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Strategies to enhance utilisation of postnatal care services by mothers in the Oromia region, Ethiopia
No full textBackground: Postnatal care (PNC) is crucial for the health of mothers and newborns. Despite its importance, PNC service utilisation rates remain low across sub-Saharan
Africa, including Ethiopia, with disparities among different populations.
Purpose: The study aimed to develop strategies to enhance PNC services utilisation by mothers in the Oromia region of Ethiopia.
Methods: A sequential explanatory mixed-methods approach, integrating the Anderson and Newman Health Services Utilisation Model and the Three Delay model was
followed. A multi-stage technique was used to select 156 mothers aged 18-49 years who were currently utilising hospital care. Data were collected through standardised
questionnaires and record review using EPI Info version 7 and SPSS 27. Statistical significance was set at p<0.05. Additionally, four focus group discussions (n=28) and
individual interviews with four health professionals were conducted. Qualitative data were analysed using Braun and Clark’s six-step thematic analysis.
Results: The study revealed mothers' 31% utilisation rate of PNC services in the Oromia region. Significant correlations were found between PNC utilisation and factors
such as age, residency, education, number of pregnancies, childbirth history, facility deliveries, maternal education, and income (p<0.05). Higher education levels (AOR =
2.1, 95% CI: 1.1-9.10), wealth status (AOR = 1.05, 95% CI: 1.01-1.10), and urban residency (AOR = 2.6, 95% CI: 1.29-5.17) were positively associated with PNC service
use. Additional influential factors included safe delivery services (OR=5.1, 95% CI: 2.38- 10.92), marital status (OR=2.55, 95% CI: 1.25-5.23), service payment (OR=0.3, 95% CI:
0.15-0.5), and prior prenatal and postnatal care usage (OR=2.8, 95% CI: 1.9-3.8). Mothers who delivered in a health facility were more likely to use PNC services than mothers who delivered at home (OR=1.63, 95% CI: 0.87-2.4). Four strategies were developed and validated through a Delphi technique, focusing on improving access to
PNC services, raising public awareness, enhancing women's socio-economic status, and addressing cultural barriers.
Conclusion: This study identified specific sociodemographic factors that influence the utilisation of postnatal care (PNC), including education level, income, and access to
healthcare facilities. Key challenges such as limited healthcare infrastructure, cultural beliefs, and lack of awareness contribute significantly to low PNC usage. Addressing
these barriers through targeted strategies could increase PNC utilisation, advancing SDG 3 by promoting the health and well-being of mothers, children, and families.D. Phil. (Public Health)Health Studie
Students’ perceptions on determinants of dropouts from TVET colleges in Gauteng Province, South Africa
No full textThis study explored student perspectives on the factors contributing to dropout rates in TVET colleges in Gauteng, South Africa, a concern for higher education institutions, parents, and the Department of Higher Education. The research identified high dropout rates as a significant challenge to educational continuity and skills development, primarily driven by economic hardships, inadequate institutional support, and administrative barriers. Conducted in four TVET colleges, the study focused on Gauteng’s socio-economic challenges, including high unemployment and financial instability, which affect students' ability to complete their education. The research was guided by Battin-Pearson’s (2000) five theories—Academic Mediation, General Deviance, Structural Tension, Family Socialization, and Deviant Partnership—as well as Tinto’s (1975) Institutional Withdrawal Theory. Using a qualitative approach within an interpretivist paradigm, snowball sampling was employed to select participants, including student dropouts, enrolled students, support counsellors, and lecturers. Data were collected through semi-structured interviews and analysed thematically. Findings indicated that financial constraints, particularly job losses among family breadwinners, were the primary driver of student dropouts. Additionally, institutional and administrative challenges, such as inadequate academic, material, and psychological support, further contributed to student attrition. The study recommended that TVET colleges enhance student support systems and review policies to improve retention rates and educational outcomes. The study also recommended that the Higher Education Department amend Act No. 16 of 2006 so that repeating students get more time at TVET colleges and also allow the TVET Sector to grant the repeating students funding for the repeated year, which currently is not given to a repeating studentM. Ed. (Education Management
Microcredit and poverty in Sub-Saharan Africa
