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Exploring the effectiveness of alternative strategies to learner discipline in secondary schools of Kokstad, KwaZulu-Natal
No full textAbstracts in English, Zulu and TsongaLearners‘ discipline in schools is regarded as one of the challenges facing teachers and management after abolishing corporal punishment. In South Africa, schools are mandated to use alternative strategies to manage learner discipline in schools. In contrast, reviewed literature indicates that alternative ways to discipline learners are used in schools to deal with learner discipline. This research study explores the effectiveness of alternative strategies for learner discipline in secondary schools of Kokstad, KwaZulu-Natal. The interpretive paradigm underpinned the research. A qualitative approach and case study design were used to gain a detailed database to consider the effectiveness of alternative strategies used to discipline learners in secondary schools. The researcher collected data with semi-structured interviews, observation, and document analysis as the instruments. Twenty participants were selected from five secondary schools through purposive sampling. The researcher conducted one-on-one interviews with five principals, five HODs, five teachers and five learners. The researcher also observed the implementation of alternative ways to discipline learners in secondary schools. In addition, departmental policy and school disciplinary policy documents were analysed by the researcher. The research study was framed by two theories, namely the Assertive Discipline Model by Lee and Marlene Canter and the Behaviour Modification theory advocated by Thorndike. Data were analysed using thematic data analysis. The researcher identified a high rate of ill-discipline. The study's findings revealed that in secondary schools, different forms of alternative strategies to discipline learners were implemented; some were useful, and others were not. The literature indicates that research studies were conducted to investigate whether an alternative to corporal punishment is implemented. However, some studies revealed that there were schools where corporal punishment was still used. The study also revealed that teachers and school managements face challenges in dealing with learner discipline. Based on the findings, the researcher came up with recommendations. Firstly, the researcher recommends workshops and training for teachers and management, co-operations, and collaborations among school stakeholders and the Department of Education. He also recommends parent and community involvement in dealing with learner discipline in schools. Trained security guards, social workers, and psychologists should be deployed in each school to deal with learners‘ problems, sometimes leading to ill-discipline in schools. Lastly, policy review and revision were also recommended to ensure a common understanding and that alternatives are clear and implemented adequately in all schools. This would help in improving teaching and learning in secondary schools. Moreover, to reduce ill-discipline in schools, especially in classrooms.Ukungaziphathi kahle kwabafundi ezikoleni kungenye yezinselela ezibhekene nothisha nabaphathi njengoba kwaqedwa ukushaywa kuleli zwe. Izikole zijutshwe ukuthi zisebenzise amanye amaqhinga okuphatha abafundi abangaziphathi kahle, nokho njengoba ucwaningo lwezincwadi zakamuva luveze, ukushaywa ngenduku kusasetshenziswa kwezinye izikole. Lolu cwaningo beluhlose ukuhlola ukusebenza ngempumelelo kokusebenzisa amanye amasu okugcina izinga lokuziphatha kwabafundi ezikoleni ezinhlanu zamabanga aphezulu eKokstad, KwaZulu-Natal. Ukuze kufezeke lokho, kwakhethwa indlela eqondisiwe nencazelo ukuze isekele ucwaningo, kanti indlela yolwazi lwezinombolo kanye nomklamo wocwaningo lwendaba kusetshenzisiwe ukuqoqa imininingwane enolwazi olugcwele. Kusetshenziswe inhlolokhono ehlelwe kancane yomuntu ngamunye, ukubheka kanye nokuhlaziywa kwemibhalo njengamathuluzi okuqoqwa kwemininingwane, nabahlanganyeli abangama-20 baqokiwe kusetshenziswa amasampula ahlosiwe: othishanhloko abahlanu, izinhloko zeminyango ezinhlanu, othisha abahlanu nabafundi abahlanu. Umcwaningi akagcinanga nje ngokubheka ukuqaliswa kwezinye izindlela zokuqondisa izigwegwe ezikoleni ezithathwe njengesampula, kodwa futhi wafunda inqubomgomo yomnyango futhi wahlaziya imibhalo yenqubomgomo yokuqondiswa kwezigwegwe yesikole ngasinye. Ngokuphawulekayo, lolu phenyo lwakhiwe yimibono emibili: Isifanekiso Sesiyalo Esiqinisekisayo sika-Lee no-Marlene Canter, kanye noMbono Wokuguqulwa Kokuziphatha okhuthazwa ngu-Thorndike. Lapho esebenzisa ukuhlaziya kwemininingwane yendikimba, umcwaningi uhlonze izinga eliphezulu lokungaziphathi kahle ezikoleni ezisacwaningwayo. Nakuba amasu ahlukene okuqondiswa kwezigwegwe asetshenziswa, amanye abonakala ewusizo, amanye awazange asebenze.
