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Perceptions of lecturers and students on translanguaging teaching and learning at a selected college in Northwest
No full textAbstracts in English, Sesotho and ZuluIssues such as high failure rate among non-English speaking students across the globe have led to the emergence of translanguaging teaching strategies. South Africa is also grappling with the language of learning and teaching (LoLT) problem and its implications in teaching and learning. Consequently, many black students in South Africa are performing poorly since English and Afrikaans are the dominant languages of instruction and many schools and colleges do not take into consideration the home language of students in teaching and learning. Therefore, most students in South Africa, particularly blacks, struggle with understanding, comprehension, expression, language development and proficiency.
Despite many researchers focusing on English content, syntax, lack of resources, unqualified teachers, re-designing the English syllabi and ways to improve literacy, the problem of failing is still prevalent. This study, which adopted research design of an interpretivist paradigm, through a qualitative research approach, explored the perceptions of lecturers and students on translanguaging pedagogy at a selected TVET College in the North West province. A non-probability sampling procedure in which not all population members have equal chance of participating was adopted. Research data, which was analysed through thematic data analysis was utilised and gathered through multiple sources such as interviews, focus group interviews, observations and document analysis.
Major findings revealed that English is the only medium of instruction being used and promoted in the college. Students’ English proficiency is the main barrier to teaching and learning are they do not readily participate in class, are unable to freely engage in dialogue and have difficulties in expressing themselves in English. Their lack of fluency and poor communication affects them in class discussions, during written activities and in assessments. Translanguaging as a teaching and learning strategy has the potential to improve understanding, the comprehension of concepts, development of cognitive ability, greater understanding and development of knowledge which has an effect on academic performance and neutralising dominance of the language of instruction. Maximum understanding and comprehension will mitigate performance differences among students and boosts pass rate. To improve translanguaging, participants suggested that lecturers should monitor and guide students, use inclusive teaching and connect to prior knowledge. The training of lecturers is vital as is the provision of teaching resources, collaboration and commitment and creativity. Recommendations suggest that stakeholders should train lecturers, provide relevant teaching resources, translate English books to native languages, choose the best language of teaching and learning and find creative ways to improve translanguaging.Dikgang tse di jaaka palo e e kwa godimo ya go palelwa ga baithuti ba ba sa bueng Seesemane mo lefatsheng lotlhe di dirile gore go nne le mekgwa ya go ruta ka go ranolela mo puong e nngwe. Aforika Borwa gape e mekamekana le bothata jwa puo ya go ithuta le go ruta (LoLT) le ditlamorago tsa teng mo go ruteng le go ithuta. Ka jalo, baithuti ba le bantsi ba bantsho mo Aforika Borwa ga ba dire sentle ka gonne Seesemane le Seaforikanse ke dipuo tse di dirisiwang thata mo thutong mme dikolo le dikholetšhe di le dintsi ga di tseye tsia puo ya mo gae ya baithuti fa ba ruta le fa ba ithuta. Ka jalo, bontsi jwa baithuti mo Afrika Borwa, segolobogolo bantsho, ba na le bothata jwa go tlhaloganya, go tlhaloganya, go itlhalosa, go godisa puo le go e itse sentle.
Le fa babatlisisi ba le bantsi ba tlhoma mogopolo mo diteng tsa Seesemane, thutapuo, go tlhaela ga didirisiwa, barutabana ba ba sa tshwanelegeng, go rulaganya sesha thulaganyo ya Seesemane le ditsela tsa go tokafatsa go bala le go kwala, bothata jwa go palelwa bo sa ntse bo le teng. Thutopatlisiso e, e e tsereng tsela ya go dira patlisiso ka mokgwa wa go tlhalosa, ka mokgwa wa patlisiso ya boleng, e ne ya tlhatlhoba dikakanyo tsa barutabana le baithuti ka ga thuto ya go ranolela mo puong kwa kholetšheng e e tlhophilweng ya TVET kwa porofenseng ya Bokone Bophirima. Go ne ga dirisiwa mokgwa wa go tsaya sekao o o sa dirisiweng go batlisisa gore a go na le kgonagalo ya gore maloko otlhe a setšhaba a nne le tshono e e lekanang ya go nna le seabe. Tshedimosetso ya patlisiso e e neng ya sekasekwa ka go sekaseka tshedimosetso ya ditlhogo e ne ya dirisiwa mme ya kgobokanngwa go tswa mo metsweding e le mentsi jaaka dipotsolotso, dipotsolotso tsa ditlhopha tse di tsepameng, ditlhatlhobo le tshekatsheko ya ditokomane.
