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Analysis of rural poverty in South Africa since 1994
Get PDFConsiderable progress has been made globally with regard to the poverty question. The greatest reduction in poverty has been in China where millions have been moved out of poverty and this has been due to China’s impressive economic growth. However, extreme poverty has grown in Sub-Saharan Africa, and it is estimated that over half of those living in extreme poverty live in this region. The main reason for this is the population growth rate of this area which has surpassed the growth in Gross Domestic Product. This pattern is likely to continue into the future especially when the damaging economic effects of the lockdowns following the COVID-19 pandemic are considered.
Poverty rates are not as high in South Africa as they are in the rest of the continent. Considerable progress has been made by the South African Government to address the poverty that is found in the country. Various poverty alleviation policies have been implemented along with the introduction of the social wage. Despite this, a significant number of South Africans still suffer from poverty as they do not have adequate access to services such as healthcare, clean water and sanitation. Poverty has essentially become deeper, more unequal and mostly found in the rural areas of the country. Rural poverty in South Africa was therefore the main focus of this research with an emphasis on how it has changed since 1994. The results of the study will provide greater insight into the rural poverty found in the country. This will allow policymakers to be better informed as to how to address this issue going forward.
A qualitative research methodology which involved a literature review and an investigation using a descriptive-analytical approach was used in the study. Predominantly rural local municipalities (which are those where the rural population represents over 50% of the total) in the provinces of the North West, Limpopo, Mpumalanga, KwaZulu-Natal, and the Eastern Cape were examined. Unidimensional measures of poverty (for example the Gini coefficient) were used in the research. Numerous multidimensional measures of poverty (such as the unemployment rate and life expectancy) were also utilised. The use of these various poverty measures ensured that a more holistic perspective of poverty, and more specifically rural poverty, was provided.
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Findings from the research showed that monetary poverty declined throughout the rural areas of these provinces. Some improvements in multidimensional poverty were also seen such as lowering dependency ratios and increased numbers of residents who had access to education, electricity and own or have paid off their houses. Unfortunately, the data did suggest some worrying trends as well. The Gini coefficient had increased in these areas indicating growing levels of income inequality. Unemployment rates had also grown making it more and more difficult for rural dwellers to find employment. This was probably one of the major reasons for the rural/urban migration and civil unrest which has been seen in the country. A third concern was the poor service delivery with extremely low levels of provision of flush toilets, piped water and weekly refuse removal in the rural areas. There was also very uneven access to services across the predominantly rural local municipalities. The percentage of rural residents with access to electricity and a formal dwelling was much higher than those with access to other basic services such as water. This indicates that while some elements of the rural poverty question have been addressed in South Africa, other elements have not. The South African Government needs to start addressing these particular issues if they want to eradicate rural poverty in the country by 2030.M. Com. (Economics)Colleges of Economic and Management Science
Exploring students' perceptions on effective online tutoring at a distance education institution
No full textOnline or e-tutoring is a component of e-learning that involves teaching in an online setting where the e-tutor provides support to a small group of students, which can increase confidence, improve topic comprehension and develop critical learning skills. To enhance e-tutoring in the Department of Financial Accounting at the University of South Africa, this study examined student perspectives or evaluations on the effectiveness of e-tutoring in a distance learning environment, as well as the challenges encountered during its implementation. The study adopted a quantitative design where online questionnaires were used as data collecting instruments. A total of 3,837 questionnaires were completed by students who indicated their willingness to participate in the study. Statistical Package for Social Sciences (SPSS) was used to analyse the data. The major findings revealed that e-tutoring has enhanced students’ learning options in financial accounting modules, through the provision of assistance and the promotion of interactive classrooms. The study revealed that students expressed a need for increased training for e-tutors to enhance their abilities in supporting academic goals, while technological challenges such as bad internet and internet cost were identified as significant barriers to successful e-tutoring. Recommendations include promoting e-tutoring in higher education institutions to support students’ academic endeavours, providing regular training for e-tutors to handle technical content and overcome technological challenges, and establishing effective communication channels to facilitate student-tutor interactions. These measures aim to improve teaching and learning in the online environment, fostering a supportive and engaging experience for students.College of Accounting Science
The moderating role of the audit committee on internal governance and financial sustainability in local government in Ghana
Get PDFAbstract in English with Zulu and Tswana translationsThe need to enhance the financial sustainability of municipalities cannot be overemphasised. Despite the presence of internal governance mechanisms and the mandate of the Metropolitan, Municipal and District Assemblies (MMDAs) to raise revenue internally, they are still not financially sustainable because their internal revenue collection has not increased from previous years. Therefore, the study aimed to develop and propose a framework that incorporates how audit committee attributes can strengthen the relationship between the board of directors and internal auditors' attributes for MMDAs to be financially sustainable. Arguing from the perspectives of agency and resource dependency theories, data covering the period 2016 - 2020 were collected from the Ghana Auditor-General's report of the 207 MMDAs purposively selected to measure the financial sustainability of MMDAs.
The study used a census balanced panel data design and survey approach to administer 621 structured questionnaires to the chief audit executives, audit committee, and board of directors' chairpersons in the 207 MMDAs. Data collected were analysed using descriptive statistics and partial least-squares structural equation modeling (PLS-SEM). The findings indicated that all the internal governance variables (board size, board independence, board gender diversity, internal auditor independence, internal audit size, internal auditor competence, audit committee meetings, audit committee independence, and audit committee competence) have a direct significant relationship with financial sustainability.
