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The lived experiences of black African cisgender lesbian women residing in South African townships
No full textAbstract in English, Zulu and TswanaThis research endeavoured to uncover the intricate psychosocial experiences of Black African cisgender lesbian women in South African townships. In addition to the challenges associated with their sexual orientation, these women navigate intersecting issues of race, gender, and socio-economic disenfranchisement. Their diverse challenges encompass sexual and gender-based violence, unemployment, poverty, lack of safety, and insecurity, which are compounded by the constraints of rigid hetero-cisnormative communities. This study explored the strategies employed by the participants to resist stigma, assert their identities, and foster resilience amid these adversities. Drawing on social constructionism, ecosystemic theory, Crenshaw’s theory of intersectionality, this qualitative study used a narrative research approach to centre the participants’ lived experiences. Targeting Black African cisgender lesbian women, the study employed purposive sampling to recruit eight participants, aged 24 to 40, from five townships in Gauteng, South Africa. Narrative semi-structured interviews facilitated a rich exploration of their personal stories, while hermeneutic data analysis provided an interpretive framework to examine the contextual and emotional complexities of their narratives. The findings illuminated the participants’ resilience and agency, the complex interplay of vulnerability and systemic oppression, and the strategies employed to navigate these challenges. Key themes that emerged included identity and self-concept, sexuality and relationships, discrimination and homophobia, and pathways to empowerment, with a focus on fostering safer, more inclusive environments for Black African cisgender lesbian women in township communities. The participants emphasised the importance of familial, romantic, and community support, alongside the need for educational workshops and policy reforms to dismantle stereotypes and promote inclusivity in healthcare, education, and community leadership. This study addresses a critical gap in research on Black African cisgender lesbian women in township contexts and enriches scholarship on same-sex relationships and gender-nonconforming identities in the broader African context. It highlights the need for systemic reform, targeted education, and advocacy to promote equality, affirming spaces, and social justice for marginalised identities.Lolu cwaningo luhlolisise izipiliyoni eziyinkimbinkimbi ezingokwengqondo nezokuhlalisana kwabantu abesifazane Abamnyama base-Afrika abaziwa njengama cisgender (umuntu ozalwa nobulili ahambisana nabo ngokomqondo nangokuziphatha) lesbian (abesifazane abathandana nabanye abesifazane) abahlala malokishini aseNingizimu Afrika. Ngaphezu kwezinkinga ezihambisana nobunikazi babo bezocansi, laba besifazane babhekana nezinkinga ezihlanganayo zobuhlanga, ubulili, kanye nokudunyelwa emphakathini ngenxa yokungabi namathuba kwezomnotho. Izinkinga zabo ezahlukene zihlanganisa udlame olubhekiswe ocansini nasebulilini, ukungabi namisebenzi, ububha, ukungaphepheki, kanye nokungavikeleki, okubangelwa izidingo zokuhlala emphakathini olawulwa izimiso eziqinile zobuhlobo nobulili obujwayelekile (hetero-cisnormative).Ucwaningo luhlolisise amasu asetshenziswa abahlanganyeli ukulwa nokudunyelwa, ukuqinisa ubunikazi babo, nokwakha amandla okubekezela phakathi kwalezi zinkinga. Lusebenzise izimiso zeSocial Constructionism, i-Ecosystemic Theory, ithiyori kaCrenshaw yezinhlaka ezihlangene zokucwaswa (intersectionality). Ucwaningo lolu oluhamba ngomqondo wekhwalithethivu lusebenzise indlela yokuhlaziya izindaba zokuphila kwabantu ukugxila ekuhlanganyeleni kwezimpilo zabo. Ngokuhloswe abesifazane Abamnyama base-Afrika abaziwa njengama cisgender lesbian, ucwaningo lusebenzise indlela yokukhetha abahlanganyeli ngenhloso ukuthola abesifazane abayisishiyagalombili (8) abaphakathi kweminyaka engu-24 kuya kwengu-40 abavela kuma Lokishi amahlanu eGauteng. Izinkulumo ezixoxiswene kahle ngendlela ehlelekile ziye zasiza ekuqondeni okujulile izindaba zabo siqu, kanti ukuhlaziywa kwedatha ngendlela kaHermeneutic kunikeze uhlaka lokuhlaziya izimo ezihlukene nezinkimbinkimbi ezibandakanyeka ezindabeni zabo. Imiphumela ikhombisile amandla okubekezela nokuqina kwabalingisi, kanye nokuxubana okuyinkimbinkimbi kokubuthakathaka, ukucindezelwa okuhlelekile, namasu abawasebenzisayo ukulungisa izinselele zabo. Izindikimba ezibalulekile zifaka phakathi, Ubunikazi Nokuzamukela Isiqu, Ubuhlobo Bezocansi Nobudlelwano, Ukucwaswa Nobandlululo, kanye ne-Izindlela Zokuthuthukisa Amandla, kugxilwe ekwakheni izindawo eziphephile nezihlanganisayo zabesifazane Abamnyama base-Afrika abaziwa njengama cisgender lesbian emphakathini wamase malokishini. Abahlanganyeli bagcizelele ukubaluleka kokusekelwa umndeni, ubudlelwano bothando, kanye nomphakathi, kanye nesidingo semihlangano yezemfundo kanye nezinguquko zenqubomgomo ezoholela ekubhidlizweni kwamakhono angamanga nasekukhandeni ukungafani emikhakheni yezempilo, ezemfundo, kanye nobuholi emphakathini.Lolu cwaningo lubhekana negebhe elibalulekile emkhakheni wocwaningo mayelana nabesifazane Abamnyama base-Afrika abaziwa njengama cisgender lesbian abahlala emalokishini, futhi lukhulisa ulwazi ngokuhlobo lobudlelwano obufanayo kanye nobunikazi obuphikisana nezimiso ezijwayelekile zobulili emvelweni jikelele yase-Afrika. Luyagcizelela isidingo sezinguquko ohlelweni, ukufundisa okuqondisiwe, nokusebenza ngenkuthalo ekukhuthazeni ukulingana, izindawo ezamukelayo, kanye nobulungiswa bomphakathi kwabantu abanobunikazi obuhlukahlukene.Patlisiso eno e ne e ikemiseditse go utulla