159 research outputs found
André Pretorius Collection index
No full textThis index describes the Andre Pretorius collection which consists of material collected by André Pretorius (1935-2006), author, photographer and conservationist. The material pertains mainly to the areas in the Western, Northern and Eastern Cape. The collection contains photographs ; newspaper clippings ; articles ; brochures ; correspondence contained in 3 filing cabinets (4 drawers each)
Perceptions of secondary school teachers on the proposed grade nine exit plan policy: the case of two secondary schools in Johannesburg, Gauteng
No full textA report on a research study presented in partial fulfillment of the requirements for the degree Master of Arts in the field of Social Development, to Faculty of Humanities, School of Human and Community Development, University of the Witwatersrand, Johannesburg, 2022.The Department of Basic Education (DBE) intends to introduce the General Education Certificate (GEC). The GEC would allow learners to exit the mainstream schooling system at the end of grade nine for vocational training or jobs. The GEC policy aims to reduce the high dropout rates between grades ten and eleven. This study sets out to establish the perceptions of grade nine teachers on the introduction of GEC. The critical theory framework underpinned the study, which questioned how the education system can best offer education to all learners irrespective of their socioeconomic status. This study used a qualitative research approach. The study sample comprised of fourteen participants from two public schools in Johannesburg. Seven participants from each of the two schools. Purposive sampling was utilised to select the participants. Semi-structured interviews were used to collect data. Face-to-face interviews were conducted on an individual basis. The data was analysed utilising thematic analysis. The participants perceive the GEC to be inclusive in nature as it accommodates all leaners with different learning needs and abilities. The GEC is perceived as a path to implementing inclusive education for equitable opportunities for all learners, for a just and less discriminative society. A noted concern was that the learners may use the GEC as an exit ticket from the schooling system. Participants indicated that a mechanism to ensure that all learners leaving the schooling system get absorbed in technical colleges for further training is required. They noted that the learners are too young to decide on their career paths at grade nine. A selection criterion to guide the identification of learners permitted to exit at grade nine, further engagement with key stakeholders, expansion and opening of more skills-based colleges, training, and funding of schools and skills-based colleges were recommended.MMM202
Caregivers’ Perceptions of the Influence of Covid-19 Pandemic on the Well-Being of Secondary School Learners in the Vosloorus Area, Gauteng, South Africa
No full textA report on a research study presented in partial fulfilment of the requirements for the degree Master of Arts in Social Work to The Department of Social Work, School of Human and Community Development, Faculty of Humanities, University of the Witwatersrand, Johannesburg, 2023.The COVID-19 pandemic did not only impact the education system in South Africa but as affected the lives of learners when remote learning was introduced to the education system. This new way of learning affected the well-being of learners in different ways. The purpose of the study was to explore the caregivers' perception of how the COVID-19 pandemic influenced the well-being of secondary school learners in Vosloorus, Gauteng, and South Africa. The ecological perspective was the theoretical framework underpinning the research study. A qualitative research approach and a phenomenological design was used to focus on the social meaning that individuals attach to their circumstances, experiences, and situations. The design allowed exploring the caregivers’ perceptions on how COVID -19 pandemic affected the well-being of their grade 10-12 school going children. The population of the study was caregivers of grades 10 to 12 learners, at a secondary school in Vosloorus Gauteng. Purposive sampling was used to sample eight caregivers of grades 10-12 learners. The research instrument used was a semi-structured interview guide and the method of data collection was face-to-face interviews with caregivers. Thematic analysis was applied to analyse the data. The main findings showed that the COVID-19 pandemic left most homes in devastating condition, it left many mourning for their loved ones. Many learners were left orphaned or with one parent. Very few families did not experience the death of a loved one during this time, if it wasn’t a death of a family member, it was the passing on of a schoolteacher, a friend, or just someone you knew. This resulted in learners being bereaved, developing anxiety, and living in fear. Following the death of loved ones, the high rate of job losses was catastrophic. For caregivers and learners, the loss of employment or receiving a decrease in income added to their already poor socioeconomic status and it had other consequences for families and learners. Another major finding was that learners experienced overwhelming emotions, like fear, anxiety, and loneliness. There was also a high rate of grades dropping and learners being pushed to the next grade. Lastly caregivers perceived that COVID-19 contributed to the use of substances among learners.MM202
The influence of children displaying characteristics of autism spectrum disorder (ASD) on the lives of working parents: a case of the Northern Cape Province (NC) South Africa
