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Support for grade 9 learners with reading difficulties in secondary schools of Leribe District in Lesotho
No full textSupporting Grade 9 learners who have reading difficulties in secondary school is important for the inclusion and academic success of these learners. This support requires teachers to employ a variety of learner-centred teaching and support strategies to create a school and classroom environment that welcomes and allows for the cognitive or emotional, social and academic stability of a variety of learners. Support for learners in the lower grades of primary school and higher grades of higher education has been investigated before, but little is known about support for Grade 9 learners with reading difficulties in secondary school. As a result, this study aimed to narrow this knowledge gap by exploring support for Grade 9 learners with reading difficulties in secondary schools of Leribe District in Lesotho. Qualitative research data were collected from four secondary schools through semi-structured face-to-face interviews with 12 participants, made up of 4 classroom teachers, 4 Heads of Departments (HoDs) and 4 principals, scheduled classroom observations of Grade 9 classes, field notes and document analysis. Thematic approach was used to analyse the collected data. The findings of the study point to a variety of academic and social-emotional support strategies that teachers can use to support Grade 9 learners with reading difficulties. In addition, the use of innovative strategies such as technology-adaptive devices and reading interventions such as spelling bee to enhance vocabulary, spelling and retention of learned concepts were found to be critical to improve reading skills for Grade 9 learners in secondary schools of Leribe District in Lesotho. The study presents recommendations for further research, the ministry of education, policy makers and initial teacher education.M. Ed. (Inclusive Education)Inclusive Educatio
Environmental Management Accounting Implementation Challenges and Supply Chain Management in Emerging Economies’ Manufacturing Sector
No full textEnvironmental management accounting (EMA) implementation challenges within supply
chain management systems (SCMSs) and environmental awareness in emerging economies should be addressed for sustainable development. Therefore, this study explores EMA implementation challenges in the supply chain in manufacturing to propose a framework to guide manufacturing companies to achieve a cleaner production chain. After conducting an extensive literature review on literature related to EMA in developing countries, challenges characterising EMA implementation have been identified. These include incoherent government policies and regulations; unavailability of resources; technological incapability; inadequate training and expertise; allocation of environmental costs; and environmental reporting. Hence, it is suggested that manufacturing companies
must understand the financial and environmental benefits of achieving cleaner production through implementing EMA. Managers can make more environmentally friendly decisions based on their supply chain using the developed framework. Regulators may need key regulatory framework reforms and policies to monitor and assess environmental compliance throughout the supply chain. Longitudinal and quantitative data from manufacturing companies in developing countries are suggested to validate the existence of EMA implementation challenges.Graduate School of Business Leadershi
Community learning centres’ leadership support towards effective curriculum delivery management in Gauteng province
Get PDFAbstracts in English and ZuluCommunity learning centres’ leadership support towards effective curriculum delivery management in the Gauteng province is explored in this study. The study envisioned to answer the research question ‘How are the community centres’ leadership supported and guided to effectively manage curriculum delivery?’. There have been challenges within the ACET sector prior to, during and after the transition period from the Department of Basic Education (DBE) to the Department of Higher Education and Training (DHET). These challenges negatively impact the management of curriculum delivery within the community learning centres (CLCs). A qualitative research design was used where a sample of six CLC leaders, nine CLC lecturers and four CLC district officials in the Gauteng province were purposefully selected for individual face-to-face interviews and a focus group. Document analysis was also used to collect data. The findings of this study indicate that CLC leaders are not supported to manage the curriculum delivery by the relevant role players such as the lecturers, district offices, the Gauteng Community Education and Training College (GCETC) and DHET. The study recommends curriculum support be provided through improved management systems and procedures, development of policies, financial support, human resources, lecturers’ professional development and improved working conditions for CLC leaders to achieve their curriculum management responsibilities.Kulesifundo kubhekwe ukuxhaswa kobuholi bezemfundo kwa Community Learning Centres (CLCs) kanye nokushintshwa kwemfundo kwisifundazwe sase Gauteng. Lesifundo sibhekwe ukuthi siphendule umbuzo wocwaningo othi ‘Ngabe buyaxhaswa noma buyalulekwa ubuholi ngokuhola ushintsho lwemfundo ngobuhlakani obuvelele ekuthuleni loshintsho?’