Informing an ICT intervention for HIV and AIDS education at Rhodes University
- Authors: Gunzo, Fortunate Takawira
- Date: 2010
- Subjects: AIDS (Disease) -- Prevention -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Prevention -- South Africa HIV infections -- Study and teaching -- South Africa Health education -- South Africa Educational technology -- South Africa Rhodes University -- Students -- Attitudes Counseling in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1577 , http://hdl.handle.net/10962/d1003459
- Description: This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.
- Full Text:
- Date Issued: 2010
- Authors: Gunzo, Fortunate Takawira
- Date: 2010
- Subjects: AIDS (Disease) -- Prevention -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Prevention -- South Africa HIV infections -- Study and teaching -- South Africa Health education -- South Africa Educational technology -- South Africa Rhodes University -- Students -- Attitudes Counseling in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1577 , http://hdl.handle.net/10962/d1003459
- Description: This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.
- Full Text:
- Date Issued: 2010
Welcome at Rhodes University Chinese speech and talent show
- Authors: Badat, Saleem
- Date: 2014-04-25
- Language: English
- Type: Text
- Identifier: vital:7889 , http://hdl.handle.net/10962/d1016438
- Full Text:
- Date Issued: 2014-04-25
- Authors: Badat, Saleem
- Date: 2014-04-25
- Language: English
- Type: Text
- Identifier: vital:7889 , http://hdl.handle.net/10962/d1016438
- Full Text:
- Date Issued: 2014-04-25
Graduation Ceremony May 2009
- Authors: University of Fort Hare
- Language: English
- Type: text
- Identifier: vital:11985
- Description: University of Fort Hare Graduation programme Friday, 8th & Saturday, 9th May 2009.
- Full Text:
- Authors: University of Fort Hare
- Language: English
- Type: text
- Identifier: vital:11985
- Description: University of Fort Hare Graduation programme Friday, 8th & Saturday, 9th May 2009.
- Full Text:
‘Implementation Strategies Used by Teachers’ Colleges to Prepare Pre-Service Teachers for Science, Technology, Engineering and Mathematics Education in Harare Metropolitan Province in Zimbabwe
- Authors: Chimwe, Ananias
- Date: 2020
- Subjects: Teachers -- In-service training -- Zimbabwe Teachers -- Education (Primary) -- Zimbabwe Science|xStudy and teaching (Primary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/17931 , vital:41981
- Description: The study was carried to establish the strategies used by teacher education colleges to prepare pre-service teachers for STEM Education in Zimbabwe. Invariably, the nature of research questions led the study to be located within the pragmatic paradigm. A mixed method approach and concurrent triangulation design was adopted to examine issues under study. The study adopted stratified random sampling and purposive sampling methods to identify its respondents and participants. Data were collected from respondents who were envisaged knowledgeable about critical issues under study. Several research instruments were used to solicit quantitative and qualitative data. These included: questionnaires, interview schedules, focus group discussions and documents. The sample of the study consisted of 20 lecturers, 50 pre-service teachers, 3 Department of Teacher Education lecturers and 2 Directors in the Ministry of Higher and Tertiary Education Science Innovation, Technology and Development. The study established that 95%of the teacher educators had the requisite STEM content knowledge. Pedagogical content knowledge, knowledge of organisation and education purpose, engineering content and pedagogical content was found lacking. Furthermore, the teacher educators employed 21st century STEM specific inquiry based and constructivist teaching strategies. More so, it was established that government, the Department of Teacher Education and other development partners rendered support to teacher education colleges to prepare for pre-service teachers for STEM education. In addition, the study revealed that preparation of pre-service teachers for STEM was impeded by several structural factors that obtained in teacher education colleges. Overall, the study concluded that teacher educators had requisite STEM knowledge and employed inquiry-based strategies to prepare pre-service teachers for STEM Education. Furthermore, the study recommended that teacher educators’ knowledge in engineering needs further strengthening through workshops and synergies with industry. An alternative model for effective STEM preparation was recommended for consideration.
- Full Text:
- Date Issued: 2020
- Authors: Chimwe, Ananias
- Date: 2020
- Subjects: Teachers -- In-service training -- Zimbabwe Teachers -- Education (Primary) -- Zimbabwe Science|xStudy and teaching (Primary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/17931 , vital:41981
- Description: The study was carried to establish the strategies used by teacher education colleges to prepare pre-service teachers for STEM Education in Zimbabwe. Invariably, the nature of research questions led the study to be located within the pragmatic paradigm. A mixed method approach and concurrent triangulation design was adopted to examine issues under study. The study adopted stratified random sampling and purposive sampling methods to identify its respondents and participants. Data were collected from respondents who were envisaged knowledgeable about critical issues under study. Several research instruments were used to solicit quantitative and qualitative data. These included: questionnaires, interview schedules, focus group discussions and documents. The sample of the study consisted of 20 lecturers, 50 pre-service teachers, 3 Department of Teacher Education lecturers and 2 Directors in the Ministry of Higher and Tertiary Education Science Innovation, Technology and Development. The study established that 95%of the teacher educators had the requisite STEM content knowledge. Pedagogical content knowledge, knowledge of organisation and education purpose, engineering content and pedagogical content was found lacking. Furthermore, the teacher educators employed 21st century STEM specific inquiry based and constructivist teaching strategies. More so, it was established that government, the Department of Teacher Education and other development partners rendered support to teacher education colleges to prepare for pre-service teachers for STEM education. In addition, the study revealed that preparation of pre-service teachers for STEM was impeded by several structural factors that obtained in teacher education colleges. Overall, the study concluded that teacher educators had requisite STEM knowledge and employed inquiry-based strategies to prepare pre-service teachers for STEM Education. Furthermore, the study recommended that teacher educators’ knowledge in engineering needs further strengthening through workshops and synergies with industry. An alternative model for effective STEM preparation was recommended for consideration.
