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Exploring the perceptions of Professional Editors Guild members on their participation in the association’s asynchronous communication : e-mail
Get PDFThe Professional Editors Guild is an online-based association for language practitioners in South Africa and designed the e-mail forum intending to reach out to members that could need professional editing support. Since its inception, there has not been a study aimed at assessing the effectiveness of the e-mail forum at this association. Therefore, the purpose of this study was to explore the members’ perceptions of their participation in this e-mail forum. This study was underpinned by the Symbolic Interaction Theory and Dual Capacity Model. Issues of Asynchronous Computer Mediated Communication in international organisations and in South Africa were deliberated upon. The literature revealed that organisations still have a myriad of issues to tackle if they are to realise successful communication utilising Asynchronous Computer Mediated Communication.
The population consisted of all language practitioners in South Africa. The sample was conveniently and purposeful selected and included all members who had their 2020/1 membership paid-up and were willing to participate in the study. The interviews were conducted online with 11 participants because of the Covid-19 pandemic, utilising platforms such as Microsoft Teams and Zoom, as per the participants’ preferences.
After data collection, they were analysed using frame document analysis and the constant comparative methods. The findings were based on the three research sub-questions. Firstly, Association was hailed as a professional association that serves as a professional pillar for its members. Secondly, the members level of participation on the e-mail forum varied. The more experienced members seemed to be more comfortable to participate yet the new members still lack confidence in their ability to be visible on the e-mail forum. An interesting dynamic that emerged was that some previously active members had stopped being active because they were disgruntled and had resorted to forming breakaway groups on WhatsApp. Lastly, the study found that more training needs to be provided to members who may still lack some basic technology skills, this may increase their enthusiasm to participate in the e-mail forum. Theoretically, this study adds to the current discourse on optimal e-mail usage in general.M.A. (Communication Science)Communication Scienc
Optimising student academic support in open distance learning at a technical vocational education and training college
Get PDFSummaries in English, Zulu and AfrikaansThe purpose of this study was to describe and analyse factors of management and teaching for optimising the student academic support services in ODL in TVET colleges. This was achieved through evaluating factors that contributed to the lengthy period it took students to complete their qualifications. Being an empirical study, this involved a review of published studies and empirical data. The main findings constitute that the academic support services offered to students studying in various institutions of higher learning are neither efficient nor sufficient. The challenges facing students who study through distance learning in terms of support services can be circumvented through provision of comprehensive support which includes academic, psychological, financial, exit, career related support among others.
In the process of collecting and analysing data, the mixed methods approach was used. Semi-structured interviews were conducted with selected TVET college staff members involved in lecturing, administration, and management. Interview schedule and questionnaire are the instruments used to collect qualitative and quantitative data respectively. Quantitative data were analysed descriptively and inferentially through the aid of a Spreadsheet computer application.
The findings constitute series of challenges associated with student academic support services provision. Through the findings, it was explicit that the academic support services offered by the college were neither efficient nor sufficient and these were counted among the reasons that caused students attrition and some taking longer than expected to complete their qualifications. The study also revealed that the college used blended learning to close the transactional distance gap between students and their instructors as well as addressing the feeling of isolation among students. Unfortunately, there were series of ICT related challenges mentioned as factors hindering the incorporation of an online learning. For example, lack of computer skills among students was another hindering factor. It was recommended that the college should employ e-learning which would feature both asynchronous and synchronous transmission to cater the needs for diverse students.Inhloso yalolu cwaningo kwakuwukuchaza nokuhlaziya izici zokuphatha nokufundisa ukuze kuthuthukiswe izinsiza zokuxhasa abafundi ezifundweni ezivulelekile ezifundwa emakhaya ezaziwa nge-ODL emakolishi okungama -TVET. Lokhu kufezwe ngokuhlola izici ezibe nomthelela esikhathini eside esisithathe abafundi ukuthi baqedele izifundo zabo. Ucwaningo lubandakanya ukubuyekezwa kwezincwadi kanye nedatha yocwaningo. Imiphumela esemqoka ihlanganisa ukuthi izinsiza zokwesekwa kwezemfundo ezinikezwa abafundi ezikhungweni zemfundo ephakeme ezehlukene aziphumeleli futhi azanele. Izinselele zabafundi abafunda bengekho ezikhungweni zokufunda kodwa emakhaya ababhekana nazo mayelana nezinsizakalo zokweseka zingagwenywa ngokunikeza ukwesekwa okuphelele okuhlanganisa ukwesekwa kwezemfundo, kwengqondo, kwezezimali, ukuphuma kanye nokwesekwa okuhlobene nomsebenzi, phakathi kokunye.
