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A criminological exploration of the fear of crime among domestic workers in Tshwane, Gauteng
Get PDFAbstracts in English, Tsonga and SwatiSouth Africans are concerned about the high levels of crime and violence in the country. Housebreaking and theft are the most common crimes faced by citizens, although statistics reveal a slight decline in the number of reported cases. Property crimes and thefts present a serious threat to workplace safety and, as a result, induce the fear of crime. This study aimed to explore to what extent domestic workers experience victimisation in the workplace and how this affects their perceptions of crime. A large body of research on crime, fear of crime and victimisation has neglected to investigate the effects of workplace victimisation in this context.
A qualitative research approach was applied to investigate and explore domestic workers’ experiences and their perceptions of safety and victimisation in their working environments. Semi-structured interviews were conducted with sixteen (16) domestic workers and four (04) police officials, who are group commanders, at the South African Police Service (SAPS) Brooklyn. The 16 domestic workers were selected randomly at the Brooklyn Crime Information Management and Analysis Centre (CIMAC) office. A purposive sampling approach was employed. The research participants’ narratives revealed the causal ideologies ingrained in the domestic workers’ experiences through their lenses. The results of this study reveal that exposure to victimisation has long-term psychological effects and creates a distorted perception of fear of crime. In addition, there is a strong link between fear of crime, poor built environment design, inadequate community structures’ engagement and ineffective law enforcement.Maafrika-Dzonga va vilerisiwa hi mayelana na tilevhele ta le henhla ta vugevenga na madzolonga etikweni. Ku tshoviwa ka tindlu na vukhamba hi byona vugevenga lebyi tolovelekeke swinene lebyi langutanaka na vaakatiko, hambileswi tinhlayonhlayo ti paluxaka ku ya ehansi switsongo eka nhlayo ya milandzu leyi mangariweke. Vugevenga bya nhundzu na vukhamba swi nyika nchaviseto wo tivikana eka vuhlayiseki bya le ntirhweni naswona, hikokwalaho, swi vanga nchavo wa vugevenga. Ndzavisiso lowu wu valanga leswaku i kufika eka mpimo wihi vapfuni va le mindyangwini va tokotaka nxaniso entirhweni na hilaha leswi swi khumbaka hakona mavonelo ya vona ya vugevenga. Miri lowukulu wa ndzavisiso hi mayelana na vugevenga, nchavo wa vugevenga na nxaniso wu tsan'wile ku lavisisa switandzhaku swa nxaniso wa le ntirhweni ka mbangu lowu.
Endlelo ra ndzavisiso wa risima wu tirhisiwile eka ndzavisiso lowu ku lavisisa na ku valanga mitokoto ya vapfuni va le mindyangwini na mavonelo ya vona ya vuhlayiseki na nxaniso eka mivangu ya vona yo tirha. Tiinthavhiyu leti nga na xivumbekohafu ti endliwile na 16 wa vapfuni va le mindyangwini na mune wa tiofixiyali ta maphorisa, leti ti nga tikhomandara ta mitlawa, eka Vukorhokeri bya Maphorisa bya Afrika-Dzonga (SAPS) eBrooklyn. 16 wa vapfuni va le mindyangwini va hlawuriwile hi ndlela ya muhulahula eka hofisi ya Senthara ya Malawulelo na Nxopaxopo wa Vuxokoxoko bya Vugevenga (CIMAC) eBrooklyn. Endlelo ra masampulelo lama nga na xikongomelo ri tirhisiwile. Mirungulo ya vatekaxiave va ndzavisiso yi paluxe mitivomianakanyo ya xivangelo leyi byariweke eka mitokoto ya vapfuni va le mindyangwini hi ku tirhisa swivonisi swa vona. Ndzavisiso lowu wu paluxa leswaku ku va eka xiyimo xa nxaniso swi na switandzhaku swa ntivomiehleketo swa nkarhi wo leha naswona swi vumba mavonelo lama xandziweke ya nchavo wa vugevenga. Hi ku engetela, ku na vuxaka byo tiya exikarhi ka nchavo wa vugevenga, dizayini ya mbangu lowu akiweke wa xiyimo xa le hansi, mbulavurisano wa swivumbeko swa vaakandhawu leswi nga enelangiki na nsindziso wa nawu lowu nga tirhiki kahle. Ku aka ehenhla ka swikumiwa swa ndzavisiso lowu, swibumabumelo swa ndzavisiso wa nkarhi lowu taka swi nyikiwile.Bantfu baseNingizimu Afrika bakhatsatekile ngelizinga lelisetulu lebugebengu neludlame eveni. Kugcekezwa kwetindlu nekuntjontja kungemacala lavame kakhulu takhamuti letibuekana nawo, nanobe tibalobalo tikhombisa kwehla kancane kwelinani lemacala labikiwe. Bugebengu bemphahla nekuntjontja kusisongo lesikhulu ekuphepheni emsebenzini futsi, ngenca yaloko, kubangela kwesatjwa kwebugebengu. Lolucwaningo beluhlose kuhlola kutsi basebenti basetindlini babukana kangakanani nekuhlukumeteka emsebentini nekutsi loku kuyitsintsa njani imibono yabo ngebugebengu. Lucwaningo lolukhulu ngebugebengu, kwesatjwa kwebugebengu kanye nekuhlukunyetwa akukanaki kuphenya ngemiphumela yekuhlukunyetwa emsebentini kulesimo.
