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1
Bush, Tony, and Derek Glover. "School leadership and management in South Africa." International Journal of Educational Management 30, no. 2 (March 14, 2016): 211–31. http://dx.doi.org/10.1108/ijem-07-2014-0101.
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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.
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Masilo, Daniel Tuelo. "A Call for Social Work Intervention to Address the Phenomenon of Child Sexual Abuse against Learners in South African Schools: A Review of the Literature." Global Journal of Health Science 11, no. 12 (October 15, 2019): 152. http://dx.doi.org/10.5539/gjhs.v11n12p152.
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Child sexual abuse (CSA) is undoubtedly one of the social problems negatively affecting children in South Africa. Everyday reports in research and different media platforms such as radio, television, social media and newspapers suggest that sexual abuse of children and those attending school, has reached unprecedented proportions. Within the school setting, it is reported that school-based employees such as teachers, security personel and gardeners are alleged to be the perpetrators of this heinous crime against children. The purpose of this paper through the literature review methodology, is to highlight the phenomenon of CSA perpetrated against learners in the South African schools and indicate how the social work profession may intervene. To this end, this paper calls social workers to intervene by means of educating learners on child sexual abuse, establishing and strengthening the childcare and protection forums, engaging parents, guardians and lastly facilitating dialogues with the school-based employees. These interventions will go a long way in addressing the phenomenon of CSA, and most importantly, protecting the rights of children as the most vulnerable group in societies.
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Mukuna, Robert Kananga. "Exploring Enabler Actions Influencing Basotho Teachers’ Wellbeing to Cope with Schools’ Adversities at a Rural School." Journal of Educational and Social Research 11, no. 3 (May 10, 2021): 227. http://dx.doi.org/10.36941/jesr-2021-0065.
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Teachers at South African schools work under unfavourable conditions that manifest as burnout, fatigue, exhaustion and stress, violence, lack of infrastructures, lack of resources, poor working relationships, inflexible curriculum, etc. Despite these conditions, they still managed to do their jobs to uplift their community. Against this background, this study explored enabler actions that influence Basotho teachers to surmount schools’ adversities at a rural school district. It adopted a qualitative multiple case study as a research design and semi-structured interviews as data collection instrument. Four participants (n=4; females, aged 25-35 years) were selected through purposive and convenience sampling techniques. All participants worked at a South African rural school in Free State province, South Africa. They are Basotho speakers and have at least three years of teaching experience. The thematic findings revealed that Basotho teachers developed enabler actions to cope with schools’ adversities and adjust to social and cultural environments. These include the availability of supportive services, awareness of inadequate assets, awareness of teachers’ strengths, developing of teacher resilience, self-efficacy, problem-solving skills, managing self-emotions, and self-confidence. This study concluded that the identified enabler initiatives contributed and stabilized the Basotho teacher wellbeing effectively regardless of challenges at a rural school.
Received: 25 August 2020 / Accepted: 23 November 2020 / Published: 10 May 2021
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Anthony, David Henry. "Max Yergan Encounters South Africa: Theological Perspectives On Race." Journal of Religion in Africa 34, no. 3 (2004): 235–65. http://dx.doi.org/10.1163/1570066041725466.
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AbstractWhile scholarship on the missionary encounter with Southern Africa has grown ever more sophisticated over the last decade, with a few notable exceptions scholars have tended to ignore religious traditions other than those of the 'historic' European churches. This paper sheds light upon one such overlooked tradition, that of the African-American sojourner Max Yergan (1892-1975), who worked in South Africa between 1922 and 1936 under the auspices of the North American YMCA. While he is known generally as a public figure who subsequently exerted influence upon a surprisingly broad range of political actors and events in and beyond South Africa, little has been written about a body of texts that help to reveal the evolution of his social thought and practice in South Africa. For nearly fifteen years Yergan left behind a trail of writings (which hitherto have not been explored) in local and overseas publications, together with numerous rich caches of correspondence, and inspired reportage in YMCA, Student Christian Association (SCA), African training school and mission periodicals. Much of this work was religiously inspired, and theological or missiological in content. Representative examples of this oeuvre are here deployed to provide a sense of Yergan's worldview, its relationship to his South African mission and his later career outside of it.
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Haron, Muhammed. "Islam, Democracy, and Public Life in South Africa and in France." American Journal of Islam and Society 25, no. 1 (January 1, 2008): 151–54. http://dx.doi.org/10.35632/ajis.v25i1.1507.
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During 3-5 September 2007, scholars associated with University of Witwatersrand’sDepartment of Anthropology and key members of the Johannesburg-based Institute of French Studies in South Africa explored ways toengage South African and French scholars in forms of cooperation. Toaddress this event’s focus, “Muslim Cultures in South Africa and France,”the organizers brought along the School of Social Sciences and Humanities(University of the Witwatersrand, Johannesburg) and the Institut d’Etudesde l’Islam et des Societes du Monde Musulman (Ecole des Hautes enSciences Sociales [EHESS]) to partner with them.The theme, “Islam, Democracy, and Public Life in South Africa and inFrance,” identified three basic objectives: to re-imagine Islam as an objectof academic enquiry, explore the epistemological dimensions of the study ofIslam, and foster scientific networks. The organizers highlighted a key question:“How do Muslims employ their religion to explain and clarify theirposition and role in public life in South Africa and France?” and identifiedthree focus areas: The Status ofMinority Religions: The Case of Islam; ReligiousIdentity - Political Identity; and Trans-nationalism/regionalism.The “Southern Africa” panel, chaired by Aurelia Wa Kabwe-Segatti(French Institute of South Africa [IFAS]), consisted of Alan Thorold’s (Universityof Melbourne) “Malawi and the Revival of Sufism,” SamadiaSadouni’s (Wits Institute for Social and Economic Research [WISER])“Muslim Communities in South Africa,” Liazzat Bonate’s (Eduardo MondlaneUniversity) “Leadership of Islam in Mozambique,” and Eric Germain’s(EHESS) “Inter-ethnic Muslim Dialogue in South Africa.” Sadouni examinedsuch crucial concepts as religious minorities and extracted examplesfrom both countries. Thorold, who analyzed Sufism’s revival in Malawi,relied on the work of ErnestGellner. Some participants, however, argued thathis ideas have been surpassed by more informed theoretical scholarship.Bonate reflected upon the differences that played out within northernMozambique’s Muslim communities vis-à-vis the government. Germain,who explored early Cape Muslim social history, provocatively argued thatmuch could be learned from this community’s make-up and attitude. Asexpected, he was criticized for sketching a romantic picture.The “Media and Power” panel, chaired by Eric Worby, featured GabebaBaderoon’s (post-doctoral fellow, Penn StateUniversity’sAfricana ResearchCenter) “Islam and the Media in South Africa.” She traced how Islam ...
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Ball, Arnetha F. "The Value of Recounting Narratives." Narrative Inquiry 8, no. 1 (January 1, 1998): 151–80. http://dx.doi.org/10.1075/ni.8.1.07bal.
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This article examines the narratives of more than fifty students and teachers who live and work in inner-city areas of the U.S. and South Africa. The purpose of this investigation was to consider some striking similarities in the themes that emerged from the narratives of "most memorable learning experiences" shared by these inner-city learners and their implications for policy. In this article, attention is given not only to the value of these narratives to the individuals who have shared them, but also to the value of sharing these narratives with "Others" (i.e., policy makers, administrators, and curriculum developers) who are engaged in dialogues about the reform of education for inner-city populations here in the U.S. and in South Africa. The U.S. and South Africa are two countries with similarities that make them well-suited for this investigation. Structurally, the U.S. and South Africa are both seeking ways to more effectively educate large numbers of inner-city students who are culturally and linguistically different from the "mainstream" and from the students for whom the majority of instructional materials and school expectations are tailored. With an end to legal segregation in the U.S. and apartheid in South Africa, policy makers in both countries are making critical decisions concerning the reconstruction of education systems for students whom they know very little about. A disjunction exists between the lives of the students and the policy environment that seeks to design and control the educational experiences of inner-city youth. Through narratives, this article helps the reader to appreciate this disjunction and exposes a sharp contrast between the world in which the inner-city youth lives and the world implied by the policies and practices that are proposed. I propose that narratives of memorable learning experiences collected from students and teachers who live and work in inner-city areas can provide insight concerning "what counts" as learning and what aspects of life and school experiences have most shaped their lives as learners. This article demonstrates two important functions of narrative: it demonstrates how students and teachers who live and work in inner-city areas make sense of their experiences through narrative, and how (by listening to the voices of inner-city students and teachers) others can gain a data base from which to craft expanded visions of the possibilities for the change and restructuring of schools. (Content analyses of oral and written narrative data)
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McKinney, Carolyn. "Orientations to English in post-apartheid schooling." English Today 29, no. 1 (February 27, 2013): 22–27. http://dx.doi.org/10.1017/s0266078412000491.
