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1
God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6(J) (2018): 182–90. http://dx.doi.org/10.22610/jebs.v10i6(j).2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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God ZUNGU, Nkululeko Praise, and Lawrence Mpele LEKHANYA. "Service Quality of Public Technical Vocational Education and Training Colleges in South Africa: Customer Expectations and Perceptions." Journal of Economics and Behavioral Studies 10, no. 6 (2018): 182. http://dx.doi.org/10.22610/jebs.v10i6.2608.
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The focus of this survey is to seek the amount of the customers’ expectations levels of service quality in the public Technical Vocational Education and Training (PTVET) sector. The aim of this study was to examine and determine the expectations and perceptions levels of service quality provided by PTVET colleges, in order to achieve desired outcomes, and the survey followed SERQUAL model. Questionnaires were distributed to the 403 participants from selected PTVET in the Kwa-Zulu- Natal province. The study used a mix approach of systematic and quota sampling techniques. SPSS (25.0) version was employed for data analysis. The results of this study discovered that customers had higher service quality expectations (0,908 Cronbach's Alpha) compared to the service quality perceptions (0,923 Cronbach's Alpha) at the selected PTVET colleges, on all five service quality dimensions that were used to evaluate the expectations of service quality. This survey will benefit Rectors/Campus Managers for TVET colleges and to those who want to open their TVET colleges, because it will be used as a guide tool for them on how they can improve service quality strategy to differentiate themselves from their competitors. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, it therefore recommended.
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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.
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page iv. Editorial team
 page v. Acknowledgements
 page vi. Editorial - Joy Papier
 page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg
 page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor
 page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami
 page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli
 page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick
 page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda
 page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath
 page 143. Interview with Adrienne Bird - Johann Maree
 page 153. Contributor biographies
 page 156. Editorial policy
 page 158. Call for papers: JOVACET 4(1), 2021
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Monica Mpanza, Nomzamo, Paul Green, Naresh Sentoo, and Cecile N. Gerwel Proches. "Examining the Service Quality of Administrative Practices in Technical Vocational Education and Training (TVET) Colleges in South Africa." African Journal of Business and Economic Research 14, no. 2 (2019): 167–85. http://dx.doi.org/10.31920/1750-4562/2019/14n2a9.
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Phala, M. D., and R. M. Mukonza. "The Effectiveness of Vocational Training and Access to Finance in Alleviating Poverty among Women in Rural South Africa." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 10, no. 3 (2021): 177–97. http://dx.doi.org/10.31920/2634-3622/2021/v10n3a9.
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Globally, there is a growing belief that through women’s empowerment, the socio-economic well-being of many societies will be transformed. This article sought to investigate the effectiveness of these women’s empowerment programmes in fostering poverty alleviation in rural South Africa, using Diphagane village in Limpopo Province as a point of reference. The study employed the qualitative research approach. To facilitate an in-depth understanding of the specific area of focus, the study was premised on the exploratory research design. The findings indicate that women believe they are central to the family unit and empowering them through vocational education and training indeed alleviates poverty. The consensus is that women empowerment through vocational education and training is a key parameter to ensure women’s competitiveness, and as such improves their chances of building a better life and improving their livelihoods. This in turn leads to an improvement in the quality of life for families and the rural community. The responses obtained suggest that poverty reduction is possible through the financial empowerment of women. It is therefore recommended that the South African government intensifies provision of vocational training and access to finance as part of the broader strategy to alleviate poverty in rural areas.
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Pretorius, R. W. "Quality improvement in higher education: a critical review, with reference to South Africa." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 23, no. 4 (2004): 104–13. http://dx.doi.org/10.4102/satnt.v23i4.200.
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In view of the controversy which characterises systems for quality assurance in higher education worldwide, this article provides a critical review of the theory and practice of quality in the higher education sector. The state of affairs in South Africa is also reviewed, with the focus on the new system for quality assurance which is currently being implemented. Despite good intentions, however, the new system in South Africa tends to be over-burocratic, with limited potential for deepseated change and quality improvement as a result of the focus on accountability rather than on continuous improvement. Real improvement is an internally driven process, which cannot be achieved through burocratic measurement and control. In line with what has been experienced internationally, this article argues that a more flexible approach to the meaning of quality in the context of higher educaction is required in South Africa. Apart from defining and assuring quality, this approach should also be directed at its improvement. However, the point of departure has to be quality improvement, and not quality assurance and control.
