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Assessing work engagement of street traders (vendors) in the City of Tshwane, South Africa
Get PDFAbstracts in English, Northern Sotho and ZuluThe study was conducted to determine the occupational well-being of street traders, the
most visible own-account workers in the informal sector, by assessing their work
engagement through the UWES. The UWES is one of the few valid and most used
instruments in assessing work engagement. UWES is validated for use in the formal
sector. The informal sector accounts for most employment at more than 60 percent, yet
well-being is most studied in the formal sector than in the informal sector. Participants
were selected through a convenient sampling strategy. A survey questionnaire was
administered face-to-face to collect quantitative data from participants. Data were
analysed using International Business Machines (IBM) SPSS version 28. The pretest and
pilot studies were conducted and reported prior data collection for the main study to
improve quality assurance in the study. The UWES-7, instead of UWES-9, was validated
for the study. The data did not support the factorial invariance of the three dimensions of
UWES, namely, vigour, dedication, and absorption. Thus, a one-factor model was
computed to determine work engagement, thus alleviating challenges associated with
multicollinearity in the study. Some demographic variables were assessed and found to
relate to work engagement. For example, agency motives traders (those trading out of
choice) were reported to be more engaged in their work than structural motives traders
(those trading out of necessity). The validity of UWES in assessing the work engagement
of street traders is important for SDG 8, which promotes decent work for all. Given that
the formal economy struggles to create decent work for all, the ILO recommends that the
informal sector should be supported through policy development so as bring this about.Dinyakisiso tse di dirilwe go laetsa go phela gabotse mmeleng mosomong ga barekisi ba
mebileng, basomi ba go soma mesomo ya bona bao ba bonagalago kudu ka lekaleng le
e sego la semmuso, ka go sekaseka mabaka a bona a mosomo ka UWES. UWES ke ye
nngwe ya didiriswa tse mmalwa tse di somago le tse di somiswago kudu go sekaseka
mabaka a mosomo. UWES e netefaditswe go somiswa ka lekaleng la semmuso. Lekala
leo e sego la semmuso le ikarabela go bontsi bja mesomo ka go feta diphesente tse 60,
le ge go le bjalo bophelo bjo Aon Hewitt bo ithutwa kudu ka lekaleng la semmuso go feta
ka lekaleng leo e sego la semmuso. Bakgathatema ba ile ba kgethwa ka leano le le
loketsego la go tsopola. Lenaneopotsiso la tekolonyakisiso le ile la laolwa go lebanya ka
mahlo go kgoboketsa datha ya go somisa dipalopalo go tswa go bakgathatema. Datha
e ile ya sekasekwa ka go somisa phetolelo ya 28 ya Metshene ya Kgwebo ya
Boditshabatshaba ebago International Business Machines (IBM) SPSS. Dinyakisiso tsa
pele ga teko le tsa go tseba ka kgonagalo di dirilwe gomme tsa bega kgoboketso ya datha
ya pele ya dinyakisisokgolo go Aon Hewitt afatsa netefatso ya boleng mo dinyakisisong.
