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An evaluation of corporate fraud at the Small Enterprise Finance Agency : a South African perspective
Get PDFA state of unemployment links with human rights at some point in life. Some human rights can only be met when there is an employed breadwinner in the family. Unemployment can also be a crime generator. The South African government noted this challenge and developed the National Development Plan 2030 to curb unemployment growth through the establishment of State-Owned Companies such as the Small Enterprise Financial Agency (SEFA) to help create jobs and prevent crime motivated by unemployment. This was meant to encourage a specific group of people who are self-employed and with an interest in job creation by establishing a small business through financial assistance. However, criminals also observed such opportunities. Financial institutions such as SEFA are likely to be a target of crime, which goes against their mandate to create jobs. The South African government therefore created laws to assist in regulatory compliance to minimise and combat corporate fraud.
The aim of this research was to evaluate corporate fraud at SEFA in South Africa. The assessment was guided by the following three main research questions – What does corporate fraud entail in the SEFA direct lending product?, What are the traits and Modus Operandi of corporate fraud targeted at SEFA direct lending? and What are the best and doable practices available to mitigate corporate fraud at SEFA direct lending? This study adopted a mixed method approach. The sample consisted of SEFA staff dealing with the direct lending product.
The beneficiaries of this research include potential victims of corporate fraud, such as SEFA; entrepreneurs; Small, Medium and Micro Enterprises; the South African Criminal Justice System entities such as the South African Police Service, the courts and the correctional services, regulatory authorities; and the South African government. The findings make a valuable contribution as a practical, new framework which could be used to speed up the economic growth process through job creation without the extreme threat of corporate fraud. This would be possible if the South African historical factors, demographics, and acknowledgement of new talent for job creation are considered for economic growth and the prevention of corporate fraud.Ph. D. (Criminal Justice)Criminology and Security Scienc
Nonlinear effects of bank regulation stringency on bank lending in selected sub-Saharan African countries
Get PDFThis paper investigates the nonlinear effects of bank regulation stringency on bank lending in 23 sub-Saharan African (SSA) countries over the period 1997-2017. It employs the dynamic panel threshold regression (PTR) model, which addresses endogeneity and heterogeneity problems within a nonlinear framework. It also uses indices of entry barriers, mixing of banking and commerce restrictions, activity restrictions, and capital regulatory requirements from the updated databases of the World Bank’s Bank Regulation and Supervision Surveys as measures of bank regulation. The linearity test results support the existence of nonlinear effects in the relationship between bank lending and entry barriers or capital regulations in the selected SSA economies. The dynamic PTR estimation results reveal that bank lending responds positively when the stringency of entry barriers is below the threshold of 62.8%. However, once the stringency of entry barriers exceeds that threshold level, bank credit reacts negatively and significantly. By contrast, changes in capital regulation stringency do not affect bank lending, either below or above the obtained threshold value of 76.5%. These results can help policymakers design bank regulatory measures that will promote the resilience and safety of the banking system but at the same time not bring unintended effects to bank lending.Economic
Deconstructing populists rhetoric presented in the tweets of the South African Trade Union, Association of Mineworkers and Construction Union (AMCU): a critical discourse analysis study
Get PDFThis study argues that social media network Twitter possess underlying political populist rhetoric and uses different discursive practices in the verbal and visual texts primarily to legitimise and/or delegitimise a political discourse. Thus, political populism rhetoric is inherently ideological rather than objective. Political populism rhetoric is presented on the Twitter account of the Association of Mineworkers and Construction Union (AMCU). This study makes the following significant contribution: (1) populism is increasingly an issue of concern that undermines the South African democracy, (2) the study is the first of its kind that explored underlying political populist rhetoric of AMCU in South Africa.
What is key to this study is to deconstruct and/or interrogate underlying political populists rhetoric on Twitter, by means of different research methods of the Critical Discourse Analysis (CDA), namely: the three-dimensional model of discourse, political discourse analysis, discourse mythology analysis and social semiotic analysis. The above-mentioned interpretative, critical and reveal underlying discursive practices of a particular political discourse. The study sampled AMCU tweets collected from March 2019 to September 2020. The units of analysis are the verbal and visual texts of AMCU tweets.
