The influence of grade 3 teachers’ self-efficacy on the teaching of isixhosa home language reading-comprehension: recommendations for an indigenous mother-tongue based teaching framework
- Authors: Makeleni, Sive
- Date: 2019
- Subjects: Reading comprehension Xhosa language -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16632 , vital:40738
- Description: This thesis aimed to examine the extent to which Grade 3 teachers’ self-efficacy influence the teaching of IsiXhosa Home Language reading comprehension. The study was conducted in the Buffalo City Metro Education District, Eastern Cape, South Africa. Social Cognitive theory was adopted as a theoretical framework for this study. The study employed a mixed methods approach, wherein qualitative and quantitative data were collected. Concurrent triangulation was adopted as a research design. In the quantitative phase one hundred and twelve (112) Grade 3 teachers participated through filling in questionnaires. Whilst, in the qualitative phase six (6) teachers were interviewed. Quantitative data was analysed through using descriptive/inferential statistics for the appropriate variables of data, and QUAL analysis of data, using thematic analysis related to the relevant narrative data. The findings both quantitative and qualitative reveal that the teachers spend most of their time in teaching phonics, phonemic awareness and vocabulary and less time on teaching reading comprehension. The teachers feel that the prescribed Curriculum and Policy Statement that does not accommodate indigeneity and languageness of IsiXhosa Language suppresses their innovativeness and creativeness in teaching IsiXhosa Home Language reading comprehension. The teachers highlighted the orthographic uniqueness of IsiXhosa language as one of the gaps in the curriculum. The majority of the teachers believe that Curriculum and Assessment Policy Statement IsiXhosa Home Language Foundation Phase (CAPS), is back-translated from another language. Hence, the teachers feel unease to implement the curriculum as it is. Such conceptual gaps identified, negatively affected the teachers’ self-efficacy in teaching IsiXhosa Home Language reading comprehension. Also revealing in the findings are the teachers’ use of assessment as a mere compliance strategy. The findings also reveal that the teachers’ self-efficacy is affected by contextual factors. The study therefore recommends a decolonised IsiXhosa-sensitive Curriculum and Policy Statement that reflects the indigeneity and the languageness of IsiXhosa. The study further recommends an indigenous mother -tongue based framework of teaching IsiXhosa Home Language in the Foundation Phase
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- Date Issued: 2019
The Moderating Influence of Psychological Empowerment in the relationship between Job Insecurity and Organizational Citizenship Behaviour among the Eastern Cape Department of Health Employees
- Authors: Nwokolo, Echezona E
- Date: 2019
- Subjects: Job security -- South Africa -- Eastern Cape Organizational commitment Employee assistance programs
- Language: English
- Type: Thesis , Doctoral , D.Com (Industrial Psychology)
- Identifier: http://hdl.handle.net/10353/13881 , vital:39722
- Description: The unabated focus of many organizations on competition and profitability has amplified the threats of real or anticipated job loss resulting in the feelings of insecurity for employees about their job and future work life. The research investigated the role of psychological empowerment as moderator of the relationship between job insecurity and organizational citizenship behavior among the Eastern Cape Department of Health employees, in Eastern Cape Province of South Africa. The study adopted an exploratory and correlational research design to understand the relationships that exist between the study variables. Respondents were selected using convenience sampling technique, where a sample size of 357 respondents was selected from sample frame of 4847 employees. Seven-point and Five-point likert scale were used to measure the responses. The data analysis methods used include descriptive statistics, regression analysis, ANOVA and Structural Equation Modeling. The reliability, factor analysis and research hypotheses of the research instruments were tested using the aforementioned statistical techniques. The findings reveal a significant negative correlation between job insecurity and Organizational Citizenship Behaviour, a significant positive correlation between psychological empowerment and OCB. It also revealed that job insecurity and psychological empowerment combined account for a significant higher proportion of variance in OCB than any of the two separately, and that significantly and positively moderates the relationship between job insecurity and OCB. Recommendations to promote psychological empowerment in the organization in order to increase organizational citizenship behavior and decrease job insecurity among employees were suggested to leadership of the government departments, organizations and practicing managers.