UWES-7, go e na le UWES-9, e ile ya netefatswa bakeng sa dinyakisiso. Datha ga se ya
thekga go se se fapane ga dintlha tsa dikarolo tse tharo tsa UWES, e lego, maatla,
boikgafo, le go monego. Ka go realo, mohlala wa lebaka le tee o ile wa balwa go laetsa
mabaka a mosomo, ka go realo wa fokotsa ditlhohlo tseo di amanago le kamano ye
maatla ya diphetogo tse di ikemego ka dinyakisisong. Diphetogo tse dingwe tsa
tshedimoso ka ga setshaba di ile tsa hlahlobja gomme gwa hwetswa di amana le mabaka
a mosomo. Go fa mohlala, bagwebi ba maikemisetso a setheo (bao ba gwebago ka
boithaopo) go ile gwa begwa gore ba swaregile kudu mosomong wa bona go feta bagwebi
ba maikemisetso a sebopego (bao ba gwebago ka lebaka la maemo ao a ka se
fetoswego). Nepagalo ya UWES mo go sekasekeng mosomo wa bagwebi ba mebileng
go bohlokwa go SDG ya 8, yeo e tswetsago pele mesomo ye e hlomphegago go batho
bohle. Ka ge go bonagala gore ikonomi ya semmuso e katana le go hlolela batho bohle
mesomo ye e hlomphegago, ILO e sisinya gore lekala leo e sego la semmuso le swanetse
go thekgwa ka tlhabollo ya pholisi gore se se direge.Ucwaningo lwenziwa ukuze kutholwe inhlalakahle yomsebenzi yabahwebi
basemgwaqweni, abasebenzi ama-akhawunti wabo emkhakheni ongakahleleki,
ngokuhlola ukuzibandakanya kwabo emsebenzini nge-UWES. I-UWES ingelinye
lamathuluzi ambalwa asemthethweni futhi asetshenziswa kakhulu ekuhloleni
ukuzibandakanya komsebenzi. I-UWES iqinisekisiwe ukuthi isetshenziswe emkhakheni
osemthethweni. Umkhakha ongakahleleki uhola abantu abaningi abaqashwayo
ngamaphesenti angaphezu kwama-60, kodwa inhlalakahle ifundwa kakhulu emkhakheni
osemthethweni kunasembonini engahlelekile. Ababambiqhaza bakhethwe ngesu
lokusampula elikahle. Uhlu lwemibuzo lwenhlolovo lwasetshenziswa ubuso nobuso
ukuze kuqoqwe iminingwane yobuningi kubabambiqhaza. Imininingwane yahlaziywa
kusetshenziswa i-International Business Machines (IBM) SPSS ivejini yama-28.
Ucwaningo lwangaphambili kanye nokuhlola lwenziwa futhi lwabika ukuqoqwa kwedatha
yangaphambili yocwaningo oluyinhloko ukuze kuthuthukiswe ukuqinisekiswa
kwekhwalithi ocwaningweni. I-UWES-7, esikhundleni se-UWES-9, yaqinisekiswa
ocwaningweni. Iminingwane ayizange isekele ukuguquguquka kwezinto zobukhulu
obuthathu be-UWES, okungukuthi, amandla, ukuzinikela, nokwamukeleka. Ngakho-ke,
imodeli yesici esisodwa yahlanganiswa ukuze kunqunywe ukuzibandakanya
komsebenzi, ngaleyo ndlela kuncishiswe izinselele ezihlobene nekhoniliyarithi yokuningi
ocwaningweni. Okunye okuguquguqukayo kwezibalo zabantu kwahlolwa futhi
kwatholakala ukuthi kuhlobene nokuzibandakanya komsebenzi. Isibonelo, abathengisi
bezinjongo ze-ejensi (labo abahweba ngaphandle kokuzikhethela) kubikwe ukuthi
bamatasa kakhulu emsebenzini wabo kunabathengisi bezinjongo zesakhiwo (labo
abahweba ngaphandle kwesidingo). Ukuba semthethweni kwe-UWES ekuhloleni
ukuzibandakanya komsebenzi wabadayisi basemgwaqweni kubalulekile ku-SDG 8,
ethuthukisa umsebenzi ohloniphekile wawo wonke umuntu. Uma kubhekwa ukuthi umnotho osemthethweni udonsa kanzima ukudala imisebenzi ehloniphekile yawo wonke
umuntu, i-ILO incoma ukuthi umkhakha ongekho emthethweni kufanele usekelwe
ngokuthuthukiswa kwenqubomgomo ukuze lokhu kwenzeke.D. Phil. (Operations Management)Operations Managemen
Health Sciences students’ perceptions on the effect of e-learning during the COVID-19 pandemic at the University of Witwatersrand
No full textAbstracts in English, Tsonga and AfrikaansSince the COVID-19 pandemic, e-learning has become a hot topic in higher education worldwide. Because the pandemic led to restrictions on gatherings, higher education offerings shifted quickly from face-to-face to online delivery. E-learning adds to the flexibility and convenience of blended learning by allowing students to learn from wherever they are. This study investigated students' perceptions of the impact of e-learning at the University of the Witwatersrand (Wits) during the COVID-19 pandemic. Students have had three years of e-learning outside of campus since the outbreak of COVID-19. Using the faculty of Health Sciences’ local and international students at Wits as the case study, this dissertation of limited scope adopted a qualitative research approach. Two theories of the 21st century, namely connectivism