18105 research outputs found
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Exploring organisational learning in water resource protection: activity system analysis of social learning among resource directed measures role-players in South Africa
Full text linkGlobally, there are policy and practice efforts to mainstream inclusive education in different sub-fields of education. Part of the efforts have focused on investigating and finding practical mechanisms for the mainstreaming process in teacher education. Anecdotally, Education for Sustainable Development (ESD), with its focus on transformative education, collaborative learning, the community of practice and the whole institution approach, has the potential to mainstream inclusive education in teacher education practices if grounded in sociocultural realities rather than mere ideological framing. This situation is related to the need for more transformative capabilities for teacher educators to prepare teachers for inclusive pedagogical proficiency. However, in a southern African context, the outlook of the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education is disjointed. As such, this study focused on investigating the mainstreaming of inclusive education in teacher education practice for pedagogical proficiency through ESD Change Projects in Southern Africa, examining cases from Malawi, Tanzania and Eswatini. The study intended to gain an understanding of inclusive education and ESD in these countries, identify areas for strengthening inclusive education in teacher education practice, collaborate with teacher educators to develop strategies for mainstreaming inclusive education, and generate indicators for monitoring and evaluating inclusive education in teacher education contexts. The study used Urie Bronfenbrenner’s bioecological theory of human development and Lev Vygotsky’s sociocultural theory of learning as theoretical and analytical frameworks. The study also employed Roy Bhaskar’s critical realism philosophy as an underlabourer or a meta-theoretical framework. The study further adapted the Vygotsky-informed Engestrom’s expansive learning as a methodological torch. Together, these frameworks were used to analyse selected Change Projects within Sustainability Starts with Teachers (SST) programme, which focused on ESD capacity building in teacher educators from 11 southern African countries. In this regard, the research utilised a qualitative nested case study design. A formative interventionist research approach supported the cases in Malawi, Tanzania and Eswatini, with the study selecting SST Change Projects dealing with inclusive education through an initial scoping questionnaire. Data were generated through 12 in-depth interviews, nine workshops (involving 24 participants), document reviews, observations and reflective journals. Thematic ii analysis, employing a critical realist approach with abductive and retroductive reasoning, guided the reflexive presentation and discussion of research findings. The research findings revealed a common understanding of inclusive education as providing equal educational opportunities, ESD as supporting sustainable development, and teacher education as skill development. The research findings also highlighted the influence of teacher educators’ biopsychosocial characteristics on their perceptions of inclusive education, ESD and teacher education. Areas requiring improvement in teacher education systems included resources, attitude change, financing, cooperation, collaboration and leadership. Strategies for mainstreaming inclusive education in teacher education practice for pedagogical proficiency included curriculum implementation, policy shift, contextualisation and interactive systems. Monitoring and evaluation in all three cases focused on teaching practice, assessment, feedback tools, forums and curriculum implementation, but the absence of specific indicators for monitoring and evaluation was evident. These findings suggest multi-layered and complex implications for policy formulation, implementation practices and future research. Therefore, this thesis argues that, in a southern Africa context, the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education involves considering biopsychosocial characteristics to facilitate the capabilities of teacher educators. This situation necessitates utilising inclusivity mechanisms in pre-service teacher training grounded in biosocial and psychocultural realities of the region’s educational challenges. Consequently, this thesis proffers the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a framework to actualise the nexus of inclusive education, ESD and teacher education, and bring into focus its pedagogical proficiency potential which eventually helps with the mainstreaming process in teacher education practice via ESD. The study reported in this thesis contributes to international theory and practice development for inclusivity and ESD in teacher education practice, provides indicators for monitoring inclusive quality education in teacher education practice, and introduces a contextual dynamics model for comparative education research. The thesis is structured in eight chapters, introducing the study context, addressing literature gaps, presenting the theoretical framework, detailing research design, exploring specific cases in Malawi, Tanzania and Eswatini, discussing the research findings and its implications, and concluding with recommendations for change and future research.Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 202
Evaluating the effectiveness of Work Integrated Learning (WIL) from the perspective of its key stakeholders: a case study of a TVET college