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van Rensburg, Estelle. "Evaluating Work-Based Learning." Industry and Higher Education 22, no. 4 (2008): 223–32. http://dx.doi.org/10.5367/000000008785201739.
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This article outlines an illuminative evaluation study of the work-based module in a vocational qualification in Animal Health offered for the paraveterinary industry by a distance education institution in South Africa. In illuminative evaluation, a programme is studied by qualitative methods to gain an in-depth understanding of its ‘instructional system’, its intended teaching arrangements, as well as its ‘learning milieu’, the actual sites of learning interaction. This results in a rich description of the programme that allows ‘matches’ and ‘mismatches’ between the instructional system and learning milieu to be uncovered. In this study, this approach provided useful information relevant to the quality assurance of the module, and also generated significant insights about the design and delivery of work-based learning in vocational qualifications in general.
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Jeffery, David, and David Johnson. "Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa." Research in Comparative and International Education 14, no. 3 (2019): 376–93. http://dx.doi.org/10.1177/1745499919864731.
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This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.
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Roodt, Sumarie, and Yusuf Ryklief. "Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students." International Journal of Game-Based Learning 9, no. 4 (2019): 45–69. http://dx.doi.org/10.4018/ijgbl.2019100104.
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Educators have started exploring the potential of digital game-based learning (DGBL) to enhance the learning experience of students. The objective of this experimental research was to explore the potential of DGBL to improve the academic efficiency among vocational education students in South Africa. Students were separated into two groups, an experimental group and control group. Each group received course instruction in the subject of computer programming but using differing instructional strategies. Subsequent to the planned intervention, the academic achievements of both groups were measured through the contrasting results received for pre- and post-intervention tests. The learner-motivation was measured through feedback elicited via a post-intervention questionnaire. Results of the study revealed that the learning motivation of students had a significant impact on their academic achievement, and the academic achievement of students using DGBL as an instructional strategy were better than those learning through the traditional approach.
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Betts, H. J., G. Wright, N. V. Tshayingca-Mashiya, and P. J. Murray. "Health Informatics Education and Capacity Building in Eastern Cape Province, South Africa." Yearbook of Medical Informatics 18, no. 01 (2009): 158–63. http://dx.doi.org/10.1055/s-0038-1638656.
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Summary Objectives To describe the experience of, and lessons learned from, a collaborative project developing and delivering an MSc in Health Informatics in South Africa. Methods The description and discussion is based on the experiences of the staff delivering the course, and formal and informal evaluations, the former conducted as part of the University of Winchester’s quality assurance processes. Results Some of the lessons learned from adapting the course to meet local needs are described and discussed. Conclusions Simply attempting to transpose a successful course from one country and culture to another is not a guarantee of success. Educational staff delivering such courses need to take account of local context and culture, be flexible and prepared to adapt to students’ needs and circumstances, which may be beyond anyone’s control. However, by meeting real identified needs, success can contribute to sustaining capacity building and the development of the local health informatics workforce.
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Krugell, Waldo, and Philip F. Blaauw. "Micro-evidence on day labourers and the thickness of labour markets in South Africa." South African Journal of Economic and Management Sciences 17, no. 4 (2014): 484–99. http://dx.doi.org/10.4102/sajems.v17i4.763.
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The South African labour market is characterised by sharp segmentation, high unemployment and apparently limited informal sector employment. Recent work has focussed on the importance of the Micro-evidence on day labourers and the thickness of labour markets in South AfricaThe South African labour market is characterised by sharp segmentation, high unemployment and apparently limited informal sector employment. Recent work has focussed on the importance of the quality of education while others have argued that the rigidity of the labour market constrains employment growth. This paper considers the spatial aspects of the day labour market and argues that the size and proximity of economic activity found in agglomerations ensure a thick labour market that allows for better matching between workers and jobs. The results indicate that the day labourers who were hired by the same employer more often received higher earnings. Once workers have a matric qualification they receive earnings above the average, as do workers who have completed vocational training. Skills, as well as factors associated with a thicker labour market are positively associated with wages. The thicker metropolitan labour market allows workers to become more specialised and receive higher earnings. This has important policy implications and calls for the development of people and places.
