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A conceptual framework for dialogic corporate websites in Ghana's public sector
No full textAbstract in English, Sepedi and AfrikaansIn the contemporary digital landscape, public sector organisations in Ghana face the challenge of
engaging their publics in meaningful ways with interactive communication. The corporate
websites of public sector organisations in Ghana are important tools for public relations (PR) since
they serve as interactive platforms for disseminating information and building relationships with
their publics. However, new media tools are often approached using old mechanisms of
information transmission, while others also engage in outdated practices on new media platforms.
Consequently, through the lens of dialogic communication theory, this study proposes elements
for a conceptual framework for the corporate website as an online PR dialogic communication
tool for public sector organisations to build relationships with the publics. These elements were
verified among five public sector organisations in Ghana using semi-structured in-depth
interviews, focus groups and a qualitative manifest content analysis of their websites. Based on
the findings the proposed elements for the conceptual framework were refined into strategic and
tactical elements that contribute towards building better relationships between Ghanaian public
sector organisations and their publics while using their corporate websites. The study offers new
insights into corporate websites as an online PR dialogic communication tool by providing
evidence from the public sector in Ghana. In addition, the revised elements for the conceptual
framework contribute to PR practice in the public sector by offering guidance on how to use the
corporate website both strategically and tactically as an online tool for dialogic communication
with the publics.Ka seemong sa bjale sa titšithale, dihlongwa tša lekala la mmušo ka Ghana di lebane le bothata
bja go boledišana le setšhaba ka mekgwa ye mekaone ka poledišano le batho. Diwepsaete tša
dihlongwa tša lekala la mmušo ka Ghana ke ditlabelo tše bohlokwa tša dikamano le setšhaba
(PR) ka ge di šoma bjalo ka dipholathefomo tša poledišano tša go phatlalatša tshedimošo le go
aga dikamano le setšhaba sa tšona. Le ge go le bjale, ditlabelo tše di swa tša kgašo gantši di
dirišwa ka go šomiša mekgwa ya kgale ya phatlalatšo ya tshedimošo, mola e le gore ditiro tše di
fetilwego ke nako di dirišwa kgafetšakgafetša go dipholathefomo tše diswa tša kgašo. Ka lebaka
la se, ka go diriša teori ya poledišano ya ngangišano, dinyakišišo tše di šišinya dikarolo tša
motheo wa dikgopolo wa wepsaete ya khamphani bjalo ka setlabelo sa kgokagano sa poledišano
ya PR go mekgatlo ya lekala la mmušo go aga dikamano le setšhaba. Dikarolo tše di tiišeditšwe
gareng ga mekgatlo ye mehlano ya lekala la mmušo ka Ghana ka go šomiša dipotsološo tše di
tseneletšego tša go nyaka gore baarabi ba fe mabaka, dihlopha tša nepišo le tshekatsheko ya
dikagare ya boleng bjo bo tseneletšego ya diwepsaete tša tšona. Go ya ka dikutollo tše, dikarolo
tše di šišintšwego tša motheo wa dikgopolo di ile tša fetošwa go ba dikarolo tša togamaano le tša
mekgwa ye itšego tšeo di tsenyago letsogo go ageng ga dikamano tše kaone magareng ga
mekgatlo ya lekala la mmušo ya ka Ghana le setšhaba sa tšona mola ka go le lengwe e šomiša
diwepsaete tša dikhamphani. Dinyakišišo di fana ka tsebo ye mpsha ya mabapi le diwepsaete tša
dikhamphani bjalo ka setlabelo sa kgokagano sa inthaneteng sa PR ka go fana ka bohlatse go
tšwa go lekala la mmušo ka Ghana. Godimo ga fao, dikarolo tše di bušeleditšwego tša motheo
wa dikgopolo di tsenya letsogo go tiro ya PR ka lekaleng la mmušo ka go fana ka tlhahlo mabapi
le ka fao go ka šomišwago wepsaete ya dikhamphani bobedi bjalo ka togamaano le ka mokgwa
wo itšego bjalo ka setlabelo sa kgokagano sa inthaneteng sa kgokagano ya dinyangišano le
setšhaba seo se amegago.In die kontemporêre digitale landskap staar openbare sektororganisasies in Ghana die uitdaging
in die gesig om hul publieke op betekenisvolle maniere deur interaktiewe kommunikasie te betrek.
Die korporatiewe webwerwe van openbare sektororganisasies in Ghana dien as belangrike
hulpmiddele vir openbare betrekkinge (OB), aangesien dit interaktiewe platforms is vir die
verspreiding van inligting en die vestiging van verhoudinge met hul publieke. Nietemin word nuwe
media-instrumente dikwels benader met verouderde meganismes van inligtingsoordrag, terwyl
sommige ook voortgaan om verouderde praktyke op nuwe mediaplatforms toe te pas.Gegrond
op die dialogiese kommunikasieteorie, stel hierdie studie elemente voor vir ’n konseptuele
raamwerk waarin die korporatiewe webwerf dien as ’n aanlyn OB-instrument vir dialogiese
kommunikasie, ten einde verhoudinge tussen openbare sektororganisasies en hul publieke te
versterk. Hierdie elemente is geverifieer by vyf openbare sektororganisasies in Ghana deur
middel van semi-gestruktureerde, in-diepte onderhoude, fokusgroepe en ’n kwalitatiewe
manifeste inhoudsontleding van hul webwerwe. Op grond van die bevindings is die voorgestelde
raamwerkelemente verfyn in strategiese en taktiese elemente wat bydra tot die bou van sterker
verhoudinge tussen Ghanese openbare sektororganisasies en hul publieke, met gebruik van hul
korporatiewe webwerwe. Die studie bied nuwe insigte oor die gebruik van korporatiewe
webwerwe as aanlyn OB-instrumente vir dialogiese kommunikasie, met empiriese bewys vanuit
die openbare sektor in Ghana. Daarbenewens dra die hersiene elemente van die konseptuele
raamwerk by tot OB-praktyk in die openbare sektor deur riglyne te verskaf oor hoe die
korporatiewe webwerf strategies én takties aangewend kan word as ’n aanlyn platform vir
dialogiese kommunikasie met hul publieke.D. Litt. et Phil. (Communication)Philosophy, Practical and Systematic Theolog
Exploring the dynamics of caring for adolescent foster children: developing post-placement guidelines for social work intervention
No full textThe study examined the challenges of caring for adolescent foster children post-foster placement with the intention to develop guidelines for social work intervention. The research approach of the study was qualitative and various research designs, namely: explorative, descriptive, contextual and phenomenological research designs were used. Non-probability purposive, methods were used to obtain twenty-five participants from various parts of Sedibeng District in Gauteng Province comprises of Emfuleni local Municipality (from areas such as Lakeside, Ironside, Sebokeng and Evaton), and Midvaal Local Municipality from areas such as Sicelo Shiceka, Silahluwe and Meyerton Farms). The study made use of both face-to-face semi-structured interviews and focus group as data collection methods.
This study emphasized the challenges encountered by foster parents when raising adolescent foster children. These challenges include lack of parenting skill and training, drug dependence, dynamics of adolescent stage, traumatic events, insufficient supervision by social workers, breakdown of the relationship between foster parent and foster child, and children’s behavioural problems. Amongst these challenges, the findings reveal that parenting incapacity is the main reason for the challenges faced by foster parents.
