21838 research outputs found
Sort by
African Youth’s Visioning for Re-inventing Democracy in the Digital Era: A Case of Use of Structured Dialogical Design
No full textThis article discusses the African cohort’s contribution to the “re-inventing democracy in the digital era” project, funded by a UN Democracy Fund. The project involved almost 100 youth from five regions of the globe in deliberating upon the future of democracy, using a methodology called structured dialogical design. We explain the utility of this methodology for aiding processes of deliberative democracy. We focus on the Africa cohort’s (collective)
identification of current challenges and envisioning of corrective actions for democracy in the digital age; we justify our choice and point out that many of their suggestions apply to other regions too.UN Democracy Fund [Project Number: UDF-13-532-GLO], in combination with the Future Worlds Centre (FWC)
The south African police service : the experiences of forensic police officers exposed to critical incidents
No full textBackground to the study : Forensic police officers are exposed to critical incidents, and the
exposure to critical incidents may differ, depending on the individual concern, leading to a
traumatic situation that may require psychological intervention. Against this background, the
study investigated the psychological effect of critical incidents on forensic police officers.
Research method: The study adopted a qualitative research approach in order to understand
the experiences of forensic police officers exposed to critical incidents and how they react to
traumatic conditions after attending critical incidents. The type of qualitative research design
adopted was a case study, which was used to describe the individual situation to identify key
issues that could be analysed. The purposive sampling method was applied when selecting
participants to help the researcher obtain participants who had been directly exposed to
critical incidents and could relate their experiences very well during the interviews. Five
forensic police officers were selected to participate in the study, and the sample included the
24 – 59 age group. All the participants had more than five years of experience in the forensic
services division. Unstructured interviews were used to collect information from the
participants about their experiences as forensic police officers.
Theoretical framework: The ecological system theory provides a holistic approach that
encompasses a broader framework of the relationship forensic police officers have with their
environment. This theory helped to understand participants’ self‐awareness, family relations,
and participation in various groups of communities, and how that impacted a working
environment that exposes individuals to critical incidents during the execution of activities
and functions.
Research findings: As much as some of them felt a calling to become forensic police officers,
we cannot overlook the fact that critical incidents have a negative impact on forensic police
officers. Those who participated in the study indicated that they are exposed to the following
types of critical incidents while attending crime scenes: suicide, murder, serious injury,
advanced decomposed bodies, gunshot wounds, and death due to fire.
Concluding remarks: It is clear that exposure to critical incidents has negatively impacted
forensic police officers, and there is a need for the South African Police Service (SAPS) to
provide enough support for them to cope well with the effects of critical incidents. This study
was a platform for forensic police officers to share their experiences and will educate the
public about the work of forensic police officers. The study will also become a referral for
future research studies on the exposure to critical incidents of members of the SAPS.Psycholog
A model for information security culture with innovation and creativity as enablers
No full textThis research aims to elicit a conceptual understanding of creativity and innovation to enable a totally aligned information security culture. Stimulating the creativity and innovation of employees in an organisation can help to solve information security problems and to create a culture where information security issues are addressed and resolved, as opposed to being introduced by end-users. The study applied a theoretical approach with a scoping literature review using the PRISMA method to derive traits and programmes that organisations can implement to stimulate creativity and innovation as part of the organisational culture. A model for engendering employee creativity and innovation as part of the information security culture is proposed, through the lens of the three levels of organisational culture. This study both offers novel insights for managerial practice and serves as a point of reference for further academic research about the influence of creativity and innovation in information security culture.School of Computin
Interrogating teachers’ support structures for effective implementation of ICT in Kenya primary schools
No full textTeachers cannot do it alone!
Teachers hold the inestimable place of linking policy-makers and learners, a role that has become increasingly important in the age of integration of Information and Communication Technologies (ICTs) in education. In Kenya, as is the trend globally, the country has, for many years, been intentional in its efforts to infuse ICTs in education at all levels. In basic education, the National Education Sector Plans (NESPs) of the last two decades incorporated ICT into teaching and learning as one of its priorities. Behind these ICT-in-Education plans is the need to ensure that the teachers can support the agenda.