Dipatlisiso tse dikgolo di ne tsa bontsha gore Seesemane ke sone fela puo e e dirisiwang le e e rotloediwang kwa kholetšheng. Baithuti ⁇ Go itse Seesemane ke sekgoreletsi se segolo mo go ruteng le go ithuteng ka gonne ga ba kgone go nna le seabe mo tlelaseng, ga ba kgone go buisana ka kgololesego e bile ba na le mathata a go itlhalosa ka Seesemane. Go sa kgone go bua sentle le go sa kgone go buisana sentle go ba ama mo dipuisanong tsa tlelase, mo ditirong tse di kwadilweng le mo ditekong. Go ranolela mo puong e nngwe jaaka mokgwa wa go ruta le go ithuta go na le bokgoni jwa go tokafatsa go tlhaloganya, go tlhaloganya megopolo, go godisa bokgoni jwa go lemoga, go tlhaloganya le go godisa kitso e e nang le ditlamorago mo go direng ga baithuti mo dithutong tsa sekolo le go fokotsa go laolwa ke puo e e dirisiwang go ruta. Go tlhaloganya le go tlhaloganya ka botlalo go tla fokotsa dipharologano tsa bokgoni mo baithuting le go oketsa palo ya ba ba atlegang. Go tokafatsa go ranola dipuo, batsayakarolo ba ne ba akantsha gore batlhatlheledi ba tshwanetse go tlhokomela le go kaela baithuti, ba dirise thuto e e akaretsang botlhe le go golaganya le kitso e e fetileng. Go thapisa batlhatlheledi go botlhokwa fela jaaka go nna le didirisiwa tsa go ruta, go dirisana mmogo le go dira ka natla le go nna le bokgoni jwa go tlhama. Dikakantsho di akantsha gore batsayakarolo ba tshwanetse go katisa barutabana, go tlamela ka didiriswa tse di maleba tsa go ruta, go ranolela dibuka tsa Seesimane mo dipuong tsa tlholego, go tlhopha puo e e gaisang ya go ruta le go ithuta le go bona ditsela tse di tlhamang tsa go tokafatsa go ranolela mo puong e nngwe.Izinkinga ezinjengezinga eliphezulu lokwehluleka phakathi kwabafundi abangakhulumi isiNgisi emhlabeni wonke ziye zaholela ekuveleni kwamasu okufundisa okuhumusha izilimi. INingizimu Afrika iphinde ibhekane nenkinga yolimi lokufunda nokufundisa (LoLT) kanye nemithelela yalo ekufundiseni nasekufundeni. Ngenxa yalokho, abafundi abaningi abamnyama eNingizimu Afrika benza kabi ngoba isiNgisi nesiBhunu yizona zilimi eziyinhloko zokufundisa futhi izikole eziningi namakolishi awacabangi ngolimi lwasekhaya lwabafundi ekufundiseni nasekufundeni. Ngakho-ke, iningi labafundi eNingizimu Afrika, ikakhulukazi abamnyama, linenkinga yokuqonda, ukuqonda, ukuveza imizwa, ukuthuthukisa ulimi kanye nokulwenza kahle.
Naphezu kokuba abacwaningi abaningi begxile kokuqukethwe kwesiNgisi, ukwakheka kwamagama, ukuntuleka kwezinsiza, othisha abangaqeqeshiwe, ukuhlela kabusha uhlelo lwezifundo lwesiNgisi nezindlela zokuthuthukisa ukufunda nokubhala, inkinga yokwehluleka isekhona. Lolu cwaningo, olwalusebenzisa umklamo wocwaningo wepharadigm yokuhumusha, ngokusebenzisa indlela yocwaningo esezingeni eliphakeme, luhlolisise imibono yabafundisi kanye nabafundi ngokufundisa okuhunyushwa ngezilimi ezikhethiwe e-TVET College esifundazweni saseNorth West. Kwenziwa inqubo yokuthatha amasampula okungeyona eye-probability lapho kungebona bonke abantu abanamathuba alinganayo okuzibandakanya. Imininingwane yocwaningo, eyahlaziywa ngokuhlaziywa kwedatha yendaba yasetshenziswa futhi yaqoqwa ngemithombo eminingi efana nezingxoxo, izingxoxo zamaqembu okugxila, ukubonwa kanye nokuhlaziywa kwemibhalo.
