap between the adult and child worlds, as well as the gap between contextual realities and [curriculum] examination content. Overall, the study offers an approach that can deepen an unhu/ubuntu foundation for the heritage-based curriculum reform in Zimbabwe, and strengthen the learning of children in the resettlement schools, where the case was explored. Implications for further research are elaborated, as are possible implications for policy and practice.Thesis (PhD) -- Faculty of Education, Education, 202
An in-depth investigation of an early literacy intervention in Grade R in the Eastern Cape Province, South Africa
No full textThesis embargoed. Expected release date early 2025.Thesis (PhD) -- Faculty of Education, Education, 202
A strategic turnaround model for distressed properties
Get PDFThe importance of commercial real estate is clearly shown by the role it plays, worldwide, in the sustainability of economic activities, with a substantial global impact when measured in monetary terms. This study responds to an important gap in the built environment and turnaround literature relating to the likelihood of a successful distressed commercial property financial recovery. The present research effort addressed the absence of empirical evidence by identifying a number of important factors that influence the likelihood of a successful distressed, commercial property financial recovery. Once the important factors that increase the likelihood of recovery have been determined, the results can be used as a basis for turnaround strategies concerning property investors who invest in distressed opportunities. A theoretical turnaround model concerning properties in distress, would be of interest to ‘opportunistic investing’ yield-hungry investors targeting real estate transactions involving ‘turnaround’ potential. Against this background, the main research problem investigated in the present research effort was as follows: Determine the important factors that would increase the likelihood of a successful distressed commercial property financial recovery. A proposed theoretical model was constructed and empirically tested through a questionnaire distributed physically and electronically to a sample of real estate practitioners from across the globe, and who had all been involved, directly or indirectly, with reviving distressed properties. An explanation was provided to respondents of how the questionnaire was developed and how it would be administered. The demographic information pertaining to the 391 respondents was analysed and summarised. The statistical analysis performed to ensure the validity and reliability of the results, was explained to respondents, together with a detailed description of the covariance structural equation modelling method used to verify the proposed theoretical conceptual model. vi The independent variables of the present research effort comprised; Obsolescence Identification, Capital Improvements Feasibility, Tenant Mix, Triple Net Leases, Concessions, Property Management, Contracts, Business Analysis, Debt Renegotiation, Cost-Cutting, Market Analysis, Strategic Planning and Demography, while the dependent variable was The Perceived Likelihood of a Distressed Commercial Property Financial Recovery. After analysis of the findings, a revised model was then proposed and assessed. Both validity and reliability were assessed and resulted in the following factors that potentially influence the dependent variables; Strategy, Concessions, Tenant Mix, Debt Restructuring, Demography, Analyse Alternatives, Capital Improvements Feasibility, Property Management and Net Leases while, after analysis, the dependent variable was replaced by two dependent variables; The Likelihood of a Distressed Property Turnaround and The Likelihood of a Distressed Property Financial Recovery. The results showed that Strategy (comprising of items from Strategic Planning, Business Analysis, Obsolescence Identification and Property Management) and Concessions (comprising of items from Concessions and Triple Net Leases) had a positive influence on both the dependent variables. Property Management (comprising of items from Business Analysis, Property Management, Capital Improvements Feasibility and Tenant Mix) had a positive influence on Financial Turnaround variable while Capital Improvements Feasibility (comprising of items from Capital Improvements Feasibility, Obsolescence Identification and Property Management) had a negative influence on both. Demography (comprising of items only from Demography) had a negative influence on the Financial Recovery variable. The balance of the relationships were depicted as non-significant. The present research effort presents important actions that can be used to influence the turnaround and recovery of distressed real estate. The literature had indicated reasons to recover distressed properties as having wide-ranging economic consequences for the broader communities and the countries in which they reside. The turnaround of distressed properties will not only present financial rewards for opportunistic investors but will have positive effects on the greater community and economy and, thus, social and economic stability. Vii With the emergence of the COVID-19 pandemic crisis, issues with climate change and sustainability, global demographic shifts, changing user requirements, shifts in technology, the threat of obsolescence, urbanisation, globalisation, geo-political tensions, shifting global order, new trends and different generational expectations, it is becoming more apparent that the threat of distressed, abandoned and derelict properties is here to stay, and which will present future opportunities for turnaround, distressed property owners, as well as future worries for urban authorities and municipalities dealing with urban decay. The study concluded with an examination of the perceived limitations of the study as well as presenting a comprehensive range of suggestions for further research.Thesis (PhD) -- Faculty of Engineering, Built Environment and Information Technology, School of the built Environment, 202
Electrocatalytic Behavior of Manganese and Cobalt Porphyrins Attached to Graphene Quantum Dots: Applied in the Oxidation of Hydrazine
Get PDFManganese and cobalt metalated 5, 10, 15-tris(aminophenyl)-20-(4-carboxyphenyl) porphyrins (ClMnTA3CPP and CoTA3CPP) were synthesized and attached to graphene quantum dots (GQDs) via π-π interaction and electrostatic interaction. The electrochemical oxidation of hydrazine was performed via cyclic voltammetry and chronoamperometry. The CoTA3CPP showed good electrocatalytic activity towards the oxidation of hydrazine in terms of catalytic rate constants and limits of detection (LoD). ClMnTA3CPP showed lower overpotential 0.60 V. The introduction of GQDs improved the electrocatalytic ability when combined with CoTA3CPP and ClMnTA3CPP with the lowest LoD (0.0025 mM CoTA3CPP–GQDs) followed by ClMnTA3CPP–GQDs with 0.0033 mM
Asymmetrical zinc phthalocyanine conjugated to various nanomaterials for applications in phototransformation of organic pollutants and photoinactivation of bacteria
