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Towards roles and responsibilities in a cyber security awareness framework for South African Small, Medium, and Micro Enterprises (SMMEs)
Get PDFInternet users including Small, Medium and Micro Enterprises
(SMMEs) can access a variety of global opportunities through cyberspace however
SMMEs are also targets of cyber-attacks, although they do not have adequate
information technology (IT) skills and financial support to prevent prevalent
cyber threats. The main aim of this research study is to identify and propose
roles and responsibilities for the cyber security awareness framework for
SMMEs. A scoping literature review was conducted to collect and analyse existing
studies within the research domain of cyber security awareness towards
SMMEs in developing countries. These studies were analysed to identify roles
and responsibilities which contributes towards improving the culture of cyber security
awareness in South Africa, specifically within SMMEs. These roles and
responsibilities are important for the successful implementation of the cyber security
awareness framework within SMMEs. The proposed roles also enable collaboration
towards the development and rollout strategy of the cyber security
awareness within SMMEs.School of Computin
The contributions and challenges of civil society in development and governance in context of the post-1991 developmental state of Ethiopia
No full textAbstracts in English, Setswana, ZuluThe primary objective of this study was to analyse the contributions and challenges of civil society in governance and development and state-civil society relations in the context of post-1991 contemporary Ethiopia. To achieve this objective a mixed method approach was used, where data from qualitative sources were embedded into the quantitative sources and analysed. To understand the role of civil society and state-civil society relations in the post-1991 period of Ethiopia, three periods were considered (i.e., 1991 to 2004; 2005 to 2017 and 2018 to date) due to the shift in the enabling environment of civil society over these periods. Factors such as external context and internal context were considered and analysed. The role of civil society in development and governance was analysed considering the three major operational areas of civil society (i.e., advocacy, services delivery, and watchdogging). State-civil society relations were also examined by focusing on different parameters. The analysis was conducted by way of comparison based on the three periods, using Friedman’s Analysis of Variance. Both the external and internal contexts were found to be conducive and better during the first and third periods, while it was not enabling during the second period. The role of civil society in service delivery was found to be similar and better in all three periods, but in terms of advocacy and watchdogging it was better during the first and third periods, while it was completely paralysed during the second period. Regarding state-civil society relations, the first period was characterised by cooperation between the state and civil society, but the relationship lacked the principles of engagement and formality. During the second period, the relationship was characterised by confrontation and even denial of a rights-based civil society. The third period was characterised by cooperation and a smooth relationship. Finally, the non-formal institution, i.e., Iddir, has been an essential institution that not only plays a complementary role to formal civil society but also contributes to development and governance in its own right. However, Iddir’s potential for contribution has been constrained by lack of attention and support from the government. Based on the findings of the study, recommendations are made to concerned actors including the government, the formal civil society organisations and the non-formal civil society - Iddir.Maikemisetsomagolo a thutopatlisiso eno e ne e le go sekaseka seabe le dikgwetlho tse di itemogelwang ke setšhaba mo taolong le tswelediso ya dikamano fa gare ga puso le setšhaba mo maemong a ga jaana a morago ga 1991 mo Ethiopia. Go fitlhelela maikemisetso ano go dirisitswe molebo wa mekgwa e e tswakantsweng, moo deitha go tswa mo metsweding ya tshedimosetso e e tlhalosiwang ka mafoko e tsenyeleditsweng mo metsweding ya tshedimosetso e e tlhalosiwang ka dipalo mme ya sekasekiwa. Go tlhaloganya seabe sa setšhaba le dikamano fa gare ga puso le setšhaba mo pakeng ya morago ga 1991 ya Ethiopia, go akanyeditswe dipaka tse tharo (k.g.r., 1991 go fitlha ka 2004; 2005 go fitlha ka 2017 le 2018 go fitlha ga jaana) ka ntlha ya phetogo mo maemong a a siametseng setšhaba mo dipakeng tseno. Go akanyeditswe mme ga sekasekiwa ditlhotlheletsi tse di jaaka maemo a kwa ntle le maemo a ka fa gare. Go sekasekilwe seabe sa setšhaba mo tsweledisong le taolo go lebeletswe dintlhakgolo tse tharo tsa