No full textThis research centers on the poverty reduction influence of microcredit in Sub-Saharan Africa (SSA) over eleven years from 2009 to 2019, using different econometric models such as Pooled Ordinary Least Squares (OLS), Fixed Effects (FE), Random Effects (RE), and Generalised Method of Moments (GMM). The purpose of this study is to establish whether microcredit significantly affects the magnitude, intensity, and severity of poverty in the sub-region. Moreover, the inquiry employs an extensive panel dataset to thoroughly examine how microcredit affects poverty. Gross Loan Portfolio (GLP), Gross Domestic Product (GDP) per capita, trade, education, Gross Capital Formation (GCF), Borrower Retention Rate, Agricultural Value Added, and Population Growth are among the key variables examined. The results showed that microcredit affects all three dimensions of poverty, which is statistically significant but negative. This implies that income growth, financial inclusion, and education help reduce extreme poverty while highlighting complex contextual drivers like trade or Agricultural Value Added. Further, this study reveals that chronic poverty among very poor households remains a great challenge. Consequently, it is important to note that this research provides new evidence regarding the effectiveness of Microcredit in SSA, thus adding to previous works with a more regional focus. Furthermore, it suggests policy-making recommendations aimed at improving the performance of microcredit initiatives towards advancing small and medium enterprises development and achieving Goal One under the Sustainable Development Goals (SDGs) which aim at ending poverty by 2030. These findings are meant for policy makers as well as banks and other financial institutions to guide them on how they can design strategies to support sustainable growth and reduce poverty levels in SSA.D. Phil. (Economics)Economic
Exploring the needs for career guidance and subject choice education in South African secondary schools in KwaZulu-Natal
No full textThe study explored the Career Guidance and Subject Choice Educational needs at selected
high schools in the Pinetown district of KwaZulu-Natal, South Africa. A case study
research design was used to investigate the teachers’ and learners’ experiences of career
guidance and counselling, and of subject choice education as offered within the Life
Orientation subject at selected high schools in KwaZulu-Natal.
The study was based on the experiences of the teachers and learners, and consideration
was given to the status and practices of Career Guidance and Counselling offered within
selected high schools in the province.
The theoretical framework for the study was Social Cognitive Career Theory (Lent et al.,
2002). The study aimed to elicit teachers’ and learners’ experiences and understandings
of Career Guidance and Subject Choice Education in order to be able to assist other Life
Orientation teachers in the effective provision of the education and guidance needed for
learners to make informed career decisions.
A qualitative methodological approach was followed in conducting this study. The study
sample was selected using purposive sampling and consisted of two Life Orientation
teachers from two different schools, with teaching experience within the Senior Phase
and Further Education and Training (FET) Phase, as well as four Grade 9 students and
four Grade 10 students. Semi-structured interviews were conducted with the participants
to generate data from them in exploring the experiences and challenges of teaching and
learning in the Life Orientation domain.
The conclusions of the study indicate that the learners mostly have a poor understanding
of the aims and purposes of Life Orientation as a subject and that the teachers were not
able to adequately provide the career guidance and subject choice education needed
when working with the Life Orientation curriculum.M. Ed. (Psychology of Education)Educational Studie
An exploratory study on the courage and spiritual fortitude of persecuted Hungarian Christians of the Communist era
No full textText in English, with abstracts and keywords in English, Tswana and TurkishFew studies have investigated the experiences of victims of religious persecution. The lives of Hungarian Christians who have survived the oppression and persecution of communism are intriguing. Examining their courage despite years of suffering can contribute to current understandings of the coping resources and spiritual fortitude of those who have survived a totalitarian system. Using a qualitative research methodology, interview questions explored the participants’ religious experiences and coping skills during oppression and persecution.
This study involved 11 Hungarian Christians who experienced persecution for their faith in God during communism. Data collection took place using a face-to-face, in-depth, semi-structured interview. Interview transcripts were analysed using Interpretive Phenomenological Analysis (IPA). Four general themes emerged from the collected data, providing a comprehensive account of participants’ experiences: (1) an integrated system of self, belief, and representation focusing on cohesive identity formation; (2) the role and significance of community, emphasising interpersonal relationships; (3) strength and peace from Divine order, highlighting deep convictions about limitations, losses and retribution; and (4) transgenerational strength, highlighting the empowering legacy from past generations. These findings are consistent with previous research on spiritual fortitude which points beyond psychological resilience to a deeper internalised spiritual resource reservoir. The impact of this research encourages further studies beyond Western societies and the challenges of ordinary life events.
