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An assessment of strategic performance and operational efficiency metrics of the Gautrain Management Agency : a sentiment analysis approach
No full textIn the contemporary landscape of public transport systems, the pursuit of operational efficiency and strategic performance metrics has become increasingly important. This is particularly true in the context of South Africa, where the Gautrain Management Agency (GMA) stands as a pivotal player in the country's public transit infrastructure. The GMA was launched in 2010 with the overarching aim of alleviating traffic congestion, promoting sustainable urban mobility, and providing an efficient alternative to traditional road transport while contributing positively to the economy of the country and the living standards of people.
Despite the critical role that the Gautrain plays in South Africa's transport network, there exists a notable gap in the academic literature concerning the strategic performance metrics and operational efficiency of the GMA, particularly through the lens of sentiment analysis. The latter involved relational content analysis which then involved financial ratio analysis that examined liquidity, activity, profitability, and leverage ratios. Basically, this qualitative study used a mixed method approach for data analysis to gain a broader understanding of the GMA’s state of financial affairs in light of the fundamental problem that the entity keeps receiving bailouts year after year, which then questions performance and sustainability. The current study deemed it crucial to assess the strategic performance and operational efficiency metrics as well as understand factors that could inhibit the optimisation of resource allocation within the GMA.
The results from the assessment of strategic performance suggested a positive outlook as GMA is achieving a larger part of its strategic objectives as reported in the annual reports, which clashes with the results of operational efficiency metrics due to the revelation of poor financial performance. The study suggests alignment of APP with the operations and railway infrastructure extension to ensure performance improvement. This study serves as an eye-opener for performance improvement at the GMA and as a guide to future research in public transportation and public sector organisations at large.M. Phil. (Accounting Sciences)Management Accountin
The space between us : challenges and opportunities for internal communication in a hybrid workplace
No full textAbstract in English, Afrikaans and IsiZuluIn the wake of the COVID-19 pandemic, workplaces continue to evolve, with many organisations around the world adopting a hybrid model where employees may work entirely in person, fully remotely, or in some combination of the two. With these changes, and the resulting reduction in in-person interactions in the workplace, it has become important to understand the potential impacts on internal communication. Internal communication is a crucial component of any organisation, making significant contributions towards organisational effectiveness and employee engagement, and failure to comprehend the evolving nature of this communication in a hybrid workplace may have significant ramifications for organisations.
As such, this study was undertaken to describe the challenges and opportunities posed for internal communication by the global move towards hybrid workplaces. This research was done by means of a mixed-methods case study, set in the international development organisation, Chemonics International. This involved conducting qualitative semi-structured interviews with internal communication practitioners and distributing a quantitative online survey to selected employees to gauge their perceptions of the impact of a shift to hybrid working on internal communication within the company.
Findings suggest that there are challenges for internal communication in a hybrid workplace, particularly in terms of managing hybrid meetings and ensuring all participants have equal opportunities to participate. However, the findings further suggest that this evolution has also created the opportunity for more intentional and inclusive communication. This is primarily due to increased use of digital internal communication channels, as well as heightened focus on equitable communication. A set of suggested best practices for improved internal communication in a hybrid workplace was also developed because of the study’s findings. The study offers significant theoretical and practical value, given the importance of internal communication to organisations. Currently, there is limited research available on the impact of transitioning to hybrid workplaces on internal communication, and this study offers new insights into this topic.In die nadraai van die COVID-19-pandemie ontwikkel werkplekke steeds, met baie organisasies wêreldwyd wat ’n hibriede model volg ingevolge waarvan werknemers óf heeltemal fisies teenwoordig, ten volle weg van die kantoor, of in ’n kombinasie van die twee kan werk. Weens hierdie veranderinge, en die gevolglike vermindering van interpersoonlike interaksie in die werkplek, het die behoefte ontstaan om die potensiële impak op interne kommunikasie te verstaan. Interne kommunikasie is ’n deurslaggewende komponent van enige organisasie, en lewer beduidende bydraes tot organisatoriese doeltreffendheid en werknemerbetrokkenheid. Versuim om die ontwikkelende aard van hierdie kommunikasie in ’n hibriede werkplek te begryp, kan groot implikasies vir organisasies inhou.
