The capacity of Nelson Mandela Bay Municipality in refuse management: a policy investigation
- Authors: Pafa, Zolekile Willie
- Date: 2012-01
- Subjects: Refuse and refuse disposal--Government policy , Municipal services--Management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24969 , vital:63763
- Description: In this dissertation, a study is undertaken to investigate the effectiveness of the public participation in the policy process at the Nelson Mandela Bay Municipality. The study presents an overview of the legislative framework and the role the public can play in the policy process. This is followed by the theoretical framework of the municipal policy process. Based on the theoretical framework presented, an analysis is then made to prove whether the public do participate in the policy process in the Nelson Mandela Bay Municipality. It is envisaged that this study will promote the involvement of the public in the policy process in the Nelson Mandela Bay Municipality. Secondly, the study presents an overview of the legislative framework and the role the public can play in the management of refuse. This is followed by the theoretical framework of refuse management as functional area. Based on the theoretical framework presented, an analysis is then made to prove whether the public is involved in the management of refuse at the Nelson Mandela Bay Municipality. It is envisaged that this study will promote the active involvement of the public in refuse management in the Nelson Mandela Bay Municipality. Finally, the study ends by providing recommendations that will not only assist Nelson Mandela Bay Municipality alone, but the population and the government of the Republic of South Africa. , Thesis (PhD) -- Faculty of Management and Commerce, 2012
- Full Text:
- Date Issued: 2012-01
- Authors: Pafa, Zolekile Willie
- Date: 2012-01
- Subjects: Refuse and refuse disposal--Government policy , Municipal services--Management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24969 , vital:63763
- Description: In this dissertation, a study is undertaken to investigate the effectiveness of the public participation in the policy process at the Nelson Mandela Bay Municipality. The study presents an overview of the legislative framework and the role the public can play in the policy process. This is followed by the theoretical framework of the municipal policy process. Based on the theoretical framework presented, an analysis is then made to prove whether the public do participate in the policy process in the Nelson Mandela Bay Municipality. It is envisaged that this study will promote the involvement of the public in the policy process in the Nelson Mandela Bay Municipality. Secondly, the study presents an overview of the legislative framework and the role the public can play in the management of refuse. This is followed by the theoretical framework of refuse management as functional area. Based on the theoretical framework presented, an analysis is then made to prove whether the public is involved in the management of refuse at the Nelson Mandela Bay Municipality. It is envisaged that this study will promote the active involvement of the public in refuse management in the Nelson Mandela Bay Municipality. Finally, the study ends by providing recommendations that will not only assist Nelson Mandela Bay Municipality alone, but the population and the government of the Republic of South Africa. , Thesis (PhD) -- Faculty of Management and Commerce, 2012
- Full Text:
- Date Issued: 2012-01
The changing face of NEPAD and the challenges of facilitating sub-regional economic integration on the ECOWAS platform
- Authors: Agomuonso, Udo Robertson
- Date: 2013-03
- Subjects: New Partnership for Africa's Development , Economic Community of West African States , Sustainable development -- Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24783 , vital:63573
- Description: This research is intended to evaluate and study the challenges confronting NEPAD’s quest for sub regional economic integration in the ECOWAS domain. Political and economic integration has been part of African strategy to overcome fragmentation, marginalization and improve the continent’s position in the global political economy. Indeed, Africa needs integration more than any other continent or region in the world and this is why, it has had a fair share of regional integration arrangements all through her history. Unfortunately, these efforts have not paid off in the dimension of desired expectations. When NEPAD was established, it was given regional integration responsibilities, even though it was not a regional organization. It was mandated to drive regional integration in Africa by supporting the regional integration efforts of the regional economic institutions in Africa. After 10 years of existence, African leaders dissolved NEPAD and in its place, instituted the NEPAD Planning and Coordinating Agency (NPCA). This move was orchestrated by the seemingly slow progress made by NEPAD in this direction. NEPAD and ECOWAS has been working together to promote regional integration, but like in most parts of Africa, the challenges has been seemingly intractable. The study is anchored around the principles of integration as presented by the neo-functionalists theorists. Hence, the research attempted to provide an explanation of the performance and non-performance of NEPAD as a regional integration tool, within the confines of the theory. The findings show that while, there has been some level of success in this venture as evidenced by the projects that are on-going in the sub region, the fact remains that NEPAD did not deliver or actually delivered below expectations. However, this situation is reversible as the study submitted that, there is a future for regional integration in West Africa, Africa and the new NPCA, if the African Union pulls the right levers. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2013
- Full Text:
- Date Issued: 2013-03
- Authors: Agomuonso, Udo Robertson
- Date: 2013-03
- Subjects: New Partnership for Africa's Development , Economic Community of West African States , Sustainable development -- Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24783 , vital:63573
- Description: This research is intended to evaluate and study the challenges confronting NEPAD’s quest for sub regional economic integration in the ECOWAS domain. Political and economic integration has been part of African strategy to overcome fragmentation, marginalization and improve the continent’s position in the global political economy. Indeed, Africa needs integration more than any other continent or region in the world and this is why, it has had a fair share of regional integration arrangements all through her history. Unfortunately, these efforts have not paid off in the dimension of desired expectations. When NEPAD was established, it was given regional integration responsibilities, even though it was not a regional organization. It was mandated to drive regional integration in Africa by supporting the regional integration efforts of the regional economic institutions in Africa. After 10 years of existence, African leaders dissolved NEPAD and in its place, instituted the NEPAD Planning and Coordinating Agency (NPCA). This move was orchestrated by the seemingly slow progress made by NEPAD in this direction. NEPAD and ECOWAS has been working together to promote regional integration, but like in most parts of Africa, the challenges has been seemingly intractable. The study is anchored around the principles of integration as presented by the neo-functionalists theorists. Hence, the research attempted to provide an explanation of the performance and non-performance of NEPAD as a regional integration tool, within the confines of the theory. The findings show that while, there has been some level of success in this venture as evidenced by the projects that are on-going in the sub region, the fact remains that NEPAD did not deliver or actually delivered below expectations. However, this situation is reversible as the study submitted that, there is a future for regional integration in West Africa, Africa and the new NPCA, if the African Union pulls the right levers. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2013
- Full Text:
- Date Issued: 2013-03
The classification of fuzzy subgroups of some finite non-cyclic abelian p- groups of rank 3, with emphasis on the number of distinct fuzzy subgroups
- Authors: Appiah, Isaac Kwadwo
- Date: 2021-03
- Subjects: Fuzzy sets , Commutative algebra
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20783 , vital:46563
- Description: In [6] and [7] we classi_ed fuzzy subgroups of some rank-3 abelian groups of the form G = Zpn + Zp + Zp for any _xed prime integer p and any positive integer n, using the natural equivalence relation de_ned in [40]. In this thesis, we extend our classi_cation of fuzzy subgroups in [6] to the group G = Zpn + Zpm + Zp for any _xed prime integer p; m = 2 and any positive integer n using the same natural equivalence relation studied in [40]. We present and prove explicit polynomial formulae for the number of (i) subgroups, (ii) maximal chains of subgroups of G for any n;m _ 2 and (iii) distinct fuzzy subgroups for m = 2 and n _ 2. We have also developed user-friendly polynomial formulae for the number of (iv) subgroups, (v) maximal chains for the group G = Zpn + Zpm for any n;m _ 2; any _xed prime positive integer p and (vi) distinct fuzzy subgroups of Zpn + Zpm for m equal to 2 and 3, and n _ 2 and provided their proofs. , Thesis (PhD) -- Faculty of Science and Agriculture, 2021
- Full Text:
- Date Issued: 2021-03
- Authors: Appiah, Isaac Kwadwo
- Date: 2021-03
- Subjects: Fuzzy sets , Commutative algebra
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20783 , vital:46563
- Description: In [6] and [7] we classi_ed fuzzy subgroups of some rank-3 abelian groups of the form G = Zpn + Zp + Zp for any _xed prime integer p and any positive integer n, using the natural equivalence relation de_ned in [40]. In this thesis, we extend our classi_cation of fuzzy subgroups in [6] to the group G = Zpn + Zpm + Zp for any _xed prime integer p; m = 2 and any positive integer n using the same natural equivalence relation studied in [40]. We present and prove explicit polynomial formulae for the number of (i) subgroups, (ii) maximal chains of subgroups of G for any n;m _ 2 and (iii) distinct fuzzy subgroups for m = 2 and n _ 2. We have also developed user-friendly polynomial formulae for the number of (iv) subgroups, (v) maximal chains for the group G = Zpn + Zpm for any n;m _ 2; any _xed prime positive integer p and (vi) distinct fuzzy subgroups of Zpn + Zpm for m equal to 2 and 3, and n _ 2 and provided their proofs. , Thesis (PhD) -- Faculty of Science and Agriculture, 2021
- Full Text:
- Date Issued: 2021-03
The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
The dynamics of household debt in South Africa
- Authors: Mabitle, Mope
- Date: 2021-07
- Subjects: Debt , Finance, Personal
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21781 , vital:51751
- Description: Household debt as a proportion of South African household disposable income remain alarmingly above 70 percent. Impliedly, the majority of households are spending the bulk of their income on servicing debt. This not only puts a strain on household welfare but also on economic growth as household spending is the major contributor to economic activity in the country. Based on this background, the study examines the dynamics of the South African household debt. The analysis was done both at the macro and individual/household level (micro). The macro-level data covered the period from 1994 to 2018 utilizing the Autoregressive Distributed Lag model. The empirical results indicated that there is both a long-term and short-term relationship between the variables of interest. The results further show that the majority of low-income households in South Africa borrow more, as a way to smoothen their consumption. Interest rate as the official instrument to counter borrowing was found to have a positive relationship with household debt, indicating that households borrow to settle the existing debt as interest rates increases. The dummy variable used to capture the credit regulations enactment/amendments was found to be insignificant in the long run. This suggests that credit regulations implemented in South Africa have not reduced the propensity to borrow. At a micro level, the National Income Dynamics Study (NIDS) data was used. Five waves of data were collected on the same individuals every 2 years. Panel regressions were employed in the analysis and the empirical results revealed that employment and income at the micro-level are found to be strong determinants of household debt. The results further showed that being a male and a white individual was positively associated with the likelihood of taking up more debt in general. On the other hand, the results indicated that being a black African is associated with a high likelihood of using services from most of the informal non-banking institutions. The results also revealed that the greater the education level of the head of the household, the higher the probability of taking more debt. One of the telltale signs of over-indebtedness is the persistence of debt, households respond to increased debt and their inability to repay it by increasing their borrowing. The study also investigated the transmission matrices of households in and out of debt. The results indicate a higher transition frequency in and out of debt on informal loans from the non-banking sector that is normally accessed by the poorer households, this could indicate debt entrapment and the persistence of debt at lower-income levels. Based on empirical results, the study recommended policies that would support consumption without necessarily increasing the credit appetite of household debt. Additional recommendations are those that support selective lending and the strengthening of the risk management of lending institutions. Furthermore, to combat the rising levels of household debt, several measures are proposed in the study. , Thesis (PhD) -- Faculty of Management and Commerce, 2021
- Full Text:
- Date Issued: 2021-07
- Authors: Mabitle, Mope
- Date: 2021-07
- Subjects: Debt , Finance, Personal
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21781 , vital:51751
- Description: Household debt as a proportion of South African household disposable income remain alarmingly above 70 percent. Impliedly, the majority of households are spending the bulk of their income on servicing debt. This not only puts a strain on household welfare but also on economic growth as household spending is the major contributor to economic activity in the country. Based on this background, the study examines the dynamics of the South African household debt. The analysis was done both at the macro and individual/household level (micro). The macro-level data covered the period from 1994 to 2018 utilizing the Autoregressive Distributed Lag model. The empirical results indicated that there is both a long-term and short-term relationship between the variables of interest. The results further show that the majority of low-income households in South Africa borrow more, as a way to smoothen their consumption. Interest rate as the official instrument to counter borrowing was found to have a positive relationship with household debt, indicating that households borrow to settle the existing debt as interest rates increases. The dummy variable used to capture the credit regulations enactment/amendments was found to be insignificant in the long run. This suggests that credit regulations implemented in South Africa have not reduced the propensity to borrow. At a micro level, the National Income Dynamics Study (NIDS) data was used. Five waves of data were collected on the same individuals every 2 years. Panel regressions were employed in the analysis and the empirical results revealed that employment and income at the micro-level are found to be strong determinants of household debt. The results further showed that being a male and a white individual was positively associated with the likelihood of taking up more debt in general. On the other hand, the results indicated that being a black African is associated with a high likelihood of using services from most of the informal non-banking institutions. The results also revealed that the greater the education level of the head of the household, the higher the probability of taking more debt. One of the telltale signs of over-indebtedness is the persistence of debt, households respond to increased debt and their inability to repay it by increasing their borrowing. The study also investigated the transmission matrices of households in and out of debt. The results indicate a higher transition frequency in and out of debt on informal loans from the non-banking sector that is normally accessed by the poorer households, this could indicate debt entrapment and the persistence of debt at lower-income levels. Based on empirical results, the study recommended policies that would support consumption without necessarily increasing the credit appetite of household debt. Additional recommendations are those that support selective lending and the strengthening of the risk management of lending institutions. Furthermore, to combat the rising levels of household debt, several measures are proposed in the study. , Thesis (PhD) -- Faculty of Management and Commerce, 2021