The purpose of this study was therefore to interrogate the existing teachers’ support structures for optimal use of ICTs and identify gaps to be addressed. To achieve this, the study applied a mixed method approach which complementarily fused both qualitative and quantitative research strategies, processes and procedures. Data was collected from teachers and head-teachers drawn from public primary schools in four selected counties of Kajiado, Kilifi, Nairobi and Uasin Gishu in Kenya. The sample size was 352 respondents from a 3,400-population block from whom data was collected through questionnaires and structured interview schedules. A two-phase model was engaged with an initial process of quantitative data collection from teachers, followed by qualitative data collection using structured interviews with head-teachers which provided rich narratives to affirm and expound on teachers’ feedback. Concurrently, publicly available policy documents were considered and reviewed in this study. The various quantitative and qualitative datasets were then analysed in descriptive and inferential statistical methods and subsequently triangulated to enhance the validity and credibility of the findings.
The study was anchored in two theories namely: Network Society Theory and Diffusion Innovation Theory. The interpretivist paradigm was adopted since the study was dealing with teachers who occupy a unique place in the society given that they interact with each one of us at one point or another. This research was largely informed by teachers’ perceptions, attitudes and interpretations regarding the support structures provided for integration of ICTs in the teaching and learning process.
The findings indicated that in Kenya’s public primary schools, the existing structures were not adequate and not effective in supporting teachers for ICT; teachers and/or head-teachers have no clear understanding of the ICT policies in place; head-teachers appreciate the positive and significant relationship between well-defined teacher support structures and effective integration of ICT in school activities; and that while there is significant ICT infrastructure in most schools, there is insufficient technical support to teachers which leads to a poor appreciation of the power of technology to support teachers’ activities in schools. The study also revealed some barriers that hinder teacher support for ICT integration which included inadequate ICT infrastructure for the teachers; poor ICT skills resulting from a low level of ICT support to teachers; and negative attitudes stemming from lack of confidence in the use of ICT devices.
The study concluded that while the barriers that prevent teachers from effectively using ICT are immense, they are not insurmountable and therefore, every effort should be sought to upskill and motivate teachers to transition to a mindset that sees ICT as an integral enabler of teaching and learning in the 21st Century. The study, therefore, recommends that education stakeholders need to re-think the structures of support to teachers by paying special attention to providing the requisite environment of both soft and hardware towards a sustainable and effective ICT-in-Education ecosystem. Some of the tangible recommendations of this study are the deployment of a framework for continuous ICT in teaching Skills and Content on-Demand (SCoD1); and re-designing ways to motivate teachers with continuous in-system incentivisation and recognition of exemplary practice.
The apogee of this study is a clarion call to shift the focus from policy to practice by instituting specific activities that will see the teachers appreciate, through practice, the astounding potential presented by ICTs. This will result in significantly reducing teachers’ mundane workload so as to concentrate on their critical role of effectively facilitating teaching and learning, ultimately achieving excellent learning outcomes. It is by empowering the teachers that the education sector will exploit the optimal benefits of ICTs-in-Education, particularly in Primary Schools and Basic Education as a whole.D. Phil. (Education (Education Management))Educational Leadership and Managemen
A Conceptual Framework to Analyse Illicit Financial Flows (IFFs)
No full textThis article develops a conceptual framework, based on a comprehensive literature review, to address illicit financial flows (IFFs), characterised by the illegal move of monies or capital across country borders. IFFs compromise transparency through complex transactions and incur harmful effects for both developing and developed economies. Financial opacity creates a conducive environment for IFFs to flourish, as a challenge to good financial practices. Following an interpretive philosophy, an inductive research approach, qualitative methodological choice, cross-sectional time horizon all through data collection through review of scholarly literature, and framework were developed to analyse the said IFFs. Our framework encourages good corporate governance and provides
insights, as well as the identification of possible characteristics of IFFs perpetuated in the financial statements of entities, which would discourage entities to engage in IFFs. Specifically, practitioners should be able to identify characteristics of IFFs and use the framework to address these. Within the finance dimension, it is important to study the specific mechanisms regarding how IFFs may damage an entity’s reputation, as well as their going concern. In future work, we shall enhance the framework through interviews with auditors, followed by a validation of the enhanced framework through a focus group. The utility of the final framework can be tested through case studies in the industry to analyse IFFs.Graduate School of Business Leadershi
Redefining consumer decision making in a hyper-connected world : a South African context
No full textText in EnglishThis research aimed to determine the decision-making processes of the hyper-connected consumer in a world that is becoming increasingly hyper-connected, where consumers are ‘always on’ and connectivity is ubiquitous. The research followed a customer-centric approach in addressing the research objective and gaining greater insight into the behaviour of hyper-connected consumers in South Africa. In this way, the research study contributes to the academic literature on hyper-connected consumer and their decision-making. The research also provides academia, as well as business and industry, with greater insight into the profile of a hyper-connected consumer within South Africa and how hyper-connected consumers make decisions.