Future comparative cross-cultural studies could explore persecuted Christians’ relationships with the Divine and the integration of these relationships with self, particularly in their effects on courage and spiritual fortitude. Additionally, research could examine how the construct of Divine order—encompassing handling limitations, losses, and trust in God’s retribution—contributes to resilience and well-being.
Tapolyai_ An Exploratory Study on the Courage 4
This study advances the understanding of courage and spiritual fortitude under persecution by demonstrating how deeply ingrained spiritual beliefs and community support shape resilience, suggesting that these constructs be further integrated into psychological frameworks to enhance the support mechanisms for persecuted Christian populations globally.
Given the study’s focus on a specific group of Hungarian Christians during the communist era and its reliance on a small, homogenous sample, the findings on courage and spiritual fortitude may not be directly applicable to other contexts without further contextual and comparative investigation.Dithuto tse mmalwa di nnile tsa batlisisa diphihlelo tsa diphofu tsa tlhoriso ya bodumedi. Bophelo ba Bakreste ba Hungary ba pholohileng kgatello le tlhorisong ya bokomonisi bo a hlolla. Ha o hlahloba sebete sa bona ho sa tsotellehe dilemo tsa mahlomola ho ka tlatsetsa kutlwisisong ya moraorao ya disebediswa tsa ho sebetsana le boikemisetso ka tsa semoya tsa ba pholohileng tsamaiso ya bohatelli.Ho sebedisa mokgwa wa ho etsa dipatlisiso tsa boleng, dipotso tsa dipuisano di ile tsa hlahloba diphihlelo tsa bodumedi tsa bankakarolo le ditsebo tsa ho sebetsana le boemo nakong ya kgatello le tlhoriso.
Thuto ena e ne e kenyelletsa Bakreste ba 11 ba Hungary ba ileng ba hloriswa ka lebaka la tumelo ya bona ho Modimo nakong ya bokomonisi. Pokello ya dintlha e etsahetse ho sebediswa puisano ya sefahleho le sefahleho, e tebileng, e se nang sebopeho. Dingodilweng tsa dipuisano di ile tsa manollwa ho sebediswa Interpretive Phenomenological Analysis (IPA).
Mokotaba e mene e ile tsa hlaha ho tloha ho dintlha tse bokelletsweng, tse faneng ka tlaleho e pharaletseng ya diphihlelo tsa bankakarolo: (1) tsamaiso e kopanetsweng ya bowena, tumelo, le boemedi bo shebaneng le sebopeho sa boitsebiso bo kopanetsweng; (2) seabo le bohlokwa ba setjhaba, tse hatellang dikamano tsa batho; (3) matla le kgotso e tswang taolong ya Bomodimo, e totobatsang kgodiseho e tebileng ka mefokolo, tahlehelo le kotlo; le (4)
matla a ho feteletsa, ho totobatsa lefa le matlafatsang ho tloha melokong e fetileng.
Diphumano tsena di dumellana le diphuputso tsa nakong e fetileng mabapi le boikemisetso ka tsa semoya e bontshang ka nqane ho matla a kelello ho e tebileng ya mohloldi wa moya. Tshusumetso ya phuputso ena e kgothaletsa dithuto tse tswelang pele ho feta ditjhaba tsa Bophirimela le diphephetso tsa diketsahalo tse tlwaelehileng tsa Bophelo.
Dithuto tsa nakong e tlang tse amanang le meetlo di ka hlahloba dikamano tsa Bakreste ba hlorisitsweng le Modimo le ho kopanya dikamano tsena le bona, haholoholo ditlamorao tsa bona ho sebete le boikemisetso ka tsa semoya. Ho feta moo, dipatlisiso di ka hlahloba kamoo ho hahwa ha Taolo ya Bomodimo—e akarelletsang ho sebetsana le mefokolo, tahlehelo, le ho tshepa puseletso ya Modimo—ho tlatsetsang ho tiiseng le boiketlong. Thuto ena e ntlafaditse kutlwisiso ya sebete le boikemisetso ka tsa semoya tlasa tlhoriso ka ho bontsha hore na ditumelo tsa moya tse metseng ka metso le tshehetso ya setjhaba di theha botsitso jwang, e fana ka maikutlo a hore meaho ena e kopanngwe hape le mekgwa ya kelello ho ntlafatsa mekgwa ya tshehetso bakeng sa Bakreste ba hloriswang lefatsheng ka bophara.