- Full Text:
- Date Issued: 2021-07
The escalation of gender war within post-colonial South African society: an interrogation of beauty’s gift by Sindiwe Magona, happiness is a four-letter word by Cynthia Jele and black widow society by Angela Makholwa
- Authors: Goremusandu, Tania
- Date: 2021-09
- Subjects: Women and literature -- Africa , Women in literature
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21927 , vital:51843
- Description: The critical analysis of gender war in the African context is not a new venture but it is rather a significant discussion to the development of gender and feminist theories. The primary focus of this study is to investigate the limitations to empowerment that African women face at the hands of a post-colonial patriarchal society like South Africa, exacerbated by the oppression and subjugation employed by patriarchal and cultural norms. Thus, the research provides a comparative analysis of three contemporary novels by award winning South African women writers in African literature: Sindiwe Magona, Cynthia Jele and Angela Makholwa. These three dedicated women writers examine the different ways in which African patriarchy and culture oppress professional, educated women. Their work portray gender and / or female oppression and the stereotypes experienced by African women in the context of post-colonial, heavily patriarchal South African society. Therefore, this study interrogates the experience of South African women, as explored in the texts, revealing the literary expressions of gender oppression as well as the possibilities of empowerment. In addition, the texts are analysed through the lens of the Feminist literary criticism theory, Gender studies and African feminism. Through the examination offered by these theories, the study focuses on the experiences of South African women, as expressed by the female characters in the selected texts, through a critical analysis of female oppression and resistance and on the idea that gender is constructed socially and culturally in the African context. As this project reveals, the problem arising within post-colonial South African society is that women are still oppressed and are seen as passive and submissive. As a result, patriarchal perspectives combined with women’s economic dependence on men, make reaching self-actualization a challenging and even terrifying experience, and is often impossible for most women to achieve. Thus, there is a need to understand the experiences of these women so that effective and culturally sensitive interventions can be implemented. The emergence of these renowned female South African writers together with the emancipation of African countries from colonial supremacy has opened a space for women to compensate for and correct the stereotyped female images in African literature and in post-colonial societies. Most contemporary African writers such as Chimamanda Ngozi Adichie, Tsitsi Dangarembga, Neshani Andreas, Sindiwe Magona, Cynthia Jele and Angela Makholwa have shown that women are seeking empowerment and liberation. Therefore, this study seeks to highlight such experiences through its critical interrogation of the writings of selected South African women writers and the exploration of their gender-based themes in order to inform and or inspire women empowerment. It is intended to broaden and encourage further academic discussion in the fields of Feminism literary criticism, Gender studies and African feminism as well as women’s literature within the African context. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-09
- Authors: Goremusandu, Tania
- Date: 2021-09
- Subjects: Women and literature -- Africa , Women in literature
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21927 , vital:51843
- Description: The critical analysis of gender war in the African context is not a new venture but it is rather a significant discussion to the development of gender and feminist theories. The primary focus of this study is to investigate the limitations to empowerment that African women face at the hands of a post-colonial patriarchal society like South Africa, exacerbated by the oppression and subjugation employed by patriarchal and cultural norms. Thus, the research provides a comparative analysis of three contemporary novels by award winning South African women writers in African literature: Sindiwe Magona, Cynthia Jele and Angela Makholwa. These three dedicated women writers examine the different ways in which African patriarchy and culture oppress professional, educated women. Their work portray gender and / or female oppression and the stereotypes experienced by African women in the context of post-colonial, heavily patriarchal South African society. Therefore, this study interrogates the experience of South African women, as explored in the texts, revealing the literary expressions of gender oppression as well as the possibilities of empowerment. In addition, the texts are analysed through the lens of the Feminist literary criticism theory, Gender studies and African feminism. Through the examination offered by these theories, the study focuses on the experiences of South African women, as expressed by the female characters in the selected texts, through a critical analysis of female oppression and resistance and on the idea that gender is constructed socially and culturally in the African context. As this project reveals, the problem arising within post-colonial South African society is that women are still oppressed and are seen as passive and submissive. As a result, patriarchal perspectives combined with women’s economic dependence on men, make reaching self-actualization a challenging and even terrifying experience, and is often impossible for most women to achieve. Thus, there is a need to understand the experiences of these women so that effective and culturally sensitive interventions can be implemented. The emergence of these renowned female South African writers together with the emancipation of African countries from colonial supremacy has opened a space for women to compensate for and correct the stereotyped female images in African literature and in post-colonial societies. Most contemporary African writers such as Chimamanda Ngozi Adichie, Tsitsi Dangarembga, Neshani Andreas, Sindiwe Magona, Cynthia Jele and Angela Makholwa have shown that women are seeking empowerment and liberation. Therefore, this study seeks to highlight such experiences through its critical interrogation of the writings of selected South African women writers and the exploration of their gender-based themes in order to inform and or inspire women empowerment. It is intended to broaden and encourage further academic discussion in the fields of Feminism literary criticism, Gender studies and African feminism as well as women’s literature within the African context. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-09
The impact of preventive family-strengthening programmes on family cohesion in the Buffalo City Metropolitan Municipality
- Nyanhoto, Rumbidzai https://orcid.org/0000-0002-8505-9890
- Authors: Nyanhoto, Rumbidzai https://orcid.org/0000-0002-8505-9890
- Date: 2017
- Subjects: Family social work http://id.loc.gov/authorities/subjects/sh85047068 , Social service http://id.loc.gov/authorities/subjects/sh85124049 , Social problems http://id.loc.gov/authorities/subjects/sh85123988
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19487 , vital:43132
- Description: This study focused on the impact which specific selected preventive family-strengthening programmes in the Buffalo City Metropolitan Municipality in the Eastern Cape province of South Africa have on improving family cohesion. A mixed methods approach was used to collect and analyse the data. The quantitative approach was the dominant one, while a qualitative approach was used to corroborate the quantitative findings. The quantitative data was collected through a survey. One hundred questionnaires were distributed among the beneficiaries of selected preventive family-strengthening programmes, which were parenting and marriage enrichment programmes. The beneficiaries of the programmes were selected through simple random sampling from the databases of the NGOs which had agreed to participate in the study. The qualitative component of the study produced results which supported the quantitative findings. This data was collected through in-depth interviews which were conducted with fifteen purposively selected social workers who were involved in the implementation of the selected preventive family-strengthening programmes. The findings of the study indicated that although both of the parenting and marriage enrichment programmes do cater for the common problems which affect families, in many cases they do not appear to meet the expectations of their intended beneficiaries. The study found that of the 10 objectives of the parenting programme, only 6 were being met. The programme was found to have achieved its objective of helping parents to understand the behaviour of their children, to be sensitive to their feelings, to develop their self-esteem, to communicate effectively with them, to build the family and to understand their rights with respect to grants. However, the beneficiaries who attended the programme were still unable to encourage self-discipline, to talk to their children about sexuality, to prevent instances of violence in their families or to deal with problems pertaining to child abuse, which represents a failure to meet four of the specific objectives of the programme. The marriage enrichment programme was found to have met its objectives to help couples to assess strength and growth areas, to strengthen their communication skills and to develop personal goals, goals for themselves as couples and goals for their families. The objectives of helping couples to resolve conflicts constructively, to resolve problems pertaining to their families of origin and develop workable budgets or financial plans between spouses were not being met, as the findings indicated that most of the beneficiaries were still struggling to meet these three specific objectives. Their failures in these domains could be attributed to the perceptions which their African culture had instilled in the beneficiaries. The results of the study also indicated that attending the preventive family-strengthening programmes had strengthened the cohesion of families. The discernible evidence of cohesion in the families of most of the beneficiaries who had attended the programmes was expressed through shared affection, a sense of loyalty, reciprocity, solidarity within families and shared decision making. On the basis of the findings, it is recommended that the government should provide adequate means to facilitate the implementation of the programmes, to facilitate partnerships among stakeholders and to ensure the continuous monitoring and evaluation of the programmes. It is also recommended that in order to meet the vii expectations of the beneficiaries of the programmes, needs assessments which engage the communities in the reviewing of the content of the programmes should be performed. In social work practice, the indigenisation of the programmes and the incorporation of the spill over hypothesis will promote their effective implementation. , Thesis (PhD) (Social Work) -- University of Fort Hare, 2017
- Full Text:
- Date Issued: 2017
- Authors: Nyanhoto, Rumbidzai https://orcid.org/0000-0002-8505-9890
- Date: 2017
- Subjects: Family social work http://id.loc.gov/authorities/subjects/sh85047068 , Social service http://id.loc.gov/authorities/subjects/sh85124049 , Social problems http://id.loc.gov/authorities/subjects/sh85123988
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19487 , vital:43132
- Description: This study focused on the impact which specific selected preventive family-strengthening programmes in the Buffalo City Metropolitan Municipality in the Eastern Cape province of South Africa have on improving family cohesion. A mixed methods approach was used to collect and analyse the data. The quantitative approach was the dominant one, while a qualitative approach was used to corroborate the quantitative findings. The quantitative data was collected through a survey. One hundred questionnaires were distributed among the beneficiaries of selected preventive family-strengthening programmes, which were parenting and marriage enrichment programmes. The beneficiaries of the programmes were selected through simple random sampling from the databases of the NGOs which had agreed to participate in the study. The qualitative component of the study produced results which supported the quantitative findings. This data was collected through in-depth interviews which were conducted with fifteen purposively selected social workers who were involved in the implementation of the selected preventive family-strengthening programmes. The findings of the study indicated that although both of the parenting and marriage enrichment programmes do cater for the common problems which affect families, in many cases they do not appear to meet the expectations of their intended beneficiaries. The study found that of the 10 objectives of the parenting programme, only 6 were being met. The programme was found to have achieved its objective of helping parents to understand the behaviour of their children, to be sensitive to their feelings, to develop their self-esteem, to communicate effectively with them, to build the family and to understand their rights with respect to grants. However, the beneficiaries who attended the programme were still unable to encourage self-discipline, to talk to their children about sexuality, to prevent instances of violence in their families or to deal with problems pertaining to child abuse, which represents a failure to meet four of the specific objectives of the programme. The marriage enrichment programme was found to have met its objectives to help couples to assess strength and growth areas, to strengthen their communication skills and to develop personal goals, goals for themselves as couples and goals for their families. The objectives of helping couples to resolve conflicts constructively, to resolve problems pertaining to their families of origin and develop workable budgets or financial plans between spouses were not being met, as the findings indicated that most of the beneficiaries were still struggling to meet these three specific objectives. Their failures in these domains could be attributed to the perceptions which their African culture had instilled in the beneficiaries. The results of the study also indicated that attending the preventive family-strengthening programmes had strengthened the cohesion of families. The discernible evidence of cohesion in the families of most of the beneficiaries who had attended the programmes was expressed through shared affection, a sense of loyalty, reciprocity, solidarity within families and shared decision making. On the basis of the findings, it is recommended that the government should provide adequate means to facilitate the implementation of the programmes, to facilitate partnerships among stakeholders and to ensure the continuous monitoring and evaluation of the programmes. It is also recommended that in order to meet the vii expectations of the beneficiaries of the programmes, needs assessments which engage the communities in the reviewing of the content of the programmes should be performed. In social work practice, the indigenisation of the programmes and the incorporation of the spill over hypothesis will promote their effective implementation. , Thesis (PhD) (Social Work) -- University of Fort Hare, 2017
- Full Text:
- Date Issued: 2017
The impact of public libraries as a transformative factor in human development in the Buffalo City Municipalities
- Ndlovu, Sheron https://orcid.org/0000-0003-4601-9789
- Authors: Ndlovu, Sheron https://orcid.org/0000-0003-4601-9789
- Date: 2022-08
- Subjects: Public libraries , Libraries and society
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23947 , vital:61993