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IHSAN, ARINAL, Hasbaini Ben, Fardiansyah, D. S. Putra, and Asmaidi. "Complaints Information System for the Polytechnic of South Aceh." Jurnal Inotera 6, no. 1 (2021): 66–73. http://dx.doi.org/10.31572/inotera.vol6.iss1.2021.id137.
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The industrial revolution 4.0 is a hot topic discussed only among academics and industry. Of course, this condition is a positive thing that shows that people have started to care about utilizing technology that is developing very rapidly today. South Aceh Polytechnic (POLTAS) as a vocational higher education institution, of course, must be consistent in making innovations in improving services to stakeholders. The quality and quality of service to stakeholders must of course be maintained so that input, criticism, and suggestions from them are one of the most important factors in creating a safe and comfortable academic atmosphere for higher education, especially POLTAS. The formulation of the problem in this study is how to build and simulate the results of an information system that can adapt dynamically in carrying out the political services of South Aceh provided to stakeholders. The purpose of this research is to build a Complaints Information System for the Polytechnic of South Aceh (SIAPA). This research is also part of the POLTAS Internal Quality Assurance System (SPMI) which is managed independently assigns to control and improve quality in the implementation of higher education in a planned manner (with designed) and sustainable (sustainable). This type of research is applied research with case studies at the South Aceh Polytechnic. The research procedure is in several stages, namely planning, analysis, design, development, testing, implementation, simulation of results, and evaluation.
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Shanawez, Hossain, and Kazuo Kuroda. "Strategies for Promoting Virtual Higher Education: General Considerations on Africa and Asia." African and Asian Studies 2, no. 4 (2003): 565–75. http://dx.doi.org/10.1163/156920903773004068.
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AbstractEducation in general, and specifically higher education, plays an important role in the development process of all nations. Institutions of higher education have an important responsibility to support knowledge-driven economic growth strategies. This paper investigates the strategies of how by applying technologies on a large scale—with close attention to quality—virtual education can help higher education to find a way through the crisis of access, prohibitive cost, and lack of flexibility that we find all over the developing world. By addressing various issues related to planning, implementation, and quality with proper strategies, virtual education can provide immense opportunity to reduce the North-South knowledge gap and also to promote the development of the developing world. This paper reviews various issues related to promotion and quality control in virtual higher education and addresses possible strategies with general considerations of Africa and Asia.
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Haeusler, Ilsa Louisa, Felicity Knights, Vishaal George, and Andy Parrish. "Improving TB infection control in a regional hospital in the Eastern Cape, South Africa." BMJ Open Quality 8, no. 1 (2019): bmjoq—2018–000347. http://dx.doi.org/10.1136/bmjoq-2018-000347.
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This quality improvement (QI) work was carried out in Cecilia Makiwane Hospital (CMH), a regional public hospital in the Eastern Cape, South Africa (SA). SA has among the highest incidence of tuberculosis (TB) in the world and this is a leading cause of death in SA. Nosocomial infection is an important source of TB transmission. Adherence to TB infection prevention control (IPC) measures in the medical inpatient department was suboptimal at CMH. The overall aim of this QI project was to make sustainable improvements in TB IPC. A multidisciplinary team was formed to undertake a root cause analysis and develop a strategy for change. The main barriers to adherence to IPC measures were limited knowledge of IPC methods and stigma associated with TB. Specifically, the project aimed to increase the number of: ‘airborne precaution’ signs placed above patients’ beds, patients correctly isolated and patients wearing surgical face masks. Four Plan-Do-Study-Act cycles were used. The strategy for change involved education and awareness-raising in different formats, including formal in-service training delivered to nurses and doctors, a hospital-wide TB awareness week with engaging activities and competitions, and a World TB Day provincial solidarity march. Data on adherence to the three IPC measures were collected over an 8-month period. Pre-intervention (October 2016), a mean of 2% of patients wore face masks, 22% were correctly isolated and 12% had an airborne precaution sign. Post-intervention (May 2017), the compliance improved to 17%, 50% and 25%, respectively. There was a large variation in compliance to each measure. Improvement was greatest in the number of patients correctly isolated. We learnt it is important to work with, not in parallel to, existing teams or structures during QI work. On-the-ground training of nurses and clinicians should be undertaken alongside engagement of senior staff members and managers. This improves the chance of change being adopted into hospital policy.
