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Developing learning environments that stimulate entrepreneurial competency among higher education students
No full textThis study aimed to explore the types of learning environments in higher education that foster the development of entrepreneurial competency (EC) among students. An interpretive-qualitative paradigm was employed which allowed for a deep understanding of the meanings and perspectives held by instructors and students within their contexts. This paradigm aligns well with my chosen methodology, a qualitative research approach which emphasises descriptive insights rather than numerical data. To explore the phenomenon in depth and within its real-life context, a case study approach was utilised, focusing on selected institutions. This enabled me to examine complex interactions and contextual factors that influence the subject of inquiry, providing a holistic understanding of the research problem.
Focusing on two of the largest public universities in Ethiopia, renowned for their engineering programmes, the research examined civil engineering colleges through data collected from instructors, students, document analysis and classroom observations. A total of 32 participants, including six teachers and ten students from each university, were selected for in-depth interviews and focus group. The analysis utilised constant comparative and thematic analysis methods, with the study grounded in two theoretical frameworks: institutional theory and experiential learning theory. Previous research underscores the need for educational institutions to shift their instructional paradigm to better cultivate students' entrepreneurial mindsets and competencies, particularly in response to the evolving global economic landscape.
Findings from the study revealed that, despite policy support for entrepreneurship education, various challenges hindered the effective development of EC. These challenges included a lack of adequately trained instructors in entrepreneurship education tailored to fields like civil engineering, insufficient project-based learning opportunities, weak industry-university linkages and limited resources. Both students and instructors highlighted these barriers as obstacles to creating an educational environment conducive to entrepreneurial success. The findings suggest that project-based learning, continuous coaching, feedback, and the integration of diverse teaching methods, including digital resources, can significantly enhance students' entrepreneurial skills. The study also recommended optimising course scheduling, investing in entrepreneurship centres and creating strong motivation and assessment programmes.
In conclusion, the study highlights that to prepare Ethiopian university students for entrepreneurial careers, educational curricula and policies must prioritise experiential learning and real-world applications. Addressing challenges such as limited resources, weak industry connections and a lack of practical learning opportunities is crucial. The insights provided by the participants suggest that, with the right support, college students can be empowered to launch their own businesses post-graduation.College of Educatio
The influence of blended learning on learners’ performance : a case of a public primary school in Johannesburg East District, Gauteng province
No full textIn recent years, blended learning has significantly progressed in education globalisation by combining online learning with face-to-face instruction. However, there is still a debate about its influence on learners' performance. This study concentrated on how blended learning affected learners' performance at a public primary school in the Johannesburg East District and on identifying the most effective methods for its implementation and integration. Using a qualitative methodology and case study design, data were collected from one mathematics teacher, one English teacher, and twelve Grade Seven learners through purposive sampling. Interviews were conducted, transcribed, and analysed using thematic analysis, leading to the identification of five themes: the influence of blended learning on learners’ performance, learners’ academic performance, learners and educators' attitudes towards blended learning, and enablers when implementing blended learning. The study applied the Complex Adaptive Blended Learning System (CABLS) theory as an analytical framework to interpret and assess the data. It highlighted the advantages of technology in enhancing learner engagement and academic performance. Teachers' positive attitudes are key to effective communication and integrating digital skills into the curriculum. The study’s findings revealed a positive effect of blended learning on learners' performance. However, challenges like limited internet access, load shedding, and infrastructure constraints were noted. To address these barriers, the study recommended comprehensive teacher orientation, strategic deployment of technology, and an appropriate balance of online and offline resources to ensure continuous learning. Furthermore, it advocated for tailored blended learning designs to optimise educational outcomes and suggested further research on schools with and without blended learning in Johannesburg.M. Ed. (Curriculum and Instructional Studies)Curriculum and Instructional Studie
An Ubuntu leadership and management framework for family-owned businesses succession planning
No full textText in EnglishFamily-owned businesses are important globally as critical drivers of Gross Domestic Product, wealth, and employment creation. Despite their contribution, most fail to survive intergenerationally, and leadership succession planning failure is more lethal than other factors that lead to family business failure. Several studies have been carried out on family business leadership succession planning; however, there is little research on the influence of Ubuntu philosophy and the development of an Afrocentric framework that is anchored on Ubuntu philosophy. This study therefore sought to fill this gap through the lens of Systems Theory. An explanatory sequential mixed methodology was used, the quantitative phase (n=218 participants) followed by the qualitative phase (n=7 participants). Participants were selected using simple random sampling (quantitative phase), purposive and snowball sampling methods (qualitative phase). Quantitative data was collected utilising 218 questionnaires