Hierdie studie is derhalwe onderneem om die uitdagings en geleenthede wat die wêreldwye verskuiwing na hibriede werkplekke vir interne kommunikasie inhou, te beskryf. Die navorsing is gedoen deur middel van ’n gemengde-metodes gevallestudie binne die internasionale ontwikkelingsorganisasie, Chemonics International. Dit het bestaan uit kwalitatiewe semi-gestruktureerde onderhoude met interne kommunikasiepraktisyns, sowel as die verspreiding van ’n kwantitatiewe aanlyn-opname aan geselekteerde werknemers om hul persepsies van die impak van ’n skuif na hibriede werk op interne kommunikasie binne die maatskappy te meet.
Bevindings dui daarop dat daar uitdagings vir interne kommunikasie in ’n hibriede werkplek bestaan, veral met betrekking tot die bestuur van hibriede vergaderings en om te verseker dat alle deelnemers gelyke geleenthede kry om deel te neem. Die bevindinge dui egter verder daarop dat hierdie ontwikkeling ook die geleentheid geskep het vir meer doelbewuste en inklusiewe kommunikasie. Dit is hoofsaaklik te danke aan die verhoogde gebruik van digitale interne kommunikasiekanale, sowel as ’n sterker fokus op billike kommunikasie. ’n Stel voorgestelde beste praktyke vir verbeterde interne kommunikasie in ’n hibriede werkplek is ook ontwikkel op grond van die studie se bevindinge. Die studie het beduidende teoretiese en praktiese waarde, gegewe die belangrikheid van interne kommunikasie vir organisasies. Tans is daar beperkte navorsing beskikbaar oor die invloed van die oorgang na hibriede werkplekke op interne kommunikasie, en hierdie studie bied nuwe insigte oor die onderwerp.Ngemuva kobhubhane loKhuvethe, izindawo zokusebenza ziyaqhubeka nokuvela, izinhlangano eziningi emhlabeni wonke zisebenzisa imodeli eyingxube, lapho abasebenzi bengasebenza khona mathupha, bekude ngokuphelele, noma ngenhlanganisela yalokhu kokubili. Ngalezi zinguquko, kanye nokuncipha kokuxhumana kwabantu emsebenzini, kuye kwavela isidingo sokuqonda imithelela engaba khona ekuxhumaneni kwangaphakathi. Ukuxhumana kwangaphakathi kuyingxenye ebalulekile yanoma iyiphi inhlangano, okwenza igalelo elibalulekile ekusebenzeni kahle kwenhlangano nasekubandakanyekeni kwabasebenzi, futhi ukwehluleka ukuqonda isimo esithuthukayo salokhu kuxhumana endaweni yokusebenza eyingxube kungase kube nomthelela omkhulu ezinhlanganweni.
Ngakho-ke, lolu cwaningo lwenzelwe ukuchaza izinselele namathuba adalwe ukuxhumana kwangaphakathi ngokuqhubekela phambili kwezindawo zokusebenza ezixubile. Lolu cwaningo lwenziwe ngocwaningo lwezimo ezixubile, olubekwe enhlanganweni yezokuthuthukiswa kwamazwe ngamazwe, i-Chemonics International. Lokhu kwakufaka phakathi ukwenza inhlolokhono esezingeni eliphakeme nabasebenzi bezokuxhumana bangaphakathi kanye nokusabalalisa inhlolovo ye-inthanethi yobuningi kubasebenzi abakhethiwe ukuze kuhlolwe imibono yabo ngomthelela wokushintshela ekuxhumaneni okuxubile okusebenzisana ngaphakathi kwenkampani.
Okutholakele kusikisela ukuthi kunezinselelo zokuxhumana kwangaphakathi endaweni yokusebenza eyingxubevange, ikakhulukazi mayelana nokuphatha imihlangano eyingxube nokuqinisekisa ukuthi bonke ababambiqhaza banamathuba alinganayo okubamba iqhaza. Kodwa-ke, okutholakele kuphinde kuphakamise ukuthi lokhu kuziphendukela kwemvelo kudale nethuba lokuxhumana okunenhloso eyengeziwe nokubandakanya wonke umuntu. Lokhu kungenxa yokwanda kokusetshenziswa kwamashaneli okuxhumana angaphakathi kwedijithali, kanye nokugxilwa okuphezulu ekuxhumaneni ngokulinganayo. Isethi yezindlela ezingcono kakhulu eziphakanyisiwe zokuthuthukisa ukuxhumana kwangaphakathi endaweni yokusebenza eyingxube nayo yasungulwa ngenxa yemiphumela yocwaningo. Ucwaningo lunikeza ukubaluleka okubalulekile kwethiyori kanye nokusebenza, uma kubhekwa ukubaluleka kokuxhumana kwangaphakathi ezinhlanganweni.