A post-positivist philosophy with a quantitative research approach was adopted for the research. The empirical investigation was conducted in two parts in which web-based questionnaires were sent out to consumers around South Africa. Part 1 of the empirical investigation focused on identifying and extracting latent factors that influence the decision-making of the hyper-connected consumer. Six latent factors were identified; personal insights and influences, social influences, subjective knowledge, sources/channels of information, price ad financial considerations and personal and family needs. The six factors were used to propose a conceptual model of decision-making for the hyper-connected consumer. Part 2 of the empirical investigation confirmed the structural validity of the underlying latent factors identified in part 1. The structural validity and model validation of the conceptual model proposed in part 1 was also determined in part 2. Confirmatory factor analysis with structural equation modelling was conducted and the analysis of the results confirmed the underlying structures of the proposed model. However, the results identified covariances between the factors, indicating that the decision-making of the hyper-connected consumer is not a sequential linear process as proposed, but rather an iterative circular multi-directional interaction. An adapted capricious and ubiquitous model of decision-making for the hyper-connected consumer was thus proposed. The research identified hyper-connected consumers as individuals who are accustomed to the use of technology in their everyday lives and rely on technology to interact with the world around them and to make decisions. The results indicate that hyper-connected consumers do not follow a linear decision-making process, as such it is recommended that business and marketers align their marketing strategies to the unique decision-making of the hyper-connected consumer. It is recommended that business and marketers move their marketing channels towards hyper-connectivity, in a manner that allows hyper-connected consumers to connect anytime, anywhere and through any channel with the business.D. Phil. (Management Studies)Colleges of Economic and Management Science
An enterprise cost management conceptual model for strategic alliances - a case of Zambia of the telecommunications sector
No full textThe evolution of strategic alliances in the recent past has been a perennial phenomenon congruent with shifts in the contemporary international business environment, where inter-firm collaboration approach is a new paradigm for strategy managers. Despite the growing popularity of strategic alliances, collaborative success remains elusive for many companies with instances of premature failure attributed to poor cost management approaches, among other contributing factors. Therefore, the primary purpose of this study was to develop an enterprise cost management conceptual model that practitioners could apply in managing costs in strategic alliances to improve corporate performance, thereby improving the alliance success. The study adopted a positivist and
interpretivist research philosophy with a concurrent embedded strategy of mixed-method design with evidence drawn from the eight telecoms companies in Zambia. The primary data collected was qualitative and quantitative through interviews and questionnaires. The research questions were successfully answered and propositions proved/disproven in the study with results modelled into the Enterprise Cost Management (ECM) conceptual model.The study found that the specific main standard activities that give rise to costs were life cycles and costs drivers in strategic alliances. The focus on processes, system and decisions of capturing costs in strategic alliances determine how costs should be measured. Further, success and risk factors must be determined through strategic alliances' benefits and performance metrics to operationalise the conceptual model.
