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Strategies to promote mental health among students in higher education institutions in Ethiopia
No full textPieces of evidence show that due to various factors mental health problems are on the rise among students in higher education institutions globally and particularly in Ethiopia. The level of positive mental health and associated factors among students in higher education are not widely known. There are limited evidences on mental health programs or strategies that help to promote the mental well-being of learners in higher institutions in Ethiopia. The purpose of this study was to develop and describe strategies for the promotion of students’ mental health in higher education in Ethiopia. A sequential exploratory mixed-method design was used in three phases. In phase I: the qualitative phase, in-depth interviews were conducted among 28 purposefully selected students and key informants from different categories and genders. Translation to English, verbatim transcription of recorded audio files, coding, and finally thematic analysis was employed for qualitative data management and analysis. In phase II: the quantitative phase, a cross-sectional study was conducted among systematically selected 805 students who filled out a self-administered questionnaire. Data were cleaned and entered into EPI-data version 3.1.1 and analysed using SPSS version 26. Univariate analysis and bivariate logistic regression were employed for quantitative data management. Statistically, a significant association was determined by OR and CI of 95% with a p-value <0.05. In phase III of this study, the mental health promotion strategy for students in higher institutions was developed and described. The findings of the qualitative phase of the study indicated five interrelated and connected themes which were generated from the coding of all transcripts and thematic analysis. These themes include mental health problem experiences and potential causes, mental health problem effects on students, help sought for their problem and mental health programs, suggested approaches for mental health promotion strategies, and roles of different individuals and institutions.
The result of the qualitative study was also utilized for the development of a questionnaire for the quantitative phase and as input for the development of the mental health promotion strategy of students in higher education in Ethiopia. In this study, 303 (37.6%) of the respondents have not flourished positive mental health with a confidence interval of CI (34.2, 41.0); while 502 (62.4%) of the respondents have flourishing positive mental health with a confidence interval of CI (59.0, 65.8). Current family breakdown of students’ biological parental marital condition, 500-1000km distance of university from family hometown, having had a history of substance use in the last 12 months, having low perceived social support, having low daily spiritual experiences, and not having any monthly financial support showed statistically significant negative association to flourishing positive mental health. A strategy for the promotion of the mental health of learners in higher education institutions was developed and described. The study reveals substantially low flourishing positive mental health among the students due to different factors in a higher institution. The absence of mental health programs was also indicated as a major problem. The developed strategies will empower students to maintain psychological well-being and enable higher institutions to promote the well-being of the learners by establishing safe and supportive learning and campuses.D. Phil. (Public Health)Health Studie
Strategies to improve contraceptive use among women and young girls attending postnatal care at selected hospitals and clinics in Addis Ababa, Ethiopia
Get PDFText in English with summaries and keywords in English, Zulu and XhosaThis study aimed to develop strategies to improve contraceptive use among women and young girls attending postnatal care at selected hospitals and clinics in Addis Ababa, Ethiopia. An explanatory sequential mixed research design was employed, and data were collected using a pre-tested questionnaire for women and young girls attending postnatal care during the study period. In addition, interviews were conducted with women, young girls, and health professionals.
In the quantitative part of the research, 375 women and 125 young girls (a total of 400) participated in the study. In contrast, 30 participants (women, young girls, and health professionals) participated in the qualitative interviews. The quantitative data were analysed using SPSS version 28 computer software, and the qualitative data were categorised, coded, and analysed using ATLAS.ti version 9 computer software. The University of South Africa College of Human Sciences Research Ethics Committee and Addis Ababa Public Health and Emergency Management Directorate issued Ethical Clearance Certificates to conduct the study. Written informed consent was obtained from respondents before data collection.