Lokho kuholele ekutheni umcwaningi aphethe ngokuthi othisha nabaphathi besikole basaqhubeka nokubhekana nezinselela ekugcineni ukuziphatha kwabafundi. Ngokusekelwe kulokho okutholiwe, umcwaningi uphakamisa imihlangano yokucobelelana ngolwazi nokuqeqeshwa kothisha nabaphathi, kanye nokubambisana okukhulu nokusebenzisana phakathi kwababambe iqhaza bezikole kanye noMnyango wezeMfundo. Esinye isiphakamiso kwaba ukuzibandakanya okukhulu kwabazali nomphakathi ekubhekaneni nokungaziphathi kahle kwabafundi. Kufanele kutshalwe onogada abaqeqeshiwe, osonhlalakahle kanye nongoti bezengqondo ezikoleni ukuze kubhekwane nezinkinga ezithinta abafundi ezingase zibhebhethekise ukungaziphathi kahle. Okokugcina, ukubhekisiswa kwenqubomgomo kanye nokubuyekezwa nakho kwaphakanyiswa: ukufinyelela ukuqondana okufanayo - okufinyelelwe ngokuqondisa nokucacisa ezinye izindlela zokuziphatha - kanye nokusungula izinqubo zokuqinisekisa ukuthi zisetshenziswa ngendlela efanele ezikoleni, kuzokwenza ngcono ukufundisa nokufunda futhi kwenzela iqoqo labafundi elinesimilo.Vhudifari vhu si havhudi kha mugudiswa tshikoloni ndi inwe ya khaedu yo livhanaho na vhadededzi na ndangulo i fanaho. U bva tshe ha fheliswa ndatiso ya u rwa kha shango heli. Zwikolo zwo laelwa u shumisa zwitirathedzhi zwa u thadula u langula vhagudiswa vha si na vhudifari havhudi, ngeno sa ngudo ya manwalwa a zwino yo dzumbulula uri ndatiso ya u rwa i kha di ṋetshedzwa kha zwinwe zwikolo. Ngudo heyi yo vha i tshi khou toda u wanulusa ndeme ya u shumisa zwitirathedzhi zwa u thadula u dzudza vhudifari ha havhudi ha mugudiswa kha zwikolo zwitanu zwa sekondari ngei Kokstad, KwaZulu-Natal. U swika zwino, ngona ya u shumisa tshenzhemo ya vhathu yo khethiwa u tikedza thodisiso, ngeno ngona ya khwalithethivi na nyolo ya ngudo zwo shumiswa u kuvhanganya data yo dodombedzwaho. Inthaviwu dzo dzudzanywaho dza muthu nga muthu, u sedza na u saukanya manwalwa zwo shumiswa sa zwishumiswa zwa u kuvhanganya data, na vhadzheneli vha 20 vho nangwaho nga kha tsumbonanguludzwa hu na zwo sedzwaho: thoho dza zwikolo vhatanu, thoho dza mihasho vhatanu, vhadededzi vhatanu na vhagudiswa vhatanu. Mutodisisi ha ngo sedza fhedzi u shumiswa ha ndila dza u thadula dza u ita uri hu vhe na vhudifari havhudi kha zwikolo zwo nanguludzwaho, fhedzi o dovha a tola mbekanyamaitele ya muhasho na u saukanya manwalwa a ndatiso a mbekanyamaitele ya tshikolo tshinwe na tshinwe. Nga maanda, tsedzuluso heyi yo bviselwa khagala nga thiori mbili: Tshiedziswa tsha u Khwathisa Ndatiso tsha Lee na Marlene Canter na u Khwinisa Vhudifari. Thiori yo tikedzwa nga Thorndike. Hu tshi shumiswa musaukanyo wa data wa thero, mutodisisi o topola phimo ya ntha ya u shaya vhudifari kha zwikolo zwi re nga fhasi ha ngudo. Naho ho shumiswa zwitirathedzhi zwa u thadula kha vhudifari zwo fhambanaho, zwinwe zwo khwathisedza u vha zwa ndeme, zwinwe a zwo ngo khwathisedza. Zwe zwa livhisa mutodisisi kha u pendela ngauri vhadededzi na ndangulo ya zwikolo zwo bvela phanda na u livhana na khaedu kha u dzudza vhudifari ha mugudiswa. Zwo disendeka kha mawanwa, mutodisisi o themendela dziwekishhopho na vhugudisi kha vhadededzi na ndangulo na tshumisano khulwanesa na tshumisano vhukati ha vhadzhiamikovhe vha zwikolo na Muhasho wa Pfunzo. Inwe themendelo yo vha ya u didzhenisa nga huhulu nga vhabebi na tshitshavha kha u shumana na u shaya vhudifari ha vhagudiswa. Vhalindi vha tsireledzo vho gudelaho, vhashumelavhapo na Vhadivhivhamihumbulo vha fanela u rumelwa zwikoloni u shumana na thaidzo dzo disendekaho nga mugudiswa dzine dza nga ṋaṋisa u shaya vhudifari. Tsha u fhedzisela, u sedzulusa mbekanyamaitele na ndovhololo zwo themendelwa: u funza zwithu zwine zwa fana – u swikelela kha nga u ta na u bvisela khagala ndila dza u thadula kha vhudifari – na u bveledza maitele u vhona zwauri o tea u shumiswa zwikoloni, zwi do khwinisa u funza na u guda kha tshigwada tsha vhudifari kha mugudiswaD. Phil. (Education)Educational Studie