- Description: This study investigated the impact of public libraries as a transformative factor in human development in the Buffalo City Municipalities. Literature revealed that although libraries play a significant role to their clientele, there seems to be challenges of service delivery in public libraries and these are largely due to funding issues. This has led to a general public negative perception that public libraries underperform which may not be necessarily a true reflection of public libraries. The role of the libraries in as far as the transformative factor in human development may be unclear, therefore, the researcher wants to determine the extent of the transformation factor in human development. The study was guided by the following objectives to: examine the impact of public library to its community or patrons in the Buffalo city libraries, find determine whether the library personnel understand their role in transforming the human development, determine the strategies used by public libraries that are transforming the human factor and to establish how the library patrons perceive the role of the public libraries in transforming their lives. A mixed methods approach was used as the research method. Qualitative and quantitative research methods were combined while simple random sampling was adopted to have a wide range of perspectives from library users. Library staff were purposively selected for interviews. A total of 31 people were interviewed, with 6 librarians and 25 library patrons. Out of 250 questionnaires administered, 220 were returned. The study was informed by the Service quality theory (SERVQUAL), Human Capital Theory and the Diffusion of Innovation Theory (DOIT). The DOIT theory was deemed suitable in this kind of research that deals with transformation and development as patrons adopted and adapted to new ideas and practices. The Service Quality theory was useful in this study because it included variables that the researcher felt were most significant for transformation and development to take place in a public library setting. The HCT theory denotes that education and training leads to greater productivity, and it translates into economic returns like high wages and increased Gross Domestic Product (GDP). This theory was relevant in this study because public libraries have an informative role to play as part of its roles as well as an educational role to play to the lives of the people who use the library. When people read at libraries, they are educated. They also improve their literacy levels through reading. Public libraries provide community members with services that are free of charge or cheaper and this helps the library patrons to save economically and transform as well. This process of servicing the needs of patrons is beneficial and continuous. In addition, the findings of this study revealed that library personnel understand their roles and those roles in turn transform the human development, although this is not really conclusive that they understand their roles in the transformation process. They ensure that the library patrons get the services they require and in some instances the library personnel even go beyond their normal duties. However, it must be noted that from the findings the main obstacles hindering libraries to effectively transforming the human development is the issue of funding and insufficient resources, Libraries have assisted in educational investment to the community members through many programmes offered in the public libraries and this assists in educational improvement and productivity in many spheres of life. The study also revealed that the public libraries provide spaces where patrons can hold meetings, discuss study related topics as well as individual studying spaces although, more space is required to avoid overcrowding. Through a number of strategies employed which are also attractive to the library patrons, public libraries transform the human development. Patrons perceive public libraries as extremely useful in transforming their lives as they indicated that the public library transform their lives in many aspects such as providing them with the information they require, learning opportunities, access to gateways of information like the internet and manual books, bridging that poverty gap and provision of literacy skills to the library patrons. It was concluded that public libraries transform the lives of the people in the communities that they serve in different aspects with the different roles and services that they offer to their patronage. In addition, a number of strategies are employed by public libraries so as to attract people into public libraries as well as to fulfil their primary mandate. In their pursuit to employ these strategies, public libraries transform the human development. Librarians with their duties assist the public yet it is unclear if they are fully aware of the role they play in transforming people’s lives. Despite some of the bad attitude exhibited by the librarians, a larger percentage of the librarians display a good attitude when carrying out their duties and assisting the library patrons. Librarians go beyond the call of duty in assisting the patrons and this in turn transform the human development. The researcher made some recommendations as per the findings of the study and these recommendations entail continuous training of the library personnel post their formal qualifications, strengthened collaboration and communication by the three spheres of Government so that the libraries may be better governed, constant awareness drives about public libraries and stable internet connectivity so that access maybe improved. The researcher also recommended the use of social media platforms for communication purposes and announcements as people are now attracted to social media platforms and they can be accessed by most of the library community. A proposed model was developed, and the proposed model is the RPPPP hierarchical model for transformative public libraries. This model was proposed also based on the findings of the research. For a public library to be transformative it must have resources, personnel, patrons, physical space and policies in place hence, the name RPPPP model. RPPPP denotes Resources, patrons, personnel, policy and physical space. Resources are primary to the functioning of any public library, highly skilled personnel as well as patrons as they are the recipients of the public library services, policy is also important so as to give guidance and direction on the issues of governance. In order to adequately serve the needs of the patrons, enough space is needed. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2022
- Full Text:
- Date Issued: 2022-08
- Authors: Ndlovu, Sheron https://orcid.org/0000-0003-4601-9789
- Date: 2022-08
- Subjects: Public libraries , Libraries and society
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23947 , vital:61993
- Description: This study investigated the impact of public libraries as a transformative factor in human development in the Buffalo City Municipalities. Literature revealed that although libraries play a significant role to their clientele, there seems to be challenges of service delivery in public libraries and these are largely due to funding issues. This has led to a general public negative perception that public libraries underperform which may not be necessarily a true reflection of public libraries. The role of the libraries in as far as the transformative factor in human development may be unclear, therefore, the researcher wants to determine the extent of the transformation factor in human development. The study was guided by the following objectives to: examine the impact of public library to its community or patrons in the Buffalo city libraries, find determine whether the library personnel understand their role in transforming the human development, determine the strategies used by public libraries that are transforming the human factor and to establish how the library patrons perceive the role of the public libraries in transforming their lives. A mixed methods approach was used as the research method. Qualitative and quantitative research methods were combined while simple random sampling was adopted to have a wide range of perspectives from library users. Library staff were purposively selected for interviews. A total of 31 people were interviewed, with 6 librarians and 25 library patrons. Out of 250 questionnaires administered, 220 were returned. The study was informed by the Service quality theory (SERVQUAL), Human Capital Theory and the Diffusion of Innovation Theory (DOIT). The DOIT theory was deemed suitable in this kind of research that deals with transformation and development as patrons adopted and adapted to new ideas and practices. The Service Quality theory was useful in this study because it included variables that the researcher felt were most significant for transformation and development to take place in a public library setting. The HCT theory denotes that education and training leads to greater productivity, and it translates into economic returns like high wages and increased Gross Domestic Product (GDP). This theory was relevant in this study because public libraries have an informative role to play as part of its roles as well as an educational role to play to the lives of the people who use the library. When people read at libraries, they are educated. They also improve their literacy levels through reading. Public libraries provide community members with services that are free of charge or cheaper and this helps the library patrons to save economically and transform as well. This process of servicing the needs of patrons is beneficial and continuous. In addition, the findings of this study revealed that library personnel understand their roles and those roles in turn transform the human development, although this is not really conclusive that they understand their roles in the transformation process. They ensure that the library patrons get the services they require and in some instances the library personnel even go beyond their normal duties. However, it must be noted that from the findings the main obstacles hindering libraries to effectively transforming the human development is the issue of funding and insufficient resources, Libraries have assisted in educational investment to the community members through many programmes offered in the public libraries and this assists in educational improvement and productivity in many spheres of life. The study also revealed that the public libraries provide spaces where patrons can hold meetings, discuss study related topics as well as individual studying spaces although, more space is required to avoid overcrowding. Through a number of strategies employed which are also attractive to the library patrons, public libraries transform the human development. Patrons perceive public libraries as extremely useful in transforming their lives as they indicated that the public library transform their lives in many aspects such as providing them with the information they require, learning opportunities, access to gateways of information like the internet and manual books, bridging that poverty gap and provision of literacy skills to the library patrons. It was concluded that public libraries transform the lives of the people in the communities that they serve in different aspects with the different roles and services that they offer to their patronage. In addition, a number of strategies are employed by public libraries so as to attract people into public libraries as well as to fulfil their primary mandate. In their pursuit to employ these strategies, public libraries transform the human development. Librarians with their duties assist the public yet it is unclear if they are fully aware of the role they play in transforming people’s lives. Despite some of the bad attitude exhibited by the librarians, a larger percentage of the librarians display a good attitude when carrying out their duties and assisting the library patrons. Librarians go beyond the call of duty in assisting the patrons and this in turn transform the human development. The researcher made some recommendations as per the findings of the study and these recommendations entail continuous training of the library personnel post their formal qualifications, strengthened collaboration and communication by the three spheres of Government so that the libraries may be better governed, constant awareness drives about public libraries and stable internet connectivity so that access maybe improved. The researcher also recommended the use of social media platforms for communication purposes and announcements as people are now attracted to social media platforms and they can be accessed by most of the library community. A proposed model was developed, and the proposed model is the RPPPP hierarchical model for transformative public libraries. This model was proposed also based on the findings of the research. For a public library to be transformative it must have resources, personnel, patrons, physical space and policies in place hence, the name RPPPP model. RPPPP denotes Resources, patrons, personnel, policy and physical space. Resources are primary to the functioning of any public library, highly skilled personnel as well as patrons as they are the recipients of the public library services, policy is also important so as to give guidance and direction on the issues of governance. In order to adequately serve the needs of the patrons, enough space is needed. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2022
- Full Text:
- Date Issued: 2022-08
The implementation of foundational provision programmes in a rural based University in South Africa: implications for student academic development practices
- Authors: Marhaya, Luyanda
- Date: 2016-05
- Subjects: Education, Higher -- South Africa , College student development programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24706 , vital:63529
- Description: The purpose was to establish how foundational provision programmes were implemented in a rural based university in South Africa and implications to student development practices. The study was located in the- post- positivism research paradigm, followed a mixed methods research approach and utilised a concurrent triangulation research design. For the qualitative component of the research, participants (academics and Coordinators of the foundation programmes and senior students who had enrolled through foundational provision programmes) were purposively sampled. The sample for the quantitative data comprised all the students who enrolled in foundation provision programmes between the years 2008 to 2011 and mainstream students who had enrolled between the years 2009 and 2012. For qualitative approach, focus group discussions were conducted, semi-structured interviews and document analysis. Quantitative data was sought from university institutional data storage warehouse, HIGHER EDUCATION MANAGEMENT INFORMATION SYSTEM (HEMIS). For qualitative approach, the data analysis for all data collection methods was done through thematic analysis. For quantitative approach, a longitudinal analysis was conducted to track and compare two cohorts of mainstream and foundation students in terms of retention, attrition and graduation rates. Quantitative data were analysed statistically by use of descriptive and some inferential statistics. Main findings were that: there was inadequate capacity institutionally for developed systems of admission for students entering foundation programmes, lack of curriculum compliance by different lecturers and lack of knowledge of curriculum reforms by lecturers who teach in foundation level, funding for foundation provision programmes was not adequate and lacked transparency. However, there were adequate recruitment processes in the university for lecturers that teach in foundational foundation provision programme and there was no government interference into how foundation programmes are governed. The study also found that students had experienced the student development practices positively, however, these practices were not enough, and equally most responsive student development practice did not exist at the institution under study. The study also found that there had been consistent funding from government but there was no proper expenditure systems in the institution. The study found that, in terms of graduation rates, the two groups compared relatively the same as there was no significant differences in patterns and trends that were observed. However, retention rates suggest that, in the first year, the two groups perform relatively the same, thereafter, there is a significant difference into how the two groups perform as they proceed to other years, especially the second year, where the mainstream cohort showed better performance than their foundation provision programme counterparts. Consequently, high attrition rates were experienced by foundation provision students than mainstream students, this was also experienced a lot more during the second year and third year transition. The implication of these findings was that due to institutional factors that affect the implementation of foundation programmes, these had notable impact on the attrition and dropout rates on foundation provision students. In addition, due to a lack of responsive student development practices, foundation programmes compared relatively low to their mainstream counterparts in retention. The study has recommended a model that can be implemented in the institution. The first component of the model is to put an admission system in place. Institution has to establish a platform where faculties present development plans for foundation provision programmes. In addition, there should be a dedicated Accountant managing finances of the foundation programme. The institution should establish the Tracking and Monitoring student development practice, establish Writing Centres and Learning Communities and employ more people in the Centre for Higher Education, Teaching and Learning department to ensure full implementation of existing student development practices and those that will be established. , Thesis (PhD) -- Faculty of Education, 2016
- Full Text:
- Date Issued: 2016-05
- Authors: Marhaya, Luyanda
- Date: 2016-05
- Subjects: Education, Higher -- South Africa , College student development programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24706 , vital:63529
