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Knowledge, attitude and practices towards African swine fever among emerging farmers in Uthukela District, KwaZulu Natal Province, South Africa
No full textThe objective of the study was to investigate the knowledge, attitude and practices regarding African Swine Fever (ASF) among emerging pig farmers in uThukela District, KwaZulu-Natal. The study also identified factors associated with a high knowledge score for ASF among the respondents. All emerging farmers in the study area were invited to participate in the study, but only 426 agreed to voluntarily participate and signed the consent form. All statistical analyses including descriptive and inferential statistics were conducted using SPSS version 27. Statistical significance was assessed at P < 0.5%. More males (60.80%) than females participated in the study. The majority of the respondents (35.68%) were 36-53 years old, followed by 54-71 years old (34.74%). Respondents aged ˃71 were in the minority, making up only 9.15% of the study population. Most respondents (28.64%) did not have formal education, followed by 22.54% who had attended primary school, 22.07% who had completed matric and 21.83% who had not completed matric. The respondents who were unemployed and earned R0-R3 500 kept more pigs (85.92%) than employed respondents. Respondents who had ˃5 years of experience of farming with pigs were in the majority (42.02%), followed by those who had 2-5 years of experience. Most of the farmers (87.79%) indicated that they reared pigs as a source of meat for their family. Only 31.46% of the respondents described ASF as a contagious viral disease, with flu-like symptoms, 26.06% described ASF as a viral disease and 22.54% described the disease as a flu-like disease. Only 19.95% of the respondents said that ASF was a contagious disease. Pigs as spreaders of ASF were mentioned by 44.84% of the respondents. This was followed by 39.67% who said that wild pigs, pigs, and warthogs are responsible for spreading ASF. Very few respondents mentioned wild pigs (9.62%) and warthogs (5.87%) as the only animals that can spread ASF. The majority (39.91%) of the respondents mentioned that the illegal movement of pigs was the only way that ASF is spread. This was followed by 32.63% who said that the lack of a foot bath or biosecurity (19.25%) and feeding of swill (8. 22%) promoted the spread of ASF. Almost all farmers (97.18%) were aware that ASF can spread from one pig to another. Just over half (53.76%) of the respondents said that Ornithodorus ticks and wild boars were the source of the ASF virus. About 60% of the respondents said that the clinical signs of ASF include high fever, ocular discharge and death occurring at 15-45 days. This was followed by 12.44% who said that ASF symptoms include high fever and death occurring at 15-45 days, and 9.62% who said symptoms include ocular discharge only. Almost all the farmers (95.77%) indicated that ASF can be carried by pigs and in pork products. In addition, almost all farmers (96.48%) were aware that ASF is not a curable disease and that it is a notifiable disease (89.44%). All the respondents (100%) indicated that if they suspected a case of ASF, they would inform the nearest State Veterinary Office. Just over half of the respondents (57.28%) fed pigs with kitchen waste (swill), but 42.72% did not. The majority of the respondents (92.72%) mentioned that an outbreak of ASF would be disastrous from a financial point of view, with the remaining 7.28% indicating that it would not be disastrous. While 61.50% indicated that they did not hunt for wild/bush pigs, 38.50% admitted that they did. Residence, gender, reason for rearing pigs and age of respondents were significant (p < 0.05) predictors of a high knowledge score about ASF. Although farmers displayed a good attitude towards ASF, the majority had poor knowledge about ASF. Farmers engage in risky practices such as hunting of wild pigs, which has the potential to increase the spread of ASF. Socio-demographic characteristics of the respondents identified in this study should be considered when designing educational campaigns aimed at improving the knowledge of the respondents and enforcing a positive attitude and good practices that promote the prevention of ASF.College of Agriculture and Environmental Science
Primary school deputy headteachers’ experiences of their functions in the implementation of the national curriculum : case study, Manzini Region
No full textThe study investigated the primary school deputy headteachers’ experiences of their functions in the implementation of the National Curriculum in Eswatini, in the Manzini Region. The researcher used a qualitative research approach. A case study research design was employed. The research issues focused on how DHTs operate in schools and the difficulties they encounter in carrying out their responsibilities for curriculum implementation.