designed on a 5-point Likert scale and was analysed utilising descriptive statistics, correlation analysis, and inferential statistical analysis. Qualitative data was collected utilising semi-structured interviews and was analysed thematically. Findings revealed that the utilisation of Ubuntu and successor development and selection are vital contributors to the success of the family-owned business leadership succession planning process. Furthermore, Ubuntu is essential during conflict management and selecting a successor. In addition, the business leader's education level and the business's age moderate the relationship between the success of leadership succession planning and the utilisation of Ubuntu, as well as successor development and selection. The study developed an Afrocentric framework for leadership succession planning of family businesses anchored on Systems Theory; thus, advancing family business literature and Systems Theory. Practical recommendations are provided for use by family business leaders. Finally, future research is encouraged including more cities in Zimbabwe, and across all family business generations.D.B.L.Business Managemen
Survivor syndrome: the moderating role of personality on organisational commitment and job engagement after retrenchment
No full textAbstract and text in EnglishThis study aimed to investigate the phenomenon of survivor syndrome and its impact on job engagement and organisational commitment, with a specific focus on the moderating role of personality traits. The motivation for this research stemmed from the need to deepen our understanding of survivor syndrome, which arises from organisational changes such as retrenchments, restructuring, and downsizing. While previous studies have extensively examined the effects of job loss, there is a lack of empirical research on the experiences of employees who survive retrenchments. The study employed a non-experimental research design, primarily utilising survey research methods. The population involved employees who have survived retrenchment at a state-owned enterprise. Purposive sampling was adopted to select participants from a state enterprise, and data analysis involved structural equation modeling (SEM), exploratory factor analysis (EFA), confirmatory factor analysis (CFA), correlation analysis, and hierarchical moderated regression analyses.
The findings revealed a low correlation between survivor syndrome and affective commitment and continuance commitment. Additionally, survivor syndrome exhibited negative correlations with cognitive engagement, physical engagement, and emotional engagement. The study highlighted that personality traits, specifically openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism, moderated the relationship between survivor syndrome and job engagement. However, personality traits did not have a moderating effect on the relationship between survivor syndrome and organisational commitment, except for openness to experience. The study recommends that organisations should pay attention to employees' personality traits when managing organisational changes. Interventions and support programmes should be developed to promote the well-being of surviving employees, fostering job engagement and organisational commitment. Effective leadership and close support are crucial in guiding employees through the change process. Recognising individual differences and catering to diverse needs will be vital in ensuring the successful transition of surviving employees. A structured approach is recommended to support survivors of retrenchment uniformly throughout the organisation. This study contributes to social changes within organisations by identifying strategies to enhance affective and continuance commitment following retrenchment events. By addressing residual survivor syndrome attitudes, organisations can improve individual and organisational performance. Ultimately, this research emphasises the importance of understanding and managing personality traits in the workplace to foster employee well-being and organisational success.PhD. (Industrial and Organisational Psychology)Industrial and Organisational Psycholog
Completeness of sustainability reporting in the South African mining industry
No full textThis study aimed to assess the completeness of sustainability reporting in the South
African mining industry. Completeness of sustainability reporting is a key reporting
principle in the International Integrated Reporting Framework since the omission of
relevant disclosure can have a deceptive impact on the overall impression given in a
company’s integrated report. This study assessed the completeness of JSE-listed mining
companies’ sustainability reporting prior to the COVID-19 pandemic. The assessment was
done through a quantitative content analysis using the Global Reporting Initiative
Standards as the research instrument to code the sustainability reports for each disclosure
item. The coded disclosure unit was used to calculate the percentage of completion of the
disclosures. The percentage of completion was analysed using descriptive statistical
measurements for the total disclosures of the population and further for the non-financial
capitals and the aspects included within these capitals. The results of this research indicate
that sustainability reporting is incomplete with a mean that was calculated for the
populations of 59%. The study further found that all the aspects within the non-financial
capitals had a maximum completion of 100%, which indicates that complete sustainability
reporting is achievable. The aspect with the highest percentage of completion was
disclosure relating to compliance under the natural capital, which was 89% complete.M.A. (Accounting Sciences)College of Accounting Science
Transformative constitutionalism and the need to reform appointment of presiding officers by employers in South African disciplinary hearing : a comparative study
No full textThe Labour Relations Act of 1995’s aim is to balance the differences in employment
relations through provisions to fair discipline in the workplace. In terms of the
Constitution of the Republic of South Africa, section 23 affords every employee the
right to fair labour practices and this right should be enforced by the Labour
Relations Act. A presiding officer of a disciplinary hearing duly appointed is regarded
as an impartial official who is tasked with objectively looking into the evidence or
facts before them.