The study’s findings revealed that barriers to the use of contraceptives (lack of knowledge and awareness, religious issues, fear of hormonal side effects of contraceptives, shortage of contraceptives) include male partner support and involvement in contraceptive use, including discussions with wives, the use of contraceptives by male partners, empowering women through education and employment, and health professionals’ recommendations for improvement on health system factors. Other cited barriers include training health professionals on family planning, conducting advocacy on contraceptive use in the community, primary schools, and universities; provision of contraceptives to all health facilities, including private health sectors; integration of family planning services with other services; working in collaboration with the Ministry of Education of Ethiopia; and other related sectors. The researcher developed strategies to enhance contraceptive utilisation uptake based on the research findings. Recommendations were aimed at improving contraceptive utilisation approaches at all healthcare facility levels.Lolu cwaningo luhlose ukuqhamuka namasu okuphucula indlela yokusetshenziswa kwezinhlelo zokuvimbela inzalo kwabesifazane namantombazane amancane ahambela izindawo zokunakekelwa ngemuva kokubeletha ezibhedlela nasemitholampilo ekhethiwe e-Addis Ababa, e-Ethiopia. Ngesikhathi kwenziwa lolu cwaningo kusetshenziswe uhlobo locwaningo oluxubile oluchazayo, kwathi idatha yona yaqoqwa kusetshenziswa uhlu lwemibuzo ehloliwe kwabesifazane namantombazane amancane ahambela izindawo zokunakekelwa ngemuva kokubeletha. Ngaphezu kwalokho, izinhlolovo zenziwe nabesifazane, amantombazane amancane kanye nabasebenzi bezempilo.
Engxenyeni yocwaningo lwamanani, ababambiqhaza kube abesifazane abangama-375 namantombazane amancane angama-125 (abakha isamba sama-400). Kwathi engxenyeni yenhlolovo lwamaqophelo khona, ababambiqhaza babangama-30 (abesifazane, amantombazane amancane kanye nabasebenzi bezempilo). Idatha yamanani yahlaziywa kusetshenziswa i-SPSS version 28, kwase kuthi eyamaqophelo yona yahlukaniswa, yafakwa amakhodi yahlaziywa kusetshenziswa i-ATLAS.ti version 9. IKomidi Lezokucwaninga Imiyalelo Yokuziphatha eKolishi Lesayensi Yezabantu eNyuvesi yaseNingizimu Afrika kanye noPhiko Lwezokuphatha Izimo Eziphuthumayo Nempilo Yomphakathi bakhiphe isitifiketi sokuvumela ukwenziwa kocwaningo. Kuqale kwatholakala imvume ebhaliwe yababambiqhaza ngaphambi kokuqoqwa kwedatha.
Imiphumela yocwaningo iveza ukuthi izithiyo ekusetshenzisweni kwezinhlelo zokuvimbela inzalo (ukuntuleka kolwazi nokuqwashisa, izindaba zenkolo, ukwesaba imiphumela emibi ngalokhu, ukwentuleka kwezinto zokuvimbela inzalo) kuhlanganisa nokwesekwa ngabalingani besilisa kanye nokuzibandakanya ekusebenziseni izinhlelo zokuvimbela inzalo, kuhlanganise ukuxoxisana namakhosikazi, ukusetshenziswa kwezinhlelo zabesilisa zokuvimbela inzalo, ukufaka imfundo kwabesifazane nokuqashwa kwabo kanjalo nezincomo zabasebenzi bezempilo ekuphuculeni izinhlelo zezempilo. Ezinye izithiyo ezibaluliwe zihlanganisa ukuqeqesha abasebenzi bezempilo mayelana nokuhlela umndeni, ukugqugquzela ukusetshenziswa kwezinhlelo zokuvimbela inzalo emphakathini, ezikoleni zamabanga aphansi nasemanyuvesi, ukuhlinzeka ngezinhlelo zokuvimbela inzalo kuzo zonke izikhungo zezempilo, okuhlanganisa izikhungo zezempilo ezizimele, ukuhlanganisa izinsiza zokuhlela umndeni nezinye izinsiza nokusebenza ngokubambisana noMnyango Wezemfundo e-Ethiopai nezinye izinhlaka ezifanele. Umcwaningi uqhamuke namasu okuphucula indlela yokusetshenziswa kwezinhlelo zokuvimbela inzalo ngokususela emiphumeleni yocwaningo. Izincomo bezenzelwe ukwenza ngcono izinhlelo zokuvimbela inzalo kuwo wonke amazinga ezikhungo zokunakekelwa kwempilo.Olu phando lujonge ukuphuhlisa amacebo okuphucula ukusetyenziswa kwezithintelilumitho kwabasetyhini nakumantombazana aselula ahamba unakekelo lwasemva kokubeleka kwizibhedlele neeklinikhi ezikhethiweyo eAddis Ababa, e-Ethiopia. Kusetyenziswe uqulunqo lophando oluxubileyo iexplanatory sequential, zaze iinkcukacha zophando (idatha) zaqokelelwe ngokusebenzisa amaxwebhu emibuzo avavanyiweyo ebejoliswe kwabasetyhini nakumantombazana ababehamba unakekelo lwasemva kokubeleka ngexesha lokuqhutywa kophando. Ukongeza, udliwanondlebe lwenziwa kwabasetyhini, amantombazana aselula nakoonompilo.