The findings of the study revealed that AMCU employed political myths, political language and visual aspects as rhetoric. This was primarily to construct the underlying populist political rhetoric. The significance of these rhetoric is firstly, to legitimise the relevance of AMCU as a trade union in the mining sector of South Africa. Secondly, to lament socio-economic conditions of the marginalised mineworkers. Thirdly, to demonise the role of the mining management as exploiters of mine labourers. Lastly, the study revealed the use of different linguistic features such as grammar and political metaphors rhetorically to construct a populist political rhetoric that
delegitimises the South African mining management. While the visual texts are used rhetorically to legitimise the populist, heroic and master myth of AMCU as a trade union. On the other hand, AMCU employed verbal and visual rhetoric to delegitimise the political discourse of the African National Congress (ANC) led government in post-1994 South Africa.M.A. (Communication)Communication Scienc
Considering poststructuralist discursive community psychology
No full textAlthough critical community psychology (CCP) has embraced several discursive paradigms (e.g., critical discourse analysis, discursive psychology, and Foucauldian discourse analysis), there remains little CCP work that attempts to conceive of CCP through a poststructuralist discursive lens, a lens that extends beyond, but certainly does not ignore, the analysis of data. In this study, we consider what we are calling poststructuralist discursive community psychology through a synthesis of poststructuralist discourse theory and CCP. Such a psychology is one that conceives of social phenomena, and indeed conceives of itself, through a poststructuralist understanding of discourse. We offer two pathways through which to consider poststructuralist discursive
community psychology: re-envisioning community and discursive consciousness-raising. We conclude by considering some of the theoretical limitations of our discussion, as well as the areas that future work into poststructuralist discursive community psychology may enter into.Institute for Social and Health Studies (ISHS
The paradox of governance and natural resource rents in Sub-Saharan Africa
Get PDFIn this study, nexuses between governance and natural resource rents are assessed in 44 sub-Saharan African countries using data for the period 1996-2016. The empirical evidence is based on Tobit regressions. The findings show that political governance (entailing “voice & accountability” and political stability) and institutional governance (consisting of the rule of law and corruption control) have a negative effect on resource rents. However, if the conception and definition of attendant governance variables are understood within the framework that such variables are negatively skewed, it becomes apparent that bad governance reduces resource rents. This conclusion clarifies the paradox because negatively skewed governance variables are understood to be representing poor governance. By extension, the negative effect of the rule of law or corruption control on natural resource rents should be the negative effect of the absence of the rule of law or lack of corruption control on natural resource rents. The paradox is further clarified in the light of specific components of the governance dynamics. While the clarification of the paradox is relative, especially if the sample is compared with countries for which governance indicators are largely skewed in the positive direction, from an absolute perspective (i.e. exclusively from the sampled countries), the indicators of the World Bank are standardized such that negative skewness does not affect the estimated results. Another worthwhile argument with which to explain the paradox is that governance has more impact on the nonresource component of GDP.Colleges of Economic and Management Science
Determining the growth and development of Garlic (Allium Sativum) grown in the drought prone area of Vosburg, Northern Cape Province, South Africa