- Full Text:
- Date Issued: 2020
Postcolonial monuments and public sculpture in Zimbabwe
- Authors: Samwanda, Biggie
- Date: 2013 , 2013-10-10
- Subjects: Benhura, Dominic, 1968- -- Criticism and interpretation Madebe, Adam -- Criticism and interpretation Postcolonialism and the arts Monuments -- Zimbabwe Public sculpture -- Zimbabwe Art -- Political aspects -- Zimbabwe Collective memory in art -- Zimbabwe Old Bulawayo (Zimbabwe) National Heroes Acre (Zimbabwe)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2447 , http://hdl.handle.net/10962/d1006825
- Description: The study critically examines public art in postcolonial Zimbabwe‘s cities of Harare and Bulawayo. In a case by case approach, I analyse the National Heroes Acre and Old Bulawayo monuments, and three contemporary sculptures – Dominic Benhura‘s Leapfrog (1993) and Adam Madebe‘s Ploughman (1987) and Looking into the future (1985). I used a qualitative research methodology to collect and analyse data. My research design utilised in-depth interviews, observation, content and document analysis, and photography to gather nuanced data and these methods ensured that data collected is validated and/or triangulated. I argue that in Zimbabwe, monuments and public sculpture serve as the necessary interface of the visual, cultural and political discourse of a postcolonial nation that is constantly in transition and dialogue with the everyday realities of trying to understand and construct a national identity from a nest of sub-cultures. I further argue that monuments and public sculpture in Zimbabwe abound with political imperatives given that, as visual artefacts that interlace with ritual performance, they are conscious creations of society and are therefore constitutive of that society‘s heritage and social memory. Since independence in 1980, monuments and public sculpture have helped to open up discursive space and dialogue on national issues and myths. Such discursive spaces and dialogues, I also argue, have been particularly animated from the late 1990s to the present, a period in which the nation has engaged in self-introspection in the face of socio-political change and challenges in the continual process of imagining the Zimbabwean nation. Little research focusing on postcolonial public art in Zimbabwe has hitherto been undertaken. This study addresses gaps in this literature while also providing a spring board from which future studies may emerge. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
- Authors: Samwanda, Biggie
- Date: 2013 , 2013-10-10
- Subjects: Benhura, Dominic, 1968- -- Criticism and interpretation Madebe, Adam -- Criticism and interpretation Postcolonialism and the arts Monuments -- Zimbabwe Public sculpture -- Zimbabwe Art -- Political aspects -- Zimbabwe Collective memory in art -- Zimbabwe Old Bulawayo (Zimbabwe) National Heroes Acre (Zimbabwe)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2447 , http://hdl.handle.net/10962/d1006825
- Description: The study critically examines public art in postcolonial Zimbabwe‘s cities of Harare and Bulawayo. In a case by case approach, I analyse the National Heroes Acre and Old Bulawayo monuments, and three contemporary sculptures – Dominic Benhura‘s Leapfrog (1993) and Adam Madebe‘s Ploughman (1987) and Looking into the future (1985). I used a qualitative research methodology to collect and analyse data. My research design utilised in-depth interviews, observation, content and document analysis, and photography to gather nuanced data and these methods ensured that data collected is validated and/or triangulated. I argue that in Zimbabwe, monuments and public sculpture serve as the necessary interface of the visual, cultural and political discourse of a postcolonial nation that is constantly in transition and dialogue with the everyday realities of trying to understand and construct a national identity from a nest of sub-cultures. I further argue that monuments and public sculpture in Zimbabwe abound with political imperatives given that, as visual artefacts that interlace with ritual performance, they are conscious creations of society and are therefore constitutive of that society‘s heritage and social memory. Since independence in 1980, monuments and public sculpture have helped to open up discursive space and dialogue on national issues and myths. Such discursive spaces and dialogues, I also argue, have been particularly animated from the late 1990s to the present, a period in which the nation has engaged in self-introspection in the face of socio-political change and challenges in the continual process of imagining the Zimbabwean nation. Little research focusing on postcolonial public art in Zimbabwe has hitherto been undertaken. This study addresses gaps in this literature while also providing a spring board from which future studies may emerge. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
Factors influencing retention and turnover of the South African healthcare workforce
- Authors: Isaacs, Janice
- Date: 2017
- Subjects: Labor turnover -- South Africa Employee retention -- South Africa , Personnel management -- South Africa Organizational behavior -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/16055 , vital:28316
- Description: South Africa experiences a steady loss of skilled workers, which compromises the provision of healthcare in the country. This study has explored and will outline the main factors that influence the decision of South African healthcare professionals to either remain with or leave their organisations. As migration involves both internal and external movement, the public sector is frequently overburdened as healthcare workers additionally tend to prefer working in the private sector with its offers of better financial incentives and better working conditions. That said, it has become apparent that it is not only financial factors but many other non-financial factors that play a role in employee turnover. From the literature explored for this paper, five main factors were identified and discussed for different groups of healthcare professionals. This study used a qualitative research approach by means of a content analysis, whereby data from secondary sources were reviewed. This study disregarded studies done in other countries and focused only on the South African healthcare sector. Push and pull factors were established and, during this process, HIV/AIDS, crime and human resources were identified as possible push factors that contribute to the movement of South Africa’s healthcare workers. Since the five main retention factors identified for the purpose of this research paper all fall under human resources, the study proposes a retention strategy that involves the revision of the employee value proposition for different healthcare groups, as their demands are not uniform. Financial as well as non-financial factors have been taken into account for the various employee value proposition frameworks. These factors must be dealt with congruently if retention and turnover strategies are to be successful. Factors that push healthcare workers from the public.