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As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previously White, now desegregated, suburban schools in South African cities, important spaces for the production of an expanding Black middle class (Soudien, 2004). Due to their resourcing during apartheid (both financial and human) previously White schools are aligned with quality education and perceived as strategic sites for the acquisition and maintenance of a prestige variety of South African English. This article looks at how mainly African girls (15–16 years) position themselves in relation to English, drawing on data collected using ethnographic approaches in four desegregated schools in South African cities: three in Johannesburg, Gauteng and one in Cape Town, Western Cape. The discussion focuses on two significant themes: English and the [re]production of race; and the place of English in young people's linguistic repertoires. My aim is to show how African youth in desegregated schools orient themselves to English and what their language ideologies and language practices might tell us about macro social processes, including the (re)constitution of race in South Africa. Schooling, as Bourdieu points out, is one of the most important sites for social reproduction and is thus also one of the key sites, ‘which imposes the legitimate forms of discourse and the idea that discourse should be recognised if and only if it conforms to the legitimate norms’ (Bourdieu, 1977: 650). However, co-present with processes of reproduction are practices that work to subvert and unsettle dominant discourses. Suburban desegregated schools are thus productive sites for the re-making of cultural practices (including language) and identities.
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Heffernan, Anne. "Student/teachers from Turfloop: the propagation of Black Consciousness in South African schools, 1972–76." Africa 89, S1 (January 2019): S189—S209. http://dx.doi.org/10.1017/s0001972018000979.
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AbstractThe movement of school teachers to primary and secondary schools around South Africa and its Bantustans in the early and mid-1970s was an intentional part of the project of propagating Black Consciousness to school learners during this period. The movement of these educators played a key role in their ability to spread Black Consciousness philosophy, and in the political forms and methods they chose in teaching it. These were shaped by their own political conscientization and training in ethnically segregated colleges, but also in large part by the social realities of the areas to which they moved. Their efforts not only laid the foundation for Black Consciousness organization in communities across South Africa, they also influenced student and youth mechanisms for political action beyond the scope of Black Consciousness politics. This article explores three case studies of teachers who studied at the University of the North (Turfloop) and their trajectories after leaving university. All of these teachers moved to Turfloop as students, and then away from it thereafter. The article argues that this pattern of movement, which was a direct result of apartheid restrictions on where black South Africans could live, study and work, shaped the knowledge they transmitted in their classrooms, and thus influenced the political consciousness of a new generation.
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Coquery-Vidrovitch, Catherine. "Access to Higher Education in French Africa South of the Sahara." Social Sciences 10, no. 5 (May 17, 2021): 173. http://dx.doi.org/10.3390/socsci10050173.
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This article examines the evolution of the educational situation in French West Africa (FWA) and French Equatorial Africa (FEA) from the onset of colonization until independence. Our central theme is the tragic deprivation endured by the public school system, especially in FEA, which handed over primary education to Catholic missions and slowed down secondary education; in FWA, only one university was belatedly created in Senegal (1958). The education of girls remained non-existent. The article is based upon a large number of mostly unpublished doctoral works, a handful of published studies, and half a century of personal inquiries, conducted mainly in Gabon, Congo and Senegal. This paper establishes a connection between the lack of political skills based upon Western standards of the colonized peoples on the eve of independence to the training of their civil servants which was drastically limited to secondary school education and the major hurdles involved in obtaining French nationality except for the residents of the Four Communes of Senegal. At the time of independence, only a few thousand colonized people had reached the level of university that was being established in the early 1950s; even fewer received scholarships to study in France. This shortage of trained personnel in administration and education required massive recourse to French “coopérants”, whose presence would only gradually diminish from the 1970s.
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Myende, Phumlani Erasmus, and Selaelo Maifala. "Complexities of Leading Rural Schools in South Africa: Learning from Principals’ Voices." International Journal of Rural Management 16, no. 2 (June 14, 2020): 225–53. http://dx.doi.org/10.1177/0973005220930382.
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This article reports the findings of a qualitative study that examined what it means to be a principal in the context of rurality. We argue that principals in the 21st century encounter complex work situations that make it hard for them to manoeuvre. Furthermore, for principals in the context of rurality, such complexities pose multiple dilemmas, given that rurality exposes principals to multiple challenges. Using a case study within an interpretive paradigm, we interviewed and observed five principals from rural schools in the Limpopo province. The study found that principals’ leadership focuses dominantly on administrative tasks. It further identified social and institutional complexities that principals encounter and argues that these complexities compel to treat rural schools as systems. While we hail this view of schools, it emerged that some units of the system appear to be thwarting the progress of principals in leading rural schools. We conclude that, at times, principals’ leadership in the context of rurality can be defined as a leadership that shuns policies and issues of social justice for the purpose of finding what works in their contexts.
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Anthony, David. "Oswin Boys Bull and the Emergence of Southern African ‘Nonwhite’ YMCA Work." Journal of Anglican Studies 10, no. 2 (September 20, 2011): 212–30. http://dx.doi.org/10.1017/s1740355311000179.
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AbstractFrom 1908 to 1922, Oswin Boys Bull (1882–1971) had the primary responsibility for supervising the recruitment of African youth and students into the South African SCA and YMCA. Following the lead of overseas sojourners Luther Wishard and Donald Fraser in 1895 and John R. Mott and Ruth Rouse in 1906, Bull took his experience as a Jesus College, Cambridge classics and theology major and sportsperson into the challenging religious, racial and ethnic field of the Union of South Africa. Bringing a mix of strong spiritual roots and an unwavering commitment to the racially inclusive interpretation of Christianity, Bull blazed a trail that earned him the reputation of a pioneer ecumenist.Ably assisted by illustrious Xhosa-speaking intellectual and seasoned Christian proselytizer John Knox Bokwe, Bull made inroads into areas previously ignored by his predecessors. With a reach extending as far as neighboring historic Basutoland, Bull's efforts resulted in the establishment of branch associations in a variety of rural and urban locations. In spite of local opposition and tremendous geographical, linguistic, social and political barriers, Bull applied himself to the task of providing a firm foundation for Black and Mixed Race SCA and YMCA members to find places in previously lily-white bodies.Understanding both his limits as well as his capabilities, Bull's generosity allowed him to share the spotlight with other evangelists. His correspondence with YMCA leader John Mott demonstrates a humble willingness to see the task of ‘nonwhite’ inclusion in SCA and YMCA work to the end. By the time Max Yergan, the first permanent YMCA and SCA secretary arrived in South Africa early in 1922, Bull was able to delegate most of the duties that required a field secretary to him, satisfied that he could concentrate on the remainder of his managerial duties from the YMCA and SCA center, in Cape Town and Stellenbosch, respectively. Already fluent in Afrikaans, Bull's history of attempting to build bridges between competing and often hostile populations set the standard for the type of leadership that a complex, extremely ethnically and religiously particularistic society like South Africa would need to construct a broadly based national movement.Although O.B. Bull is known only to readers of Alan Paton's Hofmeyr, and those involved in the institutions with which he was associated, most notably, St Edmunds School, Jesus College, Cambridge, the Scriptural Union and the South African SCA and YMCA, it may now be possible for later generations to revisit the times in which he lived and worked to regain a sense of the odds against which he struggled and the resolve he showed in striving first to dream of and then fight for a more inclusive Southern African YMCA.While he was by no means perfect and was clearly himself a product of his place and time, his quests for something better within himself and his adopted country were noble.
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Mutereko, Sybert. "Marketisation, managerialism and high-stake testing." International Journal of Educational Management 32, no. 4 (May 14, 2018): 568–79. http://dx.doi.org/10.1108/ijem-04-2017-0096.