This study highlights that the current labour legal framework restricts employees’
access to legal representation in the appointment of presiding officers during
disciplinary hearings. The study argues that the employer has the upper hand in
who the presiding officer should be during disciplinary hearings. The principle of
natural justice - audi alteram partem to hear the other side is lacking in appointment
of presiding officer during disciplinary proceedings in South Africa while the other
principle - nemo judex in propria sua causa that you cannot judge your own case is
ignored.
Section 118(A) of the Labour Relations Act is designed to protect employees who
are subjected to disciplinary hearings or adverse treatment by their employers, by
providing procedural safeguards during disciplinary hearings. It will be argued that
this section lacks the necessary constitutional protection as required by the
Constitution and constitutional rationale of equity based on the principles of natural
justice. This study will argue that the current labour laws rights on fairness is one
sided and that it does not protect the rights of employees facing disciplinary
hearings.
Using a comparative approach, it will be shown that appointment of presiding officer
during disciplinary hearings in South Africa is in a relative state of integration. This
study argues that the concept of Transformative Constitutionalism could be the
impetus for the renewal of the field of fairness in South Africa.
This study establishes the critical factors that have to be taken into consideration
when a presiding officer is appointed. Transformative Constitutionalism under the
current Constitution can assist in addressing the need for recognising fairness when
a presiding officer is appointed in South African disciplinary hearings. In this context,
values such as the supremacy of the Constitution, fairness, separation of powers,
administrative action and the institutions to uphold them, will form a fundamental
part of the study. Specific recommendations are made on the need to adhere to
principles of fairness. Critical recommendations are also made on how to strengthen
South African labour laws.LL.D. (Mercantile Law)Mercantile La
The use of English-Yoruba parallel-alphabets package (EYPA) in enhancing reading abilities of primary school pupils in Nigeria
No full textAbstracts in English, Tswana and ZuluThe study investigated the use of the English-Yoruba parallel-alphabets package in enhancing the reading abilities of primary school pupils in Nigeria. The study adopted a pre-test, posttest, quasi-experimental research design. The population for the study consisted of primary one (grade 1) pupils and teachers from six primary schools in Ondo Central Senatorial District of Ondo State, Nigeria. A multistage sampling procedure was adopted to select 140 pupils and 46 teachers across 6 public primary schools in Ile Oluji/Oke Igbo, Ondo East, and Ondo West local government areas. The schools were purposively selected while randomly assigned to
experimental and control groups. An intact class of a stream of primary one was selected as the sample. There were 68 pupils in the experimental group and 72 pupils in the control group. The study used three research instruments: the Reading Skill Observational Chart Scale (RSOCS),the Teachers' Experience on the Use of English-Yoruba Parallel-Alphabet Package Questionnaire (TEEYPAPQ), and the Teachers' Yoruba Reading Interview and Discussion Guide (TYRIADG). The data collected were analysed using appropriate descriptive and inferential statistics. The results showed that the English-Yoruba Parallel Alphabet Package enhanced pupils' reading skills more effectively than the conventional teaching method among primary pupils. Also, teachers encounter problems when using the English-Yoruba Parallel-Alphabets Package (EYPAP) to foster reading skills among lower primary school pupils. Lastly, there