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The impact of external shocks on macroeconomic performance of developing economies: a time-varying evidence from Ghana
No full textThis study presents a thorough investigation of the macroeconomic effects of external shocks, particularly foreign supply, demand, and monetary policy disturbances, on the economy of Ghana. The study utilises historical quarterly data spanning 1985Q1 to 2022Q4 and advanced econometric methods, such as the time-varying vector autoregression model with stochastic volatility (TVP-VAR-SV) and bivariate wavelet approaches for its analysis. The results reveal that positive foreign supply shocks, as depicted by sudden increases in crude oil prices, have a time-varying impact on the Ghanaian economy, marked by domestic currency depreciation, inflationary pressures, mixed economic growth impact, and mostly declining interest rate responses. In the case of foreign demand shocks, proxied by changes in trading partners’ income (e.g. the EU, the US, and China), as well as changes in international cocoa and gold prices, the results indicate notable parallels, particularly between foreign income and gold price shocks. These shocks typically engender currency appreciation, initial declines in economic growth followed by recovery, a rise in inflation that diminishes over time, and declining interest rates. In contrast, positive cocoa price shocks exhibit early- and late- sample appreciation, despite mid-sample depreciation, an initial positive but subsequently negative growth trajectory, periods of declining inflation despite an overall upward trend, and a transition in interest rates from early decreases to sustained increases. With respect to foreign monetary policy shocks, represented by increases in the US and the EU interest rates, the findings show both commonalities and subtle differences. Both shocks lead to domestic currency depreciation, with EU-induced shocks exerting a sharper effect post-2009. Similarly, monetary policy shocks from both the US and the EU initially stimulated economic growth but, after 2009, exerted a negative impact on growth. The inflationary effects of both US and EU interest-rate shocks are stronger post-2009, pushing domestic interest rate upwards, with EU shocks inducing a stronger impact. To lessen Ghana’s exposure to external shocks and improve its macroeconomic resilience, the study proposes various strategies. These include diversifying exports away from primary commodities and setting up domestic oil refineries and processing plants to add value to Ghana’s raw cocoa, gold, and oil exports. The study’s recommendations include enhancing monetary policy coordination with global trends, prioritising foreign direct investment over portfolio inflows, and implementing targeted measures to manage exchange rate volatility. Furthermore, incorporating measures to address imported inflation within Ghana's inflation targeting framework, investing in data-driven policymaking, and encouraging public-private partnerships in value-added industries are highlighted as essential actions to foster sustained economic growth and resilience.Ph. D. (Economics)Economic
Representations of homosexual men’s sexual and mental health on Engage Men’s Health Instagram page: a qualitative textual analysis
No full textAbstract and key words in English, Zulu and Northern SothoEven though there is a growing acceptance of homosexual-identifying people in
society and a higher visibility of these individuals in the media and public life, many
homosexual people still face discrimination, harassment, and violence in their places
of employment, schools, and other social environments. This study analysed a small
sample of publicly shared posts on the Engage Men’s Health Instagram page to
critically examine the visual and textual discourses emanating from the sampled posts.
This was done to make an argument about the nature of the discourses emanating
from Engage Men’s Health’s publicly accessible Instagram platform within the
framework of Ubuntu, in particular regarding the sexual and mental health of
homosexual identifying men across (South) African sociocultural contexts that often
marginalise and exclude these individuals. The study employed a qualitative cross sectional thematic analysis and visual discourse analysis of 10 visual text images and
their accompanying captions from the Engage Men’s Health Instagram page, collected
from May to December 2022. A key finding highlights that Engage Men’s Health,
through its Instagram posts, engages in advocacy and education to raise awareness
about the unique health needs of homosexual-identifying men, thereby lending a hand
in dismantling the stigmatisation of homosexual men and, by extension, men who have
sex with men. Furthermore, Engage Men’s Health educates society about the
importance of inclusive healthcare, reflecting an Ubuntu-centric commitment to
collective education and empowerment. Even so, all of the visuals analysed depict
hyper-masculine, conventionally attractive gay-identifying men, which may seem
familiar or appealing to only some. Feminine-presenting homosexual men are
underrepresented. This representational imbalance can create a psychosocial barrier
for those who do not see their identity expressions represented in the content and may
feel unworthy of the services offered by Engage Men’s HealthNakuba kunokwamukelwa okukhulayo kwabantu abahlonza abantu bobulili obufanayo
emphakathini kanye nokubonakala okuphezulu kwalaba bantu emithonjeni yezindaba
kanye nempilo yomphakathi, ongqingili abaningi basabhekene nokucwaswa,
ukuhlukunyezwa nobudlova ezindaweni abasebenza kuzo, ezikoleni nakwezinye
izindawo zomphakathi. Lolu cwaningo luhlaziye isampula encane yokuthunyelwe
okwabiwe esidlangalaleni ekhasini elithi Engage Men's Health Instagram ukuze uhlole
ngokujulile izinkulumo ezibukwayo nezingokombhalo ezivela kokuthunyelwe
okuyisampula. Lokhu kwenzelwa ukwenza impikiswano mayelana nohlobo
lwezinkulumo eziphuma kunkundla ye-Instagram efinyeleleka esidlangalaleni ye Engage Men's Health ngaphakathi kohlaka loBuntu, ikakhulukazi mayelana nempilo
yocansi nempilo yengqondo yabesilisa abahlonza abantu abathandana nobulili
obufanayo kulo lonke (eNingizimu) ezimweni zenhlalonhle yabantu base-Afrika