. Bekunezinkinga kumkhakha wezemfundo wakwa ACET ngaphambilini, naphakathi kanye nasemuva koshintsho kusukela kwa Department of Basic Education (DBE) ukuya kwa Department of Higher Education and Training (DHET). Lezinkinga zithikameze kabi ukuthulwa kohlelo lokufundisa emkhakheni wezemfundo kuma Community Learning Centres (CLCs). Uhlelo lokuhambisa ucwaningo okuthiwa phecelezi yi qualitative design, lusetshenzisiwe kulesifundo socwaningo. Kutonyulwe abaholi bemfundo kuma CLCs abayisithupha, othisha kuma CLCs abayisishiyagalolunye, kanye nabaxhasi kuma CLCs abane abasemkhakheni wezemfundo okuthiwa phecelezi, ama district officials kwisifundazwe sase Gauteng. Kanti bonke laba bazikhethele ukuba yinxenye yalocwaningo ngaphandle kwencindezi. Kusetshenziswe uhlelo okuthiwa phecelezi yi purposive sampling lokwazi ukuthi kudingeka abaxhasi abanjani. Kuqhutshwe ucwaningo kwaqoqwa ulwazi kuxoxisanwa ngamunye ngamunye, okuthiwa phecelezi yi face-to-face interviews. Kanti kuyekwasetshenziswa nohlelo lokuqoqa ulwazi eqenjini labaxhasi okuthiwa phecelezi yi focus group. Kuphinde kwasetshenziswa nohlelo lokuqoqa ulwazi kumaphepha bhuku, okuthiwa phecelezi yi document analysis. Imiphumela yalocwaningo ibonisa ukuthi abaholi bezemfundo kuma CLCs abaxhaswa futhi abalulukwa ngendlela yokuhambisa nokuthula ezemfundo kuma CLCs. Labaholi bekumele baxhaswe futhi balulekwe kuma CLCs, kanye nabaxhasi abakuma CLCs abasemkhakheni wezemfundo okuthiwa phecelezi, ama district officials. Bonke baphuma kwa Gauteng Community Education and Training College (GCETC). Locwaningo lucebisa ukuthi kudingeka kuphuculwe izindlela zokuhambisa imfundo, yimithetho nemigomo, uxhaso lwezimali, uxhaso lwabasebenzi, ukuthuthukisa izinga lemfundi kothisha, kanye nokuphucula isimo okusethsenzwa ngaphansi kwaso ukuze kufinyelelwe ekutheni abaholi bezemfundo kuma CLCs bakwazi ukwenza umsebenzi wabo kahle nangempumelelo.D. Phil. (Education (with specialisation in Adult Education) in the subject of Educational Management)Educational Leadership and Managemen
Challenges in the adoption of information and communication technology at selected schools in the Mpumalanga Province
No full textEducation is considered a weapon to fight poverty in developing nations including African nations. South Africa, Mpumalanga is not left behind as the use of Information and Communication Technology (ICT) during COVID-19 was compulsory despite limitations brought about by economic disadvantages. Several studies have argued that in the information era, the use of modern technologies in education is pivotal. The implementation of ICT into teaching and learning expands opportunities for teachers and students to work more collaboratively and effectively in the digital age and it also helps in developing human capital. The recent global crisis known as COVID-19 has brought learners outside the school during the pandemic and in order to get the curriculum completed there was a need to adapt and to integrate ICT in teaching and learning. Hence, in most nations they attempt to catch up with technological progress and digitise their educational system, but still fail due to some issues that hamper the process of ICT integration in education. The main focus of this study is on challenges in the adoption of ICT at the selected school in the Mpumalanga Province, South Africa. To be more specific, this study aims at identifying and describing the challenges encountered by schools in Bushbuckridge Bohlabela District in the adoption and using of ICTs so that remedial actions can be proposed to address such defies. I drew on the Technological Pedagogical Content Knowledge (TPCK) to understand the barriers that affect the successful ICT adoption in schools. The framework was used as a lens to describe the kinds of knowledge required by teachers for the effective incorporation of technology in teaching. It suggests that teachers need to master the connections of technology, pedagogy and the content. A total of twenty teachers from five public primary and secondary schools have been purposefully selected to participate on this qualitative study. Data was collected using interviews and observation. I followed a thematic analysing method when analysing data. The findings of the study show various factors that affect the adoption of ICT in Bushbuckridge schools. They mentioned lack of digital infrastructure and facilities, lack of technological knowledge, insufficient ICT training, lack of support from school governing board and School Management Team, absence of time and lack of ICT policy as factors that hinder the successful ICT adoption in schools. Therefore, it is recommended that schools should consider aspects of ICT adoption, particularly from a Management and School Governing Bodies (SGB) perspective, such as strategic planning, controlling and policy. Government as well should provide essential ICT tools for schools in the country and to determine what types of training teachers need before they are selected to go on training.M. Ed. (Curriculum and Instructional Studies)Curriculum and Instructional Studie
The validation of a big data analytics capability scale for the South African context