Njengamanje, kunocwaningo olulinganiselwe olutholakalayo ngomthelela wokushintshela ezindaweni zokusebenza eziyingxube ekuxhumaneni kwangaphakathi, futhi lolu cwaningo lunikeza imininingwane emisha ngalesi sihloko.M. A. (Communication Science)Communication Scienc
A model of coping with experiences of PTSD and its comorbidity amongst SAPS members in specialised units in the City of Tshwane
No full textPolice members are exposed to a variety of traumatic incidents in the specialised operational line of duty. The intensity and frequency of their exposure, if left untreated, could lead to post-traumatic stress disorder (PTSD). This study explored experiences of PTSD among SAPS members in the specialised units in the City of Tshwane Metropolitan Municipality. A qualitative interpretative phenomenological analysis (IPA) research design was used to explore police members’ experiences of PTSD, their views on how their experiences affect them, and the coping mechanisms that they employ to deal with their lived experiences of PTSD. Eleven police members were recruited from Crime Prevention, Family, Child and Sexual Offences (FCS), Detective, Tactical Response Team (TRT), Public Order Policing (POP) and National Intervention Unit (NIU), using purposive sampling. Data were collected through face-to-face and telephone semi-structured interviews and field notes and analysed using a Smith et al. (2009) IPA approach. The findings revealed the following: Police members’ specialised units job descriptions and delineation of PTSD as a disease, stress, and confirmed through formal diagnosis or inferred. Police members were found to experience PTSD through interrelation of operational, organisational, and personal stressors. The effects of PTSD as experienced by police members include physical health, psychological, as well as social and behavioural effects. Coping with PTSD was found to be a continuously complex and highly dynamic process, where police members adopt varied strategies that included personal, collective, and professional intervention to cope with PTSD. A model of coping is presented and recommendations for SAPS management, Employee Health and Wellness (EHW) practice on PTSD management, as well as future research are made.Ph.D. (Psychology
A phenomenological investigation into the role of a university degree in the reintegration of ex-offenders into the labour market
No full textLiterature on social reintegration underscores that persistent societal attitudes contribute to the exclusion of job seekers who have a criminal record. In South Africa, this topic is still comparatively understudied as opposed to the developed world which has an abundance of literature addressing an extensive range of perspectives on it. This qualitative interpretive phenomenological study rooted in a social constructivist paradigm explored university-educated ex-offenders’ lived experiences of reintegration into the professional clusters of the South African labour market. Goffman’s social stigma theory (SST) was used as a theoretical framework. Purposive and snowball sampling techniques were applied to select six participants. The thematically arranged findings of the participants’ sense-making of the labour market reintegration experiences revealed that prospective employers perceived job seekers with a criminal record as “suspicious, untrustworthy and risky to employ.” The findings also showed that stigmatization and marginalization engendered feelings of rejection, worthlessness and frustration. Desperation also contributed to the participants accepting employment opportunities that are not commensurate with their qualifications concealing their criminal record from prospective employers or venturing into small-scale entrepreneurship (albeit with limited prospects for growth due to business registration and funding red tape).The study also found that when participants assessed the magnitude of the obstacles that affected their previous job-seeking attempts, they recognised that even their university degrees were insufficient to fully utilise their chances of reintegrating into the professional clusters of the South African labour market. The study proposed several recommendations in response to these findings.PsychologyN/