An integrated return on investment framework for human resource development in the South African Higher education sector
No full textAbstract in English with Tsonga and Venda translationsThe purpose of this study was to develop an integrated return on investment (ROI)
framework for human resource development (HRD) interventions provided to
academic staff in South African public universities. This study was conducted from
an interpretivist philosophical position and was qualitative in nature. Purposive and
snowballing sampling strategies were used to select the participants. Primary data
was collected from 14 participants who were interviewed, representing six
universities, the Department of Higher Education and Training (DHET), the
Department of Science and Innovation (DSI), and the Education, Training and
Development Practices Sector Education and Training Authority (ETDPSETA). In
addition, secondary data was collected from documents. Thematic analysis and
document analysis were conducted to analyse the interviews and secondary data,
respectively.
The identified four themes included the following: training and development
interventions (Theme 1); management of training and development interventions
(Theme 2); support for training and development interventions (Theme 3); and
measuring ROI (Theme 4). This study found that South African public universities
measured the impact of the HRD interventions provided to academic staff through
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the first three levels, namely reaction, learning and behaviour. Another key finding
was that universities hardly measured the results and ROI. However, certain aspects
of the ROI methodology were measured, including the determination of training
costs, financial benefits and non-financial benefits of interventions. Furthermore, this
study found that government institutions did not measure ROI for training and
development interventions provided to academic staff in South African public
universities, as universities were expected to evaluate the impact of their own
interventions. However, universities were required to achieve various objectives and
targets set by relevant government institutions. This study contributed an integrated
ROI framework for HRD interventions provided to academic staff in South African
public universities. Subsequently, the study provides recommendations for practice
and future studies.Xikongomelo xa ndzavisiso lowu a ku ri ku hluvukisa rimba ra mbuyelo wa vuvekisi
ku nga return on investment (ROI) eka vungheneri bya vufambisi bya nhluvukiso wa
vanhu ku nga human resource management development (HRD) leswi nyiketiwaka
eka xitafu xa tiyunivhesiti ta hinkwavo ta Afrika Dzonga. Ndzavisiso lowu wu endliwe
hi ku landza xiyimo xa interpretivist philosophical position na swona a wu ri wa
qualitative hi muxaka wa wona. Ku tirhisiwe maqhinga ya sampuli ya snowballing ku
hlawula vakhomaxiavo. Primary data yi hlengeletiwe eka vakhomaxiavo va 14 lava
va nga inthavhyuwiwa, lava yimeleke tiyunivhesiti ta ntsenvu, va Ndzhawulo ya
Dyondzo ya le Henhla na Vuleteri ku nga Department of Higher Education and
Training (DHET) na Department of Science and Innovation (DSI) na va Education,
Training and Development Practices Sector Education and Training Authority
(ETDPSETA). Na le henhla ka sweswo, secondary data yi hlengeletiwe hi
tidokumende. Nxopaxopo wa thematic na nxopanxopo wa tidokumende wu endliwe
hi ku xopaxopa tiinthavhyu na secondary data hi ku landzelelana.