The findings also showed that audit committee meetings moderate the relationship between board size, internal auditor independence, internal auditor competence, and financial sustainability. The findings further showed that audit committee competence moderates the relationship between internal auditor competence and financial sustainability. However, audit committee meetings failed to moderate board independence, board gender diversity, internal audit size, internal audit competence, and financial sustainability significantly. Also, audit committee independence and competence failed to moderate the board of directors and internal audit attributes significantly.
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Based on the findings, the researcher concludes that as part of the processes of reforming the public financial management system and increasing decentralisation in Ghana, this study has proposed a feasible framework. If adopted and implemented, it can improve internal governance mechanisms, and internally generated revenues, which will enhance the financial sustainability of MMDAs.Isidingo sokuthuthukisa ukusimama kwezimali komasipala ngeke kugcizelelwe ngokwedlulele. Nakuba zikhona izindlela zokuphatha zangaphakathi kanye negunya leMihlangano Yezifunda Zomasipala, Umasipala kanye Nezifunda (MMDAs) ukuthi ziqoqe imali ngaphakathi, kodwa abakasimami ngokwezimali ngenxa yokuthi ukuqoqwa kwemali yabo engenayo akunyukanga uma kuqhathaniswa neminyaka edlule. Ngakho-ke, ucwaningo luhlose ukwakha kanye nokuphakamisa uhlaka oluhlanganisa ukuthi izici zekomidi locwaningo mabhuku zingaqinisa kanjani ubudlelwano phakathi kwebhodi labaqondisi kanye nezici zabacwaningi mabhuku bangaphakathi ukuze ama-MMDA akwazi ukusimama ngokwezimali. Ngokuphikisana nemibono yenhlangano kanye nemiqondo yokuncika kwezinsiza, ehlanganisa isikhathi sika-2016 - 2020 yaqoqwa embikweni woMcwaningi Mabhuku Jikelele waseGhana wama-MMDA angama-207 akhethwe ngenhloso ukulinganisa ukusimama kwezezimali kwama-MMDA. Ucwaningo lusebenzise umklamo wemininingwane yeqembu elinganiselwe lokubalwa kwabantu kanye nendlela yocwaningo ukuze kuphathwe uhlu lwemibuzo ehlelekile engama-621 kubaphathi abakhulu bamacwaningi mabhuku, ikomiti lokucwaninga amabhuku, kanye nosihlalo bebhodi labaqondisi kuma-MMDA angama-207. Imininingwane eqoqiwe yahlaziywa kusetshenziswa izibalo ezichazayo kanye nesifanekiso esilinganisela ubudlelwano phakathi kokuguquguquka okucashile (PLS-SEM).
Okutholakele kuveze ukuthi zonke izinto eziguquguqukayo zokuphatha kwangaphakathi (ubukhulu bebhodi, ukuzimela kwebhodi, ukwehluka kobulili bebhodi, ukuzimela komcwaningi mabhuku wangaphakathi, ubukhulu bocwaningo mabhuku lwangaphakathi, ikhono lomcwaningi mabhuku wangaphakathi, imihlangano yekomiti lokucwaninga amabhuku, ukuzimela kwekomiti locwaningo mabhuku kanye nekhono lekomidi lokucwaninga amabhuku) zinobudlelwano obubalulekile obuqondile. ngokusimama kwezezimali. Okutholakele kuphinde kwakhombisa ukuthi imihlangano yekomidi locwaningo mabhuku yengamela ubudlelwano phakathi kobukhulu bebhodi, ukuzimela komcwaningi mabhuku wangaphakathi, ikhono lomcwaningi mabhuku wangaphakathi, kanye nokusimama kwezimali. Okutholakele kuphinde kwakhombisa ukuthi ikhono lekomidi lokucwaningwa kwamabhuku lengamela ubudlelwano phakathi kwekhono lomcwaningi mabhuku wangaphakathi kanye nokusimama kwezimali. Kodwa-ke, imihlangano yekomidi locwaningo mabhuku yehlulekile ukwengamela ukuzimela kwebhodi, ukwehluka kobulili bebhodi, ubukhulu bocwaningo mabhuku lwangaphakathi, ikhono lokucwaninga amabhuku kwangaphakathi, kanye nokusimama kwezimali kakhulu. Futhi, ukuzimela nekhono lekomidi lokucwaninga amabhuku kwehlulekile ukwengamela ibhodi labaqondisi kanye nezici zocwaningo lwangaphakathi. Ngokusekelwe kokutholakele, umcwaningi uphethe ngokuthi njengengxenye yezinqubo zokuguqula uhlelo lokuphathwa kwezimali zikahulumeni kanye nokwandisa ukwabiwa kwezindawo eGhana, lolu cwaningo luphakamise uhlaka olungenzeka. Uma lwamukelwe futhi lwasetshenziswa, lungathuthukisa izindlela zokuphatha zangaphakathi, kanye nemali engenayo etholwa ngaphakathi, okuzothuthukisa ukusimama kwezezimali kwama-MMDA.Tlhokego ya go tokafatsa tsweledisego ya ditšhelete ya bommasepala e botlhokwa thata. Le mororo go na le mekgwatiriso ya ka fa gare ya taolo le taolelo ya Dikokoanotheomolao tsa Mmasepala wa ditoropokgolo, Mmasepala wa ditoropo le Mmasepala wa dikgaolo (di-MMDA) go oketsa lotseno la ka fa gare, ditšhelete tsa tsone di sa ntse di sa tsweledisege ka ntlha ya gore kgobokanyo ya tsone ya lotseno la ka fa gare ga e a oketsega dingwageng tse di fetileng. Ka ga jalo, thutopatlisiso e ikaelela go tlhama le go tshitsinya letlhomeso le le tsenyeletsang tsela e dipharologantsho tsa komiti ya boruni di ka tiisang ka gone kamano fa gare ga boto ya bakaedi le dipharologantsho tsa moruni wa ka fa gare go dira gore ditšhelete tsa di-MMDA di tsweledisege. Mabaka a neelwa go lebilwe tiori e e ka ga kamano ya batho ba ba mo taolong le tsamaiso ya setheo le ditiori tse di tsepamisang mo go ikaegeng ga setheo se se rileng ka setheo se sengwe go bona metswedithuso ya sone, deitha e e akaretsang paka ya 2016 - 2020 e kgobokantswe go tswa mo pegelong ya Moruni-Kakaretso wa kwa Ghana ya di-MMDA di le 207 tse di tlhophilweng ka lebaka la go lekanyetsa tsweledisego ya ditšhelete ya di-MMDA. Thutopatlisiso e dirisitse tsela ya go lebelela batsayakarolo botlhe ka nako e le nngwe le mokgwatiriso wa go kgobokanya deitha ka go botsa batho dipotso tse di amanang le tlhotlhomiso go tsamaisa dipotsolotso tse di kgobokanyang deitha di le 621 mo bakhuduthamageng-bagolo ba boruni, komiti ya boruni, le badulasetilo ba boto ya bakaedi mo di-MMDA di le 207. Deitha e e kgobokantsweng e sekasekilwe ka go dirisa dipalopalo tse di sobokanyang le go tlhalosa deitha le mokgwa o o dirisiwang go fopholetsa kamano e e raraaneng fa gare ga dipharologantsho tse di farologaneng (PLS-SEM).