Get PDFGarlic (Allium sativum) belongs to the family Alliaceae, and is an important vegetable known all over the world for its medicinal properties and uses. It is known to help prevent high blood pressure, heart attack, hypertension, lung cancer, prostate cancer, breast cancer, stomach cancer, rectal and colon cancer. The crop garlic contains high content of Sulphur combining compounds which are responsible for the unique flavour, strong odour, and pungency that is used in food. However, most garlic growing farmers have been experiencing challenges regarding the yield as they (farmers) depend heavily on a balanced use of fertilizers. Fertilizer management is the major limiting factor that accounts for lower productivity of garlic. Field experiment which lasted for 5 months was carried out on a farm in the karoo region to record the response of liquid NPK fertilizers on growth and yield parameters. A complete randomized block design layout with the aim to find out the balance dose of NPK fertilizer with a half dose (150 ml NPK), a full dose (300 ml NPK) and a control which will produce a high number of cloves per bulb, high bulb diameter etc., was conducted. It is concluded that application of NPK at a rate of 300 ml NPK mixed with 100 L of water indicated a higher yield, followed by 150 ml NPK mixed with 100 L of water. On the contrary, control had the lowest performance on growth parameters and yield measured.M. Sc. (Agriculture)Agriculture and Animal Healt
The Land Restitution Claim Model, Towards a Sustainable Socio Economic Development: A case Study of Zebediela Country Estate Community in Limpopo Province South Africa
Get PDFLand is of the utmost significance in rural communities, providing opportunities for social and economic survival. The importance of income distribution is a universal need in the Pan-African discourse. The research approach is expected to provide answers to the study questions and objectives. In this desktop study, the method of secondary data collection through document analysis was used. The study used convenience and purposive sampling where variables were sampled from the total population. The theoretical framework followed was the Collective Replacement Theory, which draws on socialism and focuses on non-individualised outcomes of land tenure reform. The study has corroborated that the Land Restitution Programme applies to individuals who have been historically impacted by Apartheid, especially women who have been imprisoned in poverty. The findings of the case study were that the restitution programme has had a positive impact on the beneficiaries. The study concludes that it is of critical importance to embark on a strategic partnership with someone who is knowledgeable and experienced in the field and discipline. The business model adopted was the most meaningful and successful one, and it is the purpose of this paper to share lessons of success to be replicated in other land restitution projects. Overall, the government should focus on the proposed framework to be able to alleviate poverty and enhance the quality of life. This study contributes towards socio-economic transformation within the sustainable development space. Future studies will track progress and changes to the Land Reform Programme.Development StudiesUniversity of South Afric
A reflection on the Curriculum and Assessment Policy Statement’s implementation by Social Sciences educators in selected Gauteng schools
Get PDFAbstracts in English, Venda and AfrikaansThe major purpose of this study was to determine the perceptions and experiences of Social Sciences (SS) educators in selected Gauteng schools regarding the revised National Curriculum Statement’s (NCS) policy document, Curriculum Assessment Policy Statement (CAPS) within the Intermediate Phase, Grades 4 to 6. The study also sought to investigate what educators thought about the CAPS modifications and how they affect SS in terms of content coverage and assessment completion, as well as how to accommodate learners with learning difficulties. The participants in the study were asked to answer the following research question: What have Intermediate Phase educators’ experiences been with the SS CAPS implementation? To answer the research question and fulfil the study’s goal and objectives, a qualitative case study research design guided by an interpretative research paradigm was used. The sample of the 12 participants was taken from the four clusters or regions that constitute the Johannesburg North district. Three educators, one of whom was a subject head or head of a department (HOD) from each of the clusters, were interviewed and also had their lessons observed while teaching. As a prerequisite of participation, the educators had to have been trained and experienced in both the CAPS and curricular reforms that preceded it, as insights from that cohort was sought. Semi-structured interviews, instructional observations, and document analysis, such as lesson plans and assessment activities, were used to gather data. The goal of