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Bilyk, Victoria. "Peculiarities of Design Competence Formation in Future Clothing Engineering Educators in Ukraine and Foreign Countries." Comparative Professional Pedagogy 5, no. 1 (2015): 127–32. http://dx.doi.org/10.1515/rpp-2015-0032.
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Abstract The importance of engineering pedagogical education for the global labour market has been characterized. The peculiarities of modern engineering pedagogical education formation in foreign countries consisting in economy globalization, transition to a high quality education and international cooperation enhancing have been presented. The essence of clothing engineering educators’ design competence being the professional’s ability to provide educational process with didactic design and productive one with technical documentation for the garment manufacture in accordance with the production norms and standards has been revealed. On the basis of regulations and national and foreign experience (the USA, Australia, South Africa, European countries etc.) in clothing engineering educators’ training the peculiarities of future professionals’ design competence formation as a constituent of professional competence has been clarified. Training of future professionals in “Professional Education” specialisation is the first stage in obtaining the engineereducator qualification (Eastern European countries). The second stage means gaining pedagogical qualification in vocational pedagogical educational establishments on the basis of obtained engineering qualification. The third stage consists in obtaining engineering and pedagogical qualification based on technical training according to the learning outcomes in International Society for Engineering Pedagogy that documents teachers’ qualification and competence and registers them in the international register of engineering educators.
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Netshandama, Vhonani. "Quality partnerships: The community stakeholders' view." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 70–87. http://dx.doi.org/10.5130/ijcre.v3i0.1541.
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Since 1997 universities in South Africa have been encouraged to be responsive to the needs of communities, to encourage broader participation and to address issues of access in higher education (Department of Education 1997). This transformative agenda was found to be especially compelling in the case of rural-based South African universities, which often serve historically disadvantaged black populations in areas that are both under-resourced and underdeveloped (Nkomo & Sehoole 2007, pp. 235–36). In 2006 the traditional leadership of a local community approached the University of Venda to propose a partnership. This prompted the researcher to conduct a qualitative study, which sought to explore and describe community members’ views of what they understood to be a quality partnership. Thirty-seven community representatives were engaged in individual as well as focus group interviews. These representatives were identified first through a stakeholder analysis procedure that sought to determine who in the community would have valuable input for the university-community partnership. As a point of departure, the following two questions were asked consecutively: What are your needs and expectations of a partnership with the university and what would you regard as a quality partnership between the HEI and the community? The sample selection was purposive, utilising the snowball technique. Data was transcribed and analysed using Tesch’s eight-step method (Tesch 1990, in Creswell 1994, p. 155). Interview data and field notes were co-coded, crosschecked and triangulated. Feedback workshops were conducted with the community to confirm the findings. A consensus was reached that four main requirements emerged from the data: 
 —Balance the partnership objectives of both parties 
 —Ensure an unexploitative partnership
 —Share power and control in the partnership
 —Maintain and monitor the partnership. 
 
 This article provides a brief overview of the national and regional context to university-community engagement and considers what it means to partner with communities facing urgent and pressing needs. It then looks in detail at what the study revealed about community members’ understanding of quality partnerships with a Higher Education Institution, and provides some thoughts on how to facilitate a quality partnership in a similar context.
 
 Key words: Community, stakeholders, quality partnership
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Chang, Victor, Yian Chen, and Chang Xiong. "Dynamic interaction between higher education and economic progress: a comparative analysis of BRICS countries." Information Discovery and Delivery 46, no. 4 (2018): 225–38. http://dx.doi.org/10.1108/idd-07-2018-0023.