Kusetjentiswe indlela yelucwaningo lwebunyenti kulesifundvo kute kuphenywe futsi kucutjungulwe lwati lwebasebenti basetindlini kanye nemibono yabo ngekuphepha kanye nekuhlukunyetwa etindzaweni labasebenta kuto. Kwentiwe tingcoco letingakahleleki ngalokuphelele nebasebenti basetindlini labangu-16 kanye netikhulu temaphoyisa letine, letibaphatsi bemacembu, kuMbutfo Wemaphoyisa waseNingizimu Afrika (i-SAPS) eBrooklyn. Basebenti basetindlini labangu-16 bakhetfwe ngalokungakahleleki ehhovisi lase-Brooklyn Crime Information Management and Analysis Centre (CIMAC). Kusetjentiswe indlela yekusampula lehlosiwe. Kulandzisa kwebahlanganyeli belucwaningo kukhombisa imibono leyimbangela legcile kutipiliyoni tebasebenti basetindlini ngekusebentisa lwati lwabo. Lucwaningo luveta kutsi kuhlukunyetwa kunemiphumela yesikhatsi lesidze yekutsikameteka kwengcondvo futsi kudala umbono lohlaneketelwe wekwesatjwa kwebugebengu. Ngetulu kwaloko, kunekuchumana lokucinile phakatsi kwekwesaba bugebengu, kuhlelwa kwesimondzawo setakhiwo lokungekuhle, kusebentelana kwetinhlaka temphakatsi lokungenele kanye nekuphocelelwa kwemtsetfo lokungasebenti kahle. Kwakha kumiphumela yalolucwaningo, kuniketwa tincomo telucwaningo lwakusasaM.A. (Criminology)Criminology and Security Scienc
Information literacy competencies and proficiencies of undergraduate students at the Kwame Nkrumah University of Science and Technology (KNUST)
Get PDFThis study investigated undergraduate students’ information literacy competencies and proficiencies at the Kwame Nkrumah University of Science and Technology (KNUST). The study set out to ascertain the different understanding of information literacy, how they identify their information needs, locate, appraise, ethically and legally use information, and the problems they face in finding and using information efficiently and effectively. The study used Kuhlthau’s Information Search Process (ISP) model, which was initiated in the 1980s, improved in the 1990s, and adapted by Kuhlthau, Heinström and Todd (2008) as its theoretical framework. The researcher reviewed pertinent literature relating to information literacy and relevant to this study.
The researcher adopted the case study method, which provides the opportunity to ask penetrating questions and captures the richness of organisational behaviour for this study. The qualitative approach, which employs the use of interviews for the collection of data, was used in this study. The population for this study was made up of undergraduate students of the Kwame Nkrumah University of Science and Technology. Quota sampling, a non-probability sampling technique, was employed in selecting respondents for the study from the sampled population. The population was seventy-eight thousand, and thirty-one (78 031), based on which a sample of seventy (70) participants was chosen. Thematic analysis was used to analyse the data collected from the study participants.
The findings of the study indicate that the participants understood information literacy differently. The participants were able to identify their information needs. The internet, library and librarians, and individuals were the sources of information for the participants. The participants understood information appraisal differently and could appraise information by the use of accuracy, authority, objectivity, currency, purpose, and appropriateness of the information. The participants understood ethical and legal use of information as the right use of information and citation of sources, which ultimately helps prevent plagiarism. Finally, several challenges militating against access and use of information were mentioned by the participants. The challenges hindering access to, and use of information indicates areas for improvement in supporting information literacy.
The study recommended information searching skills for the students, awareness creation for the library’s resources, knowledge, preparedness, and willingness of librarians to teach information literacy, extension of library’s opening hours and the improvement of information and communication technology infrastructure of the university to help resolve the challenges the students face in accessing and using information. The study contributed to knowledge through the development of an Information Literacy Competency Model for undergraduate students to help resolve the challenges students face when accessing and using information.D. Phil (Information Science)Information Scienc
Developing a wellbeing framework to enhance the sense of coherence and work-life balance of nurses in Mpumalanga public hospitals
Get PDFAbstract in English with Setswana and Zulu translationsThe objective of this study was to develop a comprehensive framework aimed at enhancing the wellbeing of nurses employed in Mpumalanga public hospitals. The framework focuses on improving the sense of coherence (SOC) and work-life balance (WLB) among nurses, addressing the challenges prevalent in healthcare settings.
The research involved a sample size of 8 registered nurses and 3 hospital managers from various departments in Mpumalanga public hospitals. This sample size reflects the diversity of perspectives crucial to understanding the interplay between SOC, WLB, and overall wellbeing among nurses.
The study utilised a qualitative research design, employing open-ended questions to facilitate a comprehensive exploration of nurses' experiences, perceptions, and challenges.
Thematic analysis of the data revealed significant challenges associated with demanding work schedules and emotionally challenging conditions, which have a detrimental effect on nurses' wellbeing. These findings emphasize the necessity for targeted interventions and underline the crucial role of external support systems such as family, colleagues, and managers in sustaining nurses' wellbeing.