tsepamiso tsa setšhaba (k.g.r., tshegetso, thebolelo ya ditirelo, le peoleitlho). Dikamano fa gare ga puso le setšhaba le tsone di sekasekilwe ka go tsepamisa mo dipalong tse di farologaneng tse di tlhalosang batho botlhe. Go dirilwe tshekatsheko ka papiso e e ikaegileng ka dipaka tse tharo, go dirisiwa Tshekatsheko ya ga Friedman ya Pharologano fa gare ga dipaka tseno. Go fitlhetswe maemo ka bobedi a kwa ntle le a ka fa gare a siame e bile a le botoka ka dipaka tsa ntlha le tsa boraro, fa a ne a sa siama ka paka ya bobedi. Go fitlhetswe gore seabe sa setšhaba mo thebolelong ya ditirelo se a tshwana e bile se botoka mo dipakeng tsotlhe tse tharo, mme malebana le tshegetso le peoleitlho se ne se le botoka mo dipakeng tsa ntlha le tsa boraro, fa se phutlhame gotlhelele ka paka ya bobedi. Malebana le dikamano fa gare ga puso le setšhaba, paka ya ntlha e farologantshitswe ka tirisanommogo fa gare ga puso le setšhaba, mme kamano e ne e tlhaela melawanatheo ya botsayakarolo le kobamelo ya melawana. Ka paka ya bobedi, kamano e farologantshitswe ka kgotlhang le kganelo ya setšhaba se se itseng ditshwanelo tsa sone. Paka ya boraro e farologantshitswe ka tirisanommogo le kamano e e se nang matsapa. Kwa bofelong, setheo se e seng sa semmuso, k.g.r., Iddir, e ntse e le setheo sa botlhokwa se se dirang tiro ya tlaleletso mo setšhabeng e bile gape se na le seabe mo tsweledisong le taolo go ya ka bokgoni jwa sone jo bo kgethegileng. Le fa go ntse jalo, bokgoni jwa Iddir mo seabeng bo lekanyediwa ke go sa tsewe tsia le go sa neelwe tshegetso ke puso. Go ya ka diphitlhelelo tsa thutopatlisiso, go dirilwe dikatlenegiso go bannaleseabe ba ba amegang ba ba akaretsang puso, mekgatlho ya semmuso ya setšhaba le setšhaba ka kakaretso - Iddir.Inhloso enkulu yalolu cwaningo kwakungukuhlaziya iminikelo nezinselelo zomphakathi ekubuseni, ekuthuthukiseni kanye nasebudlelwaneni bomphakathi nombuso esimweni se-Ethiopia yangemva kowe-1991. Ukuze kufezeke le nhloso kwasetshenziswa indlela exubile, lapho imininingo evela emithonjeni yamaqiniso (ikhwalithethivu) yafakwa emithonjeni yezibalo (ikhwantithethivu) yabe seyihlaziywa. Ukuze kuqondwe iqhaza lomphakathi kanye nobudlelwano bomphakathi nohulumeni enkathini yangemva kowe-1991 e-Ethiopia, kubhekwe izinkathi ezintathu (okungowe-1991 kuya kowe-2004; owangowe-2005 kuya kowe-2017 kanye nowe-2018 kuze kube manje) ngenxa yokushintsha kwesimo esivumelana nomphakathi phakathi nalezi zinkathi. Kwabhekwa izici ezinjengomongo wangaphandle nomongo wangaphakathi futhi zahlaziywa. Indima yomphakathi ekuthuthukiseni nasekubuseni yahlaziywa uma kubhekwa izindawo ezintathu eziqavile ezisebenzayo zomphakathi (okungukumelela, ukuhlinzekwa kwezidingo zomphakathi, kanye nokuqapha). Ubudlelwano bomphakathi nombuso babuye bahlolwa ngokugxila emingceleni ehlukene. Ukuhlaziywa kwenziwa ngokuqhathanisa okusekelwe ezinkathini ezintathu, kusetshenziswa indlela eyaziwa ngokuthi yi-Friedman's Analysis of Variance. Zombili izimo, esangaphandle nesangaphakathi kwatholakala ukuthi ziyasiza futhi zingcono phakathi nenkathi yokuqala neyesithathu, kanti zazingavumelani phakathi nenkathi yesibili. Indima yomphakathi ekuhlinzekweni kwezidingo yatholakala ingefanayo futhi ingcono kuzona zonke izinkathi ezintathu, kodwa ekumeleleni nasekuqapheni, kwakungcono phakathi nenkathi yokuqala neyesithathu, nokungukuthi ayisebenzanga nhlobo phakathi nenkathi yesibili. Ngokuphathelene nobudlelwano bomphakathi nombuso, inkathi yokuqala yabonisa ukubambisana phakathi kombuso nomphakathi, kodwa ubudlelwano babuntula imigomo yokuzibandakanya nokuhleleka. Phakathi nenkathi yesibili, ubudlelwano babubonisa ukubhekana ngeziqu zamehlo kanye nokungatholi komphakathi inhlalo esekelwe ngamalungelo. Inkathi yesithathu yaveza ukubambisana nobudlelwano obungenazinkinga. Okokugcina, isikhungo esingahlelekile ngokusemthethweni, i-Iddir, sibe yisikhungo esibalulekile esingagcini nje ngokudlala indima ehambisana nomphakathi osemthethweni kodwa futhi sinomthelela ekuthuthukiseni nasekubuseni ngokwaso. Nokho, ikhono le-Iddir lokunikela liye lakhinyabezwa ukunganakwa nokungasekelwa nguhulumeni. Ngokusekelwe kulokho okutholakele ocwaningweni, kwenziwa izincomo kulabo abathintekayo abafaka uhulumeni, izinhlangano zomphakathi ezisemthethweni kanye nomphakathi ohleleke ngosemthethweni, i-Iddir.D. Phil. (Development Studies)Development Studie
School management teams and the motivation of teachers to deliver quality education : a case study of secondary schools in Midrand, Gauteng Province