- Description: The purpose was to establish how foundational provision programmes were implemented in a rural based university in South Africa and implications to student development practices. The study was located in the- post- positivism research paradigm, followed a mixed methods research approach and utilised a concurrent triangulation research design. For the qualitative component of the research, participants (academics and Coordinators of the foundation programmes and senior students who had enrolled through foundational provision programmes) were purposively sampled. The sample for the quantitative data comprised all the students who enrolled in foundation provision programmes between the years 2008 to 2011 and mainstream students who had enrolled between the years 2009 and 2012. For qualitative approach, focus group discussions were conducted, semi-structured interviews and document analysis. Quantitative data was sought from university institutional data storage warehouse, HIGHER EDUCATION MANAGEMENT INFORMATION SYSTEM (HEMIS). For qualitative approach, the data analysis for all data collection methods was done through thematic analysis. For quantitative approach, a longitudinal analysis was conducted to track and compare two cohorts of mainstream and foundation students in terms of retention, attrition and graduation rates. Quantitative data were analysed statistically by use of descriptive and some inferential statistics. Main findings were that: there was inadequate capacity institutionally for developed systems of admission for students entering foundation programmes, lack of curriculum compliance by different lecturers and lack of knowledge of curriculum reforms by lecturers who teach in foundation level, funding for foundation provision programmes was not adequate and lacked transparency. However, there were adequate recruitment processes in the university for lecturers that teach in foundational foundation provision programme and there was no government interference into how foundation programmes are governed. The study also found that students had experienced the student development practices positively, however, these practices were not enough, and equally most responsive student development practice did not exist at the institution under study. The study also found that there had been consistent funding from government but there was no proper expenditure systems in the institution. The study found that, in terms of graduation rates, the two groups compared relatively the same as there was no significant differences in patterns and trends that were observed. However, retention rates suggest that, in the first year, the two groups perform relatively the same, thereafter, there is a significant difference into how the two groups perform as they proceed to other years, especially the second year, where the mainstream cohort showed better performance than their foundation provision programme counterparts. Consequently, high attrition rates were experienced by foundation provision students than mainstream students, this was also experienced a lot more during the second year and third year transition. The implication of these findings was that due to institutional factors that affect the implementation of foundation programmes, these had notable impact on the attrition and dropout rates on foundation provision students. In addition, due to a lack of responsive student development practices, foundation programmes compared relatively low to their mainstream counterparts in retention. The study has recommended a model that can be implemented in the institution. The first component of the model is to put an admission system in place. Institution has to establish a platform where faculties present development plans for foundation provision programmes. In addition, there should be a dedicated Accountant managing finances of the foundation programme. The institution should establish the Tracking and Monitoring student development practice, establish Writing Centres and Learning Communities and employ more people in the Centre for Higher Education, Teaching and Learning department to ensure full implementation of existing student development practices and those that will be established. , Thesis (PhD) -- Faculty of Education, 2016
- Full Text:
- Date Issued: 2016-05
The implementation of HIV and AIDS prevention programmes in three Universities in Zimbabwe
- Muzenda, Denias https://orcid.org/0000-0002-6552-7319
- Authors: Muzenda, Denias https://orcid.org/0000-0002-6552-7319
- Date: 2012-12
- Subjects: Universities and colleges -- Health promotion services , AIDS (Disease) -- Prevention
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/25022 , vital:63891
- Description: Given the nature and devastating effects of HIV and AIDS and its impact on society, the universities in Zimbabwe have affirmed the need to define their institutional policy aimed at managing and mitigating the effects of HIV and AIDS. In this regard they have also put in place programmes to address the epidemic. Among the programmes are HIV and AIDS prevention programmes which are being implemented. However, there have been concerns that despite the fact that the programmes are being implemented as planned they have not met their objectives as HIV and AIDS infections have not decreased as expected. Hence this study assesses the implementation of HIV and AIDS prevention programmes in three universities in Zimbabwe. To achieve these objectives, the researcher opted for the mixed method methodology which is embedded in the post-positivist research paradigm. Post-positivist research paradigm attempts to increase our understanding of the way things are and that objectivity is an ideal that can never be achieved, and research is conducted with greater awareness of subjectivity. The researcher had to opt for questionnaires, interviews, document analysis and observations as data collecting instruments. From the Data presented the study found that universities lack adequately professionally qualified HIV and AIDS lecturers. Results on capacity of implementers in the study revealed that an insignificant number of lecturers have the capacity while the majority significant number lacked the capacity to implement the programmes. HIV and AIDS prevention is being implemented by unqualified lecturers who lack training and prerequisite skills for the programme. Furthermore, the study found that Lecturers do not get the necessary professional and institutional support to implement successfully HIV and AIDS programmes in universities. HIV and AIDS Coordinators and NGOs expressed concern over the inadequacy of learning and teaching support material. Funding and lack of resources such as specialist rooms and learning materials are a major impediment to successful implementation of HIV and AIDS. Implementation of HIV and AIDS programmes suffers from inadequate supervision by the relevant stakeholders due to unavailability of transport and financial cost. It also emerged that Human resource is also a major problem since there is a great staff turnover as specialist lecturers leave the system for better paid opportunities in the private sector. Most university lecturer respondents cited staff turnover as long-established and skilled lecturers look for greener pastures within and outside the country. The dominant methods used to implement HIV and AIDS programmes do not give enough room for group work discussions to effect behaviour change in students. Rather, more emphasis is on factual knowledge for assignments and examination purposes. On monitoring and evaluation of HIV and AIDS programmes, the study found that lecturers and students are unaware of their programmes progress bench marks. Universities have not been carrying out internal audits over the past years. This implies that the universities are divorced from Ministry of Higher Education Policy on monitoring and evaluation. Also, less people are involved in the monitoring process of HIV and AIDS programmes. The study found from the universities records that an HIV and AIDS Policy document exists at each university. However, the implementation of HIV and AIDS prevention programmes seemed to have a number of controversies and challenges. The study made the following recommendations against each major finding: Within the organisation, university works continually to equip staff with the knowledge, skills and tools required to analyse programme, implement and monitor interventions for HIV prevention. Capacity to support innovations includes aspects which hinder or support the implementation of new practices and ideas in the new curriculum. Universities should have trained HIV and AIDS Peer educators. For a lecturer to be considered as professionally qualified personnel in universities, the Ministry of Higher and Tertiary Education should stipulate possession of a Master‟s degree or a Doctorate. The researcher provided a section on contribution of the study to new knowledge whereby the researcher proposed an alternative model for HIV and AIDS implementation for universities in Zimbabwe. This model was derived after a thorough analysis of the findings from the study as well as an extensive literature review on the subject. Areas for further research have been suggested in this study. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-12
- Authors: Muzenda, Denias https://orcid.org/0000-0002-6552-7319
- Date: 2012-12
- Subjects: Universities and colleges -- Health promotion services , AIDS (Disease) -- Prevention
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/25022 , vital:63891
- Description: Given the nature and devastating effects of HIV and AIDS and its impact on society, the universities in Zimbabwe have affirmed the need to define their institutional policy aimed at managing and mitigating the effects of HIV and AIDS. In this regard they have also put in place programmes to address the epidemic. Among the programmes are HIV and AIDS prevention programmes which are being implemented. However, there have been concerns that despite the fact that the programmes are being implemented as planned they have not met their objectives as HIV and AIDS infections have not decreased as expected. Hence this study assesses the implementation of HIV and AIDS prevention programmes in three universities in Zimbabwe. To achieve these objectives, the researcher opted for the mixed method methodology which is embedded in the post-positivist research paradigm. Post-positivist research paradigm attempts to increase our understanding of the way things are and that objectivity is an ideal that can never be achieved, and research is conducted with greater awareness of subjectivity. The researcher had to opt for questionnaires, interviews, document analysis and observations as data collecting instruments. From the Data presented the study found that universities lack adequately professionally qualified HIV and AIDS lecturers. Results on capacity of implementers in the study revealed that an insignificant number of lecturers have the capacity while the majority significant number lacked the capacity to implement the programmes. HIV and AIDS prevention is being implemented by unqualified lecturers who lack training and prerequisite skills for the programme. Furthermore, the study found that Lecturers do not get the necessary professional and institutional support to implement successfully HIV and AIDS programmes in universities. HIV and AIDS Coordinators and NGOs expressed concern over the inadequacy of learning and teaching support material. Funding and lack of resources such as specialist rooms and learning materials are a major impediment to successful implementation of HIV and AIDS. Implementation of HIV and AIDS programmes suffers from inadequate supervision by the relevant stakeholders due to unavailability of transport and financial cost. It also emerged that Human resource is also a major problem since there is a great staff turnover as specialist lecturers leave the system for better paid opportunities in the private sector. Most university lecturer respondents cited staff turnover as long-established and skilled lecturers look for greener pastures within and outside the country. The dominant methods used to implement HIV and AIDS programmes do not give enough room for group work discussions to effect behaviour change in students. Rather, more emphasis is on factual knowledge for assignments and examination purposes. On monitoring and evaluation of HIV and AIDS programmes, the study found that lecturers and students are unaware of their programmes progress bench marks. Universities have not been carrying out internal audits over the past years. This implies that the universities are divorced from Ministry of Higher Education Policy on monitoring and evaluation. Also, less people are involved in the monitoring process of HIV and AIDS programmes. The study found from the universities records that an HIV and AIDS Policy document exists at each university. However, the implementation of HIV and AIDS prevention programmes seemed to have a number of controversies and challenges. The study made the following recommendations against each major finding: Within the organisation, university works continually to equip staff with the knowledge, skills and tools required to analyse programme, implement and monitor interventions for HIV prevention. Capacity to support innovations includes aspects which hinder or support the implementation of new practices and ideas in the new curriculum. Universities should have trained HIV and AIDS Peer educators. For a lecturer to be considered as professionally qualified personnel in universities, the Ministry of Higher and Tertiary Education should stipulate possession of a Master‟s degree or a Doctorate. The researcher provided a section on contribution of the study to new knowledge whereby the researcher proposed an alternative model for HIV and AIDS implementation for universities in Zimbabwe. This model was derived after a thorough analysis of the findings from the study as well as an extensive literature review on the subject. Areas for further research have been suggested in this study. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-12
The implementation of national health strategy (2009-2013) in Vungu District clinics, Midlands Province in Zimbabwe
- Mangwanya, M G https://orcid.org/0000-0002-0362-5546
- Authors: Mangwanya, M G https://orcid.org/0000-0002-0362-5546
- Date: 2019-08
- Subjects: Medical care -- Zimbabwe
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19914 , vital:44454
- Description: The practice of strategy implementation is key to the public sector in Zimbabwe because it helps the government to be up to speed in providing services to the public. This research focused on the National Health Strategy 2009-2013 and its impact on health service delivery in Vungu Rural District Council Clinics. The research was based on qualitative desk study design which made use of existing data and semi structured interviews to understand the effect of the National Health Strategy on health service delivery in Vungu Rural Districts Council Clinics. From the literature reviewed and the data collected, it can be noted that lack of resources has had a huge effect on the execution of the strategy. The findings from the study show that the National Health Strategy was a good initiative. However, it lacked financial resources which posed challenges to the health workers in Vungu Rural District Council Clinics. The health workers were not very familiar with the National Health Strategy and this had a negative impact on its execution because they cannot execute a strategy that they are not familiar with. The study highlighted the importance of resources for the execution of the National Health Strategy. The study therefore sought to find ways the Zimbabwean Health System may formulate the health strategy with the limited resources in order to achieve desired goals. The Health Workers echoed the same sentiments that they needed resources for the implementation of the strategy. It is hoped that the findings would provide guidelines for the formulation and implementation of future health strategies. Recommendations given would ensure that there is utilisation of available resources, which would help in the execution of other health strategies to ensure efficient and effective health care service delivery. The recommendations are also intended to enhance the performance of health workers. Though the study was limited to Vungu Rural District Council Clinics the findings and recommendations would provide guidelines for other rural clinics as they use the National Health Strategy. , Thesis (PhD) -- Faculty of Management and Commerce, 2019
- Full Text:
- Date Issued: 2019-08
- Authors: Mangwanya, M G https://orcid.org/0000-0002-0362-5546
- Date: 2019-08
- Subjects: Medical care -- Zimbabwe
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19914 , vital:44454