The findings revealed that social workers failed to conduct supervision and monitoring foster care placement due to lack of resources, limited time allocated for each case, excessive caseloads that they experience in the foster care system. Participants pointed out that most children display behavioural problems due to lack of support by the social workers after placement. The findings showed that social workers should provide support to foster parents in the form of parenting training to strengthen their knowledge in managing the behavioural problems encountered when caring for adolescent foster children. Furthermore, they should coordinate the services offered by diverse role-players to foster a collaborative approach to promote positive change within foster families. The other key finding of the study was that the community does have a key role in influencing the behaviour of both foster parents and the children placed in their care.Ndzavisiso lowu wu kambele swihlawulekisi swa ku hlayisiwa ka vana lava wundliwaka va vakondlo-a-ndzi-dyi endzhaku ka ku vekiwa eka ndhawu ya vuwundli hi xikongomelo xa ku hluvukisa swiletelo swa mphalalo wa tisoxaliweka. Endlelo ra ndzavisiso a ri ra risima naswona ku tirhisiwile tidizayini ta ndzavisiso to hambanahambana ku nga, tidizayini ra ndzavisiso wo valanga, to hlamusela hi ku hlawulekisa, ta ximbangu na ntivavukona. Maendlelo yo sampula, lama nga na xikongomelo ma mipimo leyi nga riki ya muhulahula, lama vanhu va avanyisiwaka hi mitlawa leyitsongo na ku va yo kongomisa eka mutivi un'wana ma tirhisiwile ku kuma vatekaxiave va makumentlhanu kusuka eka swiphemu swo hambanahambana swa Xifundzatsongo xa Sedibeng lexi nga eka Xifundzakulu xa Gauteng lexi vumbiwaka hi Masipala wa Miganga wa Emfuleni (kusuka eka tindhawu to tanihi Lakeside, Ironside, Sebokeng na Evaton), na Masipala wa Miganga wa Midvaal kusuka eka tindhawu to tanihi Sicelo Shiceka, Silahluwe na Mapurasi ya Meyerton). Tiinthavhiyu leti nga na xivumbekohafuto to va mi langutanile na ntlawankongomo swi tirhisiwile tanihi maendlelo ya nhlengeleto wa switiviwa.
Ndzavisiso lowu wu tshikelele mitlhontlho leyi ku hlanganiweke na yona hi vatswari vo wundla loko ku kurisiwa vana vo wundliwa va vakondlo-a-ndzi-dyi. Mitlhontlho leyi yi katsa mpfumaleko wa xikili xo hletela tanihi mutswari na vuleteri, vutshemberi eka swidzidziharisi, swihlawulekisi swa xiteji xa vakondlo-a-ndzi-dyi, swiendleko swa xihluku, vulanguteri lebyi nga ringanelangiki bya tisoxaliweka, ku fa ka vuxaka exikarhi ka vatswari vo wundla na n'wana wo wundliwa, na swiphiqo swa matikhomelo swa vana. Exikarhi ka mitlhontlho leyi, swikumiwa leswi swi paluxa leswaku nkavuswikoti wo hletela tanihi mutswari hi wona xivangelokulu xa mitlhontlho leyi ku langutaniwaka na yona hi vatswari vo wundla.
Swikumiwa swi paluxe leswaku tisoxaliweka ti hluleke ku endla vulanguteri na ku vekiwa eka ndhawu ya nhlayiso wa vuwundli hikwalaho ka mpfumaleko wa swipfuno, nkarhi wo tsongahala lowu averiweke kheyisi yin'wana na yin'wana, na tilodi ta kheyisi to tala kutlula mpimo leti va hlanganaka na tona eka sisiteme ya nhlayiso wa vuwundli. Vatekaxiave va kombise leswaku vana vanyingi va kombisa swiphiqo swa matikhomelo hikwalaho ka mpfumaleko wa nseketelo hi tisoxaliweka endzhaku ka ku vekiwa eka ndhawu leyi.
vii
Swikumiwa swi kombe leswaku tisoxaliweka ti fanele ku nyika nseketelo wa vatswari vo wundla hi xivumbeko xa vuleteri byo hletela tanihi mutswari ku tiyisa vutivi bya vona eka ku lawula swiphiqo swa matikhomelo leswi ku hlanganiwaka na swona loko ku hayisiwa vana vo wundliwa va vakondlo-a-ndzi-dyi. Ku yisa emahlweni, va fanele ku kondletela vukorhokeri lebyi nyikiwaka vatlangaxiave vo hambana ku kondlela endlelo ro tirhisana ku kondletela ku cinca lokunene endzeni ka mindyangu ya vuwundli.D. Phil. (Sociology (Human Sciences))Sociolog
A conceptual framework for strategic alignment in South Africa’s basic education department
No full textThis study adressess the research gap regarding the public sector’s alignment of strategic planning, implementation, and the performance using South Africa’s Basic Education Sector as a case study. The originality of the study lies in its timing, as it was conducted at the peak of the pandemic, which was a catastrophic period in the South African history, when the continued delivery of basic education remained crucial. Using qualitative research methods, the study explored the degree of strategic alignment during the 2022-2023 years, examined strategies implemented during the 2019-2024 cycle (sixth administration), evaluated the pandemic’s impact on service delivery, and developed a conceptual framework for enhancing strategic alignment.
The research, conducted during and after the pandemic, gathered insights from thirty-four participants across various government departmental levels and focused on practitioners, practices, and praxis from a strategy-as-practice perspective. Key findings revealed that strategic alignment increased despite the crisis, with strategy playing a pivotal role in crisis management, problem-solving, and promoting cost-efficiency. The department introduced innovative crisis management systems to ensure service delivery, relying on intensive consultations, planning, and reporting through national guidelines. Some work targets were revised upwards, downwards, or remained the same relying on the appropriate tools to work remotely, provision of real time data, and draw on the expertise of staff. Therefore, during a crisis, strategy should be solution-oriented, with an emphasis on risk mitigation.
The study’s findings also revelaed the role of technology, disaster management plans and the importance of the sensemaking and sensegiving process to transition to the new working mode. These findings prompted the need to develop a conceptual framework that integrates systematic interdependence among departmental objectives, human capital, and resources to improve strategic alignment.
A key policy recommendation is for government discussions on ensuring continued delivery of pro-poor policies during crises, with an emphasis on interdepartmental alignment and the effective use of resources (both financial and non-financial resources).