The instruments used to collect data were semi-structured interviews, non-participant observation and document analysis. Semi-structured interviews, participant observation, and document analysis were the methods used to collect the data. Week plans, term plans, annual plans, and meeting minutes were among the documents used in observation and analysis.
The population consisted of only deputy headteachers. Ten participants were purposively sampled from ten (10) schools in the Kwaluseni Zone, Manzini Region. All participants were selected on basis of being deputy headteachers. By guaranteeing anonymity, voluntary involvement, informed consent, and confidentiality, ethical principles were upheld. The acquired data were analysed using a thematic approach.
The study found that assumed roles of DHT were far less demanding than when the DHT was in the job. The study also revealed that DHTs had comprehensive and divert functions which included supporting and empowering stakeholders, working with different groups at different levels and supervising daily functions within the school.M. Ed. (Curriculum Studies and Instruction)Curriculum and Instructional Studie
Human resource development teaching and learning in South African higher education : a practitioner perspective
No full textThis research study is devoted to exploring the critical alignment between Human Re-source Development (HRD) education in higher institutions and the practical require-ments of HRD professionals in the South African workforce. As the significance of HRD grows in higher education (HE), especially in today’s rapidly evolving “new-world” economy, there is a rising demand for specialised HRD academic programmes. This demand underscores the utmost importance of ensuring that HRD programmes effec-tively prepare students to thrive in the ever-changing world of work.
The HRD field, while growing, faces several formidable challenges. Foremost among these challenges is the absence of a universally accepted HRD definition, com-pounded by its multidisciplinary nature and continually expanding boundaries. This lack of a clear definition presents a significant hurdle for educational institutions striv-ing to design pertinent and effective HRD curricula. Furthermore, HRD curriculum de-velopment is increasingly becoming a focal point within HRD education, yet research in this domain remains limited. Recent statistics underscore this gap, revealing a dearth of peer-reviewed articles focused on university-based HRD courses and pro-grammes. Prominent organisations like the University Forum for Human Resource De-velopment (UFHRD) have turned their attention to curriculum design and the teaching and learning of HRD qualifications, emphasising the need for curriculum content that adequately prepares HRD graduates for real-world HRD roles.
In the South African context, the government’s prioritisation of skills development through initiatives such as the Human Resource Development Strategy for South Af-rica (HRDS-SA) and the National Skills Development Plan 2030 (NSDP 2030) under-scores the urgency for South African universities to equip HRD programme graduates with the knowledge, skills, and attributes required to effectively implement HRD strat-egies in workplaces. This aligns with global trends where undergraduate programmes increasingly focus on cultivating students’ career readiness and skill acquisition.
This study is guided by three central objectives: To assess the alignment between HRD education and the needs of HRD professionals, to explore perceptions of HRD
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as a field of study within the South African workforce and its impact on the expectations placed on HRD practitioners, and to compare the content and methods of HRD edu-cation at undergraduate level with the practical application of HRD by professionals in South African workplaces.
Through an extensive literature review to establish a theoretical foundation and em-pirical research methods to gather data, this study uncovers substantial insights into the potential disconnect between HRD education and practice. It reveals a paucity of research addressing the academic preparation of HRD professionals and the chal-lenges faced by HRD educators in ensuring curriculum relevance.
The research employed a case-study approach, focusing on an empirical investigation of HRD phenomena within real-world contexts. Purposeful sampling was used to se-lect participants for focus group interviews, based on specific criteria reflecting their experience richness. Purposive sampling also extended to documents related to HRD curriculum, focusing on a registered qualification and articles addressing the under-graduate HRD curriculum. The study employed two methods for data analysis: docu-ment analysis and interpretation of focus group interviews. These methods allowed for a comprehensive examination of HRD teaching and learning documents alongside insights from HRD practitioners' experiences in the workplace, providing a nuanced understanding of the alignment between HRD education and practice.