- Full Text:
- Date Issued: 2017
- Authors: Isaacs, Janice
- Date: 2017
- Subjects: Labor turnover -- South Africa Employee retention -- South Africa , Personnel management -- South Africa Organizational behavior -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/16055 , vital:28316
- Description: South Africa experiences a steady loss of skilled workers, which compromises the provision of healthcare in the country. This study has explored and will outline the main factors that influence the decision of South African healthcare professionals to either remain with or leave their organisations. As migration involves both internal and external movement, the public sector is frequently overburdened as healthcare workers additionally tend to prefer working in the private sector with its offers of better financial incentives and better working conditions. That said, it has become apparent that it is not only financial factors but many other non-financial factors that play a role in employee turnover. From the literature explored for this paper, five main factors were identified and discussed for different groups of healthcare professionals. This study used a qualitative research approach by means of a content analysis, whereby data from secondary sources were reviewed. This study disregarded studies done in other countries and focused only on the South African healthcare sector. Push and pull factors were established and, during this process, HIV/AIDS, crime and human resources were identified as possible push factors that contribute to the movement of South Africa’s healthcare workers. Since the five main retention factors identified for the purpose of this research paper all fall under human resources, the study proposes a retention strategy that involves the revision of the employee value proposition for different healthcare groups, as their demands are not uniform. Financial as well as non-financial factors have been taken into account for the various employee value proposition frameworks. These factors must be dealt with congruently if retention and turnover strategies are to be successful. Factors that push healthcare workers from the public.
- Full Text:
- Date Issued: 2017
Welcome and Introduction of Minister of Education
- Authors: Badat, Saleem
- Date: 2008-08-21
- Language: English
- Type: Text
- Identifier: vital:7703 , http://hdl.handle.net/10962/d1015848
- Full Text:
- Date Issued: 2008-08-21
- Authors: Badat, Saleem
- Date: 2008-08-21
- Language: English
- Type: Text
- Identifier: vital:7703 , http://hdl.handle.net/10962/d1015848
- Full Text:
- Date Issued: 2008-08-21
ZIMBABWE’S LIBERATION STRUGGLE: A CRITICAL DECADE OF THE ZIMBABWE AFRICAN NATIONAL UNION (ZANU)’S GUERRILLA WAR, 1970-1980
- Dzimbanhete, Jephias Andrew (https://orcid.org/0000-0002-7648-8722)
- Authors: Dzimbanhete, Jephias Andrew (https://orcid.org/0000-0002-7648-8722)
- Date: 2011-01
- Subjects: National Liberation Movements -- Zimbabwe , Guerillas , Zimbabwe -- History -- Chimurenga
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23315 , vital:57048
- Description: This study offers a comprehensive examination of the Zimbabwean war of independence depicting the mobilisation of forces of liberation against an intransigent colonial Rhodesian settler state during a critical decade of the 1970s. Its introductory outline presents a broad historical context to the decolonisation processes in Africa. It also introduces the two liberation movements that drove the war of independence, and these revolved around the Zimbabwe African People’s Union (ZAPU) and the Zimbabwe African National Union (ZANU). The empirical chapters of the thesis narrow the focus to the main research subject, that explain the ZANU’s guerrilla warfare and how that was launched under the military wing of the Zimbabwe African National Liberation Army (ZANLA). The study looks, particularly on how and why that formation assembled groundswell support and generated pervasive intelligence to operate relentlessly against the Rhodesian colonial government resulting in a compromised independence in 1980. In addition to a wide-ranging survey of literature that deals with the Zimbabwean war of independence, the production of this thesis is thoroughly grounded on empirical methods that hinge on archival research and oral testimonies. The study breaks new ground in outlining the various facets and different phases of the Zimbabwean liberation war. It reveals that the liberation fighters were not merely provided with arms and deployed to fight the Rhodesian army. Rather they underwent a methodical process, which comprised recruitment, extensive training and fundamental political education. This re-represents an alternative narrative or even eccentric paradigm to that persistently presented within the conventional Zimbabwean liberation war historiography. The thesis breaks further new ground in discussing the complex nature of how intelligence gathering and propaganda uses were also centrally linked to the cooperation of or assistance from the various segments of the colonial African society. Its empirical chapters outline the various actions undertaken by the various groups and individuals, the language they adopted in expressing themselves and the convivial connections between them and the guerrilla fighters in the countryside as the war front expanded within the home boundaries. Chapters also explore in greater detail how the liberation movement bred the complex relation and contestation between the political formation of ZANU and its military wing, ZANLA. The uneven power relations between these two formations somehow dictated the course and the outcome of the liberation war. As a result a constitutional settlement or military victory became the two options by which the Rhodesian question could be resolved in the later 1970s. As it turned out, attempts to seek a constitutional solution became a feature of diplomatic dimensions of the postcolonial Rhodesian political landscape. The study concludes with the latter point. , Thesis (PHD) -- Faculty of Social Sciences and Humanities, 2011
- Full Text:
- Date Issued: 2011-01
- Authors: Dzimbanhete, Jephias Andrew (https://orcid.org/0000-0002-7648-8722)
- Date: 2011-01
- Subjects: National Liberation Movements -- Zimbabwe , Guerillas , Zimbabwe -- History -- Chimurenga
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23315 , vital:57048