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- Date Issued: 2019
The rise of populism in africa: the role of nativism in maintaining political power in South Africa and Zimbabwe
- Authors: Chindoga , Melody
- Date: 2019
- Subjects: Nativism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15760 , vital:40521
- Description: ZANU-PF and ANC have been in power in their respective countries since the advent of democracy. However, the popularity of both the ANC and ZANU-PF has shifted from urban areas to rural areas, where their support bases are now concentrated (Clapham, 2012). Rural areas have benefitted the least from access to public resources and resource distribution yet despite this, they have provided the much needed support to both the ANC and ZANU-PF respectively. The politics of nativism has been used by the Zuma-led faction in the ANC and ZANUPF in maintaining political power in their respective domains in South Africa and Zimbabwe. Nativism has been identified as a form of populism that is used as a political strategy to gain and maintain political power. It arises from opposition to the mind-set of colonialism in the form of a ‘reverse discourse’ that seeks to undermine colonial ideas through the mobilisation of African culture and is reliant on cultivating opposition to a defined enemy. Therefore, the study seeks to investigate how the politics of nativism have been used by the Zuma-led faction in the ANC and by ZANUPF respectively to maintain power, by focusing particularly on their rural support bases. This study aligns itself with the broadly critical African perspective that is constituted by post-colonial theory and the accompanying oppositional canon of literature that is directly linked to the struggles against colonialism and oppression in former colonies, whilst also contesting contemporary representations of post-colonial societies emanating from those sources within which power resides. The study took the form of qualitative research, within which an interpretive approach was utilised to explore and to analyse the responses by inhabitants of two rural areas in South Africa and Zimbabwe to the nativist strategies and discourse constructed by the Zuma-led faction of the ANC and ZANU-PF respectively, contributing to the ongoing electoral support for these parties in rural areas. The research findings revealed that to maintain their popularity in rural areas, the nativist discourse of the Zuma-led faction of the ANC and ZANU-PF has exploited historical factors related to oppression and inhumane treatment by Whites. The research also established that nativist discourse was utilised in rural areas of South ii Africa and Zimbabwe with varying success. It resonated with the experiences of the older generation of White domination, whereas most of the younger generation could not relate to its heavy reliance on anti-White sentiment. Those under the age of 35, typically considered as the youth, did not identify with much of the discourse and were sceptical of its racist foundation, preferring instead change in political leadership in order for change to occur
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- Date Issued: 2019
The sociology of police criminality and ill-discipline in Buffalo City Metropolitan Municipality, South Africa
- Authors: Long, Amy Megan
- Date: 2019
- Subjects: Police -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/17462 , vital:41078
- Description: Policing as a global concept, involves an exchange of trust between the public and a given police service, with the underlying basis of this exchange being an understanding that the police exist to protect citizens and their property, and to ensure that order is maintained in societies. The police services, by virtue of the nature of their role in society, can therefore be regarded as ‘protectors’. The South African Police Service are guided by the same philosophies as policing services globally. Recently in South Africa though, there has been an increase in reports accusing policemen of becoming involved in criminal activities themselves. With a focus on the Buffalo City Metropolitan Municipality policing district, this study presents and analyses incidences of undocumented police crimes; the causes thereof; and the role of disciplinary procedures (both internally and legally) in preventing such incidences of crime. This study utilised a qualitative methodology to gather and analyse data. A total of 60 serving police officers and 10 key informants were selected using purposive and snowball sampling. In-depth semi-structured interviews conducted with these police officers and key informants, reveal that police men and women are involved in violent and economic crimes in the Buffalo City Metropolitan Municipality policing district. Most violent crimes include assault, and torture; whilst economic crimes include corruption and theft. Underlying reasons for such crimes include inadequate remuneration, frustration in respect of the efficacy of the criminal justice system, vigilantism within the policing services, and socially learned violence. Internal (within SAPS and IPID) and legal disciplinary measures (through the criminal and civil justice system) were established to be ineffective in managing and eradicating incidences of both violent and economic crimes. The consequences of incidences of police criminality are reduced legitimacy of the policing services to deliver on its mandate to protect and serve the people of the Republic of South Africa.
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- Date Issued: 2019
Visual art education narratives in context: contribution by offenders in one correctional facility in the Eastern Cape
- Authors: Potelwa, Siphe
- Date: 2019
- Subjects: Adult learning
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16665 , vital:40741
- Description: This study sought a solution to close the gap of visual art education narratives under recognition and not taken into consideration in correctional facilities. The researcher’s original contribution to knowledge was to provide the theoretical framework as the lens of this study. This research questions the universal objective of how visual art education narratives contribute to the context of the offender’s voice of selfexpression, self-worth, personal identity and human right in a democratic South African as citizens of society. The aim and objectives were to determine if transformation is evidenced through visual art education and ascertain personal identity as a human right and self-worth for an offender. This study was a qualitative research in which perceptions of offenders in visual art education programmes are investigated in-depth regarding the programmes addressing rehabilitation, selfexpression, self-fulfilment and personal development. Eight respondents participated in this study voluntarily. The selection of respondents in this study was through purposeful sampling. Individual interviews, focus group interviews, observation, document review, open-ended interviews, and website data of correctional services were conducted to collect data. The target participants for this qualitative study were permanent employees of Department of Correctional Services and offenders found guilty of murder and sexual abuse against women and children enrolled in a programme of art education. This study found no anticipated risks to voluntary participation in this research, and the study was free from psychological harm. The study contributed and found adult learners bringing their experience and knowledge into creative artwork skills as voice of self-expression, self-worth and rehabilitation. Analysis of data and interpretation of findings revealed the results that visual art education narratives programme brought self-worth, self-expression, selfdevelopment, self-fulfilment, discipline, prevents conflict, boredom and offender recidivism. This study conclusion stressed, an approach to the solution of the adult learning visual art education in correctional centre were problems identified. It is recommended that the correctional facility, interactive relationships with other departments, and commitment should be implemented without delay
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- Date Issued: 2019
“Administration of socio-economic aspects of mine closure” a case study of Exxaro Tshikondeni coal mine in Limpopo Province: South Africa
- Authors: kone, Lufuno Reginald
- Date: 2019
- Subjects: Organizational effectiveness Public administration
- Language: English
- Type: Thesis , Doctoral , PhD ( Public Administration)
- Identifier: http://hdl.handle.net/10353/13512 , vital:39675
- Description: Limpopo province is host to twenty-six different kinds of minerals and its coalfields have more than 76% of the remaining coal resources in South Africa. This study provided an investigation of the administration and management of the socioeconomic aspects of mine closure at Tshikondeni in Limpopo Province South Africa. A mixed method research or triangulation design was used in this study. Data was collected from former Exxaro Tshikondeni Mine employees, stakeholders, administrators and mine managers. Semi-structured interviews and questionnaires were used as data collection tools in this study. Data was analysed statistically by offering a descriptive analysis of the statistics gathered in this study. In this study, a Mine Closure Model (MCM) based on project management principles, including risk management and concurrent engineering was proposed to manage the closure process thereby assisting the responsible authorities with the evaluation of mine closures and rehabilitation objectives that can be achieved in closure. In this study, it was found out that the future of the mining industry is dependent on the legacy which it leaves (in as far as Exxaro Tshikondeni Mine is concerned), and industry reputation is grossly affected when mines are closed or abandoned without proper rehabilitation having been done. Usually this will lead to long term detrimental environmental impacts. In addressing the abnormalities and negative impacts of mine closure, the mining industry today in South Africa recognises that to gain access to future resources it needs to demonstrate that it can effectively control and manage the closure of mines with the support of the communities within which it operates. The data obtained in this study is deemed to be of utmost significance to the Department of Minerals, Mutale Local Municipality (MLM) in resolving the complexities in how to improve the livelihoods of people in former mining communities.