The study emphasizes the development of a tailored wellbeing framework specifically designed for nurses in Mpumalanga public hospitals. Informed by a thorough review of existing literature and participant insights, this framework aims to strengthen SOC, promote positive WLB, and enhance overall wellbeing among nurses.
This research contributes to the literature by providing an important application of the SALCOR framework in healthcare settings. It offers actionable insights for implementing effective strategies to support nurses' wellbeing within Mpumalanga public hospitalsMaikemisetso a thutopatlisiso eno e ne e le go tlhama letlhomeso le le akaretsang le le tlaa tokafatsang itekanelo ya baoki ba ba thapilweng kwa dipetleleng tsa setšhaba tsa Mpumalanga. Letlhomeso le totile go tokafatsa bokgoni jwa go samagana le kgatelelo le tekatekano ya botshelo jwa tiro jwa baoki. Patlisiso e akareditse seabe sa baoki ba ba kwadisitsweng le batsamaisi ba dipetlele go tswa kwa mafapheng a a farologaneng a dipetlele tsa setšhaba tsa Mpumalanga.
Mmatlisisi o dirisitse mmeo wa patlisiso ya khwalitatifi go tlhotlhomisa itekanelo ya baoki, a totile maitemogelo a bona, melebo ya bona, le dikgwetlho tse ba kopanang natso. Go dirisitswe mmotsolotso wa dipotso tse di sa arabiweng ka ee kgotsa nnyaa go kokoanya data go tswa mo banningleseabe. Go dirilwe tokololo go ya ka merero go supa merero le dipaterone tse di ipoeletsang mo dateng. Thutopatlisiso e upolotse dikgwetlho tse di amanang le dithulaganyo tse di gwetlhang tsa tiro le maemo a a imelang maikutlo a a amang itekanelo ya baoki maswe Diphitlhelelo tseno di senola botlhokwa jwa go tsenya tirisong ditsereganyo tse di rileng go samagana le dikgwetlho. Gape di gatelela seabe sa botlhokwa sa dithulaganyo tsa tshegetso tsa kwa ntle, di tshwana le lelapa, balekane le batsamaisi, go tshegetsa itekanelo ya baoki. Patlisiso e dirile gore go tlhamiwe letlhomeso la itekanelo le le thadiseditsweng baoki, le le theilweng mo tshekatshekong e e tseneletseng ya dikwalo tse di gona le kitso e e bonweng go tswa mo banningleseabe. Letlhomeso leno le tsepame mo ditogamaanong tsa go maatlafatsa bokgoni jwa go samagana le kgatelelo mo baoking, le go tokafatsa itekanelo ya bona ka kakaretso, go lebeletswe dipetlele tsa setšhaba tsa MpumalangaInhloso yalolu cwaningo bekuwukuthuthukisa uhlaka oluphelele oluzothuthukisa inhlalakahle yabahlengikazi abaqashwe ezibhedlela zikahulumeni zaseMpumalanga. Uhlaka lugxile ekuthuthukiseni umuzwa wokumelana nempilo yengcindezi yokusebenza yabahlengikazi. Ucwaningo lubandakanya ukuhlanganyela kwabahlengikazi ababhalisiwe kanye nabaphathi bezibhedlela abavela eminyangweni eyahlukene ezibhedlela zikahulumeni zaseMpumalanga.
Umcwaningi usebenzise indlela yocwaningo ngokuchaza ukuhlola inhlalakahle yabahlengikazi, egxile kulokho abahlangabezane nakho, imibono yabo, kanye nezinselela abahlangabezana nazo. Uhlu lwemibuzo oluvulekile lusetshenzisiwe ukuqoqa imininingwane kubahlanganyeli. Ukuhlaziywa kwendikimba kwenziwa ukuze kuhlonzwe izingqikithi namaphethini avela kaningi emininingwaneni. Ucwaningo lwembule izinselela ezihambisana nezinhlelo zokusebenza ezinzima nezimo ezicindezelayo ezinomthelela omubi enhlalakahleni yabahlengikazi Le miphumela igqamisa ukubaluleka kokuqaliswa kokungenelela okuqondile ukubhekana nalezi zinselela. Iphinde igcizelele indima ebalulekile yezinhlelo zokusekela zangaphandle, njengomndeni, ontanga, nabaphathi, ekugcineni inhlalakahle yabahlengikazi. Ucwaningo luphumelele ekuthuthukisweni kohlaka lwezenhlalakahle olwenzelwe abahlengikazi, olwenziwe ngokusekelwe ekubuyekezweni okuphelele kwezincwadi ezikhona kanye nemininingwane eqoqwe kubahlanganyeli. Lolu hlaka lugxile kumasu okuqinisa umuzwa wokumelana nengcindezi kwabahlengikazi, ukukhuthaza ukugcina ubudlelwano obuhle obunobunye phakathi komsebenzi nempilo yomuntu siqu, kanye nokwenza ngcono inhlalakahle yabo iyonke esimeni esithile sezibhedlela zikahulumeni zaseMpumalangaD. Com. ( Industrial and Organisational Psychology)Industrial and Organisational Psycholog
The implementation of play-based pedagogical strategies in early childhood education curriculum in primary schools in Ethiopia
No full textThis study aimed at investigating the practice of implementing play-based pedagogical strategies in the ECE curriculum in Ethiopia. Five basic research questions related to play-based pedagogy practices in pre-school were used for the study. The study used a descriptive survey design with a mixed convergent parallel research approach. The study was carried out in nine woredas (districts) and two city administrations of Sidama National Regional State. A total of 48 pre-primary schools, 24 public and 24 private, and 388 participants were selected as a study sample using simple random sampling techniques. The instruments used to collect quantitative and qualitative data were questionnaire, interview, and observation checklist. Interview was conducted with ten pre-primary school coordinators and two regional education experts. The data obtained through the questionnaires was then analysed using percentage, mean value, p-value, and logistic regression. Interview data was qualitatively analysed. The findings of the study indicated that a large number of pre-primary school teachers did not value play-based learning as a mediating pedagogy for indoor