Diphitlhelelo di kaile gore dipharologantsho tsotlhe tsa taolo ya ka fa gare (bogolo jwa boto, boikemedi jwa boto, go akarediwa ga bong jo bo farologaneng mo botong, boikemedi jwa moruni wa ka fa gare, bogolo jwa boruni jwa ka fa gare, bokgoni jwa moruni wa ka fa gare, dikopano tsa komiti ya boruni, boikemedi jwa komiti ya boruni, le bokgoni jwa komiti ya boruni) di na le kamano ka tlhamalalo le tsweledisego ya ditšhelete tsa setheo. Gape diphitlhelelo di bontshitse gore dikopano tsa komiti ya boruni di lekanyetsa kamano fa gare ga bogolo jwa boto, boikemedi jwa moruni wa ka fa gare, bokgoni jwa moruni wa ka fa gare, le tsweledisego ya ditšhelete tsa setheo. Diphitlhelelo di bontsha go ya pele gore bokgoni jwa komiti ya boruni bo lekanyetsa kamano fa gare ga bokgoni jwa moruni wa ka fa gare le tsweledisego ya ditšhelete tsa setheo. Le fa go ntse jalo, dikopano tsa komiti ya boruni di paletswe ke go lekanyetsa boikemedi jwa boto, go akarediwa ga bong jo bo farologaneng mo botong, bogolo jwa boruni jwa ka fa gare, bokgoni jwa boruni jwa ka fa gare, le tsweledisego ya ditšhelete tsa setheo mo go bonalang. Gape, boikemedi le bokgoni jwa komiti ya boruni bo paletswe ke go lekanyetsa dipharologantsho tsa boto ya bakaedi le tsa boruni jwa ka fa gare mo go bonalang. Go ya ka diphitlhelelo, motlhotlhomisi o swetsa ka gore jaaka karolo ya ditirego tsa go tokafatsa mokgwatsamaiso wa taolo ya ditšhelete tsa puso le go oketsa go anamisiwa ga taolo ya bothati-gare go dikarolwana tse dingwe kwa Ghana, thutopatlisiso eno e tshitsintse letlhomeso le le ka dirisiwang bonolo. Fa le ka amogelwa le go tsenngwa tirisong, le ka tokafatsa mekgwatiriso ya taolo ya ka fa gare, le lotseno le le dirilweng ka fa gare, moo go tla oketsang tsweledisego ya ditšhelete ya di-MMDA.D. Phil. (Accounting Sciences)College of Accounting Science
A comparative analysis of the right to adequate housing in the Zimbabwean Declaration of Rights and South African Bill of Rights
No full textNo indication of degreeThe right to adequate housing is of fundamental importance, closely linked to the accessing, enjoyment of other economic, social and cultural rights. This consists of the individual’s right to dignified standard of living for themselves, their family and continuous improvement of living conditions. This right, like any other human right, it is universal, inalienable, indivisible and interdependent. It is interlinked to the right to life, human dignity and the right to be protected against deprivation of property is threatened where people are forced out of their homes using unwarranted force. In this work the writer used both quantitative and qualitative analysis and being a comparative analysis of the right to adequate housing through South African Constitution Bill of Rights which guarantees every person not to be evicted arbitrary as compared to Zimbabwean Constitution where there is a gap which gives no express provision for the right to adequate housing.Public, Constitutional, and International La
Research Methodology Demystified
Get PDFResearch methodology is a theoretically grounded, well-articulated approach to data generation. It alludes to the research and evaluation of data generation methods. People’s decision about research methodologies is influenced by their "strategy, plan of action, process, or design" (Crotty, 2020). It is focused on the topic of how a specific research project should be carried out. It assists the researcher in determining the kind of data needed for a study and the most suitable data-gathering methods to achieve that study's objectives. The methodological query prompts the researcher to inquire about the best way to study the world. The primary objective of research methodology is to ensure that the research is conducted rigorously, logically, and reliably, allowing for the generation of valid and credible results. Research methodology has components that can be associated with those of a tree. Study figure 1 to understand the research methodology from a paradigm perspective.Early Childhood Educatio
Perceptions of organizational justice in the application of performance management systems in the Department of Trade, Industry and Competition in the public sector in South Africa
No full textConcerns about the Performance Management and Development System's (also known as the PMDS) implementation are prevalent throughout the South African public service. In certain cases, the distribution of the PMDS bonuses has led to discontent, low staff morale, and outright fighting. Due to the loss of knowledgeable and talented workers, the institutional memory of the Department of Trade, Industry, and Competition (hereinafter referred to as the DTIC) is also lost. A human resource gap results from the staff attrition that follows. The study's goal was to discover how DTIC staff members felt about the way the PMDS is conducted in the department.