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- Date Issued: 2019
“Culture” as an Agent of Societal Regeneration: A Study of Selected Dramatic Literature by Soyinka, Osofisan and Rotimi
- Authors: Megbowon, Funmilola Kemi
- Date: 2019
- Subjects: Literature English drama
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/15826 , vital:40530
- Description: Contemporary Yoruba society is laden with the burden of diverse societal misconducts and perversions which are seen to be entrenched in the fabric of the individuals’ daily lives and the society. These misconducts have alarming patterns and worrisome future implications. In this study, it is argued that while all-round forward progress is essential in a society, a simultaneous disconnect with some conventional and traditional element stimulates these aforementioned delinquencies. This therefore calls for societal regeneration of the contemporary Yoruba society in view of achieving a sustainable future. The study further argued that societal regeneration could only be achieved by looking backward into some indigenous cultural elements that made the traditional society a relatively non-perverted society. This argument is presented by examining contemporary dramatic works by Nigerian playwrights whose writings are done in the light of the past. Their works are imperatives because literature is viewed as one of the means of preserving and educating the society of their history, culture and beliefs, and also mirroring the present and projecting into the future. Specifically, the objectives of this study are: 1) To evaluate the levels of cultural and moral values in contemporary Yoruba Society; 2) To examine the key moral and cultural paradigms of the traditional Yoruba tribe of Nigeria; 3) To examine the position of the writers as vanguard of moral and cultural values in contemporary and future Nigerian Society; 4) To examine challenges that arise against their efforts to resuscitate traditional morals and culture among the Yoruba people of Nigeria. These objectives were achieved using textual and interpretative analytical procedures in the texts written by Soyinka, Osofisan and Rotimi. These texts which includeThe Swamp Dwellers, Death and the King’s Horseman, The Trials of Brother vi Jero, The Women of Owu, Kurunmi and The Gods are not to Blame, are all examined within the context of postcolonial theory. The historical endowment of examined playwrights motivated their desire to assert their cultural identity and to preserve their traditional values. The playwrights reflect common concern of the need to appreciate and where necessary to retain traditional cultural values as well as the need to rid society of those traditions that hinder human and society's growth. Each author approaches these concerns from a cultural perspective, they emphasise the rationality and need of establishing their national identity, thereby stressing the importance of traditional values in the process. In a society like the Yoruba where each segment has been affected by extended agents of colonisation, the hope of restoration also lies in the hand of the playwrights who have constantly emphasised through their writings the role of the essentials of Yoruba culture in societal development. The examination of the key moral and cultural paradigms of the traditional Yoruba people of Nigeria, which is objective two of this thesis, is presented within the context of each of the six selected texts. They are discussed in Chapters three to five of the study with respect to each of the authors of the play and the identified relevant sociocultural issues. From the examined literary texts, it is seen that the traditional Yoruba moral and cultural paradigms are distinctive and diverse. Some of these key paradigms represented in the texts include religious practices, language, clothing, respect for elders, chastity before marriage, marriage, justice, marital fidelity, hard work, and leadership accountability. All these key paradigms centre on interpersonal relationships and communal interaction together with the irreplaceable position of the vii gods which are observed to have been imperative in the workings of the traditional Yoruba society, making it a less perverse one. In Chapter six, inferences on the inferred pivotal position of playwright as vanguard of indigenous culture and the conflicts that arise against playwrights’ efforts to resuscitate a moral culture in the Yoruba society of Nigeria which are the objectives three and four of the study are explored. It is identified in the chapter that the battle for lost identity and cultural values is being fought on numerous fronts. Some of the key issues identified as confronting and silencing playwrights’ influences in the society include evolving diversities in ideologies, education, technology, the entertainment industry, and urbanisation. This study recommends the necessity of looking into the economic, social, and cultural development of the Yoruba people in the process of cultural recovery via dramatic literary writings and presentations. The playwrights should use their knowledge to spur the people into action, and foster through his writings the hope of a better future. The playwrights are not only responsible to their national culture, but to the nation as a whole, whose culture is, after all, but one aspect. This is also believed to be relevant in the fight against several social anomalies in the African community, thereby aiding the continent’s development
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- Date Issued: 2019
“Examining mentors’ practices in facilitating career development and providing psychosocial support to trainee teachers during teaching practice: A case study of one teachers’ college in Zimbabwe”
- Authors: Madzore, Rosemary
- Date: 2019
- Subjects: Mentoring in education Mentoring
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16621 , vital:40737
- Description: This study examined mentors’ practices in facilitating career development and providing psychosocial support to trainee teachers during teaching practice in one teachers’ college in Zimbabwe. The study employed the interpretive paradigm and used the qualitative approach and case study research design. Purposive sampling was used to select 27 participants who were perceived to be rich informants. These participants included 6 mentors, 15 trainee teachers, 5 college lecturers, 2 lecturers from the teaching practice office, 3 senior lecturers in charge and 1 university lecturer who is a link person between the college and the Department of Teacher Education. Data were obtained through face to face interviews, focus groups and document analysis. The study revealed that mentors performed both career development and psychosocial support roles during teaching practice, although the psychosocial roles were not very prominent. The interviewed mentors and trainee teachers also indicated that, although mentors knew how they should perform their duties, they encountered various challenges which hindered the effectiveness of the mentorship programme. The participants from the three schools revealed that mentors employed both good and bad strategies to provide career development and psychosocial support to trainee teachers during teaching practice. There was also evidence that colleges and schools use different mentoring mechanisms