is a statistically significant difference in the reading skills of pupils exposed to EYPAP compared to those instructed using conventional methods in primary schools across Ondo State. It is recommended that curriculum planners ensure that innovative instructional strategies like EYPAP are included in the teaching and learning of bilingualism, the mother tongue.Thutopatlisiso e sekasekile tiriso ya phakhete ya ditsalana tsa medumofoko e e tshwanang ka Seesimane le Se-Yoruba (English-Yoruba Parallel-Alphabets Package) mo go tokafatseng bokgoni jwa go buisa mo baneng ba dikolo tsa poraemari kwa Nigeria. Thutopatlisiso e dirisitse sebopego sa dipatlisiso tsa pele-le-morago (pre-test, post-test) tsa mofuta wa maiteko a a senang botlalo (quasi-experimental). Batho ba ba akaretsweng mo thutong e ne e le barutwana ba poraemari ya ntlha (mophato wa ntlha) le barutabana ba dikolo tse thataro mo kgaolong ya Ondo Central Senatorial District mo lefatsheng la Ondo, Nigeria. Mokgwa wa tshekatsheko ka
ditlhopha di le mmalwa o ne wa dirisiwa go tlhopha barutwana ba le 140 le barutabana ba le 46 mo dikolong tsa poraemari tse thataro tsa mmuso tse di fa Ile Oluji/Oke Igbo, Ondo East, le Ondo West mo makgotleng a puso ya selegae. Dikolo di ne tsa tlhophiwa ka maitlhomo, mme tsa abiwa ka tlhophiso ya maphata a a dirisang maiteko le a a sa diriseng maiteko. Phaposi e le nngwe ya mophato wa poraemari wa ntlha e ne ya tlhophiwa jaaka sampole. Go ne go na le
barutwana ba le 68 mo setlhopheng sa maiteko le ba le 72 mo setlhopheng sa taolo. Thutopatlisiso e dirisitse didirisiwa tse tharo tsa patlisiso: Reading Skill Observational Chart Scale (RSOCS) LE Teachers' Experience on the Use of English-Yoruba Parallel-Alphabet Package Questionnaire (TEEYPAPQ). le The Teachers' Experience on the Use of English-Yoruba Parallel-Alphabet Package Questionnaire (TEEYPAPQ). Data e e kokoantsweng e sekasekilwe ka tiriso ya dipalopalo tse di tshwanelang tsa tlhaloso le tse di tshwantshiwang. Dipholo di bontshitse gore phakhete ya English-Yoruba Parallel Alphabet e tokafaditse bokgoni jwa barutwana mo go buiseng ka tsela e e kgethegileng go feta mekgwa e e tlwaelegileng ya go ruta mo baneng ba dikolo tsa poraemari. Gape, dipholo di bontshitse gore barutabana ba kopana le mathata fa ba dirisa phakhete ya English-Yoruba Parallel-Alphabets Package (EYPAP) go nonotsha bokgoni jwa go buisa mo baneng ba sekolo sa ntlha. Kwa bofelong dipholo di bontsha pharologanyo e e nang le bokao jwa dipalopalo mo bokgoning jwa go buisa jwa barutwana ba ba neng ba rutiwa ka EYPAP fa ba bapisiwa le ba ba rutiwang ka
mekgwa e e tlwaelegileng mo dikolong tsa poraemari kwa nageng ya Ondo. Go kgothalediwa gore ba ba rulaganyang porokeramo ya thuto ba netefatse gore mekgwa e e tlhamaletseng ya thuto, jaaka EYPAP, eakarediwa mo dithutong le mo go ruteng puo ya bobedi
le puo ya ga mme.Ucwaningo luhlole ukusetshenziswa kwephakethe lezinhlamvu ezifanayo zesiNgisi-isiYoruba (English-Yoruba Parallel-Alphabets Package) ekuqiniseni amakhono okufunda ezinganeni ezikoleni zamabanga aphansi eNigeria. Lolu cwaningo lusebenzise indlela yocwaningo lokuhlola ngaphambi nangemva kokufundiswa (pre-test, post-test) yesakhiwo sokuhlola
esingaphelele (quasi-experimental design). Ababambe iqhaza ocwaningweni babefaka izingane ezisemabangeni okuqala (grade 1) nothisha abavela ezikolenieziyisithupha esifundeni se-Ondo Central Senatorial District esifundazweni sase-Ondo, eNigeria. Kwakusetshenziswe indlela yokukhetha izigaba eziningi (multistage sampling) ukukhetha izingane ezingu-140 nothisha abangu-46 ezikoleni eziyisithupha zamabanga aphansi zikahulumeni ezisendaweni yase-Ile Oluji/Oke Igbo, Ondo East, kanye ne-Ondo West ngaphansi kwamaphakathi omasipala bendawo. Izikole zakhethwa ngenhloso ethile futhi zahlukaniswa ngokungahlelekile zaba amaqembu okufundisa ngezindlela eziphambili
(experimental group) kanye nalezo ezifundisa ngezindlela ezijwayelekile (control group).