using many methodologies in this study was to ensure that validity and reliability could be reached through triangulation. The gathered data was analysed using a rigorous process of thematic analysis. The study’s principal conclusions are that there are still obstacles in implementing the amended NCS CAPS. The findings from the data revealed that, while educators are pleased with the improvements in the SS CAPS, several issues are impeding its implementation. The main stumbling blocks to the successful implementation of the SS CAPS are the educators’ lack of knowledge in both SS components, History and Geography; overwhelming content and the need to teach topics stated in the Annual Teaching Plan (ATP) at a rapid pace; the lack of appropriate resources for teaching SS; the insufficient training that educators received prior to the implementation of the CAPS; and the language of teaching and learning that is a barrier for curriculum instruction for the majority of Intermediate Phase learners. The study also revealed that SS educators would like the History segment’s curriculum to be decolonised in order to make it more Afrocentric. The main recommendation is that the SS content must be trimmed because it is incompatible with the time allotted for the subject and that History and Geography must be treated as two independent subjects so that better models for enhancing the teaching of these subjects can be developed.Ndivho khulwane ya ngudo heyi ho vha u ta mbonalo na tshenzhemo ya vhadededzi vha Saintsi dza Matshilisano (SS) kha zwikolo zwo nangwaho zwa Gauteng zwi tshi elana na linwalo la mbekanyamaitele ya Tshitatamennde tsha Kharikhulamu ya Lushaka (NCS) tsho sedzuluswaho, Tshitatamennde tsha Mbekanyamaitele ya u Linga Kharikhulamu (CAPS) kha Vhuimo ha Vhukati, Gireidi ya 4 u swika ya 6. Ngudo yo dovha ya todisisa nga ha uri vhadededzi vha humbula mini nga ha u shandukiswa ha CAPS na uri zwi kwama hani SS zwi tshi ya nga u katela zwi re ngomu na u thaphudza ndingo, na uri vha dzhenisisa hani vhana vhane vha kondelwa kha u guda. Vhadzheneli kha ngudo vho humbelwa u fhindula mbudziso dza thodisiso dzi tevhelaho: Ndi zwifhio zwe vhadededzi vha Vhuimo ha Vhukati vha tshenzhela kha u shumiswa ha SS CAPS? U fhindula mbudziso ya thodisiso na u swikelela ndivho na zwipikwa zwa thodisiso, ho shumiswa ngona ya thodisiso ya khwalithethivi kha ngudo dzi tshi khou endedzwa nga u shumisa thalutshedzo dzo disendekaho nga thodisiso. Tsumbonanguludzwa dza vhadzheneli vha 12 dzo dzhiwa u bva kha kilasita nṋa kana madzingu o bveledzaho Tshitiriki tsha Devhula ha Johannesburg. Vhadededzi vhararu, munwe o vha muhulwane wa thero kana muhulwane wa muhasho (HOD) u bva kha kilasita inwe na inwe, o ithaviwuwa na ngudo dzavho dzo dzo lavheleswa musi vha tshi khou funza. Sa thodea thangeli ya u dzhenelela, vhadededzi vho gudela na u tshenzhela kha vhuvhili hazwo CAPS na u khakhulula kharikhulamu yo i rangelaho, sa musi ho sedzwa ndivho u bva kha tshigwada. Inthaviwu i si na tshivhumbeo, u lavhelesa kufunzele kwa mudededzi, na u saukanya manwalo a ngaho pulane dza ngudo na mishumo ya ndingo zwo shumiswa u kuvhanganya data. Tshipikwa tsha u shumisa ngona nnzhi kha ngudo heyi ho vha u khwathisedza uri maga a ngona o shumiseswa zwavhudi na uri a nga swikelelwa nga kha dzo tevhedzwa nga kha thodisiso. U kuvhanganywa ha data ho saukanywa hu tshi shumiswa kuitele kukondaho kwa u saukanya na u talutshedza data. Magumo a ngudo mahulwane ndi a uri hu kha divha na zwithithisi kha u shumisa NCS CAPS zwo khwiniswaho. Mawanwa u bva kha data o wanulusa uri, musi vhadededzi vho takadzwa nga u khwinisea kha SS CAPS, zwitenwa zwo fhambanaho zwi khou thivhela u shumiswa hayo. Zwithithisi zwihulwane kha u thivhela u shumiswa ho fhelelaho ha SS CAPS ndi u sa vha na ndivho ha vhadededzi kha khethekanyo dza SS, Divhazwakale na Divhashango; zwi re ngomu zwine zwa konda na thodea ya u funza thoho dzo bulwaho Pulane ya Nwah nga Nwaha ya u Funza (ATP) nga u tavhanya; thahelelo ya zwishumiswa zwo teaho zwa u funza SS, vhugudisi vhu so ngo linganaho vhune vhadededzi vha vhu wana phanda ha u shumisa CAPS; na luambo lwa u funza na u guda lune lwa vha tshithivheli kha u funza kharikhulamu kha vhunzhi ha vhagudiswa vha Vhuimo ha Vhukati. Ngudo yo dovha ya wanulusa uri vhadededzi vha SS vha nga takalela khethekanyi ya kharikhulamu ya Divhazwakle uri i sa vhe ya vhukoloni uri i disendeke nga Vhuafurika. Themendelo khulwane ndi ya uri zwi re ngomu kha SS zwi re ngomu i fanela u fhungudzwa ngauri a i ngo livhanyiswa zwavhudi na tshifhinga tsho nagwaho tsha thero uri Divhazwakale