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Purpose Using a South African district of education as a case study, the purpose of this paper is to explore how high-stake assessments informed by marketisation and managerialism have been embedded in the South African education system. Design/methodology/approach This papers draws on data that were collected through a mixed method approach in the secondary schools of the uMgungundlovu District, which is in Kwazulu-Natal province (KZN) in the eastern part of South Africa. This paper emerged from multiple sources of data, that is, from documents, interviews, questionnaires, and observation as well as secondary sources. Findings The paper demonstrates how the pincer movement of markets and managerialism have used high-stake testing as a mechanism of performativity. It illustrates how test scores are published in newspapers to provide consumers with information that is needed for full participation in the marketised education system. Practical implications The insights from this paper have profound implications for school managers and policy makers. While high-stake tests are logically consistent and theoretically defensible, overdependence on them portends the replacement of traditional values of schools by the market value of the education. Originality/value The study contributes profound insights into how the high-stake testing serves the purpose of social control and subjugation mechanisms for students, schools, and teachers by the state and the invisible arm of the markets. The problem with the use of high-stakes testing as performativity mechanisms is not just that they hinders learning and teaching, but it changes the work of schools and teachers who are at the chalkface of education system.
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DELIUS, PETER. "E. P. THOMPSON, ‘SOCIAL HISTORY’, AND SOUTH AFRICAN HISTORIOGRAPHY, 1970–90." Journal of African History 58, no. 1 (February 8, 2017): 3–17. http://dx.doi.org/10.1017/s0021853716000670.
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AbstractIt is often suggested that the work of E. P. Thomson played a pivotal role in shaping South African historical writing and provided the foundations for a new school of social history. Thompson's writings – often refracted through many other texts – were one influence amongst many. This article, drawing on my own experiences of key moments of individuals and institutions, argues that the decisive and central role that is ascribed to his work does not accord with much more complex and localised realities. The article touches on numerous other influences that shaped the research and writing of succeeding cohorts of historians. It also suggests that while The Poverty of Theory was an influential publication, it did not initiate new forms of research and writing, but rather contributed to debates that were already well underway. In conclusion, the usefulness of the category of social history is disputed, as in the South African context it lends to a lazy lumping together of a very diverse selection of historians and needs to be rethought or replaced.
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Underhill, Jenni Lynne. "Seeking relevancy and transformation: The journey of valuing agency at a South African film school." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 22. http://dx.doi.org/10.36615/sotls.v4i2.117.
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AFDA (The School for the Creative Economies) South Africa, has a consciousness – framed by the emerging landscape of decolonization – that storytelling needs to be more socially relevant than ever before. Student filmmakers find themselves at a crossroad of needing to capture characters that are relevant with a view to engendering diversity and transformation. This paper discusses the explicit need for integrating the skill of critical thinking, framed by academic argument, into the conceptual process of student film development. This is because the conceptual relevance of films has to be deepened and well expressed. In addition, the identities of characters have to be as authentic and as representative as possible. By teaching students critical thinking, and its integration into the creative process, AFDA believes that the end product will have succinct social/political meaning. AFDA has devised an innovative way to integrate student agency and research into the conceptual development stage of the student filmmaking process. This paper demonstrates how this is done and motivates how this type of approach enables promising results.
Keywords: Critical thinking, Agency, Creative process, Identity, Academic argument
How to cite this article:Underhill, J.L. 2020. Seeking relevancy and transformation: The journey of valuing agency at a South African film school. Scholarship of Teaching and Learning in the South. 4(2): 22-34. https://doi.org/10.36615/sotls.v4i2.117.
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Yorke, Edmund. "The Spectre of a Second Chilembwe: Government, Missions, and Social Control in Wartime Northern Rhodesia, 1914–18." Journal of African History 31, no. 3 (November 1990): 373–91. http://dx.doi.org/10.1017/s0021853700031145.
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The 1915 Chilembwe Rising in Nyasaland had important political repercussions in the neighbouring colonial territory of Northern Rhodesia, where fears were raised among the Administration about the activities of African school teachers attached to the thirteen mission denominations then operating in the territory. These anxieties were heightened for the understaffed and poorly-financed British South Africa Company administration by the impact of the war-time conscription of Africans and the additional demands made by war-time conditions upon the resources of the Company. Reports of anti-war activities by African teachers attached to the Dutch Reformed Church in the East Luangwa District convinced both the Northern Rhodesian and the imperial authorities of the imperative need to strictly regulate the activities of its black mission-educated elite. Suspected dissident teachers were arrested, while others were diverted into military service where their activities could be more closely supervised. With the 1918 Native Schools Proclamation, the Administration laid down strict regulations for the appointment and employment of African mission teachers. The proclamation aroused the vehement opposition of the mission societies who, confronted by war-time European staff shortages, had come to rely heavily upon their African teachers to maintain their educational work. The emergence in late 1918 of the patently anti-colonial Watch Tower movement, which incorporated many African mission employees within its leadership, weakened the opposition of the missions, and served to consolidate the administration's perception of the African teachers as a dangerous subversive force. Strong measures were implemented by the administration soon after the end of the war, with large numbers of Watch Tower adherents being arrested and detained.
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Sharratt, Pamela. "Is Educational Psychology Alive and Well in the New South Africa?" South African Journal of Psychology 25, no. 4 (December 1995): 211–16. http://dx.doi.org/10.1177/008124639502500402.
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Educational psychology in South Africa has been defined in the past as an interventional and helping profession, mainly focused on the alleviation of educational problems such as learning disability or emotional issues that interfere with the educational process. Educational psychologists, apparently by predeliction, have had little to do with the general processes of learning and schooling, nor have they been concerned with educational policy issues. This may be partly to do with the fact that the training of educational psychologists in South Africa is generally light in the theory of cognitive development, instructional psychology and school psychology. This article invites discussion about the nature of the future roles for educational psychologists in the new South Africa, suggesting that their involvement in ordinary processes of schooling, and in assisting in the planning of educational systems will be primary. Appropriate changes in the nature of the training of educational psychologists require broad consultation. The need for change follows from the facts that: (1) paucity of future financial resources will necessitate the work of professional psychologists becoming more advisory, instructional and research oriented, rather than being individually focused; (2) the nature of the problems to be faced in social reconstruction will demand a more research-oriented approach than in the past; and (3) the present disarray of educational services requires the re-thinking of the most basic principles on which the formal education of children rests.
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Iwu, Chux Gervase, Henrie Olumide Benedict ., and Robertson Khan Tengeh . "Teacher job satisfaction and learner performance in South Africa." Journal of Economics and Behavioral Studies 5, no. 12 (December 30, 2013): 838–50. http://dx.doi.org/10.22610/jebs.v5i12.457.
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Against the backdrop of the dismal performance of a number of South African high Schools in recent years, this study investigates the relationship between poor performance of learners and teacher motivation in selected high schools in the Western Cape Province of South Africa. Adopting an exploratory approach, a random sample of 279 educators was drawn from the database of the poorly performing high schools as provided by the Western Cape Department of Education. Using closed and open-ended questions, a survey questionnaire was utilized to collect data. The Statistical Package for the Social Sciences (SPSS version 21) was utilised to analyse the data. A number of descriptive statistical tests including Chi Square, and Spearman’s correlation were conducted on the data. The results suggest that highly motivated educators experience job satisfaction; and also perform better than their poorly motivated counterparts. In terms of motivation, the results further suggest that a mix of intrinsic and extrinsic factors tend to exert influence on the educators motivation. For instance, working conditions, job security, and perceived growth opportunities in order of importance were noted to be contributing factors. As far as the obstacles that these educators encounter, lack of resources, work over load and lack of recognition were noted in order of severity. A positive relationship between the factors that influence an educators’ motivation and the level of obstacles encountered was noted. The implication is that, notwithstanding the rankings of the two sets of factors, no factor should be addressed in isolation.
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Rautenbach, Christa. "Editorial." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 17, no. 3 (April 24, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2014/v17i3a2297.