in facilitating career development and providing psychosocial support to trainee teachers during teaching practice.The data also revealed that there were challenges encountered in the use of these mentoring mechanisms. The participants also acknowledged that, despite these challenges, there were good practices and benefits of mentorship. However, there were gaps noted in the mentors’ practices in facilitating career development and providing psychosocial support. It emerged that there was lack of qualified school mentors resulting in inadequate provision of career development and psychosocial support. It was also established that financial constraints affected the effectiveness of mentorship. The study found that there were loopholes in mentor selection. Financial constraints also hindered capacity building programmes for mentors. The study established strategies that can be used to improve mentorship. Teachers’ colleges and schools should be adequately resourced to ensure effective mentorship during teaching practice. This could be done through adequate material resources, workshops, updates of schools and college activities supervision, review of mentorship iii programmes, incentives, orientation and induction for mentors. The study also recommended that the Ministry of Higher and Tertiary Education Science and Technology Development (MoHTESTD), the Ministry of Primary and Secondary Education (MoPSE), colleges and schools consider a mentorship policy that fuses global and national trends. Resources should also be mobilised by all the stakeholders involved who include the MoHTEST, MoPSE, teacher training colleges and secondary schools, for effective mentorship.The study recommended considering alternative mentorship models with regard to the provision of career development and psychosocial support to trainee teachers from secondary teacher-training colleges in Zimbabwe.
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- Date Issued: 2019
0 Representation of South African "tribal" culture in soap operas : a content and audience analysis of the series Generations : The Legacy
- Authors: Onyenankeya, Oluwayemisi Mary
- Date: 2018
- Subjects: Television criticism Mass media and culture Mass media--Social aspects
- Language: English
- Type: Thesis , Doctoral , Communication
- Identifier: http://hdl.handle.net/10353/15430 , vital:40407
- Description: Commercial media entertainment offerings in South Africa especially mainstream soap operas, are progressively infusing dominant social values and ideas which are alien to South African tribal societies. In most of the commodified television drama series, people who hold tight to traditional beliefs and values are often characterised as traditionalists, while those who have imbibed the western defined dicta and ideology of modernity are seen as progressives. This study therefore, sought to ascertain how South African tribal language, traditional institutions, values, social norms and ancestral beliefs are portrayed through the television drama, Generations: The Legacy and what the viewers think about those constructions and the implication for cultural identity. The mixed methods approach was employed involving the administration of questionnaire to 350 participants selected through random sampling and a content analysis of 20 episodes of Generations: The Legacy. The findings suggest that Generations: The Legacy tends to portray South African tribal culture negatively (p-value > 0.05). More than half of the respondents (52percent) strongly believe such negative portrayals may erode the cultural identity of black South Africans, 68.6% were of the opinion that Generations: The Legacy gives preference to western culture as against South African tribal culture. The findings further showed that the African values and traditions represented in Generations: The Legacy do not significantly reflect the South African tribal tradition and values (p-value > 0.05). In the few occasions that African traditional values are represented Generations: The Legacy, they tend to be portrayed as old fashioned (p-value > 0.05), and inferior and backward (p-value > 0.05). In addition, the findings indicate that Generations: The Legacy is a vehicle for promoting dominant culture. Nearly, 59percent of the respondents stated that watching Generations: The Legacy affect the way they view South African tribal culture, while 59.1percent indicated that watching Generations: The Legacy has somehow affected their perception of their own cultural identity. In all, participants rated the representation of South African tribal culture as poor. The study concludes that while South African tribal culture is increasingly finding expression on mainstream soap opera, tribal South African values and beliefs are often depicted as old-fashioned, and inimical to modernisation, and individual’s freedom.
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- Date Issued: 2018
A critical assessment of the performance management system and its effect on service delivery : a case study of the Eastern Cape Department of Education
- Authors: Nela, Nobelungu Diana
- Date: 2018
- Subjects: Performance--Management Performance standards--South Africa--Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/15133 , vital:40189
- Description: The study focused on a critical assessment of the performance management system and its impact on service delivery: a case study of the Eastern Cape Department of Education, South Africa. Significantly poor performance by the department is also experienced in different areas of the establishment. The theory employed is the Balanced Score Card. A Balanced Score Card is a strategic performance management tool in the form of a semi-structured report supported by tested design methods and tools that can be used by managers to keep track of execution of activities by the staff within their control. The research approach that was used in the study was a mixed method, which is a combination of the quantitative and qualitative methods. Mixed method is chosen because of its strength of drawing on both qualitative and quantitative research and minimizing the limitations of both approaches. The data collected was categorised into themes and it is from these themes and / or patterns that the main findings of the research study were formulated for the qualitative part of the research study. Quantitative data was analysed using inferential statistics and the interview guide was transcribed. Analytic induction was used as a method to analyse qualitative data. For interview guide semi – structured interview guide was used to study principal’s views and for the inferential statistics. For quantitative aspect of the questionnaire data was analysed using descriptive and inferential statistics. Three instruments were employed to collect data in the study, the questionnaire, semi-structured interview and document analysis. The research showed that the training failed to teach what successful performance is, as expected, among others. The study also indicated that EMS PMDS is not assessing employees’ performance accurately. The results showed that no discussion on ways of improving performance is made where performance has not met minimum standards. The study recommends education and adequate training of departmental employees as well as monitoring and evaluation of the process.