Ikilasi elilodwa labafundi ababesesigabeni sokuqala lamukelwa njengamaphesenti esampula. Amaqembu okufundisa ngezindlela eziphambili abenabafundi abangama-68, kanti iqembu lokulawula lalinabafundi abangama-72. Ucwaningo lusebenzise amathuluzi amabili ocwaningo abizwa ngokuthi: Ishadi lokuqaphelisisa izinga lobuciko bokufunda (Reading Skill
Observational Chart Scale (RSOCS) kanye nokujula kolwazi lukathisha ekusebenziseni ulimi lweSingisi – neYoruba nezikhwama ezinemibuzo zimpendulo yezinhlamvu ezihambisanayo Teachers' Experience on the Use of English-Yoruba Parallel-Alphabet Package Questionnaire (TEEYPAPQ) ne The Teachers' Experience on the Use of English-Yoruba Parallel-Alphabet Package Questionnaire (TEEYPAPQ). Idatha eqoqiwe yahlaziywa kusetshenziswa izibalo ezifanele zokuhlaziya izakhiwo nezibalo ezihlobene. Imiphumela ikhombise ukuthi iphakeji le-English-Yoruba Parallel-Alphabet lithuthukise amakhono okufunda ezinganeni ngempumelelo enkulu kunendlela ejwayelekile yokufundisa. Imiphumela iphinde yakhombisa ukuthi othisha bahlangabezana nezinselelo lapho besebenzisa i-EYPAP ukwakha amakhono
okufunda ezinganeni ezisemabangeni aphansi. Okokugcina, imiphumela ikhombise umehluko obalulekile kwezibalo emakhonweni okufunda ezinganeni ezazifundiswa ngohlelo lwe-EYPAP uma kuqhathaniswa nalabo ababeqeqeshwa ngezindlela zokufundisa ezijwayelekile ezikoleni zamabanga aphansi esifundazweni sase-Ondo. Kunconywa ukuthi abahleli bohlelo lwezifundo baqinisekise ukuthi izindlela zokufundisa ezintsha nezizimele ezifana ne-EYPAP zifakwa ekuqeqesheni nasekufundiseni ulimi lwesibili kanye nolimi lwenkaba.Ph. D. (Early Childhood Education)College of Educatio
The use of community based environmental education programmes towards achieving environmental sustainability : a case study
No full textAbstracts in English, Zulu and SepediStudies have shown that the world is experiencing many negative environmental effects, including heat waves, damage to infrastructure, changing rainfall patterns, abnormal heavy downpours of rain, irregular rainfall patterns, droughts, wildfires, soil erosion, climate change and a rise in sea levels. These negative environmental challenges, in turn affect the sustainability of the environment negatively. The South African government has been part of national and international agreements, and also has various pieces of legislation to address environmental problems, yet negative environmental effects are still witnessed. This study explored the use of community based environmental education programmes towards environmental sustainability in eThekwini Municipality. It was conducted in KwaZulu-Natal, a province that experienced one of its worst droughts in 2015 and 2023 and the worst floods recorded in the history of South Africa. Six participant observations, thirty one-on-one semi-structured interviews, three focus group discussions and three transect walks were employed to gather data. The study employed qualitative thematic data analysis and semiotic analysis. The results showed that community based environmental education programmes such as community gardens, recycling projects, environmental awareness and education campaigns, clean-up campaigns, Adopt-A-Spot removing alien plants and planting indigenous trees, endorse a sense of place connection through community participation. When communities are involved in environmental education programmes, they feel a sense of duty and a direct call to action to save the environment and ensure sustainability. A lack of environmental education, education on sustainability and knowledge of the Sustainable Development Goals that advocate environmental sustainability was found. The contribution of this study is that community based environmental education programmes play a pivotal part towards attaining the Sustainable Development Goals and towards the achievement of Agenda 21.Diphuputso di bontshitse hore lefatshe le na le diphello tse ngata tse mpe tsa tikoloho, tse kenyeletsang diphethene tse fetohang tsa dipula, dipula tse matla tse sa tlwaelehang, tshenyo ya mehaho, maqhubu a motjheso, komello, mollo wa hlaha, kgoholeho ya mobu, phetoho ya boemo ba lehodimo le ho phahama ha metsi a lewatle. Diphephetso tsena tse mpe tsa tikoloho le tsona di ama ho tshwarella ha tikoloho hampe. Mmuso wa Afrika Borwa e bile karolo ya ditumellano tsa naha le tsa matjhaba bakeng sa ho tshwarella, hape o na le melao e fapaneng ya ho rarolla mathata a tikoloho, empa ditlamorao tse mpe tsa tikoloho di sa ntse di bonahala. Phuputso ena e lekotse tshebediso ya