Kusetshenziswe izindlela ezixubile ukuqoqa imininingwane; ukwenziwa kwezingxoxo ezingahlelekile nabasebenzi abathile bekolishi le-TVET ababambe iqhaza ekufundiseni, ekuphatheni nasekuphathweni; kanye nedatha yekhwalithi nenani laqoqwa, kusetshenziswa ishejuli yenhlolokhono kanye nohlu lwemibuzo. Idatha yobuningi yahlaziywa ngendlela echazayo futhi engasho lutho kusetshenziswa uhlelo lokusebenza lwekhompyutha yesipredishithi.
Okutholakele kuhlanganisa uchungechunge lwezinselelo ezihambisana nokuhlinzekwa kwezinsiza zokweseka abafundi. Okutholakele kukhomba ngokusobala ukuthi, phakathi kwezizathu ezidale ukuthi abafundi baphelelwe yisikhathi futhi abanye abafundi bathathe isikhathi eside kunaleso ebesilindelekile ukuqeda iziqu zabo, izinsiza zokweseka ezihlinzekwa yikolishi zingaphumeleli futhi zinganele. Ucwaningo luphinde lwaveza ukuthi ikolishi isebenzisa ukufunda okuxubile ukuvala igebe lebanga lokuthengiselana phakathi kwabafundi nabafundisi babo, kanye nokubhekana nomuzwa wokuhlukaniswa phakathi kwabafundi. Ngeshwa, kube nochungechunge lwezinselelo ezihlobene ne-ULK eyaziwa nge-(ICT) ezishiwo njengezici ezithikameza ukufakwa kokufunda ku-inthanethi. Ngokwesibonelo, ukuntuleka kwamakhono ekhompyutha phakathi kwabafundi kwaba esinye isici esaba isithiyo. Kunconywe ukuthi ikolishi lisebenzise kokubili ukufunda nge-inthanethi kanye nokuhanjiswa okungavumelaniyo nokuvumelanayo ukuze kuhlinzekelwe izidingo zabafundi abahlukahlukene.Die doel van hierdie studie was om die faktore van bestuur en onderrig van akademiese steundienste vir studente in oop afstandsleer (OAL/ODL) by TBOO-kolleges te beskryf en te ontleed. Dit is bereik deur faktore te evalueer wat bygedra het tot die langdurige tydperk wat dit studente neem om hul kwalifikasies te voltooi. Die studie het 'n oorsig van literatuur en empiriese data behels. Die hoofbevindings behels dat die akademiese steundienste wat aan studente gebied word wat aan verskeie instellings van hoër onderrig studeer, nie doeltreffend of genoegsaam is nie. Die uitdagings vir studente wat oor 'n afstand studeer, met betrekking tot dienste, kan omseil word deur omvattende ondersteuning te bied wat, onder andere, akademiese, psigologiese, finansiële, uittrede en loopbaanverwante ondersteuning insluit.
Die benadering van gemengde metodes is gebruik om data te versamel; semigestruktureerde onderhoude is met uitgesoekte TBOO-kollegepersoneel wat by lesings, administrasie en bestuur betrokke is gevoer; en kwalitatiewe en kwantitatiewe data is versamel deur 'n onderhoudskedule en vraelys te gebruik. Die kwantitatiewe data is beskrywend en afleibaar met behulp van 'n sigbladrekenaartoepassing ontleed.