Tinhlokomhaka ta mune ti katse leswi landzelaka: vuleteri na vungheneri bya
nhluvuko (Theme 1); management of training and development interventions (Theme
2); support for training and development interventions (Theme 3); and measuring
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ROI (Theme 4). Leswi kumekeke swi kombise leswo tiyunivhesiti leti nga kamberiwa
na switandzhaku swa vungheneri bya vuleteri na nhluvukiso hi ku tirhisa tilevhele ta
mune, ku nga, vuanguri, ku dyondza, matikhomelo na vuyelo. Tiyunivhesiti a ti
amukeri methodoloji wa ROI ku pima switandzhaku na vuyelo bya vungheneri bya
vuleteri na nhluvuko. Kambe swiyenge swo karhi swa methodoloji ya ROI swi
pimiwile, ku katsa ku vona timali ta tihakelo ta vuleteri, mimbuyelo ya swa timali na
mimbuyelo ya vungheneri byo ka byi nga ri bya swa timali. Tiinstituxini ta mfumo a ti
pimangi ROI eka vungheneri bya vuleteri na nhluvuko lebyi byi nyiketiweke xitafu xa
akhademiki xa Afrika Dzonga, hikuva tiyunivhesiti a ti rindzeriwe leswo ti kambela
vuyelo bya vungheneri bya tona. Kambe tiyunivhesiti a ku laveka leswo ti fikelela
swikongomelo na tithagete to hlayanyana. Ndzavisiso wu nghenise voko eka rimba
ra ROI leri hlanganeke eka vungheneri bya HRD lebyi byi nyiketiwaka xitafu xa
akhademiki eka tiyunivhesiti ta hinkwavo ta Afrika Dzonga. Endzhaku ka sweswo,
rhiseche yi nyiketa swibumabumelo swa maendlelo na mindzavisiso ya ka
mundzuku.Ndivho ya ngudo heyi ndi u bveledza furemiweke ya mbuelo ya vhubindudzi ho
ṱanganelaho (ROI) ya u dzhenelela ha mveledziso ya vhashumi (HRD) yo
ṋetshedzwaho vhashumi vha akademi kha yunivesithi dza nnyi na nnyi dza Afrika
Tshipembe. Ngudo heyi yo itwa u bva kha nḓila ine vhathu vha tshenzhela ngayo
matshilisano a ḽifhasi yo dovha ya vha ya khwaḽithethivi. Zwiṱirathedzhi zwa
tsumbonanguludzwa dzo sedzaho kha zwiṱaluli zwine zwa ṱoḓiwa na zwine
mudzheneli wa ṱhoḓisiso a livhisa kha muṅwe zwo shumiswa u nanga vhadzheneli.
Data yo bveledzwaho nga muṱoḓisisi yo kuvhanganywa u bva kha vhadzheneli vha
14 vhe vha inthaviwu, vho imelelaho yunivesithi dza rathi, Muhasho wa Pfunzo ya
nṱha na Vhugudisi (DHET), Muhasho wa Saintsi na Vhubveledzi (DSI), na Pfunzo ya
Sekithara ya Maitele a Pfunzo Vhugudisi na Mveledziso na Maanḓalanga a
Vhugudisi (ETDPSETA). U ḓadzisa kha zwenezwo, data i bvaho kha zwiṅwe zwiko
yo kuvhanganywaho u bva maṅwalwa. Kuitele kwa u saukanya data ya
khwaḽithethivi kwo itwa u saukanya inthaviwu na data i bvaho kha zwiko nga u
tevhekana.
Thero nṋa dze dza topolwa dzi katela zwi tevhelaho: u dzhenelela na vhugudisi na
mveledziso (Thero 1); ndangulo ya u dzhenelela ha vhugudisi na mveledziso (Thero
2); thikhedzo ya u dzhenelela na mveledziso (Thero 3); na u ela ROI (Thero 4); na
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mveledziso. Mawanwa o wanulusa uri yunivesithi dzo linga mveledzwa dza u
dzhenelela ha vhugudisi na mveledziso nga kha ḽevele dza u thoma nṋa, dzine dza
vha tshiitei, ngudo, kuḓifarele na mvelelo. Yunivesithi a dzo ngo themendela ngona
ya ROI u ela mveledzwa dza u dzhenelela ha vhugudisi na mveledziso. Naho zwo
ralo, zwiṅwe zwiteṅwa zwa ngona ya ROI zwo elwa’ hu tshi katelwa u ta mitengo ya
vhugudisi, u dzhenelela ha mbuelo dza masheleni na mbuelo dzi si dza masheleni.
Zwiimiswa zwa muvhuso a zwo ngo ela ROI kha u dzhenelela ha vhugudisi na
mveledziso ho ṋetshedzwaho vhashumi vha akademi kha yunivesithi dza nnyi na
nnyi Afrika Tshipembe, sa musi yunivesithi dzo vha dzi tshi khou lavhelelwa u linga
mveledzwa dza u dzhenelela hadzo. Naho zwo ralo, yunivesithi tho ṱoḓea u
swikelela zwivhalo na zwipikwa zwo fhambanaho. Ngudo yo shela mulenzhe kha
furemiweke yo ṱanganelaho ya ROI kha u dzhenelela ha HRD ho ṋetshedzwaho
vhashumi vha akademi kha yunivesithi dza nnyi na nnyi dza Afrika Tshipembe. Nga
murahu ṱhoḓisiso yo ṋetshedza themendelo kha ngudo dza nyito dza tshifhingani
tshiḓaho.D. Phil. (Management Studies)Business Managemen
Effect of market-driven strategies on the competitive growth of SMEs in Lesotho
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This paper established some market-driven strategies that influence the competitive growth of small and medium-sized enterprises in Lesotho. The paper identified the following factors; market orientation, competitive intensity, and technological dynamics as variables that influence SMEs’ competitive growth. The investigation shows that these critical factors of market-driven strategies are significant market facets in the enterprise that could capacitate SME entrepreneurs and managers to attain competitive growth. The results indicated that the factors used to measure market-driven strategies influence SMEs competitive growth. More specifically, the independent variables of market orientation, competitive intensity and technological dynamics are seen as key tenets of market-driven strategies that influence small and medium-sized enterprises’ competitive growth. From the analyses, this paper recommended that market-driven strategic constructs of market orientation, competitive intensity and technological dynamics are inimitable and tangible significant resources if harnessed in the enterprises, could serve as critical operational factors that influence SMEs competitive growth in Lesotho
An inquiry on the murder of and attacks on police officials
No full textThis study explores the murder and attack of police officials as personally described and directly or indirectly experienced by police officials. Data was collected using phenomenological interviews with police officials stationed at Dobsonville, Hillbrow, Jeppe, Johannesburg Central, Roodepoort, and Vosloorus police stations in the Johannesburg SAPS cluster in Gauteng. The phenomenological interviews provided rich descriptions of lived experiences of the murder and attack of police officials in South Africa.