No full textA research report Submitted in fulfillment of the requirements for a Master of Arts in Social Work , In the Faculty of Humanities , School of Human and Community Development, University of the Witwatersrand, Johannesburg, 2024Raising children displaying characteristics of autism spectrum disorder (ASD) leads to various experiences for the working caregiver. The prevalence of ASD is globally estimated that one in every 160 children has ASD. The prevalence rate for ASD in Africa is not known. Based on qualitative research conducted with nine participants in the Northern Cape Province, South Africa, explores the experiences of working caregivers. Bronfenbrenner’s ecological systems theory underpins the study. Purposive sampling, a type of non-probability sampling was used to select the nine participants who participated in the study. Semi-structured interview schedule comprising of open-ended questions was used to collect the data. Reflexive thematic analysis was used to analyse the data. The main findings from the study are that caregivers living and caring for a child with ASD characteristics are emotionally demanding and affect the quality of life and well-being of the working caregivers. Living and caring for a child with ASD characteristics influences and limits the social context of working caregivers. Living and caring for a child with ASD characteristics affects the work performance and career development of the working caregivers negatively. Working caregivers living and caring for a child with ASD characteristics need available, accessible, and affordable services to care for the child with ASD characteristics. Working caregivers living and caring for a child with ASD characteristics need continuous practical support and guidance in dealing with unforeseen and unknown circumstances they are confronted with. The main conclusion drawn from the study was that the working caregiver, as being the primary caregiver to the child displaying autism spectrum disorder can find themselves in distress if their support structure is not well established.MM202
Exploring the mental health and well-being experiences of high school learners during covid-19 in Sebokeng, Vanderbijlpark
No full textA research report presented in partial fulfilment of the requirements for the degree Masters of Arts in Social Work, in the School of Human and Community Development, at the Faculty of Humanities, in the University of the Witwatersrand, Johannesburg , in 2023.The coronavirus that causes COVID-19 is an acute infection that affects people. The World Health Organization declared it a pandemic on March 11, 2020, and an international public health emergency on January 30, 2020. Residents of Sebokeng in South Africa suffered throughout the lockdown stages brought by COVID-19, finding it difficult to maintain a regular way of life in the face of the unique circumstances due to a shortage of money and business closures. The pandemic caused unimaginable disruptions in many aspects of society, including interruptions for learners in the classroom. It presented high school learners with challenges that increased their likelihood of developing mental health issues. Thus, the study aimed to explore high school learners' experiences of mental health and well-being during COVID-19 in Sebokeng, Vanderbijlpark. Against this background, the objective of the study was to gain an in-depth understanding of the lived experiences of high school learners in Sebokeng, Vanderbijlpark during COVID-19 and, explore the perceived influence of the pandemic on learners' mental health and well-being. The study used semi-structured one-on-one interviews to gather data. The framework for analysing and comprehending the results of my research was provided by the social context perspective, a subset of the ecological systems theory method. The data were analyzed using thematic analysis. The key themes and subthemes that emerged from the data are presented in this study, along with the research findings. The impact of COVID-19 on the learner's mental health will be investigated initially. The impact of COVID-19 on participants' academic progress, financial losses as a result of COVID-19, and overall COVID-19 experiences are then explored. Therefore, there has never been a more ideal time to investigate how learners' COVID-19 experiences may have affected their mental health. This study provides some insight into the use of support treatments for mental health issues.MM202
Experiences, Challenges and Coping Strategies of Educators in a Special School in a Township in Gauteng Province, During Covid-19
No full textA report on a research study presented in partial fulfilment of the requirements for the Master of Arts in Social Work by Coursework and Research Report to Department of Social Work, Faculty of Humanities, School of Human and Community Development, University of the Witwatersrand, Johannesburg, 2023.The COVID-19 pandemic created fear and frustration, it introduced uncertainty into major aspects of society including schools. Within a short period, the pandemic brought major changes within the school's context. Face-to-face teaching was discontinued, and online teaching was introduced. This restriction was put in place to manage the spread of the virus. Educators found themselves working on a rotational schedule or providing services online as the pandemic instilled fear and anxiety among them. The study aims to explore educators' experiences in a special school in a township in Gauteng Province during COVID-19. The study adopted a qualitative approach and a phenomenological research design. A sample of 15 educators from the Special School in Soshanguve Block R township in Gauteng Province, South Africa was purposively sampled. An interview guide with open-ended questions was developed by the researcher and guided the collection of data during semi-structured interviews. Thematic analysis was used to analyse the collected data. The study intended to gain an in-depth understanding of how educators managed to cope with the pandemic regardless of the impact and frustrations experienced, and how their well-being was affected by the pandemic. Findings revealed that COVID-19 affected educators personally and professionally. They were compelled to adjust and adopt new ways of teaching during COVID-19 so that they complied with the national lockdown restriction rules and regulations during the pandemic. Most of the educators shared similar experiences of teaching during those times. They had to resort to new ways of teaching which worked for them and their school so that learners continued learning, and they adopted healthy distractions, as a way of distracting themselves from all the news about the pandemic that spread on the television and on social media which mostly lead them to be depressed and instilled fear amongst them. Recommendations made were that an establishment of a post-pandemic support committee can be put in place, as educators needed to be supported and advised on how to move forward and recover from the pandemic, and necessary engagements with other stakeholders in offering intense therapy to educators who taught during the time of COVID-19 as the impact of the pandemic will be felt for years to come.MM202
