21838 research outputs found
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The invasion of Litsea glutinosa (Lour.) C.B.Rob. in the protected ecosystems of KwaZulu-Natal, Paradise Valley, Roosefontein and Enseleni Nature Reserves, South Africa
No full textText in EnglishLitsea glutinosa, also known as Indian laurel, is a fast-growing evergreen tree native to parts of India and South China, Malaysia, Australia, and several western Pacific islands. This species has spread beyond its natural range and is now found in some of the protected ecosystems of South Africa (SA), particularly the KwaZulu-Natal (KZN) province, raising concerns about its impact on biodiversity and ecosystem function. This research analyzed the floristic composition of habitats associated with L. glutinosa in three KZN nature reserves – Enseleni (ENR), Paradise Valley (PVNR), and Roosfontein (RNR) – identified environmental variables influencing its establishment to model current and potential future distribution. Data collected on plant species richness, evenness, abundance, and presence of L. glutinosa were analyzed using descriptive statistics, MaxEnt, and diversity indices. In total, 254 plant species coexisting with L. glutinosa, were recorded, with the Poaceae family being dominant across all reserves.
Species richness was highest in urban nature reserves (RNR = 4.54, PVNR = 4.25). Seedlings and sub-adults L. glutinosa were more abundant in urban reserves, while mature trees were dominant in rural reserve. MaxEnt model showed strong predictive performance as AUC values exceeded 0.7, with precipitation emerging as the most influential variable across all reserves, and elevation playing a significant role in PVNR. Models projected a continued range expansion under future scenarios. The study concludes that L. glutinosa is well-established in
protected areas of KZN, threatening native biodiversity by competing for resources such as water. These findings provide valuable insights for conservation practitioners to develop strategies for monitoring and controlling the species, with future research needed to assess long-term impacts on ecosystems.M. Sc. (Nature Conservation)College of Agriculture and Environmental Science
Assessment of the implementation of mother-tongue education: primary schools in West Shoa Zone, Oromia Regional State, Ethiopia
No full textUsing questionnaires, interviews, focus group discussions, classroom observations, monitoring and evaluation, the federal government and NGOs reports , the study examined the implementation of mother tongue based education in Ilugelan district of West Shoa Zone, Oromia Regional State in the Federal Democratic Republic of Ethiopia. The constitutional reforms in Ethiopia in 1994 introduced a new political system and included language provisions that allowed mother tongues to be used as the main medium of instruction in primary education. Despite this, significant challenges in implementation persist in the specified region. Notwithstanding, the challenges pertaining to socio-economic factors, language attitudes, dearth of quality teaching and learning materials; the study has confirmed that the use of mother tongue as a medium of instruction can enhance the teaching and learning process, as the learners, teachers, parents, and community in general are actively involved in that process. Oromia Regional State comprises twenty-one zones, including West Shoa. In addition, there are twenty-two districts exist in this zone, including Ilugelan. The finding of this study only reflects the reality obtaining in this district and, as such, may not be generalized to other zones in that region. This may be regarded as the main limitation of this study. Considering the foregoing, further research covering other districts in the region is desirable. This would provide additional information on the challenges and positive lessons related to the implementation of mother tongue-based education in the Oromia Regional State. Such studies, amongst other aspects, could focus on academic achievement and retention rates. In addition, the research could explore socio-cultural implications and community perceptions vis-à-vis and bring to the fore further insights into educational policy and practice in the Regional State. Despite the above-mentioned limitations, this study constitutes a valid contribution to the debate on mother tongue-based education. It focuses particularly on the Federal Democratic Republic of Ethiopia, where recent constitutional provisions have led to decentralization. This encourages regional states to formulate and implement language policies that promote the use of local languages as mediums of instruction.Ph. D. (Languages, Literature and Linguistics)Linguistics and Modern Language
The role of the Pondoland Marine Protected Area in sustaining local livelihoods