No full textAbstracts in English, Afrikaans and ZuluThe purpose of this study was to explore the strategic approaches that school management team (SMT) members employ or should employ to effectively support and motivate teachers to deliver quality instruction. The study was conducted in Midrand, a suburb of Johannesburg in Gauteng Province, South Africa. Midrand was chosen as a research site because in the township area there are performing and underperforming schools. The study adopted a qualitative approach and employed a case study design that involved four public secondary schools. It was guided by Locke’s goal-setting theory and Herzberg’s two-factor theory of motivation. The participants included one deputy principal, one Head of Department (HoD), and one teacher who has been teaching Grade 12 classes for the past two or three consecutive years, who were purposively sampled from each school. Telephonic semi-structured interviews were conducted to generate data from the participants, based on Covid-19 guidelines from the Gauteng Department of Education (GDE). The findings of the study showed that the approaches that the SMT members were employing to motivate the teachers did not meet the needs of the teachers. The teachers wanted the SMT members to demonstrate their expectations and render support and motivation that motivates and aids the teachers’ delivery of instruction. More support and cooperation from the SMT members, the parents, and the learners were needed by the teachers as motivation to do their work. The strategic approaches to support and motivate the teachers that were suggested were giving deserving teachers time off, swapping classes, and giving teachers monetary incentives.Die doel van hierdie studie was om die strategiese benaderings te verken wat skoolbestuurspan (SBS) lede gebruik of behoort te gebruik om onderwysers effektief te ondersteun en te motiveer om kwaliteit onderrig te lewer. Die studie is uitgevoer in Midrand, 'n voorstad van Johannesburg, in die Gauteng provinsie, Suid-Afrika. Midrand is as navorsingsarea gekies omdat daar in die informele nedersettings presterende en onderpresterende skole is. Die studie het 'n kwalitatiewe benadering gevolg en in die gevallestudie is vier openbare sekondêre skole betrek. Die gevalle studie was gelei deur Locke se doelwitstellings teorie en Herzberg se twee faktor teorie van motivering. Die deelnemers het een adjunkhoof, een departementshoof (HOD) en een onderwyser ingesluit, wat die afgelope twee of drie jaar Graad 12 - klasse onderrig het. Semi-gestruktureerde, telefoniese onderhoude is gevoer om data van die deelnemers te te verkry, gebaseer op Covid 19 riglyne van die Gautengse Departement van Onderwys (GDO). Die bevindings van die studie het getoon dat die benaderings wat die SBS-lede gebruik het om die onderwysers te motiveer, nie aan die behoeftes van die onderwysers voldoen het nie. Die onderwysers wou hê dat die SBS-lede vir hulle meer rigting en ondersteuning moes gee en beter motivering om hulle te help met duideliker instruksies met die uitvoering van hulle take. Meer ondersteuning en samewerking van die SBS-lede, die ouers en die leerders was benodig deur die onderwysers as motivering om hul werk te doen. Die strategiese benaderings om die onderwysers te ondersteun en te motiveer, wat voorgestel was, was om verdienstelike onderwysers tyd af te gee, klasse om te ruil en geldelike aansporings.Inhloso yalolu cwaningo bekuwukuhlola izindlela zamasu amalungu ethimba labaphathi besikole (SMT) azisebenzisayo noma okufanele azisebenzise ukuze asekele ngempumelelo futhi agqugquzele othisha ukuthi banikeze imfundo enobucwepheshei. Ucwaningo lwenziwe eMidrand, indawo engaphansi kweGoli eSifundazweni saseGauteng, eNingizimu Afrika. IMidrand iqokwe njengendawo yocwaningo ngoba endaweni yaselokishini kunezikole ezenza kahle nezingenzi kahle. Lolu cwaningo lwamukele indlela esezingeni eliphezulu futhi lwasebenzisa ucwaningo olubandakanya izikole ezine zamabanga aphezulu zikahulumeni. Umbhalo ulandelela inkolelo-mbono ka-Locke yokubeka imigomo kanye nethiyori yezinto ezimbili zikaHerzberg zokugqugquzela. Ababambe iqhaza bahlanganisa iphini likathishanhloko oyedwa, iNhloko yoMnyango (HoD) eyodwa kanye nothisha oyedwa obefundisa amakilasi eBanga le-12 iminyaka emibili noma emithathu ilandelana edlule, abathathwe ngamasampula ngamabomu esikoleni ngasinye. Izingxoxo zocingo zenziwa ukuze kutholakale idatha kubahlanganyeli, ngokusekelwe kumhlahlandlela we-Covid-19 ovela eMnyangweni wezeMfundo waseGauteng (GDE). Okutholwe kulolu cwaningo kukhombise ukuthi izindlela ebezisetshenziswa amalungu e-SMT ukugqugquzela othisha azihlangabezani nezidingo zothisha. Othisha babefuna amalungu e-SMT ababonise lokho akulindele futhi anikeze ukusekelwa nokugqugquzela okugqugquzelayo nokusiza othisha ekunikezeni imfundo. Ukwesekwa okwengeziwe nokubambisana okuvela kumalungu e-SMT, abazali, kanye nabafundi kwakudingeka kothisha njengesikhuthazo sokwenza umsebenzi wabo. Izindlela zamasu zokweseka kanye nokugqugquzela othisha ezaphakanyiswa kwakuwukunikeza othisha abafanelekile isikhathi sokuphumula, ukushintshana ngamakilasi, kanye nokunika othisha imali yokukhuthaza.M. Ed. (Education Management)Educational Leadership and Managemen
Work engagement and organisational commitment at a private distance learning institution in South Africa