Research findings indicate that the murder and attack of police officials cause severe emotional and psychological challenges to police officials who have directly or indirectly experienced this phenomenon. Consequently, police officials are impacted on a personal as well as occupational level, causing, among others, depression, Post-Traumatic Stress Disorder (PTSD), low morale, feelings of insecurity. Furthermore, powerlessness among police officials that in turn, among others, affects effective service delivery, police-community relations, and personnel turnover. In addition, the research findings indicate that the SAPS experiences shortcomings when attempting to implement strategies to mitigate the phenomenon.
Based on these findings, this study puts forward proactive and reactive recommendations to address police murders and attacks in South Africa by proposing a theoretical framework to mitigate this phenomenon thus contributing to the current body of knowledge in South Africa.Dinyakisiso di utolla polao le ditlhaselo tsa bahlankedi ba maphodisa go ya ka fao go hlalosago maphodisa ka bobona, ebile ba itemogetse ditlhaselo tse thwii goba ka tsela ye nngwe. Tshedimoso e kgobokeditswe ka go swara dipoledisano ka ga seemo se le bahlankedi ba maphodisa bao ba lego ka diteseng tsa maphodisa tsa Dobsonville, Hillbrow, Jeppe, Bogare bja toropo ya Johannesburg, Roodepoort le ka Vosloorus ka lekaleng la Tirelo ya Maphodisa ya Afrika Borwa la ka Johannesburg ka Gauteng. Dipoledisano ka ga seemo di fane ka ditlhaloso tse di tletsego tsa maitemogelo a bakgathatema ka ga polao le ditlhaselo tsa bahlankedi ba maphodisa ka Afrika Borwa.
Dikutollo tsa dinyakisiso di utoloa gore polao le ditlhaselo tsa bahlankedi ba maphodisa di baka mathata a magolo a maikutlo le a monagano go bahlankedi ba maphodisa bao ba itemogetsego seemo se thwii goba ka tsela ye nngwe. Ka lebaka la se, bahlankedi ba maphodisa ba a amega ka bobona le ka mosomong wa bona – gomme se gareng ga tse dingwe, se baka kgatelelo ya monagano, bolwetsi bja kgatelelo ye kgolo ka morago ga tiragalo, go hloka mafolofolo ka mosomong, maikutlo a go hloka tshireletsego le go hloka maatla gareng ga bahlankedi ba maphodisa, gomme seo ka moragonyana, gareng ga tse dingwe, se ama kabo ya ditirelo ye e somago gabotse, dikamano tsa maphodisa le setshaba le go tswela pele ga bahlankedi ba maphodisa go soma ka mo tirelong ye.
Godimo ga fao, dikutollo tsa dinyakisiso di laetsa gore Tirelo ya Maphodisa ya Afrika Borwa e itemogela ditlamorago mabapi le go phethagatsa maano gabotse a go fokotsa dipolao le ditlhaselo tsa bahlankedi ba maphodisa.