Die bevindings behels 'n reeks uitdagings wat met die voorsiening van akademiese steundienste vir studente geassosieer word. Die bevindings stel dit duidelik dat van die redes vir studente-afname en dat sommige studente langer as verwag neem om hul kwalifikasies te voltooi, was dat die akademiese steundienste wat die kollege bied nie doeltreffend of genoegsaam was nie. Die studie het ook bevind dat die kollege 'n gemengde benadering tot leer gebruik het om die transaksionele afstandsgaping tussen studente en hul instrukteurs te verklein en om die gevoel van isolasie onder studente te hanteer. Ongelukkig is daar 'n reeks IKT-verwante uitdagings genoem as faktore wat die inkorporasie van aanlyn leer verhinder. Byvoorbeeld, 'n gebrek aan rekenaarvaardighede onder studente was nog 'n faktor wat leer verhinder. Daar is aanbeveel dat die kollege e-leer gebruik wat beide asinkroniese en sinkroniese oordrag insluit om aan die behoeftes van uiteenlopende studente te voldoen.D. Ed.Educational Leadership and Managemen
Saving and investment in South Africa: 1994-2018
Get PDFSouth Africa has relatively low saving and investment rates compared to other upper middle-income countries. In addition, limited information is available on the magnitude of the correlation between these variables. The aim of the study is to determine the relationship between saving and investment in South Africa from 1994 to 2018. During this period, investment increased from 16.1% to 18.2% as a percentage of gross domestic product (GDP). At the same time, gross saving decreased from 17.7% to 14.4%. These diverging trends are concerning because it contradicts the expectations of economic theory. The study adopts an autoregressive distributed lag (ARDL) methodology to empirically test the long-run and short-run relationship between saving and investment. Additional control variables used include the interest rates, gross domestic product, and inflation. The results reveal a cointegrating relationship between all the variables. Furthermore, the results show a weak positive short-run effect that saving has on investment and no long-run effect. Recommendations include that policy measures should be directed towards curtailing inflation and increasing GDP, in order to support long term investment.M. Com. (Economics)Economic
Factors influencing access to agro-processing training for small-scale crop farmers in Gauteng province of South Africa
Get PDFAbstract
Background
The agricultural economy has little room for emerging farmers and there is no strong support system available for the small-scale farmers venturing in agro-processing. In this study, “access to agro-processing training” refers to any processing training rendered to small-scale crop farmers to equip them when venturing in to agro-processing. Small-scale crop farmers trained with high knowledge in processing and skills are pre-disposed to adopting processing as a strategy of making their processed products penetrate the agro-processing market.
Methodology
Data were collected from 307 small-scale crop farmers and STATA version 15 was used to perform fractional regression analyses to determine factors influencing access to training from the five types of agro-processing training (marketing training, processing training, record-keeping training, financial management training and business-plan training).
Results
The results revealed that 26% of the small-scale crop farmers had no access to agro-processing training and 74% of the small-scale crop farmers had access to training. Farming experience had significant influence on the access to agro-processing training for small-scale farmers to function efficiently in the agro-processing industry at 5% level of significance and their coefficient was positive.
Conclusion
Small-scale crop farmers with less farming experience should be encouraged to participate in the agro-processing sector as their participation can result in improved income and food security at the household levels. Furthermore, new agro-processing training programmes should be encouraged as trained farmers are more likely to participate in the value addition activities of agro-processing
An investigation on the nature of learners’ and teachers’ lived experiences regarding implicit and explicit methods in French grammar teaching: a South African perspective
Get PDFThe purpose of the study is to explore, describe and analyse participants’ experiences, perceptions and beliefs regarding the use of implicit and explicit methods in the teaching of French grammar, and learners’ lived experiences in terms of being taught via these methods and approaches.
The study adopted a qualitative exploratory and descriptive research design where semi-structured in-depth interviews were held with 19 purposively sampled participants at a well-known French language teaching institution. For the study’s theoretical framework, Vygotsky’s sociocultural learning principles/ tenets were referred to in order to show the links between, and effects of cultural artefacts and constructs on language learning and teaching. These principles/ tenets are: semiotic mediation, internalisation and inner speech development, and the zone of proximal development (ZPD).