- Description: This study offers a comprehensive examination of the Zimbabwean war of independence depicting the mobilisation of forces of liberation against an intransigent colonial Rhodesian settler state during a critical decade of the 1970s. Its introductory outline presents a broad historical context to the decolonisation processes in Africa. It also introduces the two liberation movements that drove the war of independence, and these revolved around the Zimbabwe African People’s Union (ZAPU) and the Zimbabwe African National Union (ZANU). The empirical chapters of the thesis narrow the focus to the main research subject, that explain the ZANU’s guerrilla warfare and how that was launched under the military wing of the Zimbabwe African National Liberation Army (ZANLA). The study looks, particularly on how and why that formation assembled groundswell support and generated pervasive intelligence to operate relentlessly against the Rhodesian colonial government resulting in a compromised independence in 1980. In addition to a wide-ranging survey of literature that deals with the Zimbabwean war of independence, the production of this thesis is thoroughly grounded on empirical methods that hinge on archival research and oral testimonies. The study breaks new ground in outlining the various facets and different phases of the Zimbabwean liberation war. It reveals that the liberation fighters were not merely provided with arms and deployed to fight the Rhodesian army. Rather they underwent a methodical process, which comprised recruitment, extensive training and fundamental political education. This re-represents an alternative narrative or even eccentric paradigm to that persistently presented within the conventional Zimbabwean liberation war historiography. The thesis breaks further new ground in discussing the complex nature of how intelligence gathering and propaganda uses were also centrally linked to the cooperation of or assistance from the various segments of the colonial African society. Its empirical chapters outline the various actions undertaken by the various groups and individuals, the language they adopted in expressing themselves and the convivial connections between them and the guerrilla fighters in the countryside as the war front expanded within the home boundaries. Chapters also explore in greater detail how the liberation movement bred the complex relation and contestation between the political formation of ZANU and its military wing, ZANLA. The uneven power relations between these two formations somehow dictated the course and the outcome of the liberation war. As a result a constitutional settlement or military victory became the two options by which the Rhodesian question could be resolved in the later 1970s. As it turned out, attempts to seek a constitutional solution became a feature of diplomatic dimensions of the postcolonial Rhodesian political landscape. The study concludes with the latter point. , Thesis (PHD) -- Faculty of Social Sciences and Humanities, 2011
- Full Text:
- Date Issued: 2011-01
Teachers’ perceptions, experiences and challenges related to using ICTs in teaching Social Sciences in marginalised classrooms in the Eastern Cape Province, South Africa
- Authors: Gunzo, Fortunate Takawira
- Date: 2020
- Subjects: Educational technology -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Social sciences -- Study and teaching -- South Africa -- Eastern Cape , Information technology -- South Africa -- Eastern Cape , Technological innovations -- Employee participation -- South Africa -- Eastern Cape , Teachers -- Attitudes , Technological innovations -- Economic aspects -- South Africa -- Eastern Cape , Technology Acceptance Model , Teacher Cognitions theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146964 , vital:38581
- Description: This study seeks to examine teachers’ perceptions and experiences of using Information and Communication Technology (ICT) in teaching as the basis for actual use in the classroom. I conducted an eclectic study with a multidisciplinary theoretical viewpoint combining theories from Information Technology (IT) and education to examine how perceptions and prior experiences with ICT influence cross-curriculum ICT integration. Specific aspects of five theories and models were used in different phases of this study. I drew on the Technology Acceptance Model (TAM) and Teacher Cognitions theory to understand teachers’ perceptions towards ICT in general and towards ICT in the classroom. The classroom observations were conducted using an observation guide informed by Activity theory. I then utilised the Adoption of Innovation and the Diffusion of Innovation theories to explain why and how ICT was utilised in the classrooms. A mixed methods research approach located within a pragmatic paradigm was chosen. Three data sets were collected. First, a questionnaire of attitudes and perceptions towards ICT was conducted with 183 teachers (mainly working at marginalised schools in the Eastern Cape Province of South Africa). Questionnaire data was analysed using descriptive statistics and a chi-square correlations test. Second, teachers enrolled in an in-service Advanced Certificate in Education specializing in ICT (ACE-ICT) at Rhodes University were supported in planning and implementing an intervention involving the use of a mobile computer lab in rural and peri-urban schools. Three key participants were observed while teaching in class using ICT for the first time and they were subsequently interviewed. Third, drawing from lessons learnt from this experience, students in the in-service education bachelor’s degree in ICT (BEd-ICT) – which replaced the in-service ACE-ICT – were supported and encouraged to experiment with cross-curriculum integration using ICT already at their disposal. Planning and reflections by three in-service BEd-ICT teachers were subjected to theory-based document thematic analysis. Findings indicate that the vast majority of the teachers had positive attitudes towards ICT and perceived ICT as useful, mainly as a productivity tool in teaching. ICT was used mostly for administration, planning and preparation of lessons and not for teaching or as a cognitive tool. Despite all key participants having access to similar ICTs and support, their experiences of teaching with ICT were different based on their personal commitment, access to and frequency of use of ICTs in their personal lives. Teachers who were self-motivated to use ICT in their teaching made efforts to do so regardless of infrastructure and resource challenges they faced at their schools. The main barriers to the use of ICT in the classroom appear to be lack of technical support and time constraints.