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The third issue of PER contains ten articles and one case note on a variety of themes. Shaun de Freitas shares his views on improper irreligious proselytism in religious rights and freedoms jurisprudence within a public school context and introduces an equitable and accommodative understanding of proselytism, which places the potentially harmful effects of both religious and irreligious beliefs on an equal footing with each other. Yvette Joubert and Juanitta Calitz analyse the role of the so-called private examinations in South African insolvency law and deal with the question of whether or not section 417 of the Insolvency Act 24 of 1936 is adequately and effectively framed in order to fulfil its intended purpose in South African law. Howard Chitimira gives a historical overview of the regulation of market abuse in South Africa. He concludes his contribution with a discussion by isolating certain flaws in the previous market abuse laws that were re-incorporated into the current South African market abuse legislation and makes recommendations in that regard. Juanita Jamneck discusses the contemporary meaning of the word "spouse" and the recognition of the family as an important social institution in the light of the provisions of the Intestate Succession Act 81 of 1987. Shannon Bosch reviews the scope and nature of "direct participation in hostilities" in international humanitarian law in the light of the Interpretive Guide on the Notion of Direct Participation in Hostilities issued by the International Committee for the Red Cross. The primary objective of the article by Vinesh Basdeo is to determine if the asset forfeiture measures employed in the South African criminal justice system are in need of any reform and/or augmentation in accordance with the "spirit, purport and object" of the South African Constitution. Eddie Hurter and Tana Pistorius examine the new .Africa Top Level Domain - an Africa initiative to ensure that Africa gets its rightful place in the global network. Geo Quinot tracks the development of the role of functionality in public tender adjudication as prescribed by public procurement regulation since the enactment of the Preferential Procurement Policy Framework Act 5 of 2000, which spearheaded the development of contemporary public procurement regulation in South Africa. Thino Bekker discusses the scope and application of the integration rule in the South African law of contract and deals with the question if rectification can be utilised to avoid the strict application of the integration rule and consequently serve as an instrument for the (indirect) abolition or modification of the rule in the South-African law of contract. Yeukai Mupangavanhu discusses the case of Naidoo v Birchwood Hotel 2012 6 SA 170 (GSJ) in the light of the exemption clauses in the Consumer Protection Act 68 of 2008 (CPA). The case note, which is also the final contribution, by Martha Radebe evaluates the unconstitutional practices of the Judicial Service Commission under the guise of judicial transformation as they came to the fore in the case of the Cape Bar Council v Judicial Service Commission [2012] 2 ALL 143 (WCC).
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Galowitz, Paula. "The Opportunities and Challenges of an Interdisciplinary Clinic." International Journal of Clinical Legal Education 18 (July 8, 2014): 165. http://dx.doi.org/10.19164/ijcle.v18i0.5.
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<p>Law school clinics in many countries increasingly provide the major opportunities that law students have to engage in interdisciplinary collaborations with other professionals. The collaboration may be with a wide range of professionals, such as: doctors and medical students; social workers and social work students; business school students; engineering faculty and students including biomedical engineering students; nursing students; and experts in public health, education, mental health or palliative care. It can occur in diverse contexts or targeted to specific populations, such as children, the elderly, victims of domestic violence or low-income business owners.</p><p>Some examples of these interdisciplinary clinics illustrate their variety. Clinical legal education initiatives in South Africa, Thailand and Ukraine promoted public health through programs that partnered with the Law and Health Initiative of the Open Society Institute’s Public Health Programs. In South Africa, palliative care was integrated with legal services; law students worked with staff at a hospice association to conduct workshops on wills, debts and family law for hospice caregivers. In Ukraine a Medical Law Clinic was started to advise and represent clients; in Thailand a law clinic wrote an HIV/AIDS Community Legal Education Manual, collaborated with organizations working on health and human rights issues to discuss harm reduction and incarceration, and implemented community education programs in prisons, detention centers and community centers. At Palacky University in the Czech Republic a new Patient’s Rights Legal Clinic, which prepares students to give legal advice, is taught by lecturers of the medical faculty and lawyers from a human rights non-profit. A clinic in the United States provides business planning and legal advice to small businesses; law and business students collaborate to assist with community economic development. Another United States clinic combines students in law, business, medicine, social work, biomedical engineering, and arts and sciences in a collaboration focused on intellectual property and business formation, with an emphasis on biodiversity and agricultural-biotechnology innovations.</p>
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Dube, Misheck. "Poverty, Gender and Primary Education: Experiences of Learners in Elandskop, KwaZulu Natal." Global Journal of Health Science 11, no. 5 (April 8, 2019): 67. http://dx.doi.org/10.5539/gjhs.v11n5p67.
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This article discusses the interconnectedness of poverty and gender and learning at primary school level in KwaZulu Natal Province of South Africa. A qualitative study was conducted in two schools in the poverty stricken Elandskop area where data were collected using in-depth face-to-face interviews from purposely selected participants comprising of learners, educators and the headmasters. The aim was to analyse how male and female learners experience poverty, gender role socialisation and the effect on children’ bio-psychosocial health of both sexes. While the findings of the study revealed that poverty and gender socialisation of boys and girls have bio-psychosocial negative influences on them, the gender dimension of poverty had the most negative influence on girls. It was found that primary school learners grapple with coping mechanisms when confronted with poverty coupled with limited family and professional support. Gendered family roles and oppressive religious beliefs have been found to have influence on early marriages and teenage pregnancies resulting in school dropouts. The findings of the study imply that school social work is vehemently lacking yet necessary in schools in the area to assist educators in addressing the psychosocial ill-health of learners which educators are less equipped to professionally handle. The study recommends appropriate bio-psychosocial interventions early in the lives of learners to curtail lifelong developmental predicaments.
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Krige, Kerryn Ayanda Malindi, Verity Hawarden, and Rose Cohen. "From NPO to social enterprise: the story of Schwab awardee, Sharanjeet Shan." Emerald Emerging Markets Case Studies 9, no. 4 (December 13, 2019): 1–23. http://dx.doi.org/10.1108/eemcs-02-2018-0015.
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Learning outcomes This case study introduces students to the core characteristics of social entrepreneurship by teaching Santos (2012) positive theory. The case allows students to transition from comprehension and application of what social entrepreneurship is, to considering how they operate. Druckers (2005) argument that social organisations will never have sufficient resources to do their work because they operate in an environment of infinite need is the catalyst for a conversation on resource dependency theory and the risks of mission drift. Students are introduced to the funding spectrum that can be used to understand the type of income that comes to an organisation, and to apply this to the case. By the end of their studies, students should be able to apply the Santos (2012) definition to social enterprises and social entrepreneurs, have insight into the complexity of operating in an environment of infinite need and able to apply the funding spectrum as a tool to manage to understanding financial sustainability. Case overview/synopsis The case tells the story of Sharanjeet Shan, a globally recognised social entrepreneur, and recipient of the Schwab Foundation’s Social Entrepreneur of the Year award in 2015. Shan moved to South Africa as the country moved into democracy, and has spent the past 20-plus years building the skills of Black African school children in mathematics and science through the organisation she leads, Maths Centre. But the country remains at the bottom of world rankings for the quality of its maths and science education, despite spending more per capita on education than any other country in Africa. Maths Centre has seen a dip in donations despite steady growth in the amount of money that businesses are investing in social change in South Africa through corporate social investment. But does Shan really need more donor income? Or are there other ways that she can build the financial sustainability of Maths Centre? Complexity academic level This case study is aimed at students of non-profit management, entrepreneurship, social entrepreneurship, women in leadership, corporate social investment, development studies and sustainable livelihoods. It is written at an Honours / Masters level and is therefore also appropriate for use in customised or short programmes. The case study is a good introduction for students with a background in business (e.g. Diploma in Business Administration / MBA / custom programmes) who are wanting to understand social enterprise and apply their learning's. Supplementary materials A list of supplementary materials is provided in the Teaching Note as Table I, which includes video's, radio interview recordings and a book chapter. Subject code CSS 3: Entrepreneurship.
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Van Jaarsveld, Leentjie, P. J. (Kobus) Mentz, and Suria Ellis. "Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context." International Journal of Educational Management 33, no. 4 (May 7, 2019): 604–13. http://dx.doi.org/10.1108/ijem-02-2018-0041.
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Purpose An emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders’ compliance to a set of basic practices within particular school contexts. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance. Design/methodology/approach A quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach’s α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted. Findings The results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style. Research limitations/implications For future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the “voice” of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts. Practical implications A chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important. Social implications The principal leadership style is not always necessarily the teachers’ and learners’ choice. It is important that schools keep up with a constantly changing world. Originality/value If school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools.
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Salako, E. T., and O. A. Ojeyibi. "Teaching Social Studies from multicultural perspective: a practical approach to re-fashion African Studies for transformation." Contemporary Journal of African Studies 6, no. 1 (May 31, 2019): 96–113. http://dx.doi.org/10.4314/contjas.v6i1.6.