Three senior managers, six middle managers, three junior managers and four team assistants participated in the study. A total of sixteen DTIC staff members participated in semi-structured one-on-one interviews with the purpose of gathering qualitative data. A purposive sampling approach was used to choose the respondents. Twelve categories, nineteen subcategories, and five key themes were discovered and addressed. The results of this study show that the way in which PMDS evaluations are carried out is inconsistent and does not conform to the DPSA's PMDS policy. However, it was discovered that the DTIC's annual performance evaluations continued to be based on the PMDS Policy Framework.M. Com. (Business Management)Business Managemen
The possibilities of mobile learning for adult learners in the Adult Basic Education and Training sector in South Africa
Get PDFAbstracts in English, Afrikaans and SetswanaThe use of technologies, mobile devices and applications in teaching and learning is gaining momentum worldwide, especially following the COVID-19 pandemic. Mobile learning (m-learning) is a form of distance learning and a subset of e-learning and flexible learning. It has significance for the development of both individual adult learners and countries, with immediate access to information and knowledge being counted among its advantages. M-learning has the potential to enhance adult learners’ thinking collaboration, promote deep learning, and support teaching and learning on any mobile device at any location and at any time. Furthermore, m-learning has the capacity to provide an alternative way of teaching and learning for adult learners or provide opportunities for blended learning. Despite the benefits of m-learning for adult learners, public ABET centres in South Africa have not formally adopted mobile devices in teaching and learning, and adult learners and their teachers are not yet compelled to integrate technology as a means to improve their andragogic activities.
Consequently, this research study was conducted to explore the possibilities of m-learning for adult learners in the ABET sector in South Africa and to find out whether and how mobile technologies can promote m-learning and empower adult learners. The research study was supported by the FRAME model and the principles of andragogy and ubuntu. The FRAME model is based on the notion of learners being able to access information where and when they need it; in the process, adult learners can self-manage their learning in a communal way that promotes respect and unselfishness. An interpretivist/constructivist paradigm was used for the study, for which the qualitative research approach was followed, and data collection methods included individual semi-structured and focus group interviews. A purposive sampling method was used to select adult learner and teacher participants, and thematic analysis was used to analyse data. The research findings indicate that m-learning could be used to a greater degree as an alternative approach to teaching and learning for adult learners. Most participants indicated their preference for m-learning, with the few who cited the disadvantages of m-learning listing features such as small screens and keys, limited memory, and the distractive nature of mobile devices. Also mentioned was the potential for the digital divide to widen between adult learners able to afford mobile devices and those unable to do so; the digital divide therefore can potentially disrupt teaching and learning processes. Further it was found that m-learning was preferred as a means to support face-to-face learning, thus contributing to a blended learning approach. To assist in the possible adoption of m-learning, it was recommended that mobile technologies and related resources be made available to adult learners and teachers and that training be provided on how to use them. It was also recommended that ABET centres offer academic learning and skills development programmes and use mobile devices to support the process. Due to the limitations of the study, private ABET centres and adult learners with disabilities were not included among the participants, and this could give rise to recommendations for further research. Based on the guidelines derived from the research findings, this research study makes a unique contribution in suggesting that there is a need for m-learning in the ABET sector, where the integration of mobile devices in teaching and learning is necessary, with due acknowledgement of both the advantages and disadvantages of m-learning. There is also a need to make mobile devices, relevant applications and social media available in the ABET sector. Once mobile technologies are available, adult learners and teachers require training in how to use them in skills development programmes that need to be offered at all ABET levels.Die gebruik van tegnologieë, mobiele toestelle en toepassings in onderrig en leer kry wêreldwyd momentum, veral ná die COVID-19-pandemie. Mobiele leer (m-leer) is ’n vorm van afstandsonderrig en ’n subversameling van e-leer en buigsame leer. Dit het belang vir die ontwikkeling van beide individuele volwasse leerders en lande, met onmiddellike toegang tot inligting en kennis wat as voordele daarvan beskou word. M-leer het die potensiaal om die samewerking van volwasse leerders se denke te verbeter, diep leer te bevorder, en onderrig en leer op enige mobiele toestel op enige plek en enige tyd te ondersteun. Boonop het m-leer die vermoë om ’n alternatiewe manier van onderrig en leer vir volwasse leerders te verskaf of geleenthede vir gemengde leer te bied. Ten spyte van die voordele van m-leer vir volwasse leerders, het openbare BOOV-sentrums in Suid-Afrika nie formeel mobiele toestelle in onderrig en leer aangeneem nie, en is volwasse leerders en hulle onderwysers nog nie verplig om tegnologie te integreer as ’n manier om hulle androgogiese bedrywighede te verbeter nie.