No full textAbstracts in English, Afrikaans and ZuluLiterature confirms that few organisations have managed to enhance organisational performance through big data analytics capabilities (BDAC). Therefore, the primary objective of this study was to design and validate a BDAC scale for the South African context, and clarify the nature of the BDAC relationship to organisational performance. The population identified senior managers, executives and data analysts who work in the context of big data (BD) and the BDAC space with organisations or during project implementation. A new scale was designed comprising relevant items based on a comprehensive literature review and items taken from existing literature. Two pilot studies were conducted and data collected from respondents using an online survey provided 239 usable questionnaires. The final scale comprised two primary dimensions (i.e., BDAC and organisational performance) and ten subdimensions. The results confirm that the new BDAC scale is valid for South African organisations and can be used to enhance organisational performance. The study thus contributes a validated BDAC scale for the South African context to benefit academics, researchers and practitioners in the quest to further understand BD and BDAC utilisation in transforming organisations, improving organisational development and enhancing organisational performance.Die literatuur bevestig dat min organisasies al daarin geslaag het om organisasieprestasie deur grootdata-ontledingsvermoëns (GDOV) te verbeter. Die primêre doel van hierdie studie was dus om ’n geldige GDOV-skaal vir die Suid-Afrikaanse konteks te ontwerp, en om die aard van die GDOV-verhouding tot organisasieprestasie te verduidelik. Die populasie het senior bestuurders en data-ontleders geïdentifiseer wat in die konteks van groot data en die GDOV-ruimte met organisasies of tydens projekimplementering werk. ’n Nuwe skaal is ontwerp wat relevante items bevat gebaseer op ’n omvattende literatuuroorsig en items wat uit bestaande literatuur geneem is. Twee voorondersoeke is uitgevoer en data wat van respondente ingesamel is met behulp van ’n aanlyn opname het 239 bruikbare vraelyste verskaf. Die finale skaal het twee primêre dimensies (i.e. GDOV en organisasieprestasie) en tien subdimensies behels. Die resultate bevestig dat die nuwe GDOV-skaal geldig is vir Suid-Afrikaanse organisasies en gebruik kan word om organisasieprestasie te verbeter. Die studie dra dus ’n geldige GDOV-skaal vir die Suid-Afrikaanse konteks by tot voordeel van akademici, navorsers en praktisyns in die strewe om grootdata- en GDOV-benutting beter te verstaan vir die transformasie van organisasies, en die verbetering van organisasie-ontwikkeling en organisasieprestasie.Imibhalo iqinisekisa ukuthi izinhlangano ezimbalwa zikwazile ukuthuthukisa ukusebenza kwenhlangano ngamakhono amakhulu okuhlaziya idatha (KAOD). Ngakho-ke, inhloso eyinhloko yalolu cwaningo bekuwukuklama nokuqinisekisa isikali sa- KAOD somongo waseNingizimu Afrika, nokucacisa uhlobo lobudlelwano ba- KAOD nokusebenza kwenhlangano. Inani labantu lihlonze abaphathi abakhulu, abaphathi nabahlaziyi bedatha abasebenza kumongo wedatha enkulu (IE) kanye nesikhala sa- KAOD nezinhlangano noma phakathi nokuqaliswa kwephrojekthi. Kwaklanywa isikali esisha esihlanganisa izinto ezifanele ngokusekelwe ekubuyekezweni okuphelele kwezincwadi nezinto ezithathwe ezincwadini ezikhona. Kwenziwa izifundo zokuhlola ezimbili futhi iminingwane eqoqwe kwabaphendulayo kusetshenziswa inhlolovo ye-inthanethi yanikeza imibuzo engama-239 esebenzisekayo. Isilinganiso sokugcina sasihlanganisa izilinganiso ezingqala ezimbili (okungukuthi, KAOD nokusebenza kwenhlangano) kanye nezingxenye ezingaphansi eziyishumi. Imiphumela iqinisekisa ukuthi isikali esisha sa- KAOD sivumelekile ezinhlanganweni zaseNingizimu Afrika futhi singasetshenziswa ukuthuthukisa ukusebenza kwenhlangano. Ngakho-ke lolu cwaningo lufaka isandla esikalini sa- KAOD esiqinisekisiwe somongo waseNingizimu Afrika ukuze kuzuze izifundiswa, abacwaningi kanye nabasebenzi emzamweni wokuqonda kabanzi ukusetshenziswa kwe- IE na- KAOD ekuguquleni izinhlangano, ukuthuthukiswa kwenhlangano kanye nokuthuthukisa ukusebenza kwenhlangano.M. Com. (Industrial and Organisational Psychology)Industrial and Organisational Psycholog
The experiences of and responses to compassion fatigue amongst social workers employed in government hospitals
Get PDFAbstract in English and SepediSocial workers working in government hospitals are tasked to render social work support
services to patients and their families within a multidisciplinary team approach, however, there
is a lack of research evidence about these social workers’ experiences of, and responses to,
compassion fatigue. Alongside this qualitative study, the researcher wanted to explore and
describe these government hospital social workers’ experiences and responses to compassion
fatigue. Exploratory, descriptive, and contextual research strategies were applied against a
phenomenological research design background. A sample of government hospital social
workers in Gauteng was selected using the purposive sampling technique. Data was collected
using semi-structured interviews with questions contained in an interview guide. The data was
analysed using the eight steps of Tesch (in Creswell, 2014), and Lincoln and Guba’s evaluative
criteria (Lincoln & Guba, 1985) were applied for data verification. Ethical considerations such as
informed consent, confidentiality, anonymity, privacy, beneficence and management of
information were adhered to throughout the research process. The contribution that this study
makes includes bridging the gap caused by the scarcity of literature on the experiences of social
workers with regard to compassion fatigue and how they deal with it. The results of this study
will encourage hospital social workers to recognise compassion fatigue and have measures in
place to deal with it so that they can better their lives. The awareness created by the findings of
this study will also boost the service delivery offered to patients because social workers who can
recognise and deal with compassion fatigue will be able to provide a better quality service.
