Journal articles on the topic 'Integrated quality management system – education – South Africa'

South Africa is a country of contrasts with far ranging variations in climate, precipitation rates, cultures, demographics, housing levels, education, wealth and skills levels. These differences have an impact on water services delivery as do expectations, affordability and available resources. Although South Africa has made much progress in supplying drinking water, the same cannot be said regarding water quality throughout the country. A concerted effort is currently underway to correct this situation and as part of this drive, water safety plans (WSP) are promoted. Rand Water, the largest water services provider in South Africa, used the World Health Organization (WHO) WSP framework as a guide for the development of its own WSP which was implemented in 2003. Through the process of implementation, Rand Water found the WHO WSP to be much more than just another integrated quality system.

The purpose of this study was to investigate challenges faced by Development Support Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in the primary schools of Circuit 04 of the Mthatha District of the Eastern Cape Province, South Africa. The scope of this research was restricted to four primary schools in Circuit 04. The research methodology was qualitative in nature, and a multiple case study strategy was employed. The sampling strategy was convenience sampling and included DSGs and teachers. Data were collected through face-to-face individual in-depth interviews to elicit information from DSGs and teachers. The IQMS is performed through the completion of special instruments, which help to rate and score teachers on their performances. During IQMS, two structures, the DSGs and School Development Team (SDT), are created to implement developmental appraisal and performance management (or summative evaluation). The main finding of this study revealed that even though school principals were part of the team and structure to manage the IQMS, some principals did not drive or influence the process resulting in some schools finding it difficult to effectively manage the IQMS. Challenges, thus, faced by DSGs tended to have a negative effect on the teachers as well as on learner performance.

The Crocodile River catchment lies in an area which currently has one of the highest rates of sustained economic growth in South Africa and supports a diverse array of land uses. Water quality management is vital to resource management strategies for the catchment. A Geographic Information System (GIS) was used to display specific catchment characteristics and land uses, supplemented with integrative overlays depicting land-use impacts on surface water resources and the consequences of management actions on downstream water quality. The water quality requirements of each water user group were integrated to optimise the selection of rational management solutions for particular water quality problems. Time-series water quality data and cause-effect relationships were used to evaluate different water supply scenarios. The GIS facilitated the collation, processing and interpretation of the enormous quantity of spatially orientated information required for integrated catchment management.

Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications – The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications – The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications – The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value – The paper’s value lies in the comprehensive and systematic review of research on school leadership.

The new National water policy will change the way water quality is managed in South Africa. The paper considers the water policy and the repercussions it will have for water quality monitoring in South Africa. Using the systems approach the paper discusses an integrated water quality monitoring system for ambient water quality and point and non point sources of aquatic pollution. The proposed methodology makes possible continuos assessment of water quality in an efficient manner so as to support water quality management in South Africa.

Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.

The aim of this study was to investigate and delineate the perceived challenges of implementing an integrated talent management strategy at a South African tertiary institution. The study was conducted at a relatively new university that opened its doors on the 1st of January 2015. Since the inception of the university under study, the institution has grown considerably but without proper policies and strategies in place to ensure its competitiveness and sustainability within the current Higher Education and Training sector in the country. A qualitative research methodology in the form of semi-structured interviews conducted with a convenience sample of 10 participants was employed to execute the study. The sample was drawn from the population of directors and official representatives of administrative, academic and support staff. The inclusion of these participants was premised on the idea that by virtue of their job description, they would be most exposed to talent management issues. Results of the study indicate that the major challenges experienced in implementing an integrated talent management strategy at the university include lack of management commitment and budget, as well as unionism and resistance to change amongst staff. As such, the primary recommendations of this study are for demonstrated commitment by university management towards accessing adequate finances to facilitate the implementation of a sound talent management strategy that will assist in promoting both the quality and longevity of the tertiary education institution in question.

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.

<p>This paper provides an overview of the various datasets pertaining to education in South Africa that are informing or could inform policy making in education. The paper serves as an inventory for anyone interested in understanding what data is available, how it may be accessed, what the quality of the data is and in what formats it may be accessed. <br />The paper is divided into three parts. The first part provides a description of existing education datasets and the basic data elements contained in each of these datasets. When discussing each of the existing education datasets, the paper addresses the quality of the education data available in South Africa. The first part also refers to the policy implications and the important role that data plays in policy-formulation. No information system on its own is comprehensive enough to provide all the information needed in strategic decision-making. Hence, part two of this paper discusses the need for data integration as an important data management strategy. The third part examines the effectiveness of implementing a learner unit record system nationally in comparison with the EMIS system that is currently in place and that is based on aggregate or summary institution–level data.</p><p> </p>

Abstract. Water shortages are a chronic and severe problem in South Africa. Allocation of this limited water resources, environmental quality, and policies for sustainable water use are issues of increasing concern that require accurate and timely information to evolve strategies for dynamic natural resources management. Specifically, this paper is aimed to assist the planning, restoring and to rationally allocate the water resources in any river basin in resolving the current water stresses in many parts of South Africa, by using integrated knowledge from simulation and integrated river basin management approach. The developed system dynamic (SD) allocation system was used to investigates the extent to which the framework is ‘sustainable’ in the medium and long terms in evaluating existing and future water allocation among conflicting users at Mkomazi River Basin (MRB), KwaZulu-Natal Province, South Africa The invented SD framework confirms agricultural water use as the highest demand when compared with other users. The optimal sustainability performance index (0.25) of the system at 70% dependable flow shows an integrated scenario that combines rainfall variation with improved irrigation water use efficiency as a suitable framework plan. The study uses integrated knowledge from simulation and integrated river basin management approach as a feasible method to assist the planning, restoring and to rationally allocate the water resources in any river basin with similar attributes to the study area in resolving the current water stresses in many parts of the country. Water resources managers would find these tools beneficial in understanding the complex nature of water resources allocation and in determining priorities area which required prompt attention and intervention.

A case study indicated that the high number of pathogenic micro-organisms in the Rietspruit, South Africa, can impact water uses. Factors contributing to high microbial numbers are high density population with limited services provided per site, sabotage of the sewage reticulation system, lack of money and management skills to provide the essential services and limited integrated development planning for the catchment. Due to non-steady state conditions in the catchment, the specific use and physical characteristics of the river and the difficulty in determining flow, the usefulness of a steady-state stream water quality model as a management tool is limited. Determining the decay rate of micro-organisms by means of chamber studies, may be a first step to predict microbial water quality. Involving the community in preventing microbial pollution may be a more appropriate tool for microbial water quality management in developing areas.

This paper examines the major problems currently facing South Africa’s water sector and identifies that water shortages will be a significant issue to deal with in the near future. The problem of shortage is exacerbated by severe water quality concerns. The role of the law in addressing these water concerns is examined and it is shown that the law, on paper, is able to address most of these issues and to provide for an integrated water resource management system. Failure to implement the law in the past, however, has led to situations arising that are beyond the power of the law to address and innovative solutions will have to be found. For the future, the law will have to be implemented appropriately in order to avoid similar problems arising again.

PurposeWith the global adoption of the United Nations Sustainable Development Goals (UN SDGs), it has become increasingly important for educators to develop a responsive curriculum where future event practitioners understand, value and implement sustainability as a core component of meeting and event management. The purpose of this paper is to explore the viewpoints of industry to embed sustainability as part of developing a Meeting and Event Management curriculum that is responsive to industry needs, and in so doing, contribute to quality education (SDG4).Design/methodology/approachQualitative data were generated from 10 key informant interviews amongst top-level meeting and event professionals. Open questions elucidated industry viewpoints to develop content for a Meeting and Event Management curriculum at Advanced Diploma level in South Africa. Content analysis and data interpretation revealed key topics that guided the embedment of SDGs in the curriculum as knowledge, skills, values and attitudes.FindingsCurriculum content was linked to six specific, corresponding SDGs, namely: good health and well-being; quality education; decent work and economic growth; industry, innovation and infrastructure; climate action and partnerships for the goals.Originality/valueThe paper contributes valuable industry insights into academic educators concerned with responsive curriculum development in the field of meeting and event management by outlining how SDGs can be integrated as competencies and learning outcomes in a tertiary qualification.

Despite South Africa’s high spending in education compared to other sub-Saharan countries, its education system is often criticized as ineffective as evidenced by poor student outcomes in both national and international assessments. This educational inefficiency is often linked to poor teacher quality, particularly in mathematics and science where some teachers are considered to have content knowledge below the level at which they are teaching. The researchers interviewed five primary school principals in KwaZulu-Natal on the training needs analysis methods they used to identify the training needs of foundation phase teachers. They all reported that they only used the Integrated Quality Management System template provided by the Department of Basic Education. However, they did not use it optimally due to a lack of comprehensive knowledge of how it should be implemented. In order to address this, it is recommended that principals should receive thorough training on the implementation of the Integrated Quality Management System, and that training needs analysis should be conducted on a quarterly basis rather than once a year. Keywords: integrated quality management system, professional development, training needs analysis, interpretive paradigm.

Academe has argued that democracy cannot be effective on its own, but is reliant on the government and citizens to sustain it. For the South African democracy to be sustained, the roles of the government and the citizens need to be integrated to ensure accountability, transparency, effectiveness and good quality provision of public services to the citizens. The aim of this study is to establish what students view as the role of the government, and of citizens, in strengthening South African democracy. To this effect, information was collected by means of a survey targeting students enrolled for modules in Public Administration and Management at a South African university. It emerged that the respondents deemed it important to educate themselves about democracy as well as the monitoring of politicians' behaviour. The findings further indicated that the respondents considered issues such as education, health, public order and safety, and job creation to a lesser extent, to be key roles of government. The article concludes by contemplating the importance of educating citizens in strengthening the South African democracy with special reference to the South African Medium Term Strategic Framework, and its 12 outcomes. Points for practitioners This article evaluates current South African democracy with reference to the different roles of both government and citizens, respectively. The study revealed the perceptions of students enrolled for modules in Public Administration and Management at a South African university regarding the role of government and citizens in the creation of a sustainable democracy. Furthermore, background information is given on the South African growth path towards democracy and equality.

Located in the province of KwaZulu-Natal, South Africa, the Mgeni River catchment provides the potable water resources for nearly two million people, in an area of approximately 4 400 km2. The river system is well developed and impounded, but increasing population pressures in the catchment are placing greater demands on this critical water resource resulting in increasing loads of nutrients, faecal bacteria and suspended solids. Umgeni Water and the Department of Water Affairs and Forestry are developing an affordable and practically implementable plan to manage the water quality on an integrated catchment basis, encompassing demographic, land-use and management considerations. The development of the plan is discussed and information on the water management related issues provided. A multidisciplinary approach has proved essential, facilitated by the development of a GIS-based system to manage and utilize the information from the study. Establishment of communication links with interested and affected parties has been critical, as has the clarification of their roles and responsibilities in dealing with identified pollution issues. Future development within the catchment is considered and the implementation of the management plan is discussed against the background of the Reconstruction and Development Programme.