Gevolglik is hierdie navorsingstudie uitgevoer om die moontlikhede van m-leer vir volwasse leerders in die BOOV-sektor in Suid-Afrika te ondersoek en om uit te vind of en hoe mobiele tegnologieë m-leer kan bevorder en volwasse leerders kan bemagtig. Die navorsingstudie is ondersteun deur die FRAME (fokus, bereik, vra, modelleer en aanmoedig) -model en die beginsels van androgogie en ubuntu. Die FRAME-model is gebaseer op die idee dat leerders toegang tot inligting kan verkry waar en wanneer hulle dit benodig; in die proses kan volwasse leerders hulle leer self bestuur op ’n gemeenskaplike manier wat respek en onselfsugtigheid bevorder. ’n Interpretivistiese/konstruktivistiese paradigma is vir die studie gebruik, waarvoor die kwalitatiewe navorsingsbenadering gevolg is, en data-insamelingsmetodes het individuele semi-gestruktureerde en fokusgroeponderhoude ingesluit. ’n Doelgerigte steekproefmetode is gebruik om volwasse leerder- en onderwyserdeelnemers te selekteer, en tematiese ontleding is gebruik om data te ontleed. Die navorsingsbevindinge dui daarop dat m-leer in ’n groter mate as ’n alternatiewe benadering tot onderrig en leer vir volwasse leerders gebruik kan word. Die meeste deelnemers het hulle voorkeur vir m-leer aangedui, terwyl min deelnemers die nadele van m-leer en eienskappe soos klein skerms en sleutels, beperkte geheue en die afleidende aard van mobiele toestelle genoem het. Ook genoem is die potensiaal vir die digitale kloof om groter te word tussen volwasse leerders wat mobiele toestelle kan bekostig en diegene wat dit nie kan doen nie; die digitale kloof kan dus potensieel onderrig- en leerprosesse ontwrig. Daar is ook gevind dat m-leer verkies word as ’n manier om aangesig-tot-aangesig-leer te ondersteun, en
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sodoende bydra tot ’n gemengdeleerbenadering. Om te help met die moontlike aanvaarding van m-leer is aanbeveel dat mobiele tegnologieë en verwante hulpbronne aan leerders en onderwysers beskikbaar gestel word en dat opleiding verskaf word oor hoe om dit te gebruik. Daar is ook aanbeveel dat BOOV-sentrums akademiese leer- en vaardigheidsontwikkelingsprogramme aanbied en mobiele toestelle gebruik om die proses te ondersteun. As gevolg van die beperkings van die studie, is private BOOV-sentrums en volwasse leerders met gestremdhede nie onder die deelnemers ingesluit nie, en dit kan aanleiding gee tot aanbevelings vir verdere navorsing. Gebaseer op die riglyne wat uit die navorsingsbevindinge verkry is, lewer hierdie navorsingstudie ’n unieke bydrae deur te suggereer dat daar ’n behoefte is aan m-leer in die BOOV-sektor, waar die integrasie van mobiele toestelle in onderrig en leer nodig is, met die nodige erkenning van beide die voordele en nadele van m-leer. Daar is ook ’n behoefte om mobiele toestelle, relevante toepassings en sosiale media in die BOOV-sektor beskikbaar te stel. Sodra mobiele tegnologieë beskikbaar is, benodig volwasse leerders en onderwysers opleiding in hoe om dit te gebruik in vaardigheidsontwikkelingsprogramme wat op alle BOOV-vlakke aangebied word.Tiriso ya dithekenoloji, diselefounu le mananeotiriso a khomphiutha go ruta le go ithuta e oketsega ka bonako mo lefatsheng ka bophara, segolo bogolo morago ga leroborobo la COVID-19. Go ithuta ka tiriso ya selefounu ke mokgwa wa go ithuta o le kgakala e bile ke karolwana ya go ithuta ka tiriso ya inthanete gape le go ithuta gore o kgone go fetola mokgwa wa go ithuta go tshwanela seemo se se rileng. Go na le bokao jwa tokafatso ya barutwana ba bagolo ka nosi le ya dinaga, mme bokgoni jwa go fitlhelela tshedimosetso le kitso ka gangwe bo balelwa mo mesoleng ya yone. Go ithuta ka tiriso ya selefounu go na le bokgoni jwa go oketsa go akanya ga barutwana ba bagolo ka go dirisana le ba bangwe, go thusa go ithuta mo go tseneletseng, le go tshegetsa go ruta le go ithuta mo selefounung nngwe le nngwe le mo lefelong lengwe le lengwe le ka nako nngwe le nngwe. Mo godimo ga moo, go ithuta ka tiriso ya selefounu go na le bokgoni jwa go neela mokgwa o mongwe wa go ruta le go ithuta mo barutwaneng ba bagolo kgotsa go neela ditšhono tsa go tswakanya go ithuta ka tiriso ya inthanete le go ithuta go go tlwaelegileng go go direlwang mo phaposiborutelong. Le mororo go na le mesola ya go ithuta ka tiriso ya selefounu mo barutwaneng ba bagolo, mafelo a puso a ABET mo Aforika Borwa ga a amogela semmuso diselefounu mo go ruteng le go ithuta, mme barutwana ba bagolo le barutabana ba bone ga ba ise ba patelesege go kopanya thekenoloji jaaka tsela ya go tokafatsa ditirwana tsa bone tse di fatlhosang barutwana ba bagolo.