- Full Text:
- Date Issued: 2020
- Authors: Gunzo, Fortunate Takawira
- Date: 2020
- Subjects: Educational technology -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Social sciences -- Study and teaching -- South Africa -- Eastern Cape , Information technology -- South Africa -- Eastern Cape , Technological innovations -- Employee participation -- South Africa -- Eastern Cape , Teachers -- Attitudes , Technological innovations -- Economic aspects -- South Africa -- Eastern Cape , Technology Acceptance Model , Teacher Cognitions theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/146964 , vital:38581
- Description: This study seeks to examine teachers’ perceptions and experiences of using Information and Communication Technology (ICT) in teaching as the basis for actual use in the classroom. I conducted an eclectic study with a multidisciplinary theoretical viewpoint combining theories from Information Technology (IT) and education to examine how perceptions and prior experiences with ICT influence cross-curriculum ICT integration. Specific aspects of five theories and models were used in different phases of this study. I drew on the Technology Acceptance Model (TAM) and Teacher Cognitions theory to understand teachers’ perceptions towards ICT in general and towards ICT in the classroom. The classroom observations were conducted using an observation guide informed by Activity theory. I then utilised the Adoption of Innovation and the Diffusion of Innovation theories to explain why and how ICT was utilised in the classrooms. A mixed methods research approach located within a pragmatic paradigm was chosen. Three data sets were collected. First, a questionnaire of attitudes and perceptions towards ICT was conducted with 183 teachers (mainly working at marginalised schools in the Eastern Cape Province of South Africa). Questionnaire data was analysed using descriptive statistics and a chi-square correlations test. Second, teachers enrolled in an in-service Advanced Certificate in Education specializing in ICT (ACE-ICT) at Rhodes University were supported in planning and implementing an intervention involving the use of a mobile computer lab in rural and peri-urban schools. Three key participants were observed while teaching in class using ICT for the first time and they were subsequently interviewed. Third, drawing from lessons learnt from this experience, students in the in-service education bachelor’s degree in ICT (BEd-ICT) – which replaced the in-service ACE-ICT – were supported and encouraged to experiment with cross-curriculum integration using ICT already at their disposal. Planning and reflections by three in-service BEd-ICT teachers were subjected to theory-based document thematic analysis. Findings indicate that the vast majority of the teachers had positive attitudes towards ICT and perceived ICT as useful, mainly as a productivity tool in teaching. ICT was used mostly for administration, planning and preparation of lessons and not for teaching or as a cognitive tool. Despite all key participants having access to similar ICTs and support, their experiences of teaching with ICT were different based on their personal commitment, access to and frequency of use of ICTs in their personal lives. Teachers who were self-motivated to use ICT in their teaching made efforts to do so regardless of infrastructure and resource challenges they faced at their schools. The main barriers to the use of ICT in the classroom appear to be lack of technical support and time constraints.
- Full Text:
- Date Issued: 2020
Rhodesian African art, 1857-1974
- Authors: Des Fontaine, Fayne
- Date: 1974
- Subjects: Art, African Art -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2481 , http://hdl.handle.net/10962/d1011136
- Description: ART is life, and life is for living. This is the essential function of Mankind. Everything interrelates. African life and thought are inseparable. Art is an implement of power; it bridges the gap between Man and his Gods, and Man and Nature. The ability to understand art, does not depend on the ability to see and appreciate but to understand the culture of the people, to know the past). When considering AFRICAN ART, one can be sure that the ART OF RHODESIA is certainly the last to come to one's mind; that is, if one excludes the Prehistoric Artist of Rhodesia and the ART of the Zimbabwian culture, and concentrates on ART executed after the PIONEER PERIOD (circa 1857) to the turn of the century. Comparatively little has been written on the aspect of local art, and when it bas, it is primarily concerned with SHONA SCULPTURE. Rhodesian art is primarily functional, and the range of materials as well as the range of techniques are equally vast. The art of sculpture and carving particularly in wood, is a well-known characteristic of Africa. Rhodesia, however, does not offer such a vast selection of traditional art today, whether in wood, stone or metal. The carvers in Rhodesia, unlike those of some African States have long since downed their tools as there are no longer the rituals that at one time inspired the artist. These rituals have almost died out and the Kings that were his patrons have been out of power for centuries. The destruction of traditional African values is inevitable because of cultural change, white civilization, and more recently, ex:ploi ta tion has forced the traditional carver to become a carpenter or to join a co-operative in order to provide Tourist Art. Intro., p. 1.
- Full Text:
- Date Issued: 1974
- Authors: Des Fontaine, Fayne
- Date: 1974
- Subjects: Art, African Art -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2481 , http://hdl.handle.net/10962/d1011136
- Description: ART is life, and life is for living. This is the essential function of Mankind. Everything interrelates. African life and thought are inseparable. Art is an implement of power; it bridges the gap between Man and his Gods, and Man and Nature. The ability to understand art, does not depend on the ability to see and appreciate but to understand the culture of the people, to know the past). When considering AFRICAN ART, one can be sure that the ART OF RHODESIA is certainly the last to come to one's mind; that is, if one excludes the Prehistoric Artist of Rhodesia and the ART of the Zimbabwian culture, and concentrates on ART executed after the PIONEER PERIOD (circa 1857) to the turn of the century. Comparatively little has been written on the aspect of local art, and when it bas, it is primarily concerned with SHONA SCULPTURE. Rhodesian art is primarily functional, and the range of materials as well as the range of techniques are equally vast. The art of sculpture and carving particularly in wood, is a well-known characteristic of Africa. Rhodesia, however, does not offer such a vast selection of traditional art today, whether in wood, stone or metal. The carvers in Rhodesia, unlike those of some African States have long since downed their tools as there are no longer the rituals that at one time inspired the artist. These rituals have almost died out and the Kings that were his patrons have been out of power for centuries. The destruction of traditional African values is inevitable because of cultural change, white civilization, and more recently, ex:ploi ta tion has forced the traditional carver to become a carpenter or to join a co-operative in order to provide Tourist Art. Intro., p. 1.