abavame ukubandlulula futhi bangabafaki laba bantu. Lolu cwaningo lusebenzise
ukuhlaziya okuseqophelweni eliphezulu, okuphambana kwendikimba kanye
nokuhlaziywa kwezinkulumo ezibukwayo zezithombe eziyishumi ezibukwayo
zombhalo namagama-ncazo ahambisana nawo asuka ekhasini le-Instagram le Engage Men's Health, eliqoqwe kusukela ngoMeyi kuya kuZibandlela wonyaka wezi 2022. Okutholakele okubalulekile kugqamisa ukuthi i-Engage Men's Health,
ngokuthunyelwe kwayo kwe-Instagram, ibandakanyeka ekukhulumeni
nasekufundiseni ukuqwashisa ngezidingo eziyingqayizivele zezempilo zamadoda
ahlonza abantu abathandana nobulili obufanayo, ngaleyo ndlela ibambe iqhaza
ekuqedeni ukucwaswa kwamadoda angongqingili futhi, ngaphezu kwalokho,
amadoda aya ocansini namadoda. Ngaphezu kwalokho, i-Engage Men's Health
ifundisa umphakathi ngokubaluleka kokunakekelwa kwezempilo okubandakanya
wonke umuntu, okubonisa ukuzibophezela ko-Ubuntu emfundweni eyiqoqo
nasekufukuleni amandla. Noma kunjalo, zonke izinto ezibukwayo ezihlaziywe
zibonakalisa amadoda ahlonza izitabane ezikhangayo, ezingase zibonakale
zijwayelekile noma zikhanga abathile kuphela. Amadoda abonisa abesifazane
abathandana nobulili obufanayo awamelwe kakhulu. Lokhu kungalingani kokumeleka
kungakha umgoqo ongokwengqondo wenhlalakahle yalabo abangaboni izinkulumo
zabo zobunikazi zimelelwe kokuqukethwe futhi bangase bazizwe bengakufanelekeli
amasevisi ahlinzekwa yi-Engage Men's HealthLe ge go na le kamogelo ye e golago ya batho bao ba kganyogago batho ba bong bjo
bo swanago le bja bona setšhabeng, le kgolo ya maphelo a bona setšhabeng le go
mediya, batho bao ba kganyogago batho ba bong bjo bo swanago le bja bona ba sa
itemogela kgethollo, ditlaišego, le merusu mafelong a bona a mešomo, dikolong le
mafelong a mangwe ao ba phelago go ona. Nyakišišo ye e šomišitše disampole tše
dinnyane tša diphousete go tšwa letlakaleng la Instagram la Engage Men’s Health go
sekaseka tshedimošo ye e kgobokeditšwego ya dingwalwa le diswantšho. Mokgwa
wo o šomišitšwe go tšweletša kgopolo ka ka foreimeweke ya Ubuntu ka tshedimošo
ye e kgobokeditšwego go tšwa polatefomong ya Instagram letlakaleng la Engage
Men’s Health. Maikemišetšo a nyakišišo ye ke go sekaseka go itekanela monaganong
le go tša thobalano go banna bao ba kganyogago banna ba bangwe go ya ka setšo
sa maAfrika seo se nago le go kgetholla dihlopha tša banna ba. Nyakišišo ye e
šomišitše mokgwa wa khwalithethifi go sekaseka datha ye e kgobokeditšwego go
tloga ka Mei go fihla ka Desemere 2022 ya diswantšho tše lesome le dikhepošene tša
tšona gotšwa letlakaleng la Instagram la Engage Men’s Health. Nyakišišo e utullotše
gore Engage Men’s Health, e šomiša letlakala la yona la Instagram go lemoša le go
ruta babadi mabapi le dinyakwa tšeo di ikgethilego tša banna bao ba kganyogago
banna ba bangwe, gomme tshedimošo ye e leka go tloša setikima go sehlopha sa
banna ba, kudy kudu banna bao ba robalago le banna ba bangwe. Go tlaleletša mo,
Engage Men’s Health e ruta setšhaba ka bohlokwa bja tlhokomelo ya maphelo yeo e
akaretšago bohle, yeo e laetšago boitlamo bja thuto ya setšhaba yeo e theilwego
godimo ga Ubuntu, yeo e maatlafatšago batho ka moka. Le ge go le bjalo, diswantšho
ka moka tšeo di sekasekilwego di laetša banna bao ba kganyogago banna ba bangwe
ba goba le mebele ya banna ya go tlwaelega ye e tiitlego le ya go kgahliša, gomme
se se ka thabela ke sehlopha se se rilego. Nyakišišo e tšweleditše palo ya fase ya
sehlopha sa banna bao ba kganyogago banna ba bangwe ka sebopego sa basadi.
Go se lekalekane mo go ka ba le seabe go sehlopha sa banna ba ka ge boitšhupo bja
bona bo sa akaretšwa gomme se se ka dira gore ba ipone ba se karolo ya ditirelo tša
Engage Men’s HealthM.A. (Communication Science)Communication Scienc
Evaluation of the implementation of the school sexual and reproductive health policy in Gauteng Province
No full textThis study evaluated the implementation of the sexual and reproductive health (SRH) component of the Integrated School Health Policy (ISHP) in Gauteng's quintiles 1 and 2 secondary schools. An exploratory sequential mixed-methods research design was used, with a logic model to frame the study.
Phases 1.1 and 1.2 used qualitative methods, with purposive and census used as sampling approaches, whilst data was collected from SRH implementation documents and among School Based Support Team members in quintiles 1 and 2 secondary schools, in Ekurhuleni north district in Gauteng through retrospective document analysis and key informant interviews. In Phase 2, census sampling was used to select and collect quantitative data from 74 School Based Support Team (SBST) members from seven secondary schools and purposive sampling was used to select Phase 3 expert panel. Phase 1.1 entailed content analysis, whereas thematic analysis was used in Phase 1.2. Phase 2 quantitative descriptive and inferential analysis was conducted using Statistical Package for the Social Sciences (SPSS) version 24. and quantitative descriptive analysis was used in Phase 3. Qualitative data interpretation was done in narratives, while quantitative results were presented in tables. Joint display was used to integrate qualitative and quantitative results.
The evaluation revealed that while some parts of the SRH component were implemented according to requirement, more weaknesses than strengths were inherent. Schools had formally constituted SBSTs, with health promotion and education as their main strategy. Collaboration and support between the Department of Health, the Department of Basic Education, and non-governmental organizations were high. Most SBSTs referred learners to clinics, and teachers, nurses, and school principals reported strong support.
The findings highlighted challenges including a lack of resources, implementer capacity deficits, inadequacy in reporting SRH activities, arbitrary selection and education of SRH topics, inconsistency between activities and outcomes, and non-existence of monitoring and evaluation initiatives.
In Phase 3, the findings were integrated and interpreted using a joint display, producing meta-inferences that informed the development of guidelines for the effective implementation of policies. These guidelines were validated by a panel of experts using the Modified Delphi method.