Ha ho nahanwa ka maikutlo a thuto ho sehlopha se itseng sa Bakreste ba Hungary nakong ya bokomonisi le ho itshetleha ha bona ho sampole e nyane, e tshwanang, diphumano tsa sebete le boikemisetso ka semoya di ka nna tsa se sebetse ka kotloloho maemong a mang ntle le dipatlisiso tse ding tsa maemo le papiso.Dinyakišišo tše mmalwa di nyakišišitše maitemogelo a batšwasehlabelo ba tlaišo ya sedumedi. Maphelo a Bakhriste ba Hungary bao ba phologilego kgatelelo le tlaišo ya bokomonese a goka šedi. Ge re lekola kgotlelelo ya bona go sa balwe le mengwaga yeo ba bego ba hlaka go yona go ka ba le seabe go kwešišo ya bjale ya ditlabelo tša gore ba kgone go kgotlelelo le maikemišetšo a semoya a bao ba phologilego tshepedišo ya mmušo ya bobušanoši. Ka go šomiša mokgwa wa dinyakišišo wa boleng, dipotšišo tša dipotsološo di lekotše maitemogelo a sedumedi le mabokgoni a go kgona go kgotlelela ka nakong ya kgatelelo le ya tlaišo.
Dinyakišišo tše di akareditše Bakhriste ba Hungary ba 11 bao ba itemogetšego tlaišo ka lebaka la tumelo ya bona go Modimo ka nakong ya bokomonese. Kgoboketšo ya tshedimošo e dirilwe ka go šomiša dinyakišišo tša go botšiša batho dipotšišo ka sebele, dipotsološo tša go nyaka mabaka a bao ba arabago. Dingwalwa tša dipotšišo di ile tša sekasekwa ka go šomiša Tshekatsheko ya Tlhathollo ya Tiragalo (IPA). Merero ye mene ya kakaretšo e tšweletše go kgoboketšo ya tshedimošo, yeo e fanego ka pego ya kakaretšo ka ga maitemogelo a bakgathatema: (1) tshepedišo ye e kopantšwego ya motho ka boyena, ya tumelo, le ya kemelo go lebeletšwe kudu tlhamo ya boitšhupo bja kamanyo; (2) tema ye e kgathwago ke setšhaba le bohlokwa bja sona, go gatelela dikamano le batho; (3) maatla le khutšo go tša go tokay a Modimo, go laetša ditumelo tše di tseneletšego ka ga mellwane, ka ga ditahlegelo le dikotlo; le (4) maatla a meloko ye e fapafapanego, ka go laetša bohwa bjo bo maatlafatšago go tšwa go meloko ya peleng. Dikutollo tše di sepelelana le dinyakišišo tša peleng ka ga maikemišetšo a semoya ao a laetšago gore a gona le go feta kgotlelelo ya maikutlo go ya go bobolokelo bja semoya bja ka gare bjo bo tseneletšego. SEabe sa dinyakišišo tše se hlohleletša gore go dirwe dinyakišišo tše dingwe go feta tša ditšhaba tša Bodikela le ditlhohlo tša ditiragalo tša maphelo a tlwaelo.
Dinyakišišo tša ka moso tša mabapi le ditšo tša mehutahuta di ka lekola dikamano tša Bakhriste bao ba tlaišitšwego le Modimo le kopanyo ya dikamano tše le batho ka bobona, kudukudu ka go diabe tša kgotlelelo le maikemišetšo a sedumedi. Godimo ga fao, dinyakišišo di ka lekola ka fao kwešišo ya toka ya Modimo—yeo e hlohleletšago go kgona go phela ka mellwaneng, ka ditahlegelong, le go tshepha kotlo ya Modimo—di nago le seabe go kgotlelelo le go phela gabotse.
Dinyakišišo tše di tšwetša pele kwešišo ya kgotlelelo le maikemišetšo a semoya ka fase ga maemo a tlaišo ka go laetša ka fao ditumelo tša semoya tšeo di tseneletšego le thekgo ya setšhaba e bopago kgotlelelo, di akanyago gore ditumelo tše di kopanywe go tšwela pele ka gare ga metheo ya tša menagano go maatlafatša mekgwa ya thekgo go ditšhaba tša Bakhriste tšeo di tlaišwago lefaseng ka bophara.