Although the study’s findings are limited to the Basic Education Department, they contribute to theoretical, social, and policy knowledge, offering valuable insights into strategic alignment in the public sector under challenging circumstances.D. Phil. (Business Management)Business Managemen
Selected legal aspects of money-laundering control in trade-finance instruments
No full textText in EnglishThe traditional perception that trade-finance instruments are less susceptible to the risk of money laundering has changed due to the increasing threat of trade-based money laundering (TBML). In the process of facilitating trade-finance transactions, financial institutions may be entrapped in the dangers of TBML and be abused for criminal gains. In this regard, the institutions play a significant role in ensuring that only legitimate trade is facilitated through trade finance without being tainted by TBML. Despite that, vulnerabilities for the vice have been discovered in the trade-finance sector. This study employs a macro-comparative approach in examining how selected jurisdictions respond to the problem of TBML in trade-finance instruments. It analyses the vulnerabilities of documentary credits, documentary collections, demand guarantees and standby letters of credit to the potential risk of TBML. The thesis compares the response of the South African AML regime with that of the English, the US and Singapore AML regimes to the threat of TBML in the selected trade-finance instruments. The study reveals, inter alia, that there is not much difference between the South African AML regime and the AML regimes of the comparative jurisdictions in terms of the legislative response to the challenge of TBML in trade-finance transactions. However, the difference is apparent when it comes to the varied institutional responses to the problem within the jurisdictions considered in this thesis. While South African AML authorities have not made any official pronouncement against TBML in trade finance, those from other comparative jurisdictions have done so. The latter have also gone a step further to produce best practice reports on TBML for banks and other financial institutions involved in trade-finance transactions to enable the institutions to prepare for the challenge. However, similar to the South African position, there has not been any legislative change in the comparative jurisdictions to provide for TBML in specific terms. This means that these jurisdictions also deal with TBML using current AML legislation, which was designed originally for cash-based money-laundering operations. Therefore, the institutions and laws under the South African AML regime are relevant in the combatting of TBML. However, they may require some modifications to appropriately counter the challenge. The study makes various policy and best practice recommendations to strengthen the South African AML regime against TBML in trade-finance transactions.LLDSchool of La
Teachers' perceptions in leading and managing implementation of the four-to-five year-olds' curriculum in Zimbabwe
No full textAbstracts in English, Afrikaans, Xhosa and VendaThis study examined the perceptions and experiences of Zimbabwean teachers in managing and leading the implementation of the Early Childhood Development (ECD) curriculum for four-and-five-year-old children (ECD B). The study used a non-probability purposive sampling strategy to select appropriate participants that enabled the researcher to gather relevant data. Grounded in the Curriculum Implementation Theory and the Concerns Based Adoption Model, this qualitative phenomenological interpretative study involved 25 ECD classroom practitioners in the Mutoko district. Data was collected through interviews, observations, and focus group discussions and analysed using NVivo. The findings indicate that teachers recognised expertise in ECD B curriculum implementation as essential for effective management and leadership. Despite understanding the qualities needed for successful curriculum implementation, teachers reported significant challenges. These include insufficient resources, lack of ongoing professional development, inadequate adherence to policies, and poor supervision and evaluation. Teachers also highlighted issues such as high teacher-to-learner ratios, multitasking demands, and supervision by underqualified leaders. The study suggests enhancing financial support for professional growth through well-funded refresher courses, staff-development workshops, in-service training, and seminars. Additionally, it recommends adopting the Early Childhood Curriculum Implementation Model to ensure comprehensive representation and support for ECD at all educational levels. These findings imply the need for policy adjustments to improve resource allocation, professional development, curriculum review processes, and supervisory systems. For practice, emphasis should be on providing enhanced support for teachers, fostering collaborative environments, utilising feedback, and efficient resource management.Hierdie studie het die persepsies en ervarings van Zimbabwiese onderwysers in die
bestuur en leiding van die implementering van die Vroeë Kinderontwikkeling (VKO)
kurrikulum vir vier en vyf jarige kinders (VKO B) onderso ek. Die studie het 'n nie
waarskynlikheid doelgerigte steekproefstrategie gebruik om toepaslike deelnemers
te kies wat die navorser in staat gestel het om relevante data in te samel. Gegrond in
die Kurrikulum implementeringsteorie en die kommer gebaseerde
aannemingsmodel, het hierdie kwalitatiewe fenomenologiese interpretatiewe studie
25 VKO klaskamerpraktisyns in die Mutoko distrik betrek. Data is deur onderhoude,
waarnemings en fokusgroepbesprekings ingesamel en met behulp van NVivo
ontleed. Die bevinding e dui daarop dat onderwysers kundigheid in VKO B
kurrikulumimplementering erken het as noodsaaklik vir effektiewe bestuur en
leierskap. Ondanks die begrip van die eienskappe wat nodig is vir suksesvolle
kurrikulumimplementering, het onderwysers beduidende uitdagings gerapporteer. Dit
sluit in onvoldoende hulpbronne, gebrek aan deurlopende professionele
ontwikkeling, onvoldoende nakoming van beleide en swak toesig en evaluering.
Onderwysers het ook kwessies soos hoë onderwyser tot leerder verhoudings,
multit asking eise en toesig deur ondergekwalifiseerde leiers uitgelig. Die studie stel
voor dat finansiële ondersteuning vir professionele groei verbeter word deur goed
befondsde opknappingskursusse, personeelontwikkelingswerkswinkels,
ndiensopleiding en seminar e. Daarbenewens beveel dit aan dat die Vroeë
Kinderkurrikulum implementeringsmodel aanvaar word om omvattende
verteenwoordiging en ondersteuning vir VKO op alle opvoedkundige vlakke te
verseker. Hierdie verseker. Hierdie bevindinge impliseer die behoefte aan beleidsaanpassi ngs om
hulpbrontoewysing, professionele ontwikkeling, kurrikulumhersieningsprosesse en
toesigstelsels te verbeter. Vir die praktyk moet die klem val op die verskaffing van
verbeterde ondersteuning aan onderwysers, die bevordering van samewerkende
omgewings , die gebruik van terugvoer en doeltreffende hulpbronbestuur.Irhubhululo leli lihlolisise imibono namava wabotitjhere be-Zimbabwe ekulawuleni nokudosa phambili ukusetjenziswa kwekharityhulam ye-Early Childhood Development (ECD) yabantwana abaneminyaka emine nemihlanu (ECD B). Irhubhululo lisebenzise iqhinga lokuthatha amasampula elingakafaneli ukukhetha abahlanganyeli abafaneleko okwenza bona umrhubhululi akghone ukubuthelela idatha efaneleko. Ngokusekelwe kuTheyori yokuThuthukiswa kweKharikhulamu kanye neModeli yokwamukelwa okusekelwe ekutshwenyekeni, isifundo sokuhlathulula se-phenomenological sekhwalithi sibandakanya abasebenzi be-ECD abangama-25 esifundeni se-Mutoko. Idatha yabuthelelwa ngokusebenzisa iinkhulumiswano, ukutjheja, kanye neengcoco zamaqembu atjhejako begodu yahlaziywa kusetjenziswa i-NVivo. Iindaba ezitholweko zitjengisa bona abotitjhere babona ubuchwepheshe ekuphumeleliseni ikharityhulam ye-ECD B njengeqakathekileko ekuphathweni okuphumelelako noburholi. Nanyana bebazwisisa iimfanelo ezitlhogekako ekuphumeleliseni ukusetjenziswa kwekharityhulam, abotitjhere babike iintjhijilo ezikulu. Lokhu kufaka hlangana ukutlhogeka kwemithombo eyaneleko, ukutlhogeka kokuthuthukiswa kwezobuchwepheshe okuragela phambili, ukulandelwa ngokwaneleko kwemigomo, nokutjheja nokuhlolwa okumbi. Abotitjhere nabo baveze iindaba ezifana nezinga eliphezulu labafundisi nabafundi, iimfuno zokwenza imisebenzi eminengi, nokutjhejwa barholi abangakafaneleki. Irhubhululo liphakamisa ukuthuthukisa isekelo lezezimali lokukhula kweprofetjhinali ngokusebenzisa iimfundo zokuvuselela ezibhadelwe kuhle, imihlangano yokuthuthukisa abasebenzi, ukubandulwa emsebenzini, kanye namasemina. Ukungezelela, iphakamisa ukwamukelwa kweModeli yokuPhatha iKharikhulamu yeBantwana ukuqinisekisa ukujanyelwa okupheleleko nokusekelwa kwe-ECD kiwo woke amazinga wefundo. Lokhu okutholakeleko kutjho isidingo sokutjhugulula umthethokambiso ukwenza ngcono ukwabiwa kweensetjenziswa, ukuthuthukiswa kweprofetjhinali, iinkambo zokubuyekezwa kwekharityhulam, kanye