The impact of entrepreneurship education on the performance of small, micro and medium enterprises in the Buffalo City Metropolitan Municipality
- Authors: Chimucheka, Tendai
- Date: 2012
- Subjects: Small business -- South Africa -- Eastern Cape , Performance -- Management , Organizational commitment -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Employee empowerment -- South Africa -- Eastern Cape , Entrepreneurship -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Com (Business Management)
- Identifier: vital:11321 , http://hdl.handle.net/10353/d1007107 , Small business -- South Africa -- Eastern Cape , Performance -- Management , Organizational commitment -- South Africa -- Eastern Cape , Labor turnover -- South Africa -- Eastern Cape , Employee empowerment -- South Africa -- Eastern Cape , Entrepreneurship -- South Africa -- Eastern Cape
- Description: Small Micro and Medium Enterprises (SMMEs) play an important role in contributing to economic development of many countries around the world, including South Africa. Despite the importance of SMMEs an unacceptable and disappointingly high number of these ventures fail during the first few years of operation. It is in light of the importance and challenges faced by SMMEs that the performance of SMMEs is of interest to all countries. This study investigated the impact of entrepreneurship education on the performance of SMMEs in the Buffalo City Metropolitan Municipality. The objectives of the study were to investigate the role of entrepreneurship education in improving entrepreneurship skills and knowledge of owner/managers of SMMEs in the Buffalo City Metropolitan Municipality, to determine the role of entrepreneurship education on the establishment and survival of SMMEs and to identify strategies that can be implemented to improve the performance of SMMEs. Both primary and secondary data sources were used in this study. A quantitative research design was used in conducting this research. Simple random sampling, a probability sampling technique was used to select a sample of 201 from the sample frame of 420 registered SMMEs. The survey method, by way of a self-administered questionnaire was used to collect primary data. The statistical Package for Social Sciences (SPSS) is the statistical software that was used to analyse data. The Chi-square test, the T-test, Pearson Product Moment Correlation and descriptive statistics were used to analyse data. Validity and reliability of the research instrument and the findings was assured. The results for this study are useful for the development of the SMME sector, which is very important to South Africa for they contribute to the solving of socio-economic challenges. The findings of this research showed that entrepreneurship education has a positive impact on the performance of SMMEs and it plays a critical role in improving entrepreneurial skills and knowledge of SMME owners and managers. It was also found that entrepreneurial education is very important for the establishment and survival of SMMEs. Strategies that can be implemented to improve the performance of SMMEs in South Africa were suggested to the government, government agencies, educational institutions, other organisations, and SMME owners and managers.
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- Date Issued: 2012
Mobile money adoption: a case study of Zimbaweans residing in South Africa
- Authors: Chimusoro, Anna
- Date: 2019
- Subjects: Mobile commerce Financial institutions
- Language: English
- Type: Thesis , Masters , MCom (Business Management)
- Identifier: http://hdl.handle.net/10353/13326 , vital:39634
- Description: A mobile phone has become an essential tool for both social and economic development in various countries around the world. For Zimbabweans residing in South Africa, a mobile phone is a lifeline to support family and relatives back home through Eco-cash mobile money service. With the assistance of mobile commerce applications, consumers are able to use their devices for financial transactions, taking pictures, videos and accessing social networks. As such, a mobile phone can be used for a myriad of functions other than communication purposes. These innovative technological developments in the telecommunications sector have also empowered businesses to improve on their efficiency and effectiveness. However, the challenge remains for consumers to adopt these innovations. Therefore, the purpose of this study was to determine the factors influencing the adoption of mobile money (Eco-cash) by Zimbabweans residing in South Africa. The study also established if perceived usefulness, perceived ease of use, perceived risk, perceived trust, social influence and facilitating conditions influence the intention to adopt mobile money (Eco-cash). The research adopted the TAM, extended TAM and UTAUT constructs to develop a theoretical model. A quantitative, descriptive research approach was applied to the study. Both primary and secondary sources were utilised in the collection of data. A self-administered questionnaire was distributed to a sample of 377 respondents through convenience and snowballing sampling methods in East London. Statistical Package for Social Sciences (SPSS) version 25 software packages was utilised to analyse the data. Analysis of Variance (ANOVA) and multiple linear regression analysis (MLR) statistical techniques were employed to interpret the findings. The study found significant relationships on perceived ease of use, perceived trust, perceived risk, perceived usefulness, social influence and user intention. No significant relationship was found between facilitating conditions and user intention. The study recommends that MNOs design mobile money systems that are user-friendly and simple to use. Furthermore, MNOs and mobile money agents can offer value added services to attract more consumers to use their services.