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PurposeThe purpose of this paper is to gain a deeper insight on how education boosts economic progress in key emerging economies. This project is aimed at exploring the interactive dynamics between the tertiary education sector and economic development in BRICS countries. The author also aims to examine how the structure of higher education contributes to economic expansion.Design/methodology/approachThe author uses the time series data of BRICS countries across approximately two decades to determine the statistical causality between the size of tertiary enrollment and economic development. The linear regression model is then used to figure out the different impact levels of academic and vocational training programs at the tertiary level to economic development.FindingsData from all BRICS countries exhibited a unidirectional statistical causality relationship, except the Brazilian data. The national economic expansion Granger Caused increased tertiary enrollment in Russia and India, while in China and South Africa, higher education enrollment Granger Caused economic progress. The impact from tertiary academic training is found to be positive for all BRICS nations, while tertiary vocation training is shown to have impaired the Russian and South African economy.Research limitations/implicationsThis project is based on a rather small sample size, and the stationary feature of the time series could be different should a larger pool of data spanning a longer period of time is used. In addition, the author also neglects other control variables in the regression model. Therefore, the impact level could be distorted due to possible omitted variable bias.Practical implicationsTertiary academic study is found to have a larger impact level to all countries’ economic advancement, except for China, during the time frame studied. There is a statistical correlation between the education and economic progress. This is particularly true for BRICS countries, especially China. But the exception is Brazil.Social implicationsThe government should provide education up to the certain level, as there is a direct correlation to the job creation and economic progress. Furthermore, the government should also work closely with industry to ensure growth of industry and creation of new jobs.Originality/valueThe comparative analysis and evaluation of the dynamic interaction of tertiary enrollment and economic output across all five BRICS nations is unique, and it deepens the understanding of the socioeconomic development in these countries from a holistic management perspective.
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Yennu, Sriram, Luis Fernando Rodrigues, Omar M. Shamieh, et al. "Frequency and factors associated patients decisional control preferences (DCP) in patients with advanced cancer (ACP)." Journal of Clinical Oncology 34, no. 26_suppl (2016): 37. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.37.
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37 Background: To determine the frequency and socio-demographic and clinical factors associated passive DCP among ACP across the world. Methods: We conducted a survey of ACP referred to palliative care across 11 countries across the five continents across the world. Information was collected on socio-demographic variables, and using validated measures including Karnofsky Performance Scale, Decision Control Preference Scale, and Satisfaction with the Decisions and Care questionnaire. We analyzed using descriptive statistics and logistic regression analysis was performed. Results: Median age was 58 years, karnofsky 70, and 55% were female. Shared, Active and Passive DCP were 33.2%, 44.1% and 22.6% respectively (n = 1490). 91% were satisfied by the way the actual decisions were made. Concordance between the actual decision making and DCP was highest in cohort from USA [k = 0.74 (0.65-0.82) and lowest in Brazil 0.33 (0.22-0.44)]. “Satisfaction with the way the decisions about their care was made” was 91%. Better Karnosfsky performance status (OR 0.99, P = 0.017), higher education status (OR 0.64, P = 0.001) Country of origin (Brazil, France, Singapore, South Africa, Jordan were significantly associated with passive decision making preference (Table 1). Conclusions: DCP is based ACP’s performance status, education and is culture specific. Individualized understanding DCP may be important for quality care and patient satisfaction outcomes. [Table: see text]
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Arinzechi, Eugene O., Olubunmi A. Ogunrin, Cosmas M. Nwosu, et al. "A community-based case–control study of prevalence and pattern of cognitive impairments in patients with epilepsy residing in South-Eastern Nigeria." Journal of Neurosciences in Rural Practice 07, no. 03 (2016): 405–11. http://dx.doi.org/10.4103/0976-3147.181488.
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ABSTRACT Background: Epilepsy is the commonest neurological disorder encountered in Sub-Saharan Africa. The quality of life of patients with epilepsy (PWEs) is adversely affected by cognitive impairments. Aim: This study investigated the prevalence and pattern of cognitive impairments in PWE in Ukpo community located in a South-Eastern state in Nigeria using Community Screening Interview for Dementia (CSID) and a computer-assisted cognitive test battery (FePsy). Methods and Patients: Fifty-one PWEs were studied and compared with 51 age-, sex-and level of education-matched healthy controls. Diagnosis of epilepsy was confirmed clinically with eye-witness corroboration. Sociodemographic data and information on epilepsy variables were obtained with the aid of a questionnaire. Cognitive domains assessed include language, memory, orientation, attention, psychomotor speed and constructional praxis. Results: The prevalence rate of cognitive impairment using total CSID score was 19.6%. Analysis of CSID scores revealed significant impairment in language (17.6%), memory (29.4%), orientation (15.7%), attention (7.8%) and constructional praxis (15.7%) compared to healthy controls. A similar pattern was observed with FePsy but with better sensitivity indices for detecting cognitive impairment. Conclusion: This study indicated significant prevalence rate of cognitive impairment among treatment-naïve PWE with profound affectation of memory, mental speed and language. In addition, the FePsy was found to be more sensitive and specific in assessment of cognitive function in PWE.