In light of these findings, several recommendations emerge. Foremost among them is the pressing need for extensive research on the academic preparation of HRD profes-sionals and the challenges faced by HRD educators. HRD curricula must be adapted to align more closely with rapidly changing workplace realities. Initiatives like the UFHRD can play a pivotal role in guiding curriculum content to meet industry needs. A more robust partnership between HRD academics and practitioners is essential to ensure that HRD curricula resonate with the voices of both scholars and practitioners.
In conclusion, this research represents a significant step towards bridging the gap be-tween HRD education and practice in the South African context. The findings offer invaluable insights into the challenges and opportunities involved in aligning the HRD
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curriculum with workplace realities. By addressing these issues, South African univer-sities can better equip HRD graduates to navigate the demands of today’s ever-evolv-ing world of work, thereby contributing to the professionalisation and maturation of HRD as an academic discipline harmoniously integrated with its practical application.M. Ed. (Adult Education)Adult Community and Continuing Education (ACCE
Developing grade 9 teachers’ natural sciences subject content knowledge through professional collaboration
No full textContinuous Professional Teacher Development (CPTD) is critical in deepening Natural Sciences (NS) teachers' content knowledge. The NS subject in the South African curriculum is a subject that lays a foundation for science knowledge and skills in the lower grades; that is, Grades 4 to 9. It comprises other subjects such as Life Sciences, Physical Sciences, Geography, Astronomy and Chemistry. Although the NS subject content is mainly located in Life Sciences and Physical Sciences, most teachers specialise either in Life Sciences or Physical Sciences; hence, there is a gap in the NS subject content. This often results in teachers either not treating the topics they did not specialise in well or not teaching them at all. This results in low learner performance and related problems, like a shortage of science skills that are so needed in the country. Thus, learners are lagging in terms of science skills compared to their international counterparts. The CPTD interventional programmes organised by the Department of Basic Education do not assist much in addressing the challenge of teachers' subject specialisation. The idea of NS teachers working in collaboration for mutual information sharing leaves room to be reconnoitred. It is on this basis that this study explored the usage of Teacher Professional Collaboration (TPC) in developing Grade 9 NS teachers' content knowledge. Ten Grade 9 NS teachers from five schools located in the Madibeng subdistrict of Northwest Province were conveniently sampled to participate in this study. Data was collected through semi-structured interviews and observations within Collaborative Action Research (CAR). The findings showed that teachers understood and taught the topics they did not specialise in better and they were motivated to do so. The study contributes knowledge on TPC and the broader dialogue on effective and sustainable CPTD programmes.M. Ed. (Curriculum and Instructional Studies)Educational StudiesAbstract in English, Tswana and Afrikaan
A qualitative study of perceptions of recruiters when hiring persons with criminal record
Get PDFThe intention of this study was to explore recruiters’ perceptions when hiring persons with a criminal record. Recruiters are the gatekeepers and champions of the recruitment process and therefore play an integral part in ensuring open entry into employment for persons with a criminal record. The premise of the study is that individuals with criminal records are not employed, mainly because of the recruiters’ perceptions of holders of criminal records, regardless of the nature of the crime, and this influences their recruitment undertakings.
In order to explore the above, a grounded theory approach was adopted, using corresponding qualitative measures in this regard. Further, a focus group method, involving five (5) participants, was employed in gathering data. The sample comprised HR professionals who are tasked with the recruitment function within their respective organisations. The Johannesburg Region was used, as Johannesburg is one of the most prominent cities in South Africa; in addition, the participants were based in the Johannesburg area.