mananeo a thuto ya tikoloho a thehilweng setjhabeng molemong wa phihlello ya tshireletso ya tikoloho Mmasepaleng wa eThekwini. E tsepamisitse maikutlo hodima mekgatlo e meraro e itshetlehileng tikolohong ya KwaZulu-Natal, e leng porofense e bileng le komello e mpe ka ho fetisisa ka 2015 mme ka 2023 e ile ya ba le dikgohola tse mpe ka ho fetisisa tse tlalehilweng nalaneng ya Afrika Borwa. Maikutlo a tsheletseng a Bankakarolo, dipuisano tse mashome a mararo a motso o mong tse hlophisitsweng hantle, dipuisano tse tharo tsa dihlopha le maeto a mararo a transect a sebedisitswe ho bokella datha. Phuputso e sebedisitse tlhahlobo ya datha ya boleng bo phahameng le tlhahlobo ya semiotic. Diphetho di bontshitse hore mananeo a thuto ya tikoloho a thehilweng setjhabeng a kang dirapa tsa setjhaba, merero ya ho ntjhafatsa dintho, matsholo a tlhokomediso ya tikoloho le thuto, matsholo a tlhwekiso, Adopt-A-Spot ho tlosa dimela tse sa tsejweng, le ho lema difate tsa matswallwa a moo di etsa hore ho be le kgokahanyo ya sebaka ka ho bonkakarolo ba setjhaba. Ha setjhaba se kentse letsoho mananeong a thuto ya tikoloho, se ikutlwa se na le boikarabello le pitso e tobileng ya ho nka kgato ho boloka tikoloho ho netefatsa ho tshwarella. Ho haella ha thuto ya tikoloho, thuto ya tshebetso le tsebo ya Maikemisetso a Ntshetsopele ya Ho tshwarella ho buellang ho boloka tikoloho ho fumanwe. Tlatsetso ya phuputso ena ke hore mananeo a thuto ya tikoloho ya setjhaba a phetha karolo ya bohlokwa ho fihlelleng Dipheo tsa Ntshetsopele ya Ho shwarella le phihlellong ya Lenaneo la 21.Ucwaningo selukhombisile ukuthi umhlaba ubhekene nemiphumela eminingi engemihle kwezemvelo, okuhlanganisa ukushintsha kwezimvula, izimvula ezinamandla okungavamile, ukulimala kwengqalasizinda, amagagasi okushisa, isomiso, imililo yequbula, ukuguguleka kwenhlabathi, ukushintsha kwesimo sezulu kanye nokwenyuka kwamazinga olwandle. Lezi zinselela ezingezinhle zezemvelo ziphinde zibe nomthelela omubi ekusimameni kwemvelo. Uhulumeni waseNingizimu Afrika ube yingxenye yezivumelwano zikazwelonke nezamazwe ngamazwe zokusimama, futhi unemithetho eyahlukene yokubhekana nezinkinga zemvelo, kodwa imiphumela emibi yezemvelo isabonakala. Lolu cwaningo belubheka ukusetshenziswa kwezinhlelo zokufundisa ezemvelo emphakathini ukuze kuzuzwe ukusimama kwemvelo kuMasipala weTheku. Igxile ezinhlanganweni ezintathu ezizinze emphakathini KwaZulu-Natal, okuyisifundazwe esabhekana nesomiso esibi kakhulu ngo-2015 kwathi ngo-2023 sabhekana nezikhukhula ezimbi kakhulu emlandweni waseNingizimu Afrika. Ukubhekwa kwabahlanganyeli abayisithupha, izingxoxo ezingamashumi amathathu nanye ezihlelwe kancane, izingxoxo zamaqembu amathathu okugxilwe kuwo kanye nohambo oluthathu lwendlela yokuhlanganyela yomphakathi lwasetshenziswa ukuze kuqoqwe imininingwane. Ucwaningo lusebenzise indlela esetshenziswa ukuhlola nokuhumusha incazelo yemininingwane nesifundo sokuthi incazelo idaleka futhi idluliswe kanjani ngezimpawu nezifanekiso. Imiphumela yabonisa ukuthi izinhlelo zokufundisa ezemvelo ezisekelwe emphakathini njengezingadi zomphakathi, imiklamo yokugaywa kabusha kwezinto, imikhankaso yokuqwashisa ngemvelo kanye nemfundo, imikhankaso yokuhlanza, i-Adopt-A-Spot yokususa izitshalo zangaphandle, nokutshala izihlahla zomdabu kukhuthaza umuzwa wokuxhumana kwendawo ngokubamba iqhaza komphakathi. Uma imiphakathi ibambe iqhaza ezinhlelweni zokufundisa ngezemvelo, izizwa inomsebenzi kanye nokubizelwa esenzweni sokusindisa imvelo ukuze kuqinisekiswe ukusimama. Ukuntuleka kwemfundo yezemvelo, imfundo ngokusimama kanye nolwazi Lwezinjongo Zokuthuthukiswa Okusimeme ezikhuthaza ukusimama kwemvelo kwatholakala. Umnikelo walolu cwaningo ukuthi izinhlelo zokufundisa ezemvelo ezisekelwe emphakathini zidlala indima ebalulekile ekufinyeleleni Izinjongo Zokuthuthukiswa Okusimeme kanye nasekuzuzweni kwe-Ajenda 21.PhD. (Education)College of Educatio
Translation/translator competence : implications for training institutions and translation agencies in South Africa