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Currently, global education and global citizenship for social transformation addresses the issues of cordial and harmonious existence of our time. Africa is a multilingual and multicultural continent with about 3.000 ethnic groups and 2000 languages spoken; therefore, introduction of multicultural approach in teaching will ensure effective socialization and transformative education in Africa. The roots to challenge bias, prejudice and creating classroom environment that reflects the learner’s culture for national unity lies in multicultural education. Multicultural education is a system of instruction which attempts to foster cultural pluralism and acknowledges the difference between race and culture in order to promote societal change and orderliness. This work examined a multicultural educational strategy which could be used in helping students from diverse racial, cultural, ethnic and language groups to experience academic success. Multicultural Concepts Knowledge Test (r=0.82), Multicultural Concept Attitude Scale (r= 0.86) were administered on 251 junior secondary school students from five secondary schools in the south-west region of Nigeria using the simple random technique. Two null hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed using descriptive statistics, analysis of covariance. Treatment had significant main effect on students’ posttest knowledge scores in multicultural concepts (F (2,340) = 5.835; p<.05). and attitude to multicultural concepts (F (2,340) = 34.055; P<.05). The MCA shows that the cooperative learning group had higher adjusted posttest knowledge score (x =10.14; Dev. =.83) In summary, findings of this study revealed that the cooperative multicultural learning strategy is effective for teaching multicultural classrooms. Therefore, this calls for improved approaches towards teaching by educators in order to bring us closer to the goal of multicultural education
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Fakunmoju, Sunday B., and Shahana Rasool. "Exposure to Violence and Beliefs About Violence Against Women Among Adolescents in Nigeria and South Africa." SAGE Open 8, no. 4 (October 2018): 215824401881759. http://dx.doi.org/10.1177/2158244018817591.
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Although adolescents’ exposure to violence and oppressive gender attitudes is prevalent, comparative knowledge across countries is sparse. This study examined exposure to intimate partner violence (IPV), family violence, and beliefs about violence against women (VAW) in a convenience sample of 2,462 adolescents from 44 schools in Nigeria and South Africa. Findings suggested that exposure to IPV, family violence, and beliefs about VAW differed by gender and country. Specifically, adolescents from Nigeria were more likely to be exposed to IPV and family violence and were more likely to endorse VAW than adolescents from South Africa. Male adolescents were more likely to endorse VAW than were female adolescents. Similarly, higher age, being male, being from Nigeria, being in a relationship, and greater exposure to family violence were associated with higher endorsement of VAW. Findings suggest that effective prevention programs are needed in both countries to mitigate exposure to IPV and family violence. Concerted efforts are also required to work with exposed adolescents to inhibit pro-VAW beliefs and stop the intergenerational transmission of violence. Additional implications of findings for policy, practice, and research are discussed.
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Wall, K., O. Ive, J. Bhagwan, F. Kirwan, W. Birkholtz, N. Lupuwana, and E. Shaylor. "Demonstrating the effectiveness of social franchising principles: the emptying of household ventilated improved pits: a case study from South Africa." Journal of Water, Sanitation and Hygiene for Development 3, no. 4 (August 19, 2013): 623–28. http://dx.doi.org/10.2166/washdev.2013.309.
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Having viewed the successful social franchising partnerships pilot programme that serviced sanitation facilities at 400 schools in the Butterworth District of the Eastern Cape of South Africa, the Amathole District Municipality (ADM) expressed interest in exploring how well the partnership model could empty household pit latrines in its jurisdiction. The impact and effectiveness of the model was demonstrated by the emptying, by five franchisees over a period of only six weeks, of the contents of 400 household ventilated improved pit latrines in Govan Mbeki Village, and the safe disposal of their content. The paper describes the methods and results in removal and disposal of faecal sludge. Problems were encountered, and the solutions (technical, institutional and social) are described. Not unexpectedly, the amount of effort involved in this work – including time, training required, equipment required and ingenuity – varied enormously. The main variables included the type of top structure, the nature of the pit contents, whether or not there was broad consistency of type and contents in an area, distances (between pits, from home base to work site, from pits to disposal site, from location of specialized equipment to work site), logistical delays (e.g. non-arrival of equipment) and bureaucratic hold-ups (especially payment delays).
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Wall, K., O. Ive, J. Bhagwan, and F. Kirwan. "Social franchising principles do work: the business approach to removal and disposal of faecal sludge – from pilot to scale." Journal of Water, Sanitation and Hygiene for Development 3, no. 3 (May 6, 2013): 451–58. http://dx.doi.org/10.2166/washdev.2013.007.
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Studies undertaken in South Africa have found that social franchising partnerships for the routine maintenance of infrastructure could alleviate and address many challenges in the management of water services. A three-year pilot project has drawn to a successful conclusion. This provided selected infrastructure maintenance services to approximately 400 schools in the Butterworth education district in the Eastern Cape province. Half a dozen franchisee microbusinesses were created, and of the order of three dozen previously unemployed people were taught workplace skills. Irish Aid funded the concept development, but the franchisees were paid from the normal schools operation and maintenance budgets. Despite difficulties arising directly from provincial education department inefficiencies, the pilot project has proven the value of social franchising partnerships for this kind of work – the department now has a model it can roll out to the rest of the more than 4,000 rural schools across the Eastern Cape. Many opportunities lie in applying the same approach to other operation and/or maintenance activities within the water and sanitation services delivery chain. The time is ripe to further develop the concept so that it can move up the technology ladder, expanding its range of competencies beyond its current tried and tested boundaries.
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Paret, Marcel. "The community strike: From precarity to militant organizing." International Journal of Comparative Sociology 61, no. 2-3 (November 16, 2018): 159–77. http://dx.doi.org/10.1177/0020715218810769.
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How do insecure layers of the working class resist when they lack access to power and organization at the workplace? The community strike represents one possible approach. Whereas traditional workplace strikes target employers and exercise power by withholding labor, community strikes focus on the sphere of reproduction, target the state, and build power through moral appeals and disruptions of public space. Drawing on ethnography and interviews in the impoverished Black townships and informal settlements around Johannesburg, I illustrate this approach by examining widespread local protests in South Africa. Insecurely employed and unemployed residents implemented community strikes by demanding public services, barricading roads and destroying property, and boycotting activities such as work and school. Within these local revolts, community represented both a site of struggle and a collective actor. While community strikes enabled economically insecure groups to mobilize and make demands, they also confronted significant limits, including tensions between protesters and workers.
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Dhurup, M. "Modeling The Effects Of Social Integration And Job Autonomy On Job Satisfaction Among School Sport Facilitators In Southern Gauteng." Journal of Applied Business Research (JABR) 31, no. 1 (December 16, 2014): 275. http://dx.doi.org/10.19030/jabr.v31i1.9007.
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Research within the domain of job satisfaction has brought about renewed interest among human resource practitioners and researchers in the past twenty years. Furthermore, many studies have examined the antecedents of job satisfaction in various organisational settings. However, focusing on social integration and job autonomy relationships with work outcomes have been limited and worthy of empirical investigation. The purpose of the study was to examine the relationship between social integration and job autonomy on job satisfaction among school sport facilitators. The study is located with a quantitative research paradigm. A structured questionnaire consisting of validated scales for social integration, job autonomy and job satisfaction was administered to a sample of 201 school sport facilitators in the Southern Gauteng region of South Africa. The results show significant positive correlations among the constructs, social integration, and job autonomy and job satisfaction. In addition, social integration, a facet of QWL life and job autonomy was found to significantly influence job satisfaction. Confirmatory factor analysis (CFA) was used to examine the fit to the proposed model and the path model using structural equation modelling (SEM) to examine casual relationships among the constructs. Results show satisfactory goodness-of fit indices. The path model showed strong casual relationships indicating that social integration and job autonomy of school sport facilitators significantly related to job satisfaction. The results demonstrate that the higher the prevalence of social integration and job autonomy, the higher the levels of job satisfaction. It is recommended that sport facilitators should be given adequate autonomy to make decisions about the services they render and any top-down imposition of change may be counter-productive to job satisfaction among sport facilitators.
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Ramsaroop, Sarita, and Nadine Petersen. "Building Professional Competencies Through a Service Learning ' Gallery Walk' in Primary School Teacher Education." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 27–43. http://dx.doi.org/10.53761/1.17.4.3.