- Full Text:
- Date Issued: 2019
‘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.
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- Date Issued: 2020
Dynamic service orchestration in heterogeneous internet of things environments
- Authors: Chindenga, Edmore
- Date: 2016
- Subjects: Internet of things
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10353/8001 , vital:31457
- Description: Internet of Things (IoT) presents a dynamic global revolution in the Internet where physical and virtual “things” will communicate and share information. As the number of devices increases, there is a need for a plug-and–interoperate approach of deploying “things” to the existing network with less or no human need for configuration. The plug-and-interoperate approach allows heterogeneous “things” to seamlessly interoperate, interact and exchange information and subsequently share services. Services are represented as functionalities that are offered by the “things”. Service orchestration provides an approach to integration and interoperability that decouples applications from each other, enhancing capabilities to centrally manage and monitor components. This work investigated requirements for semantic interoperability and exposed current challenges in IoT interoperability as a means of facilitating services orchestration in IoT. The research proposes a platform that allows heterogeneous devices to collaborate thereby enabling dynamic service orchestration. The platform provides a common framework for representing semantics allowing for a consistent information exchange format. The information is stored and presented in an ontology thereby preserving semantics and making the information comprehensible to machines allowing for automated addressing, tracking and discovery as well as information representation, storage, and exchange. Process mining techniques were used to discover service orchestrations. Process mining techniques enabled the analysis of runtime behavior of service orchestrations and the semantic breakdown of the service request and creation in real time. This enabled the research to draw observations that led to conclusions presented in this work. The research noted that the use of semantic technologies facilitates interoperability in heterogeneous devices and can be implemented as a means to bypass challenges presented by differences in IoT “things”.
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- Date Issued: 2016
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
An investigation into instability in post- Gaddafi Libya, Mali and Nigeria: a comparative theoretical approach
- Authors: Chindoga, Melody
- Date: 2016
- Subjects: Terrorism Insurgency Terrorism -- Government policy
- Language: English
- Type: Thesis , Masters , M Soc Sci
- Identifier: http://hdl.handle.net/10353/2667 , vital:27982
- Description: Since the ousting of Gaddafi from power in 2011, Libya, Mali and Nigeria have experienced high levels of instability. An investigation into the causes of instability is employed in the study to gain insights into the major cause of conflict in post-Gaddafi Libya, Mali and Nigeria. The study considered instability as a consequence of a combination of existing exogenous and endogenous factors which were examined according to various theoretical lenses. A comparative theoretical analysis was used so as to interpret and analyse data. The analysis was subjected to theoretical scrutiny according to four mainstream International Relations theories namely; realism, critical theory, constructivism and the “clash of civilizations” hypothesis, in order to determine whether they could effectively explain post-Gaddafi violence and instability. The research findings revealed that the distinction between internal and external variables is artificial and the various causes cannot be exclusively differentiated from one other. The research also identified constructivism as the best possible explanation of instability in the particular context under investigation, through its recognition of the significance of normative as well as material elements, and the emphasis placed on the role of identity and ideas in shaping political actions.
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- Date Issued: 2016
The Effects of Gender Based Violence on Children: A Case Study of Zimunya Community of Mutare District in Zimbabwe
- Authors: Chindoti, Mwanyara Beatrice
- Date: 2013
- Subjects: Violence -- Zimbabwe -- Psychological aspects , Children and violence -- Zimbabwe , Social work with juvenile delinquents -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M SW
- Identifier: vital:11769 , http://hdl.handle.net/10353/d1015382 , Violence -- Zimbabwe -- Psychological aspects , Children and violence -- Zimbabwe , Social work with juvenile delinquents -- Zimbabwe
- Description: This study investigated the effects of gender based violence on children in the Zimunya community of Mutare in Zimbabwe. A qualitative approach was used to gather data, thus thirty children from thirty households from three wards were interviewed and three focus groups were conducted with women from the three wards of Zimunya. The outcomes of the research reveal that gender based violence have negative effects on children who are affected physically, socially, emotionally and psychologically. In other words, gender based violence impacts negatively on the development of the affected children. In the areas under study, domestic violence was identified as the most prevalent types of violence experienced by children in these communities. This is in spite of the fact that there are many services that are provided to protect children and their mothers from violent situations. The role played by support service groups cannot be undermined as they contributed to the reduction of violence in some homes. It is thus concluded that, in as much as services are provided by both government and non-government organizations to the victims of violence, many affected people were not utilizing them fully. Additionally, some research participants showed a certain level of confusion in distinguishing between services provided for children from those provided for women. This study therefore recommends that awareness campaigns should be carried out in many communities in Zimbabwe so as to inform women and children about the availability support services, what they are meant for and for whom. Additionally, the gender violence topic should also be introduced in primary and secondary school syllabuses of Zimbabwe so as to make all children aware of their rights and responsibilities as they grow up.