Purpose The purpose of this study is to examine the effect of integrated reporting (IR) quality on both market liquidity and analyst forecast accuracy in South Africa as the only country in the world having IR as a listing requirement. This study uses the Sustainability Disclosure Transparency Index (SDTI) as a proxy for IR disclosure quality. The analysis of this study is based on the period after the publication of the international framework and its adoption by the International Reporting Committee of South Africa in 2014. Design/methodology/approach The companies sampled in this study are those listed on the Johannesburg Stock Exchange (JSE) from 2013 to 2015. The major factor driving the selection of this particular period was to not only analyse the existing IR practice but also investigate IR two years after King III came into force. The SDTI developed by Integrated Reporting and Assurance Services (IRAS) was used to analyse IR quality. Ordinary least squares regressions were analysed. The models include year and industry fixed effects. The variance inflation factor and its tolerance were used to test the severity of multi-collinearity. Also, alternative measures of IR quality and alternate model specifications were analysed to check the robustness of the results. Findings The authors find that quality of IR is associated with lower earnings forecast error. The evidence indicates that earnings forecast error is lower for firms in the materials sector of the South African economy. Consistent with prior research, the results also suggest that forecast errors are higher for companies with volatile returns and lower for larger firms. Additional analysis indicates that IR quality is positively associated with market liquidity. Overall, these findings support the virtues of IR, thus providing useful information to capital markets. Research limitations/implications The results obtained cannot be generalised to other jurisdictions. While the South African economy is the best setting to investigate IRs, new economies are also working actively on IR disclosures, so future research is likely to extend the literature in this field. Secondly, the availability of data constrained the sample size; however, this only mediates against finding any statistically significant result. While the IRAS database offers information about 324 JSE companies, Datastream covers only the 170 largest South African firms. In spite of the sample reduction, robust and consistent results are found in the market liquidity and analyst forecast accuracy proxies. Practical implications The sample period of this study (2013-2015) allows to understand disclosure behaviour after the international IR framework was published and endorsed by the JSE. The release of the IIRF gave clear guidance to firms regarding the nature and purpose of IR. Overall, the results obtained in this paper are consistent with IR expectations, thus providing useful information for investors and financial analysts. It is expected that the results might have practical implications for other nations about the cost and benefits of implementing integrated management reporting. Originality/value This paper contributes incrementally to the existing debate about whether disclosure information through IR has real benefits or is a passing fad. It examines the economic consequences of IR in a mandatory setting using an in-house ranking system, adapted to South Africa, designed by IRAS to determine IR quality. IRAS provides an SDTI that assesses the accuracy, consistency, completeness and reliability of quantitative data for 84 indicators based on IR and global reporting initiative aspects and subdivided into seven categories.

The study focused on the role played by public sector management in South Africa towards the country’s total development and improvement. This article also analyses how through the Whole School Evaluation (WSE) process, the education system in South Africa seeks to ensure that the schooling is effective. This paper examines public management, public administration as well as new public management (NPM). The aim is to illustrate a view of how education fits in the broader public management and how the WSE process assists schooling in South Africa and Mpumalanga in particular. This is to ensure that the schooling is effective and contribute towards service delivery and the country’s overall development and improvement. Furthermore, WSE as a process, is viewed through five of NPM undisputable and debatable characteristics of accountability for performance; performance measurement; performance auditing; policy analysis and evaluation; and strategic planning and management. Public management functions and public management principles are discussed from a point of how the WSE process strives to ensure that it complies with these function and principles, and how this compliance benefit school improvement. This paper came to a number of conclusions regarding education within public management from a WSE perspective. Firstly, education through the external WSE process conforms to this principle of New Public Management in that evaluation is aimed at improving the quality of education. Also, the external WSE, as a process, and education in general, through the NPM principles can be performed within public management. Furthermore, external WSE conforms to public management principles as well as Batho Pele principles.

Abstract Access to clean water is a critical challenge and opportunity for community-level collaboration. People rely on local water sources, but awareness of water quality and participation in water management is often limited. Lack of community engagement can increase risks of water catastrophes, such as those in Flint, Michigan, and Cape Town, South Africa. We investigated water quality practices in a watershed system serving c.100 000 people in the United States. We identified a range of entities including government and nonprofit citizen groups that gather water quality data. Many of these data are accessible in principle to citizens. However, the data are scattered and diverse; information infrastructures are primitive and not integrated. Water quality data and data practices are hidden in plain sight. Based on fieldwork, we consider sociotechnical courses of action, drawing on best practices in human–computer interaction and community informatics, data and environmental systems management.

Abstract. We present a comprehensive overview of particulate air quality across the five major metropolitan areas of South Africa (Cape Town, Bloemfontein, Johannesburg and Tshwane (Gauteng Province), the Industrial Highveld Air Quality Priority Area (HVAPA), and Durban), based on a decadal (1 January 2000 to 31 December 2009) aerosol climatology from multiple satellite platforms and detailed analysis of ground-based data from 19 sites throughout Gauteng Province. Satellite analysis was based on aerosol optical depth (AOD) from MODIS Aqua and Terra (550 nm) and MISR (555 nm) platforms, Ångström Exponent (α) from MODIS Aqua (550/865 nm) and Terra (470/660 nm), ultraviolet aerosol index (UVAI) from TOMS, and results from the Goddard Ozone Chemistry Aerosol Radiation and Transport (GOCART) model. At continentally influenced sites, AOD, α, and UVAI reach maxima (0.12–0.20, 1.0–1.8, and 1.0–1.2, respectively) during austral spring (September–October), coinciding with a period of enhanced dust generation and the maximum integrated intensity of close-proximity and subtropical fires identified by MODIS Fire Information for Resource Management System (FIRMS). Minima in AOD, α, and UVAI occur during winter. Results from ground monitoring indicate that low-income township sites experience by far the worst particulate air quality in South Africa, with seasonally averaged PM10 concentrations as much as 136% higher in townships that in industrial areas. We report poor agreement between satellite and ground aerosol measurements, with maximum surface aerosol concentrations coinciding with minima in AOD, α, and UVAI. This result suggests that remotely sensed data are not an appropriate surrogate for ground air quality in metropolitan South Africa.

This paper describes the development and implementation of an Integrated Water Management Strategy for the catchment of the Wilderness Lakes in the Southern Cape, South Africa. The area is a popular tourist destination due to its environmental variety and scenic beauty. The main land uses in the catchment are: agriculture, forestry, tourism, residential settlement and the natural environment. These land uses compete for a share of the available water resources and have different water quality demands, while at the same time each has an impact on the water quality and quantity and also on other land uses. The water management strategy developed for Wilderness aimed at the responsible management and fair distribution of the available water resources (both quantity and quality) and on the sustainable use of these resources, taking full cognisance of the wishes and opinions of all interest groups in the area. The natural environment played a very important role in the development of the strategy and it was found that a more natural management of the estuary mouth would assist in maintaining the natural characteristics of the Wilderness system. The paper also addresses the structures and management body proposed to implement the Water Management Strategy.

Purpose The purpose of this paper is to study the possibilities and potential barriers on the path of internationalization of the educational services market through development of the system of remote education. Design/methodology/approach In order to determine the influence of development of the system of remote education on the process of internationalization of the educational services market, the authors use the method of regression analysis. A regression curve is built, containing the model of paired linear regression and the value of determination coefficient. The research object is the market of higher educational services – as it is subject to internationalization and distribution of remote education. The research is performed based on the 2017 data by the example of countries from various regions of the world that show different rates and levels of socio-economic development but that achieved the largest success in development of the system of remote education – the USA, the UK, Brazil, China, South Korea, Italy, Germany, India, Malaysia, Australia, South Africa and Russia. Due to the absence of the official international statistics on the issue of internationalization of the educational services market, the proprietary method is used for determining its level. Findings It is concluded that remote education has a slight influence on the process of internationalization of the educational services market in the countries of the world, though it has large potential in the sphere of stimulation of internationalization of the educational services market, as it allows providing educational services of equal quality and equal cost for domestic and foreign students. Originality/value The developed and presented model of managing the development of the remote education system of a modern university in the interests of stimulating internationalization of the educational services market allows overcoming these barriers and opening the existing potential of remote education in the sphere of stimulation of internationalization of the educational services market.

<strong>Background:</strong> In rural South Africa, most patients with oesophageal cancer have delayed presentations with debilitating symptoms and inoperable disease. This study was undertaken to quantify the delay between onset of symptoms and definitive treatment in a cohort of patients in rural South Africa, presenting to a state hospital in KwaZulu-Natal. The study also sought to establish reasons for delays in seeking medical attention and identify ways to encourage earlier presentation.<br /><strong>Methods:</strong> It was a two-armed study of patients with oesophageal cancer seen at Greys Hospital in Pietermaritzburg. One was a retrospective chart review establishing a timeline. The second part was a prospective study between June and November 2012 where data were collected by means of patient interviews.<br /><strong>Results:</strong> One hundred and thirteen charts were reviewed. The time from first symptoms to definitive management ranged from 2 to 14 months (average 7 months). Forty-six patients were interviewed. All experienced dysphagia but 83% were only prompted to seek help after weight loss. The duration of symptoms prior to first clinic or hospital attendance was 0–12 months (average 3 months). The reasons for the delay included the following: 41% of patients did not consider dysphagia a significant symptom, 24% had no money, 19% sought the help of traditional healers first and 15% said the hospital was too far away.<br /><strong>Conclusion:</strong> There are long delays in the management of oesophageal cancer in our setting. The delays are prehospital as well as within the health care system. Lack of knowledge about oesophageal cancer symptoms and limited access to health care contributed to delays in management. Targeted quality improvement interventions are necessary. Patient education and improved referral systems are vital in encouraging earlier presentation.

The impact that rising costs of litigations has had on many countries has seen society deprived of good quality health care and a substantial extra-expenditure in health budgets. The financial and societal costs of medical malpractice litigations have also been a growing cause for concern in the developing country of South Africa. This paper attempted to contribute to the knowledge of this problem in the South African setting by examining settlement costs of medical litigations in one province of the country over a 6 year period, and examining the relationship between these costs and the number of litigations. No correlation was found between the number of litigations and the costs of litigations, this indicates that, aside from the number of litigations, other factors are responsible for rising costs of litigation. The paper recommends that the department should continue monitoring the environmental costs of litigations for budgetary and management purposes; and the need to introduce an electronic integrated medical litigations reporting system, as well as tort reforms to curb the costs of the litigations. This work also calls for substantial further research in terms of what disciplines, what medical errors, and what circumstances greatly influence litigation outcomes.

Abstract Due to the continued persistence of waterborne viral-associated infections, the presence of enteric viruses is a concern. Notwithstanding the health implications, viral diversity and abundance is an indicator of water quality declination in the environment. The aim of this study was to evaluate the presence of viruses (bacteriophage and enteric viruses) in a highly polluted, anthropogenic-influenced river system over a 6-month period at five sampling points. Cytopathic-based tissue culture assays revealed that the isolated viruses were infectious when tested on Hep-G2, HEK293 and Vero cells. While transmission electron microscopy (TEM) revealed that the majority of the viruses were bacteriophages, a number of presumptive enteric virus families were visualized, some of which include Picornaviridae, Adenoviridae, Polyomaviridae and Reoviridae. Finally, primer specific nested polymerase chain reaction (nested-PCR)/reverse transcription-polymerase chain reaction (RT-PCR) coupled with BLAST analysis identified human adenovirus, polyomavirus and hepatitis A and C virus genomes in river water samples. Taken together, the complexity of both bacteriophage and enteric virus populations in the river has potential health implications. Finally, a systematic integrated risk assessment and management plan to identify and minimize sources of faecal contamination is the most effective way of ensuring water safety and should be established in all future guidelines.

Plastic pollution is a major global issue and its impacts on ecosystems and socioeconomic sectors lack comprehensive understanding. The integration of plastics issues into the educational system of both primary and secondary schools has often been overlooked, especially in Africa, presenting a major challenge to environmental awareness. Owing to the importance of early age awareness, this study aims to investigate whether plastic pollution issues are being integrated into South African primary and secondary education school curriculums. Using face-to-face interviews with senior educators, we address this research problem by investigating (i) the extent to which teachers cover components of plastic pollution, and (ii) educator understandings of plastic pollution within terrestrial and aquatic environments. The results indicate that plastic pollution has been integrated into the school curriculum in technology, natural science, geography, life science, life skills and life orientation subjects. However, there was a lack of integration of management practices for plastics littering, especially in secondary schools, and understanding of dangers among different habitat types. This highlights the need for better educational awareness on the plastic pollution problem at both primary and secondary school level, with increased environmental programs needed to educate schools on management practices and impacts.