Kwa bokhutlong, thutopatlisiso eno e diretswe go sekaseka dikgonagalo tsa go ithuta ka tiriso ya selefounu mo barutwaneng ba bagolo mo lephateng la ABET mo Aforika Borwa le go batla tshedimosetso ya gore a mme dithekenoloji tsa selefounu di ka thusa go ithuta ka tiriso ya selefounu le go maatlafatsa barutwana ba bagolo, le gore di ka dira seno jang. Thutopatlisiso e tshegeditswe ka sekao sa MATLHOMESO le melawanatheo ya go fatlhosa barutwana ba bagolo le ya ubuntu. Sekao sa MATLHOMESO se ikaegile ka kakanyo ya go nna le bokgoni ga baithuti jwa go fitlhelela tshedimosetso kwa ba e tlhokang teng le ka nako e ba e tlhokang ka yone; fa ba ntse ba tsweletse, barutwana ba bagolo ba ka laola go ithuta ga bone ka go dirisana le barutwanammogo go go rotloetsang tlotlo le go dira kwa ntle ga boitebo. Go dirisiwa sekao se motlhotlhomisi o sekasekang deitha mo tlhotlhomisong kgotsa sekao se motlhotlhomisi o agang kitso e e rileng go tswa mo deitheng ya mo thutopatlisisong, mo go sone go latetswe mokgwa wa go botsa batsayakarolo ba thutopatlisiso dipotso ka ga dikakanyo le maitemogelo a bone, mme mekgwa ya kgobokanyo ya deitha e ne e akaretsa dipotsolotso tse motho ka nosi o bodiwang dipotso tse di se nang dikarabo tse di rileng le tse go bodiwang batsayakarolo ba setlhopha dipotso go batla tshedimosetso e e farologaneng. Go dirisitswe mokgwa wa go tlhopha batsayakarolo go ya ka bokgoni jwa bone fa go tlhophiwa batsayakarolo barutwana ba bagolo le barutabana, mme go dirisitswe tshekatsheko e batlhotlhomisi ba rulaganyang le go sekaseka dideithasete tse di raraaneng go sekaseka deitha. Diphitlhelelo tsa tlhotlhomiso di kaya gore go ithuta ka go dirisa selefounu go ka dirisiwa segolo bogolo jaaka mokgwa o mongwe wa go ruta le go ithuta mo barutwaneng ba bagolo. Batsayakarolo ba bantsi ba kaile se ba se ratang ka go ithuta ka tiriso ya selefounu, ba le mmalwa ba umakile masula a lenaane la dilo tse di kgonang go dirwa ka go ithuta ka selefounu tse di jaaka disekherine le dikhii (dikonopo) tse dinnyane, memori o o lekanyeditsweng, le go tshwenya ga diselefounu. Se se umakilweng gape ke kgonagalo ya go oketsega ga palo e e sa lekalekaneng fa gare ga barutwana ba bagolo ba ba kgonang le ba ba sa kgoneng go reka diselefounu tse ka tsone ba ka fitlhelelang dikhomphiutha le inthanete; ka jalo palo e e sa lekalekaneng fa gare ga ba ba kgonang le ba ba sa kgoneng go fitlhelela dikhomphiutha le inthanete e ka kgoreletsa ditirego tsa go ruta le go ithuta. Go lemogilwe go ya pele gore go ratiwa go ithuta ka selefounu jaaka tsela ya go tshegetsa go ithuta go go tlwaelegileng go go direlwang mo phaposiborutelong, mme ka jalo go na le seabe mo molebong wa go tswakanya go ithuta ka go dirisa inthanete le go ithutela mo phaposiborutelong. Go thusa mo kamogelong e e ka nnang teng ya go ithuta ka go dirisa selefounu, go atlanegisitswe gore go nne le dithekenoloji tsa selefounu le ditlamelwana tse di amanang le tsone mo barutwaneng ba bagolo le barutabana le gore go neelwe tshedimosetso ya gore di dirisiwa jang. Go atlanegisitswe gape gore mafelo a ABET a neele mananeo a tokafatso ya thuto le a tokafatso ya bokgoni mme a dirise diselefounu go tshegetsa tirego eno. Ka ntlha ya ditekanyetso tsa thutopatlisiso, mafelo a poraefete a ABET le barutwana ba bagolo ba ba nang le bogole ga ba akarediwa mo batsayakarolong, mme seno se ka feleletsa se dirile gore go dirwe dikatlenegiso tsa go dira tlhotlhomiso go ya pele. Go ya ka dikaedi tse di tshotsweng mo diphitlhelelong tsa tlhotlhomiso, thutopatlisiso eno e na le seabe se se kgethegileng mo go tshitsinyeng gore go na le tlhokego ya go ithuta ka tiriso ya selefounu mo lephateng la ABET, moo go tlhokegang go tsenyeletsa diselefounu mo go ruteng le go ithuta, ka kamogelo ya mesola le masula ka bobedi a go ithuta ka tiriso ya selefounu. Gape go na le tlhokego ya go dira gore go nne le diselefounu, mananeotiriso a khomphiutha a a maleba le maraanyane a boitapoloso mo lephateng la ABET. Fa dithekenoloji tsa selefounu di le teng, barutwana ba bagolo le barutabana ba tlhoka katiso le thupelelo ya gore ba di dirise jang mo mananeong a tokafatso ya bokgoni a a tlhokang go neelwa mo maemong otlhe a ABET.D. Phil. (Education (Open Distance Learning))Educational Studie
A qualitative exploration of forensic pathology service staff perceptions of the implementation barriers and facilitators of manual- and electronic injury mortality surveillance system methods in South Africa
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Background
Injury mortality surveillance systems are critical to monitor changes in a population’s injury outcomes so that relevant injury prevention responses may be adopted. This is particularly the case in South Africa, where the injury burden is nearly twice the global rate. Regular evaluations of surveillance systems are pivotal to strengthening surveillance capacity, performance, and cost effectiveness. The National Injury Mortality Surveillance System (NIMSS) is an injury mortality surveillance system that is currently focused in Mpumalanga and utilises manual and electronic web-based systems for data collection. This study explored Forensic Pathology Service (FPS) staff perceptions of the implementation barriers and facilitators of manual- and electronic injury mortality surveillance system methods.