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- Date Issued: 2018
A longitudinal investigation into employability : student transition and experiences from tertiary education into the labour market
- Authors: Harry, Tinashe Timothy
- Date: 2018
- Subjects: Employability Graduate students Labor market
- Language: English
- Type: Thesis , Doctoral , DCom
- Identifier: http://hdl.handle.net/10353/11053 , vital:37015
- Description: Orientation: Several policies have been formulated by the government to redress the inequalities of apartheid. However, the policies have not yielded any positive results as many graduates from Historically Disadvantaged Institutes (HDIs) continue to struggle in the open labour market as compared to graduates from Historically Advantaged Institutes (HAIs). This has been mainly attributed to the legacy of apartheid in several previous studies. As a result, most of these previously disadvantaged individuals (mostly Black Africans) struggle to make the transition from higher education into the world of work. Research Purpose: This study thus explores the journeys of these Black African students from HDIs to understand the transition and experiences from tertiary education into the labour market. Further, the research sought to understand how these transitions and experiences manifest in a context of high unemployment. Finally, the resolution tactics used by students in such a context are given attention. Research approach, design and method: A longitudinal qualitative approach was deemed appropriate for the study as the aim was to understand the changes that occurred over time. The data was collected over a two-year period. A narrative inquiry was utilized as it allowed the participants to share their perceptions without limitations. A total of 30 participants partook in the study. The participants were selected using a purposive sampling to ensure the right participants were involved in the study. The main criteria for selection to participate was that the participants had to be enrolled with a HDI. Main findings: The narratives of the participants led to the formulation of six main themes that were regarded as affecting the transitions and experiences of the Black graduates from HDIs; namely, (1) socio-economic background, (2) education system, (3) labour market experiences, (4) geographical location, (5) social capital and (6) student resolutions to the challenges of employability. A previously disadvantaged background resulted in the participants being recipients of poor education quality, no social networks or information to navigate the labour market and limited access to the labour market due to secluded residential areas. Subsequently, most participants were unable to take responsibility of enhancing their own employability. Contribution: It is not the sole responsibility of the higher education institutes to produce employable graduates, but it's a process that should also involve government, students and employers. As long as the social inequality remains an issue in the country all the efforts to improve employability and transition into the open labour market will be in vain. Furthermore, employers must work together with higher education institutes by offering programs such as internships and career expos to enhance the employability of the graduates. A Graduate Transition Model (GTM) is suggested based on the findings of this research.
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- Date Issued: 2018
A model for retention-to-graduation of undergraduate nursing students at universities in the Eastern Cape Province, South Africa
- Authors: Nkutu, Nonyaniso Trustina
- Date: 2018
- Subjects: Universities and colleges--South Africa--Eastern Cape College students--South Africa--Eastern Cape Nursing students--South Africa--Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Nursing
- Identifier: http://hdl.handle.net/10353/15946 , vital:40566
- Description: The retention of nursing students in the undergraduate programme in universities is a global concern for the health care system, because of the low rate of nurse graduates. The strategies for retention for nursing students in undergraduate programmes in South African universities arguably have limited success in curbing failure to graduate. The failure to graduate rate of nursing students is a global phenomenon, where for example in 2009, the rate of failure to graduate in the United States of America was 30%. However, countries like Jamaica and Australia reported good retention rates through the use of various successful initiatives, such as student bursaries, student loans, scholarships and academic assistance. Previous studies in South Africa have showed that the incidence of nursing students’ failure to graduate rate is an ongoing challenge since the 1960s. Further, research has found that, despite the high annual enrolment of students into universities, only few nursing students graduate on time, while others fail to graduate. This phenomenon affects the rendering and quality of services to patients and clients in the health care facilities. When students fail to graduate from the programme, patients and clients get deprived of the services they would have got, had the students completed and graduated from the programme. On the other hand, the students themselves get frustrated due to the failure to complete the programme. Nursing Education Institutions (NEIs) also share in the disappointment and the loss of even one student who fails to graduate, because it is their obligation to graduate more nurses. Previous studies have sought to understand why students fail to complete their studies, and many factors have been identified. Therefore, there is need to further understand the factors associated with nursing student failure to complete their programme in different contexts such as South Africa. It is for this reason that the aim of this study was to develop a model for retention of nursing students in order to facilitate progression towards graduation in the undergraduate programme at the universities in the Eastern Cape Province of South Africa. The study endeavoured to answer the following research questions: What are the factors associated with retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What are the strategies to enhance retention to graduation of nursing students in universities in the Eastern Cape Province, South Africa? What conceptual framework can be developed for retention-to-graduation of nursing students from the undergraduate programme in the Eastern Cape Province, South Africa? What model could be developed for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? What guidelines should be formulated for the implementation of the model for retention-to-graduation of nursing students from the undergraduate nursing programme in the Eastern Cape Province, South Africa? To answer these questions, quantitative research approach with a descriptive, contextual and theory generation design was used. The study was conducted in four phases. Phase 1 used deductive concept identification to describe factors and strategies to enhance retention –to-graduation of nursing students in the undergraduate nursing programme. Phase 2 used inductive concept analysis for the development of a conceptual framework. In phase 3 reasoning strategies (inductive, deductive, derivation, synthesis and analysis) informed by data as well as the literature were used in order to generate a theory for model development. In phase 4, the guidelines for developing a preliminary model were formulated for theory implementation. The study setting was in the Eastern Cape universities, within faculties of Health Sciences. The researcher adapted Jeffreys’ Nursing Undergraduate Retention and Success (NURS) 2012 model as a data collecting instrument, which was pilot tested for reliability and validity. Permission to utilize the model was obtained. The targeted population was full time nursing students in the undergraduate nursing programme. A multistage stratified random sample from first year to fourth year level was used. The inclusion criterion was based on one being full time nursing student, aged between 18 and 50 years and from the Eastern Cape Province universities. Student nurses in colleges and part-time students were excluded from this study. The study adhered to research ethics and procedures by for example obtaining ethical clearance from the ethics committee of the University of Fort Hare and the other two selected universities. The ethical components were met: The Ethical clearance based on the following aspects: written consent to undertake the study; approval from the two of the selected universities; and permission to conduct a pilot study from the University of Fort Hare. Permission was also sought and obtained from Quality Assurance Unit in the Eastern Cape Province, in Bisho. The principle of beneficence; respect for human dignity; the right to self-determination based on the ethical principle of respect for persons; the principle of self-determination; the principle of justice, the right to fair treatment, the right to privacy, the right to informed consent were all considered. Data analysis was done through Statistical Analysis Systems (SAS) version 9.3 for quantitative data and Atlas Ti was used to analyse and quantify the open-ended section of the questionnaire. The results showed multidimensional factors associated with retention-to-graduation of the nursing students in the undergraduate programme. Strategies to enhance retention –to graduation were also indicated although there was no one perfect example since they were not evaluated for effectiveness. A retention-to-graduation model for nursing students in the undergraduate nursing programme was developed based on the results.