This article describes the concept and development of a knowledge-based advisory system for the optimum utilisation of South African wool for the benefit of present and potential investors and other interested parties. Wool is a natural animal fibre produced in varying quantities around the world. The wool fibre is far from homogenous; its type and quality, such as fineness and length, depending on the breed of sheep and the environmental conditions prevailing during its growth. Wool is used in a variety of end uses, ranging from fi ne worsted suiting, to hand knitting yarn, carpets, blankets and aircraft upholstery, its use depending largely on its fibre fineness and length. The wool industry is one of the oldest agricultural industries in South Africa, playing an important economic role as an earner of foreign exchange, and providing a living to many people. Wool is produced in many parts of South Africa under extensive, semi-extensive or intensive conditions, and is largely an export commodity. It is produced and traded in a sophisticated free market business environment into the international market place, where supply and demand forces determine price levels. More than 90% of locally produced wool is exported in an unprocessed or semi-processed form which detrimentally affects employment, foreign exchange and income-generating opportunities associated with value-addition prior to export. To reduce the amount of wool exported in unprocessed or semi-processed form, wool-processing enterprises need to be established to produce internationally marketable end products. Therefore, South Africa needs to attract investors into the wool sector, who will set up manufacturing mills in an economically sustainable manner. Potential and present investors in the South African (S.A.) wool industry need easily accessible and up-to-date information on the production statistics, processing properties and end-use pplications of the wool they need for the particular end-products they manufacture or could manufacture. To achieve this and ensure accessibility to such continuously updated information, it is essential to develop an integrated computer-based system. It is with the above in mind that a knowledge-based system for the optimum utilisation of South African wool has been developed, which is described here. This paper reviews relevant work in this fi eld and covers wool production statistics in South Africa, the end uses of the wool fibre versus the diameter of the fibre, the advantages of distributed architectures, and the flow of processes in a wool utilization system. It then sets out the concept and development of the proposed system, including the architecture of the proposed expert system, the associated analysis and finally the conclusions. The components of the expert system, namely the knowledge base, inference engine, knowledge acquisition component, and explanation system are described. The architecture of the system incorporates the concept of distributed systems and the related advantages incorporated in its general architecture and within its internal components. It marries both expert and general knowledge-based systems, consisting of a combination of an ordinary knowledge-based system (KBS) that can be queried for information and an expert system that provides advice to users. The distributed system developed involves collection of autonomous components that are interconnected, which enables these components to coordinate their activities and share resources of the system, so that users perceive the system as a single integrated facility. There are a number of advantages of such a distributed system and these are articulated in the paper. This approach allows not only incremental development of the system, but also facilitates sharing of data and information. The distributed nature of the architecture of the system developed, consists of three main elements: The expert system to advise on the characteristics of the wool that is required for a particular end use A knowledge-based system for querying on the distribution of wool of the various characteristics in South Africa An expert system for the selection of the best alternative area for investment for the particular product end use.The knowledge base consists of a number of databases, each representing the various wool characteristics. This represents a distributed architecture of the knowledge base. Therefore, this architecture inherits all the advantages of distributed processing systems as described in the paper. These knowledge bases can be queried by the user via a database management system (DBMS), a software that manages the creation, updating, maintenance and querying of the database. In terms of wool utilization, the system involves capturing the end-use and requirements of a product and from it, retrieving the characteristics of the wool that will meet the particular end-use. The availability of the wool is then checked by region and province for each style, type, clip type, yield, colour, vegetable matter fault and micron range, in line with the latest statistics available.The system developed enables questions such as the following to be asked at the user interface: What is the anticipated end use of the wool? What criteria must the wool satisfy for the selected end-use? What quantities of wool are required?The outputs at the user interface of the system are the quantities of wool per province and region in terms of micron, style, yield, colour, type, clip type as available on the web-site of Cape Wools SA. At the very end of the system, the best alternative site for siting the manufacturing base can also be indicated.

Purpose There are several types of accommodation available to students of higher education institutions, and it is the responsibility of the institutions to focus on factors that can attract and retain students to their residences. This study aims to investigate satisfaction of higher institutions students with on-campus accommodation with an emphasis on the ethnicity of the students. Design/methodology/approach Using convenience sampling method, questionnaires were administered to students of selected residences in the study area. Mean item score was used to rank identified factors, whereas mean gap and Kruskal–Wallis K-test were adopted to examine the difference in opinion of students from various ethnic groups. Findings Overall, major features that make students dissatisfied with university-owned accommodations are enforcement of rule that compels all students to move out with their belongings during each recess, the effectiveness of the lift system, the size of wardrobe and closet, laundry service in the residence, numbers of electrical sockets and window quality. Considering dwelling unit features, neighbourhood, environmental, building quality and services provided by residence management, this study reveals that there is a significant difference in the satisfaction of students of diverse ethnic groups with their accommodation. Research limitations/implications The study was limited to on-campus residences owned by higher education institutions in South Africa. However, the findings of the study can be adopted for off-campus residences, and such owned by private individuals, agencies and other bodies provided are approved by the institutions. Originality/value The findings of this study will help management of higher education institutions to improve quality of services in their residences for the satisfaction of their students. Developers, contractors and other stakeholders involved in construction of these residences will also find the findings useful in designing and construction of the facilities.

Agriculture, particularly small-scale farming, is both a contributor to greenhouse gas (GHG) emissions and a victim of the effects of climate change. Climate-smart agriculture (CSA) offers a unique opportunity to adapt to the effects of climate change while at the same time mitigating GHG emissions. The low response to the adoption of CSA among small-scale farmers raises questions as to the factors influencing its adoption in the small-scale farming system. With the aid of a close-ended questionnaire, structured interviews were conducted and formed the basis on which data were generated from 327 small-scale farmers selected through random sampling. Descriptive statistics, Composite Score Index and a Generalized Ordered Logit Regression (gologit) model were employed for the analysis. The majority (56.6%) of the sampled farmers fell in the medium category of users of CSA practices, while the lowest proportion (17.7%) of the sampled farmers fell in the high category. The use of organic manure, crop rotation and crop diversification were the most popular CSA practices among the sampled farmers. Educational status, farm income, farming experience, size of farmland, contact with agricultural extension, exposure to media, agricultural production activity, membership of an agricultural association or group and the perception of the impact of climate change were found to be statistically significant and positively correlated with the level of CSA adoption. Furthermore, off-farm income and distance of farm to homestead were statistically significant but negatively correlated with the CSA level of adoption. This paper argues that climate change-related education through improved extension contact and exposure to mass media can strengthen integrated farm activities that bolster farm income. Additionally, farmer associations or groups should be given adequate attention to facilitate CSA adoption as a means to climate change mitigation and resilience.

Since 1994, the emphasis in the provision of health services in South Africa has shifted from hospital-based care to a community-based comprehensive primary health care system, especially important in the management of chronic diseases. However, primary health care professional nurses are not well trained to manage chronic conditions like type 2 diabetes. Therefore, this study aimed to explore the experiences and needs of primary care nurses as a basis for the development of a training programme for professional nurses who care for T2D patients. A qualitative descriptive approach was employed, using individual interviews with primary health care nurses caring for T2D patients in the Ga-Dikgale village clinics. Ethical considerations were observed throughout the study and quality supportive measures were employed. Three main themes emerged from the study findings which address the current practices and knowledge of professional nurses related to care provided to diabetes patients, the challenges experienced by professional nurses during the provision of care to diabetes patients on treatment and their training experiences, gaps and needs. A need for continuing education for professional nurses related to the care of patients with diabetes was identified. The results of this study will be used to develop a training programme to improve the knowledge and skills of professional nurses and to improve the quality of care of patients with type 2 diabetes.

Many policies, strategies and plans have been introduced in South African schools so as to acquire quality education. A strategic plan, as a mechanism of putting schools on a pathway of development and effectiveness over a period of time, is one of these initiatives. Its introduction is based on a number of reasons inter-alia - the shift to school self-management, the introduction of Norms and Standards, and the introduction of School Governing Bodies (SGBs). A schools strategic plan is the physical document that embodies the guiding orientation regarding how to manage the school within a larger national and local development perspective. Such a plan can lead to school effectiveness, improvement and development strategies, but not all plans obtain this status because of design efficiencies. A qualitative investigation was done in two primary schools in the Mahikeng Area Office (AO) of the North-West Province in South Africa. Document analysis, in-depth interviews with two principals and two SGB chairpersons, as well as a focus group interview with eight teachers from participating schools, were used to collect data on how primary schools in question design and implement their strategic plans. The investigation seems to suggest that, while an individual school community may craft a strategic plan in its own way, there are common aspects that underpin the entire process. Amongst others, technical knowledge and skill for its execution are necessary. Some policies emphasise the importance of a strategic plan and serve as an integrated implementation framework for its execution. It is concluded that a strategic plan is designed and implemented under three main elements: 1) strategic analysis, which is made up of stakeholder involvement; 2) strategic choices made up of direction-setting, priority determinations, mission, and vision; and 3) strategy in action, which refers to the process of translating the plan into action.

The study aimed at establishing the critical factors underlying the improvement of service delivery within the Department of Public Works in South Africa by ensuring that key elements of service delivery (cost effectiveness of services, high quality services and timeous delivery of services) are adhered to. Durban Regional Area was selected as the location of study. A total of 100 participants were randomly sampled from a population of 400 employees in the targeted area of study. A questionnaire was used as a research instrument and was administered to all the selected 100 respondents. What emerged from the study is that the Department of Public Works is marred by a number of problems, the biggest problem being the non-existence of an integrated management system, making it difficult to track the stages of services to be delivered and this resulted in huge delays in delivering the services to the clients. The quantitative results showed that the Department has staff members who are suitably skilled for the work rendered, but these skills alone are not sufficient if the Department is lacking in the critical resources required to deliver services. Since Department of Public Works is a technical department, it is recommended that skilled employees such as quantity surveyors, engineers as well as information technology experts be at the forefront of priorities. It is also very important that guidelines, policies and business processes for all sections in the department are well communicated to all staff.