The findings revealed that students mostly learnt French for employment-related reasons and valued both implicit and explicit learning approaches. The challenges experienced includes poor social learning opportunities due to inadequate representation of French in South African media and society. However, participants were able to cope due to the institution’s culturally focused interventions.M.A. (Applied Linguistics)Linguistics and Modern Language
Non-violent resistance as a political strategy in Zimbabwe : a case study of the Movement for Democratic Change
Get PDFAbstracts in English, Zulu and XhosaThis study explores the dimensions of human security and developmental challenges in Zimbabwe using the concept of nonviolent resistance as an analytical framework for understanding post-colonial violence in this country. It examines the use of nonviolent resistance as a political strategy by the Movement for Democratic Change in the democratisation process in Zimbabwe, after its formation in 1999. Factors that promote violence in Zimbabwe’s polity are identified and recommendations for moving Zimbabwe towards violence-free politics are made. It is argued that the practice and discourse of non-violent resistance is neither new nor unique to Zimbabwe. The thesis briefly traces the culture of violence and nonviolent resistance in Zimbabwe since 1980, and the non-violent strategies employed up to 1999. It examines post-independent political and peace-building processes as missed opportunities in ending the culture of violence in Zimbabwe. This is a qualitative research study, which draws data from document analysis, interviews and focus group discussions. The central thesis is that violence has been a major affront to human security, thereby affecting development. Nonviolence, as a political strategy, has achieved considerable success in the democratisation process. It has helped to amplify the Zimbabwean struggle for democracy on the international scene. The study deploys the nonviolence theory to unmask political violence and democratisation processes. It leans towards the pursuit of nonviolent resistance as the panacea to human security and development, and as an approach to conflict resolution and peace building. This can help Zimbabwe to achieve its human development goals. The thesis recommends that governments and political parties must strive to achieve peace, human security and development.Lolu cwaningo lubheka ubukhulu bokuphepha kwabantu kanye nezinselelo zentuthuko eZimbabwe kusetshenziswa umqondo wokumelana nodlame njengohlaka lokuhlaziya ukuqonda udlame lwangemva kobukoloni kuleli zwe. Luhlola ukusetshenziswa kokumelana okungenabudlova njengesu lezombusazwe yiQembu Loshintsho Lwentando Yeningi (Movement for Democratic Change) ohlelweni lwentando yeningi eZimbabwe, ngemva kokubunjwa kwayo ngo-1999. Izici ezikhuthaza udlame eZimbabwe ziyavezwa njalo iziphakamiso zokuthi iZimbabwe iqhubekele kwezombusazwe ezingenadlame. Kuthiwa umkhuba kanye nenkulumo yokuphikisa abantu abangenalo udlame akuyona into entsha futhi akuyona into engavamile eZimbabwe. Umbhalo weziqu ulandelela kafushane isiko lodlame nokungalwi eZimbabwe kusukela ngo-1980, kanye namasu angenalo udlame asetshenziswa kwaze kwaba ngu-1999. Luhlola izinqubo zangemva kwenkululeko nokuthula kwezombusazwe njengamathuba alahlekile ekuqedeni isiko lodlame eZimbabwe. Lolu wucwaningo lwendlela yokuchaza, oludonsa imininingwane ekuhlaziyweni kwemibhalo, ezingxoxweni nasezingxoxweni zamaqembu okugxilwe kuwo. Umbhalo weziqu oyinhloko wukuthi udlame beluwukuhlukumeza kakhulu ukuphepha kwabantu, ngaleyo ndlela kuphazamise intuthuko. Ukungabi nodlame, njengesu lezombusazwe, kuzuze impumelelo enkulu enqubeni yentando yeningi. Kusize ukukhulisa umzabalazo weZimbabwe wentando yeningi emhlabeni jikelele. Ucwaningo lusebenzisa umbono wokungabi nodlame ukuze kudalulwe udlame lwezombusazwe nezinqubo zokubusa zentando yeningi. Luncike ekuphishekeleni ukumelana okungenadlame njengesixazululo sokuphepha nentuthuko yabantu, futhi njengendlela yokuxazulula izingxabano nokwakha ukuthula. Lokhu kungasiza iZimbabwe ukuthi ifeze izinjongo zayo zokuthuthukisa abantu. Umbhalo weziqu uphakamisa ukuthi ohulumeni namaqembu ezombusazwe kumele balwele ukuzuza ukuthula, ukuphepha kwabantu kanye nentuthuko.Olu phando luhlalutya imilinganiselo yokhuseleko loluntu kunye nemingeni yophuhliso eZimbabwe kusetyenziswa ingcamango yoqhankqalazo olungenabundlobongela njengesikhokelo sokuhlalutya ukuqonda ubundlobongela obusemva kwexesha lobukoloniyali kweli lizwe. Luphonononga ukusetyenziswa koqhankqalazo olungenabundlobongela njengesicwangciso sezopolitiko seNtshukumo yoTshintsho