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Children's empowerment through digital learning: case studies from rural Tanzania
Get PDFEducation is an important foundation for human development and child empowerment. The scarcity of teachers is a significant threat to the quality of education. Technology-enabled learning is widely acknowledged as a means of mitigating this risk. However, there is a lack of clear guidelines on how to effectively implement e-learning in rural schools. The aim of this study is to investigate the impact of technology-enhanced education on children’s empowerment in rural Tanzania and generate recommendations on how e-learning can positively impact learning environments and teaching styles. Two schools with four focus groups participated in this multiple-case study. A mixed methods approach was applied integrating quantitative (teacher survey) and qualitative (observations, interviews with teachers, group discussions with pupils) research elements. The findings of the empirical study substantiate the favourable impact of digital learning on children’s empowerment, self-reliance, and self-confidence, their ability to collaborate and interact, and their performance in class.M.A. (Development Studies)Development Studie
A South African green entrepreneurship model utilising a system dynamics approach
No full textText in English with summaries and keywords in English, Setswana and Northern Sotho (Sepedi)Purpose and orientation: The green economy in South Africa is perceived as a priority, as there is a need to save the planet, sustain resources for future generations, and boost the economy. Green entrepreneurship, environmental psychology and industrial and organisational psychology through the lens of system dynamics have been identified as solutions to transition into the green economy.
Methodology: The methodology used in this study was a system dynamic approach using data readily available online with a focus on quantitative methods. The focus was on the strategic level variables, which ultimately inform policy formulation. The data collection procedure followed the National Development Plan Agenda 2030, focusing on crucial prioritised green areas to aid the transition to a green economy. The green thematic areas aided the researcher in refining the criteria to enterprises within the identified key prioritised areas. During the analysis, the stocks, flows, dynamic variable, and causal loop were formulated using the Euler mathematical equation with support from the Vensim PLE for academic purposes modelling software.
Results: Some of the study's results after the simulation – green economy adoption rate, green entrepreneurship adoption rate, total early-stage entrepreneurial activity, and entrepreneurial mindset – are variables that can be used to create a green entrepreneurship ecosystem in South Africa. If these variables can be implemented, it will yield more improvement and adoption. The relationship between SA's green business, the economy and contributing factors to the green market are simulated and proven to have a positive relationship.
Contribution, recommendations and conclusion: The study contributes to the body of knowledge by demonstrating how the system dynamics approach can be integrated into green entrepreneurship and psychology, specifically industrial and organisational psychology, to improve the adoption of the green economy in South Africa. The reinforcing causal loop simulated in the current study indicated that this industry would grow only if these variables were improved. The current study further contributes to a formulated green entrepreneurship policy.Maikaelelo le tshomarelo: Ikonomi e e tala mo Aforika Borwa e tsewa e le selo sa botlhokwa, ka gonne go na le tlhokego ya go boloka lefatshe, go tshegetsa metswedi ya dikokomana tsa isago, le go godisa ikonomi. Kgwebo e e tala, psychology ya tikologo le ya madirelo le ya organisational psychology ka lenss tsa dynamics tsa tsamaiso di lemogilwe e le tharabololo ya phetogo mo ikonoming e e tala.
Thekeniki: Mokgwa o o dirisiwang ka go dirisa maranyane a a dirisiwang mo maranyaneng a a farologaneng a a dirisiwang mo internet. Mo go tse dingwe, go na le maemo a a farologaneng a a farologaneng, a a kwa bofelong a bontshang gore go na le maemo a a kwa godimo. Thulaganyo ya go kokoanya tshedimosetso e ne ya latela Togamaano ya Bosetšhaba ya Togamaano ya Tlhabololo ya 2030, e e tlhomileng mogopolo mo mafelong a a botlhokwa a a kwa pele go thusa phetogo mo ikonoming e e tala. Babatlisisi ba ne ba thusa babatlisisi, mme go ne ga nna le seabe mo dikgwebong tse di neng di le mo mafelong a a botlhokwa a a kailweng mo go one. Mo kgatong ya tshekatsheko, di-stock, di-golela, go fetofetoga ga maatla, le seelo se se bakang mo thutopatlisisong e, di ne di rulagantswe ka go dirisa palo ya dipalo ya euler ka tshegetso go tswa go Vensim PLE ka maikaelelo a akatemi a go dira didirisiwa tsa go dira.
Dipoelo: Dipoelo tsa patlisiso morago ga go kengwa ke tse di latelang: Kelo ya go amogelwa ga ikonomi e tala, kelo ya kamogelo ya kgwebo e e tala, palogotlhe ya kgwebo ya pele, maikaelelo a bogwebi, ditšhono tse di lemogiwang, boitlhamelo, ditiro tse di tala le kgwebo e e matlhagatlhaga. Kamano magareng ga kgwebo e e tala le ikonomi e tala e bontshiwa gammogo le dintlha tse di tsenyang mo mmarakeng wa botala.
Seabe, dikatlanegiso le bokhutlo: Thutopatlisiso e na le seabe mo mmeleng wa kitso ka go bontsha kafa mokgwa wa go dira ka teng ga mokgwa wa go dira kgwebo o o tala le tlhaloganyo, segolobogolo thekenoloji ya madirelo le ya mokgatlho, go tokafatsa kamogelo ya ikonomi e e tala mo Aforika Borwa. Se se neng sa dira gore go nne le seabe mo thutong ya ga jaana e ne ya bontsha gore madirelo a, a tla gola fela fa go ka tokafadiwa. Patlisiso e e oketsegileng e na le seabe mo pholising e e tlhotlhomisiwang ya kgwebo e e tala.Morero le tshepetšo: Ikonomi ye tala ka Afrika Borwa e tšewa bjalo ka selo seo se tlago pele, ka ge go na le tlhokego ya go phološa polanete, go tšwetša pele methopo ya meloko ye e tlago, le go godiša ekonomi. Borakgwebo bjo botala, thutotlhaloganyo ya tikologo le thutotlhaloganyo ya intasteri le ya mokgatlo ka dilentshe tša mafolofolo a tshepedišo di lemogilwe bjalo ka tharollo ya phetogo go ekonomi ye tala.