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- Date Issued: 2018
A model of support for divorced professional nurses in the Eastern Cape, South Africa
- Authors: Murray, Daphne
- Date: 2018
- Subjects: Divorce counseling -- South Africa -- Eastern Cape Divorce -- Social aspects -- South Africa -- Eastern Cape Employees -- Counseling of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Nursing
- Identifier: http://hdl.handle.net/10353/10028 , vital:35293
- Description: The purpose of this research study was to develop a support model for divorced professional nurses in the health-care facilities of the Department of Health, Eastern Cape, with guidelines to operationalise the model. Divorce is a process with psychological as well as social implications, and with a series of economic causes it also has implications in terms of the society and culture in which individuals operate. The main causes for divorce are adultery and domestic violence, especially against women and children (Lurea, 2011:99). A need for support from managers in the health-care facilities of the Department of Health, Eastern Cape during the process of divorce was identified by divorced professional nurses, since a lack of support and all the negativity that encompasses divorce could lead to severe depression, which will later have a negative effect on work performance (Abdul Kadir & Bifulco, 2010:858). The literature in this field of study, along with experience, indicates that it is imperative for divorced professional nurses to be supported in the workplace to help them to cope emotionally with their work demands, as prescribed by the South African Nursing Council. An explorative, descriptive and contextual qualitative design with theory generation was used to achieve the purpose of the study. Snowball sampling was employed to select participants, namely divorced professional nurses who were unknown to the researcher. A sample of 21 divorced professional nurses who work in health-care facilities in the Buffalo City Metropolitan Municipality in the Eastern Cape participated in the study. Data was collected by means of individual face-face interviews with divorced professional nurses. The interviews continued until data saturation was reached. Field notes supplemented data that could not be portrayed by audio-taped interviews, such as non- verbal communication in observed interactions. Data analysis was done using Tesch’s approach to open coding in qualitative research. Themes, categories and sub-categories emerged from the data analysis and were fully discussed, becoming fundamental units in the development of the conceptual framework as well as in the model. The researcher did a thorough literature review to conceptualise the identified concepts on which the model was based. The description and evaluation of the model, along with guidelines to operationalise the model, were done in accordance with the method described by Chinn and Kramer (2011:197). The justification of the research, the limitations, and the recommendations for operationalisation of the model of support for divorced professional nurses working in the Buffalo City Metropolitan Municipality of the Department of Health, Eastern Cape Province, and South Africa were indicated accordingly.
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- Date Issued: 2018
A programme of academic support for students at the public nursing college of the Eastern Cape Province in South Africa
- Authors: Senti, Nomandithini Innocent
- Date: 2018
- Subjects: Nursing -- Study and teaching Nursing -- Study and teaching -- Simulation methods
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/10997 , vital:36128
- Description: A comprehensive academic support at the public nursing college is important. Despite this, there is no such support in public nursing colleges in the Eastern Cape Province of South Africa. The aim of the study was to develop an academic support programme for students in order to improve their success in Higher Education. The study endeavoured to answer the following questions: What are the academic support needs of students at the public nursing college in the Eastern Cape of South Africa? What conceptual framework can be developed for the academic support programme of students? What academic support programme can be developed for students at the public nursing college? What guidelines can be developed for implementation of academic support programme of students? The objectives were: to describe academic support needs of students at the public nursing college in the eastern Cape Province of South Africa; to develop a conceptual framework for the academic support programme for students at the public nursing college in the Eastern Cape of South Africa; to develop an academic support programme for students at the public nursing college in the Eastern Cape in south Africa and lastly to describe guidelines for implementation and evaluation of the academic support programme. The research design used in this study was quantitative, qualitative, descriptive, evaluative, and theory generation. The study was conducted according to four phases. Phase one focussed on academic supports needs of the student. Phase two focussed on development of conceptual framework for the students at the public nursing college in Eastern Cape Province. Phase three focussed on the development of the academic support programme for the students, whereas phase four focussed on description of guidelines for implementation and evaluation of the academic support programme. The population of the study consisted of students undergoing training in a four-year programme at the Public Nursing College. The target population was the students in the same programme from level one to level four of training. The sampling technique used was a probability sampling with multi-stage and cluster sampling techniques being utilized. The total sample was n=333 participants. A quantitative self-developed questionnaire was used to collect empirical data. The questionnaire consisted of eight sections. Descriptive data was analysed using Statistic Package of Social Sciences (SPSS) version 24. Exploratory factor analysis was conducted on the descriptive data collected in phase one. Concept analysis and identification were done through the utilisation of exploratory factor analysis. The conceptual framework for the academic support programme was identified through the analysed factors. Fifteen factors were derived from the descriptive data. The conceptual framework of the academic support programme discussed in Chapter 5 was used also in the development of the academic support programme. It is in this chapter that assumptions, context, stakeholders, process, outcome, dynamics and, lastly, the recipient were discussed, along with a description of the programme. The programme was evaluated in accordance with the criteria for programme evaluation. The recommendations brought forward for the academic support programme were: The guidelines have to be tested for the implementation of the programme; benchmarking should be done to compare with other institutions of higher learning regarding their academic support programmes; an academic brochure regarding academic support must be available in the college and should be given to students on arrival as part of a package; and neutral researcher should conduct the same research in the same college.