The experiences of caregivers on their involvement in their Children’s learning during covid-19: the case of vlaaklagte Number 2, mpumalanga province
No full textA research report submitted in partial fulfillment of the requirements for the degree of Master of Arts in Social Work to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, 2024The outbreak of COVID-19 affected the lives of all sections of society as people were asked to self-quarantine in their homes to prevent the spread of the virus. The pandemic affected the public's mental health and well-being in a variety of ways, including through isolation, job loss and financial instability, illness, and grief. In addition, the COVID-19 pandemic had negatively impacted teaching and learning. In many schools, the curriculum had to be adapted to an online format and parents had to take over the role of teachers and assist their children at home. The study aimed to explore how caregivers perceived their engagement in their children’s learning during COVID-19. The research approach that was utilized in this study is qualitative approach. An exploratory qualitative study grounded in phenomenographic principles. The population that was utilized in this study are the caregivers of school-going learners in Vlaaklagte Number 2 in Mpumalanga who are over the age of 18 years. The sample size was 8 caregivers and the sampling procedure utilized for this study was purposive sampling. The research instrument utilized in this study was a semi-structured interview guide. The researcher’s method of data collection was face-to-face interviews with the participants which included audio recordings that participants consented to. A thematic analysis was utilized as a data analysis technique in this study. According to the findings of this study, the mental well-being of caregivers in Vlaaklagte Number 2 has been significantly affected by the COVID-19 pandemic. A surge in anxiety and stress was noted amongst them, largely due to the high mortality rate and rapid spread of the virus. In addition to this, financial strain caused by job loss and the added responsibility of full-time parenting, supervising children, and ensuring adherence to COVID-19 protocols, further added to their already heightened levels of stress. As a coping mechanism, caregivers relied on their spiritual beliefs. Furthermore technology, particularly Google was utilised by caregivers in supporting their children’s learning during the pandemic. This study highlights the urgent need for post-pandemic assistance and support for caregivers in this community. Based on the findings of this study, caregivers in Vlaaklagte Number 2 faced challenges during the COVID-19 pandemic that were similar to those experienced by their counterparts in other areas of South Africa. The pandemic has exacerbated the impact of past traumas, underscoring the critical need for mental health support. Caregivers who were unemployed or working from home reported heightened levels of stress. Ultimately, this study underscores the significance of prioritizing the psychological welfare of caregivers and ensuring that they have access to mental health resources.GM202
The experiences of grade 6 children at a mainstream urban primary school in Johannesburg on the effect of COVID-19 on their wellbeing
No full textResearch Report Presented in partial fulfilment of the requirements for Masters in Social Work by Course Work and Research Report in the field of Social Work to The Department of Social Work, School of Human and Community Development, Faculty of Humanities, University of the Witwatersrand, Johannesburg. 2023.The COVID-19 pandemic produced a plethora of mental and physical health issues. It was well understood that COVID-19 had affected the world in various ways, but little existed on how children in schools had been affected. With COVID-19 bringing about never seen before issues, this study explored how children were impacted by it. This research study allowed for an exploration of the experiences of grade 6 children in terms of how COVID-19 influenced their wellbeing whilst expected to focus on their schoolwork. As explored within this study, children in the school setting already have other school related stresses to deal with, COVID-19 was an unnecessary addition. A qualitative research approach and a phenomenological design was used in this research study. This research approach allowed for an in depth understanding of the children’s experiences. Purposive sampling, a type of non-probability sampling was used to sample seven grade 6 children to participate in the study. Data was collected through face-to-face semi-structured interviews using an interview guide. The collected data was analysed thematically. The research found that children were affected by COVID-19. Children shared how their learning looked different due to COVID-19 and how their relationships with others looked different due to the pandemic. This study also highlighted the level of understanding children had of what COVID-19 was. Through this study, there was a highlight on the importance of healthy relationships and dynamics within children’s immediate family. Their family played the greatest role in supporting them (the children) as they experienced life and school differently.MM202
“Youth Enterprising”: Johannesburg Youth’s Motivation, Perceptions and Experiences Regarding Entrepreneurship and Services Provided by the Government and the Private Sector