Conclusion: The application of the logic model in this evaluation effectively exposed key deficiencies in the SRH policy, particularly regarding inputs and resource allocation. The inadequacy and poor articulation of resources, along with misaligned activities, outputs, and outcomes, highlighted the need for clearer and more practical implementation guidelines. The study responded to this gap by developing simplified guidelines, which proved essential in enhancing the policy’s clarity and usability for implementers.D. Phil. (Public Health)Health Studie
An effective mentorship programme for novice teachers in selected secondary schools of the Gauteng Province, South Africa
No full textAbstract in English, Afrikaans and IsiZuluThe high employment attrition rate among novice teachers in South Africa has revealed a pressing need for a comprehensive mentorship programme that will address the specific requirements of newly appointed teachers while capitalising on the extensive knowledge and expertise of experienced mentors. This research investigation into the complex issues confronting beginner teachers—such as burdensome administrative responsibilities, classroom discipline, and excessive workloads—has indicated that these teachers frequently cite insufficient support and mentorship as primary causative factors in their decision to abandon the profession at an early stage in their careers. To address the significant rise in attrition among beginning teachers in South Africa's education sector, this study proposes a mentorship programme designed to improve the retention and support of beginning teachers. Informed by a qualitative investigation framed within a case study approach conducted at secondary schools in Gauteng Province, the investigation proceeded to explore the pertinent literature on mentoring theories and related subjects with specific reference to mentoring programmes in educational environments. Against the backdrop of findings gleaned from the literature, the empirical data garnered from semi-structured interviews with experienced school principals and focus group discussions with novice teachers were subjected to thematic analysis to identify key elements for the design of a robust mentoring programme. The resultant model addressed all critical phases of the mentoring process, including pre-mentoring, the mentoring period, and post-mentoring activities, as appropriate to a South African secondary education setting.Die hoë verloop van aanvangs-onderwysers in Suid-Afrika dui op ’n dringende behoefte aan ’n omvattende mentorskapprogram wat die spesifieke behoeftes van nuut aangestelde onderwysers aanspreek, terwyl dit terselfdertyd die uitgebreide kennis en ervaring van ervare mentors benut. Hierdie studie ondersoek die komplekse uitdagings wat aanvangs-onderwysers in die gesig staar – soos oorlading van administratiewe pligte, klaskamerdissipline en buitensporige werkslading – en dui aan dat onvoldoende ondersteuning en mentorskap dikwels die hoofredes is waarom hierdie onderwysers die beroep vroegtydig verlaat. Om die beduidende toename in verloop onder aanvangs-onderwysers in Suid-Afrika se onderwyssektor aan te spreek, stel die studie ’n mentorskapprogram voor wat ontwerp is om die behoud en ondersteuning van aanvangs-onderwysers te bevorder. Gegrond op ’n kwalitatiewe ondersoek binne ’n gevallestudie-ontwerp, uitgevoer by hoërskole in Gauteng, is relevante literatuur oor mentorskapteorieë en verwante onderwerpe bestudeer, met spesifieke aandag aan mentorskapprogramme in opvoedkundige omgewings. Teen die agtergrond van bevindinge uit die literatuur is die empiriese data, verkry deur semi-gestruktureerde onderhoude met ervare skoolhoofde en fokusgroepbesprekings met aanvangs-onderwysers, aan tematiese analise onderwerp om kernaspekte vir die ontwerp van ’n robuuste mentorskapprogram te identifiseer. Die daaruit voortspruitende model dek alle kritieke fases van die mentorskapproses, insluitend die fase voor mentorskap, die mentorskapperiode en na-mentorskapaktiwiteite, soos toepaslik op die konteks van Suid-Afrikaanse hoërskole.Ukushiya umsebenzi okukhulu kwabafundisi abasafufusa eNingizimu Afrika kukhombisa isidingo esiphuthumayo sohlelo olubanzi lokuqeqesha abaluleki (mentorship) oluzogxila ekwaneliseni izidingo ezithile zabafundisi abasanda kuqashwa, ngenkathi lusizakala nolwazi olunzulu noluhlangenwe nakho lwabaluleki abanolwazi. Lolu cwaningo luhlola izinselelo eziyinkimbinkimbi ababhekana nazo abafundisi abasafufusa—okufaka phakathi umthwalo omkhulu wemisebenzi yokuphatha, ukuziphatha ekilasini, nomthwalo omkhulu wokusebenza—futhi lukhombisa ukuthi ukwesekwa okunganele kanye nokuqondiswa kwabafundisi (mentorship) kuvamise ukuba izizathu eziyinhloko zokuthi laba bafundisi bashiye umsebenzi ngesikhathi esifushane. Ukuze kubhekwe ukukhula okukhulu kokushiya umsebenzi kwabafundisi abasafufusa emkhakheni wezemfundo eNingizimu Afrika, lolu cwaningo luphakamisa uhlelo lokuqeqesha abaluleki oluhleliwe oluhloselwe ukukhulisa ukugcinwa nokwesekwa kwababafundisi abasafufusa. Lusekelwe ocwaningweni lwekhwalithi olwenziwe ngaphansi kohlelo lwesifundo esiyicala (case study) ezikoleni zamabanga aphezulu eGauteng, kucatshangelwe ngokuqondile izincwadi eziphathelene nezimfundiso zokuba ngumeluleki (mentorship) nezihloko ezihlobene, kugxilwe kakhulu ezinhlelweni zokweluleka ezimweni zemfundo. Ngokusekelwe ekutholeni okutholwe ezincwadini, idatha yokuhlola—eyatholakala ngezingxoxo ezihlelwe ngokwengxenye (semi-structured) nabaphathi besikole abanolwazi kanye nezingxoxo zamaqembu (focus group) nabafundisi abasafufusa—yahlelwa ngokwezindikimba (thematic analysis) ukuze kuhlonzwe izinto eziyisisekelo zokwakha uhlelo oluqinile lokweluleka. Imodeli ephumile yalolu cwaningo ihlanganisa zonke izigaba ezibalulekile zenqubo yokweluleka, kuhlanganise nesigaba ngaphambi kokuqeqeshwa, isikhathi sokuqeqeshwa, kanye nemisebenzi emva kokuqeqeshwa, ngendlela efanele kumongo wezikole zamabanga aphezulu eNingizimu AfrikaPhD. (Education Management and Leadership)Educational Leadership and Managemen
The experiences and challenges of social workers rendering services in shelters for the homeless in the City of Tshwane during COVID-19
No full textText in EnglishInfectious disease epidemics and pandemics, such as the COVID-19 pandemic, had a significant impact on individuals experiencing homelessness and other forms of marginalisation. This research explores and describes the experiences and challenges faced by social workers providing services in shelters for the homeless in the City of Tshwane during the COVID-19 pandemic. Using a exploratory, descriptive and contextual research designs, this qualitative study employed purposive sampling to select a sample of social workers for semi-structured interviews. The researcher upheld the ethical standards of informed consent, anonymity, confidentiality, information management and beneficence throughout the study. The theoretical framework for this research incorporated Resilience theory and Bronfenbrenner’s ecological systems theory. Data analysis followed Tesch's eight steps and the Lincoln and Guba model was used for data verification through triangulation and the keeping of an audit trail.