maitemogelo a a raraganeng a maikutlo le boitshwaro a basadi ba Bantsho ba Maafrika ba cisgender (motho a tshotswe e le mosadi mme a itsheba kgotsa a ipona e le mosadi) lesbian( mosadi yo o ratang kgotsa yo o kgatlhegelang basadi ka maikutlo, lorato, kgotsa thobalano) ba ba nnang mo metseseotoropong ya Afrika Borwa. Mo godimo ga dikgwetlho tse di amanang le tlhaloganyo ya bone ya bong, basadi bano ba lebana le mathata a a kopanetsweng a morafe, bong, le mathata a ikonomi. Mathata a bone a farologaneng a akaretsa dipharologano tse di amanang le bong le thubakanyo e e amanang le thobalano, go tlhoka ditiro, lehuma, go sa iketlaga le go tlhoka polokesego, tse di tlhomameng ka ntlha ya khumamelo ya melawana e e thata ya setso sa hetero-cisnormative. Patlisiso e ne ya sekaseka maano a a dirisiwang ke barupare ba ba tsenang mo patlisisong go itshireletsa mo ditlhong, go gatelela maitshwaro a bone, le go tsweletsa tekatekano mo gare ga dikgwetlho tse ba lebegang le tsone. Patlisiso eno e ne e ikaegile mo dithutong tsa Social Constructionism, Ecosystemic theory, dithuto tsa Crenshaw tsa Intersectionality. E dirisitse mokgwa wa patlisiso o o kwadilweng ka boleng o o tsepamisitsweng mo maitemogelong a a phelang a barupare. Patlisiso e ne e ikaeletse go lekola basadi ba Bantsho ba Maafrika ba cisgender
lesbian ka go dirisa mokgwa wa wa go tlhopa barupare ka maikaelelo go tlhopha barupare ba robedi (8), ba dingwaga tse di fa gare ga 24 le 40, ba tswang mo metseseotoropong e e farologaneng e mehlano mo Gauteng. Dipotsolotso tse di tshwanetseng (narrative semi-structured interviews) di ne tsa thusa mo go sekasekeneng botlalo tsa dipale tsa bone, mme mokgwa wa Hermeneutic wa go sekaseka data o ne wa naya mokgwa wa go tlhalosa maemo le maikutlo a a kgatlhanong mo dipaleng tsa bone. Diphitlhelelo di bontshitse boitshoko le bokgoni jwa barupare, mmogo le kamano e e raraganeng ya botlhokatiro, kgatelelo e e kgethegileng, le maano a a dirisiwang go kgaphela mathata kwa thoko. Dintlha tsa konokono di ne di akaretsa, Boitshupo le Kamogelo ya Seipato, Thobalano le Dikamano, Kgethololo le Go Tlhoa Batho ka ntlha ya Thobalano ya Bone le Ditsela Tsa Bogosi, tse di ikaegileng mo go tlhomeng mafelo a a sireletsegileng le a a akaretsang botlhe mo basading ba Bantsho ba cisgender lesbian mo metseseotoropong.Barupare ba totile botlhokwa jwa tshegetso ya ba malapa, dikamano tsa lorato, le tshegetso ya setšhaba, fa ba tlhalosa le botlhokwa jwa mananeo a thuto le diphetogo mo melawaneng go fedisa dipegelo tse di fosagetseng le go gatelela akanyetso mo tlhokomelong ya botsogo, thuto, le boeteledipele jwa setšhaba. Patlisiso eno e rarabolola kgokgono ya botlhokwa mo dithutong tse di amanang le basadi ba Bantsho ba Maafrika ba cisgender lesbian ba ba nnang mo metseseotoropong, mme e nonotsha dithuto tse di amanang le dikamano tsa bong bo le nngwe le boitshupo jo bo sa lateleng melao ya bong mo Aforika ka kakaretso. E totile botlhokwa jwa diphetogo mo tsamaisong, thuto e e lebisitsweng mo ditlhokong tse di rileng, le boemedi jwa go rotloetsa tekatekano, mafelo a a rotloetsang, le tshiamiso ya setšhaba mo bathong ba ba nang le boitshupo jo bo farologaneng.M.A. (Clinical Psychology)Psycholog
Enhancing healthcare service delivery in community healthcare centres : a data driven approach to big data analytics adoption
No full textThis study analyses the role and impact of big data analytics (BDA) adoption within resource-constrained community health centres (CHCs) in the Nkangala District of South Africa. Focusing on the potential of BDA to revolutionise healthcare service delivery in this under-researched context, the study explored healthcare professionals’ and managers’ perspectives to understand the interplay between BDA implementation and existing service delivery practices. This research specifically examined the barriers and facilitators of BDA adoption, ultimately formulating practical implementation strategies. The researcher employed a qualitative multiple case study design by conducting semi-structured interviews with participants from twelve purposively selected CHCs. The data analysis, informed by Giddens' structuration theory and utilising thematic analysis, revealed twelve interconnected themes highlighting both the perceived benefits and significant obstacles to BDA adoption. These obstacles included resistance to change, inadequate training, and pervasive operational challenges. However, successful BDA integration demonstrated improvements in patient care and resource management, underscoring the potential transformative impact of this technology. The findings illuminate the complex interplay between individual agency and structural factors influencing BDA implementation, suggesting that successful integration requires proactively addressing structural barriers through strategic interventions such as emphatic leadership support, enhanced communication, and equitable resource allocation. The dissertation concludes by recommending comprehensive training programs, robust data governance frameworks, and targeted strategies to mitigate cultural resistance and operational challenges. Even though acknowledging the limitations inherent to the generalisability, potential researcher bias, and cross-sectional design of the study, the research contributes valuable insights into the dynamics of BDA adoption in resource-constrained healthcare settings and proposes avenues for future research to address these limitations.M. Sc. (Computing)School of Scienc
Funding models for small medium and micro enterprises (SMMEs)’ survival in the West Rand District municipality
No full textThis study investigates the funding models critical for the survival of Small, Medium,
and Microenterprises (SMMEs) in the West Rand District Municipality (WRDM).
