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Madiba, Sphiwe, and Mathildah Mokgatle. "Parents Support Implementation of HIV Testing and Counseling at School: Cross-Sectional Study with Parents of Adolescent Attending High School in Gauteng and North West Provinces, South Africa." AIDS Research and Treatment 2016 (2016): 1–9. http://dx.doi.org/10.1155/2016/4842814.
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Background. A formative assessment of the implementation of HIV testing and counseling (HTC) at school showed high acceptability and willingness to test among learners. However, the success of the proposed HTC depends on the support and acceptability of key stakeholders, including the parents. The aim of the study was to assess the opinions and acceptability of the implementation of HTC at school among parents of adolescents in high school.Methods. This was a cross-sectional household survey conducted with parents of adolescents attending high schools in educational districts in North West and Gauteng provinces, South Africa.Results. A total of 804 parents participated, and 548 (68.3%) were biological mothers, 85 (10.6%) were fathers, and the remaining were other relatives including grandmothers. Almost all (n=742, 92.9%) parents were in support of implementation and provision of HTC at school, 701 (87.7%) would allow their children to be tested at school, 365 (46%) felt that parental consent was not needed to test at school, and 39.4% preferred to receive the HIV test results with their children.Conclusion. Parents accept the roll-out of an HTC program at school and have a role to play in supporting children who test positive for HIV.
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Pretorius, K., and A. Van Niekerk. "Childhood psychosocial development and fatal injuries in Gauteng, South Africa." Child: Care, Health and Development 41, no. 1 (April 15, 2014): 35–44. http://dx.doi.org/10.1111/cch.12140.
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M.E, Letsoalo. "Disaggregated Analysis of Performances of Grade 12 Learners in Gauteng Province, Republic of South Africa." Journal of Education and Vocational Research 8, no. 2 (September 28, 2017): 34–44. http://dx.doi.org/10.22610/jevr.v8i2.1860.
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This paper presents the researchers’ interpretive analysis of data from the main study that was aimed at proposing the method that will plausibly be used to analyse the Grade 12 results and to compare performances of learners between provinces of South Africa. This cross-sectional, quantitative, and ex-post-facto designed study used secondary and clustered data, as supplied by Department of Basic Education through Umalusi council, to compare the likelihood of passing Grade 12 between male and female learners in the Gauteng Province, even after adjusting for school quintile. Thus, this work attempted to model the relation between school resources inputs and school outcomes called educational achievements or academic performances. The dataset contained a total of 98894 (45.44% male and 54.56% female) learners who set for Grade 12 examinations in 2008 academic. The crude estimates indicated that female learners than male learners were significantly 1.035 more likely to pass Grade 12 (OR = 1.035, p = 0.016, 95% CI: 1.006 - 1.065). Also, the school quintile adjusted model indicated that female learners than their male counterparts were significantly 1.040 more likely to pass Grade 12 (OR = 1.040, p = 0.010, 95% CI: 1.009 - 1.072). The significant effect of school quintile favoured female learners (p < 0.001). These results, from disaggregated analysis, indicated that there was sufficient evidence that female than male learners had better chances of passing Grade 12 in Gauteng Province. Therefore, authorities may consider the issue of learner-gender when allocating resources to different school In Gauteng Province.
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Reygan, Finn, and Neil Henderson. "All Bad? Experiences of Aging Among LGBT Elders in South Africa." International Journal of Aging and Human Development 88, no. 4 (March 21, 2019): 405–21. http://dx.doi.org/10.1177/0091415019836929.
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There is an almost complete dearth of research on the lives of lesbian, gay, bisexual, and transgender (LGBT) elders in South Africa. This study was a qualitative exploration through focus group discussions of the lived experiences of 22 LGBT people over 50 years of age in the Western Cape and Gauteng provinces of South Africa. Given high levels of poverty and inequality in South Africa, findings from a thematic analysis of participants’ narratives foregrounded surprisingly strong themes of inclusion and belonging despite the structural challenges faced by many in South Africa. While narratives of marginalization and exclusion were present, these were juxtaposed with reports of belonging and inclusion in families, communities, through friendship networks, and in health care. Findings indicate that, while experiences of homophobia and transphobia are real among LGBT elders in South Africa, participants experience agency, support, and relatively high reported levels of social belonging as they age.
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Thivhilaheli, Richard Netshirovha, Mammikele Tsatsimpe, Thabo Muller, Fhulufhelo Vincent Ramukhithi, Masindi Lotus Mphaphathi, Gogamatsamang Makgothi, and Ronald Sylvester Thomas. "Artificial Insemination Training Program for Smallholder Pig Farms in Gauteng Province, South Africa." Journal of Agricultural Science 12, no. 12 (November 15, 2020): 89. http://dx.doi.org/10.5539/jas.v12n12p89.
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The aim of this study was to facilitate artificial insemination training to enhance sustainable pig production within the developing smallholder pig production sector in Gauteng Province, South Africa. Eighteen smallholder pig farmers with requisite structures (pig house, pens), pigs (large white, landrace duroc or South African indigenous) and management (feeding, cleaning and record keeping) capacity were trained on routine pig management and artificial insemination procedures in a “learning by doing” on-farm supervised programme administered by Agricultural Research Council, Animal Production pig training team. Following estrus detection, 96 sows were artificially inseminated and 31 naturally served (NS). Farrowing rates (FR), total born (TB) and born alive (BA) piglets were recorded. The occurrence ccurrence of mummified fetuses (0.019 vs. 0.022%) and weak piglets (0.038 vs. 0.049%) did not differ between artificially inseminated sows and naturally mated sows. Born alive, birth weight and weaning weight were higher for artificial inseminated sows. The average litter size was 15± and 13±, birth weight 1.98±0.79 kg and 1.48±0.58 kg and weaning weight 9.89±0.87 kg and 7.23±0.71 kg for the AI and NS litters, respectively. Farmer demographic factors (age, gender and educational level) had no effect on farrowing rate, total born and piglets born alive. Therefore, implementation of artificial insemination techniques and pig production training was feasible under a smallholder pig production system.
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Masango, Michack Mandla, Linda Van Ryneveld, and Marien Alet Graham. "Electronic Textbooks in Gauteng Public Schools." International Journal of Information and Communication Technology Education 15, no. 4 (October 2019): 41–57. http://dx.doi.org/10.4018/ijicte.2019100104.
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The Gauteng Department of Education (GDE), a basic education department, is responsible for the management and administration of public educational institutions in the largest province in South Africa. The provision of learning and teaching support materials (LTSMs), including textbooks, is one of its core strategic obligations. GDE has introduced an information and communication technology (ICT) project through which schools are provided with LTSM in electronic format (e-LTSM). The first phase entailed the provision of smart-boards, laptops and tablets to grade 12 teachers and learners. This article addresses the research question on the envisaged advantages and disadvantages of electronic textbooks. A mixed method approach was utilised where 356 schools were selected to be given questionnaires and 35 schools would be interviewed. The theoretical framework applied was the technology acceptance model (TAM), with the focus on the perceived usefulness variable. The data analysis shows that the majority of schools regard the use of electronic textbooks as useful.
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Shongwe, Nothando Altrecia, Charles Byaruhanga, Pierre Dorny, Veronique Dermauw, and Daniel Nenene Qekwana. "Knowledge, practices and seroprevalence of Taenia species in smallholder farms in Gauteng, South Africa." PLOS ONE 15, no. 12 (December 18, 2020): e0244055. http://dx.doi.org/10.1371/journal.pone.0244055.
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Porcine cysticercosis and associated human infections are endemic in Sub-Saharan Africa, Latin America, and Asia. Poor agricultural practices, sanitary practices, and lack of knowledge increase the burden of the diseases in susceptible populations. This study investigates the seroprevalence of Taenia spp. in township pigs in Gauteng, South Africa and describes knowledge and farming practices of pig farmers regarding T. solium infections. Blood samples were collected from 126 pigs in three Gauteng township areas, and analyzed for active Taenia spp. infection using the B158/B60 Ag-ELISA. Farmer questionnaire surveys were conducted in four township areas to investigate the level of knowledge and practices associated with porcine cysticercosis and neurocysticercosis. Logistic regression models were used to assess the relationship between predictor variables and the outcome variable, knowledge of porcine cysticercosis or knowledge of neurocysticercosis. Overall, 7% of the pigs were seropositive for active Taenia spp. infection. 46% of farmers practiced a free-ranging system, while 25% practiced a semi-intensive system. Latrines were absent on all farms; however, 95% of farmers indicated that they have access to latrines at home. Most farmers had no knowledge of porcine cysticercosis (55%) or neurocysticercosis (79%), and this was not associated with any of the factors investigated. The prevalence of active Taenia spp. infection was reasonably low in this study, yet the knowledge level was also low, thus calling for further educational and training programmes to prevent Taenia spp. transmission in these communities.
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Matla, Shabe Jonas, and Mgadla Ike Xaba. "Teachers’ job satisfaction at well-performing, historically disadvantaged schools." International Journal of Educational Management 34, no. 4 (December 2, 2019): 725–36. http://dx.doi.org/10.1108/ijem-08-2019-0303.
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Purpose The purpose of this paper is to investigate the levels of the job satisfaction of teachers at historically disadvantaged secondary schools and to determine the correlation effects among job satisfaction dimensions as they relate to these teachers. Design/methodology/approach A quantitative survey design using Spector’s Job Satisfaction Survey was used, with 1,035 teachers from 30 secondary schools in the Sedibeng and Johannesburg South districts of the Gauteng Department of Education in the Gauteng Province of South Africa. Overall, 738 usable questionnaires were returned. Findings Teachers at well-performing, historically disadvantaged schools experience ambivalent job satisfaction levels. For this reason, they indicate satisfaction with supervision, co-workers and the nature of work; ambivalence with promotion, contingent rewards and communication; and no satisfaction with pay and operating conditions. Correlations between job satisfaction dimensions are significant. Their correlations indicate relationships that range between moderate and strong. While mostly indicating relationships of no practical effect, most of Herzberg’s hygiene factors are projected as strong moderating factors of job dissatisfaction as seen in relationships between dimensions reflecting hygiene factors and total job satisfaction. Originality/value This study pioneers the discourse on teacher job satisfaction at historically disadvantaged secondary schools, which still experience apartheid legacies: poor socio-economic conditions of their communities in South Africa. Strikingly, they consistently perform well in the National Senior Certificate – the basic education exit point. Lessons for educational management and policy practice can be learnt from these secondary schools, including lessons for underperforming schools’ leadership.