The study’s theoretical and practical contribution to the corpus of knowledge is broad and immense in scope by proposing an enterprise cost management conceptual model.
The study makes recommendations for valuable insights for alliance managers
in implementing value-creating strategies in dynamic competitive environments and improve cost management approaches thereby increasing the chance of strategic alliances success. The conceptual model can be converted into a useful software program to assist managers in effectively managing costs and be utilized as a due diligence checklist to conclude partnership agreements. This study focused on strategic alliances partnership and excluded other partnerships such as joint ventures. Future investigations into cost approaches in joint ventures could be explored.D.B.L. (Business Management)Business Managemen
A framework for bridging the information services chasm in a rural setting without public library facilities
Get PDFAlthough people in rural communities require information on a variety of issues, there is a gap in access to information due to the lack of libraries in these outlying or peripheral areas. The inaccessibility of information is exacerbated by a lack of infrastructure, such as internet access and poor telecommunications systems. To collect data from library and information science experts and residents of the Taaiboschgroet village in South Africa's Limpopo Province, this study used a qualitative approach involving the triangulation of the Delphi technique and a narrative inquiry. Data were gathered through interviews with Taaiboschgroet village members and Library and Information Science experts from Limpopo Province (three sets of interviews with three LIS experts). The study discovered that rural people require information on a wide range of topics, including health, education, politics, farming, and social life. This information is used for schoolwork, applying for university admission, knowing which politiD. Phil (Information Science)Information Scienc
Knowing the fabric-weaving landscape : information literacy practice of the weavers from the Bonwire Kente Centre in Ghana
No full textThe socio-cultural perspective to information literacy has gained attention in Information Science, with numerous information literacy studies having been conducted in various workplace landscapes; however, not in the craft (artisanal) context. This study investigates the specific context in which Ghanaian Kente weavers (who produce a popular hand-woven fabric), are aided by information literacy practice in an informal workplace to become competent weavers.
Social constructivism, as the research philosophy establishes the basis of this study. Information literacy practice and situated learning theory form the underpinning conceptual framework to explain the study. In line with the practice-based approach, this study employed ethnography as the research design. Data collection took place at the Bonwire Kente Weaving Centre, utilising participant observation and semi-structured interviews with weavers at various levels of competency.
The study revealed that to successfully transition from a novice weaver to a master weaver, access to Kente information afforded by interaction and participation in the practices in the Kente-weaving landscape is essential, and includes knowledge on both on-the-loom and off-the-loom practices. The development of the expertise of Kente-weaving is enabled by the access to Kente information that constitutes the on-the-loom and off-the-loom information. The on-the-loom information includes information on stretching and tying-up, patterns setting, weaving, as well as the challenges of defects fixing. The off-the-loom information constitutes information on weft preparation, warp preparation, heddling and reeding, as well as knowledge regarding the history and traditions informing the weaving of Kente fabric. The study revealed that becoming information literate and competent in Kente weaving requires learning the correct way of using the specific tools needed in this specialised form of Kente weaving. The study also showed that the essence of becoming a competent weaver lay in understanding the role of the human senses; including sensory cues, in the process of Kente weaving.
The study concluded that becoming information literate in the Kente-weaving landscape goes beyond the knowledge construction of the work of the mind of a weaver. It includes the means of accessing the Kente information through observation and participation in the off-the-loom and on-the-loom practices to develop the competence of the Kente-weaving landscape. Access to Kente information required to make a person competent weaver does not exist outside the social relations and the participation in the on-the-loom and off-the-loom practices of the Kente-weaving landscape.