The study found that recruiters are receptive to people with criminal records and believe in reintegrating them into the job market. However, these ideals are obstructed by management as well as anticipated stigma from colleagues. The study therefore concluded that the stigma in play here is indirect, thus contributing to barriers to entry for persons with criminal records.Die bedoeling van hierdie studie was om die persepsie van die werwer te ondersoek wanneer hy 'n persoon met 'n kriminele rekord aanstel. Werwers is die poortwagters en kampvegters van die werwingsproses en speel daarom 'n integrale rol in die verskaffing van oop toegang vir persone met 'n kriminele rekord tot hul werk. Die uitgangspunt van die studie is dat werwers Individue met kriminele rekords nie in diens is nie, hoofsaaklik as gevolg van die persone se persepsie van houers van kriminele rekords, ongeag die aard van die misdaad, en dit beïnvloed hul werwingsondernemings.
Ten einde bogenoemde te ondersoek, is 'n grondige teorie-benadering gevolg met behulp van ooreenstemmende kwalitatiewe maatstawwe in hierdie verband. Die fokusgroepmetode is gebruik om data te versamel, waar vyf (5) deelnemers aan die sessie was. Die steekproef bestaan uit MH-personeel wat die werwingsfunksie binne hul onderskeie organisasies het. Die Johannesburg-streek is gebruik as een van die mees prominente stede in Suid-Afrika. Daarbenewens is die deelnemers in die Johannesburg-omgewing gevestig.
Die studie het bevind dat werwers ontvanklik is vir mense met kriminele rekords en glo dat hulle weer in die arbeidsmark geïntegreer word. Hierdie ideale word belemmer deur bestuur sowel as verwagte brandmerk van medekollegas. Die studie het dus tot die gevolgtrekking gekom dat die brandmerk wat hier gevorm word, indirek is en sodoende bydra tot die persone met 'n strafregtelike hindernis tot toegang.Maikalesetso a thuto eno ke go batlisisa ka ga ponelo ya mobatla badiri ka motho yo o nnang le rekoto ya bosenyi. Ba batla badiri balebeledi le bagaka ba tsela ya go batla badiri, mme batshameka karolo e tona direng gore tsela ya go tsena e bulegile go motho yo nnang le rekoto ya bosenyi, mo tirong ga e bonolo.
Ntlha phisego ya thuto ke gore ba batla tiro ba nnang le rekoto ya bosenyi ga ba bone tiro, segolo ka ntlha ya rekoto ya bone ya bosenyi, go sa kgathelesege mofuta wa bosenyi.
Go tsweletsa se fa godimo, patlisiso fa ene gwa tswelediwa go dirisiwa mokgwa boleng mo patlisisong eno. Mokgwa wa setlhopha yo o dirisitsweng dipalo, go dirisitswe ba tsaya karolo ba le batlhano mo karolong eno. Batsaya karolo ba ne ba dirwa ba diri ba profeshenale (bo mmakgontshe) ba di karolo tsa badiri mo ditirong tsa bone. Kantoro ya bogareng ya Gauteng ene ya dirisiwa jaaka nngwe ya ditoropo tse di botlhokwa mo Afrika Borwa, go tlaleletsa, ba tsaya karolo ka gore bodulo ba bone, bo mo Gauteng.