Imiphumela emikhulu yembula ukuthi isiNgisi ukuphela kwesimiso sokufundisa esisetshenziswayo nesikhuthazwayo ekolishi. Abafundi ⁇ Ukwazi isiNgisi kuyisithiyo esikhulu ekufundiseni nasekufundeni ngoba abahlanganyeli kalula ekilasini, abakwazi ukuhlanganyela ngokukhululekile engxoxweni futhi banobunzima ekuzivezeni ngesiNgisi. Ukuntuleka kokukhuluma kahle nokukhulumisana kabi kuyabathinta ezingxoxweni zasekilasini, ngesikhathi semisebenzi ebhaliwe nasekuhloleni. Ukuhumusha izilimi njengendlela yokufundisa nokufunda kunamandla okuthuthukisa ukuqonda, ukuqonda imiqondo, ukuthuthukiswa kwamakhono okuqonda, ukuqonda okukhulu nokuthuthukiswa kolwazi okunomthelela ekusebenzeni kwezifundo nokunciphisa ukubusa kolimi lokufundisa. Ukuqonda nokuqonda okukhulu kuzonciphisa umehluko wokusebenza phakathi kwabafundi futhi kukhulise izinga lokuphumelela. Ukuze kuthuthukiswe ukuhumusha izilimi, ababambiqhaza basikisela ukuthi abafundisi kufanele baqaphe futhi baqondise abafundi, basebenzise ukufundisa okubandakanya wonke umuntu futhi baxhumane nolwazi lwangaphambilini. Ukuqeqeshwa kwabafundisi kubalulekile njengoba kunjalo nokunikezwa kwemithombo yokufundisa, ukubambisana nokuzinikela kanye nobuciko. Izincomo zithi abathintekayo kufanele baqeqeshe abafundisi, banikeze izinsiza zokufundisa ezifanele, bahumushe izincwadi zesiNgisi ezilimini zomdabu, bakhethe ulimi olufanele lokufundisa nokufunda futhi bathole izindlela zokudala zokuthuthukisa ukuhumusha.M. Ed. (Education Management and Leadership)Educational Leadership and Managemen
Developing Grade 10 Physical sciences scientific language register for teaching electricity
Get PDFAbstracts in English, Venda and Northern SothoThe South African constitution recognizes twelve official languages, yet only two are utilized for teaching physical sciences, posing a significant concern for our education system's inclusivity. In the Vhembe West district, learners from Tshivenda and Xitsonga backgrounds are taught physical sciences in English, perpetuating inequality in a supposedly democratic system, where only English and Afrikaans are privileged as mediums of instruction for this subject. Physical sciences learners in grade 10 in the Vhembe West district are performing poorly in the subject due to the challenge of language proficiency utilised in the classroom. More learners especially in rural areas are exposed to English in the school environment, which influence their results in the subject negatively. The South African government is embarking on a significant transformation aimed at promoting indigenous languages as the primary medium of instruction, particularly in subjects like physical sciences. This study endeavours to create a scientific language register in Tshivenda, focusing on grade 10 electricity concept, to address the dearth of scientific resources in indigenous languages and to support the government's initiative. Employing a qualitative interpretative case study methodology, the research involves three teachers, parents, and learners from selected schools, seeking answers to several key questions. The findings reveal the absence of scientific terminology in Tshivenda, posing a challenge in the development of the register. However, the application of the Tshivenda scientific register in classrooms fosters interactive and meaningful learning experiences, as perceived by stakeholders. Thus, the study recommends expanding the development of scientific language registers in Tshivenda to encompass other topics in physical sciences.Ndayotewa ya Afurika Tshipembe i dzhiela nzhele nyambo dza fumimbili sa dzone nyambo dza tshiofisi. Kha idzi nyambo, ndi mbili fhedzi dzine no shumiswa kha u funza na u guda saintsi i no vhonala. Izwi zwi ḓisa nḓaḓo kha pfunzo yashu, sa musi vha ambi vha nyambo dza tshirema vha sa ṋewi tshikhala tsha u guda nga nyambo dzavho dza ḓamuni. Vhana vha no bva tshitirikini tsha Vhembe West vha shumisa luambo lwa Tshivenḓa na Xitsonga sa nyambo dzavho dza ḓamuni, fhedzi vhaguda saintsi i no vhonala nga luiisimane. Izwi zwi ita uri hu sa vhe na ndinganelo kha muvhuso washu wa dimokirasi sa musi luiisimane na tshivhuru dzi dzone nyambo dzi no shumiswa kha u guda na u funza saintsi i no vhonala.