na Divhashango zwi fanela u dzhiwa sa thero mbili dzo diimisaho nga dzothe uri zwiedziswa zwa khwine zwa u khwinisa u funza thero idzi zwi bveledzwa na u guda.Die belangrikste doel van hierdie studie was om die persepsies en ervarings van opvoeders in Sosiale Wetenskappe (SW) in uitgesoekte Gautengse skole te bepaal met betrekking tot die hersiene Nasionale Kurrikulumverklaring (NKV) se beleidsdokument, Kurrikulumassesseringbeleidverklaring (KABV) in die Intermediere Fase (graad 4 tot 6). Die studie het ook gepoog om te ondersoek wat opvoeders van die KABV-wysigings dink en hoe hulle SW implementeer met betrekking tot inhoudsdekking en assesseringvoltooiing, asook hoe hulle leerders met leerprobleme akkommodeer. Die deelnemers aan die studie is gevra om die volgende navorsingsvraag te beantwoord: Hoe het Intermediere Fase-opvoeders die WS-KABV-implementering ervaar? Om hierdie navorsingsvraag te beantwoord en die studie se doelstellings te bereik, is ʼn kwalitatiewe gevallestudie-navorsingsontwerp gebruik wat deur ʼn vertolkende navorsingsparadigma gelei is. Die steekproef van die 12 deelnemers is uit die vier klusters of streke waaruit die Johannesburg-Noord-distrik bestaan, geneem. Onderhoude is gevoer met die opvoeders, waarvan een ʼn vakhoof of departementshoof is van elke kluster; hulle lesse is ook waargeneem terwyl hulle onderrig gee. As ʼn voorvereiste van deelname moes die opvoeders opleiding en ervaring in beide die KABV en kurrikulere hervormings gehad het wat dit voorafgegaan het, omdat insig van daardie kohort nodig was. Semigestruktureerde onderhoude, onderrigwaarnemings en dokumentontleding, soos lesplanne en assesseringsaktitwiteite is gebruik om data te versamel. Die doel daarvan om baie metodologieë in hierdie studie te gebruik was om te verseker dat geldigheid en betroubaarheid deur triangulasie bereik kan word. Die versamelde data is ontleed deur ʼn streng proses van tematiese ontleding te gebruik. Die studie se hoofgevolgtrekkings was dat daar steeds baie hindernisse in die implementering van die aangepaste NKV-KABV is. Die bevindings van die data het getoon dat alhoewel opvoeders tevrede is met die verbeterings in die WS-KABV, is daar steeds verskeie kwessies wat die implementering daarvan verhinder. Die grootste hindernis tot die suksesvolle implementering van die WS KABV is die opvoeders se gebrek aan kennis in beide WS-komponente, Geskiedenis en Aardrykskunde; oorweldigende inhoud en die behoefte om onderwerpe in die Jaarlikse Leerplan (JLP) vinnig te onderrig; die gebrek aan toepaslike hulpbronne om WS te onderrig; die onvoldoende opleiding wat opvoeders ontvang voor die implementering van die KABV; en die taal van onderrig en leer wat ʼn hindernis tot kurrikulumonderrig vir die meeste Intermediere Fase-leerders. Die studie het ook getoon dat WS-opvoeders die Geskiedenis-segment se kurrikulum wil dekoloniseer om dit meer Afrosentries te maak. Die hoofaanbeveling is dat die WS-inhoud aangepas moet word omdat dit onversoenbaar met die tyd is wat vir die vak toegewys is en dat Geskiedenis en Aardrykskunde as twee onafhanklike vakke hanteer moet word sodat beter modelle ontwikkel kan word vir die bevordering van die onderrig van hierdie vakke.M. Ed. (Curriculum Studies)Curriculum and Instructional Studie
Practices and challenges in implementing alternative assessment in communicative English skills course: the case of three Ethiopian universities
No full textBibliography: leaves 246-256Prompted by increased concern about the quality of assessment, the present study investigated the practices and challenges in implementing an alternative assessment in a communicative English skills course at three Ethiopian Universities. The study mainly focused on the components of alternative assessment the instructors used, the reaction of the students towards the alternative assessment, alignment between the teaching objectives and assessment strategies, the challenges of alternative assessment implementation, and strategies to overcome the challenges in the course. To this end, 128 instructors and 230 students participated in the study based on the comprehensive and stratified sampling techniques respectively. Based on pragmatism research philosophy, a mixed research approach was employed. In the view of convergent parallel mixed research design, both quantitative and qualitative data were obtained from both primary and secondary sources through questionnaire, classroom observation and focused group discussion. Descriptive and inferential data analysis methods were employed to address the objectives of the study. Similarly, instructional and assessment document analysis was also made to determine the alignment between the instructional and assessment materials.