Mokgwa wa go šoma: Mokgwa wo o šomišitšwego mo nyakišišong ye ke mokgwa wa go fetoga ga tshepedišo wo o šomišago datha yeo e hwetšagalago gabonolo inthaneteng ka nepo ya mokgwa wa boleng. Nepišo ke diphetogo tša maemo a togamaano, tšeo mafelelong di sedimošago tlhamo ya pholisi. Tshepetšo ya kgoboketšo ya datha e latetše Lenaneo la Leanotlhabollo la Bosetšhaba la 2030, leo le lebeletšego kudu mafelo a bohlokwa a matala ao a beilwego pele go thuša phetogo ya go ya go ekonomi ye tala. Mafelo a merero ye tala a thušitše monyakišiši, gomme dikelo di ile tša fokotšwa gape go dikgwebo ka gare ga mafelo a bohlokwa ao a lemogilwego ao a beilwego pele. Nakong ya kgato ya tshekatsheko, ditokomane, diphallo, phetogo ye e fetogago, le selo sa lebaka thutong ye di hlamilwe ka go šomiša tekano ya dipalo ya Euler ka thekgo go tšwa go Vensim PLE bakeng sa merero ya thuto ya go dira mohlala wa softwere.
Dipoelo: Tše dingwe tša dipoelo tša nyakišišo ye ka morago ga go ekiša ke tše di latelago: tekanyo ya go amogelwa ga ekonomi ye tala, tekanyo ya go amogelwa ga kgwebo ye tala, palomoka ya mošomo wa borakgwebo wa kgato ya mathomo, le kgopolo ya kgwebo ke diphetogo tšeo di ka šomišwago go hlola tshepedišo ya tswalano ya diphedi le tikologo ya tšona ya borakgwebo bjo botala ka Afrika Borwa. Ge diphetogo tša morago di ka phethagatšwa, e tla tšweletša kaonafatšo ye ntši le go amogelwa. Kamano magareng ga kgwebo ye tala ya SA le ekonomi le mabaka ao a tsenyago letsogo mmarakeng wo motala di a ekišwa gomme di hlatsetšwe gore di na le kamano ye botse.
Seabe, ditšhišinyo, le phetho: Thuto e tsenya letsogo mmeleng wa tsebo ka go laetša ka fao mokgwa wa go fetoga ga tshepedišo o ka kopanywago ka gona go borakgwebo bjo botala le thutotlhaloganyo, kudukudu thutotlhaloganyo ya intasteri le ya mokgatlo, go kaonafatša go amogelwa ga ekonomi ye tala ka Afrika Borwa. Selo sa go tiiša sa lebaka seo se ekišitšwego thutong ya bjale se laeditše gore intasteri ye e tla gola fela ge diphetogo tše di ka kaonafatšwa. Thuto ya bjale e tlaleletša gape go pholisi ya kgwebo ye tala ye e hlamilwego.D. Phil. (Psychology)Industrial and Organisational Psycholog
LGBTQI+ Experiences of HIV Management Services at Primary Healthcare Facilities in Gauteng Province, South Africa
No full textLesbian, gay, bisexual, transgender, queer, intersex, and plus (LGBTQI+) people are still discriminated against in South Africa,
irrespective of their protection by the constitution of South Africa. The study explores the experiences of LGBTQI+ people when
accessing HIV management services at public primary healthcare (PHC) facilities in Gauteng Province. Interpretive phenomeno logical analysis (IPA) was used. Data were collected through in-depth face-to-face interviews with six individuals who self identified as LGBTQI+. The interviews were audio recorded with the permission of the participants. The data were transcribed
verbatim and analyzed using the IPA framework. The findings indicate that LGBTQI+ people are marginalized, discriminated
against, and stigmatized in the public PHC system, exposing them to unequal access to healthcare services. The heterocentric
system disadvantages them from accessing specific HIV management services and appropriate preventive commodities. The study
concludes that gender diversity, inclusion and sensitivity in healthcare provision, and specific LGBTQI+ training for healthcare
providers, are crucial components of ensuring LGBTQI+ people’s access to quality HIV management services.College of Human SciencesUniversity of South Afric
The value of documentation as a source of financial intelligence in money laundering investigations
No full textThis study explored the value of identifying and analysing documents during search and seizure operations, as a source of financial intelligence, in the investigation of money laundering. Data was collected through semi-structured interviews with investigators and intelligence analysts, who investigate financial crimes, including money laundering, at the Republic of Seychelles Financial Intelligence Unit (FIU) as well as the Republic of Seychelles Police Force (SPF) Financial Crimes Investigation Unit (FCIU). The findings of the research indicate that law enforcement agencies (LEAs) in the Republic of Seychelles, mandated to investigate financial crimes, do not realise the value of documents as a source of financial intelligence in financial investigations. As a result, during search and seizure operations, investigators only focus on documents that are directly related to an illicit offence and not on documents that could have financial intelligence value for identifying a predicate offence, such as money laundering. Consequently, recommendations are proposed to optimally identify and analyse documents during search and seizure operations as sources of financial intelligence, not only in money laundering investigations but also related to financial investigations in general.Police Practic
A model to integrate ICT into the risk management process in the Public Sector: the Department of Water and Sanitation case study
No full textInformation and Communication Technology (ICT) can be defined as a form of technology that provides access to information through platforms of telecommunication. Risk management is a process of identifying, assessing, and managing the risks within an institution. The purpose of this dissertation was to determine the role played by ICT and how it influenced the effectiveness of risk management in the public sector. The literature review reveals that some of the contributing factors were the availability and access to ICT resources, which result in the organisation’s ability to measure the influence of ICT. There were limited studies to prove the impact of ICT in implementing risk management in the public sector. Employing the right approach to integrate ICT into risk management could assist an organisation in managing its risks effectively. The objective of this dissertation was to determine whether the use of ICT to implement risk management has an impact on the effectiveness of risk management. Furthermore, this study intended to propose a model to integrate ICT into risk management processes in the public sector.