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N. Ngcobo, Raphael. "Credit provision by banks: a case study analysis of small businesses in South Africa." Banks and Bank Systems 12, no. 4 (November 30, 2017): 65–74. http://dx.doi.org/10.21511/bbs.12(4).2017.06.
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Small business sector is considered as an important economic driver by many countries. In South Africa, small business sector has been acknowledged as the driving force to boost the economic growth and an important source of job creation. This article aims at identifying factors that are a challenge in obtaining bank finance by small businesses in South Africa.Primary data for this study involved a survey questionnaire directed to owners of small businesses operating in Ekurhuleni Metropolitan area, Gauteng, South Africa. Factors that were deemed to influence bank loan decision were examined. The research findings revealed that factors such as age of business, business plans availability, educational background of business owner, experience of business owner and availability of a collateral have an influence on the bank loan decisions. This research also found that the accessibility of loan funding from banks was a constraint on business operations and growth. The findings of this study indicate that the mentioned factors are a challenge for small businesses in accessing bank loans to fund their operations.The findings of this study will be of great value to small business owners and policy makers in finding solutions to address the identified barriers.
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Čubajevaitė, Marta. "Transformative Adult Learning in New Social Movement – a Case Study from South Africa." International Journal of Area Studies 10, no. 2 (December 1, 2015): 139–71. http://dx.doi.org/10.1515/ijas-2015-0007.
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Abstract New social movements in South Africa could play a prominent role in mobilizing the communities to reflect critically and address the repercussions of the neo-liberal agenda which manifests itself in perpetual exclusion of under-educated adults and provision of poor quality education. Few studies especially from the perspective of the activists leave a potential research area of a very interesting phenomenon of how people learn while struggling for social justice. Therefore this article based on a single multi-site case study on a social movement cohering around literacy issues in Gauteng, South Africa, aims at answering, what forms of learning and education the social movement encompassed, how did the group conscientization occur and what are the individual transformations. Semi-structured interviews and a focus group discussion were held with 13 learnersactivists and 2 adult educators. By applying Mezirow’s individual transformation and Freirean group conscientization models the analysis of primary and secondary data, revealed that the engagement in the social movement challenged and changed learnersactivists’ understanding of educational status within their respective communities. This in turn led to transformative action addressing the problems identified. On the individual level, some learners-activists became more tolerant and willing to cooperate with those of different political ideologies, able to tap into community resources. Finally, the potential of social movements as adult learning environments are outlined.
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Mithi, Joseph, and Saths Govender. "Enterprise Resource Planning Tools Management in Private Higher Education in South Africa." Journal of Education and Vocational Research 11, no. 2(V) (February 14, 2021): 12–22. http://dx.doi.org/10.22610/jevr.v11i2(v).3143.
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In this research on Enterprise Resource Planning Tools Management in Private Higher Education in South Africa, the study objective was to determine critical issues influencing Enterprise Resource Planning (ERP) tools selection in academic management in Private Higher Education Institutions (PHEIs) in South Africa. A mixed-methods (qualitative and quantitative) research methodology was used to triangulate the results of the research from an interpretive position. The research analyzed and reported on subjective and quantitative data to ascertain knowledge about the participants’ recognition of critical issues affecting the management of ERP tools in academic management in PHEIs in South Africa. In this study, the following groups of participants were purposefully sampled: students, lecturers and management staff working in the three PHEIs in Gauteng. The study found that academic attainment in PHEIs could be enhanced through ERP tools management in ICT integration. The research outcomes suggest that there is enhanced coaching and students' personal interactions through online conference tools, a practice that may be backed up and carry the same weight and recognition as physical learning contact hours. Issues of integration in the selection of any robust, dynamic PHEI tools may call for a firm’s financial readiness and company-wide consultations with potential users of the system. Any HE ERP system that does not have a student portal, without integrated online issues of applications, checking of results, enhancement of teaching and learning but partly integrating one or two departments in isolation to others, may not be considered fit or robust as a higher educational ERP tool.
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Katumba, Samy, Koech Cheruiyot, and Darlington Mushongera. "Spatial Change in the Concentration of Multidimensional Poverty in Gauteng, South Africa: Evidence from Quality of Life Survey Data." Social Indicators Research 145, no. 1 (April 4, 2019): 95–115. http://dx.doi.org/10.1007/s11205-019-02116-w.
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Thsitake, Ramokone S., Supa Pengpid, and Karl Peltzer. "Knowledge and experiences of child care workers regarding care and management of children with special needs in Gauteng, South Africa." Journal of Child & Adolescent Mental Health 25, no. 2 (December 2013): 131–38. http://dx.doi.org/10.2989/17280583.2013.801845.
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Mangoukou Ngouapegne, Chriss N. ""An Investigation Of The İmpact Of Green Supply Chain Practices On Green Performance: Case Of Gauteng Province."." 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (December 9, 2020): 168. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(168).
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Worldwide, higher education is considered as a driver of economic, social and the political changes driving global knowledge (Ngoma, Ntale & Abaho 2017). Besides the increase access to education, the quality of graduate reflected by their academic performance is worrying (Ridzuan, Yunus, Abdullah, Bakar, Azlan & Ramlan 2018). Paloș, Maricuţoiu and Coste (2019), noticed that a large number of enrolled student graduates with poor grades or fail to graduate. In an attempt to retain and capture market share with the increase in study options, higher education all over the world are constantly struggling to provide a distinctive learning experience necessary to improve their students' performance (McGillicuddy & McGloin 2018). Considering the increasingly competitive and dynamic education environment, higher education can no longer ignore the needs and factors required to enhance student performance. Poor student performance in higher education institution has been a major source of concern for decision makers in the educational sector. Lai (2015), posits that the poor student performance can be attributed to the student-related factors such as attendance classes, score in high school, competence in quantitative subject and preparation to exam or tests. Moreover, Glew, Ramjan, Salas, Raper Creed and Salamonson (2019) state that poor attitude to the subject, lack of innovative teaching techniques, inadequate materials and inadequate funding to support the students negatively impact the performance of student. In addition, most prior research on performance has been done at high school or colleges, rather than at university level (Organisation for Economic Co-operation and Development (OECD) 2017). While, studies on student performance in developed countries are well documented, little attention has been dedicated in less developed countries such as South Africa (Ngoma et al., 2017). Given the difference between culture in developed and less developed counties, this study focused on investigating the antecedents of student performance in South Africa. Keywords: Student royalty, student satisfaction, student motivation, student performance
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M'kumbuzi, V. R. P., C. J. Eales, and A. Stewart. "An analysis of the completion of physiotherapy clinical records in Gauteng Province." South African Journal of Physiotherapy 58, no. 1 (February 28, 2002): 18–27. http://dx.doi.org/10.4102/sajp.v58i1.483.
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The purpose of this study was to rate the completion of physiotherapy assessment, treatment and progress records in the Gauteng province of South Africa. There is a dearth of literature on physiotherapy patient records, yet it has been demonstrated that clinical records have significant implications for quality of care, resource allocation, research and for professional litigation.A combined retrospective and prospective research design, using a quality assurance instrument was used to rate the completeness of physiotherapy records obtained from multiple study sites. Breakdown in clinical recording in the following areas is described:areas of care (private and public sectors),patient conditions (e.g. orthopaedic and surgical)patient categories (in and out patients),section of the record (e.g. demographics, physical examination), andproviders of care (physiotherapists, physiotherapy assistants and physiotherapy students).The 644 records analyzed scored a mean overall completion rate of 64%. There was a significant difference observed in overall record completion (p = 0.0004) between private and public sector providers. Significant differences were also observed for each section of the record. Factors most associated with a high degree of completion of physiotherapy patient records included; private sector physiotherapy services, use of pre-formatted assessment charts and clinicians’ participation in relevant continuing education.Physiotherapy patient records in Gauteng were found to be incomplete. The implications of this finding in an increasingly competitive global, national, corporate and domestic healthcare arena include; physiotherapy service quality, professional litigation, resource allocation and policy development, as well as professional growth, development and satisfaction with ones’ career. Recommendations on how the physiotherapy profession can improve clinical recording from an educational, clinical and managerial perspective are suggested.
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Chirinda, Brantina, Mdutshekelwa Ndlovu, and Erica Spangenberg. "Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage." Education Sciences 11, no. 4 (April 8, 2021): 177. http://dx.doi.org/10.3390/educsci11040177.
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The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Africa was used in the study. The teachers were selected through purposive sampling. A Google-generated open-ended questionnaire and follow-up telephonic interviews were used to collect data. Data were analysed thematically in five steps. The findings revealed that the WhatsApp platform is a valuable tool that can support the teaching and learning of mathematics beyond the classroom in the contexts of historical disadvantage. The findings also provided insights into how mathematics teachers became learners themselves during emergency remote teaching (ERT) as they had to adapt to digital teaching, find solutions to unfamiliar problems and acquire knowledge from a larger mathematics education community around the globe. The article discusses these findings and teachers’ challenges of transitioning from traditional face-to-face classrooms to ERT and how they were addressed. At the time of publishing the article, most learners in South Africa had started going to school on a rotational basis. Nonetheless, the study reported in this article is of importance as ERT in the context of historical disadvantage has foregrounded issues of inequality in the South African education system that must be dealt with urgently.