The study recommends that master weavers afford and create access to the lived actions of the on-the-loom and off-the-loom practices to the novice and junior weavers in the Kente-weaving landscape. Novice and junior weavers should focus on developing the know-how, know-that and know-why knowledge of the on-the-loom and off-the-loom practices, Kente fabrics and patterns. Furthermore, novice and junior weavers must train or develop their senses to an understanding of the cues of the Kente-weaving landscape. For the intended outcomes of the recommendations to be realised, the study proposes a framework for the information literacy practice of weavers.D. Inf. (Information Science)Information Scienc
The effectiveness of verbal discipline in dealing with classroom misconduct in the foundation phase
Get PDFText in English, abstracts in English and Zulu and Northern SothoClassroom misconduct is a general problem in today’s schools globally. After the abolition of corporal punishment in South African schools, teachers struggled to achieve discipline in the classroom. Verbal discipline is indicated as one of the most regularly used disciplinary strategies to deal with classroom misconduct in the Foundation Phase (FP). Hence, this study explored the effectiveness of verbal discipline in dealing with classroom misconduct in the FP. The purpose was to examine teachers’ verbal discipline practices or strategies to develop guidelines for effective verbal discipline in schools. The study was a qualitative study that adopted a phenomenological research design. A purposive sampling method was used to select ten FP teachers teaching in grades 1 – 3 from two schools – five from urban schools and five from rural schools – to participate in the study. Data were collected through recorded semi-structured interviews and document analysis. The interview recordings were transcribed and analysed using qualitative data analysis steps (content analysis) by Creswell and Creswell (2018). The school discipline policy documents collected were reviewed and analysed to obtain background knowledge on the current school disciplinary practices. Findings from the study established that teachers use verbal discipline to remind learners of the consequences of misconduct before exploring other disciplinary measures. Verbal discipline seems stressful, challenging, and repetitive, but it is effective in achieving discipline in FP classrooms. Fellow teachers, principals, parents, and other school stakeholders are partners in disciplining misbehaving learners verbally. Teachers engaged learners in private conversations to understand the reasons behind their misconduct and to praise them, when necessary, thereby encouraging good behaviour. The study further established the importance of understanding the learners’ developmental phase and their home background, as some behavioural issues originate at home. Modelling good behaviour, disciplining with patience, and inviting respected community members to speak to learners are important ways to achieve effective verbal discipline in the FP. Based on the above, the study recommended numerous strategies and guidelines for effective verbal discipline. A total review of the national policy document is deemed necessary to integrate vital findings on positive discipline that have emerged since the year 2000. The DBE should involve researchers of school discipline in a series of workshops to assist in reviewing policy documents.Umkhuba wokungaziphathi kahle emagunjini okufunda uyinkinga eyejwayelekile