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This article reports on a service learning project in a South African primary school teacher education programme, as experiential and practice-based pedagogy in a social studies methods course. We aimed to broaden understanding of service learning as a form of non-placement work-integrated learning for the development of teacher professional competencies. Student teachers drew on topics in the middle school social studies curriculum and incorporated Indigenous geographical elements with local community history in the design of a service learning ‘gallery walk’ for Grade 5 learners. Using a generic qualitative design, data were generated from students’ and teachers’ reflective journals, lesson plans, photographs and video recordings. It was analysed for common content themes and prominent discourse markers of students’ developing professional knowledge and competencies. The findings provide evidence of deepened student learning, particularly on the influence of context and curriculum differentiation and how their struggles with group work enabled the development of collaboration and cooperation required by professionals. In addition, the service learning prompted changing notions of citizenship and reciprocity of learning.
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Baumgarten-Szczyrska, Dorota, Krystyna Milewska, and Dorota Obalek. "ENCOUNTERING THE OTHER AS AN EXAMPLE OF GLOBAL EDUCATION WITHIN THE MUSEUM SPACE." Muzealnictwo 58, no. 1 (August 7, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.2670.
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In the face of the migration crisis in Europe in 2015, discussions on refugees and emigrants who live in Poland have been dominated by stereotypes and negative images presented by the media, and the division into supporters and opponents of the “Others” have also become highly visible in schools. The lack of topics in the field of global education and of knowledge about the current situation of African countries has contributed to the increase in xenophobic attitudes among pupils, and to all sorts of manifestations of verbal and physical violence motivated by prejudices against people who stand out because of their appearance or origin. The Encountering the Other project, which has been run by the Artykuł 25 Foundation and the National Museum in Szczecin since 2014, attempts to reply to the lack in Poland of a social basis of sensitivity, respect and solidarity with people of different geographical and cultural backgrounds. Its main aim is to allow primary, middle and secondary school pupils to acquire knowledge about the Countries of the Global South, which may encourage them to revise their attitudes. The basis of the project is classes in school which are based on our own script prepared from a lecture by Ryszard Kapuściński, Encountering the Other: the challenge for the 21st century, which he gave upon receiving the title of doctor honoris causa from the Jagiellonian University. The National Museum in Szczecin plays an important role in the project. It runs classes for students which show them the old art and culture of West-African countries and their influence on European art, but also presents works by contemporary artists from Benin, Nigeria and the Republic of South Africa. As part of the Week of Global Education, the museum presents documentaries for children and teens from the Docs Against Gravity Festival, and there are workshops using the kamishibai theatre and discussions on mutual understanding and global interdependence. The project is complemented by a conference targeted at teachers and representatives of organisations working with children and teens, whose main aim is to provide knowledge on the contemporary culture and art of African countries, and to show good practices for counteracting discrimination and violence motivated by prejudice. The Encountering the Other project aims to counteract prejudice and stereotypes, to show a different image of the Countries of the Global South, to convince children, teenagers and teachers to make their social attitudes more responsible, which would be of key importance on shaping trends today or in the future, and to incorporate global issues into mainstream discussions.
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Murwira Success, Tinotenda, Khoza Lunic Base, Jabu Tsakani Mabunda, Sonto Maria Maputle, and Mamotema M. Peta. "Analysis of HIV/AIDS Integration into the Academic Curriculum at a Selected University in South Africa." Open Public Health Journal 13, no. 1 (November 25, 2020): 667–76. http://dx.doi.org/10.2174/1874944502013010667.
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Background: Although there is evidence that education is a social weapon in the fight against HIV/AIDS, there is also evidence that, to date, HIV/AIDS is not fully integrated into all the disciplines in Higher Education Institutions (HEIs). Therefore, most of the university students in South Africa are not well prepared to be HIV/AIDS-competent graduates who can live and work in a society ravaged by AIDS. Objective: This study sought to analyse the extent of HIV/AIDS integration into the curricula in various departments at a selected university in the Limpopo Province, South Africa. Materials and Methods: The study used quantitative and qualitative approaches to analyse the extent of HIV/AIDS integration into the curricula. The curriculum calendars were retrieved from the university website. An audit tool guided retrieval of HIV/AIDS content and was analysed using SPSS V 25. The qualitative content analysis was used to describe the nature of HIV/AIDS content. Results: Out of eight schools, about 68 modules had HIV/AIDS content. The majority of the modules (53; 78%) were offered at the undergraduate level. Furthermore, the majority of the HIV/AIDS content (62; 91%) was integrated into undergraduate compulsory modules. Most (34; 51%) of the HIV/AIDS content were located in health sciences disciplines. HIV/AIDS content was mostly integrated into existing carrier modules. Time allocation for the teaching of HIV/AIDS was not indicated. Most of the modules did have information about teaching and assessment strategies. Conclusion: It is recommended that discipline-specific HIV/AIDS content be integrated into all disciplines.
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Fischer, Alex Emilio, Tanya Van Tonder, Siphamandla B. Gumede, and Samanta T. Lalla-Edward. "Changes in Perceptions and Use of Mobile Technology and Health Communication in South Africa During the COVID-19 Lockdown: Cross-sectional Survey Study." JMIR Formative Research 5, no. 5 (May 17, 2021): e25273. http://dx.doi.org/10.2196/25273.
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Background In late March 2020, South Africa implemented a 5-stage COVID-19 Risk Adjusted Strategy, which included a lockdown that required all residents to remain home to prevent the spread of COVID-19. Due to this lockdown, individuals have been forced to find and use alternatives for accomplishing tasks including shopping, socializing, working, and finding information, and many have turned to the internet and their mobile devices. Objective This study aimed to describe how South Africans consume and internalize information surrounding the COVID-19 outbreak in order to determine whether the COVID-19 lockdown and social isolation have influenced technology behavior, particularly in terms of health communication and information. Methods From June 24 to August 24, 2020, people in South Africa were invited to complete a survey through the Upinion mobile app, an online data collection resource. The survey collected information on demographics, and technology use during the lockdown, and COVID-19 knowledge. Results There were 405 participants, of which 296 (73.06%) were female. A total of 320 (79.01%) participants had a tertiary school education, 242 (59.75%) were single, and 173 (42.72%) had full-time employment. The lockdown forced 363 (89.63%) participants to use more technology, especially for work (n=140, 24.05%) and social media/communication (n=133, 22.85%). Security or privacy issues (n=46, 38.98%) and unfamiliarity with technology (n=32, 27.12%) were identified as the most common issues faced by the 127 (31.36%) participants who were unsure about using technology prior to the lockdown. Almost all participants (n=392, 96.79%) stated that they would continue using technology after the lockdown. Multimedia (n=215, 53.09%), mobile phone content (n=99, 24.44%), and health organizations and professionals (n=91, 22.47%) were the main sources of COVID-19 information. Most participants (n=282, 69.63%) felt that they had enough information. Two-thirds (n=275, 67.90%) of participants stated that they had used their mobile phones for health information before the lockdown, with web searches (n=109, 26.91%), social media (n=58, 14.32%), and government and institutional websites (n=52; 12.84%) serving as their main sources of information. Overall, the mean COVID-19 knowledge score was 8.8 (out of 10), and 335 (82.72%) had adequate knowledge (scored ≥8). Males were less likely to identify the correct transmission routes, and single participants were less likely to identify the signs and symptoms of the coronavirus. Tertiary school graduates were 4 times more likely to correctly identify the routes and 2 times more likely to identify how to stop the spread of the virus. People aged 43-56 years were 4 times more likely to identify how the coronavirus can be prevented, and participants ≥57 years were 2.6 times more likely to obtain a knowledge score of 10 when compared to those under 29 years of age. Conclusions This study has shown that the COVID-19 lockdown has forced people to increase technology use, and people plan to continue using technology after the lockdown is lifted. Increased technology use was seen across a variety of fields; however, barriers including privacy, unfamiliarity, and data costs were identified. This population showed high COVID-19 knowledge, although the use of web searches and social media, instead of government and institutional websites, increases the potential for health misinformation to be spread.
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Adeagbo, Oluwafemi Atanda, Nondumiso Mthiyane, Carina Herbst, Paul Mee, Melissa Neuman, Jaco Dreyer, Natsayi Chimbindi, et al. "Cluster randomised controlled trial to determine the effect of peer delivery HIV self-testing to support linkage to HIV prevention among young women in rural KwaZulu-Natal, South Africa: a study protocol." BMJ Open 9, no. 12 (December 2019): e033435. http://dx.doi.org/10.1136/bmjopen-2019-033435.