Finally; the study will guide managers and supervisors to recognise compassion fatigue and the
importance of supporting social workers in dealing with compassion fatigue.Badirelaleago bao ba šomago maokelong a mmušo ba filwe mošomo wa go aba ditirelo tša
thekgo ya mošomo wa tša leago go balwetši le malapa a bona, ka dihlopha tša ditsebi tša
mafapha a leago a go fapana. Le ge go le bjalo, go na le tlhaelo ya dinyakišišo mabapi le
maitemogelo le ditlamorago tša go lapa kudu mmeleng le monaganong ga badirelaleago. Ka go
šomiša mokgwa wa nyakišišo wa khwalithethifi, monyakišiši o laeditše le go hlaloša
maitemogelo le ditlamorago tša go lapa kudu ga badirelaleago ba maokelo a mmušo. Datha ya
nyakišišo ye e fihleletšwe ka mokgwa wa dipoledišano, ditlhokomedišišo le tshekatsheko.
Badirelaleago ba go šoma maokelong a mmušo ka Gauteng ba kgethilwe ka go šomiša thekniki
ya go sampola gomme datha ya kgoboketšwa ka mokgwa wa dipoledišano tša go se rulaganywe
ka dipotšišo tšeo di lego ka gare ga tokomane ya go tlhahla dipoledišano. Datha e sekasekilwe
ka go šomiša dikgato tše seswai tša motlolo wa Tesch (Creswell 2014), gomme mmotlolo wa
Guba (Krefting 1990) wa šomišwa go netefatša datha. Maitshwaro a go dira nyakišišo bjalo ka
go hwetša tumelelo, go botega, go se tšweletše maina a batšeakarolo, go laetša kwelobohloko
le taolo ya tshedimošo a ile a obamelwa mo nyakišišong. Thesese ya nyakišišo ye e thiba
sekgoba seo se hlotšwego ke tlhaelo ya dingwalo ka ga maitemogelo a badirelaleago mabapi
le go lapa kudu mmmeleng le monaganong mošomong le ka moo ba šomanago le se, dipoelo
tša nyakišišo ye di tla tliša lesedi le go hlohleletša badirelaleago ba maokelong go lemoga go
lapa kudu mošomong le go bea dikgato tša go šomana le maemo a go kaonafatša maphelo a
bona, gape bolemogi bjo bo hlotšwego ke diphihlelelo tša nyakišišo ye bo tla godiša kabo ya
ditirelo go balwetši ka lebaka la gore badirelaleago bao ba kgonago go lemoga le go kgona go
šoma maemong a ba ka kgona go aba tirelo ya boleng bjo bokaone gomme mafelelong ba thuša
go abelana ka tsebo ye le balaodi le balekodi gore ba lemoge go lapa kudu mošomong le
bohlokwa bja go thekga badirelaleago go šomana le go lapa kudu mmmeleng le mogopolong
mošomong.M. Social WorkSocial Wor
Senior phase technology teachers’ integration of indigenous creative design processes in systems and control
Get PDFAbstracts in English, Ndebele and SwatiThe body of literature in this study shows that the conceptualisation of Technology in comparison with other subjects, was first in the Western contexts and infiltrated the non- Western contexts ultimately, which are generally described as indigenous. In addition, Technology changes concomitant to human needs due to societal developments. In South Africa, the Curriculum and Assessment Policy Statement (CAPS) is informed by the human rights principles on one hand, and the dominant Western knowledge systems that front the development of the Technology and its curriculum. The principle of valuing indigenous knowledge systems (IKS) in CAPS traced through the aspect of indigenous technology in the technology, society and environment strand plays a pivotal role in this study. It is in this light that this qualitative case study investigated how Senior Phase Technology teachers integrate IKS in the creative design process activities when teaching Systems and Control content. The study was grounded in the situated learning theory and its augmenting theories of legitimate peripheral participation, community of practice and cognitive apprenticeship which contributed to shaping the data collection protocol. The study was conducted in Ehlanzeni and Nkangala districts of Mpumalanga province. Twelve (12) Senior Phase Technology teachers who consisted of six (6) novices and six (6) experienced teachers, four (4) learners, and two (2) curriculum advisors were purposively selected to participate in the study. Data were mainly collected through semi- structured interviews, document analysis and observations, which were analysed thematically. Six (6) themes emerged, which are (1) Technology teacher’s understanding of IKS; (2) Opportunities that the third IKS-inspired specific aim presents; (3) Technology teachers’ attempt to integrate IKS; (4) Learners’ grasp of the integration of IKS; (5) The kind of support that