ezikoleni zanamuhla zaseNingizimu Afrika emhlabeni wonke. Ngemuva kokuqedwa kosiko lokujezisa abafundi ngokubazwisa ubuhlungu emzimbeni (corporal punishment) ezikoleni zaseNingizimu Afrika, othisha sebedonse kanzima emizameni yabo yokuqondisa izigwegwe/ukukhalima ngasemagunjini okufunda. Indlela yokujezisa ngomlomo seyivezwe njengelinye lamasu eselivamise ukusetshenziswa ukunqanda umkhuba wokungaziphathi emagunjini okufunda eSigabeni esiyiSisekelo (Foundation Phase (FP). Kanti ngakwenye ingxenye lolu cwaningo seluvumbulule ukuphumelela kwendlela yokujezisa ngomlomo ukunqanda umkhuba wokuziphatha kabi emagunjini okufunda esigabeni sesisekelo (FP). Inhloso kwaye kuwukuhlola izindlela ezisetshenziswa ngothisha ukuqondisa izigwegwe ngomlomo noma amasu okwakha imihlahlandlela esebenzayo yokujezisa ngomlomo ezikoleni. Ucwaningo beluwucwaningo olwencike kwikhwalithi olulandele indlela yocwaningo yefenomenoloji (phenomenological research design). Umethodi wesampuli enenhloso (A purposive sampling method) usetshenziswe ukukhetha othisha abayishumi bezikole zeSigaba esiyiSisekelo (FP) abaphuma ezikoleni ezimbili. – othisha abahlanu abavela ezikoleni zasemadolobheni kanye nothisha abahlanu abavela ezikoleni zasemakhaya – ukuba bazibandakanye kucwaningo. Idatha iqoqwe ngokusebenzisa izinhlolovo ezehlukaniswe izigaba ezimbili ezirikhodiwe kanye nokuhlaziywa kombhalo. Amarikhodi ezinhlolovo abe esebhalwa phansi futhi ahlaziywa ngokusebenzisa izinyathelo zokuhlaziya idatha ngendlela yekhwalithi (kwahlaziywa ulwazi oluqukethwe) (content analysis) Creswell and Creswell (2018). Imibhalo yomgomo wezokuqondiswa kwezigwegwe ezikoleni eqoqiwe ibuyekeziwe futhi yahlaziywa ukuze kutholakale ulwazi oluwumlando mayelana nezingqubo ezilandelwayo zokuqondiswa kwezigwegwe ezikoleni. Ulwazi olutholakele kucwaningo luqinisekise ukuthi othisha basebenzisa indlela yokuqondisa izigwegwe ngomlomo. Ukukhumbuza abafundi ngemiphumela yokungaziphathi kahle ngaphambi kokubheka ezinye izindlela zokuqondisa izigwegwe. Ukuqondiswa izigwegwe ngomlomo kubonakala kunegcindezi, kunenselele futhi kuyimpindwa, kodwa kusebenza ngempumelelo uma kuqondiswa izigwegwe emagunjini wezikole zeSigaba esiyiSisekelo (FP). Ozakwethu abangothisha, othishanhloko, abazali kanye nabanye abadlalindima ezikoleni basebenza njengembumba ekuqondiseni izigwegwe ngomlomo kubafundi abangamahlongandlebe. Othisha baxoxisene nabafundi ngasese ukuthola izizathu ezibangela abafundi ukungaziphathi kahle kwabafundi kanye nokubatusa/bakhuthaza, uma kunesidingo, ngokweze njalo bakhuthaza umkhuba wokuziphatha kahle. Ucwaningo luqhubeke lwathola ukubaluleka kokuzwisisa isigaba sabafundi sokukhula kanye nomlando wabafundi wasekhaya, njengoba eminye imikhuba yokuziphatha idabuka ekhaya.. Ukukhuthaza umkhuba wokuziphatha, ukuqondisa izigwegwe ngendlela yokubekezela kanye nokumema amalunga omphakathi ahloniphekile ukuba baxoxisane nabafundi, kuyizindlela ezisebenzayo ezibalulekile ekuphumeleleni ukuqondisa izigwegwe ngomlomo ezikoleni ze-FP. Ngokusebenzisa lolu lwazi olwendlalwe ngenhla, ucwaningo luncome/lunqume amasu ambalwa kanye nemihlahlandlela njengezindlela ezisebenza kahle ekuqondiseni izigwegwe ngomlomo. Ukubuyekezwa ngokuphelele kombhalo womgomo wezwe kubonakala kuyisidingo ukuhlanganisa ulwazi olubalulekile mayelana nendlela elungile yokuqondiswa kwezigwegwe ebonakele kusukela ngonyaka ka 2000. UMnyango weMfundo eyiSisekelo (DBE) kufanele ubandakanye abacwaningi bezokuqondiswa kwezigwegwe ezikoleni bangene kuchungechunge lwezinhlelo zokusiza ukubuyekeza imibhalo equkethe imigomo.