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- Date Issued: 2013
Catering for children with special education needs in the provision of early childhood development programme in Zimbabwe : towards a holistic and inclusive framework
- Authors: Chinhara, Henry
- Date: 2016
- Subjects: Children with disabilities -- Education -- Zimbabwe Special education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/3055 , vital:28244
- Description: The study investigated how primary schools in Chiredzi District in Zimbabwe, cater for ECD “A” and “B” children with special education needs. A mixed method design located in the pragmatism paradigm was used to carry out the study. Post-positivist is an interactive process which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding of phenomenon, interpreted through the social and cultural context of respondents’ lives. By adopting quantitative and qualitative approaches, the researcher was able to ensure a high level of reliability in the collected data, at the same time obtaining comprehensive information on how primary schools attaching preschool classes in Chiredzi district cater for ECD “A” and “B” children with special education needs. Purposive sampling and cluster sampling procedures were used to solicit information from ECD teachers, school heads, parents, the District Education Team, NGOs and critical government ministries through semi-structured questionnaires, face-t-face interviews, focus group discussions, observations and document analysis. The study established that, while the government carries out its mandate of providing social services to learners with special education needs, they are incapacitated due to lack of resources. The majority of schools are not providing adequate health facilities for learners with special education needs. Furthermore, most schools are not providing nutritional supplementation to vulnerable learners, situations which deprive the learners with the much needed opportunity to grow and develop to the anticipated potential. In addition, the study noted that, ECD “A” and “B” children with special education needs enrolled in classes attached to primary schools do not access Basic Education Assistance Module (BEAM) or Cash Transfers to alleviate the children that are in need. It came out that such a situation impacts on learners’ attendance and subsequently their learning outcomes. Regardless of the stipulations by international treaties on the nature of inclusive education, the study established that, the education system has not yet modified curriculum to accommodate learners with diversified forms of special education needs. The situation is made worse by the fact that, heads of schools, and teachers are not adequately trained to handle learners with special education needs in early childhood development programmes. In addition, schools face the challenge of scarcity of learning resources that support ECD learners with special education needs which seriously impact on the growth and development of young learners at this critical stage of their development. Regardless of the essence of continuous professional development programs, in schools whose purpose is to redress the professional gap in schools, the study found that the CPD are doing very little to transform the mind-set of teachers. The study concluded that learners with special education needs are not benefiting from the current inclusive education programme. The study recommends that following; Stakeholders work together to promote the health and nutritional needs including other social services of ECD learners in classes attached to primary schools. There be a national teacher in-service programme for those teachers deployed in schools, to equip them with the desired skills, and knowledge to handle learners with special education needs, especially at this critical stage of their development. Teachers’ Colleges redesign their curriculum to address inclusive education in schools. Teachers’ Colleges need to empower new graduates with skills and knowledge to handle children with special education needs in schools. Policy makers to advocate for redesigning the curriculum to include children with special education needs to ensure availability of resources in inclusive schools to alleviate the challenges faced by these children. Those policy makers should advocate for a way to ensure that all children with special education be enrolled in mainstream schools. Thus, the study proposed an alternative, holistic, and inclusive education model for schools attaching ECD “A” and “B”
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- Date Issued: 2016
The influence of social media on the intention to vote for student political organisations in the Eastern Cape
- Authors: Chininga, Tapiwa
- Date: 2017
- Subjects: Social media -- South Africa -- Eastern Cape Students -- Political activity -- South Africa -- Eastern Cape Student movements -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10353/11506 , vital:39078
- Description: The purpose of the study was to investigate the influence of social media on the intention to vote for students political organizations in the Eastern Cape. The main objectives included measuring the influence of predictor variables such as medium credibility, message credibility, tie strength with peers, identification with the peers, peer communication, user trust, information credibilit on the intention to vote. To measure these hypothesised relationships a conceptual model was developed for the study. Data collection was conducted in the Eastern Cape in which 381 participants were surveyed. To analyse the data the two stage structural equation modeling approach was adopted in which confimatory factor analysis and hypothesis testing was adopted. This was conducted ulitising Structural equation modelling. The main findings of the study were that all the proposed hypotheses were supported with the exception of that of peer commnication and tie strength with peers on the intention to vote. It was also important to note that identification with peers had the strongest impact on the intention to vote while the message credibility had the weakest. The implication was that users feel that the ability to identify with each other influenced their voting intentions however the message itself was irrelevant.