Kwingxenye yophando olulungele amanani nobalo (quantitative research) ngabasetyhini abangama375 namantombazana ali125 (bebonke bangama400) abathe bathatha inxaxheba kolu phando. Abathathinxaxheba abangama30 (abasetyhini, amantombazana noonompilo) bathathe inxaxheba kudliwanondlebe oluchazayo. Iinkcukucha zophando oluqukayo lwamanani nobalo luhlalutywe ngokusebenzia iSPSS version 28, zaze iinkcukacha zophando olunika iziphumo ngokuchaza zahlelwa, zakhowudwa zaze zahlalutywa ngokusebenzisa iATLAS.ti version 9. IKholeji yeKomiti yeMigaqo yoPhando lweeNzululwazi zoluNtu yaseUnisa neCandelo loLawulo lweMpilo yoluNtu noLawulo oluNgxamisekileyo laseAddis Ababa ziye zakhupha isiqinisekiso semvume yokwenza uphando (ethical clearance certificate) ukuze uphando luqhube. Izivumelwano ezibhaliweyo ezisekelwe kulwazi zifumaneke kwabo bathe baphendula phambi kokuqokelelwa kwenkcukacha zophando (data collection).
Iziphumo zophando zibonakalisa ukuba imiqobo ekusetyenzisweni kwezithintelilumitho (ukungabi nalwazi nakuqonda, imiba yezenkolo, uloyiko lwemiphumela lwezithintelilumitho kumadlala, ukunqongophala kwezithintelilumitho) iquka inkxaso yabalingane abangamadoda nokudlala indima ekusetyenzisweni kwezithintelilumitho kubandakanya iingxoxo namakhosikazi, ukusetyenziswa kwezithintelilumitho ngabalingane abangamadoda, ukuxhobisa abasetyhini ngemfundo, ingqesho kunye neengcebiso zoonompilo malunga nemiba yenkqubo yezempilo. Eminye imiqobo echatshazelweyo iquka uqeqesho loonompilo kwezocwangciso, ubutshantliziyo okanye ukunikezwa kwenkxaso ngokusetyenziswa kwezithintelilumitho kuluntu, kwizikolo zamabanga aphantsi neeyunivesithi, ukunikezela ngezithentelilumitho kuwo onke amaziko empilo, kuquka necandelo lezempilo labucala, ukuhlanganiswa kweenkonzo zocwangciso kunye nezinye iinkonzo kwanokusebenza ngentsebenziswano neSebe leMfundo laseEthiopia namanye amacandelo asondeleyo. Umphandi wenze amacebo okuqinisa inqanaba losetyenziso lwezithintelilumitho ngokusekelwe kwiziphumo zophando. Iziphakamiso bezijolise ekuphuculeni iindlela zokusetyenziswa kwezithintelilumitho kuwo onke amabakala eendawo zokunonophela impilo.Ph. D. (Public Health)Public Healt
Persuasive technology and user experience design guidelines to motivate users for autonomous learning on a digital learning platform in the context of a corporate environment in South Africa
Get PDFOrganisations are increasingly relying on digital platforms for autonomous learning for skills
development. The COVID-19 pandemic has forced many employees to work from home, and as a
result, the use of autonomous learning increased to the point where it became the preferred learning
mode. Persuasive technologies (PT) can improve employees’ motivation for completing autonomous
learning tasks on digital learning platforms in corporate organisations. Despite the potential for
supporting autonomous learning, the application of PT in the South African corporate organisation
context remains limited. The research problem identified was the lack of users’ motivation to learn
autonomously on digital learning platforms. The study was novel in drawing on the theoretical lenses
of both PT and user experience (UX) to investigate the motivation for autonomous learning in a
corporate utility in South Africa. For corporate organisations to improve employees’ motivation in
autonomous learning, the digital learning platform may use persuasive strategies such as
competition, self-monitoring, and cooperation; or UX attributes such as effectiveness, efficiency, and
satisfaction in contributing to motivate employees’ learning needs.