namahlelo wokutjheja. Ukuzijayeza, kufanele kugandelelwe ukunikela ngesizo elithuthukisiweko labotitjhere, ukukhuthaza iindawo zokusebenzisana, ukusebenzisa iimpendulo, nokulawulwa kwemithombo okusebenzako.Ngudo iyi yo ṱolisisa nḓila ine vhagudisi vha Zimbabwe vha dzhia ngayo zwithu na tshenzhemo dzavho kha u langa na u ranga phanḓa u thomiwa ha kharikhuḽamu ya Mveledziso ya Vhana vhaṱuku (ECD) ya vhana vha miṅwaha miṋa na miṱanu (ECD B). Ngudo yo shumisa tshiṱirathedzhi tsha u dzhia sampuli tshi si na khonadzeo u itela u nanga vhaṱanganedzi vho teaho zwe zwa ita uri musengulusi a kone u kuvhanganya datha yo teaho. U bva kha Ṱhiori ya u Thomiwa ha Kharikhuḽamu na Modele wa u Ṱanganedza wo Thewaho kha Mbilaelo, ngudo iyi ya ṱhalutshedzo ya phenomenological ya khwaḽithethivi yo katela vhashumi vha kilasini dza ECD vha 25 kha tshiṱiriki tsha Mutoko. Datha yo kuvhanganywa nga kha inthavhiyu, u sedza, na nyambedzano dza zwigwada zwo livhiswaho nahone ya senguluswa hu tshi shumiswa NVivo. Mawanwa a sumbedza uri vhagudisi vho dzhiela nṱha vhutsila kha u thomiwa ha kharikhuḽamu ya ECD B sa ha ndeme kha vhulanguli na vhurangaphanḓa vhu shumaho. Naho vha tshi pfesesa pfaneleo dzine dza ṱoḓea kha u thomiwa ha kharikhuḽamu nga nḓila i bvelelaho, vhagudisi vho vhiga khaedu khulwane. Izwi zwi katela zwishumiswa zwi songo eḓanaho, u shaya mveledziso ya phurofeshinaḽa i bvelaho phanḓa, u sa tevhedza mbekanyamaitele nga nḓila yo teaho, na vhulavhelesi na u ṱola zwi si zwavhuḓi. Vhagudisi vho dovha vha sumbedzisa mafhungo a ngaho nḓisedzo ya nṱha ya vhagudisi kha vhagudi, ṱhoḓea dza u ita mishumo minzhi, na vhulavhelesi nga vharangaphanḓa vha si na vhukoni. Ngudo i dzinginya u khwinisa thikhedzo ya masheleni kha nyaluwo ya phurofeshinaḽa nga kha khoso dza u vusuludza dzo tikedzwaho zwavhuḓi, miṱangano ya mveledziso ya vhashumi, vhugudisi ha tshumeloni, na seminara. U engedza kha zwenezwo, i themendela u ṱanganedza Modele wa u Thomiwa ha Kharikhuḽamu ya Vhana vhaṱuku u vhona uri hu na vhuimeleli ho fhelelaho na thikhedzo ya ECD kha zwipiḓa zwoṱhe zwa pfunzo. Mawanwa aya a amba ṱhoḓea ya tshanduko dza mbekanyamaitele u itela u khwinisa u kovhekanywa ha zwishumiswa, mveledziso ya phurofeshinaḽa, maitele a u sedzulusa kharikhuḽamu, na sisiṱeme dza vhulavhelesi. U itela u shumisa, u ombedzela hu tea u vha kha u ṋetshedza thikhedzo yo khwiniswaho kha vhagudisi, u ṱuṱuwedza zwiimo zwa tshumisano, u shumisa vhupfiwa, na ndaulo ya zwishumiswa nga nḓila yavhuḓi.PhD. (Early Childhood Education)Early Childhood Educatio
The accessibility and usage of electronic information resources by undergraduate students at the University of Witwatersrand
No full textAbstracts in English, Afrikaans and Northern SothoThe study reports on a survey about University of Witwatersrand University (“Wits University”) undergraduate students' access to and usage of electronic information resources. The study's foundation was provided by Venkatesh et al. (2009), who used the primary variables or constructs of direct determinants of intention, namely Facilitating Condition (FC), Effort Expectancy (EE), Performance Expectancy (PE), and Social Influence (SI), as well as the direct determinants of use behaviour, User Behaviour (UB) and Behaviour Intention (BI). The study employed quantitative methods and embraced the postpositivist worldview. Four research questions were posed, and developed, and their importance degree was assessed.
This study used a descriptive survey design as its research methodology. The study's sample comprises one hundred and fifty Wits University undergraduate students from the Department of Education at the Faculty of Humanities. Quantitative data was analyzed using the Statistical Package for the Social Sciences (SPSS) Version 20.0, while qualitative data was sorted, categorized, and organized before being analyzed using combined thematic content analysis. Both undergraduate students randomly selected from the Wits University campus underwent pre-testing to determine the instruments' validity and reliability.
The sample methods of complete enumeration were utilized for research. The questionnaire entitled "The Accessibility and Usage of Electronic Information Resources by Undergraduate Students at the University of Witwatersrand" is the tool used to collect data. The research investigation was directed by the University of South Africa's ethical protocol, which was followed. The Wits University library's undergraduate students were found to use and access electronic information resources: electronic journals, full-text databases, reference databases, websites, search engines, electronic mail (e-mail) and institutional repositories (IRs). Electronic mail, search engines, and websites were the most frequently accessed and utilized electronic information resources, according to the survey. These were followed by the online public access catalogue (OPAC), electronic journals, full-text databases, IRs, and reference databases. The study also revealed that the primary purposes of electronic information resources were communication and support for professional research, assignments, and lecture requirements, among other teaching and learning activities. According to the findings, the main ways that undergraduate students at Wits University become aware of electronic information resources through formal interactions like library orientation and informal interactions like classmates.
The following tactics were implemented to enhance electronic information resource access and utilization: library orientation workshops, Open Access (OA), IRs, and an information literacy (IL) program. The use of electronic information resources at Wits University libraries has been further exposed and threatened by several issues, including staff shortages, low internet bandwidth, outdated IT infrastructure, budget cuts, poor searching abilities, and expensive subscription fees. The results showed that policies and guidelines for the development of electronic information resource gathering were lacking.
The results showed a lack of regulations and guidelines for the development of electronic information resource collection. The study concluded how electronic information resources were accessible, the systems in place, the consortium's efficacy, the obstacles that libraries faced, and the tactics implemented all had an impact on the use and accessibility of these resources at Wits University libraries. To improve the effective management of electronic information resource collection, the study suggested creating policies, guidelines, and procedures for budget allocation, needs assessment to selection, collections maintenance, evaluation, and resource sharing. These policies would include selection procedures, requirements, standards, and specifications regarding information and communication technologies (ICTs) infrastructure, equipment, and hiring human resources. The results of the research had an impact on the creation of the Wits University library's electronic information resources collection development policies. Critical knowledge engagement and communication are well-facilitated by the research, and the results presentation improved comprehension of the situation now regarding the utilization and accessibility of electronic information resources in higher education, especially at Wits University libraries. The study also significantly advances theory, practice, and policy about using and gaining access to electronic information resources. In the context of the Wits University library, the current study adds to the corpus of knowledge, information, and literature, especially in the context of Wits University.Die studie rapporteer oor 'n opname oor die Universiteit van Witwatersrand Universiteit (“Wits Universiteit”) voorgraadse studente se toegang tot en gebruik van elektroniese inligtingsbronne. Die studie se grondslag is verskaf deur Venkatesh et al. (2009), wat die primêre veranderlikes of konstrukte van direkte determinante van bedoeling gebruik het, naamlik Fasiliterende Toestand (FC), Effort Verwagting (EE), Prestasieverwagting (PE) en Sosiale Invloed (SI), sowel as die direkte determinante van gebruiksgedrag, Gebruikersgedrag (UB) en Behavior Intention (BI). Die studie het kwantitatiewe metodes gebruik en die postpositivistiese wêreldbeskouing omhels. Vier navorsingsvrae is gestel en ontwikkel, en hul belangrikheidsgraad is geassesseer. Hierdie studie het 'n beskrywende opname- ontwerp as navorsingsmetodologie gebruik. Die studie se steekproef bestaan uit 150 voorgraadse studente van die Departement Onderwys by die Fakulteit Geesteswetenskappe, by Parkdorp tak. Kwantitatiewe data is ontleed deur gebruik te maak van die Statistiese Pakket vir die Sosiale Wetenskappe (SPSS) Weergawe 20.0, terwyl kwalitatiewe data gesorteer, gekategoriseer en georganiseer is voordat dit ontleed is deur gebruik te maak van gekombineerde tematiese inhoudontleding. Beide voorgraadse studente wat lukraak van die Wits Universiteit se kampus gekies is, het vooraftoetsing ondergaan om die geldigheid en betroubaarheid van die instrumente te bepaal.