Muvhuso wa Afurika Tshipembe u khou ḓisa tshanduko khulwanesa, tshanduko ya u takulela ntha nyambo dza tshirema sa nyambo dza u guda na u funza thero dzi ngaho saintsi i no vhonala. Tshipikwa tsha idzi ngudo ndi u bveledza redzhisitara ya tshisaintsi nga Tshivenḓa kha u guda saintsi i no vhonala ho sedzwa tshipiḓa tsha muḓagasi. Tshivenḓa sa luambo lu sa athu u vha na nyaluwo ya zwishumiswa zwa saintsi, mveledziso iyi ya redzhisitara ya tshisaintsi i do thusa u engedzea zwishumiswa zwa saintsi nga Tshivenḓa na u tikedza ḽikumedzwa ḽa muvhuso. Ngundo iyi a si ya mbalo, vhadededzi vhararu, vhabebi na vhagudiswa u bva kha zwikolo zwiraru zwo nangwaho vho vha tshipiḓa tsha ngudo idzi. Hu na ndavhelelo ya u fhindula mbudziso dzi tevhelaho dza ngudo idzi: Mveledziso na kumisele kwa ridzhisitara ya tshisaintsi nga Tshivenḓa kha tshipiḓa tsha muḓagasi yo bveledziswa hani? Kuvhonele kwa avho vha no khou kwamea nga mveledziso ya redzhisitara ya tshisaintsi nga Tshivenda ku ri mini? Khaedu dze ha tanganwa nadzo kha mveledziso ya redzhisitara ya tshisaintsi nga Tshivenḓa ndi dzifhio? Ndi zwifhio zwikhala zwo bvelelaho kha mveledziso ya redzhisitara ya saintsi nga Tshivenḓa? Kushumisele kwa redzhisitara ya saintsi nga Tshivenḓa ku vhumba hani u guda ha mathakheni? Nyambedzano, u lavhelesa na dayari zwo shumiswa u kuvhanganya mawanwa u bva kha vhadededzi, vhagudi na Mawanwa a ngudo iyi a bvisela khagala uri hu kha ḓi vha na thahelelo ya maipfi a saintsi nga Tshivenḓa; izwi zwo vhonala musi mutoḓulusi a tshi tangana na khaudu a kha lwendo lwa u bveledzisa redzhisitara. Naho zwo ralo, zwo bviselwa khagala uri u shumiswa ha redzhisitara ya Tshivenḓa kha u funza saintsi zwi tutuwedza vhudavhidzani kilasini, zwine zwi ita uri hu vhe na u guda ha mathakheni. Avho vho vhaho tshipiḓa tsha ngudo idzi na vhone vho bvisela vhuḓipfi havho vha tshi khou tikedza muhumbulo uyu sa izwi vha tshi khou vhona u tshi ḓo thusa kha u khwinisa kushumele kwa vhagudiswa. Ngudo iyi i themendela mveledziso ya redzhisitara ya tshisaintsi nga Tshivenḓa kha zwiṅwe zwipiḓa zwa saintsi i no vhonala.Molaotheo wa Afrika Borwa o amogela maleme a lesome pedi a aleng molaong. Ka gare ga a a lesome Pedi, a mabedi a gona a shumiswa sa molao ge go etla tja thuto ya mahlale a mmele. Seo se tlisha tshwenyego e kgolo go lenanego la thuto, sa kudu go rena ba go bolela polelo ya se Afurika ka go fapana. Mo Vhembe West district barutwana ba bantsi ba bolela leleme la Tshivenḓa le Xitsonga, efela ba rutiwa mahale a mmele ka leleme la seisimane. Seo se tlisha go se lekane wa temokirasi ka ge go somiswa seisimane la seburu fela bjalo ka maleme a go ithuta lego ruta mahlale ammele.
Afurika borwa e a fetoga, e fetogela go tsea maleme a segagaborena a tsebagatsa sa maleme a thuto go dithero tsa go swana le mahlale a mmele. Thuto ye ikemiseditse go tsweletsa mahlale ya mahlale a mmele e lebeletse kudu mehlagase. Tshivenḓa bjalo ka polelo yeo e sa hlabollwago gabotse go ya ka didiriswa tsa mahlale, tsweletso ya retsisetara ye ya mahlale e tla thusa go oketsa didiriswa le go thekga maitapishi a mmusho. Thuto ye e somisitse nyakishisho ya mohlala ya thlathollo ya boleng. barutwana, batswadi le barutishi gotswa go dikolo tse tharo tse di tlabeng di kgethilwe. Go tlabe go nyakiwa go arabiwa diputsisho tsa dinyakishisho tse di latelwago; tlhabollo le tiriso ya retsesetara ya polelo ya mahlale ya Tshivenḓa bakeng sa dikgopolo tsa mohlagase e hlamilwe bjang? Ke ditemogo dife tsa bakgathatema tlhabollong ya retsisetara ya polelo ya mahlale ya Tshivenḓa bakeng sa dikgopolo tsa mothlakase?