- Full Text:
- Date Issued: 1974
Exploring opportunities and challenges for achieving the integration of indigenous knowledge systems into environmental education processes: a case study of the Sebakwe Environmental Education programme (SEEP) in Zimbabwe
- Authors: Zazu, Cryton
- Date: 2007
- Subjects: Sebekwane Environmental Education programme Ethnoscience -- Study and teaching -- Zimbabwe Environmental education -- Zimbabwe Mainstreaming in education -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1540 , http://hdl.handle.net/10962/d1003422
- Description: The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.
- Full Text:
- Date Issued: 2007
- Authors: Zazu, Cryton
- Date: 2007
- Subjects: Sebekwane Environmental Education programme Ethnoscience -- Study and teaching -- Zimbabwe Environmental education -- Zimbabwe Mainstreaming in education -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1540 , http://hdl.handle.net/10962/d1003422
- Description: The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.
- Full Text:
- Date Issued: 2007
Youth, political violence and ZANU-PF politics in Zimbabwe, c.1950-2018
- Authors: Munyarari, Tinashe
- Date: 2022-10-14
- Subjects: Youth protest movements Zimbabwe , Political violence Zimbabwe , ZANU-PF (Organization : Zimbabwe) , Agent (Philosophy) , Zimbabwe Politics and government , Zimbabwe History
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365966 , vital:65806 , DOI https://doi.org/10.21504/10962/365966
- Description: This study is a socio-political aspect of Zimbabwean history. It examines the development of youth political violence starting from the late 1950s when violent forms of African political mobilisation emerged to 2018 when the first election without Robert Mugabe was held. It explores how early nationalist parties such as the Salisbury City Youth League (SCYL), Southern Rhodesia African National Congress (SRANC), National Democratic Party (NDP), Zimbabwe African People’s Union (ZAPU) and later the Zimbabwe African National Union (ZANU) mobilised and socialised youths into political violence to understand the roots of the violent political culture in Zimbabwe. This study shows that youths were an important part of the strategies of these political parties in countering the violence of the colonial state as well as mobilising mass support for the movements during the liberation struggle. It reveals that war collaborators (mujibhas and chimbwidos) were central role players in instigating political violence against innocent and defenceless people during the war. In the 1980s and 1990s, the Youth brigades and the ZANU-PF Youth League became a key constituent for state-socialist developmental goals but they were at times manipulated as a resource for political violence when Mugabe’s power was challenged. The study shows that more grotesque violence occurred in the 2000s era when the National Youth Service (NYS) was introduced and state-sanctioned vigilante groups like Chipangano in Mbare emerged in response to the rise of the Movement for Democratic Change (MDC) and diminishing of consensual power. This study argues that youth were not mere victims and perpetrators of political violence, but they were a collection of various interest sub-groups with diverse agendas and a sense of agency. Some joined violent groups for their social mobility, power, impunity and economic opportunities availed to the group members. Data for this study was drawn from Mbare and Highfields (in Harare Province) and Uzumba-Maramba-Pfungwe (in Mashonaland East Province). , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Munyarari, Tinashe
- Date: 2022-10-14
- Subjects: Youth protest movements Zimbabwe , Political violence Zimbabwe , ZANU-PF (Organization : Zimbabwe) , Agent (Philosophy) , Zimbabwe Politics and government , Zimbabwe History
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/365966 , vital:65806 , DOI https://doi.org/10.21504/10962/365966
- Description: This study is a socio-political aspect of Zimbabwean history. It examines the development of youth political violence starting from the late 1950s when violent forms of African political mobilisation emerged to 2018 when the first election without Robert Mugabe was held. It explores how early nationalist parties such as the Salisbury City Youth League (SCYL), Southern Rhodesia African National Congress (SRANC), National Democratic Party (NDP), Zimbabwe African People’s Union (ZAPU) and later the Zimbabwe African National Union (ZANU) mobilised and socialised youths into political violence to understand the roots of the violent political culture in Zimbabwe. This study shows that youths were an important part of the strategies of these political parties in countering the violence of the colonial state as well as mobilising mass support for the movements during the liberation struggle. It reveals that war collaborators (mujibhas and chimbwidos) were central role players in instigating political violence against innocent and defenceless people during the war. In the 1980s and 1990s, the Youth brigades and the ZANU-PF Youth League became a key constituent for state-socialist developmental goals but they were at times manipulated as a resource for political violence when Mugabe’s power was challenged. The study shows that more grotesque violence occurred in the 2000s era when the National Youth Service (NYS) was introduced and state-sanctioned vigilante groups like Chipangano in Mbare emerged in response to the rise of the Movement for Democratic Change (MDC) and diminishing of consensual power. This study argues that youth were not mere victims and perpetrators of political violence, but they were a collection of various interest sub-groups with diverse agendas and a sense of agency. Some joined violent groups for their social mobility, power, impunity and economic opportunities availed to the group members. Data for this study was drawn from Mbare and Highfields (in Harare Province) and Uzumba-Maramba-Pfungwe (in Mashonaland East Province). , Thesis (PhD) -- Faculty of Humanities, History, 2022
- Full Text:
- Date Issued: 2022-10-14
On the occasion of Professor Brommert's retirement (draft)
- Authors: Henderson, Derek Scott
- Date: 1986-09-18
- Language: English
- Type: Text
- Identifier: vital:7533 , http://hdl.handle.net/10962/d1018410
- Full Text:
- Date Issued: 1986-09-18
- Authors: Henderson, Derek Scott
- Date: 1986-09-18
- Language: English
- Type: Text
- Identifier: vital:7533 , http://hdl.handle.net/10962/d1018410
- Full Text:
- Date Issued: 1986-09-18
Rhodes University Graduation Ceremony 2012
- Authors: Rhodes University
- Date: 2012
- Language: English
- Type: text
- Identifier: vital:8135 , http://hdl.handle.net/10962/d1007245
- Description: Rhodes University Graduation Ceremonies 2012 [at] 1820 Settlers National Monument Thursday, 12 April at 18.00 [and] Friday, 13 April at 10:30; 14:30 & 18:00 [and] Saturday, 14 April at 10:30 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2012
- Full Text:
- Date Issued: 2012
- Authors: Rhodes University
- Date: 2012
- Language: English
- Type: text
- Identifier: vital:8135 , http://hdl.handle.net/10962/d1007245
- Description: Rhodes University Graduation Ceremonies 2012 [at] 1820 Settlers National Monument Thursday, 12 April at 18.00 [and] Friday, 13 April at 10:30; 14:30 & 18:00 [and] Saturday, 14 April at 10:30 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2012
- Full Text:
- Date Issued: 2012
An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance
- Authors: Maqwelane, Nonkoliso Sheila
- Date: 2012
- Subjects: Education, Primary -- Research -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Curriculum planning -- Research -- South Africa Literacy -- Study and teaching (Elementary) -- Research -- South Africa Life skills -- Study and teaching (Elementary) -- Research -- South Africa Experiential learning -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1889 , http://hdl.handle.net/10962/d1006041
- Description: This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.