Ka lebaka la nepišo ya dinyakišišo ka ga sehlopha se itšego sa Bakhriste ba Hungary ka go lebakanako la bokomonese le go tshepha ga tšona go sampole ye nnyane ya bath oba go swana, dikutollo ka ga kgotlelelo le le maikemišetšo a semoya di ka no se amege thwii go maemo a mangwe ka ntle le dinyakišišo tše dingwe tša seemo le tša papetšo.Ph. D. (Psychology)Psycholog
Africanising soil science: a constructivist grounded theory for advancing curriculum transformation
No full textIn Africa, social and epistemic justice imperatives call for the transformation of the western-style university, into an Africanised university. Ample literature exists as to the reasons that canonically-western university curricula should be Africanised to suit African needs. However, there is a lack of guidance on the process of Africanising scientific curricula, including in the discipline of soil science. To develop a useful theory in this regard, constructivist grounded theory (CGT) was applied as a methodology and method. A reflective teaching praxis, followed by in-depth interviews were conducted with experts in soil science, curriculum transformation, and indigenous knowledge studies. Transcripts were iteratively coded and abstracted to develop a CGT of a (South) Africanised soil science curriculum-transformation process. This theory encompasses interconnected personal, institutional, and national transformation processes, in a synergy of African (ubuntu) and Western (individualistic) approaches. The principles and process developed may support Africanisation of curricula in other environmental sciences.D. Sc. (Environmental Science)Environmental Science
Artificial Intelligence Transforming Higher. Education
No full textOnline assessment techniques have become increasingly popular recently, especially with the rise of COVID-19 (Coronavirus disease of 2019), since they offer practical and effective ways to access knowledge, skills, and competencies. 2023 will go down in history as the year in which AI (artificial intelligence) – more significantly, LLMs (large language models) – and their brazen poster child, ChatGPT (chat generative pre-trained transformer), have revolutionised everything (Bekker 2024). The introduction of advanced LLMs like ChatGPT, developed by OpenAI, can potentially transform online assessment significantly. However, while there are ongoing discussions about ChatGPT, more practical examples need to be provided to showcase its utilisation in online assessments. It is crucial to shed light on the assessment process, as many students focus solely on passing exams rather than embracing the learning experience throughout the year, leading to a disconnect between the process and the outcome (MacGregor 2023).
Thanks to the swift growth of AI, the current field of education has access to brand-new, cutting-edge solutions. ChatGPT, a LLM that can create text that resembles human language and participate in interactive conversations, is one such technology. Incorporating ChatGPT and other related LLMs replaces intriguing opportunities and challenges as online assessment becomes more common. Combining AI and LLMs like ChatGPT introduces a revolution in online assessment.
AI-powered applications enable automated grading and individualised feedback and improve efficiency (Celik, Dindar,
Muukkonen, & Järvelä 2022:617). However, integrating AI powered tools raises concerns and challenges about the fairness,
validity, and originality of material accessed in online learning environments (Hoyos 2023). For instance, ChatGPT is built
on OpenAI ChatGPT 3, which can create narratives, develop computer codes, translate and complete calculations, and
autofill images (Rudolph, Tan, & Tan 2023:342). This chapter examines the potential effects of adopting ChatGPT in online
assessment by considering its benefits and potential drawbacks for educators and institutions. The chapter also suggests potential
answers to address these problems and propose strategies for online assessment.Curriculum and Instructional Studie
The role of grade retention in primary schools: a case study of Johannesburg district
No full textText in EnglishThis research investigated the role of grade retention in selected Johannesburg South primary schools. The study sought to understand the outcomes of this strategy, the teachers’ perceptions of its role, the criteria used to select learners for grade retention, and the challenges of this strategy’s implementation. It was a qualitative study, and an interpretive paradigm was used. The study used semi-structured interviews with a sample of nine primary school teachers and document analysis of six school report cards of learners on grade retention. This study revealed that the interviewed participants perceive grade retention as a good intervention strategy but seems not to be operating well now because of numerous challenges encountered when implementing it. Grade retention plays a vital role in the education of learners experiencing barriers to learning. It gives learners time to grasp the missed concepts in the failed academic year. However, this strategy has a lot of adverse effects if not implemented appropriately.