Identified as vital drivers to creating job and economic development, SMMEs face
challenges that threaten their sustainability. However, despite their economic
importance, many SMMEs continue to struggle with sustainability and growth. The
lack of adequate funding models and financial support systems presents a persistent
challenge that hampers their ability to thrive. This study explores funding models and
opportunities essential for the survival and development of SMMEs in WRDM,
addressing the gap between the entrepreneurial potential of local enterprises and the
structural barriers that constrain their success. Using a qualitative research method,
the study collected data from 16 participants within the WRDM region using purposive
sampling, a non-probability technique that targets individuals with relevant knowledge
or experience in the area. Face-to-face and telephone interviews with semi-structured
questions were conducted, and the data was examined through thematic analysis
utilising the ATLAS.ti software. The findings reveal that while SMMEs in WRDM often
enter the market with strong entrepreneurial intent and foundational business
knowledge, they face persistent obstacles such as limited access to funding,
inadequate financial literacy, and restricted avenues for business development and
scalability. These issues result in high failure rates and stagnation. The study also
highlights a critical disconnect between available funding models and the specific
needs of SMMEs in semi-urban and rural contexts like WRDM.
The study concludes that there is a pressing need for more inclusive and context specific funding strategies. It recommends the implementation of targeted financial
literacy initiatives, improved local access to funding institutions, and stronger
partnerships between government, private sector, and community organisations.
Bridging these gaps is essential for enhancing the resilience and impact of SMMEs in
WRDM and beyondM.B.L. (Business Management)Business Managemen
The leadership and management experiences of heads of Departments in TVET Colleges of the Mpumalanga Province
No full textThis study investigated the leadership and management experiences of heads of departments in TVET colleges in the Mpumalanga Province. The study was guided by the transformational leadership theory. This study adopted the interpretive paradigm since the participants shared different understandings. A qualitative approach was considered credible because the same participant's experiences were recognised. The semi-structured interviews were used as the core data collection instrument and were triangulated with document analysis and observation to verify the reliability and validity of data. This research used a case study. Twenty-three participants were selected from three TVET colleges through purposive sampling. The researcher conducted one-on-one interviews with three campus managers, eight HODs and twelve lecturers. The study employed transformational leadership, participative leadership and situational leadership theories. A thematic data analysis process was initiated to identify themes from the collected data. Findings revealed that HODs were identified as the support system for subordinates in working towards their objectives, by acting as role models, motivating lecturers to be involved in analysis, showing concern to them as subordinates and encouraging collaboration. HODs should give lecturers skills audit forms at the beginning of the year to indicate their training needs. HODs should be involved in developing their lecturers with academic training to improve their academic skills. The researcher recommended that the HODs supply lecturers with resources, ensure there is effective communication between HODs and their subordinates and arrange training programmes for developing lecturers who lack skills for teaching and learning. It was also recommended that HODs should promote collaboration between team members of the institution by supplying and outlining the lecturer's code of conduct to them. Campus managers should sort out the issues of strikes by assisting students with the issues of the National Students Financial Aid Scheme (NSFAS). Furthermore, it was recommended that campus managers should ensure that students are captured on the NSFAS database as soon as they are registered for tuition. Lecturers should respect their superiors, report for work daily and always meet deadlines when work is delegated to them.Dinyakišišo tše di nyakišišitše maitemogelo a boetapele le taolo tša dihlogo tša mafapha ka dikholetšheng tša TVET ka Phrobentsheng ya Mpumalanga. Dinyakišišo tše di hlahlilwe keteori ya boetapele bja phetošo. Dinyakišišo tše di dirišitše sebopego sa tlhathollo ka ge batšeakarolo ba bile le dikwešišo tše di fapanego. Mokgwa wa dinyakišišo tša boleng o bone o le wona wa seriti ka ge batšeakarolo bona bao ba ile ba lemogwa. Dipotsološo tša go nyaka gore baarabi ba fe mabaka di ile tša šomišwa bjalo ka setlabelo sa motheo sa go kgoboketša tshedimošo gomme di ile tša bea ka mahlakore a mararo