The methodology applied in the study was guided by design science research (DSR). Fourteen
subject matter experts in focus groups validated the persuasive strategies and UX attributes
extracted from literature. The validated constructs used as the basis for the design guidelines
informed the design and development of a prototype aimed at testing the motivation of employees
in autonomous learning in the digital learning platform. The prototype was presented to 76 users,
their interactions with the prototype were captured, and their perceived user experience was
evaluated in a survey. The triangulation of the findings from the user interaction captured via mouse
movement and the survey confirmed that the design guidelines based on the nine constructs (PT
and UX) were appropriate for designing a PT prototype system to motivate employees in
autonomous learning in the digital learning platform. The study was limited to one organisation and
one module within the digital learning environment. The focus was on motivation only and excludes
other pedagogical aspects of the teaching and learning process. The study makes a theoretical
contribution in terms of the literature-based, empirically refined design guidelines and a questionnaire for evaluation of the prototype by users; and a practical contribution by the development of a prototype as a PT system to test the motivation of the employee in autonomous
learning in the digital learning platform.M. Sc. (Computing)School of Computin
The experiences and challenges of school-based social workers rendering intervention services to youth sexual minorities
No full textThis dissertation critically engages with the transformation occurring within the South African Department of Basic Education, marked by a departure from an exclusive education model towards a more inclusive paradigm that integrates the services of school-based social workers. Despite this commendable shift, persisting challenges of discernment, marginalization and high levels of prejudice against youth sexual minorities continue to mar the school environment. Establishing a foundation of acceptance, belonging and connectedness is deemed fundamental for the educational success of all learners. However, a considerably high number of youth sexual minorities still contends with feelings of misunderstanding, non-acceptance lack of support in their school situations.
The theoretical framework underpinning this research is anchored in the ecological systems approach and advocacy theory. The primary research objective is to attain a comprehensive understanding of the lived experiences and challenges confronted by school-based social workers as they navigate the terrain of providing intervention services to LGBTQQIP2SAA youth sexual minorities. Methodologically, a qualitative research approach is employed, encompassing phenomenological, contextual, descriptive and explorative research designs. The research sample comprises 38 school-based social workers drawn from the province of Gauteng. Data are collected through a purposive sampling technique using semi-structured face-to-face and MS Teams interviews.
Thematic analysis of the rich dataset reveals an array of emergent themes and sub-themes that encapsulates the multifaceted challenges and experiences encountered by school-based social workers rendering intervention services to youth sexual minorities. Sub-themes include the imperative of providing equal services to all learners, the role of offering counselling and support to learners identifying as sexual minorities, considerations based on the learner’s needs and age and the necessity to develop protective measures for youth sexual minorities. Challenges faced by these school-based social workers encompass experiences of lack of acceptance, understanding and
support, along with instances of victimization, rejection, bullying and psycho-social health implications for youth sexual minorities.