theory and social constructivism theory, were utilised to guide data search and analysis and understand the concepts. The study first conducted a pilot study with non-study participants to determine whether the questions intended to be used for data collection required revision. Afterwards, an online questionnaire with open-ended questions was completed by fourteen participants through Google Forms. The responses were analysed using participant characteristics, which included gender, age, place of study, nationality, and other factors. This study of limited scope found that e-learning offered students the opportunity to learn in the comfort of their own homes and allowed them to be more focused and develop better time management skills. In addition, e-learning is cheaper, which helps students save costs on transportation and accommodation. To address the digital divide among students, the educational institution should also make it mandatory for those who are not computer literate to attend basic computer courses. The study discovered that platforms such as Microsoft Teams, Zoom, eFundanathi, YouTube, and the student self-service portals and Sakai can be viewed as successful technologies for lecturers and students to use in e-learning. The study also discovered that providing data enabled students who lacked resources to study online because they did not have to worry about purchasing their own data. However, the educational institution's lack of technical support created additional difficulties for those who faced technological challenges while studying remotely. In conclusion, e-learning provides interactive learning through group discussions and allows for live streaming and real-time video sharing.Kusukela loko ku vile ni ntungu wa COVID-19, e-learning yi hundzukile mhaka ya nkoka eka dyondzo ya le henhla emisaveni hinkwayo. Hikokwalaho ka ntungu wu nga va ni xiave ka swipimelo eka tihlengeletano, ku dyondzisiwa ka dyondzo ya le henhla swi cincile hi ku hatlisa kusuka eka ku dyondza mi vonana ku ya eka tidyondzo ta ku tirhisa inthanete. E-learning yi engeterile ku olova na ku va swi koteka ku dyondzisa hi ku hlanganisa hi ku pfumelela swichudeni ku dyondza kusukela kun’wana ni kun’wana lomu swi nga kona. Ndzavisiso lowu wu lavisisile ni mavonelo ya vadyondzi ya nkucetelo wa miehleketo eka e-learning eYunivhesiti ya Witwatersrand (Wits) hi nkarhi wa ntungu wa COVID-19. Swichudeni swi vile ni e-learning eka malembe manharhu ehandle ka xivandla na miako ya yunivhesiti kusukela loko ku vile ni ntungu wa COVID-19. Ku tirhisa vuswikoti bya swichudeni swa kwala kaya na swa misava hinkwayo ka ntivovuxaka bya swa rihanyu eWits tanihi Xiyenge xa Dyondzo, xitsariwa lexi xa le henhla xi kongomisiwa eka digiri yo karhi eyunivhesiti xa mpimo lowu nga pimiwa lowu nga bohiwa wa maendlelo ya ndzavisiso wa nkoka. Tithiyori timbirhi ta malembexidzana ya makumembirhin’we, ku nga, thiyori ya nhlanganiso na thiyori ya vuswikoti bya swa vanhu, ti tirhisiwile ku letela ku lava datara na nkambisiso na ku twisisa tikhonsepe. Ndzavisiso wu sungula hi ku letela dyondzo ya muhahisi na dyondzo yo hava vatekaxiave ku kumisisa loko swivutiso leswi ku nga kunguhateriwa ku tirhisiwaka ka nhlengeleto wa switiviwa wu lava mpfuxeto. Endzhaku ka sweswo, nuvu wa swivutiso leswi kumekaka eka inthanete leswi tsariweke swi hlamula hi mani na mani na swivutiso swo kala swipimelo swi hetisiwile hi mune wa vatekaxiave hi ku tirhisa Tifomo ta Google. Tinhlamulo ti kamberiwile hi ku tirhisa swihlawulekisi swa va tekaxiave, leswi katsaka rimbewu, malembe, ndhawu yo dyondzela, vuakatiko bya le nawini, na swivangelo swin’wana. Ndzavisiso lowu wa mpimo lowu pimiweke lowu kumekaka eka e-learning lowu nyikiwaka vadyondzi nkateko wo dyondza eka ntshamiseko wa vona vinyi emakaya na ku va pfumelela ku va va kongomisa ngopfu na ku antswisa swikili swa vona vinyi swa mahlawulelo ya kahle ya nkarhi. Ku engetela, e-learning ya olova, leswi swi pfunaka swichudeni ku hlayisa tihakelo ta swofamba na vutshamo. Ku lulamisa vangwa ra swa digitali leri nga kona exikarhi ka swichudeni, ndhawu ya swa dyondzo nakambe yi fanele ku endla leswaku yi nyika matimba ka lava vanga riki ni vutivi bya khomphyuta ku dyondza tidyondzo ta masungulo ta khomphyuta.