and outdoor activities. This lack of emphasis on play-based learning was attributed to misconceptions and lack of awareness about effective pedagogical practices. As a result, the traditional teaching methods were prevalent, prohibiting the implementation of play-based pedagogy in early childhood education. Most public and some private school teachers did not use indoor and outdoor facilities in their respective schools. In most public and some private schools, buildings, classrooms, chairs, and tables are below the standard. Respondents from most of the public and private schools affirmed that the play equipment in their respective schools is inadequate and inappropriate. The challenge identified in the implementation of play-based pedagogy was scarcity of learning materials, narrow classrooms, lacks of chairs, tables, books, and other play in most public schools. The ECE principles and guidelines were not implemented according to the national and regional guidelines. It was concluded that play-based pedagogy lacks proper implementation in the study area. To overcome the challenges identified, pre-primary school teachers must be trained with appropriate teaching model that can enhance their awareness to implement play-based pedagogy in the instructional process. The concerned body must provide the necessary resources by allocating adequate budgets to pre-primary schools. Pre-primary schools have to use the national guidelines and principles of early childhood education to examine the practice of children's playful learning to reach their Zone of proximal development.D. Phil. (Education)Educational Studie
The domestic violence amendment Act 14 of 2021 and the imperative of better policing in South Africa
No full textText in EnglishThe domestic violence phenomenon is a vexatious issue in many societies across the world today. In South Africa, it is a compelling problem that the country’s law system and communities grapple with daily. Hence, domestic violence legislations have been introduced, and in recent years, the legal framework for curtailing domestic violence was further broadened with the introduction of the Domestic Violence Amendment Act 2021. The objective of this study therefore was to examine whether the 2021 amendment has addressed the failings and inadequacies of the earlier legislations vis-à-vis policing domestic violence. The study, using a socio-legal approach, adopted desk-based methods of data collection, and relied on symbolic interactionism and patriarchal perspectives for theoretical grounding. From a critical analysis of the legislations, case laws, statutes, international treaties and conventions, regulations, Bills, textbooks, working papers, journal articles, and other internet-based materials reviewed, the study found that beyond the institutional failures already reported as the reason for South African Police Service’s (SAPS) inability to adequately enforce the Domestic Violence Acts, the inherent patriarchal nature of the members of SAPS contributes significantly to the prevalence of domestic violence because SAPS’ officers will not be able to prosecute domestic violence if they do not see it as a problem. The study therefore recommends that beyond law reforms, the government should facilitate a shift from the norm, which is the apparent acceptance of the subjugation of women within and outside domestic spheres. This should be accompanied by promoting a national orientation agenda that will focus on attitude and behaviour change for the fight against domestic violence to have impact. Community involvement and strict enforcement of compliance rules in the police service about domestic violence prosecution may also lessen the prevalence of domestic violence in South Africa.LL.M. (Laws)Public, Constitutional, and International La
Bridging the gap: Ethical leadership as mediator between human resource practices and organisational justice
No full textOrientation: Perceived organisational justice (POJ) and the role of human resource (HR) practices have been well documented, researched and argued. The role of leadership, and specifically the perception of ethical leadership in the relationship between HR practices and POJ has not been investigated, especially not in South Africa.
Research purpose: This study aimed to determine the extent to which HRs practices influence POJ and the mediating role of ethical leadership, through a sectoral comparison.
Motivation for the study: It is often, and rightfully, argued that the experience of HR practices determines employees’ perception of organisational justice; however, there is paucity in the perception of ethical leadership.
Research approach/design and method: This study used a cross-sectional design and survey methodology. Convenience sampling resulted in 1184 respondents from 20 organisations in the South African private and public sectors.
Main findings: A positive significant (p < 0.05) relationship exists between HR practices and POJ, mediated by ethical leadership (mediation 32% for the private sector, 13% for the public sector and 21% for the combined sample).
Practical/managerial implications: This research endeavour has the potential of empowering the leadership to propose concrete HRs strategies to cultivate proactive work behaviours influencing performance and competitiveness.