The overall results of the study revealed that the instructors assessed 70% of the teaching module of the course using instructor-based traditional assessment approach. Congruently, 90% of the students were also more enthusiastic to participate in traditional assessment than in alternative assessment methods. The alignment between the instructors’ assessment items and the intended learning outcomes of the course was (c = 0.1291) very low where the mismatch between the objectives of the course and the assessment method is a function of the constraints of instructional materials and poor classroom conditions, wrong perceptions of instructors and students, the instructor- and student-related factors, the multifaceted objectives of the course, and the demanding nature of alternative assessment in descending order. The prescriptions for the cure also lie in the employment of constructive alignment strategies, bringing about improvements in education policy and curriculum development, instructors’ education and training, instructional supply and in instructors’ salary and workloads.D. Phil. (Languages, Linguistics and Literature)Linguistics and Modern Language
The state of leadership practices in polytechnic colleges of Addis Ababa, Ethiopia
No full textAbstracts in English, Northern Sotho and SothoThe inadequacy of research into leadership in polytechnic colleges initiated the research to explore the state of leadership practices in technical and vocational education and training (TVET) colleges of Addis Ababa, Ethiopia. This study was guided by the constructivist paradigm. It followed a qualitative approach and employed grounded theory design. The study involved 26 participants who were selected through purposive sampling technique from three polytechnic colleges in Addis Ababa. Data were collected using three instruments: the structured interview, Focus Group Interview (FGI) and observation. The interviews were conducted face-to-face with Prime Deans (PDs) and officials. After that, the FGIs and observations were conducted to triangulate the data gathered through the structured interviews. Thematic analysis and constant comparative analysis methods were employed to analyse data. A zigzag method was used in moving back and forth during data analysis. The findings showed that there was inadequate policy support for effective TVET leadership practices in the sample colleges. The available TVET strategy was not changed into actionable directives and guidelines. Leadership practices were mostly guided by campaigns and ad-hoc letters. The position of the PD was not filled with a merit-based approach and lacked transparency. PDs were not role-models for trainers. PDs were not autonomous as their decision-making power was crippled by the interventions of higher officials. Vision formulation was not participatory. Business-as-usual PDs did not have any place in the dynamic sample colleges. Effective leadership was deemed important to produce skilled graduates to fill the middle-level human power needs of industries, enterprises and labour markets but was not practised well. The need to practise effective leadership was found not debatable. Leadership in the sample colleges was predominantly different from other sectors’ leadership due to the emphasis on technology creativity, invention, innovation and hard skills. PDs’ confirmation that they used a democratic leadership style was not supported by the views of trainers. In principle, effective leadership practices have a positive impact on the colleges’ outcomes. Nonetheless, this could not be ascertained practically. The leadership practices could not indicate the evidence about the contributions at impact level to the socio-economic growth and development of Addis Ababa. The achievements were at the immediate output level. Sustainable change and transformation were not depicted as there were a high number of unemployed graduates, which was confirmed by the tracer study of the sample colleges. Idle blue collar workers were produced due to the absence of relevant skills that equipped graduates. The procedure to reward and motivate the winners of innovation was bureaucratic, unsustainable and unrealistic. The situation led to repercussions in the colleges, which demotivated the trainers. The additive effects of transformational and transactional leadership styles were substantial to creativity, invention and