A qualitative method using an online survey and a case study using in-depth interviews was followed, in the form of an inductive approach with a cross-sectional time horizon. Data collected were analysed using thematic analysis whereby key themes were identified. The findings indicated that ICT plays a critical role in the effectiveness of risk management. Yet there are various challenges around the use and accessibility of ICT. A formal model to integrate ICT into risk management was proposed for implementation in the public sector. Additionally, this study provided recommendations to address the ICT challenges identified.School of ComputingM. Sc. (Computing
Establishing a university records management programme in South Africa : a case study of the University of the Free State
No full textText in English, abstracts in English and XhosaAs long as records are successfully managed, the management of records is essential to all organisations, including universities. Ad hoc records management makes it impossible to actively manage a business, to be held accountable for past transactions, or to make well-informed decisions about the future. An essential part of a records management program is, first and foremost, the management and preservation of records. Effective records management guarantees that documents can be found when needed. Evidence of business transactions in the form of records is one of the vital ways that institutions are held accountable for their deeds. Policies, procedures, and programs used in the state sector for managing records are key components in determining whether a state institution, government, or nation exhibits the qualities of transparency, accountability, and integrity. Sound records management could help universities achieve their goals, fulfill their mandate, protect themselves from legal action, preserve institutional memory, and foster a culture of accountability and good governance. Therefore, effective corporate governance aims to speed up accountability and even stop major catastrophes before they happen. Universities are also under pressure to proactively show that they are accountable and uphold good corporate governance practices. This can be done through appropriate legislation, such as information access laws, in the form of an audit or public scrutiny. Equally so, good record-keeping practices ascertain information and records are not unnecessary duplicated, which not only serve as a save-costing measure, but also maintaining the version control and accuracy. The UFS mostly rely on numerous data management systems (e.g., Image Now, Campus Solutions, PeopleSoft, UNIdrive, SharePoint, Blackboard, Shared Folder) to manage piles of information that is generated daily. The literature demonstrates that there is always a link between good governance and compliance with the law as good governance is intertwined with the law and is completely not apt to entirely unhinge government from the law. In all stages of records life-cycle management (e.g., the creation/ or capture/ use/ or store and preserve/ or destroy/ or delete) there are rules that should be followed, and the overall information governance of the institution should take the legal requirements into consideration.Logama iirekhodi zilawulwa ngempumelelo, ulawulo lweerekhodi lubalulekile kuyo yonke imibutho, kubandakanywa neeyunivesiti. Ulawulo lweerekhodi ze-ad hoc lwenza ukuba kube nzima ukulawula ishishini ngokusebenzayo, ukuba noxanduva lwentengiselwano yangaphambili, okanye ukwenza izigqibo ezinolwazi malunga nekamva. Inxalenye ebalulekileyo yenkqubo yolawulo lweerekhodi, okokuqala, kulawulo nokugcinwa kweerekhodi. Ulawulo olusebenzayo lweerekhodi luqinisekisa ukuba amaxwebhu anokufunyanwa xa efuneka. Ubungqina bentengiselwano yoshishino ngohlobo lweerekhodi yenye yeendlela ezibalulekileyo amaziko anokuthi aphendule ngayo ngezenzo zawo. Imigaqo-nkqubo, iinkqubo, kunye neenkqubo ezisetyenziswa kwicandelo likarhulumente ekulawuleni iirekhodi ngamacandelo aphambili ekumiseleni ukuba ngaba iziko likarhulumente, urhulumente, okanye isizwe sibonisa iimpawu zokungafihli, uxanduva kunye nokuthembeka. Ulawulo lweerekhodi olufanelekileyo lunokunceda iidyunivesithi ukuba zifezekise iinjongo zazo, zizalisekise isigunyaziso sazo, zizikhusele kumanyathelo asemthethweni, zigcine inkumbulo yeziko, kwaye zikhuthaze inkcubeko yokuphendula kunye nolawulo olululo. Ke ngoko, ulawulo olusebenzayo lweshishini lujolise ekukhawuleziseni ukuphendula kwaye nokuyeka iintlekele ezinkulu ngaphambi kokuba zenzeke. Iiidyunivesiti zikwaphantsi koxinzelelo lokubonisa ukuba ziyaphendula kwaye zibambelele kulawulo olululo. Oku kunokwenziwa ngowiso-mthetho olufanelekileyo, olufana nemithetho yokufikelela kulwazi, ngendlela yophicotho-zincwadi okanye uphononongo loluntu. Ngokulinganayo, iindlela ezilungileyo zokugcina iirekhodi ziqinisekisa ulwazi kunye neerekhodi azikho ikopi engeyomfuneko, engasebenzi nje njengendlela yokulondoloza ixabiso, kodwa nokugcina ulawulo loguqulelo kunye nokuchaneka. I-UFS ixhomekeke kakhulu kwiinkqubo ezininzi zolawulo lwedatha (umzekelo, Umfanekiso ngoku, i-Campus Solutions, i-PeopleSoft, i-UNIdrive, i-SharePoint, i-Blackboard, iFolda ekwabelwana ngayo) ukulawula iimfumba zolwazi oluveliswa imihla ngemihla. Uncwadi lubonisa ukuba kusoloko kukho unxibelelwano phakathi kolawulo olululo kunye nokuthotyelwa komthetho njengoko ulawulo olululo luthungelana nomthetho kwaye alunakukwazi ngokupheleleyo ukumchasa ngokupheleleyo urhulumente emthethweni. Kuwo onke amanqanaba erekhodi yolawulo lomjikelo wobomi (umzekelo, ukudalwa/okanye ukuthatyathwa/ukusetyenziswa/okanye ukugcina nokugcina/okanye ukutshabalalisa/okanye ukucima) kukho imigaqo ekufuneka ilandelwe, kwaye lonke ulwazi lolawulo lweziko kufuneka luthathe iimfuno ezisemthethweni zithathelwe ingqalelo.M. A. (Information Science)Information Scienc
Exploring academic leadership of teaching and learning in selected teacher training colleges in Eswatini
No full textAbstracts in English, Zulu and XhosaThis study explored and gained an in-depth understanding of academic leadership concerning teaching and learning in selected Eswatini Teacher Training Colleges (TTCs) from the perspectives of principals, vice principals, heads of departments (HODs), lecturers and students. The researcher examined how leaders of these colleges influence the culture of teaching and learning in the TTCs, the challenges they faced and proposed strategies that can be used to enhance academic leadership of teaching and learning.