Die voorbeeldmetodes van volledige opsomming is vir die navorsing gebruik. Die vraelys getiteld "Die toeganklikheid en gebruik van elektroniese inligtingsbronne deur voorgraadse studente aan die Universiteit van Witwatersrand" is die instrument wat gebruik word om data in te samel. Die navorsingsondersoek is gerig deur die Universiteit van Suid-Afrika se etiese protokol, wat gevolg is. Daar is gevind dat die Wits Universiteit se biblioteek se voorgraadse studente die volgende tipes elektroniese inligtingsbronne gebruik en toegang verkry: elektroniese joernale, volteksdatabasisse, verwysingsdatabasisse, webwerwe, soekenjins, e-pos en institusionele bewaarplekke (IR'e). Volgens die opname was elektroniese pos, soekenjins en webwerwe die elektroniese inligtingsbronne wat die meeste toegang verkry en benut is. Dit is gevolg deur die aanlyn publieke toegangskatalogus (OPAC), elektroniese joernale, volteksdatabasisse, IR'e en verwysingsdatabasisse. Die studie het ook aan die lig gebring dat die primêre doeleindes van elektroniese inligtingsbronne kommunikasie en ondersteuning vir professionele navorsing, opdragte en lesingsvereistes, onder andere onderrig- en leeraktiwiteite, was. Volgens die bevindinge was die hoof maniere waarop voorgraadse studente aan Wits Universiteit bewus word van elektroniese inligtingsbronne deur formele interaksies soos biblioteekoriëntasie en informele interaksies soos klasmaats. Die volgende taktieke is geïmplementeer om toegang tot en benutting van elektroniese inligtingshulpbronne te verbeter: biblioteekoriënteringswerkswinkels, Oop Toegang (OA), IR'e en 'n inligtinggeletterdheidsprogram (IL). Die gebruik van elektroniese inligtingsbronne by Wits Universiteit se biblioteke is verder blootgestel om bedreig te word deur verskeie kwessies, insluitend personeeltekorte, lae internetbandwydte, verouderde IT-infrastruktuur, begrotingsbesnoeiings, swak soekvermoë en duur intekengeld. Die resultate het getoon dat beleide en riglyne vir die ontwikkeling van elektroniese inligtingshulpbronne-insameling ontbreek.
Die resultate het 'n gebrek aan regulasies en riglyne getoon vir die ontwikkeling van elektroniese inligting- insameling. Die studie het tot die gevolgtrekking gekom dat die wyse waarop elektroniese inligtingsbronne toeganklik was, die stelsels in plek, die konsortium se doeltreffendheid, die struikelblokke wat biblioteke in die gesig gestaar het, en die taktiek wat geïmplementeer is, alles 'n impak op die gebruik en toeganklikheid van hierdie hulpbronne by Wits Universiteit se biblioteke gehad het. Om die effektiewe bestuur van elektroniese inligtingshulpbroninsameling te verbeter, het die studie voorgestel dat beleide, riglyne en prosedures vir begrotingstoewysing, behoeftebepaling tot seleksie, instandhouding van versamelings, evaluering en deel van hulpbronne geskep word. Hierdie beleide sal keuringsprosedures, vereistes, standaarde en spesifikasies met betrekking tot inligting- en kommunikasietegnologie (IKT'e) infrastruktuur, toerusting en die huur van menslike hulpbronne insluit. Die resultate van die navorsing het 'n impak gehad op die skepping van die Wits Universiteit se biblioteek se ontwikkelingsbeleide vir elektroniese inligtinghulpbronneversameling. Kritiese kennisbetrokkenheid en kommunikasie word goed gefasiliteer deur die navorsing, en die resultate se aanbieding het begrip van die situasie nou rakende die benutting en toeganklikheid van elektroniese inligtingsbronne in hoër onderwys, veral by Wits Universiteitsbiblioteke. Die studie bevorder ook teorie, praktyk en beleid aansienlik met betrekking tot die gebruik van en toegang tot elektroniese inligtingsbronne. In die konteks van die Wits Universiteit se biblioteek dra die huidige studie by tot die korpus van kennis, inligting en literatuur, veral in die konteks van Wits Universiteit.Thuto e bega ka nyakišišo mabapi le Yunibesithi ya Yunibesithi ya Witwatersrand (“Yunibesithi ya Wits”) ya baithuti ba pele ga dithuto tša bona tša pele ga dithuto tša bona go fihlelela le tšhomišo ya methopo ya tshedimošo ya elektroniki. Motheo wa nyakišišo ye o filwe ke Venkatesh et al. (2009), bao ba šomišitšego diphetogo tša mathomo goba dipopego tša diphetho tša thwii tša maikemišetšo, e lego Boemo bja go Nolofatša (FC), Tebelelo ya Maiteko (EE), Tebelelo ya Tiragatšo (PE), le Tšhušumetšo ya Leago (SI), gammogo le diphetho tša thwii tša boitshwaro bja tšhomišo, Boitshwaro bja Modiriši (UB) le Maikemišetšo a Boitshwaro (BI). Thuto e šomišitše mekgwa ya boleng gomme ya amogela pono ya lefase ya postpositivist. Dipotšišo tše nne tša nyakišišo di ile tša botšišwa, tša hlabollwa, gomme tekanyo ya tšona ya bohlokwa ya hlahlobja. Thuto ye e šomišitše tlhamo ya nyakišišo ye e hlalošago bjalo ka mokgwa wa yona wa nyakišišo. Sampole ya nyakišišo ye e akaretša baithuti ba 150 ba dithuto tša pele ga dithuto tša bona go tšwa Kgorong ya Bokgabo le Lefapha la Thuto, ka lekaleng la toropo ya phaka. Datha ya boleng e ile ya sekaseka ka go šomiša Sephuthelwana sa Dipalopalo sa Mahlale a Leago (SPSS) Version 20.0, mola datha ya boleng e ile ya hlophišwa, ya arolwa ka magoro, le go rulaganywa pele e sekasekwa ka go šomiša tshekatsheko ya diteng tša sererwa tše di kopantšwego. Bobedi baithuti ba pele ga dithuto tša bona bao ba kgethilwego ka go se kgethe go tšwa khamphaseng ya Yunibesithi ya Wits ba ile ba dira diteko tša pele e le gore ba kgone go bona go nepagala le go botega ga didirišwa tšeo. Mekgwa ya mohlala ya go bala ka botlalo e šomišitšwe bakeng sa nyakišišo.
Lenaneopotšišo leo le nago le sehlogo se se rego "Phihlelelo le Tšhomišo ya Methopo ya Tshedimošo ya Elektroniki ke Baithuti ba Dithuto tša Pele Yunibesithing ya Witwatersrand" ke sedirišwa seo se šomišwago go kgoboketša datha. Dinyakišišo tša nyakišišo di be di laetšwe ke protocol ya maitshwaro ya Yunibesithi ya Afrika Borwa, yeo e ilego ya latelwa. Baithuti ba pele ga dithuto tša bokgobapuku bja Yunibesithi ya Wits ba hweditšwe ba šomiša le go fihlelela mehuta ye e latelago ya methopo ya tshedimošo ya elektroniki: dijenale tša elektroniki, dipolokelo tša tshedimošo tša sengwalwa ka botlalo, dipolokelo tša tshedimošo tša ditšhupetšo, diwepesaete, dientšene tša go nyaka, imeile, le mafelo a polokelo ya setheo (IRs). Poso ya elektroniki, dientšene tša go nyaka le diwepesaete e be e le tšona tšeo di fihlelelwago gantši kudu le go dirišwa methopo ya tsebišo ya elektroniki, go ya ka nyakišišo yeo. Tše di ile tša latelwa ke lelokelelo la phihlelelo ya setšhaba ya inthaneteng (OPAC), dijenale tša elektroniki, dipolokelo tša tshedimošo tša sengwalwa ka botlalo, di-IR le dipolokelo tša tshedimošo tša ditšhupetšo. Thuto e utolotše gape gore merero ya mathomo ya methopo ya tshedimošo ya elektroniki e be e le kgokagano le thekgo ya nyakišišo ya profešenale, dikabelo, le dinyakwa tša dithero, gare ga mediro ye mengwe ya go ruta le go ithuta. Go ya ka dikhwetšo, ditsela tše kgolo tšeo baithuti ba dithuto tša pele ga dithuto tša bona Yunibesithing ya Wits ba lemogago methopo ya tshedimošo ya elektroniki ke ka ditirišano tša semmušo tša go swana le go sekamela bokgobapuku le ditirišano tše e sego tša semmušo go swana le bao ba tsenago le bona ka klaseng.