lweDemokhrasi (Movement for Democratic Change) kwinkqubo yedemokhrasi eZimbabwe, emva kokusekwa kwayo ngo1999. Izinto ezikhuthaza ubundlobongela kwezopolitiko eZimbabwe ziyachongwa kuze kwenziwe iingcebiso zokusa iZimbabwe kwipolitiki engenabundlobongela. Kukho ingxoxo yokuba inkqubo nentetho yoqhankqalazo olungenabundlobongela ayikho ntsha kwaye ayikhethekanga eZimbabwe. Le thisisi ilandelela ngokufutshane inkcubeko yobundlobongela kunye noqhankqalazo olungenabundlobongela eZimbabwe ukususela ngo1980, kunye neendlela ezingenabundlobongela ezazisetyenziswa ukuya kuthi ga ngo1999. Iphonononga iinkqubo zokwakha uxolo kwezopolitiko emva kokuzimela, njengamathuba aphosiweyo ekupheliseni inkcubeko yobundlobongela eZimbabwe. Olu luphandontyilazwi, lunedatha evela kuhlalutyo lwamaxwebhu, udliwanondlebe kunye neengxoxo zeqela ekugxilwe kulo. Eyona nto ibalulekileyo kukuba ubundlobongela buye babasisithuko esikhulu kukhuseleko loluntu, ngaloo ndlela buchaphazela uphuhliso. Ukungabikho kobundlobongela, njengesicwangciso sezopolitiko, kuphumelele kakhulu kwinkqubo yedemokhrasi. Kuye kwanceda ekukhuliseni umzabalazo waseZimbabwe wedemokhrasi kumazwe ngamazwe. Olu phandu luhambisa ithiyori yokungabikho kobundlobongela ukubhenca ubundlobongela bezopolitiko kunye neenkqubo zedemokhrasi. Lungqiyama ekulandeleni uqhankqalazo olungenabundlobongela njengesisombululo kukhuseleko loluntu kunye nophuhliso, nendlela yokusombulula ungquzulwano kunye nokwakha uxolo. Oku kunganceda iZimbabwe ifezekise iinjongo zayo zophuhliso loluntu. Le thisisi icebisa ukuba oorhulumente kunye namaqela ezopolitiko kufuneka bazabalazele ukufezekisa uxolo, ukhuseleko loluntu kunye nophuhliso.D. Phil. (Development Studies)Development Studie
Determineerders
No full textHierdie hulpbron verduidelik kortliks die woordsoort "determineerders"Afrikaans and Theory of Literatur
Ukwethulwa kwentela esukela ekumakweni ukuya ekumakhetheni (inani elifanelekile) Eningizimu Afrika
No full textIncludes summary in Afrikaans and ZuluThis study examines the annual fair value taxation of financial instruments in respect of
banks and brokers (defined as “covered person” in section 24JB of the Act) in accordance
with the South African Income Tax Act (“the Act”). A “covered person” is taxed in
accordance with accounting principles of International Financial Reporting Standards
(“IFRS”) 9. This study investigated whether the adoption of accounting principles in
section 24JB of the Act could give rise to divergent interpretations and inappropriate
treatments.
The study also examined how other countries tax financial instruments and how those
tax rules are aligned to accounting principles. This, to identify similarities and
differences, to highlight possible improvements to section 24JB of the Act.
It was concluded in this study that, without proper guidance, the adoption of accounting
principles in section 24JB of the South African tax legislation could give rise to divergent
interpretations and inappropriate applications.In hierdie studie is ondersoek ingestel na die jaarlikse billikewaarde-belasting van finansiële
instrumente ten opsigte van banke en makelaars (omskryf as “gedekte persoon” in artikel
24JB van die Wet) ingevolge die Suid-Afrikaanse Inkomstebelastingwet (“die Wet”). ’n
“Gedekte persoon” word belas ooreenkomstig die rekeningkundige beginsels van
Internasionale Finansiële Verslagdoeningstandaarde (“IFVS”) 9. Hierdie studie het
ondersoek of die ingebruikneming van rekeningkundige beginsels in artikel 24JB van die
Wet kan aanleiding gee tot uiteenlopende interpretasies en onvanpaste toepassings.
In die studie is daar ook gekyk hoe ander lande finansiële instrumente belas en hoe daardie
belastingreëls in ooreenstemming gebring word met rekeningkundige beginsels. Dit is
gedoen om ooreenkomste en verskille te identifiseer, om moontlike verbeteringe aan artikel
24JB van die Wet uit te wys.
Die gevolgtrekking van hierdie studie was dat, sonder behoorlike leiding, die toepassing van
rekeningkundige beginsels in artikel 24JB van Suid-Afrikaanse belastingwetgewing kan lei
tot uiteenlopende interpretasies en onvanpaste toepassings.Lolu cwaningo luhlole intela yenani elifanelekile lonyaka lamathuluzi ezezimali maqondana
namabhange nabadayisi (okuchazwa “njengomuntu okhaviwe” esigabeni 24JB soMthetho)
ngokuvumelana noMthetho Wentela yaseNingizimu Afrika (“uMthetho”). “Umuntu okhaviwe”
ukhokhiswa intela ngokuhambisana nezimiso zokubala Amazinga Okubika Ngezezimali
Wamazwe Ngamazwe (“IFRS”) 9. Lolu cwaningo luphenye ukuthi ukwamukelwa kwezimiso
zokubalwa kwezimali esigabeni 24JB soMthetho kungase kubangele ukuhunyushwa
okuhlukene kanye nokuphathwa ngendlela engafanele.