Teachers' implementation and the use of South African sign language in the teaching of English first additional language to Deaf learners
No full textAbstract in English with Tswana and Zulu translationsDeaf Learners in South Africa are exposed to South African Sign Language (SASL) late in their lives and are expected to develop literacy skills in English. SASL does not have a written form, but it is a fully accessible language that can serve as a first and primary language. Its use enhances Deaf learners’ linguistic competence in both SASL as a home language and English First Additional Language (EFAL). Results from various studies conducted with schools for the Deaf in South Africa (SA) showed that Deaf Learners perform poorly in English. Guided by a dual theoretical framework, Theory of Mind and Stufflebeam’s Context, Input, Process and Product (CIPP) evaluation model, this study aimed to establish the approaches, strategies, and resources used to teach EFAL to Deaf learners through SASL, which learners typically acquire only when they register at schools, typically around 9–10 years old. A case study design was used, utilising a sample of nine EFAL teachers and four learners from six schools for the Deaf across three South African provinces. Data were collected through semi-structured interviews, document analysis, and classroom observations. The data were analysed thematically, and the following findings were revealed, along with their implications: the lack of resources in EFAL classrooms for DL and inadequate training. Teachers’ heavy workload: they are required to develop content independently. Lack of confidence – Teachers may question their capacity to instruct DL. Not providing teachers with training has consequences, including inadequate lesson planning, as they lack knowledge of the relevant pedagogical strategies for DL. Insufficient adaptation – due to limited knowledge of adaptation, teachers fail to adapt the curriculum material of DL. Findings from DL were also revealed along with their implication and are as follows: insufficient grammatical basis - DL struggle to comprehend EFAL sentence structure, resulting in deficient language skills. They had restricted communication capabilities due to insufficient grammatical knowledge, which impedes effective communication. They also experience challenges in reading and writing FAL – Grammatical deficiencies hinder literacy advancement. Language delays – insufficient resources impede language acquisition, worsening the pre-existing language gap. Inadequate literacy abilities – limited exposure to EFAL structures, vocabulary, and grammar hinders reading and writing advancement. Restricted access to information – insufficient resources hinder access to curriculum content. Lastly, academic challenges –