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Yennurajalingam, Sriram, Luis Fernando Rodrigues, Omar M. Shamieh, et al. "Decisional control preferences among patients with advanced cancer: An international multicenter cross-sectional survey." Palliative Medicine 32, no. 4 (2017): 870–80. http://dx.doi.org/10.1177/0269216317747442.
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Background: Understanding patients’ decision control preferences is important in providing quality cancer care. Patients’ decisional control preference can be either active (patients prefer to make decisions themselves), shared (collaborative between patient, their physician, and/or family), or passive (patients prefer that the decisions are made by either the physician and/or their family). Aim: To determine the frequency and predictors of passive decision control preferences among advanced cancer patients. We also determined the concordance between actual decision-making and decision control preferences and its association with patient satisfaction. Design: In this cross-sectional survey of advanced cancer patients referred to palliative care across 11 countries, we evaluated sociodemographic variables, Control Preference Scale, and satisfaction with the decisions and care. Results: A total of 1490 participants were evaluable. Shared, active, and passive decision control preferences were 33%, 44%, and 23%, respectively. Passive decision control preferences (odds ratio, p value) was more frequent in India (4.34, <0.001), Jordan (3.41, <0.001), and France (3.27, <0.001). Concordance between the actual decision-making and decision control preferences was highest in the United States ( k = 0.74) and lowest in Brazil (0.34). Passive decision control preference was significantly associated with (odds ratio per point, p value) better performance status (0.99/point, 0.017), higher education (0.64, 0.001), and country of origin (Brazil (0.26, <0.0001), Singapore (0.25, 0.0003), South Africa (0.32, 0.0002), and Jordan (2.33, 0.0037)). Conclusion: Passive decision control preferences were less common (23%) than shared and active decision control preference even among developing countries. Significant predictors of passive decision control preferences were performance status, education, and country of origin.
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Heine, Martin, Brittany Leigh Fell, Ashleigh Robinson, Mumtaz Abbas, Wayne Derman, and Susan Hanekom. "Patient-centred rehabilitation for non-communicable disease in a low-resource setting: study protocol for a feasibility and proof-of-concept randomised clinical trial." BMJ Open 9, no. 4 (2019): e025732. http://dx.doi.org/10.1136/bmjopen-2018-025732.
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IntroductionNon-communicable diseases (NCDs) are the leading cause of death globally. Even though NCD disproportionally affects low-to-middle income countries, these countries including South Africa, often have limited capacity for the prevention and control of NCDs. The standard evidence-based care for the long-term management of NCDs includes rehabilitation. However, evidence for the effectiveness of rehabilitation for NCDs originates predominantly from high-income countries. Despite the disproportionate disease burden in low-resourced settings, and due to the complex context and constraints in these settings, the delivery and study of evidence-based rehabilitation treatment in a low-resource setting is poorly understood. This study aims to test the design, methodology and feasibility of a minimalistic, patient-centred, rehabilitation programme for patients with NCD specifically designed for and conducted in a low-resource setting.Methods and analysisStable patients with cancer, cardiovascular disease, chronic respiratory disease and/or diabetes mellitus will be recruited over the course of 1 year from a provincial day hospital located in an urban, low-resourced setting (Bishop Lavis, Cape Town, South Africa). A postponed information model will be adopted to allocate patients to a 6-week, group-based, individualised, patient-centred rehabilitation programme consisting of multimodal exercise, exercise education and health education; or usual care (ie, no care). Outcomes include feasibility measures, treatment fidelity, functional capacity (eg, 6 min walking test), physical activity level, health-related quality of life and a patient-perspective economic evaluation. Outcomes are assessed by a blinded assessor at baseline, postintervention and 8-week follow-up. Mixed-method analyses will be conducted to inform future research.Ethics and disseminationThis study has been approved by the Health Research and Ethics Council, Stellenbosch University (M17/09/031). Information gathered in this research will be published in peer-reviewed journals, presented at national and international conferences, as well as local stakeholders.Trial registration numberPACTR201807847711940; Pre-results.