ka go hlakanya le tshekatsheko ya dingwalwa le tekodišišo go tiišetša go tshephagala le go nepagala ga tshedimošo ye e kgobokeditšwego. Dinyakišišo tše di šomišitše dinyakišišo ka ga seemo. Batšeakarolo ba masomepeditharo ba kgethilwe go dikholetšhe tše tharo tša TVET ka go diriša sampole ya maikemišetšo. Monyakišiši o dirišitše dipotsološo tša sebele le balaodi ba bararo ba ka khamphaseng, di-HOD tše seswai le mafahloši ba lesomepedi. Dinyakišišo di dirišitše diteori tša boetapele bjo bo fetošwago, tša boetapele bja go kgatha tema le boetapele bja seemo se itšego. Tshepedišo ya tshekatsheko ya tshedimošo ka merero e thomišitšwe go tseba merero go tšwa go tshedimšo ye e kgethilwego. Dikutollo di hweditše gore di-HOD di hlathilwe bjalo ka tshepedišo ya thekgo go bašomi ba ka fasana bao ba šomago go fihlelela maikemišetšo a bona, ka go dira bjalo ka mehlala go bona, ka go hlohleletša bafahloši go kgatha tema ka tshekatshekong, ka go bontšha go ba kgathalela bjalo ka bao ba lego ka fase ga bona le go hlohleletša tirišano. Di-HOD di swanetše go fa bafahloši difomo tša tekodišišo ya mabokgoni mathomong a ngwaga go laetša dinyakwa tša bona tša tlhahlo. Di-HOD ba swanetše go kgatha tema go hlabolla bafahloši ba bona ka tlhahlo ya tša thuto ka nepo ya go kaonafatša mabokgoni a bona a tša tuto. Monyakišiši o šišintše gore di-HOD di fe bafahloši ditlabelo, ba netefatše gore go na le kgokagano ye e šomago gabotse magareng ga di-HOD le bao ba lego ka fase ga bona le go rulaganya mananeotlhahlo go hlabolla bafahloši bao ba hlokago mabokgoni a go ruta le a go ithuta. Go šišintšwe gore di-HOD di swanetše go tšwetša pele tirišano magareng ga maloko a sehlopha a sehlongwa sa thuto ka go ba fa le go hlatholla melawana ya maitshwaro ya bafahloši. Balaodi ba dikhamphase ba swanetše go rarolla mathata a go ngala dithuto ka go thuša baithuti ka mathata a go amana le Setlamo sa Bosetšhaba sa Thušo ya Ditšhelete go Baithuti (NSFAS). Godimo ga fao, go šišintšwe gore balaodi ba dikhamphase ba swanetše go netefatša gore baithuti ba ngwalwa ka gare ga bobolokelotshedimošo bja NSFAS ka pela ge ba fetša go ingwadiša se sehlongwa sa thuto. Bafahloši ba swanetše go hlompha ba bagolo go bona, ba tle mošomong ka mehla le gore ba dule ba fihlelela matšatši a mafelelo a go dira mošomo ge ba filwe mošomo.Ngudo iyi yo ṱoḓisisa tshenzhemo nga ha vhurangaphanḓa na ndaulo kha ṱhoho dza mihasho kha khoidzhi dza TVET kha Vundu ḽa Mpumalanga. Ngudo yo tikwa nga thiori ya tshandukiso kha vhurangaphanḓa. Ngudo iyi i shumisa ṱhoḓisiso ya kupfesesele kwa tshenzhemo sa izwi vhadzheneleli vha na kupfesesele kwo fhambanaho. Ho shumiswa nḓila ya khwaḽithethivi ine vha yone i ṱanganedzeaho ngauri ho lavheleswa kha tshenzhemo dza vhadzheneleli vha fanaho. Ho shumiswa Inthaviyu ine ya shumisa mbudziso dzi si na phindulo nthihi sa yone nḓila khulwane ya u kuvhanganya data nahone zwo itwa ṱhofuḓeraru nga u ṱhaṱhuvha maṅwalo na u tou lavhelesa u itela u khwaṱhisedza vhungoho na u ḓiimisa ha data. Ṱhoḓisiso iyi yo shumisa ngudo nga nyimele. Vhadzheneleli vha fumbiliraru vho tiwa u bva kha khoḽedzhi tharu dza TVET nga u shumisa sambula ya u tou nanga. Muṱoḓisisi o shumisa inthaviyu o tou livhana zwifhaṱuwo na vhalanguli vha khoḽeidzhi vhararu, dziHOD dza malo na maḽekitshra vha fumimbili. Ngudo yo shumisa vhurangaphanḓa vhu ṱuṱuwedzaho tshanduko, vharangaphanḓa vhane vha dzhenelela na thiori dza vhurangaphanḓa zwi tshi bva kha nyimele. Ho shumiswa tsenguluso ya ndovhololo ya ṱhoho dza data u itela u wana ṱhoho idzo kha data yo kuvhanganywaho. Mawanwa o sumbedza uri dziHOD dzo sumbedzwa sa dzone thikho kha vhashumisani vhane vha vha nga fhasi havho kha u shuma vho lavhelesa kha ndivho dzavho, nga u shuma sa avho vhane vha vha ṱhuṱhuwedzo kha vhaṅwe vhathu, u ṱuṱuwedza maḽekitshara u dzhenelela kha u ita tsenguluso, u sumbedza uri vha na ndavha navho sa vhashumisani vhane vha vha nga fhasi havho na u ṱuṱuwedza tshumisano. DziHOD dzi tea u ṋetshedza fomo dza ṱholo ya vhukoni mathomoni a ṅwaha u itela u sumbedziswa ha ṱhoḓea dza u guda. DziHOD dzi tea u dzhenelela kha u bveledzisa maḽekitshara avho nga ngudo dza zwa akademi u itela u khwinisa vhukoni havho kha zwa akademi. Muṱoḓisisi o ita themendelo ya uri dziHOD dzi ṋetshedze maḽekitshara tshomedzo, u vhona uri hu na vhudavhidzani vhu vhuedzaho vhukati ha dziHOD na avho vhane vha vha nga fhasi havho na u dzudzanya mbekanyamushumo dza pfumbudzo u itela u bveledzisa maḽekitshara vhane vha shaya vhukoni ha u gudisa na u guda. Zwo do vha zwa themendelwa uri dziHOD dzi tea u ṱuṱuwedza tshumisano vhukati ha miraḓo ya zwigwada zwa zwiṅwe zwiimiswa nga u ṋetshedza na u sumbedzisa nga ha khoudu ya vhuḓifari ha maḽekitshara. Vhalanguli vha khoḽeidzhi vha tea u tandulula mafhungo a migwalabo nga u thusa matshudeni nga mafhungo a Tshikimu tsha Thuso ya Masheleni kha Matshudeni tsha Lushaka ‘National Students Financial Aid Scheme’ (NSFAS). Zwiṅwehafhu, zwo themendelwa uri vhalanguli vha khoḽeidzhi vha tea u vhona uri matshudeni vha khou dzheniswa kha databeizi ya NSFAS musi vha tshi tou fhedza u ḓiṅwalisa kha tshiimiswa. Maḽekitshara vha tea u ṱhonifha vhahulwane vhavho, u ya mushumoni ḓuvha ḽiṅwe na ḽiṅwe na uri vha shume mishumo yavho nga tshifhinga tsho tiwaho musi vho ṋetshedzwa mushumo.Ph. D. (Education Management)Educational Leadership and Managemen