Ndzavisiso wu kumile leswaku swivandla swo fana ni swo tanihi Microsoft Teams, Zoom, eFundanathi, YouTube, na ku va tinyangwa na Sakai xichudeni xa tikorhokela swi nga ha tekiwa tanihi ku humelela ka thekinoloji eka valeteri na swichudeni ku tirhisa e-learning. Nakambe ndzavisiso wu kumile leswaku ku nyika data swi pfunile swichudeni leswi a swi pfumala switirhisiwa ku dyondza hi inthanete hikuva a swi fanelangi ku va swi vilela hi mayelana ni ku xava data ya vona vinyi. Hambiswiritano, ku pfumaleka ka nseketelo wa swa thekiniki hi xiyenge xa swa dyondzo swi tumbuluxile swo engetela ku tikeriwa ka lava a va hlangana ni mitlhontlho ya swa thekinoloji loko va karhi va dyondza hi ndlela ya xikhale swinene. Xo hetelela, e-learning yi pfumelela ku dyondza hi ku hlanganyisa hi ku tirhisa mikanerisano ya mitlawa na ku pfumelela ku xaxameta swilo swi vonaka na ku avelana mpimo wa nkarhi wa vhidiyo.Sedert die COVID-19-pandemie is e-leer wereldwyd ’n gewilde onderwerp in hoer onderwys. Aangesien die pandemie tot beperkings op byeenkomste gelei het, het hoeronderwysaanbiedinge vinnig van aangesig tot aangesig na aanlyn lewering verskuif. E-leer dra by tot die buigsaamheid en gerief van gemengde leer deur studente toe te laat om te leer waar hulle ook al is. Hierdie studie het studente se persepsies van die impak van e-leer by die Universiteit van die Witwatersrand (Wits) tydens die COVID-19-pandemie ondersoek. Studente het drie jaar van e-leer buite die kampus gehad sedert die aanvang van COVID-19. Deur die Fakulteit van Gesondheidswetenskappe se plaaslike en internasionale studente by Wits as die gevallestudie te gebruik, het hierdie proefskrif van beperkte omvang ’n kwalitatiewe navorsingsbenadering aanvaar. Twee teoriee van die 21ste eeu, naamlik konnektivisme en sosiale konstruktivisme, is gebruik om data te soek en te ontleed en die konsepte te verstaan. Die studie het eers ’n loodsondersoek met nie-deelnemers uitgevoer om te bepaal of die vrae wat vir data-insameling bedoel is, hersien moes word. Daarna is ’n aanlyn vraelys met oop vrae deur veertien deelnemers op Google Forms voltooi. Die antwoorde is ontleed deur gebruik te maak van deelnemereienskappe, wat geslag, ouderdom, plek van studie, nasionaliteit en ander faktore ingesluit het. Hierdie studie van beperkte omvang het bevind dat die studente die geleentheid gebruik het om in die gemak van hulle eie huise te leer en hulle in staat gestel het om meer gefokus te wees en beter tydsvaardighede te ontwikkel. Boonop is e-leer goedkoper, wat studente help om koste op vervoer en verblyf te bespaar. Om die digitale kloof tussen studente aan te spreek, moet die opvoedkundige instelling dit ook verpligtend maak vir diegene wat nie rekenaarvaardig is nie om basiese rekenaarkursusse by te woon. Die studie het bevind dat platforms soos Microsoft Teams, Zoom, eFundanathi, YouTube, en die studenteselfdiensportale en Sakai beskou kan word as suksesvolle tegnologieë vir dosente en studente om in e-leer te gebruik. Die studie het ook bevind dat die voorsiening van data aan studente wat nie hulpbronne het nie, hulle in staat gestel het om aanlyn te studeer aangesien hulle nie hulle eie data moes aankoop nie. Die opvoedkundige instellings se gebrek aan tegniese ondersteuning het egter bykomende probleme geskep vir diegene met tegnologiese uitdagings wat op ’n afstand studeer. Die gevolgtrekking is dat e-leer interaktiewe leer bied deur groepbesprekings en voorsiening maak vir regstreekse stroming en intydse video-deel.M. Ed. (Open Distance Learning (ODL) (Curriculum and Instructional Studies))Curriculum and Instructional Studie
Information technology, inequality and adult literacy in developing countries
Get PDFThe study assesses linkages between information technology, inequality and adult literacy in 57 developing countries for the period 2012-2016. Income inequality is measured with the Gini coefficient while six dynamics of information technology are taken on board, namely: use of virtual social network, internet access in schools, internet penetration, mobile phone penetration, fixed broadband subscription and number of personal computer users. The findings show that only internet access in schools unconditionally promote adult literacy. The corresponding inequality threshold that should not be exceeded in order for internet access in schools to continue promoting adult literacy is 0.739 of the Gini coefficient. Policy implications are discussed.Economic