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- Date Issued: 2017
Assessment of the role of traditional leadership in facilitating community development in rural Malaw
- Authors: Chinkonda, Sosten Sylvester Joseph
- Date: 2012
- Subjects: Rural development -- Malawi , Community development -- Malawi , Tribal government -- Malawi , Land use, Rural -- Malawi , Traditional leaders , Development project , Power , Participation , Social capital , Neo-liberalism , Debt crisis , Structural Adjustment Programme , Rational choice
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11943 , http://hdl.handle.net/10353/d1004907 , Rural development -- Malawi , Community development -- Malawi , Tribal government -- Malawi , Land use, Rural -- Malawi , Traditional leaders , Development project , Power , Participation , Social capital , Neo-liberalism , Debt crisis , Structural Adjustment Programme , Rational choice
- Description: The study was carried out to assess the extent to which the intervention of traditional leaders is effective in mobilising support for community development projects and to examine the perceptions that communities have about the role of the traditional leaders in development projects. The study has been guided by the critique of neoliberalism which exposes the negative effects of implementing the Structural Adjustment Programmes (SAPs) in Third World countries. The literature that has been reviewed has looked at the historical and political background of the role of chiefs and other traditional leaders in order to assess the nature of participation that is promoted through their involvement in development projects. An overview of the neo-liberal prescription and its critique has been made in order to expose the effects of the oil embargo of 1973 and the debt crisis of the 1980s on the economies of Third World countries in general and Malawi in particular. On the basis of evidence which has been gathered through a survey and focus group discussion, the study has found that the intervention of traditional leaders is very effective in mobilising communities for development projects. It has further been established that communities have high regard for their traditional leaders and that they perceive them as crucial role players in the conception and implementation of development projects. The study has however established that traditional leaders use unorthodox means such as threats of punishment to solicit the cooperation of the community members which in essence is counterproductive to the participatory approach to development.
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- Date Issued: 2012
Ni(II) and Pb(II) dithiocarbamate complexes as precursors for the synthesis of HDA-capped NiS and PbS nanoparticles
- Authors: Chintso, Thobani
- Date: 2015
- Language: English
- Type: Thesis , Masters , MSc (Chemistry)
- Identifier: vital:11349 , http://hdl.handle.net/10353/d1020201
- Description: Ni(II) and Pb(II) dithiocarbamate complexes were synthesized and characterized by elemental analysis, UV-Vis, FTIR and TGA and some of the Ni(II) complexes and one Pb(II) were further analyzed by 1H-NMR and 13C-NMR spectroscopy. Generally all the dithiocarbamate ligands are soluble in water while the complexes were soluble mostly in solvents such as chloroform, toluene, DMSO and DCM. Based on the elemental analysis, the dithiocarbamate complexes are formulated as four coordinate (tetrahedral or square planar) compounds. However, the FTIR showed that each of the dithiocarbamate ligands acted as bidentate ligand through two sulfur atoms. The TGA of the most complexes showed one major decomposition step to give respective metal sulfide above 200 oC. In this research project, dithiocarbamate complexes were used as single source precursor for the synthesis of metal sulfide nanoparticles. We studied the optical and structural properties of metal sulfide nanoparticles using UV-Vis, photoluminescence (PL), powder X-ray diffraction (XRD), energy dispersive X-ray (EDX), scanning electron microscopy (SEM) and transmission electron microscopy (TEM). The absorption spectra of the metal sulfide nanoparticles are blue shifted in respect to bulk material and they also showed broad emission. The XRD of the NiS nanoparticles were indexed to the cubic and rhombohedral phase, with crystallite sizes of 15 - 18 nm. The XRD of PbS nanoparticles were indexed to the face centered cubic and cubic rock salts, with the crystallite sizes 12 - 18 nm. The TEM images of the metal sulfide nanoparticles showed particles with spherical and rectangular shapes with crystallite sizes 4 - 35 nm.