- Full Text:
- Date Issued: 2012
- Authors: Maqwelane, Nonkoliso Sheila
- Date: 2012
- Subjects: Education, Primary -- Research -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Curriculum planning -- Research -- South Africa Literacy -- Study and teaching (Elementary) -- Research -- South Africa Life skills -- Study and teaching (Elementary) -- Research -- South Africa Experiential learning -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1889 , http://hdl.handle.net/10962/d1006041
- Description: This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.
- Full Text:
- Date Issued: 2012
Rhodes University Graduation Ceremony 2016
- Authors: Rhodes University
- Date: 2016
- Language: English
- Type: text
- Identifier: vital:8150 , http://hdl.handle.net/10962/d1021288
- Description: Rhodes University Graduation Ceremonies 2016 [at] 1820 Settlers National Monument Thursday, 31 March at 10.00 & 17:00 [and] Friday, 1 April at 10:00; 14:30 & 18:30 [and] Saturday, 2 April at 10:00
- Full Text:
- Date Issued: 2016
- Authors: Rhodes University
- Date: 2016
- Language: English
- Type: text
- Identifier: vital:8150 , http://hdl.handle.net/10962/d1021288
- Description: Rhodes University Graduation Ceremonies 2016 [at] 1820 Settlers National Monument Thursday, 31 March at 10.00 & 17:00 [and] Friday, 1 April at 10:00; 14:30 & 18:30 [and] Saturday, 2 April at 10:00
- Full Text:
- Date Issued: 2016
Yauma nalat
- Sheik Bunu Bin Shahamadi with Arab men, Hugh Tracey
- Authors: Sheik Bunu Bin Shahamadi with Arab men , Hugh Tracey
- Date: 1950
- Subjects: Folk music--Africa , Music--Kenya , Songs, Swahili--Kenya , Songs, Swahili--Tanzania , Field recordings , Africa, Sub-Saharan , Africa Kenya Malindi f-ke
- Language: Swahili
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/180061 , vital:43303 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR171-19
- Description: "Amina Binti Wahab was especially blessed by giving birth to the Prophet Mohammed. She was the most fortunate of all women." The sound of the swifts, twittering, as they fly in and out of the palm trees can be heard in the background. Hamzia History of the Prophet Mohammed with Tari tambourine drum, pinned.
- Full Text: false
- Date Issued: 1950
- Authors: Sheik Bunu Bin Shahamadi with Arab men , Hugh Tracey
- Date: 1950
- Subjects: Folk music--Africa , Music--Kenya , Songs, Swahili--Kenya , Songs, Swahili--Tanzania , Field recordings , Africa, Sub-Saharan , Africa Kenya Malindi f-ke
- Language: Swahili
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/180061 , vital:43303 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR171-19
- Description: "Amina Binti Wahab was especially blessed by giving birth to the Prophet Mohammed. She was the most fortunate of all women." The sound of the swifts, twittering, as they fly in and out of the palm trees can be heard in the background. Hamzia History of the Prophet Mohammed with Tari tambourine drum, pinned.
- Full Text: false
- Date Issued: 1950
The role of RDP housing in revitalising the socio-economic environment
- Authors: Ntlangula, Zininzi
- Date: 2015
- Subjects: Low-income housing -- South Africa -- Eastern Cape , Economics -- Sociological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5268 , vital:20829
- Description: The role of RDP housing cannot be underestimated and it plays a big role in South Africa. It assists those who are less fortunate to afford to buy houses. RDP housing delivery is not only expected to put a roof over people's heads but to change their lives in various ways. RDP housing delivery tackles issues related to social and economic enviroment. In terms of policy documents and surveys, research has shown that it is critical to incorporate RDP housing beneficiaries from planning right up to development stage. Public participation and the involvement of beneficiaries from the planning stage onward assists in determining the basic needs of the community that can be addresed through RDP housing development. This study is about the role of RDP housing in revitalising the socio-economic environment with a specific reference to Second Creek, which is under the jurisdiction of Buffalo City Metropolitan Municipality.