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Lange, Samantha Louise, Tobias George Barnard, and Nisha Naicker. "Effect of a simple intervention on hand hygiene related diseases in preschools in South Africa: research protocol for an intervention study." BMJ Open 9, no. 12 (December 2019): e030656. http://dx.doi.org/10.1136/bmjopen-2019-030656.
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IntroductionHand hygiene (HH) related illnesses such as diarrhoea and respiratory diseases, contribute to the burden of disease and are included in the top five causes of mortality in children under 5 years in South Africa. Children attending preschools are more susceptible to these infections due to the higher number of children in preschools. HH interventions have shown to reduce HH-related diseases by improving HH practices. In South Africa, there are no documented HH interventions or studies in children under 5 years. The purpose of the study is to determine whether an HH intervention can reduce HH-related diseases among 4–5-year-old preschool children and to improve HH practices in these children, their caregivers and their parents.Methodology and analysisThis is a protocol for a controlled intervention study to be conducted at preschools in Kempton Park, City of Ekurhuleni, Gauteng, South Africa. Preschools will be randomly distributed into control and experimental groups (n=70). The intervention includes interactive simulation learning, educational emails and education and poster reminders obtained from the WHO and the Global Handwashing Day website. Data collection, including the intervention, will take place during the calendar year as this coincides with the school year. Data will be analysed both preintervention and postintervention in the experimental group as well as between the experimental and control group. Data collected by means of questionnaires, observations, disease registers, hygiene inspections, semi-structured interviews and hand swabs will be analysed to determine these outcomes.Ethics and disseminationPermission has been obtained from the University of Johannesburg Ethics Committee and Ministerial Consent for Non-Therapeutic Research on Minors from the Department of Health National Ethics Research Council. Permissions for use of copyright protected materials has been obtained. Results of the study will be disseminated through peer-reviewed publications, and feedback within relevant structures through conference proceedings.
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Janse van Rensburg, Gerhard H., Ute Dagmar Feucht, Jennifer Makin, Nanya le Clus, and Theunis Avenant. "Healthcare without borders: A cross-sectional study of immigrant and nonimmigrant children admitted to a large public sector hospital in the Gauteng Province of South Africa." PLOS Medicine 18, no. 3 (March 23, 2021): e1003565. http://dx.doi.org/10.1371/journal.pmed.1003565.
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Background Human migration is a worldwide phenomenon that receives considerable attention from the media and healthcare authorities alike. A significant proportion of children seen at public sector health facilities in South Africa (SA) are immigrants, and gaps have previously been noted in their healthcare provision. The objective of the study was to describe the characteristics and differences between the immigrant and SA children admitted to Kalafong Provincial Tertiary Hospital (KPTH), a large public sector hospital in the urban Gauteng Province of SA. Methods and findings A cross-sectional study was conducted over a 4-month period during 2016 to 2017. Information was obtained through a structured questionnaire and health record review. The enrolled study participants included 508 children divided into 2 groups, namely 271 general paediatric patients and 237 neonates. Twenty-five percent of children in the neonatal group and 22.5% in the general paediatric group were immigrants. The parents/caregivers of the immigrant group had a lower educational level (p < 0.0001 neonatal and paediatric), lower income (neonatal p < 0.001; paediatric p = 0.024), difficulty communicating in English (p < 0.001 neonatal and paediatric), and were more likely residing in informal settlements (neonatal p = 0.001; paediatric p = 0.007) compared to the SA group. In the neonatal group, there was no difference in the number of antenatal care (ANC) visits, type of delivery, gestational age, and birth weight. In the general paediatric group, there was no difference in immunisation and vitamin A supplementation coverage, but when comparing growth, the immigrant group had more malnutrition compared to the SA group (p = 0.029 for wasting). There was no difference in the prevalence of maternal human immunodeficiency virus (HIV) infection, with equally good prevention of mother-to-child transmission (PMTCT) coverage. There was also no difference in reported difficulties by immigrants in terms of access to healthcare (neonatal p = 0.379; paediatric p = 0.246), although a large proportion (10%) of the neonates of immigrant mothers were born outside a medical facility. Conclusions Although there were health-related differences between immigrant and SA children accessing in-hospital care, these were fewer than expected. Differences were found in parental educational level and socioeconomic factors, but these did not significantly affect ANC attendance, delivery outcomes, immunisation coverage, HIV prevalence, or PMTCT coverage. The immigrant population should be viewed as a high-risk group, with potential problems including suboptimal child growth. Health workers should advocate for all children in the community they are serving and promote tolerance, respect, and equal healthcare access.
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Musonda, Nepha, and Micah Mutuna Simpamba. "A Review of Health Promotion Practices Among Physiotherapists In Africa." Journal of Preventive and Rehabilitative Medicine 3, no. 1 (January 10, 2021): 14–19. http://dx.doi.org/10.21617/jprm2021.315.
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Background:Physiotherapists are better placed to spearhead health promoting activities by encouraging health enhancing lifestyles as part of their practice. This study reviews health promotion practices of Physiotherapists in African countries in order to identify gaps and make recommendations to improve the health promotion practices. Methods:This narrative review was developed from a literature review of previous studies on health promotion practices among physiotherapists in Africa, which were published in English from the years 2010-2020, retrieved from Google Scholar and PubMed. Only articles that focused on health promotion, physical activity, practices, Physiotherapy and Africa were included.Results:Nine (9) studies met the inclusion criteria for this review. Five (5) studies were from Nigeria while one study each from Rwanda, South Africa, Ghana and Ethiopia. Most studies reviewed used quantitative cross-sectional surveys. The focus of these studies were mainly exploring Physiotherapists’ knowledge, attitude and practices towards health promotion and physical activity promotion. Others looked at Physiotherapy practices with regards to counseling, risk factor assessment and interventions as well as perceived barriers and educational needs. Conclusion: It is evident that there is little research done on health promotion practices among Physiotherapists in African countries. There is need to conduct more studies in this area in order to identify the challenges and improve the health promotion practices among Physiotherapy practitioners in the region.
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Mthombeni, Danisile, MA Antwi, and T. Rubhara. "http://ajfand.net/Volume21/No1/index.html#gsc.tab=0." African Journal of Food, Agriculture, Nutrition and Development 21`, no. 01 (February 2, 2021): 17125–39. http://dx.doi.org/10.18697/ajfand.96.19455.
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Agro-processing is becoming more popular and practiced by farmers to reduce post-harvest losses,add value to farm products and increase farm income. This paper presents the small-scale crop farmers’ level of participation in agro-processing in the Gauteng province of South Africa. Data were collected from 255 small-scale crop farmers selected by random sampling using a semi-structured questionnaire.Statistical Package for Social Sciences (SPSS version 23 of 2015)was used to analyse data. Descriptive statistics (in form of percentages) were used to analyse the background characteristics of the farmers,whereas the multinomial logit model was further used to show the level of participationamongst the small-scale crop farmers. With respect to agro-processing, results indicated that 47.1% of the small-scale crop farmers participated partly,40.8% of them participated fully while 12.2% did not participate at all. Results of the multinomial analyses indicated that, educational level(p<0.05), size of the field(p<0.05),distance to the market (p<0.01),and access to credit (p<0.01)had positive significant influence on small-scale crop farmers’choice to participate fully in agro-processing. Gender,regarding male participation (p< 0.05),and age of farmer (p<0.01) had significant influence on farmers’ choice to fully participate in agro-processing. Furthermore, the results of the multinomial analyses showed that size of the field (p<0.01)owned by the farmer and access to credit(p< 0.05)had positive influence on the farmers’choice to participate partly in agro-processing whereas older farmers (p< 0.05),widows (p< 0.1) and farmers with more number of fields(p<0.01) were less likely to participate partly in agro-processing activities. These results have implications for the development of small-scale farmers venturing into agro-processing in the Gauteng province. Young females should be encouraged to join the agricultural sector as they are likely to participate in agro-processing activities which in turn results in improved income and food security at the household level. Furthermore, new agricultural education programmes should be encouraged in the area households as educated farmers are more likely to participate in the value addition activities of agro-processing.
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Maluleke, Ntsako P., Katijah Khoza-Shangase, and Amisha Kanji. "School readiness and academic achievement of children with hearing impairment: A South African exploratory study." South African Journal of Childhood Education 11, no. 1 (September 2, 2021). http://dx.doi.org/10.4102/sajce.v11i1.898.
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Background: Children with hearing impairment may be at risk of not achieving the necessary school readiness because of the link between hearing impairment and academic achievement. However, early hearing detection and intervention (EHDI) can improve potential outcomes for these children.Aim: As part of a bigger study titled ‘Communication and school readiness abilities of hearing-impaired preschool graduates: Exploring outcomes of early intervention preschool programs in Gauteng’, the aim of this study was to describe the school readiness and academic achievement of children with hearing impairment through retrospective record reviews of EHDI preschool records and Grade 3 teachers’ survey.Setting: The study was conducted in Gauteng, South Africa, where two EHDI preschool centres participated in the study.Methods: Eight children identified with hearing impairment and enrolled in EHDI preschools were included in the study, along with their Grade 3 teachers. Data collection was conducted through a self-developed teacher questionnaire and record reviews of the children’s preschool files. Data were analysed using descriptive statistics.Results: Three children (n = 8) obtained age-appropriate school readiness results and were subsequently enrolled in mainstream schools. Five children (n = 8) did not exhibit age-appropriate school readiness and were subsequently enrolled in remedial schools and schools for Learners with Special Education Needs (LSEN).Conclusion: These preliminary findings demonstrate that through EHDI, children with hearing impairment are allowed to develop the school readiness required to experience academic success. Factors influencing outcomes within the South African context need to be explored in order for South Africa to benefit maximally from EHDI initiatives.