Ucwaningo luphinde lwahlola ukuthi amathuluzi amanye amazwe ezezimali anentela kanjani
nokuthi leyo mithetho yentela ihambisana kanjani nezimiso zokubala. Lokhu, ukuhlonza
ukufana nokwehluka, ukugqamisa ukuthuthukiswa okungenzeka kwesigaba 24JB
soMthetho.
Kulolu cwaningo kwaphethwa ngokuthi, ngaphandle kwesiqondiso esifanele, ukwamukelwa
kwezimiso zokubalwa kwezimali esigabeni 24JB somthetho wentela waseNingizimu Afrika
kungase kubangele ukuhunyushwa okuhlukene kanye nezicelo ezingafanele.M. Phil. (Accounting Science (Taxation))College of Accounting Science
Public librarians' perspectives of digital library for rural areas of Capricorn District Municipality, Limpopo Province
No full textEven after two decades of a constitutional democracy that is prized as one of the most progressive achievements, public libraries and information services remain scarce in rural South Africa. This is despite the fact that Library and Information Services (LIS) are important to build and develop communities and foster enlightenment among citizens, but in direct contradiction to the rights of free education and the right to information enshrined in the Constitution. On the one hand, the establishment of new libraries in rural areas moves at inexcusable slower pace, while in the same vein, the population and communities continue to grow rapidly, with consequent demand for LIS. However, Information and Communication Technologies (ICTs) have positively impacted the library landscape and society at large. This transformation requires a shift from traditional ways of information provision to modern library services, namely, digital libraries. This study intended to investigate public librarians' perspectives of digital library for rural areas of Capricorn District Municipality (CDM), Limpopo Province. Moreover, to understand the nature of digital libraries and requirements for access and effective use of such libraries. A further objective is to ascertain whether digital libraries could be a solution for inaccessible LIS in rural areas. The study employed qualitative research approach through interpretive paradigm to investigate the perspectives of public librarians. The study adopted phenomenological research design. DeLone and McLean's Information System Success Model was adopted to frame the study. The population of the study was a total of the twenty-three public librarians with various titles from the CDM employed by the Department of Sport, Arts and Culture and the Local Municipalities. A purposive sampling technique was employed. The sample of the study included five librarians from various public libraries. Data was collected through semi-structured interviews and was analysed thematically. The study findings revealed that the digital libraries are not to replace the physical libraries, but to improve the LIS. It was found that digital library users require ICT tools of which some rural users may not afford. Moreover, users have varying preferences on the format of the information source, some may need printers to convert the digital information to print format adding financial implications on the rural user. The study indicated that basic computer literacy skills are central for access and use of digital library services, no advanced training is necessary. However, self-training might be sufficient for the use of digital library system, denoting expectation of a usable digital library system. The study revealed that the youth are expected to use the digital library services than other age groups, as youth are arguably conversant with internet technologies. The study found out that some librarians do digitise some of their heavily used materials to cater many users as they flock to the library, for instance, curriculum books. However, copyright laws might be overlooked or not taken cognisance of. Based on the findings, it was recommended that the current traditional libraries should operate as hybrid to provide LIS to enable users with no gadgets and other access challenges. Digitisation equipment, reliable internet, well-trained personnel are seen to be aspects of significance for digital library system. Moreover, it is encouraged that the digital library system should be inclusive of people with disabilities and other services beyond library services. It is further advised that the digital library system should provide services of traditional libraries which are possible digitally and subscribe to online information resources. This study shall serve as a guideline on implementation or establishment of digital libraries in a rural context. Therefore, other researchers can investigate the attitudes of digital library users and the likelihood of rural users on acceptance of digital libraries.M. Inf.Information Scienc