Go ya ka dikutollo tse, dinyakisiso tse di bea pele ditshisinyo tsa boitlhamelo le tsa go arabela seemo ka nepo ya go rarolla bothata bja dipolao le ditlhaselo tsa bahlankedi ba maphodisa ka Afrika Borwa ka go sisinya tlhako ya teori ya go fokotsa seemo se go realo e le ge e tsenya letsogo ka go sehlopha sa tsebo ka ga seemo se ka Afrika Borwa.Lolu cwaningo lucubungula futhi lubukisise izenzo zokubulawa nokuhlaselwa kwamaphoyisa, ezichazwa yiwona ngokwawo amaphoyisa, futhi okuyizigameko ahlangabezane nazo ngqo amaphoyisa noma-ke ahlangabezane nazo ngezinye izindlela nezimo ezihlobene nalokhu. Imininingo yocwaningo yaqoqwa ngokuxoxisana namaphoyisa ahlangabezane nezigameko ezinjengalezi asebenzela kulezi ziteshi zamaphoyisa ezilandelayo, Dobsonville, Hillbrow, Jeppe, Johannesburg Central, Roodepoort kanye ne-Vosloorus ezingaphansi kweqoqo laseGoli leziteshi zamaphoyisa zoMbutho Wamaphoyisa aseNingizimu Afrika esifundazweni saseGauteng. Ukuxoxisana namaphoyisa ahlangabezane nezigameko ezinjengalezi kwahlinzeka ngencazelo enohlonze futhi enothileyo yezigameko abadlule kuzona ababambiqhaza, bona uqobo lwabo, eziphathelene nokubulawa kanye nokuhlaselwa kwamaphoyisa eNingizimu Afrika.
Imiphumela etholakale ocwaningweni ibonisa ukuthi ukubulawa nokuhlaselwa kwamaphoyisa kudala izinselele ezinkulu eziphathelene nesimo somphefumulo kanye nesengqondo samaphoyisa ahlangabezane ngqo nezenzo zokubulawa nokuhlaselwa kwamaphoyisa noma-ke ahlangabezane nalezi zenzo ngezinye izindlela ezihlobene nalokhu. Ngenxa yalokho-ke, amaphoyisa azithola ekhahlamezekile wona siqu sawo futhi ekhahlamezeke nangokomsebenzi – okuyinto eyenza ukuthi, phakathi kokunye, amaphoyisa abe nengcindezi yomphefumulo, ukukhathazeka nokuhlukumezeka emoyeni okudalwa yizimo ezibuhlungu eziwehlelile, ukungabi nogqozi kwakwenzayo, angabi nokuzethemba futhi azizwe engenamandla, futhi-ke lokhu okuyizinto, phakathi kokunye, eziphazamisa ubudlelwano phakathi kwamaphoyisa nomphakathi futhi eziholela ekutheni amaphoyisa esule emsebenzini. Ngaphezu kwalokhu, imiphumela etholakale ocwaningweni ibonisa futhi ukuthi uMbutho Wamaphoyisa aseNingizimu Afrika uhlangabezana nezingqinamba ekuqaliseni ngempumelelo ukusebenza kwamaqhingasu okuhloswe ngawo ukuqeda isihlava sokubulawa nokuhlaselwa kwamaphoyisa.
Ngokususela kule miphumela etholakele, lolu cwaningo lunikeza izincomo mayelana nezinyathelo ezingasetshenziswa ukuzinqanda zingakenzeki izigameko zokubulawa nokuhlaselwa kwamaphoyisa eNingizimu Afrika futhi lunikeza nezinyathelo ezingathathwa uma sezenzekile lezi zigameko, ukuze kuvinjelwe ukuqhubeka kwazo; ucwaningo lukwenza lokho ngokuphakamisa uhlaka lwethiyori yolwazi lokunciphisa nokunqanda lesi sihlava, okuwulwazi oluzokwengeza olwazini oluphathelene nalokhu olukhona njengamanje eNingizimu Afrika.Ph. D. (Criminal Justice)Police Practic
Exploring the application of gamification in the software development process
No full textThe purpose of this study is to investigate the use of game elements in software development teams and their impact on the software development process in South African financial institutions. The study was instigated by the numerous tools and procedures to administer software development entanglements, which is an ongoing challenge.
In recent years, many researchers have investigated the dynamics and issues pertaining to the development team's behaviour. Most organisations are challenged in their development teams and seek new creative methods and solutions to overcome the obstacles to enhance their software development process. A software development process is identified as a set of actions to generate software applications in which humans are a key factor. Considering that it involves human activity, challenges that arise are a user's engagement, collaboration, communication, and motivation may arise. Many researchers seek to enhance the software development process, and innovative research offers emerging practical concepts and techniques.
The study adopted a quantitative research design approach founded on the positivist paradigm followed by a deductive approach. A survey was developed to collect data from four selected South African institutions using a questionnaire of 95 respondents. The study's results contribute to knowledge by illustrating that although project teams are aware of the benefits of game elements, it does not necessarily translate into applying game elements. The study revealed that in the context of project team members, engagement, motivation, and performance positively impact the application of gamification in South African financial institutions.