The study embeds its findings within the global and African contexts of sexual minority rights, instructive legal frameworks impacting same-sex behaviours, the complex issue of criminalization in certain regions and the enduring social stigmatization faced even where same-sex acts are legal. Zooming in on the South African context, the research highlights disparities among over 800,000 self-identified LGBTQQIP2SAA individuals, advocating for increased funding, filling of school-based social worker vacancies and enhancing working conditions to meet constitutional and legislative obligations.
Themes that have emerged from the research underscore the pressing need for measures to support school going youth sexual minorities, addressing critical issues such as confidentiality, training, resources and the personal sexual orientation of school-based social workers. Recommendations drawn from these themes advocate for widespread training initiatives, strategic awareness campaigns and the development of inclusive policies, all meticulously aligned with the constitutional and human rights principles applicable on school going youth sexual minorities. The study, therefore, emphasises not only the significance of a supportive system for school-based social workers but also the necessity of adequate funding and the implementation of practical measures informed by rigorous research findings.
In conclusion, the dissertation urges for the creation of awareness, educational initiatives and the establishment of support groups for youth sexual minorities in schools. It advocates for policy development and implementation within schools to ensure alignment of youth sexual minorities with their constitutional rights. Additionally, the study emphasises the need for targeted messaging, heightened social media presence and community training to foster widespread acceptance and understanding of all learners. By contributing to the ongoing discourse surrounding inclusivity and support for youth sexual minorities in South African schools, this research offers critical insights for policymakers, educators and school-based social workers, contributing to the broader
goal of fostering an environment of acceptance and equality within educational institutions.MA (SS (Social Work)Social Wor
The influence of justice perception on organisation citizenship behaviour and job satisfaction
No full textThis study investigates the influence of organisational justice—comprising procedural, distributive, and interactional justice—on job satisfaction and employee behaviour. We examine how employees perceive fairness in procedural processes, the distribution of rewards, and interpersonal interactions, and how these perceptions shape their job satisfaction and behaviour at work.
Procedural justice concerns the fairness of procedures used in decision-making processes, distributive justice relates to the fairness of outcomes or rewards, and interactional justice focuses on the fairness of interpersonal treatment. We explore how each aspect of organisational justice affects employees' perceptions and behaviours in the workplace.
Job satisfaction is a crucial outcome of organisational justice. We analyse factors contributing to job satisfaction, including opportunities for growth, recognition, fair compensation, and conducive working conditions, and their relationship with organisational justice perceptions.
Supervisors play a significant role in fostering organisational justice through their interactions with employees. We investigate how fair treatment by supervisors’ influences employee commitment and loyalty, crucial for organisational success. Ethical considerations guide our research practices, ensuring participant confidentiality and informed consent. Using a quantitative approach, we survey 600 employees, employing a sampling method that represents diverse demographics. Data collected include biographical information and perceptions of organisational justice, job satisfaction, and behaviour.
Surveys are administered online, adhering to ethical guidelines, with reliability and validity assessed using Cronbach's alpha coefficients. Our findings highlight the positive relationship between organisational justice perceptions, job satisfaction, and employee behaviour, underscoring the importance of fairness in the workplace.