No full textOrganisations are increasingly concerned about employees’ work engagement and organisational commitment due to the influence of the two constructs on important organisational outcomes. A question that is also pertinent is “is it possible to have engaged but uncommitted employees?” This study explores work engagement’s relationship with organisational commitment within the private distance learning context. Schufeli and Bakker’s (2004) 17-item work engagement scale and Allen and Meyer's (1990) organisational commitment questionnaire were utilised to collect data from a sample comprising 110 staff members from a private distance education institution. It emerged from the study that a moderate positive significant relationship exists between work engagement and organisational commitment. A further moderate positive significant association was cited between organisational commitment and each of the work engagement constructs. The data demonstrated that work engagement predicts organisational commitment. The results also indicated differences in both work engagement and organisational commitment according to biographical details, with males exhibiting more elevated levels in both constructs than female participants, and those with qualifications above grade 12 showing more elevated levels of work engagement than those with grade 12 or less. The results of the study could benefit organisations to better comprehend work engagement and organisational commitment, and to assist in recommending strategies to improve both engagement and commitment.M. Com. (Industrial and Organisational Psychology)Industrial and Organisational Psycholog
Search for doubly charged Higgs boson production in multi-lepton final states using 139 fb - 1 of proton–proton collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
A search for pair production of doubly charged Higgs bosons (
H
±
±
), each decaying into a pair of prompt, isolated, and highly energetic leptons with the same electric charge, is presented. The search uses a proton–proton collision data sample at a centre-of-mass energy of 13 TeV corresponding to an integrated luminosity of 139 fb
-
1
recorded by the ATLAS detector during Run 2 of the Large Hadron Collider (LHC). This analysis focuses on same-charge leptonic decays,
H
±
±
→
ℓ
±
ℓ
′
±
where
ℓ
,
ℓ
′
=
e
,
μ
,
τ
, in two-, three-, and four-lepton channels, but only considers final states which include electrons or muons. No evidence of a signal is observed. Corresponding upper limits on the production cross-section of a doubly charged Higgs boson are derived, as a function of its mass
m
(
H
±
±
)
, at 95% confidence level. Assuming that the branching ratios to each of the possible leptonic final states are equal,
B
(
H
±
±
→
e
±
e
±
)
=
B
(
H
±
±
→
e
±
μ
±
)
=
B
(
H
±
±
→
μ
±
μ
±
)
=
B
(
H
±
±
→
e
±
τ
±
)
=
B
(
H
±
±
→
μ
±
τ
±
)
=
B
(
H
±
±
→
τ
±
τ
±
)
=
1
/
6
, the observed (expected) lower limit on the mass of a doubly charged Higgs boson is 1080 GeV (1065 GeV) within the left-right symmetric type-II seesaw model, which is the strongest limit to date produced by the ATLAS Collaboration. Additionally, this paper provides the first direct test of the Zee–Babu neutrino mass model at the LHC, yielding an observed (expected) lower limit of
m
(
H
±
±
)
= 900 GeV (880 GeV)
An investigation on the role of food gardens to food security and community development in Thulamela Municipality
No full textThis study was conducted in the Thulamela Municipality, Vhembe District of Limpopo Province, South
Africa. The study area is characterised by poverty-stricken rural households. A high proportion of
households relied on agriculture to supplement food for their families. The main objective of the study was
to investigate the role and contribution of food gardens to food security and community development. Prior
studies elsewhere and experiences of developing countries recognised the positive impacts of food gardens
in providing food security, household economic welfare and rural development. A longitudinal study was
undertaken to collect data from a sample of 383 households and 82 focus groups individuals selected
through purposive and snowball sampling. Qualitative and quantitative research methods were used to
collect data using interview questionnaires, observation checklists, a 24-hour food recall, a food frequency
questionnaire, and a focus-group checklist. Data were gathered on socio-demographics; the role and
contribution of food gardens to food security, household income and community development; challenges to
food gardening and strategies for sustainable year-round availability of food. The Statistical Package for
Social Science Version 23.0 was used to analyse quantitative data while the content of qualitative data was
analysed to develop themes. Inferential statistics was done to determine the significance of the findings
through correlation testing and regression analysis.