No full textAbstracts in English, Afrikaans and TswanaTranslator and translation competence as outcomes of translation training programmes have long been under discussion with reference to a theory–practice gap. Training programmes were thought to be too theoretical and disconnected from market developments in terms of the qualities trained professionals should possess once entering the workforce. The aim of this study was to determine the nature of translation curricula at selected South African universities to determine if they supported the South African environment, if they promoted translation competence, and if they were aligned with the needs of the translation market. The research objectives were to determine the form and the content of the various curricula; to determine the expectations that translation agencies had of their translators/student translators; and to find out how the curricula met the demands of the translation market. The study was qualitative-descriptive in nature and grounded in the principles of the European Master’s in Translation (EMT). The data sources comprised translator training curricula of universities; translator vacancy advertisements; and information sourced from translation agencies and other employers of translators through document analysis, questionnaires and telephonic and email interviews. Ten universities were selected and included because they offered courses in translation studies. Data were recorded, compared, analysed and described. The analysis revealed that translator training was on par with the expectations of the market. However, some gaps were revealed. Not all the qualifications fully integrated computer-assisted translation technology in the curricula, and plain language as a translation method did not form part of any of the training curricula. This study can serve as a starting point for universities to address the identified gaps.Vertaler- en vertaalbevoegdheid as uitkomste van vertaalopleidingsprogramme is lankal reeds onder bespreking met verwysing na ʼn teorie–praktyk-gaping. Opleidingsprogramme word beskou as té teoreties en ver verwyderd van markontwikkelings in terme van die eienskappe waaroor opgeleide professionele persone moet beskik wanneer hulle die arbeidsmark betree. Hierdie studie het ten doel gehad om die aard van vertaalkurrikulums by geselekteerde Suid-Afrikaanse universiteite te bepaal ten einde ondersoek in te stel na hoe dit vertalerbevoegdheid rugsteun. Verder het dit ten doel gehad om te bepaal of universiteite se vertaalkurrikulums in ooreenstemming is met die vertaalmark. Die navorsingsdoelwitte was om die vorm en inhoud van verskillende kurrikulums te bepaal; om vertaalagentskappe se verwagtinge van hulle vertalers/studentevertalers vas te stel; en om te bepaal hoe die kurrikulums aan die vereistes van die vertaalmark voldoen. Die studie was kwalitatief-beskrywend van aard en gegrond op die beginsels van die Europese Kommissie se EMT (European Master’s in Translation). Die databronne het bestaan uit vertaalopleidingkurrikulums van universiteite; advertensies van vakante vertaalposte; en inligting verkry van vertaalagentskappe en ander werkgewers van vertalers deur dokument ontleding, vraelyste en onderhoude. Tien universiteite is gekies en ingesluit omdat hulle kursusse in vertaalstudies aangebied het. Data is aangeteken, vergelyk, ontleed en beskryf. Die ontleding toon dat vertaalopleiding op gelyke voet staan met markverwagtinge. Sekere leemtes is egter uitgelig. Nie al die kwalifikasies het rekenaargesteunde vertaaltegnologie ten volle in die kurrikulums geïntegreer nie, en gewone taal as vertaalmetode is nie in enige van die vertaalkurrikulums ingesluit nie. Hierdie studie kan as vertrekpunt dien vir universiteite om die geïdentifiseerde leemtes te takel.Bokgoni jwa bafetoledi le phetolelo jaaka dipoelothuto tsa mananeo a katiso ya phetolelo ga bo bolo go nna ntlha ya dipuisano go lebeletswe ntlha ya diphatlha tsa teori-bodiredi. Mananeo a katiso a ne a tsewa a tletse teori mme a sa ikamaganye le ditlhabololo tsa mebaraka fa go lebelelwa ntlha ya dinonofo tseo moporofešenale yo o katisitsweng a tshwanetseng go nna natso fa a tsena mo tirong. Maikaelelo a thutopatlisiso eno e ne le go tlhomamisa mefuta ya dikharikhulamo kwa diyunivesithing tse di rileng tsa Aforika Borwa gore go tle go bonwe gore o bapisiwa jang le ditlhabololo tsa selegae mo dithutong tsa phetolelo, a o tshegetsa tikologo ya Aforika Borwa, a o tsweletsa bokgoni jwa phetolelo, le gore a o lolamisitswe le mebaraka ya phetolelo. Maikaelelo e ne e le go tlhotlhomisa popego le diteng tsa dikharikhulamo tse di farologaneng, go bona gore ditheo tsa phetolelo di lebeletse eng go tswa go bafetoledi/baithutelaphetolelo, le go bona ka moo dikharikhulamo di neng di fitlhelela ditlhoko tsa mebaraka ya phetolelo ka teng. Thutopatlisiso eno e ne e le ya dithanolo tsa sekwalitatifi mme e tlhomame mo melawaneng ya lenaneo la dithuto tsa phetolelo la EU e leng European Master’s in Translation (EMT). Metswedi ya dinewane e ne e akaretsa dikharikhulamo tsa katiso tsa diyunivesithi, dipapatso tsa tiro