DL may lag behind owing to insufficient assistance. Based on these findings, the study recommended that policymakers conduct a comprehensive evaluation of the EFAL curriculum, provide targeted professional development for teachers, and build a classroom environment that responds to learners’ specific learning needs.Barutwana ba Bosusu ba ba ithutang mo Afrika Borwa ba tlwaela Puo ya Diatla ya Afrika Borwa (SASL) moragonyana mo matshelong a bone mme go solofetswe gore ba nne le bokgoni jwa go buisa le go kwala ka Seisemane. SASL ga e kwalwe, mme ke puo e e fitlhelelwang ka botlalo e e ka dirisiwang jaaka puo ya ntlha le ya konokono. Tiriso ya yone e tokafatsa bokgoni jwa puo jwa Barutwana ba ba Bosusu ka SASL jaaka puo ya gae le ka Seisimane jaaka Puo ya Ntlha ya Tlaleletso (EFAL). Ditlamorago tsa dipatlisiso tse di farologaneng tse di dirilweng mo dikolong tsa Bosusu mo Afrika Borwa (SA) di bontshitse gore Barutwana ba Bosusu ga ba dire sentle mo Seisemaneng. Go kaelwa ke thulaganyo e e kopanetsweng ya thiori, Theory of Mind and Stufflebeam's Context, Input, Process and Product (CIPP) evaluation model, patlisiso e e ne e ikaeletse go tlhoma mekgwa, maano le didiriswa tse di dirisediwang go ruta EFAL go baithuti ba Bosusu ka SASL, e baithuti gantsi ba e ithutang fela fa ba ikwadisa kwa dikolong, gantsi ba le dingwaga di ka nna 9 go ya go 10. Go ne ga dirisiwa mokgwa wa go ithuta ka maemo, go dirisiwa sekao sa barutabana ba le robongwe ba EFAL le Barutwana ba Bosusu ba le bane go tswa kwa dikolong di le thataro tsa Boss go ralala diporofense di le tharo tsa Afrika Borwa. Tshedimosetso e ne ya kokoanngwa ka dipotsolotso tse di rulagantsweng sentle, go tlhatlhoba dikwalo le go ela dilo tlhoko mo phaposing. Tshedimosetso e ne ya sekasekwa ka ditlhogo, mme go ne ga lemogiwa dilo tse di latelang, mmogo le ditlamorago tsa tsone: go tlhaela ga didiriswa mo dikolong tsa EFAL tsa Barutwana ba Bosusu le katiso e e sa lekaneng. Barutabana ba na le tiro e ntsi: ba tshwanetse go tlhama diteng ka bobona. Go se itshepe - Barutabana ba ka nna ba belaela bokgoni jwa bone jwa go ruta Barutwana ba Bosusu. Go se neye barutabana katiso go na le ditlamorago, go akaretsa le go sa rulaganye dithuto sentle, ka gonne ga ba na kitso ya ditsela tse di maleba tsa go ruta Barutwana ba Bosusu . Go se tshwane go go lekaneng - ka ntlha ya kitso e e lekanyeditsweng ya go tlwaela, barutabana ba palelwa ke go tlwaela didirisiwa tsa kharikhulamo ya Barutwana ba Bosusu. Dintlha tse di bonweng mo thutong ya Bana ba Bosusu le ditlamorago tsa yone di ne di le jaana: motheo o o sa lekaneng wa thutapuo - Barutwana ba Bosusu ba kgaratlhela go tlhaloganya thulaganyo ya mafoko ya EFAL, mme seo se felela ka bokgoni jo bo bokoa jwa puo. Ba ne ba sa
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kgone go buisana sentle ka gonne ba ne ba sa itse thutapuo sentle, e leng selo se se neng se dira gore ba se ka ba kgona go buisana sentle. Gape ba lebana le dikgwetlho tsa go bala le go kwala EFAL - Go tlhaela ga thutapuo go kgoreletsa kgatelopele ya go itse go bala le go kwala. Go diega ga go ithuta puo - go tlhoka didiriswa tse di lekaneng go kgoreletsa go ithuta puo, go dira gore go nne le pharologano e e leng teng ya puo. Bokgoni jwa go bala le go kwala jo bo sa lekanang - go ithuta go le gonnye fela ga dibopego tsa EFAL, tlotlofoko le thutapuo go kgoreletsa go bala le go kwala. Go nna le tshedimosetso e e lekanyeditsweng - go se nne le didiriswa tse di lekaneng go kgoreletsa go nna le tshedimosetso e e mo kharikhulamong. Sa bofelo, dikgwetlho tsa go ithuta - Barutwana ba Bosusu ba ka thatafalelwa ke diphitlhelelo ka ntlha ya thuso e e sa lekaneng. Go ya ka se se lemogilweng mo patlisisong eno, go akantshiwa gore batlhami ba dipholisi ba dire tshekatsheko e e tseneletseng ya kharikhulamo ya EFAL, ba neye barutabana katiso ya seporofeshenale e e tsepameng, le go aga tikologo ya phaposi e e arabelang ditlhokego tse di rileng tsa Barutwana ba Bosusu tsa go ithuta.Abafundi abangezwa eNingizimu Afrika bavame ukufumana izimpawu zolimi lwase Ningizimu Afrika (SASL) sekwedlule isikhathi empilweni yabo, kanti kulindeleke ukuthi bathuthukise amakhono okufunda nokubhala ngesiNgisi. Nakuba iSASL ingenawo umbhalo obhaliwe, iwulimi oluphelele futhi olusebenzayo njengolimi lokuqala noluyinhloko. Ukusetshenziswa kwezimpawu zolimi kwandisa amakhono olwazi lolimi lwasekhaya