Through the use of a qualitative approach located in an interpretive paradigm, this multiple case design-based study involved participants from two government TTCs in Eswatini. Individual interviews, focus group interviews, and document analysis were utilised for collecting data. While the individual interviews involved the principals, vice principals, and HODs, the focus group interviews involved lecturers and students.
The thematic analysis revealed supervising and monitoring teaching and learning, provision of teaching and learning resources as well as setting the vision, giving direction and administrative roles as the four key academic leadership roles of principals, vice principals and HODs in the TTCs. These roles were shared among the college leaders. These leaders faced numerous challenges which included staff attitudes; unethical conduct; insufficient resources including funds, material, and human resources; bureaucracy; lack of autonomy; absence of formal preparation and induction programme for newly appointed college leaders; and unclear policies guiding academic leadership of teaching and learning.
It is recommended that the TTCs should induct newly appointed college leaders through a programme that focuses largely on leadership and management. Also, the TTCs should be afforded some autonomy which would allow them to control the procurement of resources like teaching and learning materials, control funds as well as recommend staff for recruitment.Lolucwaningo luhlolisisile futsi lwatfola kuvisisa lokujulile ngebuholi betemfundvo lephakeme macondzana nekufundzisa nekufundza Emakolishi Ekucecesha Bothishela AseSwatini (e-TTC) lakhetsiwe ngekwemibono yabothishelanhloko, emasekela abothishelanhloko, tinhloko tematiko (ema-HOD), bafundzisi kanye netitjudeni. Lolucwaningo lwachubeka futsi lwahlola kutsi labaholi bemakolishi bawufaka kanjani umtselela esikweni lekufundzisa nekufundza kuma-TTC, tinsayeya lababukana nato kanye namasu lahlongotwako lokutfutfukisa buholi betemfundvo bekufundzisa nekufundza.
Lolucwaningo lwasebentisa indlela yebungako letfolakala kumcondvo kudayagramu lehumushekako. Lona bekungumklamo welucwaningo lolumkhakhaminyenti lolugcile emakolishi lamabili ahulumende ekucecesha bothishela Eswatini. Kute kugcogcwe imininingwane (idatha) kwasetjentiswa tingcoco tebantfu ngamunye, tingcoco temacembu lokugcilwe kuto kanye nekuhlatiywa kwemibhalo kwasetjentiswa. Tingcoco tebantfu ngamunye tachutjwa kubothishelanhloko, kumasekela abothishelanhloko lamabili kanye nema-HOD lamane, ngesikhatsi kuchutjwa tingcogco nemacembu lamabili lekugcilwe kuwo nebafundzisi labasitfupha kanye netitjudeni letisitfupha letivela ekolishi ngalinye lokwenta-ke tingcoco temacembu lamane lokugcilwe kuwo.
Ngekuhlatiywa kwengcikitsi, lolucwaningo lwaveta kuvisisa lokutsi akufananane mayelana netindzima letidlalwa baholi betemfundvo lephakeme ekufundziseni nasekufundzeni. Lokukhulu lokwatfolakala kwakhombisa kutsi kugadza nekwelusa kufundzisa nekufundza, kuniketa tinsitakufundza nekufundzisa, kuhlela umbononchanti kanye nekukhomba indlela kanye nekuba nendzima yekulawula kwatsatfwa njengetintfo letibalulekile letine tetindzima letidlalwa buhloli betemfundvo lephakeme tabothishelanhloko, emasekela abothishelalanhloko kanye nema-HOD kuma-TTC. Letindzima letidlalwako tabelwa baholi bemakolishi. Labaholi bahlangabetana netinsayeya letinengi kakhulu, njengetimongcondvo tebasebenti (bothishela), kungatiphatsi ngendlela lefanele, tinsitakufundza letingeneli kufaka ekhatsi timali, imethiriyeli kanye nemtfombolusito lobantfu, kuphatfwa kwelihhovisi, kungakhoni kutimela, kungabi khona kulungiselela lokuhlelekile kanye netinhlelo tekungeniswa kwebaholi bemakolishi labasandza kucashwa kanye netinchubomgomo letingacaci letikhomba indlela baholi betemfundvo lephakeme betekufundzisa nekufundza.