innovation; reward and motivation packages; team building; individual efforts and wise use of scarce resources. The findings showed that complex problems and challenges faced the sample colleges’ leadership practices. Therefore, blending the contemporary leadership styles to initiate creativity, invention and innovation was found crucial to the progressive changes in the sample colleges. The proposed leadership theory in the newly developed framework in Chapter Six section 6.3 was important to mitigate problems and challenges faced by the sample colleges.Go tlhaela ga dipatlisiso tsa boeteledipele mo dikholetsheng tsa dithuto tsa setegeniki go dirile gore go nne le patlisiso go tlhotlhomisa seemo sa tiragatso ya boeteledipele mo dikholetsheng tsa thuto le katiso ya setegeniki le tiro ya diatla (TVET) tsa Addis Ababa, kwa Itopia. Thutopatlisiso eno e ne e kaelwa ke tiori ya kago. E latetse molebo o o lebelelang mabaka mme wa dirisa thadiso ya tiori ya kokoanyo le tokololo ya data. Thutopatlisiso e akareditse bannileseabe ba le 26 ba ba tlhophilweng ka thekeniki ya go tlhopha sampole go ya ka maitlhomo a patlisiso go tswa kwa dikholetsheng tsa dithuto tsa setegeniki kwa Addis Ababa. Data e kokoantswe go dirisiwa didiriswa tse tharo: dipotsolotso tse di rulaganeng, dipotsolotso tsa ditlhopha tsa puisano (FGI), le kelotlhoko. Dipotsolotso di dirilwe ka namana le bodini (PD) le batlhankedi. Morago ga moo, go nnile le diFGI le kelotlhoko go rulaganya data e e kokoantsweng ka dipotsolotso tse di rulaganeng ka tiriso ya mekgwa e e farologaneng. Go dirisitswe mekgwa ya tokololo ka meono le tokololo e e tshwantshanyang go lokolola data. Go ne ga dirisiwa mokgwa o o manyokenyoke go ya godimo le tlase ka nako ya tokololo ya data. Diphitlhelelo di bontshitse gore ga go na tshegetso e e lekaneng ya pholisi go tshegetsa boeteledipele jo bo bokgoni jwa diTVET kwa dikholetsheng tse di neng di le mo sampoleng. Togamaano e e gona ya TVET ga e a fetolelwa go nna dikaelo le dikaedi tse di ka diragadiwang. Ditiragatso tsa boeteledipele di ne thata di kaelwa ke matsholo le makwalo a a tlang ka nako e e rileng fela. Maemo a PD ga a tladiwa ka molebo o o theilweng mo bokgoning mme seo ga se a direlwa mo pontsheng. DiPD ga se dikao tse di ntle tsa bakatisi. DiPD ga di a ikemela ka ntlha ya fa maatla a bona a tseoditshwetso a koafadiwa ke tsereganyo ya batlhankedi ba ba kwa godingwana. Go tlhamiwa ga diponelopele ga go akaretse seabe sa botlhe. DiPD tse di dirang ka tlwaelo di ne di sa akarediwe mo sampoleng ya dikholetshe. Boeteledipele jo bo bokgoni bo ne bo tsewa bo le botlhokwa go tlhagisa dialogane tse di nang le dikgono go tlatsa ditlhokego tsa badiri ba legato la bogareng tsa madirelo, dikgwebo le mebaraka ya badiri fela seo ga se diragadiwe ka tshwanelo. Tlhokego ya go diragatsa boeteledipele jo bo bokgoni e fitlhetswe e sa kgodise. Go fitlhetswe boeteledipele jwa dikholetshe tsa sampole bo farologana thata le boeteledipele jwa maphata a mangwe ka ntlha ya kgatelelo ya boitlhamedi jwa thekenoloji, boitshimololedi, le dikgono tsa tiro e e rileng. Tlhomamiso ya diPD ya gore go dirisiwa setaele sa boeteledipele jwa temokerasi ga e a tshegediwa ke megopolo ya bakatisi. Tota boeteledipele jo bo bokgoni bo na le ditlamorago tse di siameng mo dipoelong tsa dikholetshe. Le fa go le jalo, seno se ne se sa tlhomamisiwe ka tiragatso. Ditiragatso tsa boeteledipele di ne di sa bontshe bosupi jwa dikakgelo mo kgolong le tlhabololo ya ikonomiloago ya Addis Ababa. Diphitlhelelo di ne di le fela fa ntshong e e fa gaufi. Go ne go sa bonale diphetogo tse di tsweletsegang ka ntlha ya fa go ne go na le palo e e kwa godimo ya dialogane tse di sa direng, e leng se se tlhomamisitsweng ke thutopatlisiso ya tatediso ya dikholetshe tse di mo sampoleng. Go ne go tlhagisiwa badiri ba ba botswa ba tiro ya diatla ka ntlha ya tlhaelo ya dikgono tse di maleba tse di maatlafatsang dialogane. Tsamaiso ya go putsa le go rotloetsa bafenyi ba boitshimololedi e ne e le marara, e sa tsweletsege mme e bile e ka se fitlhelege. Seno se ne sa baka ditlamorago tse di nyemisitseng bakatisi mooko kwa dikholetsheng. Ditlamorago tsa tlaleletso tsa setaele sa boeteledipele jwa diphetogo di siametse boitlhamedi le boitshimololedi; dipakana tsa meputso le thotloetso; kago ya ditlhopha; maiteko a motho mongwe le mongwe, le tiriso e e botlhale ya ditlamelo tse di tlhaelang. Diphitlhelelo di bontshitse gore go na le mathata a a marara le dikgwetlho tse di lebaneng ditiragatso tsa boeteledipele jwa dikholetshe tse di mo sampoleng. Ka jalo, go kopanya ditaele tsa boeteledipele jwa