Full text linkThis research aims to evaluate the effectiveness of a Work Integrated Learning (WIL) programme from the perspective of its key stakeholders, using stakeholder theory as the framework. Stakeholder theory suggests that organisations should consider the interests and needs of various stakeholders who have a vested interest in or are affected by the organisation's activities (Freeman 1963;1984). In the context of WIL, stakeholders include students, the Technical and Vocational Education and Training College, and host employers. The study uncovers the experiences, perceptions, and recommendations of students, educators, employers, and institutions involved in the WIL programme by collecting data through interviews, focus groups, and documents. Through evaluation research, valuable insights emerge regarding the success and potential areas for improvement of WIL within TVET Colleges. The findings indicate issues like inadequate resources and uneven student readiness, and they offer helpful suggestions for better communication, resource distribution, and support systems. Additionally, this calls for more research on curriculum integration, industry collaborations, and long-term career outcomes evaluation.Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 202
Exploring Foundation Phase pre-service teachers’ mathematical pedagogical content knowledge for teaching additive mental mathematics strategies
Full text linkPoor learner performance in mathematics remains a concern in South African primary and secondary education according to continuous national and international assessments. Many learners fall behind in the early grades without being provided the opportunity to establish a solid foundational number sense. This is an essential requirement to progress into the higher grades. Addressing the challenges of number sense in the Foundation Phase is mandatory. This study aimed to investigate third-year Foundation Phase pre-service teachers’ content knowledge and pedagogical content knowledge of their additive reasoning strategies (a key aspect of number sense) at a private teacher education institution, guided by the question: What content knowledge and pedagogical content knowledge do third-year Foundation Phase pre-service teachers have of additive reasoning mental mathematics strategies? Several researchers have identified the need to develop pre-service teachers’ mathematical content knowledge and pedagogical content knowledge. This study was guided by Shulman’s (1986) constructs of teacher knowledge. This qualitative, descriptive study, which formed part of the Mental Mathematics – Work Integrated Learning (MM-WIL) programme, collected data from an interpretivist perspective. The information for this study was gathered from participants who agreed to be part of the study. The study collected data through pre- and post-intervention questionnaires that had two parts. The first part assessed pre-service teachers’ methods of solving four basic additive reasoning calculations (that lent themselves to using the strategies of bridging through ten, jump strategy, and rounding and adjusting). The second part of the questionnaire asked pre-service teachers to describe these strategies and how they would teach them, with the aim of understanding their additive reasoning skills and ability to use and teach these mental strategies. Key findings are that many pre-service teachers do not have the content knowledge to solve basic calculations using efficient methods. These are skills that they are required to teach in the Foundation Phase classroom. The findings in this study highlight the urgent need to address the weak content knowledge, pedagogical content knowledge and inefficient unit based counting methods of many pre-service teachers to improve learners’ development and fundamental understanding of numbers that allows for flexible and efficient calculation.Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 202
Exploring academics’ experiences of the research ethical clearance process: a case study of a South African university
Full text linkThis study explores the experiences of academics regarding the research ethical clearance process at a South African university, aiming to identify key challenges and opportunities for improvement. The rationale behind this investigation stems from the increasing emphasis on ethical considerations in research, alongside the potential barriers that may hinder academics from navigating the clearance process effectively. The research questions focus on understanding the perceptions of academic staff concerning compliance, trust in the ethical review process, and the role of education and community engagement in facilitating ethical research practices. Utilising qualitative research methods approach, this study employed thematic analysis alongside qualitative methods, involving semi-structured interviews with 14 academic staff members from six faculties, all possessing a minimum of five years of experience in research and postgraduate supervision. The thematic analysis revealed several critical themes, including compliance challenges, trust and mistrust in the ethical clearance process, the necessity of education and awareness, and the significance of community engagement in fostering a supportive research environment. The findings indicate that compliance with ethical standards is often perceived as burdensome, leading to frustration among academics. Trust issues emerged, highlighting a perceived disconnect between researchers and the ethical review board, which can undermine the integrity of the clearance process. The study underscores the importance of enhancing education and awareness regarding ethical guidelines, suggesting that targeted training programmes could improve understanding and adherence among researchers. Community engagement also emerged as a vital element, with recommendations for fostering collaborative relationships between the university and local communities to enhance ethical research practices. The implications of this study point toward the necessity for universities to reevaluate their ethical clearance processes, promoting transparency, trust, and collaboration. By addressing the identified challenges and fostering a culture of ethical research, universities can support their academics in conducting research that is not only compliant but also socially responsible. Future research could further explore the perspectives of ethical review board members to gain a comprehensive understanding of the ethical clearance landscape.Thesis (MEd) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 202