Contribution/value-add: This study validated the ethical leadership and POJ instruments to be used with confidence in South Africa. It further emphasised the importance, not only of the perceptions of HR practices on the perception of organisational justice but also the role of leadership in this relationship, specifically ethical leadership.Graduate School of Business Leadershi
Grade 10 teachers’ perspectives on the integration of entrepreneurship education in the Business Studies Curriculum
No full textAbstract in English, Afrikaans and IsiZuluSchools still produce graduates who are job seekers rather than job creators. Even though there is an outcry from the public for a decolonised curriculum, the South African school curriculum is more focused on academics than vocational and skills-based education. This study strongly believes that the issue of integrating and incorporating entrepreneurship education in the Business Studies curriculum instead of being freely offered as an independent component contributes to this. Primarily, this study centred on the exploration of Grade 10 teachers’ perspectives on the integration of entrepreneurship education in the Business Studies curriculum. The teachers’ perspectives were gathered using the questionnaires and supplemented with an official document analysis. A qualitative research approach was employed in conjunction with the adoption of purposive sampling with a sample of eight teachers who taught Business Studies in Grade 10. One of the research findings that was highlighted in this study was that teachers agreed that the present curriculum is in a good state with no need for the disintegration of the topic of entrepreneurship. Recommendations were made targeting different stakeholders within the education sector. One of the main recommendations was that the Department of Basic Education should offer adequate support to the teachers who are teaching Business Studies with a further recommendation that curriculum designers need to adjust the entrepreneurship content and not limit it to entrepreneurial qualities. Even though the study’s results showed a positive response as far as the entrepreneurship topic is concerned, the study concludes that there is a need for the Department of Basic Education to review the structure, sequence, pace and weightings of the Business Studies curriculum and the balance of topics and sub-topics paying attention to the entrepreneurship component. By doing so, teachers may have ample time to expose the learners to the different subject aspects. The study also recommends that teachers should be encouraged to adopt a learner-centred approach such as case studies and project-based learning when teaching the entrepreneurship topic to promote learners’ active participation during the lessons.Skole lewer steeds leerders wat eerder werksoekers as werkskeppers is. Nieteenstaande die feit dat die publiek luid protester omdat hulle ’n gedekoloniseerde kurrikulum wil hê, bly die Suid-Afrikaanse skoolkurrikulum meer op die akademie as op beroeps- en vaardigheidsgebaseerde onderrig gefokus. Hierdie studie glo sterk dat die saak vererger word deur die integrasie en inkorporasie van entrepreneurskaponderrig in die Besigheidstudie-kurrikulum in plaas daarvan om dit vryelik as ’n onafhanklike komponent aan te bied. Hierdie studie is primêr daarop gemik om ondersoek in te stel na Graad 10 onderwysers se perspektiewe ten opsigte van die integrasie van entrepreneurskaponderrig in die Besigheidstudie-kurrikulum. Die onderwysers se perspektiewe is ingesamel deur middel van vraelyste wat met ’n amptelike dokumentanalise aangevul is. Die studie het ’n kwalitatiewe navorsingsbenadering gevolg in samehang met ’n doelbewuste steekproefneming van agt onderwysers wat Besigheidstudies in Graad 10 onderrig. Een van die navorsingsbevindinge het beklemtoon dat onderwysers saamstem dat die huidige kurrikulum daar goed uitsien en dat dit nie nodig is om die entrepreneurskaponderwerp te skei nie. Aanbevelings is gemaak wat op verskillende belanghebbers in die onderwyssektor fokus. Een van die belangrikste aanbevelings was dat die Departement van Basiese Onderwys voldoende ondersteuning moet bied aan onderwysers wat Besigheidstudies onderrig en dat kurrikulumontwerpers die entrepreneurskapinhoud moet aanpas en dit nie tot entrepreneurskapkwaliteite beperk nie. Hoewel die studie se resultate ’n positiewe respons ten opsigte van die entrepreneurskaponderwerp gekry het, het die studie tot die slotsom gekom dat daar wel ’n behoefte is vir die Departement van Basiese Onderwys om die struktuur, volgorde, pas en gewigstoekenning van die Besigheidstudies-kurrikulum sowel as die res van die onderwerpe en subonderwerpe te hersien. Spesiale aandag moet aan die entrepreneurskapkomponent geskenk word. Dit sal aan onderwysers genoegsame tyd gee om leerders aan die verskillende aspekte van die vak bloot te stel. Die studie het ook aanbeveel dat onderwysers aangemoedig moet word om ’n leerdergesentreerde benadering te volg. Hulle moet byvoorbeeld gevallestudies en