Di patlisiso di fitlheletswe gore ba batli ba badiri ba amogela batho ba di rekoto tsa bosenyi, le dumela go ba busetsa mo marakeng a ditiro. Ditlhaloganyo tseno di thibelelwa ke batsamaisi le go tshwenyega ga badiri mmogo, a iphetlhele seso se dirang maparego go tsena ga batho bao ba nnang le direkoto tsa bosenyi.Industrial and Organisational PsychologyM.A. (Industrial Psychology
Assisting principals to perform their instructional leadership task more effectively : a case study of Gauteng township schools
Get PDFThis study focused how school leaders can be assisted to perform their instructional leadership tasks more effectively by examining what instructional leadership and quality education entails in Gauteng township schools and identifying factors affecting effective execution of instructional roles. The theoretical framework underpinning this study was guided by the Leadership-for-Learning Model. The study adopted the pragmatic research paradigm leading to subsequent adoption of the mixed methods approach resulting in the study using both, qualitative and quantitative methods of collecting data. Qualitative data was collected via interviews while quantitative data was collected via the questionnaire. The findings from qualitative and quantitative data analysis as well as from literature reviewed indicate that instructional leadership is now a broader construct that entails detailed planning of school priorities, effective execution of instructional roles and creating enabling teaching and learning environments. It emerged from the findings of this study that quality education occurs when all learners have equal access to teaching and learning opportunities such as adequate modern infrastructure, sports facilities, advanced technological learning equipment, appropriately qualified educators, highly skilled and trained school leaders and inequalities are addressed. The major factors that affected proper execution of instructional leadership roles were the Covid-19 pandemic, learner discipline, school environment and township conditions. The instructional leadership role of cultivating a culture of effective teaching and learning, maintaining normal class size and maintaining high hygienic standard empowered educators to effectively execute their teaching role.Ph. D. (Education Management)Educational Leadership and Managemen
The challenges faced by nurses in the implementation of HIV universal test and treat strategy in primary health care clinics in a Kwazulu-Natal District
Get PDFThe purpose of this study is to describe the challenges that nurses working in primary health care clinics faced when implementing HIV Universal Test and Treat (UTT) strategy in a KwaZulu-Natal district. The researcher used qualitative study; specifically, a descriptive phenomenological design. The phenomenological research design uses interpretivist methodology to describe the participants’ everyday experiences regarding the implementation of HIV UTT strategy and factors that affect the roll-out thereof. Data collection was done through one-on-one interviews, using a semi-structured interview guide. The researcher conducted the study in two primary health care clinics in one district in KwaZulu-Natal. Participants included professional and enrolled nurses (both female and male nurses) who worked in two primary health care clinics providing health-care services to HIV-positive patients. This study’s focus is to gain an understanding of the challenges faced by nurses who work in primary health care pertaining to the implementation of the HIV UTT strategy and to identify factors that impact on the implementation of the strategy. The study findings can contribute to the effective roll-out of the HIV UTT strategy, which will result in immediate diagnosis and same-day initiation of antiretroviral treatment. This will benefit society by improving treatment outcomes and decreasing morbidity and mortality rates, which will also enable the Department of Health to save costs associated with treating opportunistic infections.M. P. H. (Public Health)Health Studie
Preceptorship model for newly qualified professional nurses
No full textTransitioning to a professional role is not easy for newly qualified professional nurses. In South Africa, the newly qualified professional nurses are reported to have great difficulties when assuming independent professional practice. This study aimed to explore newly qualified professional nurses’ professional transition experiences to develop a preceptorship model.
A qualitative, descriptive phenomenological study was conducted by applying semi-structured interviews to gather facts from eleven newly qualified professional nurses, seven preceptors and seven operational managers. Purposive sampling was utilised to select participants. Twenty-five participants participated in this study. Trustworthiness was adhered to by applying the concepts, credibility, transferability, dependability and confirmability. The ethical principles of respect for autonomy, beneficence and justice were applied. Data were analysed using Braun and Clarke’s (2006) six steps to thematic analysis. Three themes emerged, preparedness for the role, clinical ability to professional practice and to be clinical independent. This study provides a theoretical definition as well as a conceptual framework and a preceptorship model for the facilitation of guidance and support in the clinical area for newly qualified professional nurses.D. Phil. (Nursing Science)Health Studie
The challenges of principals in implementing quality education in secondary schools of Gedeo Zone, Ethiopia
No full textThe central aim of this study was to investigate the challenges of principals in implementing quality education in secondary schools of Gedeo Zone, Ethiopia. The specific objectives of the study were to: identify the challenges faced by principals in implementing quality education in secondary schools, identify strategies and roles that principals used in implementing quality education in secondary schools, and find out how the principals deal with the challenges they face in implementing quality education in secondary schools. The main research question that this study sought to answer was: “What are the challenges faced by principals in the implementation of quality education in secondary schools?” To address this question comprehensively, a mixed methods research approach was used to collect data, making use of questionnaires and interviews. The participants included five secondary school principals, 157 teachers and 123 school leaders selected through purposive and simple random sampling techniques from 12 secondary schools that participated in the study.