Ontwikkeling van ’n strategie om boeliegedrag teen onderwysers te bestuur
No full textDie doel van die navorsing was om boeliegedrag teen onderwysers by 40 skole in die John Taolo Gaetsewe-distrik te ondersoek en die lesse wat daaruit na vore kom te gebruik ten einde ʼn strategie te ontwikkel vir skoolhoofde om boeliegedrag teen onderwysers effektief te bestuur. Met die pragmatisme-paradigma as uitgangspunt, het ek van ʼn gemengde navorsingsontwerp gebruik gemaak om die studie uit te voer. Op grond van inligting verskaf deur die John Taolo Gaetsewe-distrikkantoor, het ek die kringbestuurders in gebiede waar probleme met boeliegedrag teen onderwysers ervaar word, gekontak. Die kringbestuurders het ’n lys van skole waar voorvalle van boeliegedrag teenoor onderwysers vir ’n ses-maande-periode (van Januarie tot Junie 2021) aangemeld is, verskaf. Uit die lys van 70 skole het ek 40 skole (10 hoërskole, 10 intermediêre skole en 20 primêre skole) vir die kwantitatiewe fase en drie skole uit die 40 skole (ʼn primêre skool, ’n intermediêre skool en ’n hoërskool) vir die kwalitatiewe fase gekies, op grond van hul ligging. Ek het doelgerigte kriterium-gebaseerde steekproefneming gebruik om die deelnemers vir die kwalitatiewe fase te identifiseer. Deur middel van sistematiese steekproefneming is ’n steekproef van 40 skoolhoofde, 40 vakbondverteenwoordigers en 200 onderwysers as respondente geïdentifiseer om vraelyste tydens die kwantitatiewe fase te voltooi. Die data-insameling is afgeskop met ’n dokumentontleding van relevante regsdokumente met die oog daarop om die werkgewers se regsplig en onderwysers se regte tot ’n veilige omgewing, die regsraamwerk vir die hanteer van boeliegedragklagtes en regsmiddele beskikbaar vir onderwysers as slagoffers vas te stel. In die kwalitatiewe fase het ek met vyf onderwysers, twee skoolhoofde en twee vakbondverteenwoordigers semigestruktureerde onderhoude gevoer. Dit het my ’n dieper insig gegee ten opsigte van die aard, omvang en gevolge van boeliegedrag en het my toegelaat om die probleme wat die bestuur van boeliegedrag belemmer en die strategieë wat skoolhoofde gebruik om boeliegedrag te bestuur, te identifiseer. Ek het ook die Gedragskodes vir Leerders van die drie skole ontleed sodat ek kon trianguleer met data van die onderhoude. Kwantitatiewe en kwalitatiewe data is gelyktydig ingesamel, onafhanklik ontleed en daarna gekombineer alvorens die data wat ontleed is, geïnterpreteer is en ek bevindinge geformuleer het. Ten einde my doel te bereik, het ek ’n strategie ontwikkel wat gegrond is op die geïdentifiseerde regsraamwerk, die geheelskoolbenadering en empiriese bevindinge. Die strategie bestaan uit vier werkswinkels oor konseptualiseer en kontekstualiseer boeliegedrag teenoor onderwysers, konsepkode vir boeliegedrag teen onderwysers, bestuur van boeliegedrag teenoor onderwysers en ontwikkeling van ʼn beleid oor boeliegedrag teenoor onderwysers.The aim of this research was to investigate bullying behaviour against educators at 40 schools in the John Taolo Gaetsewe district and to use the lessons that emerged to develop a strategy for school principals to manage bullying behaviour against educators effectively. Using the pragmatism paradigm as a point of departure, I used a mixed method research design to carry out the study. Based on information provided by the John Taolo Gaetsewe district office, I contacted the circuit managers in areas where problems with bullying behaviour against educators are experienced. The circuit managers provided a list of schools where incidents of bullying behaviour towards educators were reported for a six-month period (from January to June 2021). From the list of 70 schools, I selected 40 schools (10 high schools, 10 intermediate schools and 20 primary schools) for the quantitative phase and three schools from the 40 schools (a primary school, an intermediate school and a high school) for the qualitative phase based on their location. I used purposive criterion-based sampling to identify the participants for the qualitative phase. Through systematic sampling, a sample of 40 school principals, 40 trade union representatives and 200 educators were identified as respondents to complete questionnaires during the quantitative phase. The data collection was kicked off with a document analysis of relevant