The findings revealed that 56% of food gardeners were men, with people of different age groups,
educational background, training and experiences in food gardening. Almost all (99.7%) participants had
food gardens, which allowed them access to food for consumption and selling. Food gardens enabled
households to spend less money on food. Income earned by selling garden produces helped to buy
uncultivated food stuff and other basic necessities. Different kinds of garden produces were available in
different seasons, which allowed households to access food throughout the year. Indigenous vegetables were
also utilised. Food gardens played a major role and contributed significantly to food security and community
development. Moreover, food gardens promoted avenues for job creation, self-employment and self reliance. Challenges to food gardening were addressed to ensure a sustainable year-round supply of food.
The study provided a framework for understanding the relationship between food gardening and food
security.Ngudo iyi yo itwa kha Masipala wa Thulamela, Tshiṱirikini tsha Vhembe kha Vundu ḽa Limpopo, Afrika
Tshipembe. Sia ḽa ngudo ḽo ṱalulwa nga miṱa ya mahayani i re na vhushai. Tshipiḓa tshihulwane tsha miṱa
tsho ḓisendeka nga zwa vhulimi u tikedza zwiḽiwa zwa miṱa yavho. Tshipikwa tshihulwane tsha ngudo ho
vha u ṱoḓisisa mushumo na u dzhenelela ha ngade dza miroho kha tsireledzo ya zwiḽiwa na mveledziso ya
tshitshavha. Ngudo dzo rangelaho idzi huṅwe na tshenzhemo dza mashango ane a khou bvelela dzo dzhiela
nṱha masiandaitwa mavhuya a ngade dza zwiḽiwa kha u ṋekedza tsireledzo ya zwiḽiwa, mutakalo wa
ikonomi ya muṱa na mveledziso ya vhupo ha mahayani. Ngudo buḓa dzo itwa u itela u kuvhanganya data u
bva kha miṱa ya 383 na zwigwada zwo sedzwaho zwa vhathu vha 82 vho nangiwaho nga kha
tsumbonanguludzwa dzi re na ndivho na u vhudzisa vhaṅwe vhathu vha re kha ṱhoḓisiso. Ngona dza
ṱhoḓisiso khwaḽithethivi na khwanthithethivi dzo shumiswa u kuvhanganya data nga u shumisa
mbudzisombekanywa dza inthaviwu, mutevhe wa mbudziso dza mbono, u elelwa zwiḽiwa zwo liwaho kha
awara dza 24, mbudzisombekanywa dza misi yoṱhe dza nga ha zwiḽiwa, na mutevhe wa tsedzuluso wa
tshigwada tsho sedzwaho. Data yo kuvhanganywa kha demogirafi ya matshilisano, mushumo na u
dzhenelela ha ngade dza zwiḽiwa kha tsireledzo ya zwiḽiwa, mbuelo ya miṱa na mveledziso ya tshitshavha;
khaedu dza ngade dza zwiḽiwa na zwiṱirathedzhi zwa u wana zwiḽiwa ṅwaha woṱhe zwi sa nyeṱhi.
Tshiputelo tsha mbalombalo tsha Saintsi dza Matshilisano Vesheni ya vhu 23.0 yo shumiswa u saukanya
data ya khwanthithethivi, ngeno zwire ngomu zwa data ya khwaḽithethivi zwo saukanywa u bveledza thero.
Mbalombalo khumbulelwa yo itwa u itela u vhona ndeme ya mawanwa nga kha u linga u elana na
musaukanyo wa khumela murahu.
Mawanwa o dzumbulula uri 56% ya vhoradzingade dza zwiḽiwa vho vha vhe vhanna, hu na vhathu vha
vhukale ho fhambanaho, vhubvo ha pfunzo, vhugudisi na tshenzhemo kha ngade dza zwiḽiwa. Vhadzheneli
vhane vha ita mbaloguṱe (99.7%) vho vha vhe na dzingade dza zwiḽiwa dzine dza vha konisa u swikelela
zwiḽiwa u itela u ḽa na u rengisa. Ngade dza zwiḽiwa dzo konisa miṱa u shumisa tshelede ṱhukhu kha
zwiḽiwa. Mbuelo yo wanalaho nga u rengisa zwibveledzwa zwa ngadeni yo thusa u renga zwiḽiwa zwine
zwa sa tou limiwa na zwiṅwe zwithu zwa ndeme. Tshaka dzo fhambanaho dza zwibveledzwa zwa ngadeni
dzo vha dzi hone nga khalaṅwaha dzo fhambanaho, zwe zwa konisa miṱa u swikelela zwiḽiwa ṅwaha woṱhe.
Miroho ya vhongwaniwapo na yone yo shumiswa. Ngade dza zwiḽiwa dzo shuma mushumo muhulwane na
u dzhenelela zwihulwane kha tsireledzo ya zwiḽiwa na mveledziso ya tshitshavha. Zwiṅwe hafhu, ngade dza
zwiḽiwa dzo bveledza nḓila dza u sika mishumo, u ḓishuma na u ḓisendeka nga iwe muṋe. Khaedu dza
ngade dza zwiḽiwa dzo tandululwa u itela u khwaṱhisedza nḓisedzo ya zwiḽiwa i sa nyeṱhi ṅwaha woṱhe.