subject specialists give to teachers; and (6) The framework for the effective integration of IKS. This study established that much needs to be done to guide the integration of IKS in creative design activities in the teaching of Systems and Control. There is also a need for the Department of Basic Education (DBE) in Mpumalanga to provide systematic support and train teachers toward the integration of IKS in creative design process activities in Systems and Control. This study also identified content knowledge, context, curriculum support, curriculum materials, formation of a community of practice, IKS and classroom practice as the key aspects in the realisation of the effective integration of IKS in Technology. These aspects form the basis of the contribution of the study, which is a model for the integration of IKS in Technology (5Cs-IKS-1C).Umzimba womtlolo wobukghwari (literature) kulelirhubhululo ukhombisa ukuthi ukwakhiwa komqondo wegama leThekinoloji, nakumadaniswa nezinye iimfundo, lokhu kwakhiwa kwenzeka kokuthoma ngaphasi kobujamo beTjingalanga bese ekugcineni barhatjhekela ebujameni beendawo ezingasizo zeTjingalanga, okuziindawo ezivame ukuhlathululwa njengezendabuko. Ukungezelela kilokhu, iThekinoloji itjhuguluka ngokukhambisana neendingo zabantu ngenca yeentuthuko zemiphakathi. Esewula Afrika, isiTtatimende soMthethomgomo weKharikhyulamu nokuHlola (CAPS) sakhiwa migomo yezamalungelo wobuntu, ngakelinye ihlangothi, kanti amasistimu abusako welwazi leTjingalanga lawo asekela ukuthuthukiswa kwesifundo seThekinoloji kanye nekharikhyulamu yaso. Umgomo wokuhlonipha amasistimu welwazi (IKS) lendabuko ku-CAPS, okumgomo osuka emqondweni wethekinoloji yendabuko kezethekinoloji, emphakathini kanye nakezebhoduluko, udlala indima eqakathekileko kulesisifundo serhubhululo. Kungenca yalokhu ukobana isibonelorhubhululo (case study) esikhwalitheyithivu senziwa ngehloso yokuvumbulula ukuhlanganiswa kweThekinoloji yaboTitjhere ku-Senior Phase kanye ne-IKS emisebenzini emalungana nehlelo ledizayini yobukghwari bengcondo lokhu okuyindikimba yamaSistimu kanye nekhonthroli. Irhubhululo lalendlalwe ngaphasi kwethiyori yefundo esendaweni ethize kanye nakumathiyori wesimanjemanje/wagadesi wehlelo elisemthethweni elikhambisana nalokhu kanye nokukhombisa ngezenzo okucatjangwa ngengqondo kanye negama lesiqhema sabantu bomnqopho ofanako (community of practice), lokhu okufake igalelo ekwakhiweni kwekambiso emalungana nokubuthelelwa kwedatha. Irhubhululo lenziwa kumadistriki weHlanzeni neNkangala eMpumalanga. Abotitjhere abalisuminambili (12) besifundo seThekinoloji eliku-Senior Phase, abakhambisana nabotitjhere abasithandathu (6) abasafundako kanye nabotitjhere abanelwazi abasithandathu (6), abafundi abane (4) kanye nabayelelisi ababili (2) bekharikhyulamu bakhethwe ngomnqopho wokobana bazibandakanye kurhubhululo. Idatha ibuthelelwe ikakhulukazi ngokusebenzisa amahlolombuzo aziingcenyembili (semi-structured interviews), ukutsengwa komtlolo kanye nokufunda ngokuqalisisa atsengwe ngokwendikimba. Iindikimba ezisithandathu (6) zivele ehlelweni lokutsengwa kwedatha. Iindikimba zibe ngendlela elandelako: (1) Ukuzwisisa i-IKS botitjhere beThekinoloji; (2) amathuba lawo athulwa mnqopho othileko we-IKS; (3) Umzamo wabotitjhere bethekinoloji wokuhlanganisa i-IKS; (4) Indlela abafundi abazwisisa ngayo ihlelo lokuhlanganiswa kwe-IKS; (5) Umhlobo wesekelo lelo abosolwazi beemfundo abalinikela abotitjhere; kanye (6) nesakhiwo sokuhlanganiswa kuhle kwe-IKS. Leli rhubhululo lafumana bona kunengi okufanele kwenziwe ukukhombisa indlela yokuhlanganiswa kwe-IKS emisebenzini yedizayini enobukghwari bengcondo ekufundisweni kwelwazi elimunyethwe lihlelo lamaSistimu kanye nokuLawula. Begodu kunesidingo sokuthi uMnyango weFundo eSisekelo (DBE) eMpumalanga unikele abotitjhere isekelo lesistimu kanye nebandulo eliqaliswe ekuhlanganisweni kwe-IKS emisebenzini emalungana nehlelo lezedizayini enobukghwari bengcondo kundawana yelwazi elimunyethwe maSistimu kanye nokuLawula. Lelirhubhululo begodu lihlukanise ilwazi elimunyethwe ngaphakathi, ubujamo/isizinda, isekelo lekharikhyulamu, amatheriyali wekharikhyulamu, ukwakhiwa kwesiqhema somnqopho ofanako, i-IKS kanye nekambiso yezinto ezenziwa ngematlasini njengezinto eziqakathekileko ekufikeleleni/ekuphumeleleni ihlelo elihlangeneko le-IKS kezeThekinoloji. Lezi