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IntroductionA cluster randomised controlled trial (cRCT) to determine whether HIV self-testing (HIVST) delivered by peers either directly or through incentivised peer-networks, could increase the uptake of antiretroviral therapy and pre-exposure prophylaxis (PrEP) among young women (18 to 24 years) is being undertaken in an HIV hyperendemic area in KwaZulu-Natal, South Africa.Methods and analysisA three-arm cRCT started mid-March 2019, in 24 areas in rural KwaZulu-Natal. Twenty-four pairs of peer navigators working with ~12 000 young people aged 18 to 30 years over a period of 6 months were randomised to: (1) incentivised-peer-networks: peer-navigators recruited participants ‘seeds’ to distribute up to five HIVST packs and HIV prevention information to peers within their social networks. Seeds receive an incentive (20 Rand = US$1.5) for each respondent who contacts a peer-navigator for additional HIVST packs to distribute; (2) peer-navigator-distribution: peer-navigators distribute HIVST packs and information directly to young people; (3) standard of care: peer-navigators distribute referral slips and information. All arms promote sexual health information and provide barcoded clinic referral slips to facilitate linkage to HIV testing, prevention and care services. The primary outcome is the difference in linkage rate between arms, defined as the number of women (18 to 24 years) per peer-navigators month of outreach work (/pnm) who linked to clinic-based PrEP eligibility screening or started antiretroviral, based on HIV-status, within 90 days of receiving the clinic referral slip.Ethics and disseminationThis study was approved by the Institutional Review Boards at the WHO, Switzerland (Protocol ID: STAR CRT, South Africa), London School of Hygiene and Tropical Medicine, UK (Reference: 15 990–1), University of KwaZulu-Natal (BFC311/18) and the KwaZulu-Natal Department of Health (Reference: KZ_201901_012), South Africa. The findings of this trial will be disseminated at local, regional and international meetings and through peer-reviewed publications.Trial registration numberNCT03751826; Pre-results.
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Munyeme, Geoffrey, and Peter C. Kalebwe. "Astronomy Education: The Current Status in Zambia." Transactions of the International Astronomical Union 24, no. 3 (2001): 38–45. http://dx.doi.org/10.1017/s0251107x00000407.
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AbstractThere are many interlocking factors determining the introduction of astronomy education in Zambia. The process of infusing this new subject into an education system so centralised as that of Zambia is extremely complex. At school level the process is more complex than at university level, as all syllabuses are developed by a central body, Curriculum Development Centre (CDC) whose priorities are determined by perceived social and economic needs of the country. The prevailing notion in Zambia is that astronomy has no direct bearing on future employment needs. It is therefore not surprising that astronomy is at the bottom of the priority list among school subjects. The recent upsurge of interest in astronomy at the University of Zambia opens up the necessary background for developing astronomy in both school and university curricula. The University has recently formed the Astronomical Society and the Working Group on Space Science in Zambia. Coupled to this are exchange visits and collaborative work between the Physics Department of the University of Zambia and the South-African Astronomical Observatory. In this paper we present a review of the current activities in space science in Zambia and how they relate to the development of astronomy education.
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Msimanga, Mothofela R. "Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers." International Journal of Learning, Teaching and Educational Research 19, no. 12 (December 30, 2020): 190–207. http://dx.doi.org/10.26803/ijlter.19.12.10.
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This study explored how the curriculum structure of the Bachelor of Education in economics teaching qualification at one South African university impacts on content knowledge of economics student teachers. Document analysis was undertaken on the university’s Faculty of Education prospectus. Due to meetings restrictions during lockdown, email focus group interviews were conducted. Ten fourth year economics student teachers participated in the study. The study adopted social transformation theory as a theoretical framework. Data was thematically analysed. Data revealed that economics student teachers study the subject content that is meant for economists and other economics related careers. The subject content that is not relevant to school curriculum economics negatively affects content knowledge needed during work-integrated learning and in in their teaching career. For this reason, the curriculum is unfairly structured. To strengthen the content knowledge of economics student teachers, the study recommends that a relationship between economics content in academic major modules and school curriculum economics content be formed. Secondly, economics academic major modules should expose economics student teachers to an introduction in economics content as a way of advancing their subject content knowledge but the focus should be more on school curriculum economics content.
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Brink, Beatrix, and Cheryl de la Rey. "Work-Family Interaction Strain: Coping Strategies Used by Successful Women in the Public, Corporate and Self-Employed Sectors of the Economy." South African Journal of Psychology 31, no. 4 (December 2001): 55–61. http://dx.doi.org/10.1177/008124630103100407.
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The main objective of this study was to identify the coping strategies used by successful South African women of all races in dealing with work-family interaction strain. Using a transactional approach, the study also investigated cognitive appraisal as a key antecedent of coping with work-family interaction strain. A survey was conducted with a sample comprising 110 women in the public, corporate and self-employed sectors of the economy. All the participants were married with at least one child of pre school or school going age. The women worked in positions from middle management and higher in corporate or public sector organisations or were business owners with at least four employees. Quantitative and qualitative data were obtained by means of a self-report questionnaire. The main finding of the study showed that the participants used both emotional and problem-focused coping strategies to deal with the hypothetical work-family interaction strain situation. These strategies were positive reappraisal, planful problem solving, self-controlling and seeking social support. Not one of these coping strategies was significantly favoured above the others. The study did not find evidence of a relationship between the participants' cognitive appraisal of the hypothetical situation and their choice of coping strategy, except with regard to cognitive appraisal, control and the coping strategy, escape avoidance; the higher the participant scored on cognitive appraisal, control, the less likely they were to choose escape-avoidance as a coping strategy in dealing with the situation. The article discusses these findings in relation to past studies in other countries and suggestions for further research are presented.
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Zenda, Rekai. "Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools." Information and Learning Science 118, no. 3/4 (March 13, 2017): 170–84. http://dx.doi.org/10.1108/ils-03-2017-0014.
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Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.
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Pretorius, Tyrone B. "Pathways to health: conceptual clarification and appropriate statistical treatment of mediator, moderator, and indirect effects using examples from burnout research." South African Journal of Psychology 50, no. 3 (August 20, 2020): 320–35. http://dx.doi.org/10.1177/0081246320943498.
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In my role as consulting statistical editor for the South African Journal of Psychology, I have witnessed a steady increase in articles that focused on the presumed role of mediator and moderator variables. While straightforward cause–effect studies have an important explanatory role, our task in the helping profession is to identify those factors that ‘intervene’ and make individuals differentially vulnerable in the cause–effect relationship. However, in a significant number of papers I have reviewed, there appeared to be considerable conceptual confusion about these variables with moderator and mediator often used interchangeably. In addition, no single paper I have reviewed considered indirect effects. This article attempts to differentiate between the various roles that a third variable can play in the adverse condition–wellbeing relationship (e.g., the stress–depression relationship). In addition, the appropriate statistical procedures for testing these roles are demonstrated using burnout research data. In this particular research project, 207 secondary school teachers completed a range of research questionnaires designed to assess among others burnout, work environment, social support, personal competence, coping, and problem-solving appraisal. Using this data, the various roles that third variables can play are demonstrated using hierarchical regression analyses.
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du Plessis, Angela. "Occupational Social Work in South Africa." Employee Assistance Quarterly 14, no. 3 (March 1999): 19–40. http://dx.doi.org/10.1300/j022v14n03_02.
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du Plessis, Angela. "Occupational Social Work in South Africa." Employee Assistance Quarterly 17, no. 1-2 (September 2001): 97–118. http://dx.doi.org/10.1300/j022v17n01_06.
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Human, Piet. "Learning via problem solving in mathematics education." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, no. 4 (September 7, 2009): 303–18. http://dx.doi.org/10.4102/satnt.v28i4.68.