Kunconywa kutsi ema-TTC abe neluhlelo lokungenisa nekufundzisa baholi basemakolishi lasandza kucashwa. Loluhlelo lokungeniswa nekufundziswa kufanele lugcile kakhulu ebuholini nasekuphatseni. Kusungulwa kwekutimela lokutsite nako kuyanconywa kute kuvunyelwe lulawulo lwetinsitakufundza njengekutsengwa kwetintfo tekufundzisa nekufundza, kulawulwa kwetimali kanye nekucashwa kwebasebenti lokufanele kwentiwe ngekhatsi kuma-TTC.Lolu cwaningo luhlolisise futhi lwazuza ukuqonda okujulile ngobuholi bezemfundo maqondana nokufundisa nokufunda emaKolishi Okuqeqesha Othisha ase-Eswatini (KOO) akhethiwe ngokwemibono yothishanhloko, amasekela-thishanhloko, izinhloko zeminyango (ababuye baziwe ngama-HOD), abafundisi nabafundi. Ucwaningo luphinde lwahlola ukuthi laba baholi bamakolishi banethonya kanjani esikweni lokufundisa nokufunda kuma-KOO, izinselelo ababhekana nazo kanye namasu ahlongozwayo okuthuthukisa ubuholi bezemfundo bokufundisa nokufunda.
Ucwaningo lwamukele indlela yekhwalithethivu etholakala kumqondo wokutolika. Lona bekuwumklamo wocwaningo oluningi olugxile emakolishi amabili kahulumeni okuqeqesha othisha e-Eswatini. Izingxoxo zomuntu ngamunye, izingxoxo zamaqembu okugxilwe kuzo kanye nokuhlaziywa kwemibhalo kwasetshenziswa ukuze kuqoqwe idatha. Inhlolokhono yomuntu ngamunye yenziwe nothishanhloko ababili, amasekela-thishanhloko amabili kanye nama-HOD amane, kwathi izinhlolokhono ezimbili zamaqembu agxilile zaqashwa nabafundisi abayisithupha kanye nabafundi abayisithupha bekolishi ngalinye benza isamba senhlolokhono yamaqembu amane.
Ngokuhlaziywa kwetimu, ucwaningo lwembula ukuqonda okufanayo ngezindima zobuholi bezemfundo ekufundiseni nasekufundeni. Okutholakele okukhulu kubonise ukuthi ukwengamela nokuqapha ukufundisa nokufunda, ukuhlinzeka ngezinsiza zokufundisa nokufunda, ukubeka umbono kanye nokunikeza isiqondiso kanye nokuba neqhaza lokuphatha kubhekwa njengezindima ezine ezibalulekile zobuholi kwezemfundo kothishanhloko, osekela-thishanhloko kanye nama-HOD kuma-KOO. Lezi zindima zabelwana phakathi kwabaholi bekolishi. Laba baholi babhekene nezinselelo eziningi, njengezimo zengqondo zabasebenzi, ukuziphatha okungalungile, izinsiza ezinganele ezihlanganisa izimali, izinto ezibonakalayo kanye nezinsiza zabantu, ukuphathwa kwehhovisi, ukuntuleka kokuzimela, ukungabi khona kokulungiselela okusemthethweni kanye nezinhlelo zokungeniswa kwabaholi bamakolishi abasanda kuqashwa kanye nezinqubomgomo ezingacacile eziqondisa ubuholi bezemfundo. ukufundisa nokufunda. Kutuswa ukuthi ama-KOO abe nohlelo lokujwayezwa kwabaholi abasanda kuqashwa basemakolishi. Uhlelo lokungeniswa kufanele lugxile kakhulu ebuholini nasekuphatheni. Ukusungulwa kokunye ukuzimela kuyatuswa ukuze kuvunyelwe ukulawula izinsiza ezifana nokuthengwa kwezinto zokufundisa nokufunda, ukulawulwa kwezimali kanye nokuqashwa kwabasebenzi okufanele kwenziwe ngaphakathi kuyi- KOO.D. Phil. (Education (Education Management))Educational Leadership and Managemen
A comparison of translation of anthroponyms and other proper names in the harry potter books into the Czech, German, Russian and Slovak
Get PDFTranslators are confronted with many rigours when given access to literary works written in other languages. One of the most challenging task they face is undoubtedly translating anthroponyms and proper names, particularly when translating for children. A good choice of character names for the target language can considerably enhance the popularity of the book for the young reader and, vice versa, a poor choice can diminish its popularity. Another challenge is translating anagrams. One of the most popular and widely translated literary work written during our times is the Harry Potter seven-book series, written by British author J.K. Rowling. The series is full of unusual character names, many coined by the author herself, which provides many opportunities for comprehensive research of the topic. The aim of this study was to analyse and compare translations of 20 selected names, 10 anthroponyms and 10 proper names, and one anagram into four target languages, namely Czech, Slovak, Russian, and German. A qualitative comparative study was conducted, using adapted Van Coillie (2014) strategies as the base for the research. The results show that translators used a different approach to the work at hand and different translating strategies when dealing with anthroponyms and proper names. In the case of anthroponyms, the strategy used the most was the strategy of preserving the original names, while in the case of proper names, the translators favoured translation to keep the meaning. Their choices were influenced by their respective cultures as well as by their personal beliefs. All the translators also managed to preserve the anagram in one form or another.Překladatelé si musí poradit s různými úskalími když nám umožňují přístup k literárním dílům napsaným v jiných jazycích. Jeden z nejtěžších oříšků, který musí vyřešit je překlad antroponym a vlastních jmen, a to hlavně pokud překládají pro dětského čtenáře. Dobrá volba jmen hlavních hrdinů v cílovém jazyce může velmi přispět k popularitě knihy a naopak. Špatná volba může popularitě ublížit. Další oříšek představuje překlad anagarmů. Jedno z nejpopulárnějších a nejpřekládanějších literárních děl současné doby je sedmidílný pohádkový román Harry Potter britské autorky J.K.Rowlingové. Dílo je plné neobvyklých jmen, mnohá z nich byla autorkou zcela vymyšlena, což s sebou nepochybně přináší možnosti výzkumu