Through the data analysis, themes related to resource constraints, emotional resilience and systemic challenges were identified, highlighting the complexities of providing services to vulnerable populations during a public health crisis. Key findings focussed on the vital role of social workers in managing the needs of homeless individuals and the resilience and adaptability required to manage large scale crises effectively. The conclusions emphasise the need for enhanced support systems, including tailored resources and education and training for social workers, to address the challenges faced in such contexts. Recommendations are made to improve social work practice, policy and education, with a focus on crisis intervention, trauma-informed care and mental health support for both social workers and the homeless populations they serve. The study advocates for the integration of disaster management training and inter-agency collaboration into social work curricula and practice frameworks. These findings contribute to advancing social work practices, improving service delivery and informing policy reforms for better preparedness in future crises.M.A. (Social Work)Social Wor
Advancing strategic excellence : reconstituting the strategic management capability maturity model
No full textAbstracts in English, Afrikaans and ZuluThe research project arose from a gap identified in the improvement of strategic management capabilities in organisations. This, coupled with the lack of a comprehensive improvement model specifically focused on strategic management, resulted in the development of the Strategic Management Capability Maturity Model (SM-CMM).
The research started with a comprehensive literature review of strategic management concepts, models and principles. The literature review was used to define the theoretical conceptual model that formed the basis of structured interviews with participants.
This qualitative research project, grounded in the constructivist and interpretivist research paradigm, recognised that a richer understanding of strategic management improvement would emerge through the co-creation of knowledge based on participants’ experiences. With the aid of an inductive approach and qualitative inquiry, the study uncovered patterns, themes and insights without imposing predetermined theories.
Purposive sampling that focused on the South African and Ethiopian contexts selected 15 participants for structured interviews and eight participants for validation interviews. The sample size ensured thematic saturation while balancing diversity in participant expertise (practitioners, scholars and consultants) and representation across both contexts, as well as broad industry representation (automotive, education, energy, telecommunications, information technology, automation, retail and consulting).
The research approach was based on synergised published approaches related to the development of capability maturity models.
The findings from the structured and validation interviews were collated and coded and then used to build network diagrams. The findings from the structured interviews and network analysis were used to develop the SM-CMM. The research validated the applicability of maturity models for strategic management by demonstrating their ability to guide organisations in assessing and improving their capabilities. The findings revealed that strategic management is often treated as a compliance exercise rather than a value-contributing activity, with insufficient time and resources allocated for its improvement.
The research project highlighted the importance of strategic communication, strategic thinking, talent management, process improvement, and adaptability. The study emphasised the critical role of leadership and shared organisational accountability in driving strategic management improvement. These findings informed the dimensions and criteria of the SM-CMM. The model includes eight dimensions and 26 criteria by which organisations can assess their strategic management maturity and identify areas where they can improve their capabilities.
This research makes a contribution by facilitating a greater understanding of maturity models and strategic management improvement. It integrates and advances existing literature while offering a practical, systematic tool for organisations to assess and improve their strategic management capabilities. The SM-CMM represents a foundational step towards enhancing strategic management practices and fostering organisational success.Die navorsingsprojek het ontstaan uit ’n gaping wat geïdentifiseer is met betrekking tot die verbetering van strategiese bestuursvermoëns in organisasies. Dit, tesame met die gebrek aan ’n omvattende verbeteringsmodel wat spesifiek op strategiese bestuur gefokus is, het gelei tot die ontwikkeling van die Strategiese Bestuursvermoë Volwassenheidsmodel (SM-CMM).
Die navorsing het begin met ’n omvattende literatuuroorsig van strategiese bestuurskonsepte, modelle en beginsels. Die literatuuroorsig is gebruik om die teoretiese konseptuele model te definieer, wat die basis gevorm het vir gestruktureerde onderhoude met deelnemers.
Hierdie kwalitatiewe navorsingsprojek, gegrond in die konstruktivistiese en interpretivistiese navorsingsparadigma, het erken dat ’n ryker begrip van strategiese bestuursverbetering sou ontstaan deur die medeskepping van kennis gebaseer op deelnemers se ervarings. Met behulp van ’n induktiewe benadering en kwalitatiewe ondersoek het die studie patrone, temas en insigte blootgelê sonder om voorafbepaalde teorieë af te dwing.
Doelgerigte steekproefneming, gefokus op die Suid-Afrikaanse en Etiopiese kontekste, het 15 deelnemers vir gestruktureerde onderhoude en agt deelnemers vir valideringsonderhoude ingesluit. Die steekproefgrootte het tematiese versadiging verseker terwyl dit diversiteit in deelnemers se kundigheid (praktisyns, akademici en konsultante) en verteenwoordiging oor beide kontekste gebalanseer het, asook 'n breë bedryfsverteenwoordiging (motorbedryf, onderwys, energie, telekommunikasie, inligtingstegnologie, outomatisering, kleinhandel en konsultasie).
Die navorsingsbenadering was gebaseer op gesinergiseerde, gepubliseerde benaderings wat verband hou met die ontwikkeling van vermoë-volwassenheidsmodelle.
Die bevindings uit die gestruktureerde en valideringsonderhoude is gekodeer en saamgevoeg, waarna netwerkdiagramme ontwikkel is. Die bevindings uit die gestruktureerde onderhoude en netwerkontleding is gebruik om die SM-CMM te ontwikkel. Die navorsing het die toepaslikheid van volwassenheidsmodelle vir strategiese bestuur bevestig deur te demonstreer hoe hulle organisasies kan help om hulle vermoëns te assesseer en te verbeter. Die bevindings het onthul dat strategiese bestuur dikwels as ’n nakomingsaktiwiteit eerder as ’n waarde-toevoegende aktiwiteit behandel word, met onvoldoende tyd en hulpbronne wat aan die verbetering daarvan toegeken word.
Die navorsingsprojek het die belangrikheid van strategiese kommunikasie, strategiese denke, talentbestuur, prosesverbetering en aanpasbaarheid beklemtoon. Die studie het die kritieke rol van leierskap en gedeelde organisasie-aanspreeklikheid in die bevordering van strategiese bestuursverbetering uitgelig. Hierdie bevindings het die dimensies en kriteria van die SM-CMM ingelig. Die model bestaan uit agt dimensies en 26 kriteria waarmee organisasies hulle strategiese bestuursvolwassenheid kan assesseer en gebiede kan identifiseer waar hulle vermoëns verbeter kan word.