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Bishop, Kate, Meredith McMorrow, Susan Meiring, Sibongile Walaza, Liza Rossi, Sarona Mhlanga, Stefano Tempia, et al. "An evaluation of an influenza vaccination campaign targeting pregnant women in 27 clinics in two provinces of South Africa, 2015 – 2018." BMC Health Services Research 21, no. 1 (September 9, 2021). http://dx.doi.org/10.1186/s12913-021-06962-8.
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Abstract Introduction Despite prioritization, routine antenatal influenza vaccine coverage is < 16% in South Africa. We aimed to describe maternal influenza vaccine coverage in 27 antenatal clinics (ANCs) in Gauteng and Western Cape (WC) Provinces, where in collaboration with the Department of Health (DoH), we augmented the annual influenza vaccination programme among pregnant women. Methods From 2015 through 2018, 40,230 additional doses of influenza vaccine were added to the available stock and administered as part of routine antenatal care. Educational talks were given daily and data were collected on women attending ANCs. We compared characteristics of vaccinated and unvaccinated women using multivariable logistic regression. Results We screened 62,979 pregnant women during the period when Southern Hemisphere influenza vaccines were available (27,068 in Gauteng and 35,911 in WC). Vaccine coverage at the targeted clinics was 78.7% (49,355/62682), although pregnant women in WC were more likely to be vaccinated compared to those in the Gauteng (Odds ratio (OR) =3.7 p < 0.001). Women aged 25—29 and > 35 years were less likely to be vaccinated than women aged 18—24 years (OR = 0.9 p = 0.053; OR = 0.9 p < 0.001). HIV positive status was not associated with vaccination (OR = 1.0 p = 0.266). Reasons for not vaccinating included: vaccine stock-outs where ANCs depleted available stock of vaccines and/or were awaiting delivery of vaccines (54.6%, 6949/12723), refusal/indecision (25.8%, 3285), and current illness that contraindicated vaccination (19.6%, 2489). Conclusion Antenatal vaccination uptake was likely improved by the increased vaccine supply and vaccine education offered during our campaign.
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Watson, Mark B., and Paul Fouche. "Transforming a Past into a Future: Counseling Psychology in South Africa." Applied Psychology 56, no. 1 (January 2007). http://dx.doi.org/10.1111/j.1464-0597.2007.00282.x.
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Osborn, Marilyn, Ethel Thomas, and Dorothea Hartnack. "An Evolving Model of Knowledge Management in Education and the South African Reality." IASL Annual Conference Proceedings, March 7, 2021. http://dx.doi.org/10.29173/iasl7998.
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Concepts of Knowledge Management struck three educators in Gauteng, South Africa, and inspired them to devise a Knowledge Management model for education and schools. The model is focused on how Knowledge Management is sandwiched between the country’s educational policies and the bedrock of literacy and reading. It encompasses the Constitution, common value systems, common leadership/management skills and professional values, inherited language skills and cultural knowledge and lifestyles, general knowledge, information/literacy/digital/IT skills, Intellectual Capital and collaboration between educational entities, school librarians and colleagues, communities and stakeholders. The model highlights the many challenges existing in South African education and further inspired the three educators to consider their own achievements as School Librarians – one at a Public/Government High School and the other at a Public/Government Primary School. The High School Librarian has used IT to promote reading to great effect, while the Primary School Librarian has made important strides in helping her subject/learning area colleagues to teach Information Literacy.
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De Klerk, Saskia, and Minrie Greeff. "NETWORK, HOW? Perceptions of business people on networking practices." Acta Commercii 10, no. 1 (December 7, 2010). http://dx.doi.org/10.4102/ac.v10i1.138.
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Purpose: The purpose of this paper was to contribute to literature on networking from a South African perspective. Literature on networking is mainly concentrated on the European and American contexts with homogeneous groups and traditional divisions. The business landscape of South Africa thus requires more investigation. Problem investigated: Literature regarding networking in an South African context with its dynamic business environment is limited. This article addresses the concerns of how South African business owners and managers perceive networking in their businesses and specifically focus on the South African perspective. Therefore, the focus is on the perceptions of business owners and managers on current networking practices in South Africa. Methodology: A qualitative research design to uncover the rich underlying feelings of business owners and managers was used. The qualitative enquiry consisted of five focus group discussions (n=41 participants) among prominent business owners and managers in the Gauteng Province, South Africa. The Gauteng Province was selected since it is the economic and innovation hub of South Africa. Findings and implications: The main findings showed the following main themes of networking that emerged from the data, and included (1) networking as a skill versus a natural ability; (2) the motivation behind networking; (3) the loci of networking; (4) the type of relationships that determine the character of the network; and (5) the relationship characteristics of successful networking. The main contribution of this is that there seems to be different networking situations and applications for different circumstances. According to the participants, it seems that networking in the South African landscape appears to be either relationship or business based. Originality and value of the research: The value of these findings lies in the fact that they contribute to networking literature from a South African perspective and that networking skills form an important part of management and entrepreneurship. The conclusion is that this research supports the notion that networking skills are important and should be developed on a wider basis. Formal courses on networking or incorporation in existing management training and development courses need to be implemented on all levels by educational institutions and government.
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Klopper, Cecilia. "South African parents’ view of their role in the education of their young children in South Africa as democratic citizens." Journal of Early Childhood Research, July 28, 2020, 1476718X2093807. http://dx.doi.org/10.1177/1476718x20938074.
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This study addressed the knowledge gap regarding South African parents’ view of their role in the education of young children as democratic citizens. The study was conducted with parents of children younger than 8 years in 2 multicultural primary schools in Gauteng, South Africa. The explanatory sequential mixed methods research design was used to collect data from parents in order to answer the research question. The quantitative data were gathered first by means of a questionnaire, and afterwards the qualitative data were gathered by means of semi-structured interviews. The research results showed that when educating their young children to democratic citizenship, participating parents consider various values of a democratic citizen as important including responsibility, respect, participation, norms and values, peacebuilding, love, loyalty, deliberations, kindness, commitment, non-racism, non-sexism, equality, reconciliation, self-control, forgiveness, compassion, tolerance, open-mindedness, a sense of belonging, rule of law and social justice. Participating parents also regard their example as democratic citizens, respect, participation and the creation of a safe, proud and free democratic society as important. They did, however, consider the media and other bad role models as challenges when educating their young children towards democratic citizenship. The most important finding of the study is the influence of negative societal and political factors on the attitudes and opinions of the participating parents. New insights that emerged from the study includes that these parents want to do their best to educate their children as democratic citizens in South Africa, in the best interest of their children as future democratic citizens, but are hindered by certain societal and political factors.
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Sedibe, M. "Diversity among Post Graduate Certificate in Education Students during a Yearly Educational Excursion in a University in Gauteng Province, South Africa." Mediterranean Journal of Social Sciences, September 1, 2014. http://dx.doi.org/10.5901/mjss.2014.v5n20p1434.
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Magagula, Khensani, Eugine T. Maziriri, and Musawenkosi D. Saurombe. "Navigating on the precursors of work readiness amongst students in Johannesburg, South Africa." SA Journal of Industrial Psychology 46 (November 30, 2020). http://dx.doi.org/10.4102/sajip.v46i0.1778.
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Orientation: Research has been conducted regarding work readiness in a various contexts. However, there are deficiencies in studies that have focused on the precursors of work readiness in an African context.Research purpose: The primary objective of this study was to determine the impact of career self-efficacy (CSE), career exploration (CE) and self-perceived employability (SPE) on work readiness (WR) of students in the South African context, particularly in the Gauteng Province.Motivation for the study: There is an unequivocal gap between what educational institutions teach as well as what the South African labour market requires, highlighting a misalignment and one of many reasons graduates struggle to find work.Research approach/design and method: To close the research gap, the current study used a quantitative approach using the cross-sectional survey research design. A structured questionnaire was administered to 254 randomly selected students. The collected data were analysed using structural equation modelling.Main findings: The hypotheses testing results revealed that the WR was influenced significantly and positively by CSE, CE and SPE.Practical/managerial implications: The present research provides implications from which managers of institutions of higher learning can benefit. For instance, ensuring that experiential learning is involved in all the programmes. This will be more advantageous to students who would like to evaluate themselves to determine if they are work ready.Contribution/value-add: This study adds fresh understanding regarding the precursors that stimulate work readiness among students in a South African context.
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Vukosi, Lina, Corle Gertruida Smith, Eunice Rautenbach, and Gary Collins. "An analysis of learners' spoken English in public and private schools." Per Linguam 37, no. 1 (2021). http://dx.doi.org/10.5785/37-1-973.
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This study explored the various aspects of Grade 12 English as a first additional language (EFAL) learners’ oral proficiency and compared the different aspects of poor oral achievement in selected public and private schools in Gauteng, South Africa. Furthermore, it investigated reasons for the difference in the level of English oral proficiency of the learners in these schools. The difference in the level of English language proficiency was found to be linked to several sociolinguistic factors and environments that exert an influence on the teaching and learning environment. The South African learning environment is characterised by multicultural learners who attain English as a FAL. Public schools are state-governed schools and private schools are independent, often found in the CBD and owned by private stakeholders. The private schools are not necessarily elitist or wealthier than public schools in Gauteng which is a densely populated area. Learners’ oral proficiency was compared to determine which environment was perceived to facilitate the desired advanced level of English oral proficiency. The main question was: Which areas related to the oral English Language proficiency of Grade 12 FET English FAL learners need to be addressed and how does this differ between learners from private and public schools? This study dealt with the learner responses of stakeholders and FET Grade 12 learners in Gauteng in former model-C public schools in Soshanguve and private schools in the CBD of Tshwane. A mixed-methods research approach was followed in order to highlight specific areas and to uncover discrepancies pertaining to poor oral English language proficiency. This is followed by qualitative, semi-structured interview responses to clarify the central focus of the study. The findings also confirmed that a limited vocabulary, due to inadequate exposure to English at home was considered the primary cause of the problem.