legal documents with a view to determine the employers' legal duty and educators' rights to a safe environment, the legal framework for dealing with bullying complaints and legal remedies available to educators as victims. In the qualitative phase, I conducted semi-structured interviews with five educators, two principals and two union representatives. It gave me a deeper insight into the nature, extent and consequences of bullying behaviour and allowed me to identify the problems that hinder the management of bullying behavior and the strategies that principals use to manage bullying behaviour. I also analysed the Codes of Conduct for Learners from the three schools so that I could triangulate with data from the interviews. Quantitative and qualitative data were collected simultaneously, independently analysed and then combined before the analysed data was interpreted and I formulated findings. In order to achieve my goal, I developed a strategy based on the identified legal framework, the whole school approach and empirical findings. The strategy consists of four workshops on conceptualise and contextualise bullying behaviour towards educators, concept code of bullying against educators, bullying behaviour management towards teachers, and developing a bullying behavior policy towards educators.Maikaelelo a patlisiso eno e ne e le go tlhotlhomisa maitsholo a go dipisa barutabana kwa dikolong tse 40 kwa Kgaolong ya John Taolo Gaetsewe le go dirisa dithuto tse di tlhageletseng go tlhagisa togamaano e e tlaa dirisiwang ke bagokgo ba dikolo go samagana le maitsholo a go dipisa barutabana ka bokgoni. Ka go dirisa molebo wa se se dirang go na le se e ka nnang nnete jaaka motheo, ke dirisitse thadiso ya patlisiso ya mokgwa o o tswakantsweng go tsweletsa thutopatlisiso. Go ya ka tshedimosetso e e tlametsweng ke Kantoro ya Kgaolo ya John Taolo Gaetsewe, ke ikgolagantse le batsamaisi ba didika mo mafelong a a itemogelang go dipisiwa ga barutabana. Batsamaisi ba didika ba ne ba tlamela ka lenane la dikolo tse di begileng ditiragalo tsa go dipisiwa ga barutabana mo pakeng ya dikgwedi tse thataro ( go tloga Firikgong go fitlha Seetebosigo 2021). Go tswa mo lenaneng la dikolo tse 70, ke ne ka tlhopha dikolo tse 40 (dikolo tse dikgolwane di le 10, dikolo tsa bogareng di le 10 le dikolo tsa poraemari di le 20) mo legatong le le lebeletseng dipalopalo le dikolo tse tharo go tswa mo dikolong tse 40 (sekolo sa poraemari, sekolo sa bogareng le sekolo se segolwane) malebana le legato la go lebelela mabaka le go ela tlhoko go ya ka mafelo. Ke dirile mokgwa wa go tlhopha sampole go ya ka maikaelelo a patlisiso go supa bannileseabe ba legato le le lebelelang mabaka. Ka go tsaya sampole ka thulaganyo, go supilwe sampole ya bagokgo ba dikolo ba le 40, baemedi ba mokgatlho wa badiri ba le 40 le barutabana ba le 200 jaaka batsibogi go tlatsa dipotsolotso ka nako ya legato la dipalopalo. Kokoanyo ya data e simolotswe ka tokololo ya dikwalo tsa semolao tse di maleba ka maitlhomo a go bona maikarabelo a semolao a bathapi le ditshwanelo tsa barutabana tsa seemo se se babalesegileng, letlhomeso la semolao la go samagana le dingongorego tsa go dipisiwa, le ditshiamiso tsa semolao tse barutabana ba nang natso jaaka batswasetlhabelo. Mo legatong la kelotlhoko, ke nnile le dikopanopotsolotso tse di batlileng di rulagane le barutabana ba le batlhano, bagokgo ba le babedi le baemedi ba mokgatlho wa badiri ba le babedi. Di mputse matlho malebana le mofuta, boteng le ditlamorago tsa maitsholo a go dipisa mme tsa nkgontsha go supa mathata a a kgoreletsang taolo ya maitsholo a go dipisa le ditogamaano tse bagokgo ba di dirisang go samagana le go dipisa. Gape ke sekasekile Melao ya Maitsholo a a siameng ya Barutwana go tswa kwa dikolong tse tharo gore ke kgone go dirisa mekgwa e e farologaneng mo dateng ya dikopanopotsolotso. Go kokoantswe data ya dipalopalo le e e lebelelang mabaka ka nako e le nngwe fela, ya lokololwa ka go ikemela, mme ya kopanngwa pele ga data e e lokolotsweng e ka ranolwa le gore ke rulaganye diphitlhelelo. Gore ke fitlhelele maikemisetso a me, ke dirile togamaano e e theilweng mo letlhomesong le le supilweng la semolao, molebo wa sekolo sotlhe gammogo le diphitlhelelo tsa maitemogelo. Togamaano e na le dikopanothutano tse nne tsa go supa ba e ka nnang badipisi, molaokgopolo wa go samagana le maitsholo a go dipisa, togamaano ya go samagana le go dipisiwa ga barutabana le go tlhamiwa ga pholisi e e malebana le maitsholo a go dipisa barutabana.Ph. D. (Education Management)Educational Leadership and Managemen