Postmordenism and storytelling in decolonising the archival landscape through oral history methodology and its relevance in the digital age
No full textThis lecture will explore the critical integration of postmodernism and storytelling within oral history methodologies, specifically focusing on decolonising archival practices in the digital age. Derrida's influence on postmodern philosophy underscores the importance of reevaluating traditional narratives and meanings, particularly within the archival sector. This lecture examines how postmodernist theories challenge established archival narratives, advocating for a reconsideration of power dynamics and the validation of multiple truths. Additionally, the incorporation of storytelling, a core aspect of indigenous knowledge transmission, into archival frameworks is assessed for its potential to foster more inclusive and equitable cultural heritage representation. Ultimately, the research aims to propose innovative solutions that amalgamate postmodernist principles, oral history techniques and digital advancements to create a responsive and inclusive archival paradigm that effectively decolonises the preservation and representation of indigenous knowledge.Information Scienc
Assessing the effectiveness of campus management teams in managing online learning at Durban TVET College Campuses
No full textAlthough online learning had existed prior to the COVID-19 pandemic, the South African education sector was compelled to quickly adjust and transition to online learning platforms to comply with the restrictions that were implemented to curb the spread of the pandemic. Many Technical and Vocational Education and Training (TVET) colleges were not ready to implement online learning as they lacked the necessary infrastructure (Despite the increasing availability of online learning platforms, it is still vital to evaluate their effectiveness in meeting learning objectives, promoting student participation and academic achievement. TVET colleges still need to guarantee that online learning aligns with best practices in education and continually satisfy the changing demands of both TVET lecturers and students. Using the Technological Acceptance Model (TAM) as it’s theoretical framework, the study sought to assess the effectiveness of TVET campus management teams (CMTs) in managing online learning. One TVET college in Durban was used as a case study. A mixed-method approach was used to collect data to combine the benefits of both the quantitative and the qualitative methods. An electronic questionnaire was administered to 7 campus managers, 10 heads of departments and 42 senior lecturers to collect quantitative data. 2 focus group discussions were conducted to collect qualitative data. The findings revealed that TVET campus management teams (CMTs) were knowledgeable about the various educational technologies, however, they lacked experience using them to monitor online learning. Furthermore, the study also revealed that TVET CMTs understood the impact of educational technologies in teaching and learning, although they did not leverage their monitoring features. The CMTs acknowledged their limitations in effectively monitoring online learning and they expressed a willingness to acquire the necessary skills. It is therefore crucial that TVET colleges should provide a robust LMS to ensure effective online learning monitoring and support. TVET colleges should invest in comprehensive training for CMTs to enhance their capacity to effectively monitor and support online teaching and learning. The study’s findings may inform the development of policies and proper guidelines that mandate the use of an LMS to ensure standardised and effective online learning practices should be developed and implemented.M. Ed. (Education Management)Educational Leadership and Managemen
Embracing Project-based Assessment in the Age of AI in Open Distance e-Learning
No full textEven while Artificial Intelligence (AI) has long
been a part of our lives, it has recently received more attention
thanks to the Chat Generative Pre-Trained Transformer
(ChatGPT) introduction. Since its launch in November 2022,
writers have discussed its advantages and disadvantages for
society. Considering the various applications of this easily
accessible instrument, a significant discussion centres on how it
affects learning and the academic setting. This paper discusses
using ChatGPT for project-based assessments in online teacher
education. Therefore, this paper aims to guide lecturers using
ChatGPT to challenge students in learning and developing
critical thinking abilities through various project-based
evaluation methods. The constructivist paradigm was used in
this exploratory case study to assess lecturers’ preparedness for
project-based assessment, aligning with a qualitative approach.