projekgebaseerde leer aanwend wanneer hulle die entrepreneurskaponderwerp aanbied ten einde leerders se aktiewe deelname gedurende die lesse te bevorder.Namanje izikole zisakhiqiza abafundi abaneziqu okuyibona abafuna umsebenzi kunokuba babe ngabasunguli bemisebenzi. Nakuba umphakathi ukhalela ukuqedwa kwekharikhulamu yengcindezelo, uhlelo lokufunda ezikoleni zaseNingizimu Afrika lusagxile kakhulu ezintweni ezifundwayo kunemfundo yamakhono emisebenzi yezandla. Lolu cwaningo lukholelwa kakhulu ukuthi lokhu kuyahambisana nodaba lokuhlanganisa nokufaka imfundo yezokuqala ibhizinisi ngaphansi kwekharikhulamu yeZifundo Zezamabhizinisi esikhundleni sokuthi le mfundo ibe uhlaka oluzimele. Lolu cwaningo lugxile kakhulu ekuhloleni imibono yothisha Bebanga le-10 mayelana nokuhlanganiswa kwemfundo yezokuqala ibhizinisi ngaphansi kwekharikhulamu yeZifundo Zezamabhizinisi. Imibono yothisha iqoqwe kusetshenziswa uhlu lwemibuzo kanye nangokuhlaziya imibhalo esemthethweni. Lapha kusetshenziswe uhlelo lokucwaninga iqophelo oluhambisana nokuthathwa kwesampula kothisha abayisishiyagalombili abafundisa iZifundo Zezamabhizinisi ngaphansi Kwebanga le-10. Kweminye yemiphumela kugqame ukuthi othisha bavumelana nokuthi ikharikhulamu yamanje isesimweni esihle futhi asikho isidingo sokuba kuhlakazwe imfundo yezokuqala ibhizinisi izimele. Kuye kwenziwa izincomo eziqondiswe kubabambiqhaza abehlukene emkhakheni wezemfundo. Esinye sezincomo ezisemqoka kwaba ukuthi uMnyango Wezemfundo Eyisisekelo kufanele ubaseke ngokwanele othisha abafundisa iZifundo Zezamabhizinisi, kanye nokuthi labo abadweba ikharikhulamu kumele balungise ingqikithi yemfundo yezokuqala ibhizinisi bangagcini nje ngokwazisa ngobuhle bokuqala ibhizinisi kuphela. Nakuba imiphumela yocwaningo ikhombise ubuhle mayelana nodaba lwesihloko semfundo yezokuqala ibhizinisi, ucwaningo luphethe ngokuthi kunesidingo sokuthi uMnyango Wezemfundo Eyisisekelo ubuyekeze ukwakheka, ukulandelana, isivinini kanye nesisindo sekharikhulamu Yezifundo Zezamabhizinisi ngokunjalo nokulinganiswa kwezihloko nezihlokwana ezibhekelele imfundo yezokuqala ibhizinisi. Lokhu kuzonika othisha isikhathi esanele sokwazisa abafundi ngemikhakha ehlukene yalesi sifundo. Lolu cwaningo luphinde lwancoma ukuthi othisha kumele bagqugquzelwe ukuthi basebenzise indlela yokufundisa ngokugxile kubafundi okufaka phakathi imibhalo
ecwaningiwe nokufunda okususela kumaphrojekthi uma befundisa ngezifundo zokuqala ibhizinisi ukuze kukhuthazeke abafundi bakwazi ukubamba iqhaza uma kufundiswa.M. Ed. (Curriculum Studies)Curriculum and Instructional Studie
Theories relevant to the Open, Distance and eLearning of Practice
No full textInstitute for Open and Distance Learning (IODL
Developing a framework for the adaption of lean manufacturing principles for state-owned entities in South Africa
Get PDFAbstracts in English, Afrikaans and IsiXhosaImagine a South Africa where state-owned entities (SOEs) not only drive economic growth but also deliver impeccable services to citizens, all while operating efficiently and sustainably. Unfortunately, this vision is currently marred by governance issues, mismanagement, and waste within SOEs. Although much has been discovered about lean manufacturing as a methodology that promises to reduce waste and improve efficiency, the examination of various lean manufacturing frameworks revealed certain gaps. The first gap is that none of the frameworks proposed in the literature review offers a tailored fit for the adaption of lean principles within the public sector environment. The second gap is a noticeable inclination to a top-down approach among the reviewed lean manufacturing frameworks. This propensity, although appropriate in certain contexts, may face constraints when implemented in the case of SOEs in South Africa. Drawing upon insights from contingency theory, this study revealed both the potential advantages and hurdles associated with the application of lean manufacturing principles to SOEs in South Africa. The researcher examined the systematic interplay of lean principles within the SOE context through the lens of viable systems theory (VST). The study therefore laid out an argument for developing an effective lean framework that is tailored for the reinterpretation of lean principles and concepts according to the unique nature of the public sector. The Schedule 2 SOEs in South Africa constituted the target population of the study. The qualitative sample comprised 10 participants from each entity. The systematic interaction of the lean principles with the context of the SOEs was explored from the perspective of VST and contingency theory, laying out an argument for a framework that demonstrates that it is possible to adapt lean principles to SOEs for value creation and the reduction of waste. A qualitative methodology in the interpretivist paradigm was employed to investigate three Schedule 2 SOEs. Thirty participants were purposively selected for semi-structured online interviews. It was found that value creation by an organisation's leadership requires the participation of both internal and external stakeholders. It is essential to have the backing of important external stakeholders, including government, partners, users, interest groups, and donors, to create value effectively. Through stakeholder consultation, the leadership of an organisation can gain insights into the needs and expectations of the organisation's customers, enabling it to tailor its services and initiatives to meet these needs effectively. The implications of ignoring the reinterpretation of these themes may lead to the use of inappropriate or unhelpful measurements involving the numerical quantification of quality through targets and create impossible expectations in citizens, leading to frustration and dissatisfaction. The implementation of lean