- Description: The practice of strategy implementation is key to the public sector in Zimbabwe because it helps the government to be up to speed in providing services to the public. This research focused on the National Health Strategy 2009-2013 and its impact on health service delivery in Vungu Rural District Council Clinics. The research was based on qualitative desk study design which made use of existing data and semi structured interviews to understand the effect of the National Health Strategy on health service delivery in Vungu Rural Districts Council Clinics. From the literature reviewed and the data collected, it can be noted that lack of resources has had a huge effect on the execution of the strategy. The findings from the study show that the National Health Strategy was a good initiative. However, it lacked financial resources which posed challenges to the health workers in Vungu Rural District Council Clinics. The health workers were not very familiar with the National Health Strategy and this had a negative impact on its execution because they cannot execute a strategy that they are not familiar with. The study highlighted the importance of resources for the execution of the National Health Strategy. The study therefore sought to find ways the Zimbabwean Health System may formulate the health strategy with the limited resources in order to achieve desired goals. The Health Workers echoed the same sentiments that they needed resources for the implementation of the strategy. It is hoped that the findings would provide guidelines for the formulation and implementation of future health strategies. Recommendations given would ensure that there is utilisation of available resources, which would help in the execution of other health strategies to ensure efficient and effective health care service delivery. The recommendations are also intended to enhance the performance of health workers. Though the study was limited to Vungu Rural District Council Clinics the findings and recommendations would provide guidelines for other rural clinics as they use the National Health Strategy. , Thesis (PhD) -- Faculty of Management and Commerce, 2019
- Full Text:
- Date Issued: 2019-08
The implementation of tourism curriculum in secondary schools in Fort Beaufort Education District, Eastern Cape Province: implications for sustainable tourism
- Mbilini-Kuze, Bukiwe Nomonde Constance
- Authors: Mbilini-Kuze, Bukiwe Nomonde Constance
- Date: 2021-04
- Subjects: Education, Secondary -- Curricula , Curriculum planning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24728 , vital:63536
- Description: This study examined the implementation of Tourism curriculum in Secondary Schools in Fort Beaufort Education District in the Eastern Cape. The study arose from a concern that despite the Government of the Eastern Cape organizing workshops to facilitate the implementation of Tourism curriculum for secondary school teachers, research has shown that teachers have not improved their classroom practice. It discussed the concept of Tourism curriculum implementation and highlighted problems militating against curriculum implementation at secondary school level. The researcher adopted the mixed method methodology which is embedded in the post-positivist research paradigm. The post-positivist research paradigm explains the way things are and views objectivity as an ideal that can never be achieved, however research should be conducted with greater awareness of subjectivity. By combining qualitative and quantitative methodologies, it assisted the researcher to strike a balance and avoid being subjective on issues of teacher capacity, teaching strategies and assessment, availability and use of resources and support and monitoring. The research methods used in this study include questionnaires, interviews, document analysis and observations. The findings of the study showed that there are limitations in the implementation of Tourism curriculum because of lack of capacity of School management Teams and teachers who are implementing NCS Tourism. Although the teaching strategies and assessment are stipulated in the curriculum document teachers are not using appropriate methods and assessment. Moreover, there are crucial resources and facilities provided by SMTs and the Department of Education to implement Tourism curriculum, inadequate compared to those provided for other subjects. Moreover there are limitations in terms of support (including training) and monitoring systems which are in place to enable the implementation of NCS Tourism. Possible areas for future research were highlighted and recommendations were made, for example the researcher recommends teachers to be trained adequately in order to effectively implement the Tourism curriculum. Teachers should be encouraged to use new learner-centred teaching strategies and resources should be provided in all secondary schools through the combined effort of the government, Fort Beaufort Education district and the School Management Teams (SMTs). Support and monitoring systems should be in place for proper implementation of Tourism curriculum. Tourism industries should contribute through provision of instructional materials and teachers as implementers of the curriculum should be involved in decision-making and curriculum planning. The government should employ enough teachers qualified to teach Tourism. On the other hand subject advisors should be adequately trained to enable them to provide relevant support to teachers in Fort Beaufort secondary schools. All stakeholders should be involved in fostering skills and capacities at local level to develop sustainable Tourism and local development in an integrated way. The study identified a possible an alternative model for the implementation of Tourism curriculum. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2021-04
- Authors: Mbilini-Kuze, Bukiwe Nomonde Constance
- Date: 2021-04
- Subjects: Education, Secondary -- Curricula , Curriculum planning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24728 , vital:63536
- Description: This study examined the implementation of Tourism curriculum in Secondary Schools in Fort Beaufort Education District in the Eastern Cape. The study arose from a concern that despite the Government of the Eastern Cape organizing workshops to facilitate the implementation of Tourism curriculum for secondary school teachers, research has shown that teachers have not improved their classroom practice. It discussed the concept of Tourism curriculum implementation and highlighted problems militating against curriculum implementation at secondary school level. The researcher adopted the mixed method methodology which is embedded in the post-positivist research paradigm. The post-positivist research paradigm explains the way things are and views objectivity as an ideal that can never be achieved, however research should be conducted with greater awareness of subjectivity. By combining qualitative and quantitative methodologies, it assisted the researcher to strike a balance and avoid being subjective on issues of teacher capacity, teaching strategies and assessment, availability and use of resources and support and monitoring. The research methods used in this study include questionnaires, interviews, document analysis and observations. The findings of the study showed that there are limitations in the implementation of Tourism curriculum because of lack of capacity of School management Teams and teachers who are implementing NCS Tourism. Although the teaching strategies and assessment are stipulated in the curriculum document teachers are not using appropriate methods and assessment. Moreover, there are crucial resources and facilities provided by SMTs and the Department of Education to implement Tourism curriculum, inadequate compared to those provided for other subjects. Moreover there are limitations in terms of support (including training) and monitoring systems which are in place to enable the implementation of NCS Tourism. Possible areas for future research were highlighted and recommendations were made, for example the researcher recommends teachers to be trained adequately in order to effectively implement the Tourism curriculum. Teachers should be encouraged to use new learner-centred teaching strategies and resources should be provided in all secondary schools through the combined effort of the government, Fort Beaufort Education district and the School Management Teams (SMTs). Support and monitoring systems should be in place for proper implementation of Tourism curriculum. Tourism industries should contribute through provision of instructional materials and teachers as implementers of the curriculum should be involved in decision-making and curriculum planning. The government should employ enough teachers qualified to teach Tourism. On the other hand subject advisors should be adequately trained to enable them to provide relevant support to teachers in Fort Beaufort secondary schools. All stakeholders should be involved in fostering skills and capacities at local level to develop sustainable Tourism and local development in an integrated way. The study identified a possible an alternative model for the implementation of Tourism curriculum. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2021-04
The influence of ethical leadership in the municipal administration: a case of Nelson Mandela Bay Municipality
- Authors: Singanto, Nkosiyabo King
- Date: 2022-05
- Subjects: Municipal government--South Africa--Leadership , Leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23392 , vital:57633
- Description: The South Africa local government is confronted by ethical leadership challenges due to unethical practices by public functionaries and elected representatives in municipalities. The elected representatives are entrusted by legislation to take decisions and municipal officials are expected to implement the decisions taken by the municipal councilin an ethical manner, without fear, favour or prejudice on behalf of their communities. The study adopted a mixed-methods approach to gain a deeper understanding of the phenomenon being studied. Data was collected using a structured Likert Scale interview questionnaire with both closed and open-ended questions. The theories of virtue, deontology and utilitarianism were selected in this study to try to understand the concept of ethics and its relevance to answering the research questions developed for this research.. Among the key findings were that the research has shown that unethical behaviour in municipalities has a direct influence on service delivery and the functioning of municipal administration. It also showed that, despite the plethora of legislation that governs the behaviour of municipal leaders, the municipalities continue to face unethical challenges of corruption, fraud and maladministration. The findings also pointed to a failure by those who are supposed to implement the code of conduct and hold the perpetrators of unethical deeds accountable. Poor consequence management has been seen, inter alia, to be at the heart of the problem. The research reveals a need for the Nelson Mandela Bay Municipality to explore the ways to enforce ethical leadership in the municipality. While the study is limited to the Nelson Mandela Metropolitan Municipality, the following are recommended to mitigate the scourge: provide ethics training for municipal officials and councillors; set minimum qualifications for councillors; and cautiously, extend the application of the findings and recommendations of this research to other municipalities in South Africa as the problem, whilst researched in the Nelson Mandela Metropolitan Municipality, is spread across all municipalities in South Africa. , Thesis (PhD) -- Faculty of Management and Commerce, 2022
- Full Text:
- Date Issued: 2022-05
- Authors: Singanto, Nkosiyabo King
- Date: 2022-05
- Subjects: Municipal government--South Africa--Leadership , Leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23392 , vital:57633
- Description: The South Africa local government is confronted by ethical leadership challenges due to unethical practices by public functionaries and elected representatives in municipalities. The elected representatives are entrusted by legislation to take decisions and municipal officials are expected to implement the decisions taken by the municipal councilin an ethical manner, without fear, favour or prejudice on behalf of their communities. The study adopted a mixed-methods approach to gain a deeper understanding of the phenomenon being studied. Data was collected using a structured Likert Scale interview questionnaire with both closed and open-ended questions. The theories of virtue, deontology and utilitarianism were selected in this study to try to understand the concept of ethics and its relevance to answering the research questions developed for this research.. Among the key findings were that the research has shown that unethical behaviour in municipalities has a direct influence on service delivery and the functioning of municipal administration. It also showed that, despite the plethora of legislation that governs the behaviour of municipal leaders, the municipalities continue to face unethical challenges of corruption, fraud and maladministration. The findings also pointed to a failure by those who are supposed to implement the code of conduct and hold the perpetrators of unethical deeds accountable. Poor consequence management has been seen, inter alia, to be at the heart of the problem. The research reveals a need for the Nelson Mandela Bay Municipality to explore the ways to enforce ethical leadership in the municipality. While the study is limited to the Nelson Mandela Metropolitan Municipality, the following are recommended to mitigate the scourge: provide ethics training for municipal officials and councillors; set minimum qualifications for councillors; and cautiously, extend the application of the findings and recommendations of this research to other municipalities in South Africa as the problem, whilst researched in the Nelson Mandela Metropolitan Municipality, is spread across all municipalities in South Africa. , Thesis (PhD) -- Faculty of Management and Commerce, 2022
- Full Text:
- Date Issued: 2022-05
The many faces of Beauty and the Beast: A feminist and new historicist approach
- Banks, Monique https://orcid.org/0000-0001-6887-7050
- Authors: Banks, Monique https://orcid.org/0000-0001-6887-7050
- Date: 2020-10
- Subjects: Fairy tales in literature , Women and literature
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23862 , vital:61068
- Description: The fairy tale tradition is saturated with tales from male writers, and very little attention has been placed on the tales written by women. The tales which have made their way into the public realm and have been shared and passed down for years and identified as ‘classics’ are those which embody patriarchal ideas and expectations of men and women. Seventeenth century France played an integral role in the development of the fairy tale realm. The context of the French Academy and French Salons allowed writers to share their tales. Popular writer, Charles Perrault, published his collection of tales during this time and they became popular throughout France and other parts of the world. His tales were used as educational tools and, hence, they shared particular messages with their readers. More specific to this research are the patriarchal ideas these tales shared with their readers. At the same time, a number of French women, acting in the salons, also penned and shared their unique tales. Unfortunately, these tales and their writers did not receive the same acceptance as Perrault’s tales in the seventeenth century. Furthermore, as time passed, women writers were still not given equal recognition to male writers. As their tales were, for the most part, ignored by the public, their messages and ideas about gender were not shared with readers and the public this made the fairy tale genre overly patriarchal and gendered in nature. Therefore, the study’s primary focus is to analyse the Beauty and the Beast tales written by women writers from the sixteenth and seventeenth centuries to the twenty-first century. It is important to make these writers’ literature known in order to broaden the understanding of the fairy tale genre as multi-faceted. Studying the characters, their behaviours and the gendered relationships within each tale provides a deeper understanding of women writers throughout the centuries. Analysing the social context in which each tale was written, along with each tale, presents a sense of how each woman writer continued and/or rejected the gendered ideas of her society. It also provides a picture of the timeline of women’s writing from the earlier centuries until today. To conclude, this study reflects an interesting movement in the fairy tale literature published by women. More recent tales produce more dynamic and empowered characters, who act outside of patriarchal limitations. The Beauty character of more recent tales, for instance, is given more of an independent role than her predecessors are. Ritchie’s female character is placed in a realistic setting and lives with both the ‘Beast’ and his mother, with her courage and bravery emphasising a new position for the female character. She becomes more and more aware of her position as an object to be traded in Carter’s tales and Block’s Beauty and craves the freedom and independence she feels outside of her father’s household, flourishing in the life of a beast. Flinn’s female character steps out of the box of physical beauty and represents a more normalised character. In modern times, the developments between each tale reflect that the ideas of gender are becoming more varied and fluid than earlier societies. The feminism and new historicist analysis of the traditional and remake Beauty and the Beast tales, therefore, highlights particular developments in fairy tale literature, together with shedding a brighter light on fairy tales written by women writers. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2020