Enhancing Grade 12 physical sciences teachers’ pedagogical content knowledge to teach work, energy, and power bilingually in the Eastern Cape
Full text linkSouth Africa has been performing very poorly in consecutive Trends in International Mathematics and Science Study (TIMSS) in Science and Mathematics, where it has been ranked last among all participating countries. Similarly, in the recent National Senior Certificate examinations (2017–2023), the percentage of candidates who scored at least 40% in Physical Sciences ranged from 39% to 51%. This points to a possible problem in the teaching and learning of Physical Sciences in schools. On close analysis, the question on the topic of Work, Energy, and Power, in particular, is usually one of the most poorly answered in the Physics paper of the Physical Sciences examination. Some South African studies have concluded that there is poor mastery of the energy concept in the Further Education and Training Phase by both learners and teachers. Against this backdrop, this formative interventionist study sought to support Grade 12 Physical Sciences teachers in co-developing and enacting exemplar lessons on Work, Energy and Power that incorporate everyday and home language through pedagogical translanguaging and transknowledging. The five teachers from township and rural schools and I formed a Professional Learning Community (PLC) to co-develop lessons later enacted by the teachers. The study was underpinned by an interpretivist paradigm and complemented by the critical theory paradigm. A qualitative case study research design was employed. Data were gathered using semi-structured interviews, document analysis, workshops, lesson observations and participant-teacher reflections. Vygotsky’s sociocultural theory was my theoretical framework, while Mavhunga and Rollnick’s five components of Topic-Specific Pedagogical Content Knowledge were used as an analytical lens. An inductive-deductive approach to data analysis was used. This study demonstrated how teachers in a PLC can work together to develop their individual pedagogical content knowledge in particular practice areas. The PLC created lesson plans that guided their use of pedagogical translanguaging techniques, such as code-switching, code-mixing, translation, and versioning of scientific terminology, to facilitate learning. In addition, the PLC created an IsiXhosa glossary for concepts related to Work, Energy, and Power. The study’s main contribution is that teachers involved in this study displayed transformative agency through co-constructing their pedagogical content knowledge (PCK) for pedagogical translanguaging. The study thus recommends that if the goal of improving epistemological access for learners who are learning Physical Sciences in a second language is to be realised, in-service teachers should be capacitated to apply pedagogical translanguaging, which brings about transknowledging using PLCs such as the one-formed for this study.Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 202
Statistical analysis of travelling ionospheric disturbances during geomagnetic storms
Full text linkThis thesis presents observations of medium to large-scale traveling ionospheric disturbances (TIDs) originating from high latitudes, and propagating towards the equator and TIDs originating from the equator with a poleward propagation in the African-European sector during geomagnetically disturbed conditions between 2006 and 2022. 196 TID activities propagating over the African-European sector were observed, of these TID activities, 161 and 33 were observed during geomagnetic storms, and simultaneous occurrence of geomagnetic storms and solar flares, respectively. Total electron content perturbations derived from Global Navigation Satellite Systems (GNSS) observations within a latitude range of 40°S–60°N and longitude ranges of 20°-40°E representing the African-European sector were analysed based on the storm criteria of Dst ≤ -30 nT. The GNSS total electron content (TEC) data were used to obtain the two dimensional (2d) TEC perturbations. The northern hemispheric part of the African sector has limited data coverage which is visualized by a gap around 20°, where there were no data coverage can be observed in the 2d TEC maps. An important result is that large-scale TIDs (LSTIDs) and medium-scale TIDs (MSTIDs) were found to occur predominantly during the main and recovery phases of geomagnetic storms respectively, at least over the African-European sector. During the main phase of storms equatorward LSTID activity was relatively consistent across both hemispheres, with years of solar maximum, between 2013 and 2015, showing higher frequencies of events. Equatorward MSTID activity appeared less frequent overall, particularly in the southern hemisphere (SH), suggesting that equatorward LSTID activity are more prominent during the main phase of geomagnetic storms. Poleward TID activity were more predominant in the recovery phase than the main phase of geomagnetic storms.Thesis (MSc) -- Faculty of Science, Physics and Electronics, 202
Geological, petrological and geochemical investigation of the c. 3.45 Ga Stolzburg TTG Pluton at Crushers’ Quarry, Barberton greenstone belt, South Africa