zinto zakha isizathu sokuba negalelo lelo elenziwa lirhubhululo, okuyimodeli yokuhlanganiswa kwe-IKS kuThekinoloji (5Cs-IKS-1C).Indzikimba yelitheretja kulolucwaningo ikhombisa kutsi kucatjangelwa kweTheknoloji, uma kuchatsaniswa naletinye tifundvo, kwenteka kucala etimeni taseNshonalanga futsi kugcinwa kungene etimweni lekungetona taseNshonalanga, letivame kuchazwa njengetemdzabu. Ngetulu kwaloko, Itheknoloji intjintja ngekuhambisana netidzingo tebantfu ngenca yentfutfuko yemphakatsi. ENingizimu Afrika, Sitatimende Senchubomgomo Yeluhlelo Lwetifundvo Nekuhlola (ema-CAPS) sisekelwe emigomeni yemalungelo ebantfu, ngakulolunye luhlangotsi, kanye netinhlelo telwati lwaseNshonalanga letihamba phambili letingumgogodla wekutfutfukiswa kwesifundvo seTheknoloji kanye nekharikhulamu yaso, ngakulolunye. Umgomo wekwatisa tinhlelo telwati lwendzabuko (i-IKS) ku-CAPS, ulandzelwa ngekwembono wetheknoloji yendzabuko kutheknoloji, umphakatsi kanye nemvelo, ubambe lichaza lelibalulekile kulolucwaningo. Kungenca yalesizatfu lapho kwentiwa khona lucwaningo lwekhwalithi lwekuhlola kuhlanganiswa kwabothishela beSigaba Lesisetulu Setheknoloji se-IKS emisebentini lehlobene nenchubo yekuhlela yekusungula nangabe kufundziswa ikhethenti ye-Systems and Control. Lucwaningo belusekelwe kuthiyori yekufundza lokusendzaweni kanye nethiyori lehambisanako yekubamba lichaza lokusemtsetfweni nekuceceshwa kwengcondvo kanye nemcondvo welicembu lelinenshisekelo lefanako, lofake ligalelo ekulolongeni iphrothokholi yekugcogcwa kwedatha. Lucwaningo lwentiwe etigodzini taseHlanzeni naseNkangala eMpumalanga. Bothishela labalishumi nakubili (12) beSigaba Lesisetulu seTheknoloji, lokuhlanganisa bothishela labasacalako labasitfupha (6) nabothishela labanesipiliyoni labasitfupha (6), bafundzi labane (4) kanye nebaluleki bekharikhulamu lababili (2) labakhetfwe ngenhloso yekubamba lichaza elucwaningweni. Imininingwane igcogcwe ikakhulukati ngetingcogco letingahleleki kahle, kuhlatiya imibhalo kanye nekubukwa futsi yahlatiywa ngekwengcikitsi. Tindzikimba letisitfupha (6) tivele ekuhlatiyweni kwedatha. Letindzikimba betingalendlela: (1) Kuvisisa kwabothishela kwetheknoloji ye-IKS; (2) ematfuba laletfwa yinhloso letsite ye-IKS; (3) umtamo wabothishela beTheknoloji wekuhlanganisa i-IKS; (4) kuvisisa kwebafundi ngekuhlanganiswa kwe-IKS; (5) luhlobo lwelusito lwabocwepheshe betifundvo labaluniketa bothishela; kanye (6) neluhlaka lwekuhlanganiswa ngemphumelelo kwe-IKS. Lolucwaningo lwatfola kutsi kunyenti lokufanele kwentiwe kute kucondziswe kuhlanganiswa kwe-IKS emisebentini yekuhlela lokusungulako ekufundziseni ikhothenti ye-Systems and Control. Kunesidzingo futsi sekutsi Litiko Letemfundvo Lesisekelo (i-DBE) eMpumalanga linikete bothishela lusito loluhlelekile nekuceceshwa lokuhloselwe kuhlanganiswa kwe-IKS emisebentini lehlobene nenchubo yekuhlela endzaweni yekhothenti ye-Systems and Control. Lolucwaningo luphindze lwatfola lwati lwekhothenti, ingcikitsi, lusito lwekharikhulamu, imethiriyeli yekharikhulamu, kwakhiwa kwelicembu lelinenshisekelo lefanako, i-IKS kanye nekutijwayeta kwaseklasini njengetici letibalulekile ekufezekisweni kwekuhlanganiswa ngemphumelelo kwe-IKS kuTheknoloji. Letici takha sisekelo seligalelo lelentiwa lucwaningo, lokusibonelo sekuhlanganiswa kwe-IKS kuTheknoloji (5Cs-IKS-1C).D. Phil. (Education (Curriculum and Instructional Studies))Curriculum and Instructional Studie
Access to information by visually and hearing-impaired patrons at the selected public libraries in Drakenstein municipality
No full textText in EnglishAccess to information by all, including the visually and hearing-impaired people, is a crucial service to unlocking opportunities, as it can contribute to nation-building, economic growth, and good governance. In South Africa, access to information is also a fundamental and socioeconomic human right for all citizens. Libraries are considered to be the main drivers of access to information, and this must also include the visually and hearing-impaired patrons as they have the same human rights as other citizens. However, various studies divulge that visually and hearing-impaired patrons are often excluded from access to information due to many factors ranging from inadequate facilities, resources, or trained library employees. This study explored access to information by visually and hearing-impaired patrons at the selected public libraries in Drakenstein Municipality, that is, Paarl, Drakenstein and Groenheuwel public libraries. The three public libraries within Drakenstein Municipality were selected as they are collaborating with the South African Library for the Blind (SALB) mini library project to cater information services for the visually and hearing-impaired patrons.