- Full Text:
- Date Issued: 2020-10
- Authors: Banks, Monique https://orcid.org/0000-0001-6887-7050
- Date: 2020-10
- Subjects: Fairy tales in literature , Women and literature
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/23862 , vital:61068
- Description: The fairy tale tradition is saturated with tales from male writers, and very little attention has been placed on the tales written by women. The tales which have made their way into the public realm and have been shared and passed down for years and identified as ‘classics’ are those which embody patriarchal ideas and expectations of men and women. Seventeenth century France played an integral role in the development of the fairy tale realm. The context of the French Academy and French Salons allowed writers to share their tales. Popular writer, Charles Perrault, published his collection of tales during this time and they became popular throughout France and other parts of the world. His tales were used as educational tools and, hence, they shared particular messages with their readers. More specific to this research are the patriarchal ideas these tales shared with their readers. At the same time, a number of French women, acting in the salons, also penned and shared their unique tales. Unfortunately, these tales and their writers did not receive the same acceptance as Perrault’s tales in the seventeenth century. Furthermore, as time passed, women writers were still not given equal recognition to male writers. As their tales were, for the most part, ignored by the public, their messages and ideas about gender were not shared with readers and the public this made the fairy tale genre overly patriarchal and gendered in nature. Therefore, the study’s primary focus is to analyse the Beauty and the Beast tales written by women writers from the sixteenth and seventeenth centuries to the twenty-first century. It is important to make these writers’ literature known in order to broaden the understanding of the fairy tale genre as multi-faceted. Studying the characters, their behaviours and the gendered relationships within each tale provides a deeper understanding of women writers throughout the centuries. Analysing the social context in which each tale was written, along with each tale, presents a sense of how each woman writer continued and/or rejected the gendered ideas of her society. It also provides a picture of the timeline of women’s writing from the earlier centuries until today. To conclude, this study reflects an interesting movement in the fairy tale literature published by women. More recent tales produce more dynamic and empowered characters, who act outside of patriarchal limitations. The Beauty character of more recent tales, for instance, is given more of an independent role than her predecessors are. Ritchie’s female character is placed in a realistic setting and lives with both the ‘Beast’ and his mother, with her courage and bravery emphasising a new position for the female character. She becomes more and more aware of her position as an object to be traded in Carter’s tales and Block’s Beauty and craves the freedom and independence she feels outside of her father’s household, flourishing in the life of a beast. Flinn’s female character steps out of the box of physical beauty and represents a more normalised character. In modern times, the developments between each tale reflect that the ideas of gender are becoming more varied and fluid than earlier societies. The feminism and new historicist analysis of the traditional and remake Beauty and the Beast tales, therefore, highlights particular developments in fairy tale literature, together with shedding a brighter light on fairy tales written by women writers. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2020
- Full Text:
- Date Issued: 2020-10
The moderating effect of flourishing at work on psychological determinants and performance amongst early career academics at a selected university
- Authors: Mpofu, Mthokozisi
- Date: 2020-12
- Subjects: Job satisfaction , Work environment
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21443 , vital:48629
- Description: Orientation – Flourishing is a phenomenon that moderates the relationship between psychological determinants and performance amongst early career academics at a selected South African university. Research objective – The main objective of this investigation was to explore if flourishing moderates the relationship between psychological determinants and performance amongst early career academics at a selected South African university. Motivation for the study – There are numerous difficulties that early career academics (ECAs) encounter in their career paths, including managing their current work performance, setting sights to pursue and explore further career development, and executing their tasks and activities. Coupled with this, they are expected to perform important roles that include facilitating teaching, its associated support work and research. Following on this, the most significant intervention with regards to ECAs’ professional careers would be to understand the controlling effect of flourishing at work on psychological determinants and the ability to execute job tasks and activities amongst early career academics with the intention of providing knowledge to help ECAs perform to their optimum level. Research approach/design and methods – A quantitative approach was applied with the Flourishing-at-Work Scale (FAWS) which was used to measure flourishing at work, while the Career Success Scale (CSS) was used to measure career performance. Resilience was measured through the Dispositional Resilience Scale, motivation was measured through the Achievement Motivation Questionnaire and personality was measured using The Big Five Inventory (BFI). Structural equation modeling (SEM) was conducted to model the relationship between the research variables aided by the Statistical Package for Social Sciences (SPSS) version 25 and the Linear Structural Relations (LISREL) version 8.80. Main findings – The major finding in this study was that flourishing at work moderates the relationship between psychological determinants and performance. The findings revealed that personality predicts performance, and that a noteworthy relationship exists between resilience and performance. Additionally, a connection was found between motivation and performance. The results also revealed that all the psychological determinants, namely personality, resilience and motivation are important predictors of performance. Practical/Managerial implications – Institutions of higher learning and associated stakeholders will need to find ways to improve employee flourishing, managing personality, resilience, performance and motivation of ECAs in their workspaces through providing physical, emotional and intellectual resources that will afford employees to perform their tasks effectively; offering supportive and trusting relationships with leaders and managers; building sound relationships among co-workers; providing challenging, interesting roles and responsibilities; availing career advancement opportunities; providing clearly defined goals and role clarity; providing authentic leadership; being mindful that individual ECAs have unique personalities that assist them to perform satisfactorily in their roles; providing ECAs with opportunities for work adaptation, , optimistic thinking, realism, behavioural control, physical aptness, selflessness and removing removing uncertainty in their roles; availing environments that promote resilience within individuals which include a positive command climate, teamwork, and cohesion; and providing sound motivation systems correlated to organisation goals which might include growth/career advancement, stability, training and development, stimulating work and recognition. , Thesis (MCom) (Industrial Psychology) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2020-12
- Authors: Mpofu, Mthokozisi
- Date: 2020-12
- Subjects: Job satisfaction , Work environment
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21443 , vital:48629
- Description: Orientation – Flourishing is a phenomenon that moderates the relationship between psychological determinants and performance amongst early career academics at a selected South African university. Research objective – The main objective of this investigation was to explore if flourishing moderates the relationship between psychological determinants and performance amongst early career academics at a selected South African university. Motivation for the study – There are numerous difficulties that early career academics (ECAs) encounter in their career paths, including managing their current work performance, setting sights to pursue and explore further career development, and executing their tasks and activities. Coupled with this, they are expected to perform important roles that include facilitating teaching, its associated support work and research. Following on this, the most significant intervention with regards to ECAs’ professional careers would be to understand the controlling effect of flourishing at work on psychological determinants and the ability to execute job tasks and activities amongst early career academics with the intention of providing knowledge to help ECAs perform to their optimum level. Research approach/design and methods – A quantitative approach was applied with the Flourishing-at-Work Scale (FAWS) which was used to measure flourishing at work, while the Career Success Scale (CSS) was used to measure career performance. Resilience was measured through the Dispositional Resilience Scale, motivation was measured through the Achievement Motivation Questionnaire and personality was measured using The Big Five Inventory (BFI). Structural equation modeling (SEM) was conducted to model the relationship between the research variables aided by the Statistical Package for Social Sciences (SPSS) version 25 and the Linear Structural Relations (LISREL) version 8.80. Main findings – The major finding in this study was that flourishing at work moderates the relationship between psychological determinants and performance. The findings revealed that personality predicts performance, and that a noteworthy relationship exists between resilience and performance. Additionally, a connection was found between motivation and performance. The results also revealed that all the psychological determinants, namely personality, resilience and motivation are important predictors of performance. Practical/Managerial implications – Institutions of higher learning and associated stakeholders will need to find ways to improve employee flourishing, managing personality, resilience, performance and motivation of ECAs in their workspaces through providing physical, emotional and intellectual resources that will afford employees to perform their tasks effectively; offering supportive and trusting relationships with leaders and managers; building sound relationships among co-workers; providing challenging, interesting roles and responsibilities; availing career advancement opportunities; providing clearly defined goals and role clarity; providing authentic leadership; being mindful that individual ECAs have unique personalities that assist them to perform satisfactorily in their roles; providing ECAs with opportunities for work adaptation, , optimistic thinking, realism, behavioural control, physical aptness, selflessness and removing removing uncertainty in their roles; availing environments that promote resilience within individuals which include a positive command climate, teamwork, and cohesion; and providing sound motivation systems correlated to organisation goals which might include growth/career advancement, stability, training and development, stimulating work and recognition. , Thesis (MCom) (Industrial Psychology) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2020-12
The nature of violence in South African universities African universities: The politics of process
- Mutongoza, Bonginkosi Hardy https://orcid.org/0000-0002-2939-1274
- Authors: Mutongoza, Bonginkosi Hardy https://orcid.org/0000-0002-2939-1274
- Date: 2021
- Subjects: Education, Higher -- Political aspects , Universities and colleges -- South Africa , Campus violence
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27909 , vital:70816
- Description: The high levels of violence that plague South Africa’s universities are symptomatic of an education system that is under attack, with institutions of higher learning not reflecting the peacefulness and safety which are oftentimes associated with the pursuit of learning. While violence in societies and educational institutions globally continues to intensify in viciousness and frequency, this is especially worrisome for South Africa, a country regarded as one of the most violent in the world. South African education institutions are admittedly extremely violent, yet there are relatively few mechanisms to enable the verification of trends in violence, or to cross-reference and compare incidents, thus making the reduction of violence problematic. The contention is that the general outlook of violence at educational institutions appears to echo the relentless violence which haunts South African communities in general. Against this background, the current study sought to explore the nature of violence in South African universities. To achieve this, the study was guided by an exploration of student and staff experiences of violence in universities, the causes of violence in such sites, and the recording thereof. Underpinned by a pragmatist paradigm, this study utilised a mixed-methods approach to ‘get under the skin’ of the problem of violence in universities. Within the mixed-methods approach, the study employed a single-phase convergent design, which enabled the researcher to reach comprehensive conclusions on violence in universities, by merging and comparing qualitative and quantitative datasets. In the quantitative phase of the study, a simple random sampling technique was used to select a total of 1 776 students and 250 staff, while 32 students and four staff were conveniently sampled during the qualitative phase. The data for this study were collected using an online survey in the quantitative phase, and semi-structured interviews and document reviews in the qualitative phase. The findings of this investigation revealed that violence happened in six main configurations, namely student-on-student violence, staff-on-student violence, staff-on-staff violence, student-on-staff violence, self-directed violence, and protest-related violence. In addition, the findings revealed diverse causes of violence in universities, chief of which were alcohol and drug abuse, poor security, the abuse of power or authority, impunity, and psychosocial factors, among others. Factors that impeded the recording of violence in universities included the normalisation of violence, a lack of consequences for the perpetrators, a lack of procedural awareness, cronyism and brotherhoods, and a lack of protection from reprisal for reporting perpetrators. The production of violence in South African universities was also found to be significantly shaped by wider structures that included sexuality, gender, age, socioeconomic status, and race and ethnicity. These structures were found to be prominent in increasing the likelihood of violence being perpetrated. Based on the reported findings, the study moved to recommend that, in order to reduce experiences of violence in South African universities, institutions adopt multidimensional approaches to combatting this scourge. The fact that violence was noted to occur in multiple configurations, means multiple viewpoints are required to reduce and ultimately combat it. This calls for a multi-stakeholder approach that transcends a reliance on the traditional university policymakers, and a concerted consultative process to formulate and renew policies that can help to address university violence. The study further recommended that reporting structures be decentralised at universities, in a bid to improve the smoothness of related processes. In this respect, it will be essential for universities to consider setting up anonymous reporting platforms online, to move with the times and ensure more urgent responses, as opposed to a continued reliance on present systems that are replete with red tape. Additionally, universities may consider outsourcing divisions that deal with violence reporting, to minimise conflicts of interest when dealing with such cases. The researcher concluded that violence in universities threatens the very purpose of tertiary education – members of the university community must be able to freely pursue their aspirations in peaceful environments. As such, for as long as campuses experience violence in any of its varied forms, a proverbial dark cloud will forever frustrate the quest for quality and transformative education that has the potential to reverse-engineer inequality, poverty, and underdevelopment in South Africa, as contemplated in various development plans. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021
- Authors: Mutongoza, Bonginkosi Hardy https://orcid.org/0000-0002-2939-1274
- Date: 2021
- Subjects: Education, Higher -- Political aspects , Universities and colleges -- South Africa , Campus violence