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Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form), mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving) andutilising problems as vehicles for the development of mathematical knowledge andproficiency by learners (problem-centred learning), in conjunction with substantialteacher-led social interaction and mathematical discourse in classrooms.Direct expository teaching of mathematical procedures dominated in school systems after World War II, and was augmented by the “modern mathematics” movement in the period 1960-1970. The latter was experienced as a major failure, and was soon abandoned. Persistent poor outcomes of direct expository procedural teaching of mathematics for the majority of learners, as are still being experienced in South Africa, triggered a world-wide movement promoting teaching mathematics for and via problem solving in the seventies and eighties of the previous century. This movement took the form of a variety of curriculum experiments in which problem solving was the dominant classroom activity, mainly in the USA, Netherlands, France and South Africa. While initially focusing on basic arithmetic (computation with whole numbers) and elementary calculus, the problem-solving movement started to address other mathematical topics (for example, elementary statistics, algebra, differential equations) around the turn of the century. The movement also spread rapidly to other countries, including Japan, Singapore and Australia. Parallel with the problem-solving movement, over the last twenty years, mathematics educators around the world started increasingly to appreciate the role of social interaction and mathematical discourse in classrooms, and to take into consideration the infl uence of the social, socio-mathematical and mathematical norms established in classrooms. This shift away from an emphasis on individualised instruction towards classroom practices characterised by rich and focused social interaction orchestrated by the teacher, became the second element, next to problem-solving, of what is now known as the “reform agenda”. Learning and teaching by means of problem-solving in a socially-interactive classroom, with a strong demand for conceptual understanding, is radically different from traditional expository teaching. However, contrary to commonly-held misunderstandings, it requires substantial teacher involvement. It also requires teachers to assume a much higher level of responsibility for the extent and quality of learning than that which teachers tended to assume traditionally. Over the last 10 years, teaching for and via problem solving has become entrenched in the national mathematics curriculum statements of many countries, and programs have been launched to induce and support teachers to implement it. Actual implementation of the “reform agenda” in classrooms is, however, still limited. The limited implementation is ascribed to a number of factors, including the failure of assessment practices to accommodate problem solving and higher levels of understanding that may be facilitated by teaching via problem solving, lack of clarity about what teaching for and via problem solving may actually mean in practice, and limited mathematical expertise of teachers. Some leading mathematics educators (for example, Schoenfeld, Stigler and Hiebert) believe that the reform agenda specifi es classroom practices that are fundamentally foreign to culturally embedded pedagogical traditions, and hence that adoption of the reform agenda will of necessity be slow and will require more substantial professional development and support programs than those currently provided to teachers in most countries.Notwithstanding the challenges posed by implementation, the movement towards infusing mathematics education with a pronounced emphasis on problem solving both as an outcome and as a vehicle for learning seems to be unabated. Substantial work on the development of more effective means for professional development and support of teachers is currently being done.
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Robb, Peter. "Ideas in agrarian history: some observations on the British and nineteenth-century Bihar." Journal of the Royal Asiatic Society of Great Britain & Ireland 122, no. 1 (January 1990): 17–43. http://dx.doi.org/10.1017/s0035869x0010783x.
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With the death of Professor Eric Stokes we lost above all a delightful man, unassuming and helpful, intellectually vital and original. He helped inspire a new emphasis upon social and economic history among a whole generation of historians of South Asia. There are many people more appropriate than I to reflect this legacy in a memorial lecture. My only claim to speak may seem to be my continuing admiration for and dependence upon Stokes's work. If I have a wider claim, it must be in the emphasis which I place in my own research upon an empirical study of ideas and their impact; there is some justification for identifying members of the School of Oriental and African Studies with this approach, and it may be associated with us even more in future. If so, our starting-point must be Stokes's great pioneering effort, inThe English Utilitarians and India, to identify the intellectual basis of Indian policy-making in the first half of the nineteenth century. Yet in South Asian studies generally Stokes has had relatively few followers along that path. Among Cambridge historians this first love (if ever they felt its charms) has tended to be supplanted by a positive distaste for flirtations with the impact of ideas. If Stokes is their model, it is in his role as an analyst of agrarian society, as may be enjoyed in his contribution to theCambridge Economic Historyor inThe Peasant Armed, and in parts of that arguably transitional collection,The Peasant and the Raj.
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Van Breda, Adrian D. "Military Social Work Thinking in South Africa." Advances in Social Work 13, no. 1 (March 30, 2012): 17–33. http://dx.doi.org/10.18060/1890.
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Military social workers in South Africa have developed distinctive ways of thinking about military social work. These developments have been influenced by various contextual factors, such as the transition of South Africa to a non-racial democracy in 1994 and the establishment of a military social work research capacity. These factors contributed to new ways of thinking, such as the recognition that military social work has a mandate to facilitate organizational change and the adoption of a resilience perspective. A central development in military social work thinking in South Africa was the formulation of a Military Social Work Practice Model, which is described and illustrated in some detail. This model emphasizes binocular vision (focusing on the interface between soldiers and the military organization) and four practice positions, derived from occupational social work theory. The author notes the importance of creating appropriate contexts that facilitate further developments in military social work theory.
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Mazibuko, Fikile, and Mel Gray. "Social Work Professional Associations in South Africa." International Social Work 47, no. 1 (January 2004): 129–42. http://dx.doi.org/10.1177/0020872804039391.
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Mkalipe, Sello. "Occupational Social Work Education in South Africa." Employee Assistance Quarterly 7, no. 3 (November 11, 1992): 115–25. http://dx.doi.org/10.1300/j022v07n03_10.
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Sewpaul, Vishanthie. "Neoliberalism and social work in South Africa." Critical and Radical Social Work 1, no. 1 (April 1, 2013): 15–30. http://dx.doi.org/10.1332/204986013x665947.
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Vandeyar, Saloshna, and Thirusellvan Vandeyar. "Opposing Gazes: Racism and Xenophobia in South African Schools." Journal of Asian and African Studies 52, no. 1 (July 28, 2016): 68–81. http://dx.doi.org/10.1177/0021909614560245.
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Utilising a qualitative case study approach, this research study set out to understand discrimination experienced by immigrant students in their interactions with South African students and the prejudice immigrant students expressed against Black South African students. Findings reveal that the discrimination experienced by immigrant students could be clustered into four broad themes, namely categorisations and prototypes; practised stereotypes; academic and social exclusion; and work ethic. Furthermore, statements immigrant students make about South African students seem to fall into two broad categories, namely lack of value for moral integrity and lack of value for education. Educating students to value human dignity and to view each other as cosmopolitan citizens of the world could be a way to ensure social cohesion and harmony of future generations to come.
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Cohen, Tamara, and Luendree Moodley. "Achieving "decent work" in South Africa?" Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 15, no. 2 (May 25, 2017): 319. http://dx.doi.org/10.17159/1727-3781/2012/v15i2a2490.
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The fundamental goal of the International Labour Organisation is the achievement of decent and productive work for both women and men in conditions of freedom, equity, security and human dignity. The South African government has pledged its commitment to the attainment of decent work and sustainable livelihoods for all workers and has undertaken to mainstream decent work imperatives into national development strategies. The four strategic objectives of decent work as identified by the ILO are: i) the promotion of standards and rights at work, to ensure that worker's constitutionally protected rights to dignity, equality and fair labour practices, amongst others, are safeguarded by appropriate legal frameworks; (ii) the promotion of employment creation and income opportunities, with the goal being not just the creation of jobs but the creation of jobs of acceptable quality; (iii) the provision and improvement of social protection and social security, which are regarded as fundamental to the alleviation of poverty, inequality and the burden of care responsibilities; and (iv) the promotion of social dialogue and tripartism. This article considers the progress made towards the attainment of these decent work objectives in South Africa, using five statistical indicators to measure such progress namely: (i) employment opportunities; (ii) adequate earnings and productive work; (iii) stability and security of work; (iv) social protection; and (v) social dialogue and workplace relations. It concludes that high levels of unemployment and a weakened economy in South Africa have given rise to a growing informal sector and an increase in unacceptable working conditions and exploitation. The rights of workers in the formal sector have not filtered down to those in the informal sector, who remains vulnerable and unrepresented. Job creation initiatives have been undermined by the global recession and infrastructural shortcomings and ambitious governmental targets appear to be unachievable, with youth unemployment levels and gender inequalities remaining of grave concern. Social protection programmes fail to provide adequate coverage to the majority of the economically active population. Social dialogue processes and organisational structures fail to accommodate or represent the interests of the informal sector. Until these problems are overcome, the article concludes, it remains unlikely that decent work imperatives will be attained.
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(Freddy) Reddy, G. V. "Group-Analytic Work with the African National Congress." Group Analysis 26, no. 2 (June 1993): 195–98. http://dx.doi.org/10.1177/0533316493262010.
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During the years of apartheid many young black South Africans fled to neighbouring states and joined the African National Congress. Psychological disturbances surfaced and the ANC appealed for voluntary professional help. The author describes how for ten years (1979-89), as an ANC member and psychiatrist living in Norway, he spent part of each year in ANC camps and schools helping the newly-built health teams with psychiatric expertise.
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Pugatch, Todd. "Bumpy Rides: School-to-work Transitions in South Africa." LABOUR 32, no. 2 (September 19, 2017): 205–42. http://dx.doi.org/10.1111/labr.12114.
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