v oblasti překládání vlastních jmen a antroponym. Cílem této práce bylo analyzovat a srovnávat překlady dvaceti vybraných jmen, deseti antroponym a deseti vlastních jmen a jednoho anagramu, do čtyř cílových jazyků, jmenovitě do češtiny, slovenštiny, ruštiny a němčiny. Byla provedena kvalitativní srovnávací studie, ve které byly, s menšími úpravami, použity strategie Van Coillie (2014). Výsledky ukázaly, že překladatelé se k dané práci postavili různě a použili jiné strategie pro překlad antroponym a pro překlad vlastních jmen. V případě antroponym vítězila strategie ponechání jmen v původním tvaru a vlastní jména byla naopak přeložena, aby byl čtenáři jasný jejich význam.Výběr strategií byl ovlivněn kulturou a osobním přístupem překladatelů. Všichni překladatelé také zvládli, ať už v jiných formách, zachovat daný anagram. Výsledky tohoto výzkumu ukázaly, že nelze označit ideální strategie pro překlad antroponym a vlastních jmen.Vertalers word met baie strenghede gekonfronteer wanneer hulle toegang gegee word tot literêre werke wat in ander tale geskryf is. Een van die mees uitdagende take wat hulle in die gesig staar, is ongetwyfeld die vertaling van antroponieme en eiename, veral wanneer hulle vir kinders vertaal. ’n Goeie keuse van karakters se name vir die doeltaal kan die gewildheid van die boek vir die jong leser aansienlik verhoog; aan die ander kant kan ʼn swak keuse in hierdie opsig die gewildheid van die boek verminder. Nog ʼn uitdaging is om anagramme te vertaal. Een van die gewildste en mees vertaalde letterkundige werke wat in ons tyd geskryf is, is die sewe boeke in die Harry Potter-reeks, deur die Britse skrywer J. K. Rowling. Die reeks is vol ongewone karaktername, baie wat deur die skrywer self geskep is, wat baie geleenthede bied vir omvattende navorsing oor dié onderwerp. Die doel van hierdie studie was om vertalings van 20 geselekteerde name, 10 antroponieme en 10 eiename, en een anagram in vier doeltale, naamlik Tsjeggies, Slowaaks, Russies en Duits, te ontleed en te vergelyk. ’n Kwalitatiewe vergelykende studie is uitgevoer met behulp van aangepaste Van Coillie (2014) strategieë as die basis vir die navorsing. Die resultate toon dat vertalers verskillende benaderings tot elke taak en verskeie vertaalstrategieë gebruik het wanneer hulle met antroponieme en eiename te doen gehad het. Hulle keuses is deur hul onderskeie kulture sowel as deur hul persoonlike oortuigings beïnvloed. Al die vertalers het ook daarin geslaag om die anagram in een of ander vorm te bewaar. Die gevolgtrekking kan gemaak word dat daar nie ʼn ideale of voorgeskrewe gebruik van strategieë is nieAbahumushi babhekana nezingqinamba eziningi uma besinikeza izindlela zokufinyelela emibhalweni ebhalwe ngezinye izilimi. Omunye umsebenzi oyinselelo kakhulu ababhekene nayo ngokungangabazeki ukuhumusha ama-anthroponyms namagama afanele, ikakhulukazi uma kuhunyushelwa izingane. Ukukhetha kahle amagama abalingiswa olimini okuzohunyushelwa kulo kungathuthukisa kakhulu idumela lwencwadi kubafundi abancane futhi ngokuphambene nalokho; ukukhetha okungalungile kunganciphisa idumela. Enye inselelo ukuhumusha ama-anagrams. Incwadi ethandwa kakhulu futhi ehunyushwe kakhulu ukudlula ezinye ngezikhathi zethu uchungechunge lwezincwadi eziyisikhombisa zikaHarry Potter, ezabhalwa umbhali waseBrithani uJ. K. Rowling. Lolu chungechunge lugcwele amagama abalingiswa abangavamile, amaningi asungulwe ngumbhali ngokwakhe, okusinikeza amathuba amaningi okucwaninga lesi sihloko ngokuphelele. Inhloso yalolu cwaningo ukuhlaziya nokuqhathanisa ukuhunyushwa kwamagama akhethiwe angamashumi amabili, ama-anthroponym ayishumi namagama aqondile ayishumi, kanye ne-anagram eyodwa ezilimini ezine okuqondiwe kuzo, okungukuthi isiCzech, iSlovak, isiRashiya and nesiJalimane. Kwenziwa ucwaningo lokuqhathanisa lwekhwalithi, olusebenzise amasu aguquliwe ka-Van Coillie (2014) njengesisekelo socwaningo. Imiphumela ibonisa ukuthi abahumushi basebenzisa indlela ehlukile uma bebenza lo msebenzi babuye basebenzisa amasu ahlukene okuhumusha uma behlangabezana nama-anthroponyms nalapho behlangabezana namagama angamabizo. Ukukhetha kwabo kwakunomthelela wamasiko abo nezinkolelo zabo. Bonke abahumushi bakwazile nokulondoloza i-anagram ngendlela ethizeze noma enye. Kungaphethwa ngokuthi alikho isu eledlula amanye noma indela eyodwa efanele.M.A. (Linguistics Translation Studies)Linguistics and Modern Language
Teachers’ perceptions of the effectiveness of Afrikaans additional language teaching methodologies
Get PDFAbstracts in English, Xhosa and AfrikaansIn this increasingly diverse country (South Africa) that we live in the need for individuals to be able to speak more that one language, in other words, their home language and an additional language, has become more prevalent. Our schooling system or the curriculums used need to make provision for this need where learners need to be able to use a second language in a practical context. Every school according to South-African education laws need to offer two languages (one as an additional language) and in most schools in South-Africa the home language is English with Afrikaans as an additional language, with the exception of Afrikaans schools. The problem that led to this research dissertation is whether these second or additional languages are taught as efficiently as what the curriculum requires, leaving learners with the capabilities to be able to use the language practically as required in any social setting.