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- Date Issued: 2018
A qualitative assessment of the achievement of gender equality under education for all (EFA) goals : study of Lagos State, Nigeria
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
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- Date Issued: 2018
Active learning strategies used by teachers during English reading comprehension lessons in six selected primary schools in Nigeria
- Authors: Adepoju, Adetokunboh Abayomi
- Date: 2018
- Subjects: Education, Primary -- Nigeria Learning strategies -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8485 , vital:32838
- Description: Reading is an integral part of education from which one gets access to information. Unfortunately, reading ability among primary school pupils, the foundation level of education, is at its lowest ebb. These pupils when they get to secondary schools eventually fail external examinations-a situation which according to National Examination Council, is caused by inappropriate teaching methods. Consequent upon this, this study assessed active learning strategies used by teacher during English reading comprehension lessons in six selected primary schools in Nigeria. The main research question was: How do teachers employ active learning strategies in teaching English reading comprehension? The study adopted qualitative approach and case study design. With the use of purposive sampling technique to select six head teachers, six primary VI teachers, two members of the School Basic Committee, the Director Local Government Education Authority and six focus groups. The study used interviews, documents and focus group interview as research instruments to collect data. Data were analysed based on interpretivism paradigm which interpreted participants’ views according to the word view of the participants. The study found out that teachers have good knowledge of active learning strategies and use them in teaching English reading comprehension lessons but are faced with some daunting challenges such as non-availability of instructional materials, lack of library, lack of qualified teachers and lack of time. The study concluded that students fail woefully in English reading comprehension because teachers do not use appropriate teaching techniques. The study recommend that teachers must use active learning strategies effectively and more often during English reading comprehension, more time should be allocated for English reading comprehension, effective use of instructional materials should be considered and the government should employ specialist teachers to teach English reading comprehension.
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- Date Issued: 2018
An appraisal of the role of cash and in-kind transfers in addressing urban household food insecurity in Bulawayo, Zimbabwe
- Authors: Ndlovu, Sibonokuhle
- Date: 2018
- Subjects: Transfer payments--Zimbabwe Food supply--Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Social Science
- Identifier: http://hdl.handle.net/10353/15155 , vital:40191
- Description: This thesis examines the role of cash and in-kind transfers in alleviating urban household food insecurity in Makokoba and Njube townships in Bulawayo, Zimbabwe. This assessment focuses on understanding the extent to which these transfers improve poor household access to food. The implications of cash and in-kind transfers on household dietary diversification are also examined. The thesis also scrutinises factors that deter the effectiveness of these transfers in addressing urban household food insecurity in the two townships. The study is guided by the Entitlement Approach (Sen, 1981) and Household Livelihood Security Framework (Frankenberger et al., 1995). The study combined qualitative and quantitative research methods in gathering and analysing data. Semi structured in-depth interviews, questionnaires, and key informant interviews were used to collect primary data. The thesis finds that cash and in-kind transfers have not significantly alleviated urban household food insecurity in Makokoba and Njube townships. As a result households receiving these transfers have not meaningfully improved their food consumption behaviours. Households continued to experience food insecurity characterised by skipping meals and eating small portions. Most households prioritised non-food expenditures and this has resulted in expending a small proportion of their cash transfers on purchasing inadequate food items. Both transfers have not meaningfully played a complementary role in enabling poor households to access a variety of food groups necessary for diversifying diets. The thesis also finds that a legion of factors deter the effectiveness of cash transfers in these townships. These include irregular distributions, low cash transfer value, incomplete food baskets, weak targeting mechanisms, less flexible implementation processes, automatic deletion of households from beneficiary database and duration of programmes. This thesis recommends redesigning of these cash and in-kind transfer programmes to effectively alleviate urban household food insecurity.