kanye nolimi lweSiNgisi olungelokwengeza (EFAL). Ucwaningo olwenziwe ezikoleni zabangezwa eNingizimu Afrika luveze ukuthi abafundi abangezwa abenzi kahle esiNgisini. Lolu cwaningo, olusekelwe kwi-Theory of Mind kanye ne-Stufflebeam’s Context, Input, Process and Product (CIPP) evaluation model, lwaluhlose ukuthola ukuthi yiziphi izindlela, amasu, nezinsiza ezisetshenziswa ekufundiseni i-EFAL kubafundi abangezwa ngokusebenzisa iSASL, okuwulimi abafunda ngalo okokuqala uma beqala esikoleni, cishe beneminyaka eyisishiyagalolunye kuya kweyishumi. Kusetshenziswe i-case study esebenzise isampula lothisha abayisishiyagalolunye be-EFAL kanye nabafundi abane abavela ezikoleni eziyisithupha zabangezwa ezifundazweni ezintathu. Ulwazi ngokwenzekayo lwaqoqwa ngezingxoxo ezivulelekile, ukuhlaziywa kwemibhalo, nokubhekwa kokufunda nokufundisa ekilasini, kwabe sekusetshenziswa ukuhlaziywa kwematimu ukuthola imiphumela. Kwavela ukuthi izinkinga ezinqala zihlanganisa ukushoda kwezinsiza emakilasini e-EFAL, ukuqeqeshwa okunganele, nomthwalo omkhulu wothisha abaphoqeleka ukuba bazitholele izifundo bebodwa, kanye nokungabi nesiqiniseko ngenxa yokungakwazi kwabo ukulolonga abafundi abangezwa ngendlela efanele. Ukungaqeqesheki ngendlela kuholela ekungalungiseleleni kahle kwezifundo ngenxa yokuntuleka kolwazi namasu okufundisa abafundi abangezwa, kanti nokungakwazi ukuhlela izifundo ezivumelana nesimo sabo kuholela ekungaguqulweni kahle kwezinhlelo zemfundo. Emiphumeleni ethinta abafundi abangezwa kwavela ukuthi banesizinda esinganele solwazi lolimi, okusho ukuthi bahluleka ukuqonda ukwakheka kwemisho ye-EFAL, okuphazamisa ikhono lokuxhumana. Baphinde babonakala benobunzima ekufundeni nasekubhaleni ngenxa yokushoda kolwazi lwezichazamazwi, uhlelo lolimi, namaqoqo emisho, okuphazamisa kakhulu ukuthuthuka kwabo kwezemfundo. Ukushoda kwezinsiza kwandisa ukulibala kolimi, kunciphisa ukufinyelela kolwazi kanye nokuqukethwe kwekharikhulamu, futhi kuholela ekubambezelekeni kwezemfundo. Njengoba kuhunyushwe yilolu cwaningo, kunconywa ukuthi abenzi benqubomgomo baphinde babuyekeze ngokuphelele ikharikhulamu ye-EFAL, banikeze ukuqeqeshwa okuqondiswe kubafundisi, futhi bakhe izimo zokufunda eziphendula ngokucacile izidingo zabafundi abangezwa.D. Phil. (Education)Educational Studie
The criminal record as a death sentence: Unmasking the ignored realities of formerly incarcerated university graduates on professional licencing challenges.
No full textAbstract: Recently it is increasingly common practice for universities and professional registration councils
to probe into applicants’ criminal records as a precondition for admission. Using social constructionism, this
qualitative study explored the experiences of six formerly incarcerated individuals previously sentenced to life
imprisonment, who hold professional university degrees in Law, Education, Psychology and Social Work and
investigated whether having a criminal record had any bearing when applying for professional registration.
The results indicate that due to the perceived stigma of, and discrimination against a criminal record, there
exist varying degrees of criminal record disclosure ranging from partial, to full and non-disclosure. Further
more, the results show that, on the one hand, concealment of a criminal record has adverse implications; while
disclosure demonstrates the “double-edge sword” nature inherent in disclosing a criminal record and serves
to further re-stigmatise and ultimately exclude people with criminal records from gaining admission. The
study recommends that professional licensing councils, in collaboration with institutions of higher learning,
ought to formulate unambiguous policy guidelines that explicitly outline the conditions that qualify or disqual
ify the registration of applicants with a criminal record.