Methods
A qualitative study was employed using purposive sampling. Forty-seven participants, aged 29 to 59 years comprising 31 males and 16 females were recruited across 21 FPS facilities that serve the province. The formative evaluation occurred over the November 2019 to November 2022 period. Twelve focus group discussions were thematically analysed to determine emerging themes and patterns related to the use of the system using the WHO surveillance system guidelines as a framework.
Results
The key themes concerning the barriers and facilitators were located along WHO attributes of simplicity, acceptability, timeliness, flexibility, data quality and stability. Distinctions between the manual and e-surveillance systems were drawn upon across the attributes highlighting their experience with the system, user preference, and its contextual relevance. With Mpumalanga predominantly rural, internet connectivity was a common issue, with most participants consequently showing a preference for the manual system, even though the electronic system’s automated internal validation process was of benefit. The data quality however remained similar for both methods. With program stability and flexibility, the manual system proved more beneficial as the dataset was reported to be easily transferrable across computer devices.
Conclusion
Obtaining FPS perceptions of their experiences with the system methodologies are pertinent for the enhancement of injury surveillance systems so to improve prospective engagements with the systems. This will facilitate timely and accurate injury mortality information which is vital to inform public policy, and injury control and prevention responses
Search for periodic signals in the dielectron and diphoton invariant mass spectra using 139 fb−1 of pp collisions at s = 13 TeV with the ATLAS detector
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A search for physics beyond the Standard Model inducing periodic signals in the dielectron and diphoton invariant mass spectra is presented using 139 fb−1 of
s
= 13 TeV pp collision data collected by the ATLAS experiment at the LHC. Novel search techniques based on continuous wavelet transforms are used to infer the frequency of periodic signals from the invariant mass spectra and neural network classifiers are used to enhance the sensitivity to periodic resonances. In the absence of a signal, exclusion limits are placed at the 95% confidence level in the two-dimensional parameter space of the clockwork gravity model. Model-independent searches for deviations from the background-only hypothesis are also performed
An assessment of recapitalising a post-settlement support programme in South Africa : the case of Gert Sibande and Ehlanzeni, Mpumalanga
Get PDFAttempts to redress the dispossession of native South Africans from their land by colonialists have had many setbacks mainly as a result of inadequate post-settlement support to beneficiary farmers. Despite the implementation of various land reform programmes since 1994 as instruments for addressing land injustice, promoting land utilisation, and combating other land-related problems, there is compelling evidence of land inequality, rising poverty levels, land agitation and farm battles. Given the importance of post-settlement support and the crucial role of land reform in the South African economy, the research objective was to use the human security theoretical standpoint to critically examine the implementation of the Recapitalisation and Development Programme (RADP, also known as RECAP) introduced in 2009 through the lived experiences of beneficiaries in Gert Sibande and Ehlanzeni in the Mpumalanga province.
The qualitative study was carried out via telephone interviews with thirty participants selected through purposive and snowball sampling techniques. The findings indicate that the RADP has empowered beneficiary farmers to become independent; however, the objective to transform them into commercial farmers is still a work-in-progress. The findings highlight the importance of the programme in addressing challenges such as inadequate funding, lack of coordination among stakeholders and insufficient technical expertise, coupled with the need for constant monitoring and evaluation. The persistent problems with the unsuccessful implementation of land reform projects are partly due to an entitlement mentality on the part of the farmers and negligence on the part of the government. This has had negative impacts on the transformation of both the farmers and the agricultural sector. Furthermore, injecting income into each new land reform programme without changing the mindsets of farmers is futile. The thesis concludes that it is vital for the government to invest more efforts into achieving its objectives, as the RADP can provide the necessary resources and support to help beneficiaries make their land productive and improve their livelihoods.Miringeto ya ku lulamisa ku tekeriwa misava ya vona ka Maafrika-Dzongaxidzi hi vakoloni yi vile na swiphiqo swo tala ngopfungopfu hikwalaho ka nseketelo wa le ndzhaku ka ku hakeriwa wo ka wu nga enelangi eka van’wamapurasi va vavuyeriwa. Hambileswi ku veke na ku simekiwa ka minongoloko ya mpfuxeto wa misava yo hambanahambana kusukela hi 1994 tanihi switirho swa ku tirhana na nkavululami wa misava, ku kondletela ntirhiso wa misava na ku hungutiwa ka swiphiqo leswi fambelanaka na misava, ku na vumbhoni byo khorwisa bya nkandzingano wa misava, tilevhele ta vusweti leti tlakukaka, nkantshamiseko wa misava na tinyimpi ta mapurasi. Loko ku tekeriwa enhlokweni nseketelo wa le ndzhaku ka ku hakeriwa na xiave xa nkoka swonghasi xa mpfuxeto wa misava eka ikhonomi ya Afrika-Dzonga, xikongomelo xa ndzavisiso a ku ri ku tirhisa xiyimo xa xithiyori ya nhlayiseko wa vanhu ku kambela hi ndlela ya vukhensivusoli nsimeko wa Nongoloko wa ku Nyika Timali hi Vuntshwa na Nhluvukiso (RADP, lowu tlhelaka wu tiveka tanihi RECAP) lowu tivisiweke hi 2009 hi ku tirhisa mitokoto leyi hanyiweke ya vavuyeriwa eGert Sibande na Ehlanzeni eka xifundzakulu xa Mpumalanga.