Cultural Challenges about Migration in the Apostolic Faith Mission International Ministries United Kingdom: An Ethnographic Approach
Get PDFApostolic Faith Mission International (AFMI) is a classical Pentecostal denomination with branches all
over the world. In Africa, it has more than one million members spread in countries like South Africa, Zimbabwe,
Zambia, and others. The AFMI in Africa has managed to grow due to its ability to minister relevantly to the people
of Africa and their cultures. However, through an observation participation method, the study found that there is
a different trend in the growth of Apostolic Faith Mission International Ministries United Kingdom (AFMIMUK).
AFMIMUK has grown in the past three decades, but the church is not able to penetrate the local context due to
local cultural challenges. As a result, their growth is based on gathering African immigrants in the UK. The article
discusses these cultural challenges identified as individualism, reserved liturgy, monoculturalism, and
unilingualism within the theoretical framework of ethnography to find a possible solution.Christian Spirituality, Church History and Missiolog
The influence of reasonableness in determining delictual or tort liability for psychological or psychiatric harm in South African and English Law
No full textDue to a lack of authority in Roman-Dutch law in respect of claims for psychological harm, our courts in South Africa relied on English law for guidance, in particular the tort of negligence, where emphasis is placed on reasonable foreseeability of harm. The courts in both jurisdictions generally face challenges with who exactly is entitled to claim, the quantification of the damages that should be awarded and how to limit delictual or tort liability emanating from these types of claims. South African law also followed English law in making the distinction between primary and secondary victims and as will be shown in this contribution, limiting liability in respect of secondary victims is problematic. The courts generally tread with caution in awarding damages for pure psychological or psychiatric harm and several policy considerations are taken into account when deciding to award damages or not. Nevertheless, as will be shown in this contribution, the courts in South Africa and the United Kingdom acknowledge these claims and have been developing the law around the cases that have come before them. What is rather interesting and prevalent, though, with regard to primary and secondary victim claims for psychological or psychiatric harm in these jurisdictions, is the implicit and explicit influence of "reasonableness" in determining delictual or tort liability for these types of claims. This will be pointed out further in this contribution.College of La
Educators' in-service training programme to manage student drug abuse at a college in Limpopo
Get PDFDrug abuse has become a public health issue throughout the world as well as in South
Africa. Drug abuse amongst students has serious consequences to the student. The
purpose of the study was to develop an outline for an educators’ in-service training
programme at a college to manage student drug abuse. A quantitative descriptive
design was used in the research. Using the census sampling method, the entire
population (N=337) was included in the study, and 186 (55.1%) respondents return
the online completed questionnaires. Data were collected by means of a web-based
developed questionnaire. The International Business Machines (IBM), Statistics
Product and Service Solution (SPSS) version 23 programme and Microsoft Excel were
used to analyse the data. The results showed the training needs of educators at a
college regarding the management of students’ drug abuse and suggestions for an
outline for an in-service training programme for educators at a college to manage
students’ drug abuse were made. Developing an outline for an educator’s in-service
training programme on the management of student drug abuse could assist with the
development of an in-service training programme for educatorsM.A. (Nursing Science)Health Studie
Consultations in New Prophetic Churches and African Traditional Religions: A Case Study of Divine Healing in Assessing Syncretistic Practices in the South African Context.