Get PDFZinc phthalocyanine (ZnPc) complexes are linked to metallic nanoparticles covalently via amide and ester bonds. The photocatalytic activity of the conjugates of ZnPc complexes with NiWO4, Ag2WO4, CoWO4 and Ag-Fe3O4 nanoparticles are evaluated for photodegradation of methylene blue, tetracycline, and dibenzothiophene. The photocatalytic efficiencies of the prepared phthalocyanine complexes increased in the presence of nanoparticles. This work also reports on the photodynamic antimicrobial chemotherapy activity of these materials against Staphylococcus aureus (S. aureus) bacteria. The results indicate that Ag2WO4 based nanoconjugates exhibit high antimicrobial activity with higher log reduction compared to NiWO4, CoWO4 and Ag-Fe3O4 based materials
Play-based approaches in teaching and learning in selected early childhood development centres in Buffalo City
Get PDFThis study endeavoured to investigate the perspectives of principals and practitioners working in selected early childhood development (ECD) centres in the Buffalo Municipal District in the Eastern Cape, on the use of play-based techniques in educational and pedagogical practices of 3 to 4 years age group. Although most practitioners are aware of the significance of play-based learning, many report experiencing challenges when attempting to incorporate play-based strategies into their teaching of, and lessons aimed at, young children ages 3 to 4 years. For the purpose of ECD, it is recommended that the teaching of, and learning by, young children take the form of play (NCF, DBE, 2015). In this particular research undertaking, a qualitative design approach was adopted. A descriptive case study approach with semi-structured interviews as the key method of data generation was used to study play-based approaches between practitioners and children ages birth to four years at three ECD centres located within the Buffalo City Municipality District. Face-to-face interviews were conducted with the three principals of the ECD centres and six practitioners, during the data-collection phase. Recording of the interviews was done then they were transcribed and thematic coding employed before the data were analysed for themes. The study participants’ responses revealed that the insufficient professional training of practitioners, on play-based approaches, presented a challenge. Play as a way of teaching and developing young children is further hampered by a variety of issues such as poor infrastructure, unqualified practitioners, funding of the ECD centres and lack of relevant resources prevalent in the ECD sector. As the findings indicate, government intervention will facilitate the training of practitioners for in-depth knowledge and understanding of play methodology in ECD, while the sector will benefit from additional funding and infrastructure provision as this has impact on indoor and outdoor play-based activities, as well as the appointment of qualified human resources instead of job seekers.Thesis (MEd) -- Faculty of Education, 202
The Southern African Program on Ecosystem Change and Society: an emergent community of practice
Get PDFSustainability-focused research networks and communities of practice have emerged as a key response and strategy to build capacity and knowledge to support transformation towards more sustainable, just and equitable futures. This paper synthesises insights from the development of a community of practice on social-ecological systems (SES) research in southern Africa over the past decade, linked to the international Programme on Ecosystem Change and Society (PECS). This community consists of a network of researchers who carry out place-based SES research in the southern African region. They interact through various cross-cutting working groups and also host a variety of public colloquia and student and practitioner training events. Known as the Southern African Program on Ecosystem Change and Society (SAPECS), its core objectives are to: (1) derive new approaches and empirical insights on SES dynamics in the southern African context; (2) have a tangible impact by mainstreaming knowledge into policy and practice; and (3) grow the community of practice engaged in SES research and governance, including researchers, students and practitioners. This paper reflects on experiences in building the SAPECS community, with the aim of supporting the development of similar networks elsewhere in the world, particularly in the Global South
The potential of social learning to upscale the Community Based Water Quality Management (CBWQM) process: A case study of the Mpophomeni and Baynespruit Enviro Champs project
Get PDFWater is an essential component of human survival, with a wide variety of uses such as washing, cooking, drinking and growing food. Covering approximately 70% of the Earth’s surface, water is necessary for all human survival, and is a source of life for plants and animals. Only 0.036% of freshwater can be accessed and utilised by humans, which is not enough to support the rapidly growing population and economic development. This water is further exhausted by pollution caused by sewage leaks, littering, agricultural runoff and industry discharge which deteriorate water quality significantly. To exacerbate these water issues, the major issue of water accessibility is not directly linked to quantity but has been primarily attributed to poor water governance, at a global and local level (in South Africa). Poorly maintained water infrastructure and inadequate cooperative governance have resulted in the establishment of many Community Based Water Quality Management (CBWQM) projects in South Africa, to respond to water quality monitoring and management challenges. The aim of this study was firstly, to investigate how social learning was occurring within two CBWQM Communities of Practice (CoPs) located in KwaZulu-Natal, Pietermaritzburg, namely, the Baynespruit and the Mpophomeni Enviro Champs project (Case Study 1 and 2 respectively), and the potential of social learning to upscale CBWQM. Additionally, it sought to identify the type of support required for the scaling of social learning outcomes in CBWQM communities of practice, along two potential scaling pathways that were identified in a national study on scaling of CBWQM: Scaling Pathway 1(Policy engagement and support) and Scaling Pathway 2 (Capacity building). The research was undertaken as a qualitative case study approach, with data collected through semi-structured interviews, document, and questionnaire analysis to investigate social learning within the two selected case studies. The data was coded and indexed using a thematic analysis technique and an analytical framework as a tool to investigate how social learning was occurring in both case studies and explore the potential required to upscale it. The study found that there is an existing gap between policy and practice with regard to CBWQM support by government structures. Despite South African water policy advocating for public participation in water resource management, there has been limited support from government to support and resource CBWQM projects over a long period of time. To upscale the practice of CBWQM, the study found that capacity building and learning needs to be improved and better supported practically through models such as the 5Ts of learning, and through supporting CBWQM participants’ learning journey to establish learning pathways for them.Thesis (MEd) -- Faculty of Education, Education, 202