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- Date Issued: 2015
Living with HIV/AIDS in King Williams Town, Eastern Cape
- Authors: Chinyama, Ephraim
- Date: 2012
- Subjects: AIDS (Disease) -- South Africa -- Eastern Cape , HIV-positive persons -- South Africa -- Eastern Cape , HIV-positive persons -- Social aspects -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11956 , http://hdl.handle.net/10353/d1005964 , AIDS (Disease) -- South Africa -- Eastern Cape , HIV-positive persons -- South Africa -- Eastern Cape , HIV-positive persons -- Social aspects -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: This study examines the lifestyle decisions of people who are diagnosed with HIV/AIDS in King Williams Town, Eastern Cape. The study was motivated by the ever growing number of people who are now living with HIV/AIDS. Therefore the researcher intended to examine their decisions regarding sexual choices, reproductive health, diet, physical fitness and their coping strategies. The study found that there is very low uptake of Voluntary Counseling and Testing (VCT). Most people only get tested if they are compelled by other factors, like illness and pregnancy. It also found that HIV positive people continue to engage in risky sexual behaviour regardless of their positive status. In addition it also found that HIV positive status does not affect sexual activity and social support from family and friends is a very important factor that is helping the respondents to cope with HIV diagnosis.
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- Date Issued: 2012
Provision of psychosocial support to vulnerable learners by peer led groups in secondary schools in Amathole West Education District, Eastern Cape
- Authors: Chinyama, Nyarayi
- Date: 2018
- Subjects: Psychosocial support -- Education, Secondary -- South Africa -- Eastern Cape Education, Secondary -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9341 , vital:34333
- Description: This study sought provision of psychosocial support to vulnerable learners by school based peer-led groups in secondary schools. Using the Ecological Systems Theory and the Psychosocial Support Interactive Process Model, the study specifically sought how vulnerable learners were identified, how participants understood vulnerability and psychosocial support, how peer led groups were selected and the strategies used to provide psychosocial support by peer led groups. The study also sought the support and monitoring strategies used by different stakeholders including the department of education inorder to assit the peer led groups in their endevour to provide psychosocial support to vulnerable learners. The study employed qualitative research methods using interviews, focus groups and document analysis. Purposive sampling was used to select a District Education Officer, four principals, four group members and all of whom took part in interviews, then twenty four peer group members who participated in focus group discussions. The study found out that various methods were used to identify vulnerable learners, but these were inadequate due to limited professional support to the peer-led groups. The strategies employed to assist vulnerable learners included the buddy system, scripture unions, boys and girls education movements and home visits. However there were also challenges of shortage of human and material resources such as counselling rooms, transport. Also none cooperation of parents still hampers psychosocial support by peer led groups. Therefore, the study concludes that there are still a lot of vulnerable learners who are not reached by peer-led groups because of the above mentioned challenges. In this light the study proposed a framework for providing psychosocial support. The study therefore, recommends that the psychosocial programme be part of the large school curriculum which has a specific budget to sustain all the identification, support and monitoring needs of the vulnerable learners and to ensure the psychosocial support strategies are successful.