No full textThe International Union for Conservation of Nature (IUCN) advocates for Marine Protected Areas (MPAs) to go beyond species conservation by also prioritising the support of local livelihoods. Without this support, the effectiveness and sustainability of MPAs are significantly compromised. Many coastal communities worldwide have long-standing traditions of subsistence fishing and have developed traditional governance systems to manage their natural resources. These communities, therefore, play a crucial role in marine conservation efforts and are essential beneficiaries of MPA initiatives. This study focuses on the Pondoland Marine Protected Area (PMPA) in South Africa, examining the livelihoods, resource access, and management involvement of four sampled local communities. Using a mixed-method approach-including household surveys and interviews with both community leaders and the managing authority-the study uncovers that local livelihoods are diverse, relying heavily on natural resource use, agriculture, and government assistance. The PMPA is a vital contributor to community livelihoods, primarily through access to its rich marine resources, especially fishing grounds. Households harvest a variety of marine resources, mainly for personal consumption, with some engaging in small-scale commercial activities. Interestingly, despite zoning restrictions within the PMPA, most households continue to access resources with minimal interference, indicating that these restrictions have not significantly altered their interaction with the area. However, while communities generally lack formalised roles in the MPA’s management, some communities perceive themselves as stewards for the area. This community-driven conservation effort demonstrates a strong local commitment to sustainable resource use, even in the absence of an official mandate.M. Sc. (Environmental Management)Environmental Science
Understanding the role of principals in the Pinetown District Schools' financial management in Kwazulu-Natal Province
No full textThis study investigated the public-school principals' understanding of their roles in managing
school finances in the Kwamashu Circuit, Pinetown District, KwaZulu-Natal. Since the
introduction of the South African Schools Act (SASA) in 1996, which empowered School
Governing Bodies (SGBs) to manage school finances, there needs to be more clarity
regarding the division of financial management responsibilities between principals and SGBs.
Though responsible for overseeing school finances, principals often find themselves at odds
with SGBs due to unclear role delineation and a lack of financial literacy. The research
employed an interpretive-qualitative approach, utilising semi-structured face-to-face
interviews with five public school principals from the Kwamashu Circuit, selected through
purposeful sampling. The Constant Comparative Analysis was utilised to analyse data. The
study explored how principals perceive their responsibilities in managing school finances and
the challenges they face.
The findings reveal that principals and SGBs experience blurring roles and responsibilities,
inadequate financial literacy, and uncertainty of funding, contributing to frequent conflicts and
inefficiencies in financial management. The study concludes that more explicit role definitions,
enhanced financial management training for principals, and a more collaborative approach
between schools and the Department of Education are necessary to improve financial
management practices in public schools. Recommendations include centralising financial
management responsibilities to ensure greater accountability and professional handling of
school finances. This research provides valuable insights for policymakers, educational
leaders, and stakeholders seeking to enhance financial governance in schools and promote
more effective Educational ManagementM. Ed. (Educational Leadership and Management)Educational Management and Leadershi
Towards a gamified knowledge sharing enablement framework for South African Non-Governmental Organisations
No full textIn this thesis a design science research (DSR) approach was adopted to develop the gamification
knowledge sharing enablement (GKSE) framework to understand the adoption and use of gamified
knowledge sharing platforms in South African Non-Governmental Organisations (NGOs). The
outcome of this thesis contributes to the understanding of gamification’s relation to knowledge
sharing under specific organisational and cultural influences within the context of the South African
NGO landscape.
A systematic literature review (SLR) was conducted which formed the basis of the design and
development DSR phases. The information gathered through this SLR was then synthesised to form
the initial version of the GKSE framework. The researcher employed a qualitative approach for the
next two phases of the DSR, namely demonstration and evaluation.
During the demonstration phase, a case study was done. Semi-structured interviews were conducted
with ten respondents. The study focused on a South African NGO which has a gamified knowledge
sharing platform as part of its daily operations.
During the evaluation phase of the DSR, semi-structured interviews were conducted with six
respondents. These respondents were professionals with backgrounds in academia and industry.