No full textA thesis submitted to the Department of Social Work, School of Human and Community Development, Faculty of Humanities, University of Witwatersrand, Johannesburg, In fulfilment of the academic requirements for the Degree of Doctor of Philosophy, in 2023.Enterprising and entrepreneurship have become one of the solutions to addressing the challenges of the current economic state in South Africa that seem to have proven to lock some of the youth, especially the disadvantaged youth within Johannesburg, in the cycle of poverty, and unemployment. Although the largest group of youth entering the labour market have shown to be educated and suited for South Africa’s global competitiveness, jobs seem to remain competitive in the formal sector. The study aimed to explore youth enterprising, the motivating factors, perceptions, and experiences of youth towards services that the government and the private sector provides. With the significance of entrepreneurship in the South African economy, there is a need to explore and investigate the contribution of entrepreneurs in the economy of South Africa and how can government and private sector support entrepreneurial activities among the youth to curb unemployment and poverty. A qualitative approach based on the interpretive paradigm was employed to explore the topic of youth enterprising. A case study design was best suited to achieving the objectives of the study, which sought to understand youth enterprise regarding youth’s subjectively constructed reality. The selected case studies were selected from five organisations. These organisations mostly engage in youth development programmes aiming to capacitate youth with psycho-social and entrepreneurial skills, and to provide start-up funding. All the participants for the interviews (n=14), focus group discussion (n=8) and respondents of the
questionnaire (16) were selected from Organisation A. The four key informants were from the other four organisations (Organisation B, C, D and E) and were only interviewed. Purposive sampling was adopted to select all the 26 research participants comprising of youth, youth workers, managers and key informants, and the 16 youth participants were selected for the structured questionnaire. The methods of data collection were semi-structured interviews, focus group discussions, and a structured questionnaire. Four different semi-structured interview guides were used as research instruments with all these different groups of participants. A focus group guide was adopted to facilitate the focus group discussion with eight youths. A total of 16 youths completed the hard copy of a structured questionnaire. Due to the COVID-19 pandemic and the national restriction, some potential participants did not want to engage in face-to-face interviews, therefore an online questionnaire was offered as an option so that the research could have more participants to validate the data collection. A structured questionnaire was employed to elicit the respondents’ responses to the four aspects related to motivation, ability, entrepreneurial opportunities, and resources associated with basic entrepreneurial success components. Results from the questionnaire were analysed using descriptive statistics. Data from the different interviews and focus group discussions were analysed using thematic analysis. The findings revealed that business and entrepreneurial skills should be integrated not only into economic sciences but also within the education sector's human sciences and social work courses. Participants mentioned that the role of the government and private sector in youth development and entrepreneurial services is vital. The study findings aided with the development of practice principles and guidelines to be used by social workers and other stakeholders in their programmatic interventions with youth entrepreneurs.University of Witwatersrand scholarship - Humanities PhD Scholarship: MelonMM202
Exploring the experiences of educators on the effects of COVID-19 on Further Education and Training (FET) learners in Gauteng East District
No full textA research report submitted in fulfillment of the requirements for the Master of Arts in Social Work, In the Faculty of Humanities, School of Human and Community Development , University of the Witwatersrand, Johannesburg, 2024The COVID-19 pandemic brought about an excess of health difficulties. While the impact of COVID-19 on the world was widely known, little was known about how the virus had affected Further Education and Training learners (FET)in schools. This study focused on the experiences of 11 educators on how FET learners were affected by COVID-19. The ecological perspective was the theoretical framework underpinning the study. A qualitative research approach and phenomenological design was utilised in this research. Purposive sampling was used to identify and select eleven participants. The method of data was collected one on one interviews using a semi-structured interview schedule as the research tool. The information gathered was analysed using thematic analysis. The findings showed that the COVID-19 pandemic was disrupting for the country, the education system, and in the school where the research was done. The COVID-19 pandemic jeopardised the physical, psychological, and social wellbeing of educators and learners. The COVID-19 pandemic surfaced the unpreparedness of the school system to deal with challenges posed by unforeseen events and showed up gaps and required rapid changes to be made within an education context given exiting structural challenges and limited resources. The COVID- 19 pandemic exacerbated the psychosocial issues in communities that learners experience. The desperate need for school social workers rendering services in all schools to address the many barriers that hamper or prevent learners to achieve their potential to becoming a productive member of the community was evident. There is a desperate need for technological resources in schools to facilitate teaching and learning. Lastly, educators require skills development to facilitate different methods of teachingMM202
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