tsa bafetoledi le tshedimosetso e e fitlhetsweng go tswa go ditheo tsa phetolelo le bathapi ba bangwe ba bafetoledi ka tsela ya tshekatsheko ya ditokomane le go nna le dipotsolotso. Diyunivesithi di le lesome di ne tsa akarediwa mo thutopatlisisong, mme di tlhophilwe go ya ka gore di ruta dikhoso tsa phetolelo. Dinewane di ne tsa rekotiwa, tsa bapisiwa, tsa tsharololwa, mme tsa tlhalosiwa. Tsharololo e senotse fa katiso ya bafetoledi e ne e itepatepanya le seo mebaraka e se lebeletseng, mme go ne go na le diphatlha tse di bonagetseng. Ga se dithutego tsotlhe tse di kopantseng ka botlalo thekenoloji ya phetolelo ka thuso ya dikhomphutara mo dikharikhulamong e bile le puo e e sa raranang jaaka mokgwa wa phetolelo ga se karolo ya dikharikhulamo tsa katiso dipe. Thutopatlisiso eno e ka dira jaaka ntlha ya tshimololo ya diyunivesithi go mekamekana le diphatlha tse di supilweng.M.A. (Linguistics (Translation Studies))Linguistics and Modern Language
Strategies for utilization of Routine Health Information System (RHIS) for management of child healthcare in Namibia
Get PDFThe Health Information System (HIS) encompasses all the information that can be utilised for planning and decision-making in the health sector. Namibia still experiences childhood illnesses such as diarrhoea, malaria, and pneumonia. Therefore, the Routine Health Information System (RHIS) is expected to produce reliable and useful data supporting child healthcare management. This study aimed to develop strategies to enhance the use of RHIS in managing child healthcare.
A qualitative collective case study was used to address the research objectives. The research was implemented in three phases: Phase 1, focus group interviews; Phase 2, individual in-depth interviews; and Phase 3, developing strategies to enhance the utilisation of RHIS for managing child health care using the modified Delphi technique.
The study setting was Primary Health Care (PHC) facilities as well as district and regional offices in the ||Karas Region, and data was also obtained from healthcare managers at the national level. The population for Phase 1 was nurses at PHC facilities in ||Karas; the population for Phase 2 included healthcare managers at the district, regional, and national levels, who mainly used data to manage child healthcare and those working with HIS. In Phase 3, the population consisted of experts in child health care and HIS.
Non-probability sampling techniques were used to recruit participants. Data were collected through focus group interviews with nurses, followed by individual in-depth interviews to explore healthcare managers’ experiences of RHIS utilising in the planning and management of child healthcare services. Phase 1 and 2 data were integrated and
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used as the foundation for developing strategies. Phase 3 used a questionnaire to obtain the views of experts on the proposed strategies.
Thematic analysis was used to analyse Phases 1 and 2. Phase 3 used descriptive statistical analysis to quantify the level of consensus among experts.
The study revealed that Namibia still uses a hybrid approach in generating routine health data, exacerbated by inadequate Information, Communication and Technology (ICT) at health facilities and a lack of skills in District Health Information Software Two (DHIS2). The study showed dissimilarity in the understanding of RHIS between nurses and healthcare managers, with nurses having limited knowledge of broader concepts of RHIS, whilst healthcare managers had a good understanding. The majority of nurses could only generate and collate but could not analyse, disseminate, do quality checks, or use data. A good understanding of RHIS could enable them to generate quality data and utilise data for decision-making.
This study showed that there were limited policies, guidelines and regulatory frameworks on HIS. This resulted in the absence of HIS standards, leading to information systems running parallel to DHIS2, being unable to exchange data between various users, and lacking defined roles and responsibilities of various stakeholders. The study also revealed that there was a lack of HIS plans at the health facility level.
The study acknowledged that understanding RHIS functionality and experiencing its usability will contribute to the high performance of RHIS and child healthcare. Therefore, the researcher assumed that the focus areas in the proposed strategies would strengthen the use of RHIS in managing child health care.D. Phil. (Nursing)Health Studie