This research study adopted a qualitative research approach using observations and open -ended interviews to collect the necessary data. This data was analysed using the interpretive research approach which entailed analysing the data collected from the 12 Afrikaans Additional language teachers that formed the sample of this study. The study followed a multiple case study which entailed using three different schools, a co-ed school, girls and a boy’s school. The data was analysed in to the different themes identified by the researcher deemed relevant to this study while keeping the aim of this study in mind. The aim of this study is to determine teachers’ perceptions of the effectiveness of the approaches and methods used in teaching the Afrikaans Additional Language curriculum. The study attempted to understand through the interviews conducted and observations done which approaches are most effective in the additional language classroom, what obstacles additional language teachers experience in the teaching of Afrikaans as an additional language and what can be done to improve the teaching of an additional language.
The findings of this study revealed that there are a lot of improvements that can be made to curriculum documents to give additional language teachers more time to be able to teach learners more practical language use with regards to the additional language. Other main findings are that teachers are not fully equipped to teach an additional language and collaboration between languages is needed to be able to teach an additional language effectively. At the end of the study there are certain recommendations that came to light for teachers as well as the Department of Basic Education. This study leaves room for future exploratory studies where focus can be placed on what teachers experience as well as what can be done differently in the classroom to benefit both learners and students in years to come.Kweli lizwe eliya lisanda yiyantlukwano (uMzantsi Afrika) esiphila kulo, iye yaxhapha kakhulu imfuneko yokuba abantu bathethe ulwimi olungaphezu kolunye, ngamanye amazwi, ulwimi lwabo lwasekhaya kunye nolwimi olongezelelweyo. Inkqubo yethu yesikolo okanye ikharityhulam kufuneka yenze isibonelelo ukuze abafundi basebenzise ulwimi lwesibini kwimeko enokwenzeka. Eminye imithetho yethu yezemfundo yaseMzantsi Afrika, ikhuthaza ukusetyenziswa kweelwimi ezininzi. Umzekelo womthetho onjalo liCandelo 29(2) loMgaqosiseko elichaza ukuba wonke umfundi unelungelo lokufumana imfundo esisiseko ngolwimi alukhethileyo, apho kunokwenzeka. Ukufikelela kwinjongo yokusetyenziswa kweelwimi ezininzi, zonke izikolo eMzantsi Afrika kufuneka zisebenzise iilwimi ezimbini (olunye njengolwimi olongezelelweyo). Kwiizikolo ezininzi eMzantsi Afrika, ulwimi lwasekhaya sisiNgesi, kunye nesiBhulu njengolwimi olongezelelweyo, ngaphandle kweezikolo ezisebenzisa isiBhulu njengolwimi lokufundisa nokufunda. Olu phando lujolise kuhlalutyo lokuba ingaba iilwimi zesibini okanye ezongezelelweyo zifundiswa ngokufanelekileyo ngokwekharityhulam, ngenjongo yokuba abafundi bakwazi ukusebenzisa ulwimi ngokunokwenzeka nanjengoko kufuneka kuyo nayiphi na imeko yentlalo.
Olu phando lusebenzise indlela yophandontyilazwi esebenzisa imigqaliselo kunye nodliwanondlebe oluvulelekileyo ukuqokelela idatha efunekayo. Le datha ihlalutywe kusetyenziswa indlela yophando yokucacisa, ebibandakanya ukuhlalutya idatha eqokelelwe kootitshala bolwimi olongezelelweyo lwesiBhulu abali12 ababeyinxalenye yesivandlakanyi solu phando. Uphando lulandela isifundo ngomzekelo esiphindaphindiweyo kwizikolo ezintathu ezahlukileyo, isikolo esixubileyo, isikolo samantombazana kunye nesikolo samakhwenkwe. Idatha ihlalutywe ngokwemixholo echongwe ngumphandi nayibone ifanelekile kolu phando ngenjongo yolu phando engqondweni. Olu phando lumisele izimvo zootitshala malunga nokusebenza kweendlela nezikhokelo ezisetyenziswayo ekufundiseni uLwimi oloNgezelelweyo lwesiBhulu. Ngokusebenzisa udliwanondlebe nemigqaliselo, olu phando luzame ukuqonda ukuba zeziphi iindlela ezisebenza kakhulu ekufundiseni ulwimi olongezelelweyo kwigumbi lokufundela, imingeni efunyanwa ngootitshala bolwimi olongezelelweyo ekufundiseni isiBhulu njengolwimi olongezelelweyo, noko okunokwenziwa ukuphucula ukufundisa ulwimi olongezelelweyo.
Iziphumo zolu phando zibonise ukuba kunokwenziwa uphuculo olungakumbi kumaxwebhu ekharityhulam ukunika ootitshala beelwimi ezongezelelweyo ixesha elaneleyo lokufundisa abafundi nokusebenzisa ulwimi olusebenzisekayo. Ngaphezu koko, uphando lubonise ukuba ootitshala kufuneka baxhotyiswe ngokupheleleyo ukufundisa ulwimi olongezelelweyo kwaye intsebenziswano phakathi kootitshala iyafuneka ukufundisa ulwimi olongezelelweyo ngokufezekileyo. Ukuqukumbela, olu phando lunikeze iingcebiso kootitshala nakwiSebe leMfundo esiSiseko. Olu phando lushiya ithuba lophando lokuphonononga lwexesha elizayo, apho ingqwalasela inokubekwa kumava ootitshala kunye noko kunokwenziwa ngokwahlukileyo kwigumbi lokufundela ukuze kuzuze abafundi kunye nootitshala kwiminyaka ezayo.Ons woon in 'n land (Suid-Afrika) met toenemende diversiteit en dit is het noodsaaklik geword dat individue meer as een taal kan praat, dit wil sê, hul huistaal en 'n addisionele taal. Ons skoolstelsel of die kurrikulum moet voorsiening maak vir leerders om 'n tweede taal in 'n praktiese konteks te kan gebruik. Sommige van ons Suid-Afrikaanse opvoedingswette bevorder veeltaligheid. 'n Voorbeeld van sulke wetgewing is Artikel 29(2) van die Grondwet wat bepaal dat elke leerder die reg tot basiese onderwys in sy of haar voorkeurtaal het, waar dit redelik prakties is. Om die doel van veeltaligheid te bereik, moet elke skool in Suid-Afrika twee tale aanbied (een as 'n addisionele taal). In die meeste skole in Suid-Afrika, is die huistaal Engels, met Afrikaans as 'n addisionele taal, behalwe vir Afrikaans-mediumskole. Die navorsing poog om te ontleed of die tweede of addisionele tale doeltreffend volgens die kurrikulum onderrig word, met die doel dat leerders die taal prakties en soos nodig vir enige sosiale omstandighede kan gebruik.