manufacturing principles should begin with understanding and determining the context within which SOEs operate. The context of an organisation includes factors such as the organisation's structure, culture, strategic goals, and stakeholders, together with legislative and other requirements, which is important when considering the implementation of lean manufacturing principles.Stel jou ’n Suid-Afrika voor waar staatsentiteite nie net ekonomiese groei aandryf nie maar ook onberispelike dienste aan burgers lewer, terwyl dit doeltreffend en volhoubaar funksioneer. Ongelukkig word hierdie visie tans geskend deur regeringskwessies, wanbestuur en vermorsing in staatsentiteite. Hoewel daar baie ontdek is oor skraal vervaardiging as ’n metodologie met die belofte om vermorsing te verminder en doeltreffendheid te verbeter, het die ondersoek van verskeie skraal ververvaardigingsraamwerke sekere gapings getoon. Die eerste gaping is dat nie een van die raamwerke wat in die literatuuroorsig voorgestel is ’n aangemete passing bied vir die aanname van skraal beginsels in die openbaresektoromgewing nie. Die tweede gaping is ’n merkbare geneigdheid vir ’n afwaartse benadering onder die hersiende skraal vervaardigingsraamwerke. Hierdie geneigdheid, hoewel toepaslik in sekere kontekste, kan beperkings hê wanneer dit in die geval van staatsentiteite in Suid-Afrika geïmplementeer word. Met insigte van die gebeurlikheidsteorie het hierdie studie sowel die potensiële voordele as die struikelblokke getoon wat geassosieer word met die toepassing van skraal vervaardigingsbeginsels op staatsentiteite in Suid-Afrika. Die navorser het die stelselmatige interaksie van skraal beginsels in die staatsentiteitskonteks ondersoek deur die lens van ’n uitvoerbare stelselteorie. Die studie het dus ’n argument uiteengelê vir die ontwikkeling van ’n doeltreffende skraal raamwerk wat gemaak is vir die hervertolking van skraal beginsels en konsepte volgens die unieke aard van die openbare sektor. Die Skedule 2-staatsentiteite in Suid-Afrika het die teikenpopulasie van die studie uitgemaak. Die kwalitatiewe steekproef het bestaan uit tien deelnemers van elke entiteit. Die stelselmatige interaksie van die skraal beginsels met die konteks van die staatsentiteite is verken uit die perspektief van die uitvoerbare stelselteorie en gebeurlikheidsteorie, en lê ’n argument vir ’n raamwerk uiteen wat demonstreer dat dit moontlik is om skraal beginsels aan te neem vir staatsentiteite vir waardeskepping en die vermindering van vermorsing. ’n Kwalitatiewe metodologie in die interpretivistiese paradigma is aangewend om drie Skedule 2-staatsentiteite te ondersoek. Dertig deelnemers is doelbewus gekies vir halfgestruktureerde aanlyn onderhoude. Daar is gevind dat waardeskepping deur ’n organisasie se leierskap die deelname van beide interne as eksterne belanghebbers benodig. Dit is noodsaaklik om die ondersteuning van belangrike eksterne belanghebbers te hê, insluitende die regering, vennote, gebruikers, belangegroepe en skenkers, om doeltreffend waarde te skep. Die leierskap van ’n organisasie kan deur belanghebberkonsultasie insigte verkry in die behoeftes en verwagtings van die organisasie se kliënte, en die organisasie in staat stel om sy dienste en inisitiewe doeltreffend
te verander om te pas by hierdie behoeftes. Die implikasies daarvan om die hervertolking van hierdie temas te ignoreer kan lei tot die gebruik van ontoepaslike en onbehulpsame maatreëls wat die numeriese kwantifikasie van gehalte behels deur teikens en om onmoontlike verwagtings te skep by burgers, wat lei tot frustrasie en ontevredenheid. Die implementering van skaars vervaardigingsbeginsels moet begin deur die konteks waarbinne staatsentiteite funksioneer, te verstaan en te bepaal. Die konteks van ’n organisasie sluit in faktore soos die organisasie se struktuur, kultuur, strategiese doelwitte en belanghebbers, tesame met wetlike en ander vereistes, wat belangrik is wannneer die implimentering van skaars vervaardigingsbeginsels oorweeg word.Yiba nomfanekisongqondweni woMzantsi Afrika apho amaqumrhu karhulumente (iiSOE) angaqhubeli phambili nje ukukhulisa uqoqosho kodwa enikezela ngeenkonzo ezigqibeleleyo kubemi, ngelixa esebenza ngokufanelekileyo nangokuzinzileyo. Ngelishwa, lo mbono okwangoku unyhashwa yimiba yolawulo, ulawulo