Full text linkThis study investigates the tonalite-trondhjemite-granodiorite (TTG) suite and associated amphibolite xenoliths of the Stolzburg pluton at Crushers’ Quarry in the Barberton Granitoid-Greenstone Terrain, South Africa. Through detailed field mapping, petrography, geochemical analysis, δ¹⁸O investigation of quartz, and U-Pb zircon geochronology, the petrogenesis and geodynamic context of these Archean rocks were explored. Five major lithologies were identified: Coarse-grained trondhjemites, medium-grained tonalites, fine-grained tonalites, granodiorite sheets, and amphibolite xenoliths. Field evidence, including cross-cutting relationships, indicates that the coarse-grained trondhjemites intruded as the earliest phase, followed by medium-grained tonalites, which were then followed by fine-grained tonalites, and finally, granodiorite sheets, which represent the latest intrusive phase. Petrographic analysis reveals mineralogical differences between the trondhjemites and tonalites, with trondhjemites lacking hornblende and having lower mafic mineral content. Geochemical data support the interpretation that the TTGs formed through partial melting of variably hydrated metabasaltic sources (possibly at depth in the garnet stability field). The metabasaltic melt incorporated varying proportions of older, intermediate trondhjemite crust and volcaniclastic sediments during ascent and emplacement to form the Stolzburg pluton TTG suite of rocks. Elevated (above mantle) δ¹⁸O quartz values of the Stolzburg pluton TTG rocks ranging between 8.72 to 9.71‰ combined with it’s strongly peraluminous geochemical composition indicate the presence of an ancient crustal component that was assimilated into the metabasaltic melt source(s). It is proposed that a number of petrogenetic factors controlled the composition of the Stolzburg TTG rocks, including composition of the metabasalt source, degree of hydration of the metabasalt source and the extent of crustal contamination with older, pre-existing intermediate composition rocks. A possible candidate for the crustal contamination component could be the older 3.509 Ga Steynsdorp trondhjemite as well as ancient volcaniclastic sediments in the greenstone belt. The protolith to the amphibolite xenoliths occurring within the TTG suite are geochemically characterized as komatiitic basalt, recording either a subduction zone or crustal contamination geochemical signature. U-Pb zircon dating of the coarse-grained trondhjemites and medium-grained tonalites yield Concordia ages of 3429.9 ± 12 Ma (2σ) and 3414.0 ± 14 Ma (2σ), respectively. These Concordia ages represent an estimate of the igneous crystallization ages of the zircons and confirm that these TTGs were emplaced in close temporal succession. The U-Pb zircon ages are comparable to those in the published literature, although one sample with a significantly younger age is attributed to zircon open-system Pb-loss in complex early Archean zircons and also challenges with the LA-ICP-MS analytical technique used. The depth of metabasalt melting is not constrained in this study, similar to recent studies on early Archean TTGs. Various TTG geodynamic settings are explored ranging from melting at the base of a thick oceanic plateau to generation at depth in a subduction zone. In light of recent regional field observations, metamorphic constraints, apatite thermochronological data, U-Pb detrital zircon data and greenstone belt metabasalt geochemistry, a model of TTG crust generation in an episodic proto-subduction zone, involving subcretion and tectonic imbrication of oceanic lithosphere at c. 3.45 Ga, is considered.Thesis (MSc) -- Faculty of Science, Geology, 202
Translation of the Composite Abuse Scale (Revised) Short Form (CASR-SF) into isiXhosa
No full textIntimate partner violence (IPV) is a common occurrence in South Africa, yet appropriately validated tools that screen for IPV are not easily available, particularly in African languages. Establishing isiXhosa language versions of screening tools broadens and improves access to mental healthcare services for isiXhosa-speaking groups. This study aimed to develop an isiXhosa language version of the Composite Abuse Scale Revised Short Form (CASR-SF). The CASR-SF is a self-report measure designed to gauge the presence, intensity, and severity of IPV across three domains: physical, psychological, and sexual abuse. Previous translations of this questionnaire indicated its transportability across different languages and contexts, which in addition to the cost and time effectiveness of adapting instead of developing a new questionnaire, led to the decision to translate and adapt it into isiXhosa. The CASR-SF was translated using a four-staged translation design, which included: 1. Forward translation, 2. Back translation, 3. Committee discussion, and 4. Qualitative pilot in a small sample of first language isiXhosa speakers. Four independent translators worked independently to produce the forward and back translation in stages 1 and 2 and the translations team met in stage 3 to discuss and resolve challenging items with the goal of producing an equivalent final isiXhosa version of the CASR-SF. The resulting preliminary version was piloted on a sample of 7 first-language isiXhosa speakers who partook in cognitive interviews as a confirmatory step. The results indicated that for the most part broad concept equivalence was easier to achieve than linguistic equivalence, and participants generally did not struggle with understanding the items. However, questionnaire items on emotions and relatively new terms such as social media were far more complex to translate. African languages such as isiXhosa use metaphors as more respectful/acceptable expressions for topics such as sexual acts, which complicated the translation process at times. There were also various terms that could be used for different English concepts and the aim of this translation was to find one term that would be appropriate and meaningful across different isiXhosa language dialects, which proved challenging at times.Thesis (MA) -- Faculty of Humanities, Psychology, 202