Purpose The purpose of this paper is to report the training of college librarians, academic and management staff, IT managers and students on how to organise, manage and use a user-friendly library. In Uganda, as in many countries, the problem is that school and/or college libraries are managed by librarians who may have good cataloguing and management skills, but who do not have the pedagogic skills and knowledge of the school curricula that are necessary for librarians to be able to guide and mentor both teachers and students or organise curriculum-related activities or facilitate research. The development of user-friendly libraries contributes in improving education quality through nurturing the interest of students and teachers in literacy activities and active search for knowledge. Under the stewardship of the Belgium Technical Cooperation and the Ministry of Education in Uganda, library stakeholders were trained on how to put users – rather than themselves – in the centre of the library’s operations and introduced to active teaching and learning methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections. Several measures, short and long term were taken to address the gaps limiting the performance of the librarians. Given the disparities in the trainees’ education level and work experience, the training was delivered in seven modules divided into three units for over eight months in 2015. By the end of the training, trainees developed unique library strategic plan, library policies and procedures, capacity to use library systems, physical design and maintenance systems, partnerships, library structure and staff job descriptions. Design/methodology/approach To effectively engage the participants each topic was conducted using active teaching and learning (ATL) methodologies, including: lecture with slides and hands-on practice – each topic was introduced in a lecture form with slides and hands-on exercises. The main goal was to introduce the participants to the concepts discussed, offer opportunities to explore alternative approaches, as well define boundaries for discussion through brainstorming. The question-answer approach kept the participants alert and to start thinking critically on the topic discussed – brainstorming sessions allowed thinking beyond the presentation room, drawing from personal experiences to provide alternatives to anticipated challenges. The goal here was for the participants to provide individual choices and approaches for real life problems; group discussions: case study/ scenario and participant presentations – participants were provided with a scenario and asked to provide alternative approaches that could solve the problem based on their personal experience at their colleges. By the end of the group discussion, participants presented a draft of the deliverable as per the topic under discussion. More so, group discussions were an excellent approach to test participant’s teamwork skills and ability to compromise, as well as respecting team decisions. It was an opportunity to see how librarians will work with the library committees. Group discussions further initiated and cemented the much-needed librarian–academic staff – college management relationship. During the group discussion, librarians, teaching staff, ICT staff and college management staff, specifically the Principals and Deputy Principals interacted freely thus starting and cultivating a new era of work relationship between them. Individual presentation: prior to the workshop, participants were sent instructions to prepare a presentation on a topic. For example, participants were asked to provide their views of what a “user-friendly library” would look like or what would constitute a “user-friendly library”; the college library of HTC-Mulago was asked to talk about their experience working with book reserves, challenges faced and plans they have to address the challenges, while the college librarian from NTC-Kaliro was asked to describe a situation where they were able to assist a patron, the limitations they faced and how they addressed them. Doing so did not only assist to emotionally prepare the participants for the training but also helped to make them start thinking about the training in relation to their libraries and work. Take-home assignment: at the end of each session, participants were given home assignments to not only revise the training material but also prepare for the next day training. Further the take-home assignments provided time for the participants to discuss with their colleagues outside of the training room so as to have a common ground/ understanding on some of the very sensitive issues. Most interesting assignment was when participants were asked to review an article and to make a presentation in relation to their library experiences. Participant reports: participant reports resulted from the take-home assignments and participants were asked to make submission on a given topic. For example, participants were asked to review IFLA section on library management and write a two-page report on how such information provided supported their own work, as well as a participant report came from their own observation after a library visit. Invited talks with library expert: two invited talks by library experts from Consortium of Uganda University Libraries and Uganda Library and Information Science Association with the goal to share their experience, motivate the participants to strive higher and achieve great things for their libraries. Library visitation: there were two library visits conducted on three separate days – International Hospital Kampala (IHK) Library, Makerere University Library and Aga Khan University Hospital Library. Each of these library visits provided unique opportunities for the participants to explore best practices and implement similar practices in their libraries. Visual aids – videos, building plans and still photos: these were visual learning aids to supplement text during the lectures because they carried lot of information while initiating different thoughts best on the participants’ past experience and expertise. The training advocated for the use of ATL methodologies and likewise similar methodologies were used to encourage participants do so in their classrooms. Findings Addressing Key Concerns: Several measures, both long and short term, were taken to address the gaps limiting the performance of the librarians. The measures taken included: selected representative sample of participants including all college stakeholders as discussed above; active teaching and learning methodologies applied in the training and blended in the content of the training materials; initiated and formulated approaches to collaborations, networks and partnerships; visited different libraries to benchmark library practices and encourage future job shadowing opportunities; and encouraged participants to relate freely, understand and value each other’s work to change their mindsets. College librarians were encouraged to ensure library priorities remain on the agenda through advocacy campaigns. Short-term measures: The UFL training was designed as a practical and hands-on training blended with individual and group tasks, discussions, take-home assignments and presentations by participants. This allowed participates to engage with the material and take responsibility for their own work. Further, the training material was prepared with a view that librarians support the academic life of teaching staff and students. Participants were tasked to develop and later fine-tune materials designed to support their work. For example, developing a subject bibliography and posting it on the library website designed using open source tools such as Google website, Wikis, blogs. The developed library manual includes user-friendly policies and procedures referred to as “dos and don’ts in the library” that promote equitable open access to information; drafting book selection memos; new book arrivals lists; subscribing to open access journals; current awareness services and selective dissemination of information service displays and electronic bulletins. Based on their library needs and semester calendar, participants developed action points and timelines to implement tasks in their libraries at the end of each unit training. Librarians were encouraged to share their experiences through library websites, Facebook page, group e-mail/listserv and Instagram; however, they were challenged with intimate internet access. College libraries were rewarded for their extraordinary job. Given their pivotal role in the management and administration of financial and material resources, on top of librarians, the participants in this training were college administrators/ management, teaching and ICT staff, researchers and student leadership. Participants were selected to address the current and future needs of the college library. These are individuals that are perceived to have a great impact towards furthering the college library agenda. The practical nature of this training warranted conducting the workshops from developed but similar library spaces, for example, Aga Khan University Library and Kampala Capital City, Makerere University Library, International Hospital Kampala Library and Uganda Christian University Library. Participants observed orientation sessions, reference desk management and interviews, collection management practices, preservation and conservation, secretarial bureau management, etc. Long-term measures: Changing the mindset of librarians, college administrators and teaching staff is a long-term commitment which continues to demand for innovative interventions. For example: job shadowing allowed college librarian short-term attachments to Makerere University Library, Uganda Christian University Library, Aga Khan Hospital University Library and International Hospital Kampala Library – these libraries were selected because of their comparable practices and size. The mentorship programme lasted between two-three weeks; on-spot supervision and follow-up visits to assess progress with the action plan by the librarians and college administration and college library committee; ensuring that all library documents – library strategic plan, library manual, library organogram, etc are approved by the College Governing Council and are part of the college wide governing documents; and establishing the library committee with a job description for each member – this has strengthened the library most especially as an advocacy tool, planning and budgeting mechanism, awareness channel for library practices, while bringing the library to the agenda – reemphasizing the library’s agenda. To bridge the widened gap between librarians and the rest of the stakeholders, i.e. teaching staff, ICT staff, college administration and students, a college library committee structure and its mandate were established comprising: Library Committee Chairperson – member of the teaching staff; Library Committee Secretary – College Librarian; Student Representative – must be a member of the student Guild with library work experience; and Representative from each college academic department. A library consortium was formed involving all the four project supported colleges to participate in resource sharing practices, shared work practices like shared cataloguing, information literacy training, reference interview and referral services as well a platform for sharing experiences. A library consortium further demanded for automating library functions to facilitate collaboration and shared work. Plans are in place to install Koha integrated library system that will cultivate a strong working relationship between librarians and students, academic staff, college administration and IT managers. This was achieved by ensuring that librarians innovatively implement library practices and skills acquired from the workshop as well as show their relevance to the academic life of the academic staff. Cultivating relationships takes a great deal of time, thus college librarians were coached on: creating inclusive library committees, timely response to user needs, design library programmes that address user needs, keeping with changing technology to suite changing user needs, seeking customer feedback and collecting user statistics to support their requests, strengthening the library’s financial based by starting a secretarial bureau and conducting user surveys to understand users’ information-seeking behaviour. To improve the awareness of new developments in the library world, college librarians were introduced to library networks at national, regional and international levels, as a result they participated in conferences, workshops, seminars at local, regional and international level. For example, for the first time and with funding from Belgium Technical Cooperation, college librarians attended 81st IFLA World Library and Information Congress in South African in 2015. College libraries are now members of the Consortium of Uganda University Libraries and Uganda Library and Information Science Association and have attended meetings of these two very important library organisations in Uganda’s LIS profession. The college librarians have attended meetings and workshops organized by these two organisations. Originality/value At the end of the three units training, participants were able to develop: a strategic plan for their libraries; an organogram with staffing needs and job description matching staff functions; a Library Committee for each library and with a structure unifying all the four project-support Colleges; a library action plan with due dates including deliverables and responsibilities for implementation; workflow plan and organisation of key sections of the library such as reserved and public spaces; furniture and equipment inventory (assets); a library manual and collection development policy; partnerships with KCCA Library and Consortium of Uganda University Libraries; skills to use Koha ILMS for performing library functions including: cataloguing, circulation, acquisitions, serials management, reporting and statistics; skills in searching library databases and information literacy skills; skills in designing simple and intuitive websites using Google Sites tools; and improved working relationship between the stakeholders was visible. To further the user-friendly libraries principle of putting users in the centre of the library’s operations, support ATL methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections the following initiatives are currently implemented in the colleges: getting approval of all library policy documents by College Governing Council, initiating job shadowing opportunities, conducting on-spot supervision, guide libraries to set up college library committees and their job description, design library websites, develop dissemination sessions for all library policies, incorporate user-friendly language in all library documents, initiate income generation activities for libraries, set terms of reference for library staff and staffing as per college organogram, procurement of library tools like DDC and library of congress subject headings (LCSH), encourage attendance to webinars and space planning for the new libraries.

The findings of the international TIMSS investigations of a few years ago into the position and application of problem solving strategies in school mathematics in about 50 countries caused serious concern globally. During each survey South Africa was found to be among the poorest performers of the participating countries. The main problem was that the majority of school learners in South Africa do not have the ability to solve mathematical problems; in fact, it would appear that they lack the total spectrum of mathematical problem solving competencies. The present school system does not develop their mathematical abilities or competencies. While Outcomes-based education, which became very popular in the Western world, has the ability to improve participants’ affective values of mathematics, it proved to be inadequate in improving the quality of their mathematical performances. Mathematics teachers are unsuccessful in teaching in a manner that will make a difference with respect to the way learners do, learn or perform in mathematics. The pedagogical and mathematics content knowledge of the teachers are lacking in conceptual depth, clarity and connectedness (integration). The language proficiency of the learners is poor, which means that they do not understand what they should do with a problem and how to interpret, present and verify their findings. Learners still do not know how to handle mathematics and how to utilise mathematics in order to solve problems. They seriously lack the ability to approach problems in a meaningful and constructive way. Real-life and open-ended problems are being perceived as huge obstacles to most learners. Teachers are not trained and educated to assist their learners in bridging this gap. The teaching methodology that will make a difference in the classroom falls in the broad category of problem solving. The day-to-day teaching method should be the problem-centred teaching and learning approach. This rather complex teaching methodology requires in-depth thinking about the role of the teacher, the role of the learner, the nature of the classroom culture, the nature of the negotiation of meaning between the teacher and individuals or groups, the nature of selected problems and material, as well as the kind of integrative assessment used in the mathematics classroom. Modelling is closely related to the problem-centred teaching approach, but it also smoothly relates to bigger and longer mathematical tasks. This article gives a theoretical exposition of the scope and depth of mathematical modelling. It is possible to introduce modelling at every school phase in our educational sytem. Modelling in school mathematics seems to make the learning of mathematics more effective. The mastering of problem solving and modelling strategies has definitely changed the orientation, the competencies and performances of learners at each school level. It would appear from research that learners like the application side of mathematics and that they want to see it in action. Genuine real life problems should be selected, which is why a modelling perspective is so important for the teaching and mastering of mathematics. Modelling should be integrated into the present curriculum because learners will then get full access to involvement in the classroom, to mathematisation, to doing problems, to criticising arguments, to finding proofs, to recognising concepts and to obtaining the ability to abstract these from the realistic situation. Modelling should be given a full opportunity in mathematics teacher education so that our learners can get the full benefit of it. This will put the mathematical performances of learners in our country on a more solid base, which will make our learners more competitive at all levels in the future.

Purpose While the problem of unethical leadership is undoubtedly a global one, the urgency of generating ethical leadership to advance the development of Africa has never been more evident than it is today. The challenge for higher education in developing ethical leaders is of core importance, as it is responsible for providing the main recruiting ground of business leaders. The current paper reports findings of a qualitative study of postgraduate students’ ethical development at the end of courses in business ethics aimed to enhance moral reasoning and ethical decision-making. The paper aims to ascertain whether stand-alone ethics courses are more effective than integrated ones in achieving academic ethical competency. Design/methodology/approach The study adopts an idiographic approach which aims at eliciting individual student subjective perceptions of the effects of the direct and indirect courses of ethical instruction on their moral reasoning and ethical practice. The research design broadly follows Mill’s (2017) method of difference. Findings Findings indicate perceived differences in the relative effectiveness of stand-alone and embedded ethics courses among students but also show that most students hold positive overall evaluations of the effectiveness of the both types of ethics instruction. Research limitations/implications Limitations to the study include that it is cross-sectional, involves a small sample of postgraduate students and is restricted to two management courses at one institution of higher learning. Furthermore, while Mill (2017) provides a useful research design in this context, it is not able to indicate causality, as there are other possible unidentified “third variables” that may be the actual cause of student differences between embedded and stand-alone ethics courses. The study is not able to show the durability and transfer of ethical competencies into students’ later working lives. Practical implications The study provides a useful practical educational contribution to the extant knowledge in the field in that it suggests that ethical courses aimed at giving students a moral reasoning “toolkit” for ethical decision-making are more effective when delivered in the stand-alone format, whereas practical decision-making skills are best honed by embedded business ethics courses. Social implications The problem of corruption in business and politics in South Africa is widely documented and has been regarded as responsible for creating a serious developmental drag on the alleviation of poverty and quality of lives of the majority of people in the country. The moral/ethical competency and behavior of future business leaders is partly the responsibility of institutions of higher learning. The study aims to find the most effective means of imparting moral awareness in postgraduate students who are likely to take up business leadership positions in their future careers. Originality/value The study provides useful contribution to the extant knowledge in the field in the African context in that it suggests that ethical courses aimed at giving students a moral reasoning “toolkit” for ethical decision-making are more effective when delivered in the stand-alone format, whereas practical decision-making skills are best honed by embedded business ethics courses.