Hierdie navorsing dra by tot ’n groter begrip van volwassenheidsmodelle en strategiese bestuursverbetering. Dit integreer en bevorder die bestaande literatuur terwyl dit ’n praktiese, sistematiese hulpmiddel bied waarmee organisasies hulle strategiese bestuursvermoëns kan assesseer en verbeter. Die SM-CMM verteenwoordig ’n grondliggende stap in die verbetering van strategiese bestuurspraktyke en die bevordering van organisasiesukses.Lolu cwaningo lungenxa yegebe elihlonziwe ekuphuculeni amasu okuphatha ngokwamakhono esinawo ezinhlanganweni. Lokhu, kuhambisana nokuntuleka kwendlela ephelele yokuthuthukisa ezogxile kakhulu kumasu okuphatha, okuholele ekuthuthukisweni kweNdlela Ephelele Yezamasu Okuphatha Ngokwamakhono (SM-CMM).
Ucwaningo luqale ngokubuyekezwa ngokuphelele kwezincwadi zokufunda kubhekwa imibono, izindlela kanye nemigomo yamasu okuphatha. Ukubuyekezwa kwezincwadi zokufunda bekwenziwela ukucacisa ngomqondo wohlelo oluyisisekelo ngokwakheka kwenhlolovo nababambiqhaza.
Uhlelo lokucwaningwa kweqophelo, ngokususelwe ohlelweni lwezimo zocwaningo ngokucabanga komuntu ngayedwana kanye nangokokuchaza kwakhe isimo, kuveza ukuthi ukuqonda kabanzi ngokuphuculwa kwamasu okuphatha kungadaleka ngokwakhiwa ngokubambisana kolwazi olususelwe kubabambiqhaza ngalokho asebeke bahlangabenzana nakho. Ngosizo lwendlela yokufundisa kanye nemibuzo maqondana neqophelo, ucwaningo luhlonze ngezindlela zokwenza, izingqikithi kanye nemininingwane ngaphandle kokubeka amatiyori alungiselelwe kusenesikhathi.
Ukuthathwa kwesampula eligxile kumongo waseNingizimu Afrika kanye neTophiya kwenziwe ngokusebenzisa inhlolovo ehleliwe nababambiqhaza abayi-15 kanye nenhlolovo yokuhlola ubuqiniso bolwazi nababambiqhaza abayisishiyagalombili. Isilinganiso sesampula siqinisekisa ukuthi ingqikithi ingokwanele iphinde ibeke ngokulinganayo ngokongoti ababambiqhaza okufaka phakathi (abasebenzi, osolwazi nabaxhumanisi) kanjalo nabameleli kuzo zonke izimo, kanye nokumeleleka ngokuphelele komkhakha (ezobuxhakaxhaka bemishini, ezemfundo, ezamandla, ezokuxhumana, ubuchwepheshe bolwazi, ezemishini ezishintshayo, ezokuthengiselana nokuxhumanisa).
Indlela yocwaningo isuselwe kulokho okushicilelwe ngokuhlanganisiwe ngokuhambisana nezindlela eziphelele zokuthuthukiswa kwamandla okusebenza. Imiphumela ngokwenhlolovo ehleliwe kanye neyokuhlola ubuqiniso kwahlanganiswa kwafakwa amakhodi kwase kusetshenziselwa ukwakha imidwebo yokuxhumana. Imiphumela yezinhlolovo ezihleliwe nokuhlaziywa kwendlela yokuxhumana kusetshenziselwe ukuthuthukisa iSM-CMM. Ucwaningo luqinisekise ukusebenza kwendlela ephelele ekuphathweni kwamasu ngokubonisa amandla okusebenza ekuqapheni izinhlangano ekuhloleni nasekuthuthukiseni amakhono azo. Imiphumela iveze ukuthi amasu okuphatha avame ukuthathwa njengezimiso okumele zigcinwe kunokuba asebenze ukufaka isandla endleleni yokusebenza, nokuthi isikhathi nezinsiza ezibekelwe lokhu ukuze kuthuthuke kubukeka kunganele kahle.
Ucwaningo lugqamise ukubaluleka kwamasu okuxhumana, ukucabanga kujulwe, ukuphathwa kwamakhono, ukuthuthukiswa kwenqubo yokusebenza kanye nokuvumelana nezimo. Ucwaningo lugcizelele indima ebalulekile yobuholi kanye nokuziphendulela ngokwabelana kwenhlangano ekuqhubekiseni ukuthuthukiswa kwamasu okuphatha. Le miphumela iveza izilinganiso kanye nemibandela yeSM-CMM. Le ndlela ihlanganisa izilinganiso eziyisishiyagalombili kanye nemibandela engama-26 okungasetshenziswa yizinhlangano ukuze zibone amasu aphelele okuphatha ziphinde zihlonze lapho zingathuthukisa khona amakhono ezinawo.
Lolu cwaningo lunegalelo ekutheni siqonde kabanzi ngezindlela eziphelele kanye nokuthuthukiswa kwamasu okuphatha. Luhlanganisa futhi luphucule izincwadi zokufunda ezikhona luphinde luhlinzeke ngokwenziwa komsebenzi bukhoma, izindlela ezihlelekile ukuze izinhlangano zikwazi ukuhlola nokuphucula amakhono ezinawo kwezamasu okuphatha. ISM-CMM imelele isinyathelo esiyisisekelo sokuthuthukisa izinqubo zamasu okuphatha kanye nokugqugquzela impumelelo yenhlangano.D.B.L.Business Managemen
Exploring the teaching of indigenous knowledge in grade 7 natural science in Tshilamba Circuit, Limpopo Province
No full textAbstract in English with Venda and Tsonga translationsThis qualitative case study explored how Grade 7 Natural Sciences (NS) teachers integrate Indigenous Knowledge (IK) into their teaching practices in the Mutale Circuit, Limpopo Province. The study aimed to answer the primary research question: How do Grade 7 Natural Sciences teachers integrate Indigenous Knowledge (IK) into their teaching practices in the Mutale Circuit, Limpopo Province? The following sub-questions guided the investigation: What are Grade 7 NS teachers’ understandings of Indigenous Knowledge in the Mutale Circuit, Limpopo Province? How do these teachers align their understanding of IK with the Curriculum and Assessment Policy Statement (CAPS) guidelines? and What strategies do these teachers use to integrate IK to Grade 7 learners in the Mutale Circuit?