Ngudo dzo ṋekedza muhangarambo wa u pfesesa vhushaka vhukati ha u ita ngade dza zwiḽiwa na tsireledzo
ya zwiḽiwaPh. D. (Agriculture)Agriculture and Animal Healt
Solid waste management through environmental education initiatives : a case of Amathole East District
No full textText in English, abstract in English, Zulu and AfrikaansDisposing of solid waste is one of the most serious and controversial issues facing countries around the world. The problem is caused by daily human activities. The main aim of this qualitative study was to explore solid waste management in primary schools in the Amathole East District of South Africa. The research objectives were to investigate what solid waste management strategies were in place in the sampled primary schools, and to recommend best practices in this regard. Failure to act timeously will lead to a deterioration of environmental conditions, which could have negative consequences for human health. The researcher adopted the Waste Management Theory, as it aligned with the stated research objectives. An interpretive paradigm was used, with a case study as research design. Purposive sampling and multiple cases were employed. Semi-structured interviews, participant observation and document analysis served as data-collection instruments, and for data analysis, the researcher relied on thematic analysis. Environmental education initiatives aimed at managing solid waste in the participating primary schools involved providing bins in classrooms and on the school terrain; raising awareness about solid waste and the possibilities of reusing, reducing and recycling it; the burning of such waste (where appropriate), as well as the hosting of events related to solid waste management. Notable challenges to efforts to adopt solid waste management strategies in primary schools include a lack of time to fully implement related initiatives; a lack of funding from non-governmental organisations (NGOs) and government; a shortage of resources such as educational materials and recycling bins; and a lack of training and support from stakeholders such as the Department of Basic Education (DBE) and NGOs. The successful implementation of solid waste management strategies in primary schools requires not only the involvement of learners and teachers, but also that of the DBE and NGOs.Ukulahla inkunkuma yenye yemiba emandla edala impikiswano, ajongene nayo amazwe ngamazwe kwihlabathini liphela. Le ngxaki ibangelwa zizenzo zabantu zemihla ngemihla. Eyona njongo yolu phandontyilazwi ibikukuphonononga ulawulo lwenkunkuma kwizikolo zamabanga aphantsi kwiSithili saseAmathole East eMzantsi Afrika. Iinjongo zophando ibikukuphanda ukuba zeziphi iindlela zolawulo lwenkunkuma ezikhoyo kwizikolo zamabanga aphantsi ebezikhethelwe olu phando, nokucebisa ezona ndlela zilungileyo malunga noku. Ukusilela ekuqubulisaneni nalo mba ngokukhawulezileyo kuya kukhokelela ekuwohlakeni kweemeko zokusingqongileyo, nto leyo enokuba neziphumo ezimbi kwimpilo yabantu. Umphandi usebenzise iThiyori yoLawulo lweNkunkuma (Waste Management Theory) nanjengoko ihambelana neenjongo zophando ezikhankanyiweyo. Kusetyenziswe indlela yophando yokufumana ubunzulu obungakumbi ngokukhangela amava neengcamango zomxholo othile wezentlalo, nesifundo ngomzekelo njengoyilo lophando. Kukwasetyenziswe ukukhethwa kwegcuntswana ledatha ngenjongo kunye nezifundo ngemizekelo eziphindaphindiweyo. Udliwanondlebe olucwangciswe mayane, ukuqwalaselwa kwabathathinxaxheba kunye nohlalutyo lwamaxwebhu zisebenze njengezixhobo zokuqokelela nokuhlalutya idatha, umphandi uye wathembela nakuhlalutyontyilazwi lomongo okanye lomxholo. Amaphulo ezemfundo yokusingqongileyo ajolise ekulawuleni inkunkuma kwizikolo zamabanga aphantsi ezithatha inxaxheba aquka ukubonelela ngemigqomo kumagumbi okufundela nakummandla wesikolo uwonke; ukwazisa malunga nenkunkuma kunye namathuba okuphinda isetyenziswe, ukuyinciphisa nokuphinda kuveliswe izinto ezintsha ngokutsha kuleyo ibisele isetyenzisiwe; ukutshiswa kwenkunkuma (apho kufaneleke khona), kwakunye nokusingathwa kwemisitho enxulumene nolawulo lwenkunkuma. Imingeni ephawulekayo kwiinzame zokwamkela iindlela zolawulo lwenkunkuma kwizikolo zamabanga aphantsi iquka ukungabikho kwexesha lokufezekisa ngokupheleleyo amaphulo anxulumene noku; ukunqongophala kwenkxasomali evela kwimibutho okanye amaqumrhu angekho phantsi korhulumente (NGOs) kunye norhulumente; ukunqongophala kwezibonelelo ezifana nemathiriyeli yezemfundo kunye nemigqomo yokugcina inkunkuma esele isetyenzisiwe ngenjongo yokuvelisa izinto ezintsha ngokutsha; nokungabikho koqeqesho nenkxaso evela kumahlakani entsebenziswano afana neSebe leMfundo esiSiseko (iDBE) kunye neeNGO. Ukuphunyezwa ngempumelelo kweendlela zolawulo lwenkunkuma kwizikolo zamabanga aphantsi akufuni ukubandakanyeka kwabafundi nootitshala kuphela, kodwa kukwafuna nenkxaso yeDBE kunye neeNGO.Die verwydering van soliede afval is ’n ernstige en kontroversiële kwessie wat lande regoor die wêreld in die gesig staar. Hierdie probleem word deur daaglikse