The transition from a linear to a circular economy is determined by the change in the positioning of global risks from year to year, which determines the vectors of such changes. Thus, the main risks for 2020 are those related to the environment and occupying the first positions in the rating for the last three years (in particular, in 2019, the risk of extreme weather events). The gradual increase in awareness of this risk has led to a change in the sentiment of both producers and consumers. Experts assessed climate change as a major risk in 2019, outpacing cyberattacks, financial instability and terrorism. Thus, to mitigate this risk in 2020 and future periods, the global business community should implement circular «designs», reducing resource use and prioritizing low carbon materials. The potential effects of the transition to a circular economy on greenhouse gas emissions are significant, mainly achieved by improving resource efficiency, increasing the useful life of buildings and assets, increasing recycling and reuse, and completely reducing primary raw material use. Thus, the circular economy can be seen as an effective strategy for promoting climate change mitigation. The poly-paradigmatic nature of economic knowledge from the standpoint of the existential nature of the imperatives of economic development in the context of responsibility to the global future causes certain paradigm shifts, and greening is the mainstream and imperative that reflects the heterodox beginning of the theorico-cyclological methodology. Multidisciplinary epistemological perspective for the analysis of economic phenomena from the standpoint of the new pragmatism in the context of the «triad» of sustainability (economic, social and ecological components), distinguishes the humanitarianism of economic science and positions «in the foreground» the role of values in the economic activity of people and society (acceleration of exploitation of natural resources; climate change; the formation of a new environmental order; environmental and food security) and the dominant paradigm formation (exceeding the environmental limit; Paris agreement; changing public sentiment of fossil producers and businesses; global economic losses; UN sustainable development goals with strong circular practices; WTO involvement in supporting new technologies, minimizing waste production and promoting circular trade). The methodological features of the paradigm of the global inclusive circular economy from the standpoint of postmodernism are the strengthening of socio-humanistic orientations (reflecting its ideology and creating the basis for an inclusive-oriented society); ontological nonlinearity (emphasizes circularity); consensus (the need for a global consensus to achieve a goal) emulated using the economic-mathematical method. According to the proposed methodological approach, the integrated index of development of the global inclusive circular economy has been calculated for 28 countries of the world, Includig Germany, USA, China and South Africa. We substantiate the conceptual provisions of the theoretical and methodological model of the global inclusive circular economy, namely: system characteristics (sustainable development; stability; inclusive growth; expanding opportunities for equity; equal access to resources and distribution of benefits) and the principles of circular self-organization (conservation of resources for future and rationalization of their use; counteraction of management dysfunction), determined by criterion constraints of corporate culture, communications in global value chains, dominance of linear economy, unformed circular value of goods and low quality of recycled products, limited implementation of institutional, informational, financial, financial pilot circular business projects and programs. Our approach made it possible to substantiate the basic concepts of forming a paradigm of the global inclusive circular economy: global value chains (supply of secondary raw materials), sharing platforms, circular trade, circular product life cycle, circular cities and circular cores.

I welcome you to the Vol. 1 Issue 2 of Indian-Pacific Journal of Accounting and Finance. You will recall in Issue 1, I made known our commitment to publish high-quality, impactful papers and to bring scholars who share our vision and mission into the Editorial Advisory Board. Dr Ishaya John Dabari (Modibbo Adamawa University of Technology, Adamawa, Nigeria) has consented to join the Editorial Advisory Board. I am pleased to welcome him on board. In Issue 2, all the presentations are international research with emphasis on corporate governance and risk management, internal auditing, accounting information system, education, telecommunications, and banking sectors. In the first paper captioned “Effect of Risk Management Committee on Monitoring Mechanisms”, Dr Rachael Oluyemisi Arowolo (Chrisland University), Prof Dr Ayoib B. Che-Ahmad (Universiti Utara Malaysia), and Asst. Prof. Dr Oluwatoyin Muse Johnson Popoola (Universiti Utara Malaysia) examines the influence of risk management committee (RMC) on monitoring mechanisms (MM) in Sub-Saharan Africa. The paper provides empirical supports for RMC association with monitoring mechanisms to reduce agency problems, using the secondary data (2010-2012) of Nigerian non-financial listed companies. The article recommends to the board of Nigerian companies to explore the usefulness of RMC in monitoring the management and controlling shareholders to lessen agency problems and protect the interests of the minority shareholders. In the second paper entitled “Aligning Corporate Governance with Enterprise Risk Management Adoption in the Nigerian Deposit Money Banks”, Dr Ishaya John Dabari (Modibbo Adama University of Technology), Sini Fave Kwaji (Modibbo Adama University of Technology), and Ghazali Zulkurnai (Universiti Utara Malaysia) align corporate governance (CG) with Enterprise Risk Management (ERM) adoption in the Nigerian Deposit Money banks (DMBs). Their study used cross-sectional research design, survey method and questionnaire technique to collect data in 21 Nigerian DMBs. Out of 722 questionnaires distributed, 435 were found usable for further analysis through Structural Equation Modeling in Stata. The paper empirically reveals the significant positive relationship between CG and ERM adoption regarding internal audit effectiveness, human resource competency and top management commitment. The study provides insightful results for the banking industry, regulators, practitioners, academia and other stakeholders, perhaps to render assistance in the areas of policy formulation, implementation and evaluation. In the third paper titled “Independence and Management Support: The advocate for Internal Auditors’ Task Performance in Tertiary Institutions”, Oyewumi Hassan Kehinde (Universiti Utara Malaysia), Prof Dr Ayoib B. Che-Ahmad (Universiti Utara Malaysia), and Asst. Prof. Dr Oluwatoyin Muse Johnson Popoola (Universiti Utara Malaysia) examine the influence of independence (IND) and management support (MS) on the task performance (TP) of internal auditors in the South-West tertiary institutions in Nigeria. The study formulates and tests two hypotheses on the relationship between IND and TP in one hand, and MS and TP on the other hand. This study employs a quantitative approach, cross-sectional design, and survey questionnaire in obtaining data from 350 internal auditors from the internal audit departments/units of the universities, polytechnics, and colleges of education. The results of the PLS-SEM algorithm and bootstrapping reveal positive significant relationships between IND and TP, and the MS and TP, and hence, support the two hypotheses. The paper has a policy implication on the government/private proprietors who are owners of tertiary institutions; management and Council who control the institutions, internal auditors who are operators of internal auditing; regulatory authorities who perform oversight function on the institutions, and professional accounting and auditing bodies. The article adds to the body of knowledge and extends internal audit research to tertiary institutions. In the fourth paper entitled “Examining Information Disclosure on Regulatory Compliance of Telecommunication Companies in Nigeria”, Sini Fave Kwaji (Modibbo Adama University of Technology), Dr Ishaya John Dabari (Modibbo Adama University of Technology) examine the impact of information disclosure on regulatory compliance of telecommunication companies in Nigeria. The study adopted ex-post facto research design, which relies on secondary data collected from the financial statements of three (3) telecommunication companies out of the eight (8) telecommunication companies for the period of 2004 to 2015 and analysed through the multiple regression statistics. The results reveal that computed compliance index of telecommunication companies was above average (av. 75.6%) with the requirements of regulatory agencies. Also, the findings indicate that mandatory information disclosure (MID) recorded a significant impact at 10% (weak compliance), while voluntary information disclosure (VID) showed an effect at 5% (partial compliance). The article makes a clarion call for the enforcement of full compliance by all the telecommunication companies operating in Nigeria and therefore, recommends to the National Communication Commission (NCC) to monitor the compliance with the requirements of information disclosure and pursue its objective to achieve best corporate governance practices in Nigerian telecommunication companies. In the fifth paper titled “Examining CAATTs implementation by internal auditors in the public sector.” Dr Aidi Ahmi (Universiti Utara Malaysia), Associate Prof Dr Siti Zabedah Saidin (Universiti Utara Malaysia), and Dr Akilah Abdullah (Universiti Utara Malaysia) investigate the implementation of CAATTs by internal auditors in the Malaysian public sector. Their research reports the results from 12 interviews conducted with internal audit departments in both federal and state levels. The study revealed the implementation of CAATTs by internal auditors in public sector is still low because of lack of expertise, high implementation and maintenance cost, limited access of auditee’s data, and preference to conduct the audit manually. Furthermore, it is not mandatory for them to use CAATTs. The evidence is a contrast with the encouragement made by the government to improve the IT usage in public sector. The results implied that training for future auditors in CAATTs to ensure the successful implementation is crucial and strategic. For CAATTs to be a success, the head of internal audit must possess the awareness about the importance of CAATTs as well as enforcement of its implementation. As you read through this Vol. 1 Issue 2 of IPJAF, I would like to recap that the success of the journal depends on your active participation and those of your colleagues and friends through submission of high-quality articles for review and publication. I reiterate to our prospective authors to enjoy the benefits IPJAF provides about mentoring nature of the unique review process, which offers high quality, and helpful reviews tailored to assist authors in improving their manuscripts. I acknowledge your support as we endeavour to make IPJAF the most authoritative journal on accounting and finance for the community of academic, professional, industry, society and government.