The study was framed within social constructivist theory, emphasizing teacher content knowledge, instructional strategies, classroom interactions, and discourse. Data were collected through classroom observations and semi-structured interviews with three purposively selected Grade 7 NS teachers from different schools. The data were analyzed using the Classroom Practice Diagnostic Framework (CPDF) to examine how teachers approach IK instruction.
Findings indicated gaps in teachers’ content knowledge and limited access to teaching and learning resources in their schools. Teachers primarily relied on personal experiences to integrate IK, often without structured support. The study also highlighted challenges related to inadequate subject matter knowledge and a shortage of instructional materials, both of which hindered effective IK instruction. To address these challenges, the study recommends that the Minister of Education and district offices should ensure that every learner has access to a textbook, minimizing the time spent copying notes from the chalkboard and enhancing IK instruction., Senior Education Advisors for NS should organize district-level workshops to equip teachers with IK content, effective teaching strategies, and appropriate assessment methods, enabling them to implement the curriculum more effectively. Providing teachers with structured training and adequate resources will not only strengthen their IK knowledge but also improve learner performance in Natural Sciences.Ngudo iyi ya tsumbo ya khwaḽithethivi yo ṱoḓisisa nḓila ine vhagudisi vha gireidi ya 7 ya saintsi ya mvelo vha ṱanganya ngayo nḓivho ya mvelele kha maitele avho a u funza kha sekhethe ya Mutale, vunḓuni ḽa Limpopo. Ngudo yo vha yo sedza kha u fhindula mbudziso ya ṱhoḓisiso ya phuraimari: Vhagudisi vha gireidi ya 7 vha saintsi ya mvelo vha ṱanganya hani nḓivho ya mvelele kha maitele avho a u funza kha tshiṱiriki tsha Mutale, vunḓuni ḽa Limpopo? Mbudziso ṱhukhu dzi tevhelaho dzo livhisa ṱhoḓisiso: Ndi ifhio pfeseso ya vhadededzi vha gireidi ya 7 vha saintsi ya mvelo vha vha nayo nga ha nḓivho ya mvelele kha tshiṱiriki tsha Mutale, vunḓuni ḽa Limpopo? Vhagudisi avha vha ṱanganya hani pfeseso yavho ya ndivho ya mvelele na vhulivhisi ha tshitatamennde tsha mbekanyamaitele ya kharikhuḽamu na u linga? Ndi zwifhio zwiṱirathedzhi zwine vhagudisi avha vha zwi shumisa u ṱanganya ndivho ya mvelo kha vhagudi vha gireidi ya 7 kha sekhethe ya Mutale?
Ngudo yo vha yo vhumbiwa nga ngomu ha mulayo wa vhufhaṱi ha matshilisano, hu tshi ombedzela nḓivho ya zwi re ngomu ha mudededzi, zwiṱirathedzhi zwa u gudisa, u ṱanganelana ha kiḽasirumuni, na nyambedzano. Mawanwa o kuvhanganywa nga kha u sedza mudededzi a tshi khou funza kilasini na nyambedzano dzo dzudzanywaho na vhagudisi vhararu vha gireidi ya 7 vha saintsi ya mvelo vho khethiwaho nga ndivho u bva zwikoloni zwo fhambanaho. Mawanwa o senguluswa hu tshi shumiswa muhanga wa u tola maitele a kiḽasirumuni (CPDF) u itela u ṱola nḓila ine vhagudisi vha shumisa yone kha ndayo ya mvelo.
Mawanwa o sumbedza zwikhala kha nḓivho ya zwi re ngomu ha vhagudisi na u sa swikelela zwishumiswa zwa u funza na u guda zwikoloni zwavho. Vhagudisi vho vha vha tshi ḓitika nga maanḓa nga tshenzhemo dzavho u itela u ṱanganya ndivho ya mvelele, kanzhi hu si na thikhedzo yo dzudzanywaho. Ngudo yo dovha ya sumbedza khaedu dzi tshimbilelanaho na nḓivho i songo teaho ya mafhungo a thero na u ṱahela ha zwishumiswa zwa u gudisa, zwoṱhe zwo thithisa u gudisa ha ndivho ya mvelelo. U itela u tandulula khaedu idzi, ngudo i themendela uri minisiṱa
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wa pfunzo na ofisi dza zwiṱiriki vha tea u vhona uri mugudi muṅwe na muṅwe u na tswikelelo kha bugu ya u guda, u fhungudza tshifhinga tshine a tshi fhedza a tshi khou kopolola notsi u bva kha bodo na u khwinisa ndaela ya ndivho ya mvelo. Vhaeletshedzi vhahulwane vha pfunzo vha saintsi ya mupo vha tea u dzudzanya miṱangano ya mushumo ya vhuimo ha tshiṱiriki u itela u ṋetshedza ndivho ya mvelelo, zwiṱirathedzhi zwa u guda, nḓila dza u linga na zwine zwa vha konisa u shumisa kharikhuḽamu nga nḓila i bvelelaho. U ṋetshedza vhagudisi vhugudisi ho dzudzanywaho na zwishumiswa zwo eḓanaho a zwi nga ḓo khwaṱhisa nḓivho yavho ya mvelelo fhedzi, fhedzi zwi ḓo dovha zwa khwinisa kushumele kwa vhagudi kha saintsi ya mvelo.Dyondzo leyi ya xiyimo xa xiyimo yi lavisisile hilaha vadyondzisi va Giredi ya 7 ya sayense ya Ntumbuluko va hlanganisaka hakona Vutivi bya Vaaki eka maendlelo ya vona yo dyondzisa eXifundzheni xa Mutale, eXifundzheninkulu xa Limpopo. Dyondzo leyi a yi kongomisiwile ku hlamula xivutiso xa ndzavisiso wa masungulo: Xana vadyondzisi va Giredi ya 7 va Sayense ya Ntumbuluko va swi hlanganisa njhani Vutivi bya Valungu eka maendlelo ya vona yo dyondzisa exifundzheninkulu xa Mutale, eXifundzheninkulu xa Limpopo? Swivutiso - ntsongo leswi landzelaka swi kongomise vulavisisi: Hi swihi matwisiselo ya vadyondzisi va Giredi ya 7 ya sayense ya Ntumbuluko eka Vutivi bya Valungu eXifundzheni xa Mutale, Xifundzankulu xa Limpopo? Xana vadyondzisi lava va ringanisa njhani ku twisisa ka vona ka vutivi bya ndzhavuko na swiletelo swa Xitatimende xa Pholisi ya Kharikhulamu na Nkambelo? na Hi wahi tindlela leti vadyondzisi lava va ti tirhisaka ku hlanganisa vadyondzi va IK na Giredi ya 7 eka Xifundzha xa Mutale?