ke mathata mafeng a go kopanweng le ona ge go lekwa go godishwa le go tsebatswa retsisetara ya mahlale ya Tshivenḓa? ke tse difeng di kgonagalo goba menyetla yeo e ka bang gona go tsweletswa ya retsisitara ya mahlale ya Tshivenḓa? Tiriso ya retsisetara ya mahlale ya tshivenda e bopa bjang thuto ye e nago le mohola? Diputsiso tsa dinyakisisho, dipono le tayari di ile tsa shumiswa go kgobokanya bohlatse bja dinyakishisho gotswa go barutwana, barutishi la batswadi.
Go hweditse gore Tshivenḓa se sa nyaka gore go be le mantsu a sego gona mahlale. Seo sa dira gore ebe go thatafa ga gore go kwa rutwa dithuto tsa retsisetara ya mahlale ka Tshivenḓa. efela go hwetse gore go tirisho ya retsisetara ya mahlali Tshivenḓa go tokafetsa thuto ya barutwana. Go fela fao, tirisho ya retsisetara ya mahlale ya Tshivenḓa bjalo ka maitapiso a magolo ao a tlaga tokafatsa thuto tsa barutwana. Ka fao, nyakishisho ye e sisinya tlhabollo ya retsisetara ya polelo ya mahlale a mmele ka Tshivenḓa, go lebe; etswe kudu diglogo tse dingwe.M. Ed. (Natural Science Education (Physical Sciences))Science and Technology Educatio
Mobile banking applications security factors model for aged users in South Africa
No full textTechnology continues to evolve at a rapid rate, resulting in financial institutions adopting technological developments across multiple products and services, including mobile banking applications. The design of these banking technology products and services is such that services previously offered through physical media or channels can be offered via mobile banking applications that are made available to users for 24 hours per day. While convenient, this also requires a secure experience. Financial institutions need to adapt and incorporate security into the mobile banking application design for the aged. While it is true that the physical difficulties and limitations brought on by ageing may affect how the aged utilize mobile banking applications, these are not the only factors that may have an impact. There are also security factors that need to be considered. The literature review conducted as part of this research identified that minimal research has been conducted on the factors that influence the security of mobile banking applications for aged users in South Africa. This quantitative study sought to investigate the factors that have a significant influence on the perception of security for the use of mobile banking applications by aged users in South Africa. The study proposes an Aged Users’ Mobile Banking Application Security Factors Model of the factors that influence the perception of security of mobile banking applications for aged users, based on a review of existing literature and informed by the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2). A questionnaire with 53 statements was developed from the conceptual model, and a quantitative approach was applied using a survey to collect data from (n=286) aged users in South Africa from different social and economic backgrounds. Statistical analysis of the respondents’ data was performed using descriptive and inferential statistical analysis. Exploratory Factor Analysis was applied to validate the questionnaire, and Cronbach's Alpha coefficients were used to assess reliability.
The Exploratory Factor Analysis that was conducted on the study questionnaire yielded eight factors. The reliability of the questionnaire was assessed as good, based on Cronbach’s Alpha. Structured Equation Modelling (SEM) and multiple regression analysis conducted on the dataset suggested that privacy and risk are the strongest predictors of technological security perception, which in turn influences the intention to use and the actual use of mobile banking applications by aged users in South Africa. The Aged Users’ Mobile Banking Application Security Factors Model could inform the design of secure mobile banking applications for aged users.M.Sc. (Computing)College of Engineering, Science and Technolog
A penological investigation of remand detainees with bail at Johannesburg Female Correctional Centre
No full textAbstracts and keywords in English, Zulu and AfrikaansThis study investigated the challenges faced by female remand detainees at Johannesburg Female Correctional Centre in relation to the application of bail review procedures under sections 63A and 63(1) of the Criminal Procedure Act 51 of 1977. A qualitative descriptive approach was adopted, with data collected through semi-structured interviews conducted with ten female remand detainees using purposive sampling. Thematic analysis was used to analyse the data. The findings revealed critical issues, including prolonged remand detention due to unaffordable bail, inadequate family support, limited access to rehabilitation programmes, insufficient healthcare and a lack of awareness regarding bail review processes. The study recommends implementing multi-faceted bail reform strategy, enhancing family support, expanding rehabilitation programmes, improving healthcare services and providing legal education and support. If adopted, these recommendations could address systemic challenges and promote the rights and well-being of female remand detainees while ensuring a more effective and humane remand detention system.