menslike aktiwiteite veroorsaak. Die hoofdoel van hierdie kwalitatiewe studie was om die bestuur van soliede afval in primêre skole in die Amathole-Oos Distrik in Suid-Afrika te ondersoek. Die navorsingsdoelwitte was om ’n ondersoek te loods na watter soliede-afvalbestuurstrategieë in plek was in die skole wat deel gevorm het van die steekproef en om ten opsigte hiervan aanbevelings oor beste praktyk te maak. As daar versuim word om betyds op te tree, sal dit aanleiding gee tot ’n agteruitgang in omgewingstoestande wat weer negatiewe gevolge vir menslike gesondheid kan meebring. Die navorser het die Afvalbestuursteorie aangeneem aangesien dit met die genoemde navorsingsdoelwitte ooreengestem het. ’n Interpretatiewe paradigma is in samehang met ’n gevallestudie as navorsingsontwerp gebruik. Doelbewuste steekproefneming en veelvoudige gevalle is gebruik. Semi-gestruktureerde onderhoude, deelnemerobservasie en dokumentanalise het as datainsamelingsinstrumente gedien en die navorser het tematiese ontleding gebruik om dataontleding te doen. Omgewingsleerinisiatiewe wat daarop gemik was om soliede afval in die deelnemende primêre skole te bestuur, het die volgende behels: voorsiening van vullisblikke in klaskamers en op die skoolterrein; bewusmaking oor soliede afval en die moontlikhede van die herbenutting, vermindering en hersiklering daarvan; die uitbrand van sodanige afval (waar gepas); sowel as om geleenthede aan te bied wat met soliede-afvalbestuur verband hou. Opmerklike uitdagings ten opsigte van die pogings om soliede-afvalbestuurstrategieë in primêre skole te laat posvat, sluit in ’n gebrek aan tyd om verwante inisiatiewe ten volle te implementeer; ’n gebrek aan befondsing deur nieregeringsorganisasies (NRO’s) en die regering; ’n tekort aan hulpbronne soos opvoedkundige materiaal en hersikleringshouers; en ’n gebrek aan opleiding en ondersteuning deur belanghebbers soos die Departement van Basiese Onderwys (DBO) en NRO’s. Die suksesvolle implementering van soliede-afvalbestuurstrategieë in primêre skole vereis nie net die betrokkenheid van leerders en onderwysers nie, maar ook die betrokkenheid van die DBO en NRO’s.M. Ed. (Environmental Education)Environmental Science
Social workers’ perceptions and experiences in providing services for adult persons with intellectual disabilities in residential care facilities
No full textBackground of the study: Limited research is available regarding the support needs of adults with intellectual disabilities in the South African context despite this high-incidence disability. This lack of information highlights the vulnerability of this group and the need for more comprehensive studies and an understanding of their specific support requirements. Social workers are the critical providers of service delivery and support to adult persons with intellectual disabilities in residential care facilities and their families. Many adult persons with intellectual disabilities, supported by their families, are living in communities. Still, adult persons with intellectual disabilities who cannot be managed in a community setting are accommodated in residential care facilities.
Aim This research study aimed to develop an in-depth understanding of social workers’ perceptions and experiences in providing services for adult persons with intellectual disabilities in residential care facilities to proffer suggestions for social work practice.
Methods: A qualitative research approach was employed, using a phenomenological design supported by an explorative research design. The non-probability purposive sampling technique was used to select participants, and data collection was done through semi-structured interviews, assisted by an interview guide. Data obtained were analysed according to Tesch’s classic systematic data analysis steps (Creswell 2014:196). Data were verified according to Lincoln and Guba’s model (Lietz & Zayas 2010:443). The study complied with the ethical principles of informed consent, anonymity and confidentiality, privacy, not harming participants, and thorough information management.
Results: Social workers exhibited diverse perspectives and encountered positive and negative experiences while delivering services to adult persons with intellectual disabilities in residential care facilities. The constructive experiences fostered a sense of fulfilment and accomplishment, enabling effective fulfilment of job-specific expectations. These positive encounters included aspects acknowledged by participants as 'rewarding,' such as successful teamwork and witnessing improvements in persons with intellectual disabilities through social work interventions.
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Conversely, the negative experiences affected the quality of care for adult persons with intellectual disabilities in residential care facilities. These challenges encompassed difficulties locating family members, inadequate financial and resource allocation, and a staff shortage within the residential care facilities.