Dyondzo leyi yi vumbiwile endzeni ka thiyori ya social constructivist, yi kandziyisa vutivi bya nhundzu ya mudyondzisi, tindlela ta ndzetelo, ku tirhisana etlilasini, na mbulavulo. Data yi hlengeletiwile hi ku tirhisa ku langutisisa etlilasini na mimbulavurisano leyi nga hlelekangiki ngopfu na vadyondzisi vanharhu va Giredi ya 7 va sayense ya ntumbuluko lava hlawuriweke hi xikongomelo ku suka eswikolweni swo hambana. Data yi xopaxopiwile hi ku tirhisa Rimba ra Vukamberi bya Maendlelo ya Tlilasi ku kambisisa ndlela leyi vadyondzisi va tshinelelaka ndzetelo wa vutivi bya ndzhavuko ha yona.
Swikumiwa swi kombisile swivandla eka vutivi bya nhundzu ya vadyondzisi na ku fikelela loku nga nyawuriki eka switirhisiwa swo dyondzisa na ku dyondza eswikolweni swa vona. Vadyondzisi ngopfungopfu a va titshege hi mintokoto ya munhu hi xiyexe ku hlanganisa vutivi bya ndzhavuko, hakanyingi handle ka nseketelo lowu hlelekeke. Dyondzo yi tlhele yi kombisa mintlhontlho leyi fambelanaka na vutivi lebyi nga ringanelangiki bya timhaka na ku pfumaleka ka switirhisiwa swo dyondzisa, leswi havumbirhi bya swona swi siveleke ndzetelo wa vutivi bya ndzhavuko lowu humelelaka. Ku lulamisa mintlhontlho leyi, ndzavisiso
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wu ringanyeta leswaku Holobye wa Dyondzo na tihofisi ta miganga va fanele ku tiyisisa leswaku xichudeni xin’wana na xin’wana xi na mfikelelo eka buku ya dyondzo, ku hunguta nkarhi lowu tirhisiwaka ku kopa tinotsi ku suka eka bodo na ku ndlandlamuxa swiletelo swa vutivi bya ndzhavuko. Vatsundzuxi va Dyondzo ya le Henhla va sayense ya Ntumbuluko va fanele ku hlela tiwekhixopo ta xiyimo xa muganga ku hlomisa vadyondzisi hi nhundzu ya vutivi bya ndzhavuko, tindlela to dyondzisa leti tirhaka, na tindlela to kambela leti faneleke, ku va pfuna ku tirhisa kharikhulamu hi ndlela leyi humelelaka swinene. Ku nyika vadyondzisi ndzetelo lowu hlelekeke na switirhisiwa leswi ringaneleke a swi nge tiyisi ntsena vutivi bya vona bya vutivi bya ndzhavuko kambe swi ta tlhela swi antswisa matirhelo ya vadyondzi eka Sayense ya Ntumbuluko.M. Ed. (Natural Science Education)Educational Studie
Promoting plagiarism prevention in open distance e-learning accounting education : towards an ethics of care conceptual framework
No full textAbstracts in English, Afrikaans and XhosaPlagiarism undermines learning and poses a significant threat to academic integrity. Higher education institutions (HEIs) have a responsibility for preventing plagiarism by promoting ethical and honest behaviour. Integrity is fundamental to the accounting profession; therefore, when accounting students plagiarise, their unethical conduct not only harms their own growth, but also negatively impacts their peers, educators and the reputation of the accounting profession and other contexts in which they operate. With the increasing challenges brought about by digital innovations such as artificial intelligence, the educational landscape has changed significantly in recent years, making plagiarism prevention imperative among open distance and e-learning (ODeL) accounting students. Using a concurrent triangulation mixed-methods research approach, combined with a complementary single-unit embedded case study design strategy, an Ethics of Care conceptual framework was developed for Accounting Sciences educators to help prevent student plagiarism at an ODeL HEI. The study answered important research questions; and found, through secondary data analysis, questionnaires with ODeL accounting students and semi-structured interviews with accounting educators and other key stakeholders, that plagiarism is an increasingly pervasive problem. Conducting this study with participants from an ODeL HEI in Africa provided valuable insights into plagiarism prevention, shaping ideas on how to advance student learning, through clear processes and policies. The study’s significance lies in its theoretical insights and practical contributions. The Ethics of Care conceptual framework is deemed the first to address a gap in scholars’ understanding of the care role educators can play in guiding accounting students to avoid plagiarism. By incorporating a theoretical framework that underpins the relationship between educators and students in plagiarism prevention, the study offers a fresh perspective and practical insights beyond just explaining student behaviour. Identifying the main perceived educational needs, care roles, responsibilities and practices used to prevent plagiarism, along with the digital innovations that enable, detect and prevent plagiarism, led to an improved understanding of this phenomenon.Plagiaat ondermyn leer en hou ’n bedreiging in vir akademiese integriteit. Die onus rus op hoëronderwysinstellings (HOIs) om plagiaat te voorkom deur etiese en eerlike gedrag te bevorder. Aangesien integriteit die grondslag van die rekeningkundeprofessie vorm, benadeel die onetiese gedrag van plagiërende rekeningkundestudente nie alleenlik hul eie ontwikkeling nie, maar ook dié van hul medestudente, dosente, die reputasie van diegene in die rekeningkundeprofessie en in ander kontekste waarin hulle funksioneer. Die afgelope paar jaar het uitdagings wat digitale innovasies soos kunsmatige intelligensie meebring, die onderwyslandskap merkbaar verander. Dit het ook die voorkoming van plagiaat onder rekeningkundestudente in oop en aanlyn afstandsonderrig (OAAO) genoodsaak. ’n Gelyktydig toegepaste, gemengde navorsingsmetodologie, gekombineer met ’n komplimenterende enkeleenheid geïntegreerde gevallestudie-ontwerpstrategie, het gelei tot die ontwikkeling van ’n konseptuele raamwerk gebaseer op die Etiek-van-Sorg-teorie. Hierdie raamwerk is ontwerp om rekeningkundedosente