Some of the challenges revealed include teachers not being well-equipped to deal with learning barriers and not having a final say in grade retention as parents should give consent. This is a challenge as in many Johannesburg South schools there is a lack of parental involvement, and policies do not cater for township schools’ reality. There are overcrowded classrooms, lack of resources and delays in the assessment of learners by the Learners with Special Education Needs (LSEN) Department. However, the study revealed several ways in which the grade retention strategy can be enhanced to support learners experiencing barriers in their learning. If grade retention is not implemented correctly, negatives outcomes can be experienced. These include low self-esteem and dropping out of school.
South Africa still has much to do to ensure that grade retention is implemented correctly to maximise its effectiveness. The study recommends that the Department of Basic Education (DBE) needs to ensure that intervention strategies for learners experiencing barriers to learning are thoughtfully and thoroughly incorporated into teachers’ training during their professional training to ensure that they are well equipped with necessary skills to support all learners when they start working. Without proper preparation of teachers, grade retention will continue without yielding positive results and affected teachers, learners, and parents will continue to be frustrated.M. Ed. (Inclusive Education)College of Educatio
An evaluation of public management of illegal immigration by North West Province Department of Home Affairs in Rustenburg town
No full textAbstracts in English, Afrikaans and SetswanaInternational immigration has become an enviable fact of life in today's globalised world. Immigration movements are influenced by demographic, economic, environmental, and political activity in the country of origin or the country one has identified as the destination, as well as an impact on those territories which experience transit flows. Migration might either be legal or illegal. Legal documents are presented at the border and exit authorities when crossing the national boundary of a country. Illegal immigration has become one of the largest social and political concerns. Illegal immigration is a serious issue in many countries because it could threaten national stability and social order. Many people fear these circumstances, which intensify the demand for stricter control measures and policies to limit illegal immigrants. International organisations have reported that various governments face challenges to manage illegal immigration and assess the effectiveness of related policies.
This study evaluates the management of undocumented immigrants by the provincial department of Home Affairs in the North West Province. The theoretical framework that underpins the study comprise theories of international migration. These theories include the following: Dual Labour Market Migration; World System Approach; Neoclassical Economic; New Economics of Labour Migration; and Massey Theory of Cumulative Causation Migration followed by theories on management applicable to the public sector.
The study adopted a mixed research methodology. The selected participants were interviewed face-to-face, and questionnaires were distributed to gather primary data. Primary data was gathered from three (3) district municipalities (Dr Ngaka Modiri Molema, Bojanala and Dr Kenneth Kaunda) in the North West Province, while questionnaires were administered to the sampled immigration officer, inspectors and administration clerks. Interviews were conducted with senior and junior members of the management of immigration unit in Department of Home Affairs in the North West Province.Bofudugedi jwa boditšhabatšhaba bo fetogile go nna karolo e e eletsegang ya botshelo mo lefatsheng le le golaganeng. Metsamao ya bofudugedi e tlhotlhelediwa ke ditiragalo tsa selegae, ikonomi, tikologolo le sepolotiki kwa nageng e motho a tswang kwa go yone gongwe naga e motho a e supileng go ka fudugela kwa go yona, gammogo le ka moo mafelo a a itemogelang metsamao eo e amegang ka teng. Phudugelo e ka nna e e mo molaong gongwe e e seng mo molaong. Go tlhagisiwa dikwalo tsa semolao kwa batlhankeding ba melelwane le botso fa motho a kgabaganya molelwane wa bosetšhaba wa naga. Phudugelo e e seng mo molaong e fetogile go nna letshwenyo le legolo la loago le sepolotiki. Phudugelo e e seng mo molaong ke mathata mo dinageng di le dintsi gonne e ka nna matshosetsi mo tsepamong ya bosetšhaba le taolego ya loago. Batho ba le bantsi ba lebagana le maemo ano, mme seo se oketsa tlhokego ya gore go nne le dikgato le dipholisi tse di gagametseng tsa taolo go fokotsa bafudugedi ba ba seng mo molaong. Mekgatlho ya boditšhabatšhaba e bega gore dipuso tse di farologaneng di lebagane le kgwetlho ya go laola phudugelo e e seng mo molaong le go sekaseka bokgoni jwa dipholisi tse di amanang le seo.