Keywords: criminal record, stigma, discrimination, professional licensing bodies, South AfricaPsychologyN/
Consumers’ awareness and use of milk kefir : a South African exploratory study
No full textMilk kefir is an ancient, fermented milk beverage from Eastern Europe’s Caucasus
Mountains, used worldwide but not well known in South Africa. Milk kefir has been
reported to benefit human health; however, it is not known whether South African
consumers are aware of this fact or use the product. This study aimed to explore South
African consumers’ awareness and use of milk kefir. The study applied a multi-method
research approach, employing a quantitative online survey with a sample of
165, followed by qualitative interviews with 25 participants. From the predominantly
female (75%) study sample (n=165), the majority (68%) had heard of milk kefir, of
which 81% had used it in the past. The findings indicated that most participants were
health conscious and possessed sufficient knowledge to use it or want to use the
beverage. However, the milk kefir beverage was perceived as scarce and costly, with
kefir grains and homemade milk kefir even more so. The results from the interviews
suggested a demand for homemade milk kefir and kefir grains, including information
regarding the preparation thereof.M.A. (Consumer Science)Life and Consumer Science
Economic analysis of climate change effects on smallholder beef farming in Gauteng Province, South Africa
No full textDeveloping countries are most at risk due to the increasing vulnerability to climate change impacts, because they lack the adaptive capacity to cope and the predominance of agriculture in their economies. Small holder beef farmers in South Africa are increasingly vulnerable to climate change effects such as erratic rainfall, drought, and declining yields. This study assesses the effect of climate change on the productivity of smallholder beef farmers in the Gauteng province of South Africa. Multistage sampling technique was used to select 270 beef farmers via a well-structure questionnaire. Data was analysed using descriptive analysis such as frequency count and percentages while principal component analysis and Stochastic Production Function (SPF) were employed to determine the effects of climate change on beef farmer productivity (proxied by kg/Rand). Results revealed that 70.4% of respondents were above 35 years old, with a mean age of 44, suggesting that most farmers were in an active production age group. Information sources about climate change vary, with 55.0% relying on local newspapers, magazines, and flyers, while 25.5% received information through extension agents.
The findings indicate that climate change adversely affects beef productivity through increased heat stress, altered grazing conditions and water scarcity. The cost of adaptive measures, such as supplementary feeding and veterinary care significantly contributed to production expenses, influencing overall profitability. Additionally, the actual net farm income was R24,945.10, with a counterfactual income of R21,773.12. After climate impact, net farm income dropped to R16,033.99, with a counterfactual of R14,502.78. The difference in net income between before and after climate change impact shows a reduction in income due to climate effects. The heterogeneity effect, representing variations in impact across different groups or scenarios, showed factual income of R8,911.11 and a counterfactual of R7,270.34. The study recommends the need for enhanced information/knowledge dissemination channels and targeted training to bridge knowledge gaps and support climate adaptation in beef production. Strengthened extension services and technology-driven solutions are recommended to improve access to critical information and support the adoption of sustainable farming practices.M. Sc. (Agriculture)Agriculture and Animal Healt
Investigation of lerning challenges encountered by non-Xitsonga speaking students at a selected University of Technology in Gauteng : a case of practical Xitsonga
No full textIn South Africa’s linguistically diverse higher education landscape, Practical Xitsonga is offered as a compulsory African language elective to promote cultural inclusivity and linguistic diversity. This study investigates the challenges faced by non-Xitsonga-speaking students enrolled in a Practical Xitsonga language programme at a University of Technology in Gauteng. Although these students are speakers of other African languages, they often begin the course with no prior exposure to Xitsonga, resulting in significant learning difficulties. Grounded in Behaviourist, Innatist, and Social Interactionist language learning theories, and enriched by constructivist perspectives observed through peer interaction, the study adopts a mixed- methods approach. Data were gathered from 25 purposively selected third-year students using questionnaires, semi-structured interviews, focus group discussions, and classroom observations. The findings reveal a wide array of challenges including phonological, and grammatical difficulties, frequent writing errors, limited speaking practice, and a lack of cultural familiarity that hinders comprehension of idiomatic and context-bound expressions.
The instructional approach within the programme was found to be predominantly traditional, and theory-based offering minimal support for second-language students. The scarcity of bilingual resources, digital tools, and native-speaking mentors further limited students’ independent learning. Additionally, psychological barriers such as anxiety and low self- confidence adversely affected student engagement and language acquisition. Despite these obstacles, the study uncovered a high level of motivation among students, driven by both personal interest in intergroup communication and professional aspirations. The research highlights the need for a more inclusive and practical curriculum, enriched with interactive methodologies, peer support mechanisms, and multilingual learning strategies. The study’s contribution lies in its detailed account of the linguistic, pedagogical, and psychosocial barriers to second-language acquisition in African language contexts, offering actionable insights for improving curriculum design, instructional practice, and policy development. It underscores the importance of aligning language instruction with the real needs of students in multilingual settings making a significant contribution to the field of practical language learning.D. Phil. (Languages, Linguistics and Literature)School of Art