Get PDFNew prophetic churches have a different approach to classical Pentecostalism when it
comes to the practice of divine healing. Unlike classical Pentecostalism, new prophetic churches
embrace the practice of consulting prophets in divine healing in the same way as that in which
a traditional healer would be consulted in traditional African religions. During the consultation,
the prophet charges a fee and prescribes sacred products that are similar to those of traditional
African religious practices. This article uses a case study to illustrate the similarities between new
prophetic churches and traditional African religions. Although there are similarities between the
two movements, there is a need to also demonstrate their differences. The similarities are framed as
continuities, and differences as discontinuities. When diagnosing the problem, a traditional healer
throws traditional bones, but a prophet relies on the Holy Spirit to utter a prophetic word. When
exorcising a demon causing sickness and diseases, a traditional healer uses rituals to invoke the
spirits, but new prophetic churches, with all their weaknesses, would still use the name of Jesus to
cast out the evil spirits. The findings in this article have some implications within the theoretical
framework of syncretism. The similarities demonstrate syncretistic practices, and the discontinuities
demonstrate the nonsyncretistic nature of new prophetic churches in South Africa.Christian Spirituality, Church History and Missiolog
Towards developing a cyberbullying policy for private schools in South Africa: policy considerations at a private school in Gauteng Province, South Africa
Get PDFCyberbullying is a growing problem in schools, posing unique legal and management challenges. I conducted a qualitative, case study grounded in the critical realism paradigm and employed multiple data-collection methods, such as a document study, document analysis, semi-structured interviews, focus groups and qualitative questionnaires. Using criterion-based, purposive sampling, I recruited information-rich participants such as the principal, deputy-principal, school counsellor, educators, and learners. A document study of the legal framework governing cyberbullying brought to the fore an absence of a departmental policy regulating cyberbullying in schools and thus the need to consider various general and education specific law and policy when adopting a school cyberbullying policy. The empirical study confirmed the need to follow a whole-school approach during policy development. Using both the legal framework and the findings from the empirical study, I compiled a prototype cyberbullying policy for private schools; so doing, realising the aim of the study.College of Educatio
Teachers’ experiences of teaching natural sciences in a second language : a case of primary schools in Mopani East District
No full textThis study explored teachers’ experience of teaching Natural Science in second language in primary schools of the Mopani East District. The study was conducted in four primary schools within four out of five circuits of Mopani East District, using qualitative design. Four grade 7 and three grade 4 Natural Science teachers were purposefully sampled. Data was collected through semi-structured interviews and lesson observations. Interviews and observations were audio recorded, the audio recorded interviews were transcribed and analysed using thematic content analysis through the help of Qualitative Data Analysis (QDA) software. Content analysis was also applied to analyse lesson observation field notes. Following the sociocultural theory of second language acquisition and constructivism theory of science learning, data analysis and discussion of this study indicates that teachers experience learners’ inadequate language proficiency as the cause of their inability to hear, speak, read and write in a second language in Natural science classrooms. This is due to the use of a particular language of instruction in the foundation phase, societal factors, learners’ school entry age, as well as exclusion of a specific English language use in teachers’ development workshops. From these findings recommendations for teachers’ training, and a motivation to revisit language in education policy, were suggested.M. Ed. (Natural Science Education)Science and Technology Educatio
Challenges faced by intermediate phase English first additional language teachers in establishing classroom libraries in Limpopo Province
No full textClassroom libraries have an important function in the development of reading abilities for English First Additional Language (EFAL) learners in the Intermediate Phase (grades 4 to 6). This research aimed at exploring the challenges faced by the Intermediate Phase EFAL teachers in establishing classroom libraries in a rural circuit of the Limpopo Province to promote learners’ reading ability. A qualitative grounded theory approach was employed using observations and an interview schedule with semi structured open-ended questions. Nine participants were purposefully selected. The study found that there was limited relevant reading material, a lack of space for setting up a classroom library in overcrowded classrooms, teachers’ lack of knowledge on organising the classroom library books and a
lack of strategies on how to control the checking in and out of books. It is recommended that schools should first allocate funds for buying books and seek donations for reading material from public libraries as well as non-governmental organisations. Inservice training should be conducted to equip teachers with the basic skills of organising and facilitating the checking out and returning of classroom library books.Curriculum and Instructional Studie