Understanding the factors which impact the application of gamification among financial institutions is neglected. Therefore, this research study sought to address a gap in the literature on gamification. Gamification augments the software development process and subdues the challenges connected to human factors. Nevertheless, applying game elements in a software development team is not as straightforward as it may appear because it is a controversial issue that is yet to be investigated by researchers in this field. The outcome of this study brings forth practical recommendations for future research and industry.M. Sc. (Computing)School of Computin
Permeate
No full textPermeate Performance VideoThis performance project engages power structures and how are informed by Permeation, resistance, and circumvention. The Limbo of strategizing and negotiation of spaces constructs fabulation on the perception of power, memory, and how it affects projections. Power in this context is engaged as a navigational tool and obstacle. Permeation, resistance, and circumvention are important strategies for navigating and subverting dominant social power structures. These strategies can be used to gain visibility, disrupt dominant narratives, and create safe spaces for marginalized communities. Permeation refers to the process of infiltrating and influencing dominant power structures from within. Resistance refers to the act of pushing back against dominant power structures. Circumvention refers to the act of bypassing dominant power structures in order to create alternative spaces for marginalized communities.
Objects of the performance alongside the embodiment and action paraphernalia permeation, resistance, and circumvention are important strategies for navigating and subverting dominant social power structures. This creates alternatives and disrupts the normal. Countering, engagement and discourse in Foucault’s engagement sees this as manners in which knowledge is developed and socially performed and power relations are implicit in the production of knowledge (Foucault 1969). He supports the ideal of Permeation, resistance, and circumvention in asserting “what comes between ourselves and our experience is the ground upon which we can act, speak and make sense of things” (Foucault 1969). Discourses are about what can be said and thought, but also about who can speak, when, and with what authority. Discourses embody meaning and social relationships, they constitute both subjectivity and power relations (Ball: 1990:2).
According to Ball (1990) this is to navigate spaces that control and manage access to the status quo. The performance actions attend to the ideal on non-direction in the engagement and navigation of power dynamics. This Foucault describes as a mesh of antagonisms in his Subject and Power (1982). These antagonisms can be passive or active, rash or subtle but they are present and continuous in the defence of individualism. Resistance and interception of power is a type of power in itself. In spaces of oppression, seclusion, overlooking amongst others the navigation and charting through these phenomena are powers in themselves. Counter forces and Navigational mechanisms are forms of power that permeate what may be deemed popular, accepted or justified. This resistance, counter-navigation and so forth are means of social justice and empowerment that are keys to new spaces of interaction and activity. The performance entails a physical navigation of both tangible and intangible space of platforms and bases that have been run through the mill of use.
To embrace the possibility that power does not always assume just one form and that, in virtue of this, a given form of power can coexist alongside, or even come into conflict with, other forms of power and accepts the unpredictability imbued in the freedom of non-conformity. Foucault’s bet was that people are likely to win more for freedom by declining to define in advance all the forms that freedom could possibly take. That means refusing to latch on to static definitions of power. Only in following power everywhere that it operates does freedom have a good chance of flourishing. Only by analysing power in its multiplicity, as Foucault did, do we have a chance to mount a multiplicity of freedoms that would counter all the different ways in which power comes to define the limits of who we can be or become.Art and MusicNon
Investigating pre-service teachers’ preparation for the integration of environmental and sustainability education knowledge, skills and attitudes into the Eswatini school curriculum
No full textThis study aimed at investigating the extent to which pre-service teachers are being prepared to integrate Environmental and Sustainability Education knowledge, skills, and attitudes into the Eswatini school curriculum. This was done by investigating the levels of pre-service teachers’ knowledge on Environmental and Sustainability Education matters as well as the prevalence of pro-environmental attitudes among them. Further, in-depth investigations were carried out to achieve a detailed understanding of Environmental and Sustainability Education realities among pre-service teachers. A mixed methods research approach that involved integrating qualitative and quantitative data collection and analysis, was adopted for the study. A multisite case study type was applied involving two teacher training institutions and two primary schools. Three theories formed the theoretical framework: Constructivist theories of learning which guided the process of lesson observation, Bernstein’s concepts of Classification, Framing and Curriculum Recontextualisation and Rogan and Grayson’s Theory of Curriculum Implementation which informed the design of analytical tools. Using random sampling, quantitative data from 211 pre-service teachers were collected via a structured questionnaire. Purposive sampling identified 15 participants for interviewing. Qualitative data were collected by conducting document analysis, lesson observations, field observations and observation of practices. The quantitative data were analysed using descriptive statistics as well as the Chi-square inferential data analysis test. Qualitative data from interviews were analysed using content analysis that produced categories and themes. The analysis of course outlines as well as lesson observations was guided by the Bernsteinian-based research tools. The results revealed that teacher training institutions in Eswatini to a minimal extent prepare pre-service teachers for teaching and integrating Environmental and Sustainability Education into their curriculum planning and teaching practices. To improve Environmental and Sustainability Education mediation, a two-phase implementation framework was developed to strengthen the way pre-service teachers are being prepared to integrate Environmental and Sustainability Education knowledge, skills and attitudes into the Eswatini school curriculum.D. Phil. (Education (Curriculum and Instructional Studies))Curriculum and Instructional Studie