This study aim to attempt mapping out the Land Use or Land Cover (LULC) status of Regional Project Coordination Committee (RPCC) between 2009-2019 with a view of detecting the land consumption rate and the changes that has taken place using RS and GIS techniques; serving as a precursor to the further study on urban induced variations or change in weather pattern of the cityn Rangpur City Corporation(RCC) is the main administrative functional area for both of Rangpur City and Rangpur division and experiencing a rapid changes in the field of urban sprawl, cultural and physical landscape,city growth. These agents of Land use or Land cover (LULC) varieties are responsible for multi-dimensional problems such as traffic congestion, waterlogging, and solid waste disposal, loss of agricultural land. In this regard, this study fulfills LULC changes by using Geographical Information Systems (GIS) and Remote Sensing (RS) as well as field survey was conducted for the measurement of change detection. The sources of data were Landsat 7 ETM and landsat 8 OLI/TIRS of both C1 level 1. Then after correcting the data, geometrically and radiometrically change detection and combined classification (supervised & unsupervised) were used. The study finds LULC changes built-up area, water source, agricultural land, bare soil in a change of percentage is 17.23, 2.58, -9.94, -10.19 respectively between 2009 and 2019. Among these changes, bare soil is changed to a great extent, which indicates the expansion of urban areas is utilizing the land to a proper extent. Keywords: Urban expansion; land use; land cover; remote sensing; geographic information system (GIS); Rangpur City Corporation(RCC). References Al Rifat, S. A., & Liu, W. (2019). Quantifying spatiotemporal patterns and major explanatory factors of urban expansion in miami metropolitan area during 1992-2016. Remote Sensing, 11(21) doi:10.3390/rs11212493 Arimoro AO, Fagbeja MA, Eedy W. (2002). The Need and Use of Geographic Information Systems for Environmental Impact Assessment in Africa: With Example from Ten Years Experience in Nigeria. AJEAM/RAGEE, 4(2), 16-27. Belal, A.A. and Moghanm, F.S. (2011).Detecting Urban Growth Using Remote Sensing and GIS Techniques in Al Gharbiya Governorate, Egypt.The Egyptian Journal of Remote Sensing and Space Science, 14, 73-79. http://dx.doi.org/10.1016/j.ejrs.2011.09.001 Dewan, A.M. and Yamaguchi, Y. (2009). Using Remote Sensing and GIS to Detect and Monitor and Use and Land Cover Change in Dhaka Metropolitan of Bangladesh during 1960-2005. Environmental Monitor Assessment, 150, 237- 249. Retrieved from http://dx.doi.org/10.1007/s10661-008-0226-5 Djimadoumngar, K.-N., & Adegoke, J. (2018). Satellite-Based Assessment of Land Use and Land Cover (LULC) Changes around Lake Fitri, Republic of Chad. Journal of Sustainable Development, 11(5), 71. doi:10.5539/jsd.v11n5p71 Edwards, B., Frasch, T., & Jeyacheya, J. (2019). Evaluating the effectiveness of land-use zoning for the protection of built heritage in the bagan archaeological zone, Myanmar—A satellite remote-sensing approach. Land use Policy, 88 doi:10.1016/j.landusepol.2019.104174 Fallati, L., Savini, A., Sterlacchini, S., & Galli, P. (2017). Land use and land cover (LULC) of the Republic of the Maldives: first national map and LULC change analysis using remote-sensing data. Environmental Monitoring and Assessment, 189(8). doi:10.1007/s10661-017-6120-2 Fučík, P., Novák, P., & Žížala, D. (2014). A combined statistical approach for evaluation of the effects of land use, agricultural and urban activities on stream water chemistry in small tile-drained catchments of south bohemia, czech republic. Environmental Earth Sciences, 72(6), 2195-2216. doi:10.1007/s12665-014-3131-y Elbeih, S. F., & El-Zeiny, A. M. (2018). Qualitative assessment of groundwater quality based on land use spectral retrieved indices: Case study sohag governorate, egypt. Remote Sensing Applications: Society and Environment, 10, 82-92. doi:10.1016/j.rsase.2018.03.001 Fasal, S. (2000). Urban expansion and loss of agricultural land – A GIS based study of Saharanpur City, India. Environment and Urbanization, 12(2), 133 – 149 He, S., Wang, X., Dong, J., Wei, B., Duan, H., Jiao, J., & Xie, Y. (2019). Three-dimensional urban expansion analysis of valley-type cities: A case study of chengguan district, lanzhou, china. Sustainability (Switzerland), 11(20) doi:10.3390/su11205663 Heimlich, R.E and W.D. Anderson. (2001). Development at the Urban Fringe and Beyond: Impacts on Agriculture and Rural Land. 803, Economic Research Service, U.S. Department of Agriculture, Washington D.C., pg 80 Im, N., Kawamura, K., Suwandana, E., & Sakuno, Y. (2014). Monitoring land use and land cover effects on water quality in cheung ek lake using ASTER images. American Journal of Environmental Sciences, 11(1), 1-12. doi:10.3844/ajessp.2015.1.12 Kalnay, E., & Cai, M. (2003). Impact of urbanization and land-use change on climate. Nature, 423(6939), 528-531. doi:10.1038/nature01675 Matlhodi, B., Kenabatho, P. K., Parida, B. P., & Maphanyane, J. G. (2019). Evaluating land use and land cover change in the gaborone dam catchment, botswana, from 1984-2015 using GIS and remote sensing. Sustainability (Switzerland), 11(19) doi:10.3390/su11195174 Uddin, M. M. M. (2015). Causal relationship between agriculture, industry and services sector for GDP growth in Bangladesh: An econometric investigation. Journal of Poverty, Investment and Development, 8. Mondal, I., Srivastava, V. K., Roy, P. S., & Talukdar, G. (2014). Using logit model to identify the drivers of landuse landcover change in the lower gangetic basin, india. Paper presented at the International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences - ISPRS Archives, , XL-8(1) 853-859. doi:10.5194/isprsarchives-XL-8-853-2014 Navale, V. B., & Mhaske, S. Y. (2019). Land use/land cover changes in sangamner city by using remote sensing and GIS. International Journal of Recent Technology and Engineering, 8(2), 4614-4621. doi:10.35940/ijrte.B3386.078219 Nicolson, L.D. (1987). The Greening of the cities; Routledge and Kegan Paul, London Nong, D., Fox, J., Miura, T., & Saksena, S. (2015). Built-up Area Change Analysis in Hanoi Using Support Vector Machine Classification of Landsat Multi-Temporal Image Stacks and Population Data. Land, 4(4), 1213–1231. doi:10.3390/land4041213 Park, H., Fan, P., John, R., Ouyang, Z., & Chen, J. (2019). Spatiotemporal changes of informal settlements: Ger districts in ulaanbaatar, mongolia. Landscape and Urban Planning, 191 doi:10.1016/j.landurbplan.2019.103630 Rajeshwari D. (2006). Management of the Urban Environment Using Remote Sensing and Geographic Information Systems.J. Hum. Ecol., 20(4), 269-277. Retrieved from http://www.krepublishers.com/02_journals/JHE/ Rasul, A., Balzter, H., Ibrahim, G., Hameed, H., Wheeler, J., Adamu, B., … Najmaddin, P. (2018). Applying Built-Up and Bare-Soil Indices from Landsat 8 to Cities in Dry Climates. Land, 7(3), 81. doi:10.3390/land7030081 Risma, Zubair, H., & Paharuddin. (2019). Prediction of land use and land cover (LULC) changes using CA-Markov model in Mamuju Subdistrict. Journal of Physics: Conference Series, 1341, 082033. doi:10.1088/1742-6596/1341/8/082033 Schilling, K. E., Jha, M. K., Zhang, Y.-K., Gassman, P. W., & Wolter, C. F. (2008). Impact of land use and land cover change on the water balance of a large agricultural watershed: Historical effects and future directions. Water Resources Research, 44(7). doi:10.1029/2007wr006644 Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

<p><strong>Abstract.</strong> A Smart City is based on intelligent exchanges of information that flow between its many different subsystems. This flow of information is analyzed and translated into citizen and commercial services. The city will act on this information flow to make its wider ecosystem more resource-efficient and sustainable. The information exchange is based on a smart governance operating framework designed to make cities sustainable.</p><p>The public administration needs updated and reliable geospatial data which depicts the urban environment. These data can be obtained through smart devices (smartphones, e.g.), human agents (collaborative mapping) and remote sensing technologies, such as UAV (Unnamed Aerial Vehicles). According to some authors, there are four dimensions in a Smart City. The first dimension concerns the application of a wide range of electronic and digital technologies to create a cyber, digital, wired, informational or knowledge-based city; the second is the use of information technology to transform life and work; the third is to embed ICT (Information and Communication Technology) in the city infrastructure; the fourth is to bring ICT and people together to enhance innovation, learning, and knowledge. Analyzing these dimensions, it is possible to say that in all of them the geospatial information is crucial, otherwise, none of them are possible. Considering these aspects, this research intends to use the Smart City concept as a methodological approach using the UFPR (Federal University of Parana) as a target to develop a case study.</p><p>The UFPR has 26 campus in different cities of the Paraná State, south of Brazil. Its structure has 14 institutes. It comprises 11 million square meters of area, 500,000 square meters of constructed area and 316 buildings. There are more than 6,300 employees (staff and administration), 50,000 undergraduate students and 10,000 graduate students. Besides these figures, there are external people who need access to the UFPR facilities, such as deliveries, service providers and the community in general.</p><p>The lack of knowledge about the space and its characteristics has a direct impact on issues such as resources management (human and material), campi infrastructure (outside and inside of the buildings), security and other activities which can be supported using an updated geospatial database. In 2014, the UFPR CampusMap project was started with the indoor mapping as the main goal. However, the base map of the campus was needed in order to support the indoor mapping, the available one was produced in 2000. Thereafter, the campus Centro Politécnico (located in the city of Curitiba) is being used as a case study to develop methodologies to create a geospatial database which will allows to different users the knowledge and management of the space.</p><p>According to Gruen (2013), a Smart City must have spatial intelligence. Moreover, it is necessary the establishment of a database, in particular, a geospatial database. The knowledge of the space where the events happen is a key element in this context. This author also states that to achieve this objective are necessary the following items:</p> <ul><li>Automatic or semi-automated Digital Surface Models (DSM) generation from satellite, aerial and terrestrialimages and/or LiDAR data;</li><li>Further development of the semi-automated techniques onto a higher level of automation; </li><li>Integrated automated and semi-automated processing of LiDAR point clouds and images, both from aerial andterrestrial platforms; </li><li>Streamlining the processing pipeline for UAV image data projects; </li><li>Set-up of GIS with 3D/4D capabilities; </li><li>Change detection and databases updating; </li><li>Handling of dynamic and semantic aspects of city modeling and simulation. This leads to 4D city models; </li><li>LBS (Location Based Services) system investigations (PDAs, mobiles); and </li><li>Establishment of a powerful visualization and interaction platform.</li></ul><p>Some of these aspects are being addressed in this research. The first one is the integration of indoor/outdoor data to helps the space management and provides a tool for navigation between the spaces. The base map was updated through a stereo mapping compilation from images collected using a UAV Phantom 4 from DJI (https://www.dji.com/phantom-4). The use of this technology for data acquisition is not only faster but also cheaper compared to the traditional photogrammetric method. Besides the quality of the images (in this case a GSD – Ground Sample Distance – of 2,5 cm), it can be use in urban areas as a rapid response in emergency situations.</p><p> To georreferencing the image block, it was used 50 control points collected by GNSS (Global Navigation Satellite System) and the software Agisoft Photoscan (http://www.agisoft.com/) to perform the bundle block adjustment with self-calibration. After the processing, the exterior orientation parameters of image block and the tridimensional coordinates of each tie point were calculated simultaneously with the determination of the interior orientation parameters: focal length (f), principal point coordinates (x0, y0), radial symmetric (k1, k2, k3) and decentering distortion coefficients (p1, p2).</p><p> In the mapping production step, the features were extracted through stereo mapping compilation accordingly the standards defined by the Brazilian Mapping Agency. The several layers were edited in GIS software (QGIS) and then the topology was built. Afterward, it was created a spatial database using Postgre/PostGIS. Also, the dense point cloud was generated using SfM (Structure from Motion) algorithms to allow to generate the digital surface model and orthomosaics.</p><p> Meanwhile, a website using HTML5+CSS3&amp;reg; and JavaScript&amp;reg; technologies was developed to publish the results and the first applications. (www.campusmap.ufpr.br). The architecture of this application uses JavaScript&amp;reg;, LeafLet, PgRouting library (to calculate the routes between interest points), files in GeoJson format and custom applications. The indoor database comprises the data about the interior of the buildings and provides to the user some functionalities such as: search for rooms, laboratories, and buildings; routes between points (inside and outside the buildings), floor change. Also, some web applications were developed in order to demonstrate the capabilities of the use of geospatial information in an environment very similar to a city and its problems, e.g. parking management, security, logistics, resources inventory, among others. It was developed a mobile application to provide the indoor user positioning through Wi-Fi (Wireless Fidelity) networks. This, combined with the indoor mapping, will allow the users to navigate in real time inside the buildings. Using the data from the point cloud and the CityGML standard it was developed a 3D model of some buildings. An application to inform crime occurrences (such as robbery, assaults) was also developed so these occurrences can be mapped, and the administration can increase the security of the campus.</p><ol type="a"> <li>Design an interface with functionalities to integrate all applications which are being presented in individual Webpages;</li><li>Develop a visualization tool for 3D models using CityGML;</li><li>Evaluate the potential of UAV images for different applications in urban scenarios;</li><li>Develop an interface for collaborative database update.</li><li>Expand the database to other campus of UFPR and develop new functionalities to different users;</li></ol><p> The “smart city” concept allows to develop an optimized system that use geospatial data to understand the complexity of the urban environments. The use of the geospatial data can improve efficiency and security to manage urban aspects like infrastructure, building and public spaces, natural environment, urban services, health and education. Also, this concept can give a support to the city management agents during the design, realization and evaluation of the urban projects.</p><p>In the present project, we believe these are the first steps to build a connected environment and apply the “smart city” concept into the university administration to make the sustainable use of resources and could suit as an example to some existing problems in public administrations.</p>