The limitations of this study are presented together with recommendations for future research. Based on the findings of this study, we recommend organisations prioritize fairness and transparency in their policies to enhance employee engagement and satisfaction. By fostering a fair and just work environment, organisations can improve performance and employee well-being.M.Com. (Business Management)Business Managemen
Factors affecting collective management process of mathematics teaching and learning : a case for Highveld Ridge East Circuit, Mpumalanga
Get PDFAbstracts in English, Sotho and ZuluThis study aimed at examining factors that affect the collective management process of mathematics teaching and learning in the Highveld Ridge East Circuit of the Gert Sibande District, Mpumalanga, South Africa. The study intended to establish parental and social level, school level as well as system and policy level factors that influence the collective management process of mathematics teaching and learning of Grade 12 learners. In undertaking the study, the revised Bronfenbrenner’s bioecological model of human development as well as the Taylor and Baker’s theory of learning performance were used as guiding theoretical frameworks. These theories were sourced from literature and were used in this study to provide a lens for the analysis of data and interpreting results for this study. An interpretivist/constructivist research paradigm was adopted for this study to support a qualitative case study approach. Three schools were included in the case study research design and eight in-depth interviews with school principals, heads of department responsible for mathematics and selected parents of Grade 12 mathematics learners. One non-participant observation was also conducted at each sampled school. Policy document analysis was also conducted. Data were analysed through qualitative content analysis which helped to establish themes and sub-themes. The findings, presented and analysed in accordance with the themes and sub-themes, indicated that the factors that affect the collective management process of mathematics teaching and learning can be grouped into three broad categories. The first category is for those factors that emanate from families and societies, the second one comprises factors emanating from the school environment and thirdly, other factors emanate from system and policy environments. This study recommends that to improve mathematics teaching and learning, there should be close collaboration between parents, communities and school management teams. Furthermore, the study recommends large-scale quantitative survey studies to further clarify factors impacting the collective management process in mathematics teaching and learning.Boithuto bona bo reretsoe ho hlahloba lintlha tse amang tsamaiso e kopanetsoeng ea ho ruta le ho ithuta thuto ea lipalo Seterekeng sa Highveld Ridge East Seterekeng sa Gert Sibande, Mpumalanga, Afrika Boroa. Boithuto bo ne bo rerile ho theha boemo ba batsoali le sechabeng, boemo ba sekolo hammoho le lintlha tsa boemo ba tsamaiso le leano tse susumetsang tsamaiso e kopanetsoeng ea thuto ea lipalo le thuto ea baithuti ba Kereiti ea 12. Ha ho etsoa boithuto, ho ile ha sebelisoa mohlala o ntlafalitsoeng oa Bronfenbrenner oa bioecological oa nts'etsopele ea batho hammoho le khopolo ea Taylor le Baker ea ts'ebetso ea ho ithuta e le tataiso ea moralo oa thuto. Likhopolo tsena li nkiloe libukeng 'me li ile tsa sebelisoa phuputsong ena ho fana ka lense bakeng sa tlhahlobo ea lintlha le liphetho tsa tlhaloso ea phuputso ena. Ho ile ha amohelwa paradigm ya mofetoledi/ constructivist bakeng sa phuputso ena ho tshehetsa mokgwa wa boithuto ba maemo. Likolo tse tharo li kenyelelitsoe moralong oa lipatlisiso tsa mohlala le lipuisano tse tebileng tse robeli le baokameli ba likolo, lihlooho tsa mafapha a ikarabellang bakeng sa lipalo le batsoali ba khethiloeng ba liithuti tsa lipalo tsa Kereiti ea 12. Ho ile ha boela ha etsoa tlhokomeliso e le 'ngoe ea ba sa nkang karolo sekolong se seng le se seng sa mohlala. Ho ile ha boela ha etsoa tlhahlobo ea litokomane tsa