KEY TERMS: Accused, bail, court, Criminal Procedure Act, detainee, protocol, remand detention, review,Lolu cwaningo luphenya izinselelo ezibhekene nabesifazane ababoshiwe eSikhungweni Sokuhlomelelisa Izimilo Zabesifazane e-Johannesburg mayelana nokusetshenziswa kwezinqubo zokubuyekezwa kwebheyili ngaphansi kwesigaba 63A kanye nesi-63(1) soMthetho weNqubo yoBugebengu wama-51 wonyaka we-1977. Ukuhlaziywa kwetimu kusetshenziswe ukuhlaziya idatha. Lokhu okutholakele kuveze izinkinga ezibucayi, okuhlanganisa ukugqunywa ejele isikhathi eside ngenxa yebheyili engakwazi ukukhokhela, ukwesekwa komndeni okungenele, ukufinyelela okulinganiselwe ezinhlelweni zokuhlunyeleliswa kwezimilo, ukuntuleka kokunakekelwa kwezempilo kanye nokuntula ulwazi mayelana nezinqubo zokubuyekeza ibheyili. Lolu cwaningo luncoma ukuthi kusetshenziswe isu lokuguqula ibheyili elinezici eziningi, kuthuthukiswe ukwesekwa komndeni, kwandiswe izinhlelo zokuhlunyeleliswa kwezimilo, ukuthuthukisa izinsiza zezempilo kanye nokuhlinzeka ngemfundo nokwesekwa kwezomthetho. Uma zamukelwe, lezi zincomo zingabhekana nezinselele zesistimu futhi zikhuthaze amalungelo kanye nenhlalakahle yababoshiwe besifazane kuyilapho kuqinisekiswa uhlelo olusebenza kahle nolunobuntu lokuvalelwa.Hierdie studie ondersoek die uitdagings waarvoor vroulike verhoorafwagtende aangehoudenes by die Johannesburgse Korrektiewe Sentrum vir Vroue te staan kom met betrekking tot hulle aansoek om borgtoghersieningsprosedures ooreenkomstig artikels 63A en 63(1) van die Strafproseswet 51 van 1977. ’n Kwalitatiewe, beskrywende benadering is gevolg, data is met behulp van semigestruktureerde onderhoude met tien vroue in aanhouding ingesamel en doelbewuste steekproefneming is gebruik. Die data is deur middel van tematiese analise ontleed. Die bevindings het kritiese kwessies uitgewys, insluitend verlengde aanhouding as gevolg van onbekostigbare borgtog, onvoldoende gesinsondersteuning, beperkte toegang tot rehabilitasieprogramme, ontoereikende gesondheidsorg en ’n gebrekkige bewustheid wat borgtoghersieningsprosesse betref. Hierdie studie beveel die implementering van ’n veelsydige borgtoghervormingstrategie aan, beter gesinsondersteuning, uitgebreide rehabilitasieprogramme, die verbetering van gesondheidsdienste, asook die verskaffing van regsopleiding en -ondersteuning. Indien hierdie aanbevelings aanvaar word, kan sistemiese uitdagings aangespreek en die regte en welstand van vroulike aangehoudenes bevorder word terwyl ’n meer doeltreffende en menslike aanhoudingstelsel verseker wordCorrections Managemen
Enhancing electric energy production in combined gas plant (cogas) and combined cycle power plant (ccpp) through artificial neural networks and adaptive neuro-fuzzy inference system.