olugwenxa, kunye nenkcitho kwiiSOE. Nangona kuninzi okuye kwafunyaniswa malunga nemveliso yokunciphisa inkcitho njengendlela ethembisa ukunciphisa inkcitho kunye nokuphucula indlela yokusebenza, uphuhliso lwezikhokelo ngezikhokelo zemveliso yokunciphisa inkcitho luveze umsantsa othile. Umsantsa wokuqala kukuba akukho nasinye isikhokelo esiphakanyisiweyo kuphononongo loncwadi olusetyenzisiweyo kuphando esibonelela ngokulungelelaniswa kwemigaqo yokunciphisa inkcitho kwicandelo likarhulumente. Umsantsa wesibini lutyekelo oluthe lwahlolwa olubonakalayo kwindlela yolawulo esuka kwabaphetheyo eya kubemi phakathi kwezikhokelo zemveliso yokunciphisa inkcitho. Olu tyekelo, nangona lufanelekile kwiimeko ezithile, lunokujongana nemiqobo xa luphunyezwa kwimeko yeeSOE eMzantsi Afrika. Ngokusekelwe kwiimbono ezisuka kwingcingane yendlela yolawulo ngokwemeko (icontingency theory), olu phando lubonise uncedo kunye nemiqobo eyayanyaniswa nokusetyenziswa kwemigaqo yemveliso yokunciphisa inkcitho kwiiSOE zoMzantsi Afrika. Umphandi uphonononge ukusebenzisana okucwangcisiweyo kwemigaqo engqingqwa yokunciphisa inkcitho ngaphakathi kwimeko yeSOE ngokusebenzisa inkalo yengcingane yolawulo olucwangcisiweyo ye-viable systems theory (iVST). Olu phando ngoko ke lwandlale ingxoxo yokuphuhlisa isikhokelo esisebenzayo sokunciphisa inkcitho esilungele ukuqubulisana kwakhona nemigaqo nengcamago yokunciphisa inkcitho ngokohlobo olulodwa kwicandelo likarhulumente. IShedyuli yesi2 yeeSOE eMzantsi Afrika ibandakanye abantu ekujoliswe kubo kolu phando. Isampulu yophandontyilazwi ibinabathathinxaxheba abali10 kwiziko ngalinye. Kuphononongwe intsebenziswano ecwangcisiweyo yemigaqo yokunciphisa inkcitho ngokwakwimeko yeeSOE ngokwembono yeVST kunye nengcingane yendlela yolawulo ngokwemeko, eyondlala ingxoxo yesikhokelo esibonisa ukuba kuyenzeka ukulungelelanisa imigaqo yokunciphisa inkcitho kwiiSOE zokudala imveliso enexabiso kunye nokunciphisa inkcitho. Kusetyenziswe indlela yophandontyilazwi kwindlela yokufumana ubunzulu obungakumbi ngokukhangela amava neengcamango zomxholo othile wezentlalo ukuphanda iiSOE ezintathu zeShedyuli yesi2. Kukhethwe abathathinxaxheba abangamashumi amathathu ngenjongo yodliwanondlebe olucwangciswe mayane lwangeintanethi. Kufunyaniswe ukuba ukudalwa kwemveliso enexabiso ziinkokheli zequmrhu kufuna
intathonxaxheba yabo ababandakanyekayo bangaphakathi nabangaphandle. Kubalulekile ukuba nenkxaso yababandakanyekayo ababalulekileyo bangaphandle, kubandakanywa urhulumente, amahlakani, abasebenzisi bemveliso, amaqela anomdla, kunye nabaxhasi/abanikeli, ukudala imveliso enexabiso ngempumelelo. Ngokubonisana nababandakanyekayo, iinkokheli zequmrhu zinokufumana ulwazi ngeemfuno kunye nokulindelekileyo kubathengi belo qumrhu, olunozenza ukuba zilungelelanise iinkonzo namaphulo alo okuhlangabezana nezi mfuno ngempumelelo. Iziphumo zokungahoyi ukuqubulisana kwakhona nale mixholo zinokukhokelela ekusetyenzisweni kwemilinganiselo engafanelekanga okanye engancedisiyo ebandakanya ubungakanani ngokwamanani bomgangatho koko ekujoliswe kuko nokudala ukuba abemi balindele okungenakwenzeka, okukhokelela emsindweni nasekunganelisekeni kwabo. Ukuphunyezwa kwemigaqo yemveliso yokunciphisa inkcitho kufuneka kuqale ngokuqonda kunye nokufumanisa imeko iiSOE ezisebenza phantsi kwayo. Imeko yequmrhu ibandakanya izinto ezifana nolwakhiwo lwequmrhu, inkqubo, iinjongo zobuchule, nababandakanyekayo, uwisomthetho nezinye iimfuneko, ezibalulekileyo xa kuqwalaselwa ukuphunyezwa kwemigaqo yemveliso yokunciphisa inkcitho.D. Phil. (Operations Management)Management Accountin
Impact of Artificial Intelligence on Teacher Training in Open Distance and Electronic Learning
No full textConventional methods of teacher training are now constrained by series of barriers such as limited resources and distance-related barriers. The emergence of new technologies that involve artificial intelligence (AI) became a paradigm shift in teacher training. Nevertheless, there are challenges attached to these new methods of teacher training. The purpose of this paper was to assess the impact of AI in Open Distance and Electronic Learning (ODeL) teacher training. Through a process of data collection, the study employed a quantitative approach. As a survey, copies of a questionnaire were provided electronically to relevant respondents. A random sampling strategy was employed using teachers and student teachers from various institutions. A total of 115 respondents took part in this research by filling out a questionnaire. In the process of reviewing relevant literature on teacher training and AI were, more emphasis was placed on integration of AI as a new technology in teacher training. Empirical data were descriptively analysed through a Statistical Package for the Social Sciences (SPSS) application. The results included multiple opportunities as well as limitations attached to AI implementation in an ODeL teacher training. The study recommended a proper evaluation of AI prior to implementation to ensure that ethical issues and education assessment integrity are not compromised