maano. Lintlha li ile tsa hlahlobjoa ka tlhahlobo ea litaba tsa boleng tse thusitseng ho theha meralo le lihloohoana. Dikutollo, tse hlahisitsweng le ho hlahlojwa ho ya ka meralo le metheonyana, di bontshitse hore dintlha tse amang tsamaiso e kopanetsweng ya ho ruta le ho ithuta dipalo di ka hlophiswa ka dikarolo tse tharo tse pharalletseng. Mokhahlelo oa pele ke oa lintlha tse hlahang malapeng le lichabeng, oa bobeli o na le lintlha tse tsoang tikolohong ea sekolo, 'me ea boraro, lintlha tse ling li tsoa tikolohong ea tsamaiso le maano. Phuputso ena e khothalletsa hore ho ntlafatsa thuto le thuto ea lipalo, ho be le tsebelisano e haufi pakeng tsa batsoali, sechaba le lihlopha tsa tsamaiso ea likolo. Ho feta moo, phuputso e khothalletsa liphuputso tse kholo tsa lipalo ho tsoela pele ho hlakisa lintlha tse amang tsamaiso e kopanetsoeng ea thuto ea lipalo.Lolu cwaningo luhlose ukuhlola izici ezithinta inqubo yokuphatha ngokuhlanganyela yokufundisa nokufunda izibalo e-Highveld Ridge East Circuit yesiFunda sase-Gert Sibande, eMpumalanga, eNingizimu Afrika. Ucwaningo luhlose ukusungula izinga labazali nelenhlalo, izinga lesikole kanye nezici zesistimu nenqubomgomo ezinomthelela ohlelweni lokuphatha ngokuhlanganyela lokufundisa nokufunda izibalo zabafundi beBanga le-12. Ekwenzeni ucwaningo, imodeli ye-Bronfenbrenner ye-bioecological ebuyekeziwe yokuthuthukiswa komuntu kanye nethiyori kaTaylor no-Baker yokusebenza kokufunda yasetshenziswa njengezinhlaka zetiyori eziqondisayo. Lezi zinkolelo-mbono zithathwe ezincwadini futhi zasetshenziswa kulolu cwaningo ukunikeza ilensi yokuhlaziywa kwedatha kanye nemiphumela yokutolika yalolu cwaningo. I-paradigm yocwaningo lokuhumusha/i-constructivist yamukelwa kulolu cwaningo ukuze yeseke indlela yocwaningo lwecala. Izikole ezintathu zafakwa ekwakhiweni kocwaningo lwecala kanye nezingxoxo ezijulile eziyisishiyagalombili nothishanhloko bezikole, izinhloko zeminyango ebhekele izibalo nabazali abakhethiwe babafundi bezibalo beBanga le-12. Ukuqaphela okukodwa okungahlanganyeli nakho kwenziwa esikoleni ngasinye esiyisampula. Ukuhlaziywa kwemibhalo yenqubomgomo nakho kwenziwa. Idatha yahlaziywa ngokuhlaziywa kokuqukethwe okuyikhwalithi okusize ekutholeni izingqikithi nezindikimba. Okutholakele, okwethulwa futhi kwahlaziywa ngokuhambisana nezindikimba nezindikimba, kubonise ukuthi izici ezithinta inqubo yokuphatha ngokuhlanganyela yokufundisa nokufunda izibalo zingahlukaniswa zibe izigaba ezintathu ezibanzi. Isigaba sokuqala esalezo zici eziphuma emindenini nasemiphakathini, esesibili sihlanganisa izici ezivela endaweni yesikole futhi okwesithathu, ezinye izici zivela ohlelweni nezindawo zenqubomgomo. Lolu cwaningo luncoma ukuthi ukuze kuthuthukiswe ukufundisa nokufunda kwezibalo, kufanele kube nokusebenzisana eduze phakathi kwabazali, imiphakathi kanye namathimba aphethe izikole. Ngaphezu kwalokho, ucwaningo luncoma izifundo zocwaningo lwezibalo ezinkulu ukuze kuqhutshekwe nokucacisa izici ezinomthelela ohlelweni lokuphatha oluhlangene ekufundiseni nasekufundeni izibalo.M. Ed. (Education Management)Educational Leadership and Managemen
Western Art Music in History and Society
No full textThis presentation introduces a series of modules on Western Art Music in History and Society offered at the University of South Africa (UNISA). Aimed at Bachelor of Music and Bachelor of Arts students, the modules provide a chronological survey of Western Art Music from ancient times to the present.
Beyond the curriculum, the presentation delves into the critical importance of understanding the history of Western Art Music in the context of colonization, power dynamics, and oppression. It explores the relevance of classical music in a diverse musical landscape and raises questions about who tells the historical narrative and whose stories are included.
Furthermore, the presentation addresses the need for decolonization in the study of Western Art Music, referencing the #Rhodesmustfall movement and advocating for a shift in perspectives. It encourages students to approach the course with awareness, questioning traditional narratives and promoting inclusivity.