- Full Text:
- Date Issued: 2018
Re-defining the calling – narratives of women excluded from the ordained ministry in the Seventh-Day Adventist church in South Africa
- Authors: Chinyamurindi, Willie Tafadzwa
- Date: 2019
- Subjects: Ordination of women
- Language: English
- Type: Thesis , Masters , M.Th
- Identifier: http://hdl.handle.net/10353/17529 , vital:41085
- Description: This work gives focus to understanding the notion of a calling amongst women excluded from the ordained ministry in the Seventh-day Adventist Church in South Africa. Historically, there is an observation that women attend religious services in larger numbers than their male counterparts. Despite this, it is notable that in terms of leadership, very few women occupy this preserve. Further, the experiences of those in positions of leadership (especially women) remain an under-researched area. This study used a qualitative approach, with an explanatory research design. Analyses were conducted by NVivo qualitative research software amongst 15 women who had completed theological training within the Seventh-day Adventist Church in South Africa. Narrative analysis was used as a means of analysing the collected data. The data analysis generated four main narratives and resultant sub-narrative(s): 1) calling as influencing decision to enter the pastoral ministry; 2) the pastoral ministry framed as a sustained challenge to women pastors; 3) the existence of a perceived theological disjuncture; and finally 4) passive yet overt resolution tactics. Implications for individual and organisational functioning are made based on these findings
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- Date Issued: 2019
Towards a changing context and performance practice of mbira dzavadzimu music in Zimbabwe
- Authors: Chipendo, Claudio
- Date: 2015
- Subjects: Mbira music -- Zimbabwe Shona (African people) -- Music
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6357 , vital:29588
- Description: Mbira dzavadzimu music and performance practice has been in existence since the pre-colonial era. It played a crucial role in ritual and non-ritual activities of the Shona people of Zimbabwe. However, political, social and global influences as well as technological advancement have resulted in change of context and performance practice. Unfortunately, these have not been recorded for future generations. The major aim of the study is therefore to examine the change of context and performance practice of mbira dzavadzimu in Zimbabwe. This was achieved by reviewing mbira dzavadzimu music and performance practice within the modern setting of dandaro. I looked at change from a theoretical lens of the theory of diffusion, syncretism and mediatisation. The study was in the qualitative form superimposed on some case studies. Unstructured interviews, participant and non-participant observations were the main instruments used to collect data from both traditional and modern mbira performances. Data was also collected from museums, archives, radio and television stations. The study established that the changes in context and performance practice of mbira dzavadzimu in Zimbabwe were to a larger extent due to foreign influences such as colonialism, the coming of missionaries, modernisation, urbanisation, commercialisation, mediatisation, the use of modern technology and institutionalisation. Due to the aforementioned influences, the environmental settings, the change of context from sacred to secular, the relationship with ancestral spirits, musical practices, performance situations and quality of sound, have been modified and adjusted in response to the influences of the globalised world’s ever changing audience and performance space. In short, this has resulted in a shift of mbira performances from its traditional to modern settings, from the village to the city and onto the international scene with a new performer-audience setting. Various innovations were carried out on the instrument and its music as a result of the advent of modern technology. The use of microphones, modern amplification systems, recording studios, radio and television broadcast, audio and video cassettes, CDs, DVD, teaching of the instrument using audio and video instructional models and the use of internet sites in learning how to play mbira dzavadzimu and other instruments have become a reality. It has been evident from the study that urban and rural areas take up change in different ways and that in the former change is more pronounced than in the latter. Urban area communities are more “developed” than their rural counterparts because the former are more exposed to technological influences and the commercialisation of music. The study has also established that Zimbabwean mbira music is a good example of modern transculturality. The instrument and its music have played a major role in breaking down cultural boundaries and bringing the people of the world together for purposes of performing on the instrument. From the findings of this study, I attribute most of the changes to technologisation, for most of the changes that have taken place on mbira dzavadzimu were a result of the highly technologised way of life Zimbabweans now lead.
- Full Text:
- Date Issued: 2015
Critiquing the viability of a trade biased approach to regional integration in Southern Africa
- Authors: Chipendo, Kudakwashe
- Date: 2008
- Subjects: Regionalism -- Africa, Southern , International economic integration
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11409 , http://hdl.handle.net/10353/163 , Regionalism -- Africa, Southern , International economic integration
- Description: Africa’s international marginalization is preponderantly conceptualized through world systems approaches, particularly structural dependency. Consequently, the region’s socioeconomic quagmire, characterized by economic stagnation, abysmal poverty, inequality and foreign dependency, is often attributed to its colonial heritage. Particular reference is made to the small size of the African state and its structural specialization in primary production. Collective self reliance based on mutual interdependence (regional integration) thus suggests itself as a logical way to overcome the structural constraints imposed by the small size of the state, while at the same time representing a viable alternative to asymmetric trade with developed countries. It is within the context of this theoretical framework that this study critiques the predisposition of the regional body in Southern Africa, the Southern African Development Community (SADC), towards a trade biased approach to regional integration (market integration). This critique is based on theoretical and empirical findings showing that trade led strategies are primarily suited for developed countries with robust manufacturing industries and complimentary production structures. Countries in Southern Africa are however characterized by a near absence of manufacturing industries, are at different levels of development and show low levels of trade complementarities. This study therefore concludes that market integration is an inappropriate strategy for regional integration in Southern Africa and in the process suggests development integration – a political economy approach, as an alternative.