Field-based research programs offer students a singular opportunity to understand that today there are no simple scientific, economic or socio-political answers to the complex questions facing governments, communities, and local organizations. Through their research, students can gain a first-hand appreciation that decision making in the real world is a mix of all these disciplines, and that they have a vital role to play in participating in this process. According to the most recent Open Doors report (2006), issued by the Institute of International Education, about 206,000 US students studied abroad in 2004/5. While about 55% studied in Europe, an increasing number studied in other host countries around the world. Social science and physical science students comprised about 30% of all US study abroad students in this period. While study abroad programs encompassing a field research component are still in the minority, an increasing number of home institutions and field-based providers are supporting and conducting these types of programs. As the student papers in this Special Issue of Frontiers demonstrate, there is high quality work being produced by undergraduates in settings as diverse as France, Thailand, Kenya, South Africa and Mali. For these students this opportunity was likely a new experience, involving living and studying in international settings; dealing with language and culture differences; matriculating in programs operated by host country universities, independent program providers, or their home institution’s international program; and learning how to conduct research that meets professional standards. Much has been written and discussed regarding pre-departure orientation of US students studying abroad, along with studies and evaluations of the study abroad experience. Less discussion and research has focused on the experiences of the on-site faculty and staff who host students and incorporate field-based research into their courses and programs. These courses and programs involving student research include the following types: • International university-based research, in which the student conducts research on a topic as part of a course or term paper; • Independent field-based research, in which the student identifies a topic, organizes the project, and conducts the field work, analysis, write-up, etc. for an overall grade; • Collective field-based research, in which students, working under the guidance of a professor (either US or international), conduct a research project as part of a US-based course, or complementary to the professor’s research focus; • Client-focused, directed, field-based research in which the research conducted is in response to, or in collaboration with, a specific client ranging from an NGO, to a corporation, to an indigenous community, or a governmental agency. The purpose of this article is to describe some of the issues and challenges that on-site faculty and staff encounter in preparing and supporting US undergraduate students to conduct formal research projects in international settings in order to maximize their success and the quality of their research. The perspectives described below have been gathered through informal surveys with a range of international program faculty and staff; discussions with program managers and faculty; and through our own experience at The School for Field Studies (SFS), with its formal directed research model. The survey sought responses in the following areas, among others: preparing students to conduct successfully their field-based research in a different socio-cultural environment; the skill building needs of students; patterns of personal, cultural, and/or technical challenges that must be addressed to complete the process successfully; and, misconceptions that students have about field-based research. Student Preparation Students work either individually or in groups to conduct their research, depending on the program. In either case on-site faculty and staff focus immediately on training students on issues ranging from personal safety and risk management, to cultural understanding, language training, and appropriate behavior. In programs involving group work, faculty and staff have learned that good teamwork dynamics cannot be taken for granted. They work actively with students in helping them understand the ebb and flow of groups, the mutual respect which must be extended, and the active participation that each member must contribute. As one on-site director indicates, “Students make their experience what it is through their behavior. We talk a lot about respecting each other as individuals and working together to make the project a great experience.” Cultural and sensitivity training are a major part of these field-based programs. It is critical that students learn and appreciate the social and cultural context in which they will conduct their research. As another on-site director states, “It is most important that the students understand the context in which the research is happening. They need to know the values and basic cultural aspects around the project they will be working on. It is not simply doing ‘good science.’ It requires understanding the context so the science research reaches its goal.” On-site faculty and staff also stress the importance of not only understanding cultural dynamics, but also acting appropriately and sensitively relative to community norms and expectations. Language training is also a component of many of these programs. As a faculty member comments, “Students usually need help negotiating a different culture and a new language. We try to help the students understand that they need to identify appropriate solutions for the culture they are in, and that can be very difficult at times.” Skill Building Training students on the technical aspects of conducting field-based research is the largest challenge facing most on-site faculty and staff, who are often struck by the following: • A high percentage of students come to these programs with a lack of knowledge of statistics and methods. They’ve either had very little training in statistics, or they find that real world conditions complicate their data. According to one faculty member, “Statistics are a big struggle for most students. Some have done a class, but when they come to work with real data it is seldom as black and white as a text book example and that leads to interpretation issues and lack of confidence in their data. They learn that ecology (for example) is often not clear, but that is OK.” • Both physical and social science students need basic training in scientific methodology in order to undertake their projects. Even among science majors there is a significant lack of knowledge of how to design, manage and conduct a research project. As a program director states, “Many students begin by thinking that field research is comprised only of data collection. We intensively train students to understand that good research is a process that begins with conceptualization of issues, moves into review of relevant literature, structures a research hypothesis, determines indicators and measurements, creates the research design, collects data, undertakes analysis and inference. This is followed by write-up in standard scientific format for peer review and input. This leads to refining earlier hypotheses, raising new questions and initiating further research to address new questions.” Consistently, on-site faculty have indicated that helping students understand and appreciate this cycle is a major teaching challenge, but one that is critical to their education and the success of their various field research projects. • The uncertainty and ambiguity that are often present in field research creates challenges for many students who are used to seeking ‘the answer in the book.’ On-site faculty help students understand that science is a process in which field-based research is often non-linear and prone to interruption by natural and political events. It is a strong lesson for students when research subjects, be they animal or human, don’t cooperate by failing to appear on time, or at all, and when they do appear they may have their own agendas. Finally, when working with human communities, student researchers need to understand that their research results and recommendations are not likely to result in immediate action. Program faculty help them to understand that the real world includes politics, conflicting attitudes, regulatory issues, funding issues, and other community priorities. • Both physical and social science students demonstrate a consistent lack of skill in technical and evidence-based writing. For many this type of writing is completely new and is a definite learning experience. As a faculty member states, “Some students find the report writing process very challenging. We want them to do well, but we don’t want to effectively write their paper for them.” Challenges The preceding points address some of the technical work that on-site faculty conduct with students. Faculty also witness and experience the ‘emotional’ side of field-based research being conducted by their students. This includes what one faculty member calls “a research-oriented motivation” — the need for students to develop a strong, energized commitment to overcome all the challenges necessary to get the project done. As another professor indicates, “At the front end the students don’t realize how much effort they will have to expend because they usually have no experience with this sort of work before they do their project.” Related to this is the need for students to learn that flexibility in the research process does not justify a sloppy or casual approach. It does mean a recognition that human, political, and meteorological factors may intervene, requiring the ability to adapt to changed conditions. The goal is to get the research done. The exact mechanics for doing so will emerge as the project goes on. “Frustration tolerance” is critical in conducting this type of work. Students have the opportunity to learn that certain projects need to incorporate a substantial window of time while a lengthy ethics approval and permit review system is conducted by various governmental agencies. Students learn that bureaucracies move at their own pace, and for reasons that may not be obvious. Finally, personal challenges to students may include being uncomfortable in the field (wet, hot, covered in scrub itch) or feeling over-tired. As a faculty member states, “Many have difficulty adjusting to the early mornings my projects usually involve.” These issues represent a range of challenges that field-based research faculty and staff encounter in working with undergraduate students in designing and conducting their research projects around the world. In my own experience with SFS field-based staff, and in discussions with a wide variety of others who work and teach on-site, I am consistently impressed by the dedication, energy and commitment of these men and women to train, support and mentor students to succeed. As an on-site director summarizes, essentially speaking for all, “Fortunately, most of the students attending our program are very enthusiastic learners, take their limitations positively, and hence put tremendous effort into acquiring the required skills to conduct quality research.” Summary/Conclusions Those international program faculty and staff who have had years of experience in dealing with and teaching US undergraduates are surprised that the US educational system has not better prepared students on subjects including statistics, scientific report formatting and composition, and research methodologies. They find that they need to address these topics on an intensive basis in order for a substantial number of students to then conduct their research work successfully. Having said this, on-site faculty and staff are generally impressed by the energy and commitment that most students put into learning the technical requirements of a research project and carrying it out to the best of their abilities. Having students conduct real field-based research, and grading these efforts, is a very concrete method of determining the seriousness with which a student has participated in their study abroad program. Encouraging field-based research is good for students and good for study abroad because it has the potential of producing measurable products based on very tangible efforts. In a number of instances students have utilized their field research as the basis for developing their senior thesis or honors project back on their home campus. Successful field research has also formed the basis of Fulbright or Watson proposals, in addition to other fellowships and graduate study projects. An increasing number of students are also utilizing their field research, often in collaboration with their on-site program faculty, to create professional conference presentations and posters. Some of these field-based research models also produce benefits for incountry clients, including NGOs, corporations and community stakeholders. In addition to providing the data, analyses, technical information, and recommendations that these groups might not otherwise be able to afford, it is a concrete mechanism for the student and her/his study abroad program faculty and staff to ‘give back’ to local stakeholders and clients. It changes the dynamic from the student solely asking questions, interviewing respondents, observing communities, to more of a mutually beneficial relationship. This is very important to students who are sensitive to this dynamic. It is also important to their program faculty and staff, and in most cases, genuinely appreciated by the local stakeholders. In essence, community identified and responsive research is an excellent mechanism for giving to a community — not just taking from it. An increasing interest in conducting field-based research on the part of US universities and their students may have the effect of expanding the international destinations to which US students travel. A student’s sociological, anthropological, or environmental interest and their desire to conduct field research in that academic discipline, for example, may help stretch the parameters of the student’s comfort level to study in more exotic (non-traditional) locales. Skill building in preparing for and conducting field-based research is an invaluable experience for the student’s future academic and professional career. It is a fairly common experience for these students to indicate that with all the classroom learning they have done, their study abroad experience wherein they got their hands dirty, their comfort level stretched, their assumptions tested, and their work ethic challenged, provided them with an invaluable and life changing experience. Conducting field-based research in an international setting provides real world experience, as the student papers in this edition of Frontiers attest. It also brings what may have only been academic subjects, like statistics, and research design and methodology, to life in a real-conditions context. On a related note, conducting real field-based work includes the requirement to endure field conditions, remote locations, bad weather, personal discomforts, technological and mechanical breakdowns, and sometimes dangerous situations. Field research is hard work if it is done rigorously. In addition, field work often includes non-cooperating subjects that defy prediction, and may confound a neat research hypothesis. For a student considering a profession which requires a serious commitment to social or physical science field work this study abroad experience is invaluable. It clarifies for the student what is really involved, and it is helpful to the student in assessing their future career focus, as they ask the critical question — would I really want to do this as a fulltime career? US education needs to bridge better the gap between the physical and social sciences. Students are done a disservice with the silo-type education that has been so prevalent in US education. In the real world there are no strictly scientific, economic, or sociological solutions to complex, vexing problems facing the global community. Going forward there needs to be interdisciplinary approaches to these issues by decision makers at all levels. We need to train our students to comprehend that while they may not be an ecologist, or an economist, or a sociologist, they need to understand and appreciate that all these perspectives are important and must be considered in effective decision-making processes. In conclusion, education abroad programs involving serious field-based research are not a distraction or diversion from the prescribed course of study at US home institutions; rather, they are, if done well, capable of providing real, tangible skills and experience that students lack, in spite of their years of schooling. This is the reward that is most meaningful to the international program faculty and staff who teach, mentor and support US students in conducting their field-based research activities. As an Australian on-site program director stated, “there are relatively few students who are adequately skilled in these (field research) areas when they come to our program. Most need a lot of instruction and assistance to complete their research projects, but that of course is part of what we’re all about — helping students acquire or improve these critical skills.” This is the real service that these programs and on-site faculty and staff offer to US undergraduates. Paul Houlihan, President The School for Field Studies

Teaching and teacher education in South Africa have emerged from a highly fragmented past. Teachers from diverse backgrounds, experiences and qualifications find themselves working together in schools where they do not necessarily have access to a common language of practice, nor a shared understanding of professional teaching practices. To address these challenges, the South African Council of Educators (SACE) has developed a set of professional teaching standards for use in the South African context. This is not the first time a policy framework has tried to articulate and direct teachers’ work. This paper analyses four other frameworks that have been used to regulate, monitor and evaluate the work of South African teachers over the past two decades. These other frameworks are The Roles of the Educator and Their Associated Competences, the SACE Code of Professional Ethics, the Integrated Quality Management System (IQMS) and the Basic Competences of a Beginner Teacher. Our analysis shows how these frameworks present teaching in ways that constrain teacher professionalism in some ways. They address some aspects of professional teaching while ignoring others. In particular, none of them adequately acknowledge the relations between knowledge, skills, judgement and the ethical orientations that underpin professional teaching. The ways in which previous frameworks have constrained teacher professionalism has important implications for SACE if its set of professional teaching standards is to more successfully enhance teacher professionalism in the South African context.