The proposed GKSE framework has two main components: the organisational culture classification,
and the enablers and attributes. Organisational culture classifications are inherited from the
competing values framework (CVF), these include hierarchy, adhocracy, market and clan. The
enablers are described as movaon, technical enablement, organisational culture, personal facets,
gamification and design.PhD. (Information Systems)Computing (School
A Collaborative autoethnographic exploration of experiences of Research Psychology Interns
Get PDFNavigating the art of theory and practice as three African female research psychology interns in South Africa, we worked in the areas of violence, injury and non-natural deaths which continue to plague the country, including the communities with which we are engaged for research purposes. Noting the scarcity of literature on research psychology internships, we used collaborative autoethnography to explore our lived experiences in relation to the work that we do. Allowing for the elucidation of our collective experiences from our own perspectives, we offer these reflections to inform improved management and coping mechanisms with the challenges and emotional distress that we experienced, and to explore our personal and professional development during our internship. We identified themes of internship characteristics, psychological distress from working with injury and violence data, personal and professional advancement, and collegiality and workplace support. In these themes, we contend that the characteristics and competencies interns need to be complemented with adequate workplace support and collegiality which can aid in coping, particularly in research that deals with sensitive topics.Institute for Social and Health Studies (ISHS
Umthelela wokwaneliseka kwamaholo ekugqugquzeleni kwabasebenzi kanye nokusebenza enhlanganweni yezolimo yaseNingizimu Afrika
No full textAbstracts in English, Afrikaans and ZuluThis study examined he influence of remuneration satisfaction on employee motivation and performance in a South African agricultural organisation. It also investigated the effect of biographical variables on these factors. The study followed a quantitative research design and used questionnaires for data collection from 135 participants. The data was analysed using the Statistical Package for the Social Sciences (SPSS). The findings indicated that employee motivation and performance were positively related, but remuneration and motivation were not significantly correlated. The results also revealed that task performance, employee motivation, and financial rewards increased remuneration, whereas contextual performance and workload decreased it. Furthermore, the results indicated significant differences among different biographical groups. The study identified practical implications for improving remuneration strategies and their influence on employee motivation and performance in the “new normal” work environment. The study suggested that to achieve success and competitiveness in the industry, the company should aim for a more motivated, productive, and satisfied workforce.Hierdie studie het die invloed van vergoedingstevredenheid op werknemersmotivering en prestasie in 'n Suid-Afrikaanse landboudiensmaatskappy ondersoek. Dit het ook die invloed van biografiese veranderlikes op hierdie faktore ondersoek. Die studie het 'n kwantitatiewe navorsingsontwerp gevolg en vraelyste gebruik vir data-insameling van 135 deelnemers. Die data het ontleding ondergaan deur die gebruik van Statistiese Pakket vir die Sosiale Wetenskappe (SPSS). Die bevindinge het aangedui dat werknemermotivering en prestasie positief verband hou, maar vergoeding en motivering was nie betekenisvol gekorreleer nie. Die resultate het ook aan die lig gebring dat taakverrigting, werknemermotivering en finansiële belonings vergoeding verhoog het, terwyl kontekstuele prestasie en werklading dit verminder het. Verder het die resultate beduidende verskille tussen verskillende biografiese groepe aangedui. Die studie het praktiese implikasies vir die verbetering van vergoedingstrategieë en die impak daarvan op werknemersmotivering en prestasie in die "nuwe normaal" werksomgewing geïdentifiseer. Die studie het voorgestel dat om sukses en mededingendheid in die bedryf te behaal, die maatskappy moet streef na 'n meer gemotiveerde, produktiewe en tevrede arbeidsmag.Lolu cwaningo luhlole umthelela wokwaneliseka kwamaholo ekugqugquzeleni kwabasebenzi nasekusebenzeni kahle enhlanganweni yezolimo yaseNingizimu Afrika. Luphinde lwaphenya umthelela wokuguquguquka kokuphila kwabantu kulezi zici. Ucwaningo lulandele ukwakheka kocwaningo lobuningi futhi lwasebenzisa uhlu lwemibuzo lokuqoqwa kwedatha kubahlanganyeli abayi-135. Idatha ihlaziywe kusetshenziswa Iphakheji Yezibalo Yesayensi Yezenhlalakahle (SPSS). Okutholakele kubonise ukuthi ukugqugquzelwa kwabasebenzi kanye nokusebenza kwakuhlobene kahle, kodwa iholo kanye nogqozi kwakungahlobene kakhulu. Imiphumela iphinde yembula ukuthi ukusebenza komsebenzi, ukugqugquzelwa kwabasebenzi, kanye nemivuzo yezezimali kwenyusa iholo, kanti ukusebenza ngokomongo nomthwalo womsebenzi kuyehla. Ngaphezu kwalokho, imiphumela yabonisa umehluko omkhulu phakathi kwamaqembu ahlukahlukene okuphila kwabantu. Ucwaningo luhlonze imithelela ebonakalayo yokuthuthukisa amasu okuholela kanye nomthelela wawo ekugqugquzeleni kwabasebenzi nasekusebenzeni endaweni yokusebenza “esimeni esisha esesejwayelekile ”. Ucwaningo luphakamise ukuthi ukuze kuzuzwe impumelelo nokuncintisana embonini, inkampani kufanele iphokophele abasebenzi abakhuthele, abakhiqizayo, nabanelisekile.M. Com. (Business Management)Business Managemen