Maano a a latelago a ile a phethagatšwa go godiša phihlelelo le tšhomišo ya methopo ya tshedimošo ya elektroniki: dithuto tša go sekaseka bokgobapuku, Phihlelelo ye e Bulegilego (OA), di-IR, le lenaneo la go bala le go ngwala ka tshedimošo (IL). Tšhomišo ya methopo ya tshedimošo ya elektroniki ka makgobapukung a Yunibesithi ya Wits e pepentšhitšwe gape go ba kotsing ke ditaba tše mmalwa, go akaretšwa tlhaelelo ya bašomi, bophara bja inthanete bja fase, mananeokgoparara a IT ao a fetilwego ke nako, go fokotšwa ga tekanyetšo, bokgoni bjo bo fokolago bja go nyaka, le ditefelo tša peeletšo tše di bitšago tšhelete ye ntši. Dipoelo di bontšhitše gore melawana le ditlhahlo tša tlhabollo ya kgoboketšo ya methopo ya tshedimošo ya elektroniki di be di hlaelela.
Dipoelo di bontšhitše go hloka melawana le ditlhahlo tša tlhabollo ya kgoboketšo ya methopo ya tshedimošo ya elektroniki. Thuto e phethile ka gore ka fao methopo ya tshedimošo ya elektroniki e bego e fihlelelwa ka gona, ditshepedišo tšeo di lego gona, go šoma gabotse ga mokgatlo, mapheko ao makgobapuku a lebanego le ona, le maano ao a phethagatšwago ka moka di bile le khuetšo tšhomišong le phihlelelo ya methopo ye makgobapukung a Yunibesithi ya Wits. Gore go kaonafatšwe taolo ye e šomago gabotse ya kgoboketšo ya methopo ya tshedimošo ya elektroniki, nyakišišo e šišinya go hlama melawana, ditlhahlo, le ditshepedišo tša kabo ya tekanyetšo, kelo ya dinyakwa go ya go kgetho, tlhokomelo ya dikgoboketšo, kelo, le go abelana methopo. Melawana ye e be e tla akaretša ditshepedišo tša kgetho, dinyakwa, maemo, le ditlhalošo mabapi le mananeokgoparara a theknolotši ya tshedimošo le kgokagano (ICT), didirišwa, le go thwala methopo ya bašomi. Dipoelo tša nyakišišo di bile le khuetšo go tlholong ya melawana ya tlhabollo ya kgoboketšo ya methopo ya tshedimošo ya elektroniki ya bokgobapuku bja Yunibesithi ya Wits. Go tsenela tsebo ye bohlokwa le kgokagano di nolofaditšwe gabotse ke nyakišišo, gomme tlhagišo ya dipoelo e kaonafaditše kwešišo ya seemo bjale mabapi le tšhomišo le phihlelelo ya methopo ya tshedimošo ya elektroniki thutong ya godimo, kudukudu makgobapukung a Yunibesithi ya Wits. Thuto ye gape e tšwetša pele kudu teori, mokgwa, le pholisi mabapi le go šomiša le go hwetša phihlelelo ya methopo ya tshedimošo ya elektroniki. Ka gare ga maemo a bokgobapuku bja Yunibesithi ya Wits, nyakišišo ya bjale e tlaleletša go khophase ya tsebo, tshedimošo, le dingwalo, kudukudu ka gare ga seemo sa Yunibesithi ya Wits.M.A. (Information Science)Information Scienc
A Pilot study to explore the potential of neurofeedback training as intervention for working memory deficits due to Long COVID
No full textThe emergence of Long Covid, characterised by persistent symptoms following acute SARS-CoV-2 infection, poses a significant challenge to global health care. Cognitive impairments, particularly deficits in working memory, have been notably observed. Working memory challenges have an impact on daily functioning and overall quality of life for affected individuals. This pilot study aimed to investigate the feasibility of neurofeedback training as an intervention to alleviate working memory deficits in individuals suffering from Long Covid.
This aim was achieved by exploring the baseline quantitative electroencephalograms (qEEGs) for each of the four participants, followed by an intervention consisting of 10 neurofeedback training sessions. Working memory was assessed both pre- and post-intervention. The exploration process was expanded to include an analysis of the in-session rewards obtained during the intervention, as well as an online survey exploring the participants’ subjective experiences regarding the improvement of their symptoms.
The qEEG assessments identified the areas in the brain where increases and decreases in brainwave power occurred. An analysis of scores on the ATWM presented statistically significant improvements in post-intervention scores. In-session scores revealed a non-linear improvement in percentage rewards, while the participants’ subjective experiences of symptom improvement indicated a steady enhancement over the duration of the intervention. These results support that it is feasible to conduct a full-scale study.M.A. (Psychology)Psycholog
Exploring the use and influence of macronutrients and energy information labelling on the intention to purchase packaged food
Get PDFAbstracts in English, Zulu and XhosaThe high prevalence of obesity in South Africa has been linked to unhealthy food consumption.
Food labelling plays a significant role in informing and educating consumers about
macronutrients in the food they consume. Despite the proven efficacy of food labelling, a
dearth of research exists on consumers’ understanding and use of macronutrient and energy
information labelling and how this information influences consumers’ intention to purchase
packaged food products. A qualitative interpretative phenomenological study was conducted,
and purposive, convenience, and snowball sampling was used to select participants who were
food label readers. Virtual interviews were held to collect data, and content analysis of the
findings suggest that a significant number of participants were aware of macronutrients and
energy information labelling. However, their inability to interpret the macronutrients and energy
information labelling negatively affected their use of this information, influencing their purchase
intention of the food products. Future research can focus on the development of an
educational programme to facilitate consumers’ knowledge and understanding of
macronutrients and energy information labelling.Ukudlondlobala kwenani labantu abakhuluphala ngokweqile eNingizimu Afrika kuhlobene
nokusetshenziswa kokudla okungenampilo. Ukunamekwa kwemibhalo ekudleni kudlala
indima enkulu ekwaziseni nasekufundiseni abathengi mayelana nezakhamzimba ekudleni
abakudlayo. Ngaphandle kwemiphumela emihle ekunamekweni kwemibhalo ekudleni,
lusasilele ucwaningo lokuqonda nokusebenzisa imibhalo enamekwe ekudleni nokudla
izakhamzimba ngokunjalo nokuthi ngakube le mibhalo inamuphi umthelela kubathengi uma
bethenga imikhiqizo yokudla. Lapha kusetshenziswe ucwaningo lokuhlola iqophelo, inhloso,
ukwaneliseka, kanye nokunxenxa abanye ukuze kutholakale ababambiqhaza abavame
ukufunda izinameko ezisekudleni. Imininingwane iqoqwe ngokubanjwa kwezinkulumongxoxo,
kanye nokuthi ukucwaningwa kwengqikithi yemiphumela etholakele kuveza ukuthi inani
elikhulu lababambiqhaza linolwazi mayelana nezakhamzimba kanye nokunamekwa
kwemibhalo ekudleni. Kodwa-ke, ukuhluleka kwabathengi ukuhumusha imininingwane
ngezakhamzimba nokunamekwa kwemibhalo ekudleni kwenza ukuthi bangakwazi
ukusebenzisa kahle le mininingwane, kuphinde kuphazamise izinhloso zabo ekuthengeni
imikhiqizo yokudla. Ucwaningo lwesikhathi esizayo lungagxila ekuqalisweni kohlelo
lokufundisa ukuze abathengi babe nolwazi futhi baqondisise kahle ngezakhamzimba kanye
nokunamekwa kwemibhalo ekudleni.Ukuxhaphaka jikelele okuphezulu kokutyeba eMzantsi Afrika kuye kwanxulunyaniswa
nokutya okungekho sempilweni. Ukuphawulwa kokutya (food labelling) kudlala indima
ebalulekileyo ekwaziseni nasekufundiseni abathengi ngeezondlo ezidingwa ngumzimba
ekutyeni abakutyayo. Ngaphandle kokusebenza okuqinisekisiweyo kokuphawulwa kokutya,
ukunqongophala kophando kukhona malunga nokuqonda kwabathengi kunye
nokusetyenziswa kolwazi olubhaliweyo ngeezondlo ezinkulu namandla kunye nendlela olu
lwazi oluchaphazela ngayo iinjongo zabathengi zokuthenga iimveliso zokutya. Kusetyenziswe
uphando lophandontyilazwi oluchaza indlela izinto ezingayo ngokwamava abantu,
kukwasetyenziswe iindlela zokukhetha idatha ezifana nokukhetha igcuntswana ledatha
ngenjongo, ukukhetha igcuntswana ledatha elifumaneka lula, kunye nokukhetha igcuntswana
ledatha ngokufumaneka nzima ngokuncedwa leloo gcuntswana ledatha elisele likho
ukukhetha abathathinxaxheba abafunda iileyibhile zokutya. Kubanjwe udliwanondlebe
olubanjwa ngezobuchwepheshe ukuqokelela idatha, kwaye uhlalutyo lomxholo weziphumo
lubonisa ukuba abathathinxaxheba abaninzi bayayazi ngokubhalwa kolwazi lweezondlo
ezidingwa ngumzimba namandla. Nangona kunjalo, ukungakwazi kwabo ukutolika ukubhalwa
kolwazi lweezondlo ezidingwa ngumzimba namandla kuyichaphazele kakubi indlela
abalusebenzisa ngalo olu lwazi, kuchaphazela iinjongo zabo zokuthenga iimveliso zokutya.