- Full Text:
- Date Issued: 2008
Implementation of school-based assessment in high schools, Mpumalanga Province, South Africa : implications for teaching and learning
- Authors: Chipfiko, Jack
- Date: 2019
- Subjects: High schools -- Examinations Educational tests and measurements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15892 , vital:40549
- Description: The purpose of any education system is to deliver a quality educational product. Various forms of assessment are used to ensure the suitability of the product and inform decisions. In South Africa, School-Based Assessment(SBA) is one of the tools used to assess the content competences, skills, values and attitudes; to provide learners, parents and teachers with results that are a meaningful indication of what the learners know, understand and can do at the time of assessment (DBE, 2012). Surprisingly, on a yearly basis, Umalusi reports reveal that SBA marks are rejected resulting in the learners being resulted on mostly the year end examination. The purpose of this study was to examine the implementation of SBA with a view to unearth the factors contributing to the perennial rejection of SBA marks, resulting in learners from some schools being unfairly assessed. To explore the research problem, a mixed methods study, employing a concurrent triangulation design, was employed. Total Quality Management theory was the theoretical framework anchoring this study. Sub research questions to interrogate the research problem focused on examining the roles of the teachers, learners and parents in the implementation of SBA; assessing the structures in place to support the implementation of SBA; examining how teachers, learners and parents play complementary roles in the implementation of SBA; and identifying strategies to enhance the implementation of SBA in South African (SA) high schools. Data were collected using Questionnaires, interviews and focus group discussions with purposively selected samples of teachers, learners and SGB chairpersons from high schools in White River Circuit in Mpumalanga Province in South Africa. The use of mixed methods produced quantitative and qualitative data which were independently analysed and merged during interpretation. Findings revealed that: participants and respondents confirmed the various roles of SBA in teaching and learning; structures were in place to support the implementation of SBA in high schools; complementarity of roles were sporadic in the implementation of SBA in high schools; and various strategies were employed to enhance the implementation of SBA in high schools. Implications for teaching and learning focused on realigning the implementation processes in the production of a quality educational product, and maximising its benefits to teachers, learners and parents.
- Full Text:
- Date Issued: 2019
The impact of monetary policy announcement on financial markets in South Africa
- Authors: Chipfunde, Memory
- Date: 2016
- Subjects: Johannesburg Stock Exchange Monetary policy Money market
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10353/12193 , vital:39195
- Description: Monetary policy announcements are among the major decisions that affect the economy as a whole. The purpose of this study was to analyze the impact of monetary policy announcements on equity markets in South Africa during 2014-2015 financial years. That financial period is a unique year for analyzing the impact of monetary announcements on stock returns because the Reserve Bank Governor was changed in the last quarter of 2014. Moreover, interest rates were changed in four monetary policy announcements over the course of two years. This provides a good opportunity to investigate how monetary policy announcements can affect financial markets. The study used an event study methodology whereby a 15-day event window is used as well as a 45-day estimation window. Around the event window, abnormal returns were calculated using the market model and capital asset pricing model (CAPM) was used to calculate expected returns. The results are mixed; (both significant and insignificant) impact of monetary policy announcements on JSE stock returns. Of the 12 interest rates announcements, only four seemed to be significant. It was observed that of the four significant results, three of them were because of a hike in interest rates. The results show an asymmetric response by the market to interest rate changes. The results also suggest that the market anticipated the relative volatility arising from the change of the minister of the reserve bank governor. Following the appointment of the new Central Bank‟s governor in the last quarter of 2014, the first interest rate announcement seemed to have been anticipated by the public thereby rendering it insignificant. Inorder to improve the strength of the results in future, it is important that that there should be the absence of signalling effect in the market. It is recommended that the markets are efficient and the announcements should not be highly anticipated by the public.
- Full Text:
- Date Issued: 2016
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
- Date Issued: 2016
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
- Date Issued: 2016