Despite facing adverse experiences, social workers in residential care facilities have developed various positive coping strategies to enhance service delivery. These strategies involve establishing and maintaining solid relationships with management, supervisors, colleagues, and families. Additionally, self-care practices, counselling, and training emerged as effective coping mechanisms, contributing to enhanced and quality care in service delivery.
Recommendations for improving service delivery to adult persons with intellectual disabilities in residential care facilities focused on both social workers and management. Suggestions included addressing staff shortages, reviewing social workers' salaries, and implementing specialised training to equip residential staff better. Encouraging social workers to allocate sufficient time for self-care is emphasised to cope positively with the daily challenges encountered during service delivery.M.A. (Social Work)Social Wor
Stakeholders’ perspectives on TVET colleges-industry partnerships for employability of graduates : an exploratory study of TVET colleges in Mpumalanga Province, South Africa
Get PDFThe purpose of this study was to explore stakeholders’ perspectives on TVET college and industry partnerships for the employability of TVET college graduates. The study investigates the nature of current partnerships, the roles partners play, and the challenges currently being faced. The study also proposes a new framework for improving partnerships between TVET colleges and the industry.
The study was conducted in Mpumalanga, a province of South Africa. The ever-increasing number of unemployed youths as noted by StatsSA and many other organisations motivated me to want to find out if better TVET college and industry partnerships could alleviate the problem of unemployability. It was my assumption in this study that better partnerships between these two stakeholders could yield positive results as far as the employability of TVET college graduates was concerned.
I used a qualitative research design to gather in-depth insights from stakeholders as to how current partnerships could be improved. Data were collected using in-depth interviews, focus groups and document analysis. Participants included TVET college students and graduates, an official from DHET, two Deputy Principals: Academic and two Student Support Services officials responsible for student placement into the workplace. I used interpretivism as a research paradigm. This allowed me to interpret a lot of subjective data collected from the participants. This involved processing large amounts of data and ascribing meaning to them.
Data collected revealed that there was a concerted effort from DHET and TVET colleges to engage partners to improve the employability of TVET college graduates. However, the data also revealed several challenges concerning partnerships. The challenges included a lack of planning, leadership, organisation and supervision or control of the whole process. The other challenge was the complete lack of industry placement for NCV students and a few partnerships forged for NATED students.
In addition to properly managing student placement in industry, I also recommended that instead of the five-to-ten-day workplace-based experience (WBE) for NCV, colleges must consider a completely new programme where students are placed for a whole year in industry, and they are assessed and given marks. I also recommended that these students do a practical project during this placement period so that they gain an even more profound understanding of their vocational programmes. I also recommended that this programme be a compulsory part of the student’s studies. I also recommended a regular review of syllabi to ensure currency and relevance.
The study is useful in that it exposes challenges currently being experienced in TVET colleges and industry partnerships and proposes practical ways of improving these. I believe that better-managed partnerships would result in graduates who are employable and future employers who are confident of the capabilities of these graduates. Involving industry in the training of graduates is of paramount importance.
The research was conducted in the Mpumalanga province of South Africa. It would be interesting to carry out similar research in other provinces to get a sense of what is obtained in the rest of South Africa. The data collected in other provinces would give a clearer picture of what is happening and the recommendations thereof would be relevant for the whole of South Africa.D. Phil. (Education (Education Management))Educational Leadership and Managemen
Experiencing spirituality in mental health intervention for addiction recovery in South Africa: an interpretative phenomenological analysis
Get PDFWithin a postsecularist framework, this interdisciplinary study explored the lived experiences of spirituality in mental health intervention for addiction recovery in South Africa. The purpose of the study included the generating of insights for the initiation of collaborative endeavours between mental health professionals and church-based/faith-led community leaders, pastors and volunteers in the development and facilitation of addiction recovery programmes. Devastating statistics in South Africa regarding substance use, and other behavioural addictions, and the dire consequences thereof for individuals, families, communities, and society, show the need for improved, cost-effective addiction recovery programmes. In proposing an ethical, sustainable, and interdisciplinary model, the effects of the COVID-19 pandemic, and continuous technological advancements were also considered. An IPA research design and methodology was used where the individual narratives of the lived experiences of spirituality of three adults who had attended Christian inpatient rehabilitation facilities more than three years ago, and who had not relapsed within the last year, were used to explore converging, and diverging aspects thereof. In-depth case-by-case analysis followed by cross-case analysis, led to the emergence of five group experiential themes: 1. darkness vs. light, 2. God and people: the relationships, 3. journey of change over time, 4. embodied experience, and 5. spiritual overflow: living a new life. The proposed “Joy Seen” model was developed from these findings. The reciprocal and interactive nature of these findings were considered in the development of the model, where with increased spiritual self-awareness and diverse cultural competency of mental health professionals, and with spiritual leaders/facilitators who increase their mental health knowledge and competencies through supportive supervision, a collaborative context for shared learning and healing can occur. Within the context of addiction recovery support groups, the embodiment of shared values and the spiritual overflow of humility, gratitude and hope can grow, as individuals seek authentic meaning and purpose.Ph.D. (Psychology)Psycholog