- Full Text: false
- Date Issued: 2015
- Authors: Ntlangula, Zininzi
- Date: 2015
- Subjects: Low-income housing -- South Africa -- Eastern Cape , Economics -- Sociological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5268 , vital:20829
- Description: The role of RDP housing cannot be underestimated and it plays a big role in South Africa. It assists those who are less fortunate to afford to buy houses. RDP housing delivery is not only expected to put a roof over people's heads but to change their lives in various ways. RDP housing delivery tackles issues related to social and economic enviroment. In terms of policy documents and surveys, research has shown that it is critical to incorporate RDP housing beneficiaries from planning right up to development stage. Public participation and the involvement of beneficiaries from the planning stage onward assists in determining the basic needs of the community that can be addresed through RDP housing development. This study is about the role of RDP housing in revitalising the socio-economic environment with a specific reference to Second Creek, which is under the jurisdiction of Buffalo City Metropolitan Municipality.
- Full Text: false
- Date Issued: 2015
The impact of job embeddedness on innovative work behaviours
- Authors: Wood, Jaryd Marc
- Date: 2019
- Subjects: Organizational behavior -- South Africa , Employee retention -- South Africa Work -- Psychological aspects Work ethic -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/44379 , vital:37160
- Description: Modern day organisations compete in an ever growing and highly competitive global environment. International competitiveness continues to play a critical role in ensuring that both organisations and employees grow and succeed. An organisation’s and employee’s ability to innovate remains one of the key factors in ensuring that they remain competitive and relevant amongst global organisations. Globalisation, access to advanced technology and the enhanced ability to travel has further enabled consumers and to keep up to date with international trends. These phenomena’s make it increasingly and ever important to remain relevant and innovate to attract new customers or consumers and to retain the current ones. The term job embeddedness relates to the relationships employees have between the organisation they work for and the community they form part of. It is felt that a link may exist between job embeddedness and employees engagement in innovative work behaviours to ensure that employees continuously generate new and improved processes, ideas, technologies to contribute to the organisations success. It is against this setting that an empirical study was created for the purpose of concluding evidential data needed to draw conclusions and make recommendations to leadership within organisation’s relating to the impact that job embeddedness has on engagement in innovative work behaviours. Furthermore, the impact of job embeddedness is tested against employee’s engagement in innovative work behaviours. 90 professional part-time executive MBA programme individuals who were enrolled at the Nelson Mandela University Business School in South Africa and who are based at the four major centres of the Business School, which included Port Elizabeth, Cape Town, Durban and Johannesburg were approached to take part in this study. These individuals were employed in a variety of spheres in industry, including engineering, financial services, information technology, accounting and management in organisations that spanned a multitude of additional industries. As a result of these individuals participation, 549 participants took part in the survey. Key findings of the study includes that employee fit into the organisation, employee fit into the community and employee perceived sacrifice in the event of leaving the organisation are all significantly related to engagement in innovative work behaviours. A key recommendation of the study would be that in order to increase the organisational aspect of job embeddedness, organisational leaders would need to consider ways to or place emphasis on factors that would promote organisational fit and organisational sacrifice.
- Full Text:
- Date Issued: 2019
- Authors: Wood, Jaryd Marc
- Date: 2019
- Subjects: Organizational behavior -- South Africa , Employee retention -- South Africa Work -- Psychological aspects Work ethic -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/44379 , vital:37160
- Description: Modern day organisations compete in an ever growing and highly competitive global environment. International competitiveness continues to play a critical role in ensuring that both organisations and employees grow and succeed. An organisation’s and employee’s ability to innovate remains one of the key factors in ensuring that they remain competitive and relevant amongst global organisations. Globalisation, access to advanced technology and the enhanced ability to travel has further enabled consumers and to keep up to date with international trends. These phenomena’s make it increasingly and ever important to remain relevant and innovate to attract new customers or consumers and to retain the current ones. The term job embeddedness relates to the relationships employees have between the organisation they work for and the community they form part of. It is felt that a link may exist between job embeddedness and employees engagement in innovative work behaviours to ensure that employees continuously generate new and improved processes, ideas, technologies to contribute to the organisations success. It is against this setting that an empirical study was created for the purpose of concluding evidential data needed to draw conclusions and make recommendations to leadership within organisation’s relating to the impact that job embeddedness has on engagement in innovative work behaviours. Furthermore, the impact of job embeddedness is tested against employee’s engagement in innovative work behaviours. 90 professional part-time executive MBA programme individuals who were enrolled at the Nelson Mandela University Business School in South Africa and who are based at the four major centres of the Business School, which included Port Elizabeth, Cape Town, Durban and Johannesburg were approached to take part in this study. These individuals were employed in a variety of spheres in industry, including engineering, financial services, information technology, accounting and management in organisations that spanned a multitude of additional industries. As a result of these individuals participation, 549 participants took part in the survey. Key findings of the study includes that employee fit into the organisation, employee fit into the community and employee perceived sacrifice in the event of leaving the organisation are all significantly related to engagement in innovative work behaviours. A key recommendation of the study would be that in order to increase the organisational aspect of job embeddedness, organisational leaders would need to consider ways to or place emphasis on factors that would promote organisational fit and organisational sacrifice.
- Full Text:
- Date Issued: 2019
Address at the Student Volunteer programme awards
- Authors: Badat, Saleem
- Date: 2007-10-25
- Language: English
- Type: Text
- Identifier: vital:7663 , http://hdl.handle.net/10962/d1015808
- Full Text:
- Date Issued: 2007-10-25
- Authors: Badat, Saleem
- Date: 2007-10-25
- Language: English
- Type: Text
- Identifier: vital:7663 , http://hdl.handle.net/10962/d1015808
- Full Text:
- Date Issued: 2007-10-25