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Coetzee, Maria H., and Roinah N. Ngunyulu. "Assessing the use of contraceptives by female undergraduate students in a selected higher educational institution in Gauteng." Curationis 38, no. 2 (July 23, 2015). http://dx.doi.org/10.4102/curationis.v38i2.1535.
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Background: Unplanned pregnancies amongst students at higher education institutions are a major concern worldwide, including South Africa. Apart from various social and psychological challenges, unplanned pregnancies affect students’ objectives of achieving academic success. Research undertaken in the United States of America (USA) indicates that around 80% of female students in institutions of higher education between ages 18 and 24 are sexually active.Objectives: To assess and describe the use of contraceptives by undergraduate female students in a selected higher educational institution in Gauteng.Method: A cross-sectional, descriptive, quantitative design was used. A total of 400 female undergraduate students were requested to respond to a self-administered questionnaire. Stratified random sampling was used to select the participants. They were selected systematically from two campuses. Data were entered using an excel sheet at the Department of Statistics, and analysed using the Statistical Analysis Software programme, (SAS version 9.3), of the Department of Statistics’ higher educational institutions.Results: A total of 74%females indicated they were sexually active, 79%of whom reported using contraceptives. The most common used methods were oral contraceptives at 38%, and 25% for male condoms. The most commonly known methods were condoms at 84%, and the oral contraceptive at 68%. The knowledge of condom use to prevent sexually transmitted diseases was high at 91%.Conclusion: Inadequate knowledge and awareness on some contraceptive methods was found. Thus, educational programmes to increase students’ knowledge on the use of all contraceptive methods are urgently needed
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Mvana, Siyamthanda Wendy, and Larisa Louw. "Socio-Demographic Variables of Work Engagement, Psychological Capital and Turnover Intention among South African Teachers." African Journal of Employee Relations (Formerly South African Journal of Labour Relations) 44 (March 25, 2021). http://dx.doi.org/10.25159/2664-3731/6645.
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This study sought to empirically assess whether the socio-demographic variables (age, race, gender, marital status, educational level, years employed, employment status, and home language) of teachers predict their work engagement, psychological capital and turnover intention. A quantitative study was conducted using a non-probability, convenience sampling method on teachers working in the Tshwane South District in Gauteng, South Africa (N = 208). Biographical data were collected. Questionnaires of the Utrecht Work Engagement Scale, the Turnover Intention Scale, and Psychological Capital were used in the data collection. The results showed that education qualifications, race, tenure, and the age of high school teachers contribute when explaining their work engagement, psychological capital and turnover intention. The sample was predominantly characterised by African teachers, resulting in the under-representation of other races, and the size of the sample was not large enough to generalise the findings. These findings add valuable knowledge to the body of research and provide new insights that are aimed at enhancing the retention of high school teachers in underdeveloped countries. It is recommended that future research obtain a larger and a more representative sample to increase external validity.
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Mashaba, Ernest Khalabai, and Simeon Maile. "Factors Underlying Teacher Absenteeism in Selected Schools Located in Tshwane West District, South Africa." International Journal of Educational Development in Africa 4 (December 10, 2018). http://dx.doi.org/10.25159/2312-3540/3785.
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Teacher absenteeism is widely recognised as a serious problem, particularly in disadvantaged areas, yet there is little systematic research and data on teacher absence in developing nations. Generally, literature discusses the phenomenon of teacher absenteeism on the basis of high-income countries and low-income countries. The current research argues that the reasons for teacher absenteeism in developed nations are largely personal matters related to the individual and the rate of absence is relatively low. In this study we argue that while teachers’ absence is a matter that concerns the individual, there are institutional (school), structural (social environment) and economic factors that impact on the extent of teacher absenteeism in low-income countries. The purpose of the study is to investigate factors underlying teacher absence in disadvantaged communities. We investigated the phenomenon of teacher absenteeism in three (n–3) selected schools in the District of Tshwane West (D15) located in Soshanguve, Gauteng Province, South Africa. Soshanguve is a township with a predominantly disadvantaged community which depends on the public schooling system and probably has limited access to private education. The study used qualitative methods and data was collected through semi-structured interviews. The findings reveal that the schools are ineffective in curbing and reducing teacher absenteeism due to insufficient policy measures. The problem of teacher absenteeism is rampant and manifests in many forms. The leave policy seems to be effective in curbing the wage bill for substitute teachers, but at the same time it appears to grossly contribute to the damaging effects of absenteeism on educational outcomes. We recommend that costs in implementing the policy need to be balanced against the effectiveness of the policy. Reducing teacher absenteeism implies reducing the monetary cost of teacher absence and improving the education outcomes of learners. This ensures that the relationship between inputs (education investment) and outputs (learner performance) is optimal. We conclude that improving teacher attendance will thus increase productivity in schools.
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Mphahlele, Ramashego S. S. "Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ in early childhood education." South African Journal of Childhood Education 9, no. 1 (October 14, 2019). http://dx.doi.org/10.4102/sajce.v9i1.757.
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Background: In the history of early childhood education (ECE), language is viewed as key in teaching and learning. Children in the ECE are mostly confined to verbal communication which, to a certain extent, restricts their imagination and inventive ability. Loris Malaguzzi, the founder of the Reggio Emilia educational philosophy, initiated the Hundred Languages of Children (HLC) as a pedagogical approach to enable children to interact and communicate.Aim: This study aims to explore the role of HLC through the experiences and views of the four ECE practitioners in the Gauteng province. Drawing on Gardner’s theory of multiple intelligences, the author argues that ECE children possess different kinds of minds, and therefore they learn in different ways.Setting: Two Early Childhood centres in the Gauteng Province of South Africa were selected for this study because they had adopted Malaguzzi’s HLC approach to constructing concepts to help children structure knowledge and organise learning.Methods: The author used one-on-one interviews to get ECE practitioners’ experiences on using Malaguzzi’s HLC. To corroborate the interviews’ data, the author conducted classroom observations and document analysis.Results: The participants viewed Malaguzzi’s HLC as an enabler to meet the requirement of the two sets of curricula from the Department of Social Development (the National Curriculum Framework for children from 0 to 4 years) and from the Department of Basic Education (the Curriculum Assessment and Policy Statement for 5-year-old children).Conclusion: The findings show a paradigm shift, as children become active constructors of their own knowledge.
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Mdikana, Andile Alfred. "Teacher Perceptions on In-School Care and Support for Children with Intellectual Disability and a History of Sexual Abuse." Journal of Education, Society and Behavioural Science, July 12, 2021, 1–9. http://dx.doi.org/10.9734/jesbs/2021/v34i630331.
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This study investigated teachers’ perceptions on in school-based care and support for children with intellectual disabilities and a history of sexual abuse. The participants were a convenience sample of 28 teachers from four special educational needs schools in Gauteng Province, South Africa (females = 80%, age range = 30 to 55 years). The teachers participated in a focus group discussion on school-based quality of care and support for intellectually disabled children with a history of sexual abuse. A focus group interview schedule was designed and administered to collect the data. A thematic method of data analysis was used to collect the data.Two themes resulted from the data analysis: infrequency (80%) and short duration of support, and educator sensitivity. The most important point to consider is that the affected children are referred to the relevant structure and that parents are frequently consulted throughout the process. It is highly recommended that the issue of sexual abuse of children with disability should be handled with great care and sensitivity.
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Darteh, Eugene Kofuor Maafo, Susanna Aba Abraham, Abdul-Aziz Seidu, Vijay Kumar Chattu, and Sanni Yaya. "Knowledge and determinants of women’s knowledge on vertical transmission of HIV and AIDS in South Africa." AIDS Research and Therapy 18, no. 1 (July 15, 2021). http://dx.doi.org/10.1186/s12981-021-00367-7.
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Abstract Background HIV/AIDS is still one of the major public health concerns globally. It is one of the major contributory causes of deaths among women in the reproductive age (15–49 years) and has resulted in about 14 million orphaned children globally. Knowledge of Mother-to Child transmission is one of the strategies to fight against HIV. This study, therefore, sought to assess the knowledge and determinants of women’s knowledge on vertical transmission of HIV and AIDS in their reproductive age in South Africa. Methods Data were obtained from the South Africa Demographic and Health Survey (SADHS) 2016. Both descriptive (frequencies and percentages) and inferential analysis (multilevel mixed-effects complementary log–log regression model) were conducted and the statistical significance was set at p < 0.05. Results The prevalence of knowledge of mother to child transmission of HIV and AIDS during pregnancy, delivery, breastfeeding and at least knowledge of one source are 87.0%, 81.1%, 80.3% and 91.4% respectively. At the individual level, those with secondary [AOR = 1.28, CI = 1.04,1.57] and higher [AOR = 1.55, CI = 1.21,1.99], those who read newspaper less than once a week [AOR = 1.16, CI = [1.05,1.28], at least once a week [AOR = 1.14, CI = 1.04,1.25], and those who listen to the radio less than once a week [AOR = 1.22, CI = 1.03,1.43] had higher odds of knowledge on MTCT of HIV and AIDS. However, those with parity 0 [AOR = 0.73, CI = [0.63,0.85] had lower odds of knowledge of MTCT of HIV and AIDS compared with those with parity 4 or more. At the contextual level, those in the poorest wealth quintile [AOR = 0.82,CI = 0.69,0.97] had lower odds of having knowledge of MTCT of HIV and AIDS. Those in the urban areas [AOR = 1.17, CI = [1.04,1.31], those in Limpopo [AOR = 1.35, CI = [1.12,1.64], Gauteng [AOR = 1.35, CI = [1.12,1.62] and North west[AOR = 1.49, CI = [1.22,1.81] had higher odds of knowledge of mother to child transmission of HIV and AIDS. Conclusion The study has demonstrated that there is relatively high knowledge of mother to child transmission of HIV and AIDS in South Africa. The factors associated with the knowledge are educational level, exposure to mass media, parity, wealth status, place of residence and the region of residence. To further increase the knowledge, it is imperative to adopt various messages and target respondents in different part of SSA through the mass media channels. This should be done taking cognizant of the rural–urban variations and socio-economic status.