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27909 , vital:70816
- Description: The high levels of violence that plague South Africa’s universities are symptomatic of an education system that is under attack, with institutions of higher learning not reflecting the peacefulness and safety which are oftentimes associated with the pursuit of learning. While violence in societies and educational institutions globally continues to intensify in viciousness and frequency, this is especially worrisome for South Africa, a country regarded as one of the most violent in the world. South African education institutions are admittedly extremely violent, yet there are relatively few mechanisms to enable the verification of trends in violence, or to cross-reference and compare incidents, thus making the reduction of violence problematic. The contention is that the general outlook of violence at educational institutions appears to echo the relentless violence which haunts South African communities in general. Against this background, the current study sought to explore the nature of violence in South African universities. To achieve this, the study was guided by an exploration of student and staff experiences of violence in universities, the causes of violence in such sites, and the recording thereof. Underpinned by a pragmatist paradigm, this study utilised a mixed-methods approach to ‘get under the skin’ of the problem of violence in universities. Within the mixed-methods approach, the study employed a single-phase convergent design, which enabled the researcher to reach comprehensive conclusions on violence in universities, by merging and comparing qualitative and quantitative datasets. In the quantitative phase of the study, a simple random sampling technique was used to select a total of 1 776 students and 250 staff, while 32 students and four staff were conveniently sampled during the qualitative phase. The data for this study were collected using an online survey in the quantitative phase, and semi-structured interviews and document reviews in the qualitative phase. The findings of this investigation revealed that violence happened in six main configurations, namely student-on-student violence, staff-on-student violence, staff-on-staff violence, student-on-staff violence, self-directed violence, and protest-related violence. In addition, the findings revealed diverse causes of violence in universities, chief of which were alcohol and drug abuse, poor security, the abuse of power or authority, impunity, and psychosocial factors, among others. Factors that impeded the recording of violence in universities included the normalisation of violence, a lack of consequences for the perpetrators, a lack of procedural awareness, cronyism and brotherhoods, and a lack of protection from reprisal for reporting perpetrators. The production of violence in South African universities was also found to be significantly shaped by wider structures that included sexuality, gender, age, socioeconomic status, and race and ethnicity. These structures were found to be prominent in increasing the likelihood of violence being perpetrated. Based on the reported findings, the study moved to recommend that, in order to reduce experiences of violence in South African universities, institutions adopt multidimensional approaches to combatting this scourge. The fact that violence was noted to occur in multiple configurations, means multiple viewpoints are required to reduce and ultimately combat it. This calls for a multi-stakeholder approach that transcends a reliance on the traditional university policymakers, and a concerted consultative process to formulate and renew policies that can help to address university violence. The study further recommended that reporting structures be decentralised at universities, in a bid to improve the smoothness of related processes. In this respect, it will be essential for universities to consider setting up anonymous reporting platforms online, to move with the times and ensure more urgent responses, as opposed to a continued reliance on present systems that are replete with red tape. Additionally, universities may consider outsourcing divisions that deal with violence reporting, to minimise conflicts of interest when dealing with such cases. The researcher concluded that violence in universities threatens the very purpose of tertiary education – members of the university community must be able to freely pursue their aspirations in peaceful environments. As such, for as long as campuses experience violence in any of its varied forms, a proverbial dark cloud will forever frustrate the quest for quality and transformative education that has the potential to reverse-engineer inequality, poverty, and underdevelopment in South Africa, as contemplated in various development plans. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021
The perceived success of selected therapy programmes on mitigating the relapses of patients with substance use disorders in Gauteng, South Africa
- Authors: Chatikobo, Nyasha
- Date: 2021-12
- Subjects: Substance abuse -- Treatment , Psychotherapy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21860 , vital:51833
- Description: This study aimed at evaluating the perceived success of selected therapy programs in mitigating the relapse of patients with substance use disorders at two selected rehabilitation centres in the Gauteng province of South Africa. The methodology used for this study was a mixed-method approach, although more emphasis was on qualitative methods. The qualitative data was collected from four focus groups, and 6 in-depth interviews from key informants. The quantitative data was collected using questionnaires that were completed by 100 primary carers of discharged patients from the selected drug treatment centres. The main findings of the study showed that substance use disorder is a complex disease that requires several factors to be considered to avoid any relapses. The study showed that rehabilitation centres are hugely contributing to efforts of solving substance use in Gauteng and South Africa as a whole. These rehabilitation centres offered various treatment programs to individuals who suffer from substance use disorders. The findings also indicated that the selected therapy programmes at the rehabilitation centres met their objectives. However, some of the programmes were successful in mitigating the relapses of patients recovering from addiction to a lesser extent. The study also found out that the number of individuals who relapse is relatively high, however, the study did not dive into the depth of the causing factors. This may be room for future studies. Findings further indicated that the rehabilitation centres lacked in the application of a holistic approach to addiction treatment, even though there were several treatment programs offered. The issue of exorbitant residential fees in private rehabilitation facilities was also highlighted by the data collected. The research concluded by suggesting several recommendations such as research to improve policy for substance use with a focus on the human rights approach to the drug problem. Recommendations to the Department of Social Development which is responsible for the rehabilitation centres in South Africa. To ensure that all centres that are registered for offering treatment for substance use disorder be mandated to use a comprehensive multidisciplinary approach, diversifying and individualizing treatments for better outcomes. Lastly, recommendations were suggested to the social work practice, to support rehabilitation facilities by providing continuous specialized training to their social workers. Recommendations to social work training and curriculum to include in-depth substance use disorders during education, training, and field placements, for best practice amongst new social work practitioners placed in rehabilitation centres. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-12
- Authors: Chatikobo, Nyasha
- Date: 2021-12
- Subjects: Substance abuse -- Treatment , Psychotherapy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21860 , vital:51833
- Description: This study aimed at evaluating the perceived success of selected therapy programs in mitigating the relapse of patients with substance use disorders at two selected rehabilitation centres in the Gauteng province of South Africa. The methodology used for this study was a mixed-method approach, although more emphasis was on qualitative methods. The qualitative data was collected from four focus groups, and 6 in-depth interviews from key informants. The quantitative data was collected using questionnaires that were completed by 100 primary carers of discharged patients from the selected drug treatment centres. The main findings of the study showed that substance use disorder is a complex disease that requires several factors to be considered to avoid any relapses. The study showed that rehabilitation centres are hugely contributing to efforts of solving substance use in Gauteng and South Africa as a whole. These rehabilitation centres offered various treatment programs to individuals who suffer from substance use disorders. The findings also indicated that the selected therapy programmes at the rehabilitation centres met their objectives. However, some of the programmes were successful in mitigating the relapses of patients recovering from addiction to a lesser extent. The study also found out that the number of individuals who relapse is relatively high, however, the study did not dive into the depth of the causing factors. This may be room for future studies. Findings further indicated that the rehabilitation centres lacked in the application of a holistic approach to addiction treatment, even though there were several treatment programs offered. The issue of exorbitant residential fees in private rehabilitation facilities was also highlighted by the data collected. The research concluded by suggesting several recommendations such as research to improve policy for substance use with a focus on the human rights approach to the drug problem. Recommendations to the Department of Social Development which is responsible for the rehabilitation centres in South Africa. To ensure that all centres that are registered for offering treatment for substance use disorder be mandated to use a comprehensive multidisciplinary approach, diversifying and individualizing treatments for better outcomes. Lastly, recommendations were suggested to the social work practice, to support rehabilitation facilities by providing continuous specialized training to their social workers. Recommendations to social work training and curriculum to include in-depth substance use disorders during education, training, and field placements, for best practice amongst new social work practitioners placed in rehabilitation centres. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-12
The role of confession in achieving reconciliation among people living in conflict: guidelines for pastoral care
- Sulo, Mmeli Othniel https://orcid.org/0000-0003-1448-9452
- Authors: Sulo, Mmeli Othniel https://orcid.org/0000-0003-1448-9452
- Date: 2012-01
- Subjects: Pastoral counseling , Pastoral care , Confession--Biblical teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24993 , vital:63775
- Description: Introduction: To confess is to acknowledge guilt before God and fellow human beings. The act of confession emanates from awareness of guilt and serves to restore damaged relationships. It is naturally difficult to confess one‟s wrongs, and, in doing so, to render oneself vulnerable to censure. For Christians, however, within an environment, of pastoral concern, confession is essential for the enhancement of fellowship and for the ongoing reconstruction of a believer‟s integrity and a better society. Anyone seeking to resolve conflict through the pastoral function of confession should be properly motivated. Confession does not come cheap. Ecclesiastical conflict among Christians in South Africa has caused hurt. Christians of different colour, language and culture have hurt each other despite sharing the same Christian background and ecclesiastical traditions. It is suggested in this study that the Dutch Reformed Church (DRC) has hurt the other member churches of the DRC family. The DRC, accordingly should become the confessant and the other churches in the DRC family, should be open and receptive to hear the confessant‟s confession. As Boesak puts it, “within the [Dutch] Reformed family racism has made it virtually impossible to share in…that most significant act within the community of the faithful,…of the unity of the Body of Christ, the Lord‟s Supper. And so white and 11 black [Dutch] Reformed Christians miss the meaning of the sacrament which Calvin so much wanted to impress upon our minds” (Boesak, 1987:7). Boesak‟s observation concerns the DRC‟s decision1 to segregate believers from each other. This not only affected the DRC family negatively but also the ecumenical church and the wider society of South Africa. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2012
- Full Text:
- Date Issued: 2012-01
- Authors: Sulo, Mmeli Othniel https://orcid.org/0000-0003-1448-9452
- Date: 2012-01
- Subjects: Pastoral counseling , Pastoral care , Confession--Biblical teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24993 , vital:63775
- Description: Introduction: To confess is to acknowledge guilt before God and fellow human beings. The act of confession emanates from awareness of guilt and serves to restore damaged relationships. It is naturally difficult to confess one‟s wrongs, and, in doing so, to render oneself vulnerable to censure. For Christians, however, within an environment, of pastoral concern, confession is essential for the enhancement of fellowship and for the ongoing reconstruction of a believer‟s integrity and a better society. Anyone seeking to resolve conflict through the pastoral function of confession should be properly motivated. Confession does not come cheap. Ecclesiastical conflict among Christians in South Africa has caused hurt. Christians of different colour, language and culture have hurt each other despite sharing the same Christian background and ecclesiastical traditions. It is suggested in this study that the Dutch Reformed Church (DRC) has hurt the other member churches of the DRC family. The DRC, accordingly should become the confessant and the other churches in the DRC family, should be open and receptive to hear the confessant‟s confession. As Boesak puts it, “within the [Dutch] Reformed family racism has made it virtually impossible to share in…that most significant act within the community of the faithful,…of the unity of the Body of Christ, the Lord‟s Supper. And so white and 11 black [Dutch] Reformed Christians miss the meaning of the sacrament which Calvin so much wanted to impress upon our minds” (Boesak, 1987:7). Boesak‟s observation concerns the DRC‟s decision1 to segregate believers from each other. This not only affected the DRC family negatively but also the ecumenical church and the wider society of South Africa. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2012
- Full Text:
- Date Issued: 2012-01
The role of cooperatives in local economic development in Buffalo City Metropolitan Municipality: A participatory monitoring and evaluation approach
- Gxabuza, Fundiswa https://orcid.org/0000-0003-2654-7365
- Authors: Gxabuza, Fundiswa https://orcid.org/0000-0003-2654-7365
- Date: 2021-06
- Subjects: Cooperative societies , Economic development , Participatory monitoring and evaluation (Project management)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20273 , vital:45645