No full textText in EnglishSeveral studies have shown that adopting Combined Cycle plants (CCPP) presents considerable advantages compared to traditional thermal power plants, such as improved fuel conversion efficiency at the lowest cost and environmental benefits. However, Artificial Intelligence (AI) tools have facilitated forecasting their performance in recent years. Therefore, this research aimed to explore the adoption of neural networks (ANN) to fill any knowledge gap with the pioneer adaptive neuro-fuzzy logic inference system (ANFIS) in the well-established MATLAB software, leading to improved and optimal outcomes for electric power (EP), thus securing robustness. The ANN was utilised to model a multi-dimensional dataset of a CCPP in Turkey with four input parameters: ambient temperature (AT), ambient pressure (AP), relative humidity (RH), and exhaust vacuum (V) to forecast EP. Three training algorithms were employed: Levenberg-Marquardt Back-propagation (LM), Bayesian Regularisation (BR), and Scaled Conjugate Gradient Descent (SCG) with different numbers of hidden layers. Results show the BR training algorithm's superiority in network performance and LM in computational benefits, with very strong optimum regression values R=0.975 and an MSE = 13.185 %. The adoption of the ANFIS toolbox, using Sugeno-based Gaussian Membership functions (Gaussmf), provided optimal efficiency with a root mean square error convergence of 3.875% and 3.193 % (training and checking errors). A comparison of both developed hybrid models (ANN, ANFIS) was conducted using statistical criteria such as the coefficient of determination (R2), mean average error (MAE), mean square error (MSE) and average absolute deviation (AAD). Results indicate R2=0.945, MAE = 3.001 %, MSE = 16.039% and AAD = 3.722% for the ANN methodology, compared to R2=0.9499, MAE = 2.843%, MSE = 13.853% and AAD = 2.842% for the ANFIS model, which exhibits higher superiority and robustness in estimating electric power (EP). Adaptation of the linear regression model provided insignificant values of the key indicators for an excellent regression coefficient value, secured its advocacy, compared to the performance metrics of the two methodologies. The adaptive neuro-fuzzy logic model surpassed the neural networks, recovering four minutes. Sensitivity analysis of both strategies highlighted the ambient’s pressure important attributes. Overall, the improved performance capabilities of ANFIS with the computational benefits highlight robust solutions, contributing to knowledge and the field.College of Engineering, Science and Technolog
Impact of human resource-shortages on quality patient care in the public hospital in Ekurhuleni district, Gauteng province
No full textText in EnglishThis study aimed to examine the impact of pressing issues on human resource-shortages on quality patient care in a selected public hospital in Ekurhuleni District, Gauteng Province. This was a qualitative, explorative, descriptive, and contextual study. The hospital had 50 professional nurses available, but only 20 professional nurses met the inclusion criteria. Data were collected from 12 purposely selected professional nurses using in-depth interviews. The sample size was determined by data saturation. Furthermore, data was analysed using the eight steps of thematic analysis by Tesch. Three themes emerged from the data namely: challenges of resource availability, factors influencing quality of care, and impact on quality of patient care and nursing staff.
The study revealed a direct correlation between staffing shortages and reduced quality patient care in the public hospitals in Gauteng province. The study highlighted the challenges faced by the hospitals due to inadequate staffing levels, including increased workload for the existing staff, delayed treatment and reduced efficiency. The study sheds light on the real-world consequences of human resource-shortages on patients and provides practical solutions to improve the current situation. It aimed to inform policy changes and improve resource allocation, eventually benefitting the patients and staff.M.A. (Public Health)Health Studie
Inclusive teaching practices in grade 8 mathematics during Covid-19 : a case study in KwaZulu Natal school
No full textThe current study examined the inclusivity of mathematics instruction during the COVID 19 pandemic among Grade 8 learners at KwaMakhutha Comprehensive High School in KwaZulu Natal Province, South Africa. In South Africa, the COVID 19 pandemic had a profound impact on the education system, leading to prolonged school closures and exacerbating existing inequalities. Private schools generally possessed the infrastructure required to support online learning, ensuring continued access to education for their learners. In contrast, public schools particularly those in rural areas such as KwaZulu Natal often lacked adequate infrastructure, significantly hindering effective learning.
This study, therefore, investigated how mathematics was taught during the COVID 19 period and how teaching practices addressed the need for inclusivity. A mixed methods research approach was employed, with data collected through structured interviews and questionnaires containing both open and closed ended items. Content analysis of responses from both teachers and learners revealed that mathematics teachers made deliberate efforts to foster inclusivity during the pandemic. These efforts included the use of group work and the organization of smaller learning groups to facilitate more personalized attention. Teachers also utilized visual aids such as drawings and charts to accommodate diverse learning styles and ensure accessibility.
The findings indicated that learners were generally unprepared to study mathematics under pandemic conditions. Despite the implementation of online learning, many learners were unable to engage effectively due to limited access to digital resources and insufficient support for online instruction. The study concluded that, given these constraints, achieving inclusivity in mathematics instruction during the COVID 19 pandemic was a significant challenge.M. Ed. (Mathematics Education)Mathematics Educatio
Gender equity: practical music pedagogy at four Zimbabwean tertiary institutions
No full textThis study explores gender equity concerning music pedagogy in Zimbabwean tertiary
institutions. The motivation to carry out this study emanated from my personal experiences on
music education dynamics in the country which I hypothesize to be rooted within socio-cultural
gender disparities. In this study, I take cognisance of the changes that are simmering in the
education system resulting from both Western and indigenous influences. The Nziramasanga
Commission of Inquiry into Education and Training Report (1999); the first National Gender
Policy (2004) which was replaced by the second National Gender Policy (2013-2017) and the
Updated Curriculum by the Ministry of Primary and Secondary Education (MOPSE 2017).