The role of life orientation teachers in the career construction of youth in Gauteng, South Africa
No full textText in EnglishOne of the duties of schools is to support learners to finish high school prepared to pursue at least one career path. This research examined the pedagogical part played by the Life Orientation (LO) teachers when guiding the youth in the career construction process at a high school in the Gauteng Province in South Africa. The aim was to find ways to support LO teachers to create a conducive school environment where young people can properly construct the right path for their intended career choices. In this study, convenient and purposive sampling was used to select a school, LO teachers and learners as informants. Although these informants were key, this study was strengthened by the participation of the provincial coordinator, subject advisors from two different districts, the School Management Team (SMT), and parents. A qualitative-focused ethnographic approach that embraced the constructivist view was used, which enabled a holistic and in-depth understanding of the career construction process. Data gathering methods included both non-participant and participant observations, field notes and interviews. Semi-structured individual and focus group interviews were conducted. The collected data were analysed using thematic analysis. Findings suggested that some Grade 9 learners were able to properly construct careers with or without the support of LO teachers. While this was the case for some learners, some learners were not even fully cognisant that they had to finish school prepared to pursue at least one career path. The findings identified structural and local practices in the school environment that seem to impede the effective discharge of career construction activities in schools; that support and prepare learners to build their intended career paths that contribute meaningfully to the economy and help to foster social inclusion. This study, therefore, proposed as a recommendation the School Career Construction Framework so that learners could be guided properly when constructing careers and leave high school or secondary school at least with one career path.D. Phil. (Curriculum Studies, Education)Department of Curriculum and Instructional Studie
Building capacity among Boards of Management: towards effective governance in Kenyan schools
No full textThis thesis draws on mixed methods survey research conducted to examine how capacity among school boards of management can be built and maintained for effective governance of schools in Kenya. This approach allows for the explanatory sequential mixed methods design whereby the researcher gathered quantitative data in phase one of the study, analysed the findings, and then applied the findings to enhance the second qualitative phase. The intention of this approach was to bring forth a more detailed explanation of the preliminary quantitative results using the qualitative data. The study relies on related literature review along with primary data collected through questionnaires (quantitative data) and semi-structured interviews and focus groups (qualitative data). Reliability of the instruments was determined through a test-retest method and a Cronbach Alpha coefficient of at least 0.70 was computed which was considered sufficient for use of the questionnaires in the actual study. The findings of the study were presented in tables and figures. While quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) version 22, qualitative data were analysed using verbatim transcripts. The target population incorporated board members of all 256 public primary schools and 53 public secondary schools in Wajir County, Kenya. Since each school is mandated to have a total of 14 board members, the objective populace for this study was 4326 people. A suitable sample size of 366 respondents was determined through the use of Yamane formula. Thus, the units of analysis were 366 School Boards of Management (SBoM) members for quantitative data as well 16 SBoM chairpersons and 32 headteachers for the qualitative data. These subjects were selected on the basis of inclusion criteria to make them eligible subjects. SBoM members were selected using probability sampling methods for the quantitative data while purposive sampling technique was utilized to select 16 board chairpersons and 32 headteachers as qualitative informants. The researcher undertook to assess whether boards of management in Kenya have the necessary capacity to govern schools and the impact of capacity building initiatives on effective school governance in Kenya. Consequently, the researcher found it necessary to develop a framework and make recommendations regarding the idea of building the capacity of school managers for effective school governance in Kenya. Data collected from respondents provided key insights into the roles, challenges, and capacity-building needs of SBoM in Kenya. The findings indicated that SBoM play a crucial role in school governance, overseeing various aspects such as budget approval, financial management, policy formulation, and community engagement. However, SBoM face numerous challenges, including limited financial resources, inadequate training, political interference, and unequal resource distribution among schools.