- Description: The goal to halve unemployment in South Africa by 2014 has remained, to date, elusive. In the particular case of the Eastern Cape Province, the challenge of combating unemployment is even more daunting, as it currently faces high unemployment rates. However, while there is evidence that initiatives to promote employment generation could be reinforced through Local Economic Development (LED) and, in particular, cooperatives, not much has been reported on how cooperatives contribute in minimising unemployment in the Province. The Department of Trade and Industry (DTI) points to the inadequacy of the Monitoring and Evaluation (M&E) of cooperatives as a critical challenge that has largely remained unaddressed. The inadequacy of M&E in respect to the role of cooperatives in employment and LED has affected cooperatives, generally, and those operating in the Eastern Cape, particularly. This study argues for a participatory approach to relevant M&E frameworks and, thus, presents a participatory monitoring and evaluation (PM&E) framework for evaluating cooperatives’ impact on LED. The testable framework for PM&E is partially derived from participatory action research (PAR) methodologies, where the researcher and cooperatives identify and define the problem to be solved. The thesis then develops the framework by integrating PM&E and PAR approaches in the evaluation of cooperatives’ role in employment creation and LED. By reviewing relevant literature, this study identified, assessed, and synthesized important elements for its suggested framework. Research on cooperatives has tended to focus on their role as agents of development, and much has already focussed on sharing relevant lessons learnt. Fewer studies have, by contrast, focussed on an engaged methodology for the evaluation of cooperatives’ efforts in development. The findings of this current study show that a PM&E/PAR framework must be a joint effort of all affected parties; where the researcher and/or facilitator assumes the role of a change agent, and where participants are leaders of the movement in the course for action. This study was based in East London, and the target population consisted of primary cooperatives. Primary cooperatives are defined by the Buffalo City Integrated Cooperative Development Strategy (BCMM ICDS, 2016) are cooperative that have at least five members, and whose aim is providing employment to said members. The research design for this study was exploratory and inductive. As noted previously, this study adopted a qualitative research approach that combined PAR and PM&E. Two sets of data collection were utilised, namely focus group interviews (FGIs) and an emailed questionnaire (EQ). The FGIs were conducted with the overall study population, namely 14 cooperatives. The EQ was given to specific individual participants, namely senior government and municipal officials who are responsible for the noted cooperatives. The underlying theoretical framework for this research was empowerment, agency, and the theory of community development. A qualitative data analysis was utilised based on the translation of meaning not frequency. The search for meaning elicited rich insights pertaining to participants’ views and interpretations. In all, this study established that the participating Eastern Cape cooperatives have not yet achieved their desired contributory role of promoting LED; specifically, in terms of job creation. , Thesis (DPhil) -- Faculty of Management and Commerce, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Gxabuza, Fundiswa https://orcid.org/0000-0003-2654-7365
- Date: 2021-06
- Subjects: Cooperative societies , Economic development , Participatory monitoring and evaluation (Project management)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20273 , vital:45645
- Description: The goal to halve unemployment in South Africa by 2014 has remained, to date, elusive. In the particular case of the Eastern Cape Province, the challenge of combating unemployment is even more daunting, as it currently faces high unemployment rates. However, while there is evidence that initiatives to promote employment generation could be reinforced through Local Economic Development (LED) and, in particular, cooperatives, not much has been reported on how cooperatives contribute in minimising unemployment in the Province. The Department of Trade and Industry (DTI) points to the inadequacy of the Monitoring and Evaluation (M&E) of cooperatives as a critical challenge that has largely remained unaddressed. The inadequacy of M&E in respect to the role of cooperatives in employment and LED has affected cooperatives, generally, and those operating in the Eastern Cape, particularly. This study argues for a participatory approach to relevant M&E frameworks and, thus, presents a participatory monitoring and evaluation (PM&E) framework for evaluating cooperatives’ impact on LED. The testable framework for PM&E is partially derived from participatory action research (PAR) methodologies, where the researcher and cooperatives identify and define the problem to be solved. The thesis then develops the framework by integrating PM&E and PAR approaches in the evaluation of cooperatives’ role in employment creation and LED. By reviewing relevant literature, this study identified, assessed, and synthesized important elements for its suggested framework. Research on cooperatives has tended to focus on their role as agents of development, and much has already focussed on sharing relevant lessons learnt. Fewer studies have, by contrast, focussed on an engaged methodology for the evaluation of cooperatives’ efforts in development. The findings of this current study show that a PM&E/PAR framework must be a joint effort of all affected parties; where the researcher and/or facilitator assumes the role of a change agent, and where participants are leaders of the movement in the course for action. This study was based in East London, and the target population consisted of primary cooperatives. Primary cooperatives are defined by the Buffalo City Integrated Cooperative Development Strategy (BCMM ICDS, 2016) are cooperative that have at least five members, and whose aim is providing employment to said members. The research design for this study was exploratory and inductive. As noted previously, this study adopted a qualitative research approach that combined PAR and PM&E. Two sets of data collection were utilised, namely focus group interviews (FGIs) and an emailed questionnaire (EQ). The FGIs were conducted with the overall study population, namely 14 cooperatives. The EQ was given to specific individual participants, namely senior government and municipal officials who are responsible for the noted cooperatives. The underlying theoretical framework for this research was empowerment, agency, and the theory of community development. A qualitative data analysis was utilised based on the translation of meaning not frequency. The search for meaning elicited rich insights pertaining to participants’ views and interpretations. In all, this study established that the participating Eastern Cape cooperatives have not yet achieved their desired contributory role of promoting LED; specifically, in terms of job creation. , Thesis (DPhil) -- Faculty of Management and Commerce, 2021
- Full Text:
- Date Issued: 2021-06
The role of funding composition on efficiency in public universities in South Africa
- Nkohla, Tumi Vuyolwethu https://orcid.org/0000-0003-2426-9509
- Authors: Nkohla, Tumi Vuyolwethu https://orcid.org/0000-0003-2426-9509
- Date: 2020-08
- Subjects: Education, Higher -- Finance
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20373 , vital:45659
- Description: Studies on the relationship between funding and efficiency of public universities in South Africa were triggered mainly by the decline of government spending on public universities while the enrolment of financially needy students is increasing. This increase is a product of government’s initiatives to redress the imbalances in access and success caused by the apartheid regime. However, the government seems to be grappling to strike a balance between its initiatives and funding. While the government’s HE transformation initiatives are appreciated, public universities are caught in a dilemma: their revenue is no longer sufficient for the operations given the increase in the number of unfunded and financially constrained students. It is with this background that the study evaluates the efficiency of public South African universities for the period 2009–2016 and how funding composition affects their efficiency. The study contributes to the existing literature in various ways First, a recent study on this subject matter found a decline in the average technical efficiency (TE) score of the South African public universities from 83percent in 2009 to 78percent in 2013. However, the study did not include non-academic staff among other input variables that are assumed to potentially influence performance outcomes of the universities. We therefore developed an argument that a biased conclusion on the subject matter is likely, if academic staff are assumed to dominate efficiency of public universities in South Africa while the efforts of non-academic staff are not considered. Using a Data Envelopment Analysis (DEA) model, the findings of this study revealed that over the study period the average TE of public universities in South Africa increased from 91percent to 95percent. These results suggest that academic and non-academic staff can be deemed as mutually inclusive variables and therefore neglecting either of them can lead to biased estimated average TE scores. The efficiency levels provided in this study can be used as performance benchmarks for identifying potential improvements required to reach a satisfactory level of efficiency. Second, the literature argues that different streams of revenue utilised for funding universities’ activities can provide alternative incentives which might have an impact on efficiency. However, none of the studies examined comparatively the impact of different revenue streams on the efficiency of the public universities in South Africa. Using a fixed-effects regression model, this study found that only traditional universities’ efficiency can be affected by student fees and private income, while government funding does not seem to bear a significant impact on the efficiency of all universities irrespective of their category. Precisely, student fees enhance the efficiency of traditional universities while private income is deleterious on the efficiency of the traditional universities. The study concluded that traditional universities use students’ fees efficiently to deliver quality academic services in a bid to safeguard their reputation and image while revenue from private funders is not efficiently utilised due to the principal-agent problem. In terms of state funding, it was concluded that government spending on public universities is yet to reach a minimum threshold level at which it can contribute significantly to the efficiency of the universities. Third, recent literature used Stochastic Frontier Analysis (SFA) efficiency scores to determine the drivers of efficiency of public universities in South Africa. Although SFA can control for the stochastic error component in the econometric estimation, the model imposes several theoretical assumptions in the production function which may lead to biased estimations. As a result, several studies on efficiency analysis of Higher Education Institutions (HIEs) around the globe have reverted to using DEA. Using DEA efficiency scores and a Tobit model, this study found that that quality of staff, government funding, student fees, private income, and GDP per capita are positive factors of efficiency while the share of non-white to white staff was found as the determinant of inefficiency. It was concluded that adequate funding and proper management of income by the universities, economic growth and employment of highly educated academic staff can increase efficiency levels of public universities in South Africa, whereas an increase of non-white to white staff in South African public universities is a threat to the universities’ efficiency. Overall, the findings of this study suggest that a cost-sharing framework is inevitable in the South African higher education (HE) system, particularly now that the government is heavily burdened due to the prevailing economic turmoil in the country. As a results, private funders and parents and/guardians are encouraged to honour their portion of obligations with universities. Due to limited funding across all sources, efforts dedicated to strengthen managerial competencies of public universities in South Africa can eliminate the principle-agent problem and therefore promote managerial efficiency. The South African government is encouraged to support its transformation initiatives on HEIs with adequate funding, otherwise the initiatives need to be revisited and revised to suit the current economic environment. Revision of these initiatives may include adjustment of the education standards such that state funding can be allocated to deserving students in terms of both finances and students’ performance starting from matric. , Thesis (PhD) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-08
- Authors: Nkohla, Tumi Vuyolwethu https://orcid.org/0000-0003-2426-9509
- Date: 2020-08
- Subjects: Education, Higher -- Finance
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20373 , vital:45659
- Description: Studies on the relationship between funding and efficiency of public universities in South Africa were triggered mainly by the decline of government spending on public universities while the enrolment of financially needy students is increasing. This increase is a product of government’s initiatives to redress the imbalances in access and success caused by the apartheid regime. However, the government seems to be grappling to strike a balance between its initiatives and funding. While the government’s HE transformation initiatives are appreciated, public universities are caught in a dilemma: their revenue is no longer sufficient for the operations given the increase in the number of unfunded and financially constrained students. It is with this background that the study evaluates the efficiency of public South African universities for the period 2009–2016 and how funding composition affects their efficiency. The study contributes to the existing literature in various ways First, a recent study on this subject matter found a decline in the average technical efficiency (TE) score of the South African public universities from 83percent in 2009 to 78percent in 2013. However, the study did not include non-academic staff among other input variables that are assumed to potentially influence performance outcomes of the universities. We therefore developed an argument that a biased conclusion on the subject matter is likely, if academic staff are assumed to dominate efficiency of public universities in South Africa while the efforts of non-academic staff are not considered. Using a Data Envelopment Analysis (DEA) model, the findings of this study revealed that over the study period the average TE of public universities in South Africa increased from 91percent to 95percent. These results suggest that academic and non-academic staff can be deemed as mutually inclusive variables and therefore neglecting either of them can lead to biased estimated average TE scores. The efficiency levels provided in this study can be used as performance benchmarks for identifying potential improvements required to reach a satisfactory level of efficiency. Second, the literature argues that different streams of revenue utilised for funding universities’ activities can provide alternative incentives which might have an impact on efficiency. However, none of the studies examined comparatively the impact of different revenue streams on the efficiency of the public universities in South Africa. Using a fixed-effects regression model, this study found that only traditional universities’ efficiency can be affected by student fees and private income, while government funding does not seem to bear a significant impact on the efficiency of all universities irrespective of their category. Precisely, student fees enhance the efficiency of traditional universities while private income is deleterious on the efficiency of the traditional universities. The study concluded that traditional universities use students’ fees efficiently to deliver quality academic services in a bid to safeguard their reputation and image while revenue from private funders is not efficiently utilised due to the principal-agent problem. In terms of state funding, it was concluded that government spending on public universities is yet to reach a minimum threshold level at which it can contribute significantly to the efficiency of the universities. Third, recent literature used Stochastic Frontier Analysis (SFA) efficiency scores to determine the drivers of efficiency of public universities in South Africa. Although SFA can control for the stochastic error component in the econometric estimation, the model imposes several theoretical assumptions in the production function which may lead to biased estimations. As a result, several studies on efficiency analysis of Higher Education Institutions (HIEs) around the globe have reverted to using DEA. Using DEA efficiency scores and a Tobit model, this study found that that quality of staff, government funding, student fees, private income, and GDP per capita are positive factors of efficiency while the share of non-white to white staff was found as the determinant of inefficiency. It was concluded that adequate funding and proper management of income by the universities, economic growth and employment of highly educated academic staff can increase efficiency levels of public universities in South Africa, whereas an increase of non-white to white staff in South African public universities is a threat to the universities’ efficiency. Overall, the findings of this study suggest that a cost-sharing framework is inevitable in the South African higher education (HE) system, particularly now that the government is heavily burdened due to the prevailing economic turmoil in the country. As a results, private funders and parents and/guardians are encouraged to honour their portion of obligations with universities. Due to limited funding across all sources, efforts dedicated to strengthen managerial competencies of public universities in South Africa can eliminate the principle-agent problem and therefore promote managerial efficiency. The South African government is encouraged to support its transformation initiatives on HEIs with adequate funding, otherwise the initiatives need to be revisited and revised to suit the current economic environment. Revision of these initiatives may include adjustment of the education standards such that state funding can be allocated to deserving students in terms of both finances and students’ performance starting from matric. , Thesis (PhD) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-08