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"Affective Enterprise Resource Planning Tools in Academic Management." Noble International Journal of Social Sciences Research, no. 61 (January 22, 2021): 1–6. http://dx.doi.org/10.51550/nijssr.61.1.6.
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In this thesis on Enterprise Resource Planning Tools Management in Private Higher Education in South Africa, the study utilized multiple sources of data collection in a mixed manner, namely; use of interviews and focus groups (in-depth interviews) in qualitative investigations and questionnaires in a quantitative study in order to determine critical issues influencing the adoption of Enterprise Resource Planning (ERP) tools in academic management in Private Higher Education Institutions (PHEIs) in South Africa. A mixed methods (qualitative and quantitative) research methodology was used pragmatically in the study paradigm to triangulate the results of the research from an interpretive position. The research analyzed and reported on subjective and quantitative data to ascertain knowledge about the participants’ recognition of critical issues affecting adoption of ERP tools in academic management in Private Higher Education Institutions (PHEIs) in South Africa. In this study, the following groups of participants were purposefully sampled: students, lecturers and management staff working in the three PHEIs in Gauteng. The study found that academic attainment in PHEIs could be enhanced through effective ERP tools management in ICT integration. In light of the research outcomes, the study highlighted students’ personal interactions through online conference tools, a practice that may be backed up and carry the same weight and recognition as physical learning contact hours. The qualitative and quantitative data analysis raised a debate that HE ERP systems must or may integrate all those particular factors that coordinate and interact as changes made in one factor should also reflect in another factor or module. ERP tools security features should be instituted at all levels of the main tools. Issues of integration in the selection of any robust, dynamic PHEI tools may call for an organization’s financial readiness and company-wide consultations with potential users of the system. Bringing in such a discussion in preparation to single out tools that may be selected over time may be an issue that is seldom shared by top HE executives, as other decisions in the ERP tools selection may seem to be imposed upon departments. HE ERP that does not have a student portal, without integrated online issues of applications, checking of results, enhancement of teaching and learning but partly integrating one or two departments in isolation to others, may not be considered fit or robust as a higher educational ERP tool.
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Van Vuuren, J. J., and D. Groenewald. "A critical analysis of the influence of start-up factors in small businesses and entrepreneurial ventures in SA." Acta Commercii 7, no. 1 (December 7, 2007). http://dx.doi.org/10.4102/ac.v7i1.39.
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Purpose: This paper focuses on a critical analysis of the influence of start-up factors in small businesses and entrepreneurial ventures in Gauteng, a province in South Africa.Problem investigated: Owing to the low economic growth, high unemployment, and an unsatisfactory level of poverty in South Africa, entrepreneurship becomes a critical solution for the starting and developing of small businesses. Although the South African Government are constantly improving in eliminating barriers to potential start-ups, South Africa's TEA is not up to standard if it wants to sustain economic growth rates that will create wealth for everybody. Various factors influence and play a role in the establishment and operation of small businesses and entrepreneurial ventures.Design/methodology/approach: An ex-post facto, formal research design was used as respondents were requested to indicate on a four-point scale how important they deemed 37 items in a structured personal interview. A sample of 312 elements was included in the research. The data was analysed through a factor analysis and analysis of variance.Findings: Four factors were identified that influence the start-up of small businesses and entrepreneurial ventures. They are: personal management and involvement; role models; effective time management; and support from partners and advisors. It is very clear that there is a definite difference in the needs and factors influencing: women and male entrepreneurs; the age of entrepreneurs and the stage of the business in its life cycle.Value of research: By analysing the factors that influence start-up, it can make potential entrepreneurs aware of theimportance of considering these factors in the start-up and growth of their businesses.Conclusion: The findings of this research are in line with similar international research (Mazzarol et al., 1999 and Deakins & Freel, 2003) on various aspects influencing the start-up of businesses. Although a lot of support, education and training are given in South Africa, policy makers and educational institutions should take note of the various differences in needs and make provision in their support and training for these differences. It is also recommended that existing small business owners and entrepreneurs must create their own support structure specifically when they move from the start-up stage to the new firm stage, as this is a stage where support and advice is much needed.
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Matli, Walter, and Mpho Ngoepe. "Extending information poverty theory to better understand the digital access and inequalities among young people who are not in education, employment or training in South Africa." Higher Education, Skills and Work-Based Learning ahead-of-print, ahead-of-print (September 16, 2021). http://dx.doi.org/10.1108/heswbl-05-2020-0107.
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PurposeThe objective of this study is to present evidence regarding how young people, who are not in education, employment or training (NEET) in South Africa, lack literacy skills and access to enabling resources to actively search and navigate information services systems that are primarily web-based. Information Poverty Theory is adopted to better understand the technological and social strata challenges experienced by young NEET people.Design/methodology/approachThe study used semi-structured interviews for collecting data over two months in 2018, employing snowball sampling with 24 key participants, representing a diversity of educational backgrounds and previous experience of economic participation.FindingsThe findings of this study suggest that most interviewed young people, who are NEET, lack advanced information literacy and digital skills to access information services. The results also indicate that access to information services that are primed for online information is a challenge for most of these NEET young people residing in underserviced communities. The high cost of an Internet connection means that the Internet is out of reach for most low-income households. In communities that are underserviced with no adequate information and communication technology (ICT) infrastructure, people residing in such areas are subjected to living in circumstances where there is poverty and thus a lack of access to online information.Research limitations/implicationsThis paper reports on data collected in 2018 using intense interviews, while acknowledging limitations in terms of the sample size. Hence, it is not fully representative of the whole population of young people, who are NEET, residing in the Gauteng Province of South Africa.Practical implicationsThe findings illustrate the need for further collaboration among relevant stakeholders to strengthen existing programmes and for stronger partnerships. The arguments presented herein enhance knowledge and understanding concerning the digital literacy skills divide that exists among young people who are NEET. It includes a discussion to contribute to policy development.Originality/valueThis study focuses on challenges young people who are NEET experience when looking for work and developmental opportunities. This qualitative study adopts Information Poverty Theory and uses prior studies to link the undertaken survey and research. It is expected that this study may serve as a pilot for future studies and may also contribute to the ongoing discussions around the use of ICTs on their use and access, especially the effect on young people when searching for information related to jobs and other developmental opportunities using online services.
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Walwyn, David R., and Boitumelo Maitshotlo. "The role of South African traditional health practitioners in the treatment of HIV/AIDS; A study of their practices and use of herbal medicines." Southern African Journal of HIV Medicine 11, no. 2 (November 9, 2010). http://dx.doi.org/10.4102/sajhivmed.v11i2.224.
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Background
A large proportion of HIV positive South Africans regularly consult Traditional Health Practitioners (THPs) for their healthcare needs, despite some evidence of negative interactions with antiretrovirals (ARVs) and no published peer-reviewed clinical evidence for the efficacy of traditional medicines in the treatment of HIV. In this study, we investigated the dominant practices of THPs towards HIV positive patients and whether these practices have changed following widespread public awareness campaigns covering HIV and its treatment.
Method
The study used a semi-structured interviewer-administered questionnaire in the home language of the interviewee. A total of 52 THPs from four provinces (Gauteng, Limpopo, Kwazulu Natal and Eastern Cape) were interviewed. 38% of the respondents were based in the rural areas, and 69% classified themselves as inyangas, with the remainder being sangomas.
Findings
All of the THPs in the survey offered treatment for HIV, although only 20% claimed to be able to cure the disease. 88% prepared their own medication, mostly from plant material, and sold their products as aqueous extracts in labelled bottles. None of these products had been systematically evaluated, and there was mostly no record keeping, either of the patient, or of the medicine itself. Quality control practices such as expiry dates, controlled storage conditions and batch records were totally unknown in our sample. Only 38% of the THPs had received training on HIV/AIDS although 75% believed that they were well informed about the disease. Our own assessment was that only 50% had a working knowledge of HIV; more disturbingly 37% believe that only traditional medicines should be used for the treatment of HIV and a further 50% believe that both traditional medicines and ARVs can be taken simultaneously.
Interpretation
Despite ongoing public educational campaigns on HIV, some of which have specifically targeted THPs, the care of HIV positive patients continues to be compromised by the traditional sector. Although some progress is evident, THP approaches to HIV treatment fails to conform to minimum standards proposed by the World Health Organisation and other organisations, and represents a considerable challenge to the integration of THPs with the biomedical sector, and with the antiretroviral treatment programme in South Africa.
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Ozdamli, Fezile. "World Journal of Environmental Research: Volume 7, Issue 2, December 2015." World Journal on Educational Technology 7, no. 2 (August 13, 2015). http://dx.doi.org/10.18844/wjet.v7i2.257.