Thutopatlisiso eno e sekaseka ka moo lefapha la Merero ya Selegae la Porofense ya Bokonebophirima le tsamaisang bafudugedi ba ba se nang dikwalo ka teng. Letlhomeso la tiori le thutopatlisiso e theilweng mo go lone le akaretsa ditiori tsa bofudugedi jwa boditšhabatšhaba. Ditiori tseno di akaretsa tse di latelang: Phudugelo ya Mmaraka wa Badiri o o Gabedi; Molebo wa Tsamaiso ya Lefatshe; Ikonomi ya Tlamelo le Tlhokego; Ikonomi e Ntšhwa ya Phudugelo ya Badiri; le Tiori ya ga Massey ya Phudugelo ya Sebako se se Oketsegang mme di latlelwa ke ditiori tsa botsamaisi jo bo maleba mo lephateng la setšhaba.
Thutopatlisiso e dirisitse mmeo wa patlisiso o o tswakaneng. Batsayakarolo ba ba tlhophilweng ba botsoloditswe dipotso ka namana, mme go ne ga phatlaladiwa dipampiri tsa mmotsolotso go kokoanya datha ya ntlha. Datha ya ntlha e kokoantswe go tswa kwa makgotlatoropong a kgaolo a le mararo (Ngaka Modiri Molema, Bojanala le Ngaka Kenneth Kaunda) kwa Porofenseng ya Bokonebophirima, fa mmotsolotso o dirisitswe mo batlhankeding ba bofudugedi ba ba tlhophilweng, batlhatlhobi, le ditlereke tsa tsamaiso. Go nnile le dikopanotherisano le ditokololo tsa botsamaisipotlana jwa yuniti ya bofudugedi mo Lefapheng la Merero ya Selegae la Porofense ya Bokonebophirima.Internasionale immigrasie het ’n benydenswaardige lewensfeit in vandag se geglobaliseerde wêreld geword. Immigrasiebewegings word beïnvloed deur demografiese, ekonomiese, omgewings- en politieke aktiwiteit in die land van herkoms of die land wat ’n mens geïdentifiseer het as die bestemming, asook ’n impak op daardie landstreke wat deurvoerstromings ervaar. Migrasie kan óf wettig óf onwettig wees. Regsdokumente word by die grens en vertrekowerhede getoon wanneer die nasionale grens van ’n land oorgesteek word. Onwettige immigrasie het een van die grootste sosiale en politieke bekommernisse geword. Onwettige immigrasie is ’n ernstige kwessie in baie lande, aangesien dit nasionale stabiliteit en maatskaplike orde kan bedreig. Baie mense vrees hierdie omstandighede, wat die vraag na strenger beheermaatreëls en -beleide kan verskerp om onwettige immigrante te beperk. Internasionale organisasies het berig dat verskeie regerings uitdagings het om onwettige immigrasie te bestuur en die doeltreffendheid van verwante beleide te assesseer.
Hierdie studie evalueer die bestuur van ongedokumenteerde immigrante deur die provinsiale Departement van Binnelandse Sake in die Noorwes-provinsie. Die teoretiese raamwerk wat die studie ondersteun behels teorieë van internasionale migrasie. Hierdie teorieë sluit die volgende in: tweeledige arbeidsmark-migrasie; wêreldsisteembenadering; neoklassieke ekonomie; nuwe ekonomie van arbeidsmigrasie; en Massey se teorie van kumulatiewe oorsaaklikheidsmigrasie, gevolg deur teorieë oor bestuur wat van toepassing is op die openbare sektor.
Die studie het ’n gemengde navorsingsmetodologie aangeneem. Daar is direkte onderhoude gevoer met die gekose deelnemers, en vraelyste is versprei om primêre data in te samel. Primêre data is ingesamel by drie distriksmunisipaliteite (Ngaka Modiri Molema-munisipaliteit, Bojanala-munisipaliteit en dr Kenneth Kaunda-munisipaliteit) in die Noordwes-provinsie, terwyl vraelyste gegee is aan die bestudeerde immigrasiebeampte, inspekteurs en administrasieklerke. Onderhoude is gedoen met senior en junior lede van die bestuur van die immigrasie-eenheid in die Departement van Binnelandse Sake in die Noordwes-provinsie.M.P.A.Public Administration and Managemen