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- Date Issued: 2018
An assessment of the effect of implementation of performance management system on organizational performance : a case of selected public organizations in Tanzania
- Authors: Nduye, Jacob Gabriel
- Date: 2018
- Subjects: Personnel management Organizational effectiveness
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/10573 , vital:35609
- Description: Tanzanians continue to demand improved performances and better-quality services from public organizations and the government at large. Since independence in 1961, the Tanzanian government continued to undertake a restructuring of different policies, laws and regulations in public services to improve performances and service delivery. Among the results of the restructuring was introduction of Performance Management System(PMS) across public organizations. The system meant to address and redress not only the concerns of the public on improved performances and better services, but also inculcate performance-oriented culture and accountability for results. Despite such efforts by the government, some of the problems existed before the introduction of PMS such as among others weak incentives and accountabilities, and management skills continue to impede issues of improved performance and service delivery in public organizations. It is from this context that the researcher was encouraged to research on issues of performance management system, highlighting specific areas of its effectiveness to improve performance, motivational factors, use of performance appraisal results on different decisions-making and factors for underperformances which affect organizational performances in public organizations. This study employed a mixed method research design involving both quantitative and qualitative strategies. For the qualitative strategy, data were gathered using in-depth interviews and document reviews; and for the quantitative strategy, questionnaires were used in which the relationship of different variables for the study were statistically analyzed using the SPSS Version 22. In the overall, the study evidences show a strong pressure of support at government level in terms of formulating policies, laws and regulations to back up performance management system to improve performance quality service delivery, but there is less support in public organizations levels. It became clear that many problems still make PMS effectiveness not pragmatic: Political interferences to management of public organizations, government bureaucratic procedures in amendments of outdated laws, inflexible scheme of services important for rewards and incentives and the use of manual voting system for good performances are among problems that the study identified. Furthermore, evidences have shown that a top-down management approach bottlenecks the overall implementation of performance enhancing tools for performance management system effectiveness. There is lack of workers’ participation and ownership of tools such as, strategic plans, client service charters and open performance reviews and appraisal system and the general system, and thus becoming hard to implement it in the public organizations. The study suggests practical initiatives by the government to establish highly strict quality service delivery satisfaction tracking system to allow both employees and citizens to evaluate internal and external performances of the public organizations. The findings upheld vulnerability of PMS to improve performance and service delivery, and therefore more attention and adherence to principles of performance management and laws that are biting to issues of underperformances are imperative.
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- Date Issued: 2018
An assessment of the implementation of small, medium and micro enterprise strategy : a case of Amathole Municipality
- Authors: Oyelana, Akeem Adewale
- Date: 2018
- Subjects: Small business--South Africa
- Language: English
- Type: Thesis , Doctoral , Public Administration
- Identifier: http://hdl.handle.net/10353/15171 , vital:40193
- Description: The implementation of Small, Medium and Micro Enterprise (SMME) strategy are not well understood and have rarely been addressed all nationally. The objectives of this study are, therefore, to establish a base level of understanding in order to assess the implementation of SMME strategy used by the Amathole District Municipality (ADM) Local Economic Development (LED) managers in disseminating information; analyse the structure for implementing SMME strategy used by the ADM LED managers; examine the challenges confronting the ADM LED managers in implementing SMME strategy; examine the skills needed by the ADM LED managers to adequately formulate and implement SMME strategy; and make recommendations to the municipality on how best the implementation of SMME strategy can support growth and development in the ADM. The study used a qualitative research design that involves a systematic review of documents. Data was collected through the review and analysis of available existing documents. Data analysis included using the documentary analysis derived from the journals, and books as well as reviewing the various data analysis done in relation to an assessment of the implementation of SMME strategy: A Case of Amathole District Municipality. Findings from previous literature revealed that there are constraints faced by the Amathole District Municipality (ADM) Local Economic Development (LED) Managers in implementing SMME strategy. The study confirmed some of the operational challenges were due to incompetency among the municipal managers, and lack of clear understanding of the implementation of SMME strategy used to support grow and development of SMME in the Amathole District. This study provides effective solutions to the identified challenges and impact as well as strategies to be adopted in order to alleviate poverty and provide job opportunities to the local communities. The implications of the findings are that unless the barriers named above are resolved, poverty and unemployment will continues escalating, communities will continue receiving and experiencing poor service delivery in the ADM and thus, would undoubtedly lead to poor economic growth and development. Management of the municipality must ensure that qualified ADM Managers are permanently employed and allowed to partake in the implementation of SMME strategy and community participation should be well encouraged as well as embarking on effective implementation of SMME strategy that would create an enabling and conducive environment for the small firm enterprises.
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- Date Issued: 2018
An assessment study of the role of life orientation teachers in promoting career guidance and counselling of secondary school learners in the Vhembe district of Limpopo province, South Africa
- Authors: Dama, Nkhangweleni Gloria
- Date: 2018
- Subjects: Counseling in secondary education -- South Africa -- Limpopo Life skills -- Study and teaching (Secondary) -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9577 , vital:34794
- Description: The study sought to assess the role of Life Orientation teachers in promoting Career Guidance and Counselling for learners in secondary schools, and to establish strategies that can be implemented to improve their practice. The study followed a qualitative approach with case-study research design. The population consisted of Life Orientation teachers and learners from secondary schools. Purposive sampling was used to select 18 Life Orientation teachers who are teaching the subject in six secondary schools. A total number of 12 learners from Grade 10- 12 were selected to participate in the study. The study employed three data collection instruments; namely, one-on-one interviews, focus group discussions and questaviews. Data were categorised into themes, analysed and discussed accordingly. A number of findings emanated from the study. Life Orientation teachers understand their role but despite their understanding of such roles, they lack the necessary skills to fully equip learners with relevant knowledge so that they are able to choose careers that match with their subjects of specialization. The study revealed that Life Orientation teachers experience challenges, lack of training, lack of support by different stakeholders, the negative attitude towards the subject by both learners and Life Orientation teachers, the shortage of Life Orientation teachers, the subject is not valued like other subjects, poor parental involvement by parents and constant rotation of Life Orientation teachers. As a result, learners were not fully equipped in terms of knowledge and skills to choose the right subjects for specific careers and instead, some relied on their intuition while others relied on their peers. The study recommended that the Department of the Basic Education should appoint competent staff to address the unique academic/educational, psycho-social and career/vocational problems faced by learners in school, and for them to train the Life Orientation teachers as well. The subject should be taught by permanently by qualified teachers without being shifted to other subjects and to ensure that such teachers gain experience in the subject. This would add status and value to the subject.
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- Date Issued: 2018