Uphando lwexesha elizayo lunokugxila ekuphuhliseni inkqubo yemfundo yokuququzelela
ulwazi nokuqonda kwabathengi kokubhalwa kolwazi lweezondlo ezidingwa ngumzimba
namandlaM.A. (Consumer Science
Assessing the integration of fourth industrial revolution technologies into drought early warning systems for agricultural disaster risk management
No full textThe agricultural sector, particularly in developing countries, is highly vulnerable to drought occurrences, which often result in substantial socio-economic losses. In southern Africa, drought frequency has tripled over the last six decades and is projected to worsen due to climate change. This underscores the critical importance of effective drought early warning systems (DEWS), essential for enhancing preparedness before a drought, facilitating decision-making during drought conditions, and enabling stakeholders to implement long-term risk reduction measures following a drought. Therefore, the present study aimed to develop a conceptual framework for a DEWS that integrates modern technologies to enhance its functionality and impact within the context of the fourth industrial revolution (4IR).
The research adopted a conceptual approach, employing both empirical and non-empirical methods. These included qualitative analysis, a scoping review, the application of Toulmin’s model of argumentation, and a metric-based approach utilizing South Africa as a case study. Primary data were collected through purposive sampling, with key informants interviewed between June 2021 and April 2022 using a semi-structured questionnaire. Secondary data collection and analysis involved a rigorous process of Boolean keyword searches, bibliometric analysis, and content evaluation.
The survey revealed positive advancements in the development of relevant policies such as the Disaster Management Act No. 57 of 2002, yet identified significant concerns regarding localized planning and implementation, particularly across provinces. Notably, there was a lack of tailored drought plans in five of the seven participating provinces and 68% of participants expressed uncertainty regarding the effectiveness of current measures. Main factors included disparities in resource allocation, early warnings not tailored to farmers’ characteristics, overreliance on government support, and utilizing manual methods for documenting field reports. To address these challenges, the study proposed a proactive approach including pre-disaster plans that emphasize mitigation, improving implementation efficiency, building capacity, and establishing formal review mechanisms to enhance the effectiveness of strategies. This approach will therefore establish a conducive environment essential for implementing innovative DEWS effectively.
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© Masupha, ET, University of South Africa 2024
According to the bibliometric analysis, the integration of 4IR technologies into drought research began in 2015, with significant contributions from China and the United States. However, the relationships derived from the co-occurrence of keywords predominantly focused on data collection and processing, lacking comprehensive emphasis on all fundamental components of DEWS. Therefore, employing Toulmin’s model of argumentation, the study established applicable links between 4IR technologies and DEWS, resulting in the development of eight interconnected modules. Modules such as smart data networks and advanced analytics presented the use of the Internet of Things, robotics, and big data analytics to enhance real-time data collection and monitoring. The study revealed that artificial intelligence plays a significant role in generating accurate forecasts, tailored warning alerts, and enabling interactive communication. Furthermore, the use of extended reality can enable users to simulate drought scenarios, interact with data, and evaluate the impact of various measures for improved decision-making.
The study further assessed South Africa’s current agricultural drought early warning system to determine its effectiveness and feasibility for adopting the 4IR-based DEWS framework. The findings revealed a significant gap in that while the system is proficient in quantifying and monitoring drought, it lacks prioritization of field reports, interactive mapping, and enhancing the response capabilities of agricultural stakeholders. Therefore, the implementation of smart weather stations, unmanned aerial vehicles, and connected wearable devices ensures a more localized and timely collection of data, including weather, crop, irrigation, and farm management activities, to generate tailored information. Moreover, transitioning from current static web pages to Web 3.0 functionalities can facilitate intelligent processing, dissemination, and decision-making among farmers, extension officers, cooperatives, researchers, and policymakers. However, overcoming limitations such as high initial costs, and limited technical expertise, is crucial. Thus, to fully realize the potential of this proposed framework and achieve a more effective, sustainable approach to agricultural drought management, further research, practical implementation, and policy amendments are essential.D. Phil. (Agriculture)College of Agriculture and Environmental Science
The pivotal role of educators in shaping the curriculum : a case study of Mpumalanga Province, South Africa
No full textAbstracts in English, Zulu and AfrikaansThis study investigated the pivotal role of teachers in the development of the curriculum in Mpumalanga Province, South Africa. It highlights the challenges teachers face in aligning national curriculum policies with local classroom realities, aiming to understand teacher involvement in curriculum development. A case study strategy was used, focusing on four schools in Mpumalanga. The research employed semi-structured interviews involving teachers, Heads of Departments (HODs), principals, a circuit representative, and a provincial representative. This was complemented with the literature review that provided an analysis of existing research on curriculum development and the role of teachers in developing and developed countries.
Data was analysed using thematic analysis, revealing that, although participants acknowledge the importance of teachers’ involvement in curriculum development, their participation is limited to none, due to bureaucratic constraints, insufficient professional development, and lack of resources. Taba's Curriculum Development Model was used to better understand how teachers can effectively contribute to the process. Taba’s model advocate for a bottom-up approach, stressing the significance of teachers’ classroom experiences in creating effective curricula. The model helped identify gaps on teacher involvement in rural areas like Mpumalanga Province in South Africa.
The study’s key findings consolidated the outcomes of the research, providing a cohesive understanding of teachers’ roles in curriculum development and offering practical solutions for improving their involvement. Empirical findings revealed that teachers in Siyabuswa Circuit of Mpumalanga Province experience limited involvement in curriculum development due to hierarchical barriers and insufficient support. Findings further included the disconnect between policy intentions and classroom realities, lack of professional development, and resource limitations. The study confirmed Taba’s Curriculum Development Model, advocating for active teacher participation, but highlighted that teachers were often excluded due to hierarchical barriers.
The study concluded that systemic barriers continued to restrict teacher involvement in curriculum development, emphasising the need for targeted reforms.
Recommendations included enhancing professional development programs, increasing institutional flexibility, and providing adequate resources to support teachers in curriculum design.