Quality Maternity Care: Implementation of the Guidelines for Hypertensive Disorders in Pregnant Teenagers in KwaZulu-Natal, South Africa
No full textThe government of a country is responsible and accountable for the provision of quality healthcare services to its citizens. Teenage pregnancy and its complications occur worldwide. Hypertensive disorders in pregnancy (HDP) are considered the third leading cause of maternal mortality in South Africa. The current study investigated the implementation of the 2016 Department of Health Guidelines for Maternity Care in South Africa for HDP in teenagers. A retrospective quantitative research design was used. A sample of 173 maternity records of pregnant teenagers diagnosed with hypertension were systematically sampled from the period of January 2019 to December 2019 in six district hospitals and one community health centre in one district in KwaZulu-Natal (KZN), South Africa. The respondents were aged between 13 and 19 years. A pretested structured checklist was used to record the data. The Social Sciences Statistics Software IBM SPSS version 26.0 was used to analyse the data, and simple descriptive statistics to present the findings. The findings revealed that maternity care for pregnant teenagers with hypertension was not implemented according to the prescribed GMCSA. None of the pregnant teenagers received aspirin as prophylaxis against the development of hypertension; 82% were not assessed for oedema during the initial visit; and 90.17% were not assessed during antenatal care (ANC) periods. Mental state assessment was done on only 1.7% of the pregnant teenagers. The study found discrepancies in the implementation of the GMCSA for HDP, compromising maternity care among teenagers. Strategies for improving the quality of maternity care for pregnant teenagers are deemed necessary.Health Studie
Unpacking the nexus between Livestock Farming, Food Security and Climate Change in Vhembe District, Limpopo Province
Get PDFThis study assessed how livestock farmers can ensure their food security under climate variations in the case of the Vhembe District in Limpopo. This study’s central argument is that by unpacking the nexus between livestock farming, food security and climate change, it is possible to disentangle this relationship and posit new relationships, processes and systems in a framework that enhances livestock farming to ensure food security while addressing climate change. To achieve that end, qualitative and quantitative approaches were adopted. Data collection involved the administration of a questionnaire to livestock farmers in Mtititi and Shikundu villages and conducting semi-structured interviews with Key Informants drawn from various government and municipal departments, community leaders and officials from farmers’ associations.
The study found out that a few farmers were not familiar with climate change, as many participants identified unprecedented and prolonged droughts as a consequence of climate change. Many of the livestock farmers attested to a perceived increase in temperature. The farmers attested to facing rising temperatures with drier days and less rainfall, and that the persistence of drought is affecting the livestock sector negatively. The study also found that formal extension support services can contribute significantly to clearing perceptions and heightening awareness of livestock regarding climate change. It also found that extension support can also improve production and knowledge through skills transfer. Of equal importance is the result that indicates that age, gender, education, marital status, literacy, markets, media, atmospheric conditions and farm land acquisition have an impact on perceptions, climate change awareness and the production outputs. While a majority of the farmers were of the view that the objective of preserving livestock is for revenue and sustenance security, only a few believed that it is for family consumption. Males predominate in the livestock sector; close to half of the livestock farmers were aged 55 years and above with a negligible representation of those in the age range of 25 to 35 years invoking the need to attract younger people into the sector.
Overall, it can be concluded that farmers in the Vhembe District were already familiar with the phenomenon of climate change. However, they seemed less able to handle the challenges of climate change without support from government in the form of funding and extension support services. As such, this study recommends that the state and relevant partners should embark on climate change awareness campaigns, workshops and farmers’ days at scale to
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mitigate this problem in the interests of climate compliance and food security. It further recommends that government programmes should foreground and accommodate farmers’ perceptions of climate change, food security, livestock farming and indigenous knowledges for effective outcomes and mutual benefits because these perceptions matter.
It also found out that, undergirded by a participatory approach, stakeholder collaborations assist in creating mutually beneficial partnerships between government, farmers and other relevant stakeholders in the realisation of emancipatory, climate change mitigation subventions at the policy and practice levels. This study posited an eight step Food Security Framework that includes a stakeholder and resource analysis; a vulnerability context and risk analysis; formulation of mitigation measures; streamlining the measures by stakeholder; formulation of appropriate strategies; participatory verification of processes; and assessment of outcomes. This is its major contribution to knowledge with a bearing on both policy and practice. The strength of this framework is that it embraces and valorises participatory platforms, it is stakeholder sensitive, acknowledges the key role of government and empowers livestock farmers. One of the weaknesses is that it may bring its own new bureaucracy.College of Human Science