Concluding with a call to actively participate in the decolonization project, the presentation envisions a journey where students listen and respond to history, Western Art Music, themselves, and each other.Art and Musi
REFERENCING IN ACADEMIC WRITING
No full textReferencing is required to acknowledge the source(s) of the information used in any academic writing. Failure to properly acknowledge other author’s contribution to our own writing amounts to academic theft (plagiarism). Referencing, in terms of acknowledging other authors ‘contributions in academic writing, is done in two ways: referencing in the text (write-up) (in-text citation) and listing all references cited at the end of the write-up (A reference list). These can also be referred to as the two types of referencing in academic writing.Institute for Open and Distance Learning (IODL
Citizens' expectations and perceptions of municipal service delivery in Mutare Municipality, Zimbabwe
No full textThe research study aimed to examine citizens' perceptions and expectations of municipal
services delivery in Mutare municipality. The lack of quality service delivery by Zimbabwean
municipalities is a problem that has become worse in recent years. The quality of services
provided by local governments are thought to be generally poor or non-existent. The researcher
investigated the Mutare urban municipality's nineteen (19) wards. The study determined that
capacity difficulties, which have led to productivity gaps and resulted in Mutare municipality
offering insufficient or no services, were related to citizens' unhappiness with service delivery
in the municipality. Some of the problems include uncollected refuse, a poor road system,
continuous sewer and water bursts, shortage of potable water, poor road maintenance, non functional public streetlights, traffic lights, and poor drainage systems. The researcher collected
quantitative data to examine citizens' perceptions and expectations of service quality. Primary
and secondary data informed the study. Primary data was gathered from a sample of 468
residents in households selected from a total of 47 004 households. Secondary data for the
research was gathered through reports, books, records, newspapers, internet articles and
research articles by other researchers in Mutare. The study found that tangibility, reliability,
responsiveness, assurance, empathy, service performance, service quality provided, and
perceived service quality affect citizens' satisfaction. The researcher also discovered that poor
communication strategies between the municipality and citizens, as well as a lack of citizen
participation in municipal affairs were important factors contributing to service delivery
dissatisfaction. The study concluded that Mutare municipality should conduct citizen
satisfaction surveys regularly as a feedback mechanism for service delivery, involving all
stakeholders in decision-making, service design, and delivery through an extensive
consultative process. The researcher also advised the municipality to implement performance management systems, motivate team members and partnerships, and establish public
participation to increase citizens' service satisfaction levels.M.A. (Public Administration)Public Administration and Managemen
Transition from the opium of religion to religion as opioids: abuse of religious teachings in the New Prophetic churches in South Africa
No full textThe New Prophetic Churches is a religion in the mix, demonstrated by their points of contact with classical Pentecostalism, the prosperity gospel, African independent churches, and African traditional religion. New Prophetic Churches have points of contact with classical Pentecostalism with reference to the doctrine of baptism in the Holy Spirit and speaking in tongues. They are also influenced by the African traditional religions with reference to their connection with the spirit world. In addition, they have points of contact with the African independent churches concerning the use of healing and deliver-ance products. Furthermore, they have points of contact with the prosperity gospel in teaching the message of material blessing. The original form of these influences is presented in this article as opium religion, whereas the corrupted form of these influences is presented as opioid forms of religion. The latter refers to a somewhat dangerous mix of religious teachings, advo-cated by self-appointed spiritual leaders within the New Prophetic Churches. These spiritual leaders have concocted this mixture contrary to the original purpose of such teachings with the intention to satisfy their commercial de-sires to the detriment of the spiritual wellbeing of their followers and the sa-credness of religious teachings, particularly Christian teachings. Relying on a literary analysis, this article challenges the religious teachings of opioid reli-gions that undermine the original good intentions with which these teachings are mixed. It suggests that any religious teaching in the Christian tradition should be consistent with the eternal purpose of God’s mission, identity in Christ, and the fundamental tenets of the Christian traditionChristian Spirituality, Church History and Missiolog