sesweng go simolola boitlhamedi le boitshimololedi go fitlhetswe go le botlhokwa mo diphetogong tse di nang le tswelelopele mo dikholetsheng tse di mo sampoleng. Letlhomeso la Tiori ya Boeteledipele jo bo Kopantsweng le le tshitshintsweng mo Kgaolo 6, karolo 6.3 le tlaa fokotsa mathata le dikgwetlho tse di lebaneng dikholetshe tse di mo sampoleng.Ho se lekane ha diphuputso tsa boetapele dikoletjheng tsa polytechnic ho qalile dipatlisiso tsa ho hlahloba boemo ba mekgwa ya boetapele dithutong tsa tekgeniki le kwetliso ya mosebetsi wa matsoho (TVET) tsa Addis Ababa, Ethiopia. Thuto ena e ne e tataisitswe ke leano la batho la ho ikahela kutlwisiso le tsebo lefatsheng. E ile ya latela mokgwa wa boleng mme ya sebedisa moralo wa leano le theilweng. Thuto ena e kenyeleditse bankakarolo ba 26 ba ileng ba kgethwa ka mokgwa o rerilweng wa ho etsa sampole ho tswa dikholetjheng tse tharo tsa polytechnic ho la Addis Ababa. Dintlha di ile tsa bokellwa ho sebediswa disebediswa tse tharo: puisano e hlophisitsweng, puisano ya sehlopha se tsepamisitsweng maikutlo (FGI), le ho shebisisa. Dipuisano di ile tsa etswa difahleho di tadimane le dihlooho tsa dipatlisiso (PDs) le diofisiri. Ka mora moo, di-FGI le ho shebisisa di ile tsa etswa ho kopanya dintlha tse tharo tse bokeditsweng ka dipuisano tse hlophisitsweng. Ho ile ha sebeliswa tlhahlobo ya sehlooho le mekgwa ya ho bapisa e sa kgaotseng ho hlahloba dintlha. Ho ile ha sebediswa mokgwa wa zigzag ho ya pele le morao nakong ya tlhahlobo ya dintlha. Diphumano di bontshitse hore ha ho na tshehetso e lekaneng ya leano bakeng sa ditlwaelo tse sebetsang tsa boetapele ba TVET dikholetjheng tsa mohlala. Leano le fumanehang la TVET ha le ka la fetolwa hore e be ditaelo le ditataiso tse sebetsang. Mekgwa ya boetapele e ne e tataiswa haholo ke matsholo le mangolo a nakwana. Boemo ba PD bo ne bo sa tlatswa ka mokgwa o thehilweng ho boleng mme bo ne bo hloka ho behwa pepeneneng. Di-PD e ne e se mehlala ho barupelli. Di-PD di ne di se na boikemelo ka ha matla a bona a ho etsa diqeto a ne a holofetse ke ho kenella ha ba boholong. Tlhahiso ya pono e ne e se ya ho nka karolo. Di-PD tse tlwaelehileng di ne di se na sebaka le ha e le sefe dikoletjheng tsa mehlala e matla. Boetapele bo hlwahlwa bo ne bo nkwa e le ba bohlokwa ho hlahisa baithuti ba nang le boiphihlelo ba bokgoni ho tlatsa ditlhoko tsa matla a batho ba boemong bo bohareng ba diindasteri, dikgwebo le mebaraka ya basebetsi empa ha bo a ka ba etswa hantle. Tlhokahalo ya ho itlwaetsa boetapele bo hlwahlwa e ile ya fumanwa e sa tsejwe. Boetapele dikholetjheng tsa mehlala bo ne bo fapane haholo le boetapele ba mafapha a mang ka lebaka la ho toboketsa boqapi ba theknoloji, boqapi, kgopolo tse ntjha le bokgoni bo boima. Bopaki ba PD ba hore ba sebedisitse mokgwa wa boetapele ba demokrasi ha bo a tshehetswa ke maikutlo a barupelli. Ha e le hantle, mekgwa e metle ya boetapele e na le kgahlamelo e ntle diphellong tsa dikholetjheng. Leha ho le jwalo, sena ha se a ka sa tiiswa ka mokgwa o sebetsang. Mekgwa ya boetapele e ne e sitwa ho bontsha bopaki mabapi le kabelo ya boemo ba kgahlamelo ho kgolo ya moruo le moruo wa Addis Ababa. Dikatleho di ne di le boemong ba hona jwale ba tlhahiso. Phetoho e tsitsitseng le phetoho ha di a ka tsa bontshwa ka ha ho ne ho e na le palo e phahameng ya ba fumaneng mangolo a thuto empa ba sa sebetse, e leng se tiisitsweng ke thuto ya ho batla ya dikoletjhe tsa mehlala. Ho ile ha hlahiswa basebetsi ba mosebetsi wa matsoho ba sa sebetseng ka lebaka la ho se be le ditsebo tse loketseng tse hlomellang baithuti. Mokgwa wa ho putsa le ho kgothatsa ba hlotseng ka mehopolo ya ho hlahisa tse ntjha e ne e le ya tsamaiso, e sa tsitsang, ebile e se ya nnete. Boemo bona bo ile ba baka ditlamorao tse bohloko dikoletjheng, tse ileng tsa nyahamisa barupelli. Ditlamorao tse ding tsa mekgwa ya boetapele ba phetoho le ditshebedisano di ne di le bohlokwa ho boiqapelo, ho qapa le kgopolo tse ntjha; ho putswa le kgothatso; mohaho wa sehlopha; boiteko ba motho ka mong, le tshebediso e bohlale ya disebediswa tse haellang. Diphumano di bontshitse hore mathata a rarahaneng le diphephetso di tobane le mehlala ya mekgwa ya boetapele ba dikoletjhe. Ka hona, ho kopanya mekgwa ya boetapele ba sejwalejwale ho qala boiqapelo ho qapa le kgopolo tse ntjha ho fumanwe ho le bohlokwa diphetohong tse tswelang pele dikholetjheng tsa sampole. Moralo wa Leano le Kopantsweng le Matla la Boetapele le sisintsweng Kgaolong ya 6, karolo ya 6.3 e tla fokotsa mathata le diphephetso tseo dikoletjhe tsa mehlala di tobaneng le tsona.D. Phil. (Education)Educational Studie