This study used purposive and snowball non-probability sampling to select the participants within targeted public libraries and Drakenstein communities respectively. Qualitative data were collected within the interpretive paradigm through interviews with visually and hearing-impaired patrons, SALB project coordinators, sign language interpreters, library assistants and librarians responsible for providing service to visually and hearing-impaired patrons, as well as document analysis, and observation guided by a conceptual framework that includes constructs from the International Federation Library Association and Institutions, Social Model of Disability and literature. Data were analysed using content analysis and the thematic data analysis method.
The study revealed that all three libraries did not have specific policies or guidelines designed to cater to the information services for visually and hearing-impaired patrons. Furthermore, when it comes to hearing-impaired, there are communication barriers as librarians do not understand the South African Sign Language. This study established that the visually impaired have limited braille resources and Afrikaans audiobooks collection. It is concluded that the SALB mini-library project and public libraries have significant work to do in marketing the SALB mini-library services to the target patrons, introducing skills development programmes for visually impaired and hearing-impaired patrons. Moreover, the policies and legislative framework need to be drafted, reviewed, and debated to ensure that visually and hearing-impaired impaired receive all support and their information needs are prioritised like other South African citizens. The study recommends that the three libraries establish and develop a policy addressing information access issues for visually and hearing-impaired patrons. This policy should address insufficient facilities, budget and funding, skill development, library marketing, user need assessment, and the need to learn basic Sign Language by librarians.M. Inf. (Information Science)Information Scienc
Enhancing research capacity via quantile regression in an Inter-disciplinary setting
No full textStatistic
Comparison of the Whittaker method and distance sampling software for woody vegetation at Loskop Dam Nature Reserve
Get PDFText in English with abstracts and keywords in English, Afrikaans and TswanaEfficient management decision-making within protected and rangeland conservation
areas depends on the monitoring activities that are in place as well as the type of
methods used in vegetation sampling. No single method is sufficient to achieve all
sampling objectives within different vegetation areas. Sampling methods vary in terms
of accuracy, precision, time and cost efficiency. In this study, distance sampling
software (DSS) was compared to the Whittaker method for determining species
richness, diversity and density of woody vegetation. The Whittaker method was used
as a baseline to determine the overall accuracy and precision of the DSS. Sampling
plots that were randomly distributed were selected in two structural habitats, namely
open and closed woody vegetation. The precision of the DSS was assessed and
compared to the Whitaker method using the coefficient of variation (CV). Further, the
power to detect change was also assessed for both sampling methods. This study
compared DSS measures of time and cost efficiency, accuracy and precision to those
of Whittaker method. There was a statistically significant difference (P < 0.05) between
DSS and Whittaker method when estimating the time and cost of the survey, suggesting
that the Whittaker method is time efficient while DSS is cost efficient. Furthermore, there
was no significant difference in terms of precision between the two methods at detecting
species richness, species diversity and species density in the entire study area.