Amagama asemqoka: Ezinye izindlela zokujezisa ngokuzwisa umzimba ubuhlungu; ukuqondisa izigwegwe ngasegunjini lokufunda; ukungaziphathi kahle ngasegunjini lokufunda; amasu okuqondisa izigwegwe; ukuqondisa izigwegwe ngomlomo; amasu okuqondisa izigwegwe ngomlomo; izimpawu ezikhombisa ukuhlangana; ISigaba esiyiSisekelo.Boitshwaro bo bobe phaposing ya ho rutela ke bothata bo akaretsang kajeno dikolong ka kakaretso. Kamora hore ho fediswe kotlo ya ho shapa dikolong tsa Afrika Borwa, matitjhere a sokola hore ho be le kgalemelo phaposing ya ho rutela. Kgalemelo ya molomo e bontsha e le le leng la maano a kgalemelo a sebediswang kgafetsa ho sebetsana le boitshwaro bo bobe phaposing ya ho rutela Mokgahlelong wa Motheo (FP). Ke kahoo phuputso ena e hlahlobileng katleho ya kgalemelo ya molomo ho sebetsana le boitshwaro bo bobe phaposing ya ho rutela boemong ba FP. Sepheo e ne e le ho hlahloba mekgwa ya kgalemelo ya matitjhere ya molomo kapa maano a ho theha ditataiso bakeng sa kgalemelo ya molomo e sebetsang hantle dikolong. Phuputso e ne e le phuputso ya boleng e amohetseng moralo wa dipatlisiso tsa boiphihlelo. Ho sebedisitswe mokgwa wa ho etsa sampole ka sepheo sa ho kgetha matitjhere a leshome a FP dikolong tse pedi - a mahlano ho tswa dikolong tse ditoropong le a mahlano ho tswa dikolong tse mahaeng - ho kenya letsoho phuputsong. Dintlha di bokelletswe ka dipuisano tse rekotilweng tse hlophisitsweng hantle le manollo ya ditokomane. Direkoto tsa dipuisano di ile tsa ngolwa mme tsa manollwa ho sebediswa mehato ya manolo ya dintlha tsa boleng (manollo ya dikateng) ya Creswell le Creswell (2018). Ditokomane tsa leano la kgalemelo ya dikolong tse bokelletsweng di ile tsa hlahlojwa le ho manollwa ho fumana tsebo e seng e ntse e le teng mabapi le mekgwa ya hajwale ya kgalemelo ya dikolong. Diphumano tsa phuputso di bontshitse hore matitjhere a sebedisa kgalemelo ya molomo ho hopotsa baithuti ka ditlamorao tsa boitshwaro bo bobe pele ba hlahloba mehato e meng ya kgalemelo. Kgalemelo ya molomo e bonahala e le e sithabetsang, e nang le diphephetso ebile e pheta-pheta, empa e sebetsa hantle ho fihlella kgalemelo diphaposing tsa ho rutela tsa boemo ba FP. Matitjhere-mmoho, mesuwe-hlooho, batswadi le bankakarolo ba bang ba dikolo ke balekane ba kgalemelang baithuti ba sa itshwarang hantle ka molomo. Matitjhere a buisane le baithuti ka lekunutu hore ba utlwisise mabaka a etsang hore ba se ke ba itshwara hantle le ho ba babatsa, ha ho hlokahala, mme kahoo ba ba kgothalletsa boitshwaro bo botle. Phuputso e boetse ya tiisa bohlokwa ba ho utlwisisa mokgahlelo wa kgolo ya baithuti le bophelo ba bona ba lapeng, kaha ditaba tse ding tsa boitshwaro di simoloha lapeng. Ho bontsha boitshwaro bo botle, ho kgalemela ka mamello le ho mema ditho tse hlomphehang tsa setjhaba ho bua le baithuti ke ditsela tsa bohlokwa tsa ho fihlella kgalemelo ya molomo e sebetsang hantle boemong ba FP. Ho latela se boletsweng kahodimo, phuputso e kgothaleditse maano le ditataiso tse ngata bakeng sa kgalemelo ya molomo e sebetsang hantle. Kakaretso ya tlhahlobo ya tokomane ya leano la naha e nkwa e le ya bohlokwa ho kopanya diphumano tsa bohlokwa mabapi le boitshwaro bo botle tse hlahileng ho tloha ka selemo sa 2000. DBE e lokela ho kenyelletsa bafuputsi ba kgalemelo ya dikolong letotong la dithupelo ho thusa ho hlahloba ditokomane tsa leano.D. Phil. (Psychology of Education)Psychology of Educatio