Die studie het 'n kwalitatiewe benadering en waarnemings en oopeinde-onderhoude gebruik om die nodige data te versamel. Hierdie data is deur die interpretatiewe navorsingsbenadering ontleed; dit behels die ontleding van die data wat versamel is van die 12 onderwysers wat Afrikaans as addisionele taal onderrig wat die steekproef van hierdie studie gevorm het. Die studie het 'n veelvoudige gevallestudie van drie verskillende skole, 'n gemengde skool, 'n meisieskool en 'n seunskool, gebruik. Die data is in temas ontleed wat die navorser geïdentifiseer en as relevant tot hierdie studie beskou het met die doel van die studie in gedagte. Die studie het onderwysers se persepsies van die doeltreffendheid van die benadering en metodes wat gebruik word om Afrikaans Addisionele Taal te onderrig, bepaal. Deur onderhoude en waarneming het die studie gepoog om te verstaan watter benaderings die doeltreffendste is om 'n addisionele taal in die klaskamer te onderrig, die uitdagings wat onderwysers van addisionele tale ervaar om Afrikaans as addisionele taal te onderrig, en wat gedoen kan word om die onderrig van 'n addisionele taal te bevorder. Hierdie studie het bevind dat verdere verbeterings aan die kurrikulumdokumente gemaak kan word om onderwysers van addisionele tale meer tyd te gee om leerders te onderrig en vir praktiese taalgebruik. Die navorsing het verder aangetoon dat onderwysers volledig toegerus moet word om 'n addisionele taal te onderrig en dat samewerking tussen onderwysers nodig is om 'n addisionele taal doeltreffend te onderrig. Ten slotte het die studie aanbeveling vir onderwysers en die Departement van Basiese Onderwys gedoen. Die studie laat ruimte vir toekomstige ondersoekende studies wat kan fokus op wat onderwysers ervaar en wat verskillend in die klaskamer gedoen kan word om beide die leerders en onderwysers in die toekoms te bevoordeel.M. Ed. (Curriculum Studies)Curriculum and Instructional Studie
Prevalence, herd health and zoonotic implications of brucellosis in communal and smallholder cattle farming areas in north-west province, South Africa
Get PDF1 online resource (xi, 62 leaves) : color illustration, color mapsBrucellosis is recognized as one of the most important bacterial zoonosis as it is responsible for
considerable economic losses in livestock and long-term chronic disease condition in humans,
consequently a health-related burden worldwide. This study highlights the need to investigate the
prevalence and distribution of brucellosis in the four main districts (Dr Ruth Segomotso Mompati, Dr
Kenneth Kaunda, Bojanala platinum and Ngaka Modiri Molema) of the North-West province of South
Africa, as well as its zoonotic implications. Specific objectives of this study were to determine the
seroprevalence of Brucellosis in cattle though serological analysis, to isolate and identify Brucella from
suspected specimens and to assess farm management, herd-health, and husbandry system. A total
number of blood (n=770) samples from farmed animals (n=378) and abattoir-slaughtered (n=392)
animals were collected for this study. The blood from abattoirs was accompanied by lymph nodes
(n=392) corresponding to the blood sample of each animal. In addition to the above, milk samples
(n=22) were collected from cows after farmers’ permission. The Rose Bengal Plate Agglutination Test
(RBT) was used to detect anti-Brucella antibodies in serum samples followed by confirmation of positive
sera with the complement fixation test (CFT). Milk samples were screened by milk ring test (MRT)
using B. abortus MRT antigen. Tissue samples corresponding to sero-positive samples were subjected
to isolation and phenotypic characterisation of Brucella species by isolation onto Farrell's Medium with
5% bovine serum and penicillin. The same positive tissue samples were subjected to Brucella spp.
molecular identification by amplification of the IS711, 16S rDNA and the internal transcriber subunit
(ITS) gene fragments. Serological results indicated the overall prevalence for RBT positive samples to
be 2% at 95% Confidence Interval (CI). All 770 samples were subjected to screening with the RBT, 18
out of 770 (2.3%) tested positive. Confirmation with CFT revealed that 16 (n=16) out of 18 samples
were indeed positive. Sero-positive results were found in Ngaka Modiri Molema and Dr Ruth Mompati
districts with the prevalence of 4.65% (95% CI: 2.61 – 8.11) and 2.34% (95% CI: 0.91-5.85) respectively.
This resulted in the overall prevalence of 1.95% (95%CI: 1.14 – 3.12) for all four districts combined.
Out of the 2.3% (18/770), only 0.90% (7/770) were from slaughtered animals. All 0.90% (7/770) tissue
samples tested negative for PCR and cell culture. A questionnaire to determine the abattoir owners
and farmers’ general understanding and knowledge on zoonotic diseases was developed and
interviews conducted. A multivariate analysis has shown a significant association between participants’
statuses of literacy with the risk of brucellosis in a farm.M.Sc. AgricultureAgriculture and Animal Healt