Background: Travel demand in higher education precincts is derived from the affordability of university education, the availability of student accommodation on- or off-campus and the manner in which university mobility is managed.Objectives: This article described the transport policy environment for student travel behaviour through the process of integrated policy analysis (PIPA) with the primary aim of outlining the major directions of student mobility management from peer-reviewed literature.Method: Gaps in the South African transport policy environment were identified for university student mobility as a result of the official policy position neglecting the segment and 7 of 26 public universities acting upon these markets without enabling legislation.Results: It was found that measures associated with managing travel demand demarcate mobility management practices. Through the literature, the article found that (1) the policy environment lags behind university interventions, which resonate with international evidence; (2) international evidence reveals that multiple directions for managing travel demand for university precincts; and (3) there is a need to reform the mobility and access policies for university precincts in South Africa (SA).Conclusion: In essence, the literature review presented heterogenous contexts and techniques to specify mobility and access problems and redress them. This enhanced the quality of policy design, evaluation and implementation particularly for integrated transport planning in SA. The primary limit of this study was that it is a policy review, relying heavily on secondary data to set the scene for future research.

This paper provides an overview of the various datasets pertaining to education in South Africa that are informing or could inform policy making in education. The paper serves as an inventory for anyone interested in understanding what data is available, how it may be accessed, what the quality of the data is and in what formats it may be accessed. The paper is divided into three parts. The first part provides a description of existing education datasets and the basic data elements contained in each of these datasets. When discussing each of the existing education datasets, the paper addresses the quality of the education data available in South Africa. The first part also refers to the policy implications and the important role that data plays in policy-formulation. No information system on its own is comprehensive enough to provide all the information needed in strategic decision-making. Hence, part two of this paper discusses the need for data integration as an important data management strategy. The third part examines the effectiveness of implementing a learner unit record system nationally in comparison with the EMIS system that is currently in place and that is based on aggregate or summary institution–level data.

Background: Simulation-based education (SBE) has been shown to be an effective and reproducible learning tool. SBE is used widely internationally. The current state of SBE in South Africa is unknown. To the best of our knowledge this is the first survey that describes the use and attitudes towards SBE within South Africa. Methods: An online survey tool was distributed by email to: i) the South African Society of Anaesthesiologists (SASA) members; and ii) known simulation education providers in South Africa. The respondents were grouped into anaesthesia and non-anaesthesia participants. Descriptive statistics were used to analyse the data. Ethics approval was obtained: HREC REF 157/2017. Results: The majority of the respondents provide SBE and integrate it into formal teaching programmes. There is a will amongst respondents to grow SBE in South Africa, with it being recognised as a valuable educational tool. The user groups mainly targeted by SBE, were undergraduate students, medical interns, registrars and nurses. Learning objectives targeted include practical skills, medical knowledge, critical thinking and integrated management. Amongst anaesthesia respondents: the tool most commonly used to assess the quality of learner performance during SBE, for summative assessment, was ‘expert opinion’ (33%); the most frequent methods of evaluating SBE quality were participant feedback (42%) and peer evaluation (22%); the impact of SBE was most frequently assessed by informal discussion (42%) and learner feedback (39%). In anaesthesia SBE largely takes place within dedicated simulation facilities on site (47%). Most respondents report access to a range of SBE equipment. The main reported barriers to SBE were: finance, lack of trained educators, lack of equipment and lack of protected time. A limited number of respondents report engaging in SBE research. There is a willingness in both anaesthesia and non-anaesthesia groups (96% and 89% respectively) to collaborate with other centres. Conclusion: To the best of our knowledge this publication provides us with the first cross-sectional survey of SBE in anaesthesia and a selection of non-anaesthetic respondents within South Africa. The majority of respondents indicate that SBE is a valuable education tool. A number of barriers have been identified that limit the growth of SBE within South Africa. It is hoped that with a commitment to ongoing SBE research and evaluation, SBE can be grown in South Africa.

Orientation: The relatively high number of unemployed graduates in South Africa is a major cause for concern. Entrepreneurial start-ups have been heralded as the panacea to the unemployment challenge.Research purpose: The aim of this study was to ascertain how entrepreneurship education, at traditional South African universities, measured against existing entrepreneurship education frameworks.Motivation for the study: Despite a plethora of entrepreneurship education initiatives, the South African higher education system fails to produce sufficient entrepreneurs; hence, the need to explore how entrepreneurship education is structured.Research design, approach and method: The research design was exploratory and both quantitative and qualitative in nature. The population comprised the eleven traditional universities in South Africa and all of them were included in the study. Secondary data was obtained from the respective universities’ websites. The search sequence in the websites were as follows: Faculty of commerce/Management Sciences, Year/handbook, undergraduate/postgraduate programmes. The word ‘entrepreneurship’ was also used as a keyword to search within the university website.Main findings: The findings revealed some entrepreneurship modules, with low total credit value in relation to total programme credit value, at the undergraduate level and specialisation at the postgraduate level with some form of centre or incubator initiatives. It was also found that little attention is given to the development of entrepreneurial skills such as perseverance, resilience and self-efficacy.Practical/managerial implications: The significance of this article lies in its potential to guide the reconceptualisation of entrepreneurship education at South African universities.Contribution/value-add: This study integrates an existing framework and model to reconceptualise the undergraduate entrepreneurship programme. The reconceptualised structure entails a programme where modules from other disciplines are integrated into an entrepreneurship programme as opposed to the current structure where entrepreneurship modules are integrated into other career-focussed programmes.

Purpose South Africa has a large social housing scheme to provide primary housing for less privileged citizens who obtain an average monthly income of less than R 3,500.00. The government seeks to promote an integrated society by developing sustainable human settlements and quality housing within a subsidy system for different income groups. This study aims to examine whether quality management is applied to the reconstruction and development programme (RDP) housing programme during construction. Design/methodology/approach A quantitative survey approach was selected for this study. This involved using a close-ended questionnaire to collect data amongst 1,893 households who are currently residing in government housing units in the city of Bloemfontein, in the Free State province. The questionnaires were self-administered amongst randomly selected respondents based on their availability at the time of the visit to the above area. However, only the occupants of a household were included in the study. The data gathered were analysed by making use of R-programming software. Findings The findings revealed that a low level of quality is evident in the already constructed RDP housing units. Most of the inspected units were built with low-quality building materials or were not well-constructed, with derelict structural frames and finishes being evident in most houses. Respondents also indicated that they were not satisfied with the quality of some aspects of the units, such as the plaster and paint finishes, door frames built into walls and uneven floors and floor finishes. These complaints indicate that little to no quality management was applied at the time of construction or even afterwards during the latent defects period. Research limitations/implications The survey was limited to responses amongst randomly selected government RDP housing occupants in seven communities in Bloemfontein’s periphery, in the Free State Province of South Africa. Practical implications The empirical results from the findings indicate that the South African Government should ensure that quality management is applied during the housing units’ construction. This may mean that a new strategy for verifying the units’ quality will need to be developed, considering the respondents’ concerns by improving the quality of the construction materials and methods used to erect these units. The government should also consider improving contractors’ tender selection criteria to ensure higher quality construction methods, materials and management. Originality/value The study has identified quality challenges in constructing the social housing and stated recommendations that will address the identified issues if implemented by the programme implementers. This will help achieve the programme's objective, which is to improve the living conditions of previously disadvantaged individuals through social housing scheme.

Background: Interventions by community care workers within the context of communitybased integrated management of childhood illness (CIMCI) may have a positive effect on child health if the health workers have adequate knowledge about key family practices.Setting: The study was conducted in rural areas of the West Coast district in the Western Cape, South Africa.Objectives: The objective of this study was to determine the knowledge of community care workers about five of the 16 key family practices of CIMCI.Methods: A descriptive survey collected a self-administered questionnaire from 257 community care workers out of a possible total of 270 (95.2% response rate). Descriptive and inferential statistical analysis was applied.Results: Only 25 of the respondents (10%) obtained a score higher than 70% on the knowledgebased items of the questionnaire. Less than 25% of respondents answered questions in these key areas correctly (pneumonia [17%], tuberculosis [13%], HIV/AIDS [9%] immunisation [3%] and recommendations for a child with fever [21%]). Statistically significant correlations were found between the total score a respondent achieved and the highest level of education obtained (p < 0.01), the level of in-service training (p < 0.01), attendance of a CIMCI five-day training course (p < 0.01), and completing a subsequent refresher course (p < 0.01).Conclusion: The knowledge of CCWs was inadequate to provide safe, quality CIMCI. CIMCI refresher courses should be offered annually to improve CCWs’ knowledge and the quality of care that they render. Regular update courses could contribute to building competence.

Entomopathogenic nematodes (EPNs) are insect parasites that are used successfully as biological controlagents against key pest insects of grapevine. To achieve low chemical residues and the sustainableproduction of grapes, it is important that biological control agents such as entomopathogenic nematodesfor the control of grapevine insect pests be incorporated in an integrated pest management system forgrape production. However, the commercialisation and large-scale use of EPNs is limited by their shortshelf life in formulations and in storage, thus leading to poor quality and reduced efficacy against insectsin the field. In South Africa, interest in the use of EPNs within an integrated pest management system hasgrown over the past two decades, therefore developing a formulation technique with an acceptable storagesurvival period, while maintaining infectivity, is essential. Moreover, the successful control of insects usingEPNs is only achievable when the formulated product reaches the end user in good condition. This reviewis focused on the different types of formulations required for storage and ease of transport, together withthe application formulation for above-ground pests and the factors affecting them. The quality assessment,storage and handling of formulated EPNs are also discussed.

This study examines the influence of knowledge management (KM) practices on public service delivery by municipalities in the Eastern Cape province of South Africa. The study sought to determine the factors that have triggered the implementation of KM practices; the effectiveness of KM practices towards public service delivery; and the extent to which KM practices have influenced public service delivery by municipalities in the Eastern Cape province of South Africa. Both quantitative and qualitative methods were employed in this study. Quantitative data were collected through a survey questionnaire administered to a sample of 202 employees at the Raymond Mhlaba Municipality in the Eastern Cape. Qualitative data were collected through observations and interviews of 2 senior managers. The data collected gave a response rate of 72 per cent. The quantitative and qualitative data were analysed descriptively and presented verbatim respectively. The results indicated that the internal and external factors included in this study have contributed to the implementation of KM practices in the municipality. Furthermore, the effective use of KM practices has increased the organisational KM initiative, as well as the provision of services such as electricity, education, transport, and social services by the municipality. The study recommends the establishment of KM awareness and the establishment of an integrated system that will assist in effective knowledge sharing, retention and acquisition across municipalities in the Eastern Cape.