The study also suggests directions for future research, including examining regional differences in curriculum development. These measures aimed to bridge the gap between policy and practice, ensuring that teachers could play a central role in shaping effective curricula that address learner needs.Lolu cwaningo luphenye ngeqhaza elibalulekile lothisha ekuthuthukiseni kukharikhulamu esifundazweni saseMpumalanga, eNingizimu Africa.Iqamisa izinselelo othisha ababhekana nazo ekuhlanganiseni izinqubomgomo zekharikhulamu kazwelonke namaqiniso asendaweni yasekilasini, okuhloswe ngayo ukuqonda ukuzibandakanya kothisha ekuthuthukisweni kwekharikhulamu. Ukubuyekezwa kwemibhalo kunikeza ukuhlaziywa kocwaningo olukhona mayelana nokuthuthukiswa kwekharikhulamu kanye neqhaza lothisha emazweni asathuthuka nathuthukile. Kusetshenziswe isu lokufunda ngendaba, eligxile ezikoleni ezine zaseMpumalanga. Lolu cwaningo lusebenzise izinhlolokhono ezingahlelekile ezibandakanya othisha, iziNhloko zeMinyango (ama-HOD), othishanhloko, omele isekethe kanye nomele isifundazwe. Idatha yahlaziywa kusetshenziswa ukuhlaziya okuyindikimba, kwembula ukuthi, nakuba ababambiqhaza bevuma ukubaluleka kokuzibandakanya kothisha ekuthuthukisweni kwekharikhulamu, ukubamba kwabo iqhaza kulinganiselwe ngenxa yezingqinamba zokuphatha, ukuthuthukiswa okunganele kochwepheshe, kanye nokuntuleka kwezinsiza.
Imodeli kaTaba Yokuthuthukiswa Kwekharikhulamu yasetshenziswa ukuze kuqondwe kangcono ukuthi othisha bangaba negalelo kanjani kule nqubo. Imodeli kaTaba yayikhuthaza indlela ebheke phansi, igcizelela ukubaluleka kokuhlangenwe nakho kothisha ekilasini ekwakheni ikharikhulamu ephumelelayo. Lo mfanekiso usize ekuboneni izikhala emibhalweni, ikakhulukazi ukuntuleka kocwaningo ngokubandakanyeka kothisha ezindaweni zasemakhaya njengeMpumalanga. Okutholwe okubalulekile kwalolu cwaningo kuhlanganise imiphumela yocwaningo, kunikeze ukuqonda okuhlangene kweqhaza lothisha ekuthuthukisweni kwekharikhulamu nokunikeza izixazululo ezisebenzayo zokuthuthukisa ukuzibandakanya kwabo. Okutholwe ngokuqina kwembula ukuthi othisha baseSifundazweni saseSiyabuswa esiFundazweni saseMpumalanga babamba iqhaza elincanyana ekuthuthukisweni kohlelo lwezifundo ngenxa yezithiyo zohlelo nokwesekwa okwanele. Okutholakele kuphinde kwahlanganisa nokunqanyulwa phakathi kwezinhloso zenqubomgomo namaqiniso ekilasini, ukuntuleka kokuthuthukiswa kochwepheshe, kanye nemikhawulo yezinsiza.
Lolu cwaningo luqinisekisile i-Curriculum Development Model kaTaba, ekhuthaza ukuhlanganyela kothisha ngenkuthalo, kodwa yagqamisa ukuthi othisha bavamise ukukhishwa inyumbazane ngenxa yemingcele yezigaba. Ucwaningo luphethe ngokuthi izithiyo zesistimu ziyaqhubeka nokukhawulela ukuzibandakanya kothisha ekuthuthukisweni kwekharikhulamu, kugcizelela isidingo sezinguquko ezihlosiwe. Izincomo zazihlanganisa ukuthuthukisa izinhlelo zokuthuthukiswa kochwepheshe, ukwandisa ukuguquguquka kwesikhungo, kanye nokuhlinzeka ngezinsiza ezanele zokusekela othisha ekwakhiweni kwekharikhulamu. Ucwaningo luphinde luphakamise izikhombisi-ndlela zocwaningo lwangomuso, okuhlanganisa nokuhlola umehluko wesifunda ekuthuthukisweni kwekharikhulamu. Lezi zinyathelo bezihlose ukuvala igebe phakathi kwenqubomgomo nokusebenza, ukuqinisekisa ukuthi othisha bangaba neqhaza elikhulu ekubumbeni izifundo ezisebenza ngempumelelo ezibhekana nezidingo zabafundi.Hierdie studie het die deurslaggewende rol van onderwysers in die ontwikkeling van die kurrikulum in Mpumalanga Provinsie, Suid-Afrika, ondersoek. Dit beklemtoon die uitdagings wat onderwysers in die gesig stear om nasionale kurrikulumbeleide in lyn te bring met plaaslike klaskamerrealiteite, met die doel om onderwyers se betrokkenheid by kurrikulumontwikkeling te verstaan. Die literatuuroorsig verskaf 'n ontleding van bestaande navorsing oor kurrikulumontwikkeling en die rol van onderwysers in ontwikkelende en ontwikkelde lande. ’n Gevallestudiestrategie is gebruik, met die fokus op vier skole in Mpumalanga
Die navorsing het semi-gestruktureerde onderhoude gebruik wat onderwysers, departementshoofde (HOD's), skoolhoofde, 'n kringverteenwoordiger en 'n provinsiale verteenwoordiger betrek het. Data is ontleed met behulp van tematiese analise, wat aan die lig gebring het dat, alhoewel deelnemers die belangrikheid van onderwysers se betrokkenheid by kurrikulumontwikkeling erken, hul deelname beperk is as gevolg van burokratiese beperkings, onvoldoende professionele ontwikkeling en gebrek aan hulpbronne. Taba se Kurrikulumontwikkelingsmodel is gebruik om beter te verstaan hoe onderwysers effektief tot die proses kan bydra. Taba se model het gepleit vir 'n onder-na-bo-benadering, wat die belangrikheid van onderwysers se klaskamerervarings in die skep van effektiewe kurrikulums beklemtoon.
Die model het gehelp om leemtes in die literatuur te identifiseer, veral die gebrek aan navorsing oor onderwyserbetrokkenheid in landelike gebiede soos Mpumalanga. Die studie se sleutelbevindinge het die uitkomste van die navorsing gekonsolideer, wat 'n samehangende begrip van onderwysers se rolle in kurrikulumontwikkeling verskaf het en praktiese oplossings bied om hul betrokkenheid te verbeter. Empiriese bevindinge het aan die lig gebring dat onderwysers in die Siyabuswa-distrik van Mpumalanga-provinsie beperkte betrokkenheid by kurrikulumontwikkeling ervaar as gevolg van hiërargiese hindernisse en onvoldoende ondersteuning. Bevindinge het verder die ontkoppeling tussen beleidsvoornemens en klaskamerrealiteite, gebrek aan professionele ontwikkeling en hulpbronbeperkings ingesluit.
Die studie het Taba se kurrikulumontwikkelingsmodel bevestig, wat vir aktiewe onderwyserdeelname gepleit het, maar het beklemtoon dat onderwysers dikwels
uitgesluit is weens hiërargiese hindernisse. Die studie het tot die gevolgtrekking gekom dat sistemiese struikelblokke voortgaan om onderwysers se betrokkenheid by kurrikulumontwikkeling te beperk, wat die behoefte aan geteikende hervormings beklemtoon. Aanbevelings sluit in die verbetering van professionele ontwikkelingsprogramme, die verhoging van institusionele buigsaamheid en die verskaffing van voldoende hulpbronne om onderwysers in kurrikulumontwerp te ondersteun. Die studie stel ook rigtings vir toekomstige navorsing voor, insluitend die ondersoek van streeksverskille in kurrikulumontwikkeling. Hierdie maatreëls het ten doel gehad om die gaping tussen beleid en praktyk te oorbrug, om te verseker dat onderwysers 'n sentrale rol kan speel in die vorming van effektiewe kurrikulums wat leerderbehoeftes aanspreek.M. Ed. (Curriculum and Instructional Studies)Curriculum and Instructional Studie