One of the critical areas the reforms advocated for was inclusivity, resolving the contingencies
that exist between gender and education. The aim was to afford equal opportunities to both
males and females in all areas of study. While I acknowledge the rise of female employment
in the education sector as a positive step toward equal gender representation, I nevertheless
question whether the same progress is made in terms of equal gender treatment and women’s
experiences in the workplace in Zimbabwean music education institutions. Literature depicts
harsh gender concerns of women under the yoke of patriarchy as it provides an account of ways
in which indigenous and colonial culture promoted male dominance, making women an inferior
species. To analyse and interpret the values women have in instrumental pedagogy at tertiary
institutions in Zimbabwe, this study looks to Africana Womanism (Cleonora Hudson-
Weems,1987) as a vehicle for gender empowerment. This theoretical framework looks at the
dynamics between men and women in the community. I, therefore, chose a population for this
study from tertiary institutions, bearing in mind that it is an environment where educators are
trained. For this purpose, four tertiary institutions, Midlands State University, Zimbabwe
College of Music, Music Crossroads, and Morgan Zintec Teachers College inform this study.
It is from these four institutions that informants were picked purposively. Of these four
aforementioned institutions, two are government institutions; Morgan Zintec College and
Midlands State University, and the other two are private institutions; Zimbabwe College of
Music and Music Crossroads. Data were collected through questionnaires, interviews, and
observations. Research findings unveil an inclination of instruments between genders as
females choose to play indigenous instruments rather than Western instruments. Though there
is inclusivity in instrument playing, individual differences are not catered for to some extent,
thus female students end up not exploring new instruments. Self-definition, the family,
community, spirituality, respect of elders, and cultural foundations have a bearing in reaching
equity in the teaching and playing of musical instruments. The successes of policy issues also
lay in practical mechanisms put in place by each institution to bring gender equity.M.A. (Art and Music)Art and Musi
The relationship between perceived organisational support, employee engagement and employee retention among police officials in a South African province
No full textThe SAPS relies heavily on the retention of competent police officials to ensure its operational effectiveness. It is important to understand how police officials' perceptions of organisational support, employee engagement, and employee retention relate to one another. Evaluating whether perceived organisational support and employee engagement significantly predict employee retention is important, as is determining whether there are significant differences in the levels of perceived organisational support, employee engagement, and employee retention among police officials of different ages, genders, and education level groups. Data collection was conducted using the Survey of Perceived Organisational Support (SPOS-8), Employee Engagement Scale (EES), and Employee Retention Scale (ERS). A quantitative study was carried out on 129 police officials of four selected police stations in the Western Cape Province, using a non-probability convenience sample.
The correlational analysis showed that perceived organisational support, employee engagement and employee retention are statistically and significantly positively correlated. Multiple regression analysis revealed that perceived organisational support and employee engagement significantly influenced the prediction and explanation of the variance in employee retention, with employee engagement emerging as the stronger predictor. There were no noticeable differences between the various age and educational level groups in terms of perceived organisational support, employee engagement, and employee retention. However, significant variations were identified across gender groups in terms of their levels of employee engagement. Females had significantly higher levels of employee engagement than males. Conversely, there were no discernible differences between them in terms of perceived organisational support or employee retention.
The findings of the research offer insightful information that could inform strategies for retaining police officials. The study concludes with recommendations that human resource practitioners, particularly those working in the SAPS, may implement.M. Com. (Business Management)Business Managemen
Pentecostal Missiology: Encountering Wounded Society through a Scholarship of Engagement
Get PDFA scholarship of engagement is an approach that connects knowledge systems to the
challenges facing society in a meaningful way. This article reviews the literature on
Pentecostal missiology to make a new contribution through a scholarship of engagement.
Previous studies on Pentecostal missiology have focused on how Pentecostals
conduct their mission and very little on how they engage societal problems. This leaves
a gap in how Pentecostal missiology as a discipline engages wounded society, particularly
in a South African context. Wounds found within South African society, such as
gender-based violence, crime, effects of COVID-19, corruption, climate change, and
economic crises are highlighted. This article aims to illustrate that Pentecostal missiology
must be aware of societal wounds to be able to truly engage with wounded societies.
The study challenges Pentecostal missiologists to not only focus on Pentecostal
missions inwardly but to also engage society and its challenges through a scholarship
of engagement.Christian Spirituality, Church History and Missiolog