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Honorary Editor Steven Ross, Johns Hopkins University, USA Editor-in-Chief Fezile Ozdamli, Near East University, Cyprus Editorial Board Hafize Keser, Ankara University, Turkey Jesus Garcia Laborda, Universidad de Alcala, Spain Huseyin Uzunboylu, Near East University, Cyprus Selma Koc, Cleveland State University, USA Huseyin Bicen, University of Kyrenia, Cyprus Owner and Publisher SciencePark Science Organization and Counseling LTD.Publisher Contact SciencePark Science, Organization and Counseling LTD.13 Subat Street, No: 17, 99030 Kyrenia – CyprusE-mail: info@sproc.org Tel: +90 5338366993Fax: +90 3928157195www.sproc.orgEditorial Contact Fezile OzdamliNear East University,Faculty of Education Chairperson of Department of Educational Technology Nicosia, Cypruswjet.editor@gmail.comTel. +90 392 6802000 - 111 Sponsor World Journal on Educational Technology is an academic journal which is sponsored by Near East University and Cyprus Educational Sciences Association. Frequency 3 issues (April 30, August 31 and December 31) per year. Technical Staff Meltem Haksiz Vasfi Tugun Basak Baglama Proofreading Academic Proofreading www.academicproofreading.com Cover Design Hasan Ozdal Azmiye Yinal Abstracting/Indexing Academic Keys, DOAJ, PsycINFO, EBSCO, Ulrich's Educational Research Abstracts (ERA), Asian Education Index, Turkish Education Index, Georgetown University Library, Google Scholar, AWER Index and InfoBase Index Publishing Language All Manuscripts must be in English language. Issue Publishing Date August 2015 International Advisory Board Abdullah Kuzu, Anadolu University, Turkey Adem Karahoca, Bahcesehir University, Turkey Antonella Carbonaro, University of Bologna, Italy Birikim Ozgur, Near East University, Cyprus Christine Harmes, James Madison University, USA Eralp Altun, Ege University, Turkey Ferhan Odabaşı, Anadolu University, Turkey Gulsun Kurubacak, Anadolu University, Turkey Hafize Keser, Ankara University, Turkey Halil İbrahim Yalın, EMU, Cyprus Huseyin Uzunboylu, Near East University, Cyprus Mehmet Ali Öztürk, Bahcesehir University, Turkey Murat Tezer, Near East University, Cyprus Nadire Cavus, Near East University, Cyprus Özge Hacıfazlıoğlu, Istanbul Kultur University, Turkey Ray Webster, Murdoch University, Australia Saniye Tugba Bulu, Middle East Technical University, Turkey Servet Bayram, Marmara University, Turkey Sharifah Norhaidah S. Idros, UniversitiSains Malaysia, Malaysia Sonia María Suárez‐Garaboa, University of A Coruña, Spain Steven M. Ross, Johns Hopkins University, USA Thirusellvan Vandeyar, University of Pretoria, South Africa Tom Baranowski, Baylor College of Medicine, USA Tse‐Kian Neo, Multimedia University, Malaysia Yavuz Akpınar, Bogaziçi University, Turkey Yolanda Sealey‐Ruiz, Columbia University, United States Yu‐chu Yeh, National Chengchi University, Taiwan Yu‐Mei Wang, University of Alabama at Birmingham, USA Zehra Ozcinar, Ataturk Teacher Academy, Cyprus Note: All members of international advisory board articles' indexed in SSCI. Important Information During review process we use iThenticate plagiarism software. So, it is recommended to the authors should scan with iThenticate plagiarism or other free plagiarism software of their manuscripts. ©2015 SciencePark Science Organization and Counseling LTD. All rights reserved. The ideas published in the journal belong to the authors. Important Announcement We would like to announce that World Journal on Educational Technology will only be published online from 1 September 2015. There will not be a printed version (ISSN: 1309-1506) of the journal.
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Ozdamli, Fezile. "World Journal of Environmental Research: Volume 7, Issue 1, April 2015." World Journal on Educational Technology 7, no. 1 (January 18, 2016). http://dx.doi.org/10.18844/wjet.v7i1.256.
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Honorary Editor Steven Ross, Johns Hopkins University, USA Editor-in-Chief Fezile Ozdamli, Near East University, Cyprus Editorial Board Hafize Keser, Ankara University, Turkey Jesus Garcia Laborda, Universidad de Alcala, Spain Huseyin Uzunboylu, Near East University, Cyprus Selma Koc, Cleveland State University, USA Huseyin Bicen, University of Kyrenia, Cyprus Owner and Publisher SciencePark Science Organization and Counseling LTD.Publisher Contact SciencePark Science, Organization and Counseling LTD.13 Subat Street, No: 17, 99030 Kyrenia – CyprusE-mail: info@sproc.org Tel: +90 5338366993 Fax: +90 3928157195 www.sproc.orgEditorial Contact Fezile OzdamliNear East University,Faculty of Education Chairperson of Department ofEducational Technology Nicosia, Cypruswjet.editor@gmail.comTel. +90 392 6802000 - 111 Sponsor World Journal on Educational Technology is an academic journal which is sponsored by Near East University and Cyprus Educational Sciences Association. Frequency 3 issues (April 30, August 31 and December 31) per year. Technical Staff Meltem Haksiz Vasfi Tugun Basak Baglama Proofreading Academic Proofreading www.academicproofreading.com Cover Design Hasan Ozdal Azmiye Yinal Abstracting/Indexing Academic Keys, DOAJ, PsycINFO, EBSCO, Ulrich's Educational Research Abstracts (ERA), Asian Education Index, Turkish Education Index, Georgetown University Library, Google Scholar, AWER Index and InfoBase Index Publishing Language All Manuscripts must be in English language. Issue Publishing Date April 2015 International Advisory Board Abdullah Kuzu, Anadolu University, Turkey Adem Karahoca, Bahcesehir University, Turkey Antonella Carbonaro, University of Bologna, Italy Birikim Ozgur, Near East University, Cyprus Christine Harmes, James Madison University, USA Eralp Altun, Ege University, Turkey Ferhan Odabaşı, Anadolu University, Turkey Gulsun Kurubacak, Anadolu University, Turkey Hafize Keser, Ankara University, Turkey Halil İbrahim Yalın, EMU, Cyprus Huseyin Uzunboylu, Near East University, Cyprus Mehmet Ali Öztürk, Bahcesehir University, Turkey Murat Tezer, Near East University, Cyprus Nadire Cavus, Near East University, Cyprus Özge Hacıfazlıoğlu, Istanbul Kultur University, Turkey Ray Webster, Murdoch University, Australia Saniye Tugba Bulu, Middle East Technical University, Turkey Servet Bayram, Marmara University, Turkey Sharifah Norhaidah S. Idros, UniversitiSains Malaysia, Malaysia Sonia María Suárez‐Garaboa, University of A Coruña, Spain Steven M. Ross, Johns Hopkins University, USA Thirusellvan Vandeyar, University of Pretoria, South Africa Tom Baranowski, Baylor College of Medicine, USA Tse‐Kian Neo, Multimedia University, Malaysia Yavuz Akpınar, Bogaziçi University, Turkey Yolanda Sealey‐Ruiz, Columbia University, United States Yu‐chu Yeh, National Chengchi University, Taiwan Yu‐Mei Wang, University of Alabama at Birmingham, USA Zehra Ozcinar, Ataturk Teacher Academy, Cyprus Note: All members of international advisory board articles' indexed in SSCI. Important Information During review process we use iThenticate plagiarism software. So, it is recommended to the authors should scan with iThenticate plagiarism or other free plagiarism software of their manuscripts. ©2015 SciencePark Science Organization and Counseling LTD. All rights reserved. The ideas published in the journal belong to the authors. Important Announcement We would like to announce that World Journal on Educational Technology will only be published online from 1 September 2015. There will not be a printed version (ISSN: 1309-1506) of the journal.
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Hursen, Cigdem. "Cypriot Journal of Educational Sciences: Volume 10, Issue 4, December 2015." Cypriot Journal of Educational Sciences 10, no. 4 (January 4, 2016). http://dx.doi.org/10.18844/cjes.v10i4.194.
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<p>Editor-in-Chief Huseyin Uzunboylu, Near East University, Cyprus huseyin.uzunboylu@neu.edu.tr Tel: +9 0392 6802000 - 110 Executive Editor Cigdem Hursen, Near East University, Cyprus cigdem.hursen@neu.edu.tr Tel: +9 0392 6802000 - 111 Editorial Board Ahmet Güneyli, Near East University, Cyprus Alevriadou Anastasia, University of Western Macedonia, Greece Canan Zeki, Eastern Mediterranean University, Cyprus Gokmen Daglı, Near East University, Cyprus Jesus Garcia Laborda, University of Alcala, Spain Milan Matijevic, University of Zagreb, Croatia Nerguz Bulut Serin, Lefke European University, Cyprus Özge Hacıfazlioglu, Kultur University, Turkey Kobus Maree, Pretoria University, South Africa Owner and Publisher SciencePark Science, Organization and Counseling LTD.<br />Publisher Contact<br />SciencePark Science, Organization and Counseling LTD.<br />13 Subat Street, No: 17, 99030<br />Kyrenia – Cyprus<br />E-mail: info@sproc.org<br />Tel: +90 5338366993<br />Fax: +90 3928157195 www.sproc.org<br />Editorial Contact<br />Cigdem Hursen<br />Near East University, Faculty of Education<br />Department of Educational Sciences<br />Nicosia, Cyprus<br />editor.cjes@gmail.com<br />Tel. +90 392 6802000 - 111 Sponsor Cypriot Journal of Educational Sciences is an academic journal which is sponsored by Near East University and Cyprus Educational Sciences Association. Frequency 4 issues (March 31, June 30, September 30, and December 31) per year (after May 2009). Technical Staff Meltem Haksiz Vasfi Tugun Basak Baglama Proofreading Academic Proofreading www.academicproofreading.com Cover Design Hasan Ozdal Azmiye Yinal Publishing Language All Manuscripts must be in English language. Abstracting/Indexing Academic Keys, DOAJ, PsycINFO, EBSCO, Ulrich's Educational Research Abstracts (ERA), Georgetown University Library, Asian Education Index, Turkish Education Index, Google Scholar and AWER Index Issue Publishing Date 31 December 2015 International Advisory Board Abdullahi Fido, Kuwait University, Kuwait Ahmet Guneyli, Near East University, Cyprus Aijaz Ahmed Gujjar, Federal College of Education, Pakistan Alison Sheila Taysum, University of Leicester, United Kingdom Asuncion Lopez-Varela, Universidad Complutense, MADRID, Spain Baysen, Engin, Near East University, Cyprus Boaz Shulruf, University of Auckland, New Zealand Chia-Hao Yang, Chaoyang University of Technology, Taiwan Chong Ho Yu, Arizona State University, United States Christian Guetl, Graz University of Technology, Austria Christine E. Corcoran, University of Birmingham, United States Minor Outlying Islands Christine J. Briggs, University of Louisiana at Lafayette, United States Christopher Boyle, Charles Sturt University, Australia Çiğdem Hürsen, Near East University, Cyprus Colette Gray, Stranmillis University College, Ireland Cristina Daskagiani, Greece David Wyss Rudge, Western Michigan University, United States Donald Wilson Zimmerman, Carleton University, Canada Ellina Chernobilsky, Caldwell College, United States Evridiki Zachopoulou, Democritus University of Thrace, Greece Giuliana Dettori, ITD-CNR, Italy Helen Gunter, University of Manchester, United Kingdom Hüseyin Uzunboylu, Near East University, Cyprus Jafar Yaghoubi, Zanjan University, Iran, Islamic Republic Of Jere T. Humphreys, Arizona State University, United States John CK Wang, National Institute of Education, Singapore John Cowan, Edinburgh Napier University, United Kingdom Josie Maria Rodriguez Corral, University of Cádiz (Spain), Spain Kanji Akahori, Hakuoh University, Japan Madhumita Bhattacharya, Athabasca University & Massey University, Canada Margaret Zeegers, University of Ballarat, Australia Marissa Silverman, Montclair State University, United States Muammer Caltik, Blacksea Techical University, Turkey Murat Tezer, Near East University, Cyprus Nadire Cavus, Near East University, Cyprus Othman Alsawaie, United Arab Emirates University, United Arab Emirates Ozge Hacifazlioglu, Bahcesehir University, Turkey Paulo Jorge Santos, Faculty of Arts, Porto University, Portugal, Portugal Sirin Karadeniz, Bahcesehir University, Turkey Note: All members of international advisory board articles' indexed in SSCI. Important Information During review process we use iThenticate plagiarism software. So, it is recommended to the authors should scan with iThenticate plagiarism or other free plagiarism software of their manuscripts. © 2015 SciencePark Science, Organization and Counseling LTD. All rights reserved. The ideas published in the journal belong to the authors. Important Announcement We would like to announce that Cypriot Journal of Educational Sciences will only be published online from 1 September 2015. There will not be a printed version (ISSN: 1305-9076) of the journal.</p>
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Hursen, Assist Prof Dr Cigdem. "Cypriot Journal of Educational Sciences: Volume 10, Issue 3, September 2015." Cypriot Journal of Educational Sciences 10, no. 3 (January 15, 2016). http://dx.doi.org/10.18844/cjes.v10i3.249.