te help om plagiaat onder studente in ’n OAAO-HOI te voorkom. Die studie het belangrike navorsingsvrae beantwoord en – danksy dataontleding, vraelyste aan OAAO rekeningkundestudente en semigestruktureerde onderhoude met dosente en ander kernrolspelers – bevind dat plagiaat ’n toenemende probleem word. Die studie, wat aan ’n OAAO-HOI in Afrika onderneem is, het waardevolle insigte verskaf oor plagiaatvoorkoming en hoe duidelike prosesse en beleide studente se leer kan bevorder. Die waarde van hierdie studie lê in sowel sy teoretiese insigte as sy praktiese bydrae. Die Etiek-van-Sorg-konseptuele raamwerk word beskou as die eerste wat aandag gee aan hoe dosente rekeningkundestudente kan help om plagiaat te vermy. Danksy ’n teoretiese raamwerk wat die verhouding tussen dosente en studente in plagiaatvoorkoming omskryf, bied hierdie navorsing ’n vars perspektief en praktiese insette wat meer omvattend is as bloot die verduideliking van studentegedrag. Deur die belangrikste onderrigbehoeftes, die rol van sorg, verantwoordelikhede en plagiaatvoorkomingspraktyke te identifiseer en digitale innovasies uit te wys wat plagiaat vergemaklik, asook deur aan te dui hoe dit voorkom kan word, word ’n groter begrip gekweek van plagiaat en die voorkoming daarvan.Ukukopa kusingela phantsi ukufunda kwaye kubangela ingxaki enkulu kunyaniseko lwezemfundo. Amaziko emfundo ephakamileyo (HEIs) anoxanduva lokuthintela ukukopa ngokuthi akhuthaze indlela yokuziphatha esesikweni nethembekileyo. Ukunyaniseka kusisiseko emsebenzini wocwangcisomali; ngoko ke xa abafundi bocwangcisomali bekopa, ukuziphatha kwabo okungekho sikweni akwenzakalisi kuphela ukukhula kwabo, kodwa kuba nefuthe elibi koontanga babo, ootitshala negama elihle lomsebenzi wocwangcisomali nakwezinye iimeko abasebenza kuzo. Ngokwanda kwemicelimingeni eze nezinto ezintsha zedijithali njengeAI, imekobume yemfundo iguquke kakhulu kule minyaka sikuyo, yenze ukuthintelwa kokukopa kwaba yimfuneko kubafundi bocwangcisomali bemfundo evulelekileyo yamgama engeintanethi (ODeL). Ngokusebenzisa indlela yophando yeemethodi eziyingxubevange ezisebenza ngaxeshanye, zidityaniswe nesicwangcisoqhinga soqulunqo lophando oluhlanganisiweyo lwento ethile ephandwayo, isakhelo sengcingane seeNqobo ezisesikweni zeNkathalo saqulunqelwa abahlohli beNzululwazi yoCwangcisomali ukuncedisa ekuthinteleni ukukopa kwabafundi kwiZiziko leMfundo ePhakamileyo (HEI) elikwiODeL. Uphando luphendule imibuzo yophando ebalulekileyo; yaza yafumana, ngoncedo lohlalutyo lweenkcukacha zophando, amaxwebhu emibuzo nabafundi bocwangcisomali kwiODeL nodliwanondlebe olungacwangciswanga ngokupheleleyo nabahlohli nabanye abathathinxaxheba abangundoqo, ukuba ukukopa kuya kuba yingxaki etyhutyha ngamandla. Ukwenza olu phando nabandakanyekayo kwiziko lemfundo ephakamileyo leODeL kwiAfrika kunike ukuqonda okunexabiso kuthintelo lokukopa, kuqingqa iimbono zendlela enokuqhubela phambili ukufunda kwabafundi, ngeenkqubo ezicacileyo nemigaqonkqubo. Ukubaluleka kophando kuxhomekeke kwingqiqo yethiyori neziphumo ezisebenzayo. Iinqobo ezisesikweni zesakhelo sengcingane enenkathalo ibonwe njengeyokuqala ukulungisa isikhewu ekuqondeni komphandi inkathalo abahlohli abanokuyidlala ekukhokeleni abafundi bezocwangcisomali ekuphepheni ukukopa. Ngokubandakanya isakhelo sethiyori esixhasa unxulumano phakathi kwabahlohli nabafundi ekuthinteleni ukukopa, uphando lunika umbono omtsha nengqiqo esebenzayo ngaphezu kokuchaza nje indlela yokuziphatha yabafundi. Ukuchonga iimfuno zemfundo ezingundoqo ezibonakalayo, iindima zenkathalo, uxanduva neenkqubo zothintelo lokukopa, ndawonye nezinto ezintsha zedijithali ezivumela, ziqaphele kwaye zikhusele ukukopa, kukhokelele kwingqiqo ephuculweyo yesi senzeko.Ph. D. (Accounting Sciences)Financial Accountin
Influence of the carbonization temperatures on the structural and physicochemical characteristics of biochar derived from aloe vera and pinewood for possible application in perovskite based solar cells
No full textThis study demonstrates the impact of carbonization temperature on structural and physicochemical properties of biochar derived from aloe vera and pinewood using fast pyrolysis method. Biochar was produced in a furnace heated at temperatures of 400, 600, 800 and 1000°C, thereafter it was activated using sodium hydroxide (NaOH). X-ray powder diffraction (XRPD) revealed crystalline peaks and phase formation resonating with various elements found in biochar. FTIR confirmed chemical compositions and functional groups formation in the biochar. TGA showed variations in weight loss, indicating changes in the biochar's mass at different temperatures. Raman bands position and bandwidth indicated that the degree of carbonization to form biochar differs with an increase of temperature. BET analysis confirmed H3 hysteresis loop and type IV isotherm which is indicative of porous morphology and biochar from pinewood at 400 and 600oC exhibited higher surface area compared to the one from aloe vera. BET analysis revealed that the surface area and pore volume of Aloe vera and pinewood biochar’s increased with carbonization temperature, peaking at 600 °C. Pore size distribution (PSD) results indicated that Aloe vera biochar carbonized at 800 °C and pinewood biochar at 600 °C are the most suitable for applications requiring enhanced porosity. Optimized biochar was incorporated with MAPbI3, the PL intensity of MAPbI3 decreased significantly showing the phenomenon of efficient charge extraction and transfer between the materials (biochar-perovskite). Overall, this study provides insights into the influence of carbonization temperatures on biochar’s properties, highlighting their potential for application in PSCs.M.Sc. (Physics)Physic