Twelve lecturers with at least five years of Open and Distance
e-learning (ODeL) experience were purposefully selected, and
data was gathered via e-mail questionnaires focused on
project-based assessment. Inductive analysis, a qualitative
researcher synthesising and making sense of the data, was used
to evaluate the questionnaire-transcribed data. Assessment is a
necessary teaching skill, one of the most important critical
aspects of teacher preparation. More emphasis on
project-based evaluations that emphasise knowledge
application should replace traditional, memorisation-based
exams. Through project-based learning, students can show that
they can apply what they have learned and engage in critical
and creative thinking. Findings reveal that academic
institutions and individual scholars must prioritise exploring AI
technology, such as ChatGPT, and its implications within
educational contexts. Moreover, project-based assessments are
highly effective in fostering critical and creative thinking. These
assessments encourage students to solve problems, collaborate,
and apply theoretical knowledge to real-world scenarios.
However, many students lack proficiency in project-based skills
and struggle to apply knowledge from traditional resources to
develop new ideas. Academic institutions should incorporate
generative AI technology alongside project-based learning
methodologies to prepare students for the rapidly evolving
workplace. This approach promotes creative and critical
thinking, collaboration, and the practical application of
knowledge
A teacher-centric and holistic framework for improved wellbeing of public-school teachers in the Eastern Cape Province
No full textAbstracts in English, Xhosa and SesothoTeachers in the 21st century always face stressful situations that can affect their wellbeing in the workplace. Teacher wellbeing is compromised by many and varied factors, challenges, and risks. First among the challenges are teachers’ experiences of occupational stress. Occupational stress is influenced by government and departmental policies, leadership style, school culture, level of autonomy, administrative and collegial support, workload, and physical work environment. Stress negatively affects teachers’ wellbeing. Currently, there is a lack of research focusing on holistic frameworks of teacher wellbeing to assist teachers and school management teams to adapt to the foregoing challenges experienced in the workplace. The purpose of the study is to develop a teacher-centric and holistic framework for improved wellbeing of public-school teachers in the Eastern Cape province.
This study is guided by post-positivism and employed mixed methods research. The study followed a sequential explanatory design. The target population in this study includes all permanent teachers in public- schools in different categories, such as teachers, HoDs and principals. A cluster sampling technique was applied to draw the sample for the survey to get a reasonable representation. The sample for the quantitative phase comprised 500 participants and 18 participants were purposively selected for the qualitative phase. Data were collected using questionnaires and interviews. The quantitative data was analysed using confirmatory factor analysis, exploratory factor analysis, Rasch analysis, multiple analysis of variance, multiple regression analysis, and correlation analysis. The qualitative data was analysed using thematic analysis.
The findings of the study revealed that teachers are not adequately equipped to address psychosocial challenges that they encounter in schools. Furthermore, the findings revealed that the wellbeing of teachers in the Eastern Cape province is not in a good state, due to poor physical and work conditions. The study answered the central research question by developing a teacher-centric and holistic framework.
This study thus contributes to the limited body of research on teacher wellbeing. An integrated teacher-centric and holistic framework for improved wellbeing for public-school teachers in the Eastern Cape province was developed to assist teachers in dealing with challenges that affect their wellbeing.Ootitshala benkulungwane yama21 badla ngokujamelana neemeko ezinoxinzelelo ezinokuchaphazela impilontle yabo emsebenzini. Impilontle yootitshala iphazanyiswa yimingeni emininzi eyahlukileyo kwakunye nemiba enomngcipheko. Owokuqala kule mingeni ngamava ootitshala oxinzelelo lomsebenzi. Uxinzelelo lomsebenzi luphenjelelwa yimigaqonkqubo karhulumente neyamasebe, uhlobo lobunkokheli, inkqubo yesikolo, inqanaba lokuzimela, inkxaso yolawulo kunye nokusebenzisana nabanye abasebenzi, umsebenzi omninzi, kunye nendawo yokusebenzela. Uxinzelelo luchaphazela kakubi impilontle yootitshala. Okwangoku, kukho ukunqongophala kophando olugxile kwizikhokelo ezipheleleyo zempilontle yootitshala ukuncedisa ootitshala namaqela olawulo lwezikolo ukuguqula le mingeni ikhankanyiweyo ootitshala abahlangabezana nayo emsebenzini. Injongo yolu phando ibikukuqulunqa isikhokelo esipheleleyo esijongene nootitshala sokuphuculwa kwempilontle yootitshala kwizikolo zikarhulumente eMpuma Koloni.
Olu phando belukhokelwa sisikhokelo se-post-positivist. Kolu phando kusetyenziswe indlela yesikhokelo sophando exutyiweyo kunye noyilo lolwandelelwano oluchaza idatha yophando lweenkcukachamanani kuqala ngaphambi kwedatha yophandontyilazwi (sequential explanatory design). Idatha eqokelelweyo yophando ekujoliswe kuyo iye yaquka bonke ootitshala abasisigxina beendidi ezahlukileyo, ezifana nootitshala, iintloko zamasebe (iiHoD) neenqununu, kwizikolo zikarhulumente eMpuma Koloni. Isampuli yesigaba sophando lweenkcukachamanani ibandakanye abathathinxaxheba abangama500 abathe bakhethwa ngokusebenzisa ukhetho lwegcuntswana ledata ngokwamaqela ahlukileyo ukuqinisekisa ukumelwa kweqela ngalinye, kwaye isampuli yesigaba sophandontyilazwi iye yabandakanya abathathinxaxheba abali18 abakhethwe ngenjongo. Idatha iqokelelwe ngokusebenzisa amaxwebhu emibuzo azilawula ngokwawo kunye nodliwanondlebe lomntu ngamnye olucwangcisiweyo.