Both quantitative and qualitative data revealed that capacity building among SBoM is identified as a multifaceted process involving training workshops, mentorship, and networking opportunities. Key areas of capacity building include financial literacy, strategic planning, policy development, and conflict resolution. The study concludes that while several capacity-building initiatives are in place, there is a need for comprehensive orientation programs for new SBoM members and greater utilization of technology for training and communication. The study concludes that enhancing the skills and knowledge of SBoM members is essential for effective school governance. By addressing the challenges and implementing targeted capacity-building strategies, educational institutions can empower SBoM to govern schools effectively, ultimately contributing to improved educational outcomes for students and the broader school community.D. Phil. (Education Management)Department of Educational Management and Leadershi
Empirical investigation of the effects of trade openness on poverty in South Africa and Lesotho
No full textThe study examined the impact of trade openness on poverty in South Africa and Lesotho separately. The study used the autoregressive distributed lag (ARDL) bounds testing approach with annual data from 1980 to 2019. The study used the consumption-based measure of poverty, measured by consumption expenditure as a target variable of investigation. The study further employed three measures of trade openness, which are sum of trade to GDP, the ratio of exports to GDP, and imports to GDP ratio. The use of three proxies of trade openness allowed the study to check the robustness of the results and to examine the individual effects of exports and imports on poverty. As a contribution to existing literature, the study included a dummy variable for Lesotho to capture the effect of the structural break that occurred from 1990 resulting from retrenchments of Lesotho nationals from South African mines.
The overarching aim of the study is to contribute to the ongoing literature on the extent in which trade openness impacts poverty in South Africa and Lesotho, which are members of the Southern African Customs Union (SACU). The pursuit of the present study, among other things, is motivated by SACU’s mandate highlighting the need to foster sustainable economic growth and development among member countries. Such a mandate is underpinned by a focus on generating employment opportunities and alleviating poverty in the SACU area. The study provides a comparison of how the impact of trade openness on poverty differs between South Africa which is an upper-middle income country and Lesotho which is a lower middle-income country. The comparison also considers if the results differ with different proxies of trade openness.
The results show that for South Africa, in the long run and short run, trade openness does not lead to poverty reduction, irrespective of the proxy used to measure trade openness. Instead, in the long run, trade openness, proxied by the sum of trade to GDP and the ratio of imports to GDP, has a negative effect on poverty. In the short run, the sum of trade/GDP and exports/GDP are both insignificant to poverty while imports/GDP have a negative impact on poverty. For Lesotho, in the long run, sum of trade/GDP is insignificant to poverty while exports/GDP and imports/GDP have a positive effect on poverty. In the short run, the sum of trade/GDP has a positive impact on poverty, exports/GDP have a negative effect on poverty while imports/GDP are insignificant to poverty. The coefficient of the dummy variable is negative and significant in the short run, confirming the evidence of a structural break.
These results suggest that policies adopted in South Africa have not brought significant poverty alleviation. This could be an indication of a situation where policies implemented over the past tend to prevent the poor from benefiting from the gains of trade openness. Based on
the findings, the main recommendation for South Africa is that policymakers could review the policies in place and understand the unintended consequences of each policy on poverty reduction. Policymakers in Lesotho could ensure that they adopt policies that benefit the poor directly. If well implemented, such policies could provide relief that will protect the poor from short term adjustment costs arising from trade openness.
In view of the overall findings, the current study, therefore, recommends that there be a critical review of policies to assess unintended consequences of trade openness that may lead to increased poverty and ensure alignment of policies to overall poverty reduction objectives. In this context, the study recommends that the mechanism of distributing gains from trade be reviewed to ensure that gains from trade openness, such that the returns from trade, including funds from SACU revenue, are invested towards poverty reductionM. Com. (Economics)Economic