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<p>Editor-in-C hief Huseyin Uzunboylu, Near East University, Cyprus huseyin.uzunboylu@neu.edu.tr Tel: +9 0392 6802000 - 110 <br />Executive Editor Cigdem Hursen, Near East University, Cyprus cigdem.hursen@neu.edu.tr Tel: +9 0392 6802000 - 111 <br />Editorial Board Ahmet Güneyli, Near East University, Cyprus Alevriadou Anastasia, University of Western Macedonia, Greece Canan Zeki, Eastern Mediterranean University, Cyprus Gokmen Daglı, Near East University, Cyprus Jesus Garcia Laborda, University of Alcala, Spain Milan Matijevic, University of Zagreb, Croatia Nerguz Bulut Serin, Lefke European University, Cyprus Özge Hacıfazlioglu, Kultur University, Turkey Kobus Maree, Pretoria University, South Africa Owner and Publisher SciencePark Science, Organization and Counseling LTD.</p><p><span>Publisher Contact</span></p><p>SciencePark Science, Organization and Counseling LTD.</p><p><span>13 Subat Street, No: 17, 99030 Kyrenia – Cyprus<span class="apple-converted-space"> </span><br /> E-mail: info@sproc.org</span></p><p><span>Tel: +90 5338366993 Fax: +90 3928157195</span></p><p><span>www.sproc.org</span></p><p><span>Editorial Contact</span></p><p><span>Cigdem Hursen</span></p><p><span>Near East University,</span></p><p>Faculty of Education Department of Educational Sciences Nicosia, Cyprus editor.cjes@gmail.com</p><p><span>Tel. +90 392 6802000 - 111 </span>Sponsor Cypriot Journal of Educational Sciences is an academic journal which is sponsored by Near East University and Cyprus Educational Sciences Association. Frequency 4 issues (March 31, June 30, September 30, and December 31) per year (after May 2009). Technical Staff Meltem Haksiz Vasfi Tugun Basak Baglama Proofreading Academic Proofreading www.academicproofreading.com Cover Design Hasan Ozdal Azmiye Yinal Publishing Language All Manuscripts must be in English language. Abstracting/Indexing Academic Keys, DOAJ, PsycINFO, EBSCO, Ulrich's Educational Research Abstracts (ERA), Georgetown University Library, Asian Education Index, Turkish Education Index, Google Scholar and AWER Index Issue Publishing Date September 2015 International Advisory Board Abdullahi Fido, Kuwait University, Kuwait Ahmet Guneyli, Near East University, Cyprus Aijaz Ahmed Gujjar, Federal College of Education, Pakistan Alison Sheila Taysum, University of Leicester, United Kingdom Asuncion Lopez-Varela, Universidad Complutense, MADRID, Spain Baysen, Engin, Near East University, Cyprus Boaz Shulruf, University of Auckland, New Zealand Chia-Hao Yang, Chaoyang University of Technology, Taiwan Chong Ho Yu, Arizona State University, United States Christian Guetl, Graz University of Technology, Austria Christine E. Corcoran, University of Birmingham, United States Minor Outlying Islands Christine J. Briggs, University of Louisiana at Lafayette, United States Christopher Boyle, Charles Sturt University, Australia Çiğdem Hürsen, Near East University, Cyprus Colette Gray, Stranmillis University College, Ireland Cristina Daskagiani, Greece David Wyss Rudge, Western Michigan University, United States Donald Wilson Zimmerman, Carleton University, Canada Ellina Chernobilsky, Caldwell College, United States Evridiki Zachopoulou, Democritus University of Thrace, Greece Giuliana Dettori, ITD-CNR, Italy Helen Gunter, University of Manchester, United Kingdom Hüseyin Uzunboylu, Near East University, Cyprus Jafar Yaghoubi, Zanjan University, Iran, Islamic Republic Of Jere T. Humphreys, Arizona State University, United States John CK Wang, National Institute of Education, Singapore John Cowan, Edinburgh Napier University, United Kingdom Josie Maria Rodriguez Corral, University of Cádiz (Spain), Spain Kanji Akahori, Hakuoh University, Japan Madhumita Bhattacharya, Athabasca University & Massey University, Canada Margaret Zeegers, University of Ballarat, Australia Marissa Silverman, Montclair State University, United States Muammer Caltik, Blacksea Techical University, Turkey Murat Tezer, Near East University, Cyprus Nadire Cavus, Near East University, Cyprus Othman Alsawaie, United Arab Emirates University, United Arab Emirates Ozge Hacifazlioglu, Bahcesehir University, Turkey Paulo Jorge Santos, Faculty of Arts, Porto University, Portugal Sirin Karadeniz, Bahcesehir University, Turkey Note: All members of international advisory board articles' indexed in SSCI. Important Information During review process we use iThenticate plagiarism software. So, it is recommended to the authors should scan with iThenticate plagiarism or other free plagiarism software of their manuscripts. © 2015 SciencePark Science, Organization and Counseling LTD. All rights reserved. The ideas published in the journal belong to the authors. Important Announcement We would like to announce that Cypriot Journal of Educational Sciences will only be published online from 1 September 2015. There will not be a printed version (ISSN: 1305-9076) of the journal.</p><p><br /><br /></p><p><span><br /></span></p><p> </p>
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Eicker, Themari, and J. Orpha Cilliers. "Inventory decision-making by small Sowetan retailers." Journal of Transport and Supply Chain Management 12 (September 17, 2018). http://dx.doi.org/10.4102/jtscm.v12i0.387.
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Background: The importance of South African small businesses, especially retailers, in improving communities’ standards of living necessitates sound business strategies to survive and remain competitive. Selecting appropriate business strategies is cardinal for the sustainable development and growth of all types of businesses, including small businesses. The supply chain strategy defines how operations in the supply chain will support the overall competitive strategy and is orientated to promote either responsiveness or cost-efficiency. It is imperative that all inventory decisions be aligned with the orientation of the selected supply chain strategy.Objectives: The aim of this article was firstly to determine how small retailers operating within the boundaries of Soweto, a township in Gauteng, South Africa, manage their inventory decisions considering the orientation of the supply chain strategy; and secondly, to investigate whether retail industries differ in terms of inventory decisions.Method: A survey was conducted among 650 formal, independent small businesses operating within Soweto of which 556 were classified as retailers based on the Standard Industrial Classification. Structured interviewer-completed questionnaires were used to obtain quantitative data from owners or managers. Both descriptive and inferential analyses were performed to determine the orientation of the retailers’ supply chain strategy based on their inventory decisions relating to the average rate of purchasing inventory, the amount of inventory purchased, as well as the quality and variety of products offered to customers. Five hypotheses were formulated to determine whether a difference exists between six industry groups with regard to the management of inventory.Results: It was established that small township retailers predominantly manage their inventory decisions responsively. It was also concluded that differences exist in terms of how small township retailers manage their inventory based on the industry in which they operate. The results showed that retail hardware stores are focused on making inventory decisions more cost-efficiently than the other industry groups, whereas retail general stores are focused on making inventory decisions more responsively than the other industry groups.Conclusion: The owners or managers of small township retailers need to be educated in terms of inventory management decisions. This article can be used as an educational platform to show how small township retailers can identify the aligned inventory decisions for supporting a selected supply chain strategy orientation. Generally, small township retailers may maintain their competitive advantage if they align all business strategies to promote responsiveness. Since the industry in which small retailers operate influences inventory management decisions in terms of responsiveness and cost-efficiency, owners or managers must consider the specific industry in which they operate before making such decisions.