Idatha yeenkcukachamanani ihlalutywe ngokusebenzisa iLatent Variable Analysis (LAVAAN) software version 0.6.15, iJeffrey's Amazing Statistics Programme (JASP) software version 0.16.4, iBond and Fox Analysis software version 1.0.0, kunye neIBM Statistical Package for the Social Sciences (SPSS) software version 28.0.1.0. Idatha yophandontyilazwi ihlalutywe ngokusebenzisa uhlalutyontyilazwi lomongo oknaye lomxholo.
Iziphumo zolu phando zityhile ukuba ootitshala abaxhotyiswanga ngokwaneleyo ukujongana nemingeni yokulungiswa kwengqondo nentlalo abadibana nayo ezikolweni, efana nobudlelwane obulambathayo phakathi kwabantu, ukungazibandakanyi ekuthatheni izigqibo, unxibelelwano olulambathayo, ukungaqeqeshwa ngokwaneleyo kwiinguqu ezintsha zekharityhulam, ukuhanjiswa komsebenzi ngokungekho sesikweni, kunye nokungabikho koqeqesho nokuxhotyiselwa imisebenzi emitsha. Ngaphezu koko, ezi ziphumo zibonise ukuba impilontle yootitshala eMpuma Koloni ayikho kwimeko entle ngenxa yeemeko ezimbi ngokwasemzimbeni nasemsebenzini. Ezi meko ziquka iziseko ezingekho mgangathweni, ukunqongophala kwezibonelelo, ukuxinana, umsebenzi omninzi kakhulu, ubunkokheli nolawulo olulambathayo, ukungabikho kwengqeqesho, ukungayi esikolweni, imiqobo ekufundeni, iimeko zentlalo yezoqoqosho, ukungaxatyiswa okanye ukungaqatshelwa, kunye nongquzulwano emsebenzini. Ngaloo ndlela olu phando lunegalelo kuphando malunga nempilontle yengqondo nendlela abazibona ngayo ootitshala.
Ngokusekelwe kwezi ziphumo, kucetyiswe ukuba iSebe lezeMfundo laseMpuma Koloni libonelele ngezicwangciso eziyimfuneko zoqeqesho ukuxhasa uphuhliso lobungcali nokukhula kootitshala, iiHoD neenqununu. Amaqela olawulo lwezithili makaqinisekise ukuba ootitshala, iiHoD neenqununu baxhotyiswa ngokupheleleyo ukuze basebenze ngempumelelo ezikolweni. Amaqela olawulo lwezikolo (iiSMT) kufuneka aququzelele izicwangciso zoqeqesho lwangaphakathi ezikolweni kunye nophuhliso kwimpilontle ukuxhobisa ootitshala ukuze bakwazi ukujongana nemingeni ebeka impilo yabo yangokwasemphefumlweni nangokwasengqondweni esichengeni. Ootitshala kufuneka basebenze ngokubambisana neeSMT ngokunxibelelana kunye noluleko, ngaloo ndlela bekhuthaza ukusebenzisana, ukuthembana, ukwabelana ngolwazi, kunye nokudluliselwa kwezakhono. Abazali mabawuhlole rhoqo umsebenzi wabantwana babo, baqinisekise ukuba wonke umsebenzi wasekhaya wesikolo uyenziwa baze bajonge ukuba abantwana babo baya rhoqo esikolweni.Matitjhere a lekgolong lena la bo21 la dilemo hangata a tobana le maemo a sithabetsang a ka amang boiketlo ba bona mosebetsing. Boiketlo ba matitjhere bo sekisetswa ke mathata a mangata le a fapaneng, le mabaka a kotsi. Ya pele hara mathata ana ke boiphihlelo ba matitjhere ba kgatello ya maikutlo mosebetsing. Kgatello ya maikutlo mosebetsing e susumetswa ke maano a mmuso le a lefapha, mokgwa wa boetapele, setso sa sekolo, boemo ba boikemelo, tshehetso ya tsamaiso le ya dikolo, boima ba mosebetsi le tikoloho ya mosebetsi. Ho imelwa kelellong ho ama boiketlo ba matitjhere hampe. Hajwale, ho na le kgaello ya diphuputso tse shebaneng le meralo e akaretsang ya bophelo bo botle ba matitjhere ho thusa matitjhere le dihlopha tsa botsamaisi ba dikolo ho ikamahanya le mathata a boletsweng mosebetsing. Morero wa thuto ke ho ntshetsapele moralo o shebaneng le matitjhere le o akaretsang bakeng sa boiketlo bo ntlafetseng ba matitjhere dikolong tsa setjhaba Kapa Botjhabela.