The findings suggest that most secondary school principals encounter multiple problems in their attempts to implement quality education. Though most principals have a sound theoretical knowledge of their roles, they experience practical impediments in their implementation endeavours. These barriers include a lack of basic instructional materials, student textbooks, teachers’ guides, and school facilities, shortages of electric power, a lack of competent and qualified teachers and a lack of active participation of stakeholders. Principals are not motivated to mobilise the concerned bodies and stakeholders to minimise the existing barriers. The quality of the principals’ leadership and their academic background were below standard. To address these challenges, it is recommended that principals create a school environment that will mobilise the stakeholders in a meaningful manner. Furthermore, the government should focus on providing the infrastructure for teaching-learning in secondary schools to alleviate the challenges that affect the implementation of quality education.D. Phil. (Education Management)Educational Leadership and Managemen
Analyzing bullying as an internal communication phenomenon at greater Letaba Municipality, South Africa
No full textThe problem of workplace bullying remains a persistent concern in many organisations including public sector organisations. Different perspectives have been considered in previous work on addressing the issue to include the role of leadership, the influence of organisational culture and work environments, job demands and cultural and societal factors. However, perspectives incorporating the role of internal communication have been limited. This study covers our knowledge and understanding of the workplace bullying phenomenon in public sector organisations by looking at how internal communication practices interact with factors such as power imbalances, organisational culture and work environment to influence workplace bullying.
Using a sample of 79 individuals, the study employed a convergent mixed methods design to examine the experiences of public sector employees and management personnel with workplace bullying in a local municipality setting, and examine the internal communication structures and the power dynamics of the workplace environment that affect the reporting and addressing of bullying behaviour. This approach allowed the study to collect a heterogeneous dataset of perspectives from both frontline and managerial levels on the use of internal communication structures to address workplace bullying in public sector organisations. Thematic content analysis and correlational analysis were used to analyse the qualitative data and the quantitative data respectively. By examining the experiences of public sector employees and management personnel with workplace bullying and exploring the factors that influence the reporting and addressing of this behaviour in a local municipality, this research extends our understanding of the factors that contribute to the use of communication strategies in addressing bullying. Findings revealed that workplace bullying is prevalent in the municipality, taking the form of verbal abuse and exclusionary behaviour, and has negative effects on employee outcomes such as the quality of the work environment, the quality of employee organisation relationship, and the quality of management attributes. Five in eleven participants in the qualitative sample (45%) and 32 of the 68 participants in the quantitative sample (47%) had previous experiences of workplace bullying. The bullying was mostly attributed to power imbalances and discrimination while the communication structures and language at the municipality were identified as risk factors for exposure to bullying. However, the study also found that open communication channels can improve key employee outcomes such as quality of employee organisation relationship and quality of work environment, minimising the negative impacts of workplace bullying exposure. The results also indicate that employees associate open communication structures with perceptions of positive management attributes, providing support for the notion that perceived organisational and supervisor support minimises the negative impacts of workplace bullying exposure. The study recommends interventions that promote inclusive and respectful language, educate employees and management on the signs and features of bullying, and encourage open and transparent communication to report incidents. Each stakeholder has a unique role to play in implementing these interventions: HR can develop policies that support respectful communication, management can receive training on how to recognize and prevent bullying, and employees can report incidents of bullying without fear of retaliation. These recommendations could help create a more positive work environment, where employees can thrive and contribute to organisational success. To further advance research on workplace bullying, future studies could evaluate the effectiveness of open communication programs on reducing exposure to workplace bullying through program design and follow-up evaluations or comparative designs between organisations with different levels of open communication. These suggestions can help inform future research and interventions to create a more positive work environment where employees can thrive and contribute to organisational success.M.A. (Communication Science)Communication Scienc