Applying human factors and ergonomics to a healthcare clinic record-keeping process using a community-based participatory research approach in Makhanda
Full text linkBackground: Healthcare record-keeping is an important process. However, several challenges associated with taking, storing and maintaining accurate records have been identified as a barrier to the quality and safety of care globally and locally in primary healthcare clinics in Makhanda, Eastern Cape, South Africa. In this context, local healthcare providers argue that this stems from the hybrid nature of the system (paper and electronic) and the impact of several systemic challenges. Poor records can result in negative outcomes for patients, healthcare workers and the greater public healthcare system. For example, if patient files are not adequately completed, poor patient care and medico-legal litigation costs may emerge. Furthermore, given that HFE promotes the participation of stakeholders in identifying and resolving workplace challenges, this study adopted a participatory research approach, more specifically a Community-Based Participatory Research (CBPR) approach. This research project, therefore, aimed to explore the barriers and facilitators to record-keeping in a primary healthcare clinic in Makhanda, the adequacy of patient file completeness and reasons as to why files may or may not have been adequately completed, following a CBPR approach. Methods: Following a period of pre-data collection embedding in the clinic to become familiar with the system and the staff and to form a relationship with a community collaborator from the clinic, this study was completed in two broad phases. During Phase 1, observations, informal discussions and semi-structured interviews were conducted with 11 clinic staff members to understand the clinic and record-keeping systems through the work system components and barriers of both systems. Phase 1 data was analysed through thematic analysis and presented by work system components, selected SEIPS 101 tools and a Hierarchical Task Analysis to detail the tasks involved in the record-keeping process. During Phase 2, a comparative assessment of a sample of patient files (n=55) was conducted against a local standard checklist, detailing what was to be completed in patient files. This was done to assess the completeness of different file sections which were analysed through a frequency count. This was followed by three interviews with clinicians, which explored their perceptions on why sections of the records may have been better completed than others. The interviews were then thematically analysed. Results: Administrative staff shortages, a lack of file storage space, limited access to technology such as computers, lost files, and the amount of information to complete in files were identified as the major challenges associated with the record-keeping system and influencing the completion of patient files. Through the analysis of patient files, it was found that some patient file sections were completed more adequately than others. For example, administrative details were the most well-completed section, and the Anti-Retroviral Therapy (ART) initiation section was the most poorly completed. The findings also revealed reasons as to why these sections may or may not have been adequately completed. These included the need for the duplication of information, particularly for antenatal care clinicians. Time pressure for clinicians to see and complete patient records and work ethic and accountability were additional emergent themes. Lastly, clinicians argued that having a lack of access to, a shortage of or broken medical and record-keeping equipment that inhibited clinicians from obtaining and recording patient information, were additional reasons for poorly taken records. Conclusions: As the findings revealed, the primary healthcare clinic and its hybrid record-keeping system and process were influenced by a variety of clinic and record-keeping challenges that interacted and ultimately influenced the record-keeping process and completeness of patient files. The system constraints are important considerations as understanding how the clinic functions under them is a starting point for future system improvement. Furthermore, barriers impacting the record-keeping system influence several key steps in the record-keeping process, including the completion of details within patient files. Here it was found that some sections and information details were more adequately completed than others, which impacted the continuity, quality and safety of patient care. Additionally, the discrepancies found between the standard checklist and patient files were highlighted as a point of concern for the Department of Health (DoH) as clinics were being assessed based on a checklist that did not match the patient files, incorrectly representing the completeness of files to the DoH. Throughout the research project, the application and implementation of HFE and CBPR have been shown to be important in the local healthcare record-keeping system in that real-world challenges were identified through the perspective of community members facing the challenges. Therefore, HFE researchers should adopt a CBPR approach and apply these complementary domains in other complex systems and varying contexts to comprehensively understand the barriers, facilitators and opportunities for human-system interaction improvements.Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 202
Narratives of resilience in ‘coming out': the initial experiences of young South African persons who identify as gay and male
No full textAccess restricted. Expected release date in 2026Thesis (MA) -- Faculty of Humanities, Psychology, 202