Thuto ena e ne e tataiswa ke mohlala wa pono e nepahetseng ya morao. Ho ile ha amohelwa mokgwa o tswakilweng wa katamelo le moralo wa tlhaloso e latellanang bakeng sa thuto. Palo e neng e shebilwe e ne e kenyeletsa matitjhere kaofela a moshwelella mekgahlelong e fapaneng, jwaloka matitjhere, dihlooho tsa mafapha (di-HoD) le dihlooho, dikolong tsa mmuso tsa Kapa Botjhabela. Mohlala wa karolo ya palo e ne e na le bankakarolo ba 500 ba kgethilweng ka sampole ya dihlopha ho netefatsa boemedi, mme sampole ya karolo ya boleng e ne e na le bankakarolo ba 18 ba kgethilweng ka morero. Dintlha di ile tsa bokellwa ho sebediswa dipotso tse ikemetseng le dipuisano tse hlophisitsweng tsa motho ka mong.
Dintlha tsa bongata di ile tsa hlahlobisiswa ho sebediswa softwere ya Latent Variable Analysis (LAVAAN) version 0.6.15, Jeffrey's Amazing Statistics Programme (JASP) software version 0.16.4, Bond and Fox Analysis software version 1.0.0, le IBM Statistical Package ya Social Sciences (SPSS) ) mofuta wa softwere 28.0.1.0. Dintlha tsa boleng di ile tsa hlahlojwa ho sebediswa hlahlobo ya dipaterone ho fumana sehlooho.
Diphetho tsa thuto di senotse hore matitjhere ha a hlomellwa ka ho lekaneng hore a sebetsane le mathata a kelello ao a kopanang le ona dikolong a kang dikamano tse mpe tsa batho ho se be le seabo tabeng ya ho etsa diqeto, puisano e fokolang, kwetliso e sa lekaneng ya ho fetola dithuto tse ntjha, leeme, kabo ya mosebetsi le tlhokeho ya matla a ho etsa mesebetsi e metjha. Ho feta moo, diphuputso di senotse hore bophelo bo botle ba matitjhere Kapa Botjhabela ha bo maemong a matle ka lebaka la maemo a tlase a mmele le a mosebetsi. Maemo ana a kenyelletsa meaho e mebe, disebediswa tse fokolang, tshubuhlellano, mesebetsi e mengata, boetapele le tsamaiso e mpe, ho hloka boitshwaro, ho ba siyo mosebetsing, ditshitiso tsa thuto, maemo a moruo wa sechaba, ho hloka kananelo kapa kananelo, le dikhohlano mosebetsing. Ka hona, thuto ena e kenya letsoho ho dipatlisiso tsa matichere a kelello le bophelo bo botle.
Motheong wa diphetho, ho ile ha kgothaletswa hore Lefapha la Thuto la Kapa Botjhabela ho fan aka mehato e hlokehang ya thupelo ho tshehetsa ntshetsopele ya seporofeshenale le kgolo ya matitjhere, di-HoD le dihlooho. Dihlopha tsa botsamaisi ba setereke di lokela ho etsa bonnete ba hore matichere, di-HoD le dihlooho tsa dikolo ba na le matla a ho sebetsa ka katleho dikolong. Dihlopha tsa botsamaisi ba dikolo (SMTs) di lokela ho hlophisa dithupelo le ntlafatso ya ka tlung mabapi le bophelo bo botle ho hlomella matichere ho sebetsana le mathata a sokelang boiketlo ba bona ba maikutlo le bophelo ba bona ba kelello. Matichere a lokela ho sebetsa ka kopanelo le di-SMT ka ho etsa marangrang le ho fana ka hlabollo, kahoo ba kgothaletse ho sebedisana, ho tshepana, ho arolelana tsebo le phetisetso ya tsebo. Batswadi ba lokela ho hlahloba mosebetsi wa bana ba bona kamehla, ba tiise hore mosebetsi ohle wa sekolo o etsetswang hae o etswa le ho behwa leihlo hore na bana ba bona ba kena sekolo kamehla.D. Phil. (Management Studies)College of Economic and Management Science
Framework for integrating public procurement and public funding in major state-owned enterprises in South Africa
No full textThe state-owned enterprises (SOEs) listed under Schedule 2 of the Public Finance Management Act (PFMA) are regarded as major SOEs and are established to balance industrial policy with social and commercial objectives. This study aims to develop a framework that integrates the key elements of public funding and public procurement necessary to achieve a balance among these goals within these entities. The study explores the following primary research question: How can public funding and public procurement be integrated effectively? The study achieves this goal by addressing four sub-questions: 1) How does the legislation influence public funding and procurement in commercial SOEs in South Africa? 2) How do public funding practices contribute to public procurement and to major or commercial SOEs in South Africa? 3) Why is public procurement vital in achieving commercial objectives in major or commercial SOEs in South Africa? 4) Why is public procurement vital in achieving non-commercial objectives in major or commercial SOEs in South Africa?
A qualitative approach was employed to gather in-depth data through semi-structured interviews. These interviews were supplemented by an analysis of key policy sections related to public procurement and funding. Data were collected from 21 senior managers across five entities, as well as from key policy documents related to public funding and public procurement. The data were examined using thematic content analysis. The findings suggest that legislation is crucial for effectively integrating key elements of public funding and procurement. However, there is room for improvement in implementation and the existing legal frameworks. Public procurement is perceived to be a strategic component in achieving both commercial and non-commercial objectives. Lastly, the findings consider public funding to be most effective when targeted towards non-commercial objectives and should be prioritised accordingly. To the best of the researcher’s knowledge, this study is among the few that explore the integration of public funding and procurement practices, particularly within commercial or major state-owned entities. The study therefore adds to the existing literature on hybrid SOEs and guides stakeholders and regulators by highlighting areas where structural reforms are necessary to improve public funding and procurement procedures.D.B.L.Business Managemen