Ndzavisiso wa risima wu endlwile hi ku tirhisa tiinthavhiyu ta tiqingho na 30 wa vatekaxiave lava hlawuriweke hi ku tirhisa tithekiniki ta masampulelo ya xikongomelo na yo landzelerisa lava bumabumeriweke. Swikumiwa swi komba leswaku RADP yi havexerisile matimba van'wamapurasi va vavuyeriwa ku va va va lava tiyimelaka; hambiswiritano, xikongomelo xa ku va cinca va va van'wamapurasi va xibindzu ka ha ri ntirho lowu yaka emahlweni. Swikumiwa swi kombisa nkoka wa nongoloko lowu eka ku tirhana na mitlhontlho yo tanihi ku nyikiwa ka timali loku nga enelangiki, mpfumaleko wa ntirhisano exikarhi ka vakhomaxiave na vutivikulu bya xithekiniki, swi katsana na xidingo xa ku vuvekatihlo bya nkarhi hinkwawo na nkambelo. Swiphiqo leswi phikelelaka hi nsimeko lowu nga humeleriki wa tiphurojeke ta mpfuxeto wa misava hi xiphemu swi hikwalaho ka miehleketo yo tivula ku va va ri na mfanelo eka xiphemu xa van'wamapurasi na vusopfa eka xiphemu xa mfumo. Leswi swi vile na mikhumbo yo homboloka eka ncinco wa havumbirhi bya van'wamapurasi na sekitara ya vurimi. Ku yisa emahlweni, ku nyika malinghena eka nongoloko wa mpfuxeto wa
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misava lowuntshwa ku ri hava ku cinca ka maehleketelelo ya van'wamapurasi a swi na mbuyelo. Thesisi leyi yi na mahetelelo ya leswaku i swa nkoka swonghasi eka mfumo ku vekisa matshalatshala yo tala eka ku fikelela swikongomelo swa wona, tanihileswi RADP yi nga nyikaka swipfuno leswi lavekaka swonghasi na nseketelo ku pfuna vavuyeriwa ku endla misava ya vona yi humesa ntshovelo na ku antswisa vutihanyisi bya vona.Ndingedzo dza u lulamisa u pfuluswa ha vhadzulapo vha Afrika Tshipembe kha mavu avho nga vhakoloni dzo vha na zwithithisi zwinzhi zwo bveledzwaho nga u sa vha na thikhedzo yo eḓanaho nga murahu ha u tendelana kha vha vhuelwa vha vhorabulasi. Nga nnḓani ha ha u shumiswa ha mbekanyamushumo dzo fhambanaho dza mbuedzedzo ya mavu u bva 1994 sa tshishumiswa tsha u lulamisa u sa lingana ha mavu, u ṱuṱuwedza u shumiswa ha mavu na u lwa na dziṅwe thaidzo dzi elanaho na mavu, hu na vhuṱanzi vhune ha khou kombetshedza u sa lingana ha mavu, u gonya ha ḽeveḽe ya vhushai, khakhathi dza zwa mavu na na nndwa dza bulasini. Ho ṋetshedzwa ndeme ya thikhedzo ya nga murahu ha u tendelana na mushumo muhulwane wa mbuedzedzo ya mavu kha ikonomi ya AfrikaTshipembe, tshipikwa tsha ṱhoḓisiso ho vha u shumisa vhuimo ha thiori ya tsireledzo ya muthu u ṱola ndeme ya kushumisela kwa Mbekanyamushumo ya Nyengedzedzo ya khephithala na Mveledziso (RADP, i dovha ya ḓivhea nga u pfi RECAP) yo ḓivhadzwaho nga 2009 nga kha tshenzhemo ire hone ya vhavhuelwa ngei Gert Sibande na Ehlanzeni ngei vunduni ḽa Mpumalanga.
Ngudo ya khwaḽithathethivi yo itwa nga kha inthaviwu ya luṱingo na vhadzheneli vha 30 vho nangwaho nga kha thekhiniki ya tsumbonanguludzwa hu na zwo sedzwaho khazwo na u livhiswa nga muṅwe mudzheneli. Mawanwa a sumbedza uri RADP yo maanḓafhadza vhorabulasi vha vha vhuelwa u swika hune vha ḓiimisa nga vhoṱhe, naho zwo ralo, tshipikwa tsha u vha shandukisa u vha vhorabulasi vha mbambadzo u kha ḓi vha mushumo u re kati. Mawanwa o ombedzela ndeme ya mbekanyamushumo kha u amba nga ha khaedu dzi ngaho sa ṱhahelelo ya ndambedzo, u sa vha na tshumisano vhukati ha vhadzhiamukovhe na ṱhahelelo ya vhomakone vha zwa thekiniki, zwo ṱangana na ṱhoḓea ya u dzulela u ṱola na u linga. Thaidzo ine ya khou bvela phanḓa na u sa bvela phanḓa ha u shumiswa ha thandela dza mbuedzedzo ya mavu zwi khou vha hone nga nṱhani ha kuhumbulele kwa vhuṋe kha tshipiḓa tsha vhorabulasi na u litshedzela kha tshipiḓa tsha muvhuso. Hezwi zwi na masiandaitwa a si a vhuḓi kha tshanduko ya vhuvhili havho vhorabulasi na sekithara ya vhulimi. U i sa phanḓa, u ḓadzisa mbuelo kha mbekanyamushumo iṅwe na iṅwe ntswa ya mbuedzedzo ya mavu hu si na u shandukisa kuhumbulele kwa vhorabulasi ndi ḽifhedzi. Thesisi yo pendela
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ngauri ndi zwa ndeme kha muvhuso u bindudza hunzhi kha u swikelela zwipikwa zwawo, sa musi RADP i tshi kona u ṋetshedza zwiko zwo teaho na thikhedzo u thusa vhavhuelwa uri mavu avho a bveledziswe na u khwinisa matshilo avho.D. Phil. (Development Studies)Development Studie