Moreover, both Whittaker method and DSS showed greater power with an 80%
probability of being able to detect significant change in species richness, diversity and
density.Die doeltreffende bestuursbesluitneming binne beskermde en weiveld bewaringsgebiede hang af van die moniteringsaktiwiteite wat in gereedheid is, sowel as
die soort metodes wat in steekproefnemings van plante gebruik word. Geen
enkelmetode is voldoende om al die steekproefnemingsdoelwitte in verskillende
plantegroeigebiede te bereik nie. Steekproefnemingsmetodes verskil ten opsigte van
akkuraatheid, presisie, tyd en kostedoeltreffendheid. In hierdie studie is twee metodes
van plantegroei-steekproefneming vergelyk om die beste metode te vind vir die bepaling
van spesierykheid, diversiteit en digtheid van houtagtige plantegroei. Die metodes wat
getoets word, is die afstand-steekproefnemingsagteware (DSS) (puntopnametegniek
van afstand-steekproefneming) en die Whittaker-metode. Verskillende plantegroei steekproefneming-terreine (sirkelpunte en kwadrante) – όf ewekansig όf sistematies ewekansig versprei – is gekies. Die akkuraatheid van die twee plantegroei steekproefnemingsmetodes is vergelyk in die navorsingsgebied. Die presisie van die
plantegroei-steekproefnemingsmetodes is geassesseer en vergelyk as die
variasiekoëffisiënt (CV). Die mag om verandering te bespeur is ook geassesseer vir
albei steekproefnemingsmetodes. Verder was die Whittaker-metode na verhouding
meer akkuraat as DSS met die assessering van spesierykheid. Daarteenoor was DSS
meer akkuraat met die digtheidsassessering van houtagtige spesies. Die twee metodes
was ewe akkuraat met die opsporing van spesiediversiteit. Boonop was daar geen
beduidende verskil wat betref die presisie tussen die twee metodes in die opsporing van
spesierykheid, -diversiteit en -digtheid in die algehele navorsingsgebied nie. Sowel die
Whittaker-metode as DSS het ook groter mag getoon, met ’n 80%-waarskynlikheid dat
’n beduidende verandering in spesierykheid, -diversiteit en -digtheid opgespoor kan
word.Go tsaya ditshwetso go go nonofileng ga botsamaisi mo mafelong a a sireleditsweng le
a tshomarelo ya naga go ikaegile mo ditiragatsong tsa peoleitlho tse di gona le mefuta
ya mekgwa e e dirisiwang go tsaya disampole tsa dimela. Ga go na mofuta o le mongwe
o o ka lekanang go fitlhelela maitlhomo otlhe a go tsaya disampole mo mafelong a a
farologaneng a a nang le dimela. Mekgwa ya go tsaya sampole e farologana go ya ka
go nepa, nako le go nna tlhotlhwatlase. Mo thutopatlisisong eno, go bapisitswe
serweboleta sa go tsaya sampole ya sekgala (DSS) le mokgwa wa ga Whittaker wa go
swetsa ka go nona, go anama le go kitlana ga mofuta wa dimela tsa ditlhare. Mokgwa
wa ga Whittaker o dirisitswe jaaka motheo wa go swetsa ka nepo ya DSS ka kakaretso.
Go tlhophilwe mafelo a a farologaneng a disampole tsa dimela tse di kitlaneng le tse di
sa kitlanang a a tlhophilweng kwa ntle ga thulaganyo . Go nepa ga DSS go ne ga
sekasekwa go bapisitswe le mokgwa wa Whittaker go dirisiwa rešio ya phapogo
(coefficient variation (CV)). Go sekasekilwe gape maatla a go lemoga phetogo mo
mekgweng ya go tlhopha sampole ka bobedi. Thutopatlisiso eno e bapisitse
ditekanyetso tsa DSS tsa nako le botlhotlhwatlase le nepo le tsa mokgwa wa ga
Whittaker. Go ne go na le pharologanyo e e maleba ya dipalopalo (P < 0.05) magareng
ga DSS le mokgwa wa ga Whittaker fa go fopholediwa nako le ditshenyegelo tsa
tshekatsheko, e leng se se tshitshinyang gore mokgwa wa ga Whittaker o boloka nako
fa DSS e le tlhotlhwatlase. Mo godimo ga moo, go ne go se na pharologano e e kalo
malebana le nepagalo magareng ga mekgwa e mebedi go lemoga go nona ga mefuta,
dipharologano tsa mefuta le kitlano ya mefuta mo karolong yotlhe ya thutopatlisiso. Go
tlaleletsa, mekgwa ya ga Whittaker le DSS mmogo e bontshitse maatla a magolwane
ka kgonagalo ya 80% ya go kgona go lemoga phetogo e e bonalang mo go noneng ga
mefuta ya dimela, dipharologano le kitlano.M. Sc. (Environmental Sciences)Environmental Science