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Davids, Rashieda, Mathieu Rouget, Margaret Burger, Kirsten Mahood, Ntswaki Ditlhale, and Rob Slotow. "Civic Ecology Uplifts Low-Income Communities, Improves Ecosystem Services and Well-Being, and Strengthens Social Cohesion." Sustainability 13, no. 3 (2021): 1300. http://dx.doi.org/10.3390/su13031300.
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Ecosystem services enhance well-being and the livelihoods of disadvantaged communities. Civic ecology can enhance social–ecological systems; however, their contributions to ecosystem services are rarely measured. We analysed the outcomes of civic ecology interventions undertaken in Durban, South Africa, as part of the Wise Wayz Water Care programme (the case study). Using mixed methods (household and beneficiary (community members implementing interventions) surveys, interviews, field observations, and workshops), we identified ecosystem service use and values, as well as the benefits of six interventions (solid waste management and removal from aquatic and terrestrial areas, recycling, invasive alien plant control, river water quality monitoring, vegetable production, and community engagement). Ecosystem services were widely used for agriculture, subsistence, and cultural uses. River water was used for crop irrigation, livestock, and recreation. Respondents noted numerous improvements to natural habitats: decrease in invasive alien plants, less pollution, improved condition of wetlands, and increased production of diverse vegetables. Improved habitats were linked to enhanced ecosystem services: clean water, agricultural production, harvesting of wood, and increased cultural and spiritual activities. Key social benefits were increased social cohesion, education, and new business opportunities. We highlight that local communities can leverage natural capital for well-being and encourage policy support of civic ecology initiatives.
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Coetzee, Stephanus, and Karen Puren. "Towards safe campus environments through environmental design: two universities as case studies." Challenges of Modern Technology 7, no. 4 (2016): 28–46. http://dx.doi.org/10.5604/01.3001.0010.8799.
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Universities are often considered to be safe sanctuaries. However, many higher education institutions have increasingly been confronted with crime and unrest. Violence and other crimes on campuses are currently an international concern. This paper reports on a study that investigated student’s perceptions of safety on two campuses namely Lahti University of Applied Sciences in Finland and the North-West University in Potchefstroom, South Africa. Theories from Environmental Psychology and Urban Planning are combined in this study in order to incorporate aspects of the individual, social setting and spatial environment. Increasing people’s safety help to optimise their experience of their environment and can in turn create an enabling context for people to flourish and improve their quality of life. The research followed a qualitative research approach. In this study, 21 participants from a Finnish university and 16 participants from a South African university were selected through purposive sampling. Data were generated through semi-structured interviews supported by visual data of the spatial environment. All data were transcribed verbatim and analysed through qualitative content analysis. The literature and findings of the research both support that the spatial and social environment influences safety. It is therefore recommended that safe campus environments require a multi-disciplinary and integrated approach to proactively develop a Comprehensive Safe Environment Plan (CSEP). From a planning perspective, students’ perceptions of campus environments’ safety may include the creation of compact dedicated campus areas, land uses, building placing and orientation, territoriality, landscaping, visibility, control over fear-inducing activities, maintenance, security measures and pedestrian orientated areas.
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Somdyala, N. I. M., N. Sithole, D. Bradshaw, N. Mbuzi, and N. E. Fikeni. "Communicating Scientific Findings to Communities With High Risk and Best Ways to Do That is a Challenge." Journal of Global Oncology 4, Supplement 2 (2018): 4s. http://dx.doi.org/10.1200/jgo.18.49100.
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Background: A national cytology cervical cancer screening program was introduced in South Africa as part of cancer control program policy more than a decade ago. Policy guidelines state that women attending the public sector services are entitled to three free Pap smears per lifetime starting at the age of 30 years or older, with a 10 year interval between each smear. However, the frequency in which women come for Pap smears is very low, with some getting diagnosed when the disease is at its advance stage. Consequently, cervical cancer incidence rates are very high with low survival rates. Fragmented evaluation of this program done in different provinces revealed that women lacked knowledge about cervical cancer. Women are also uninformed about the free national cytology cervical cancer screening. Furthermore, there is scarcity or no free public screening services especially in rural populations. In 2014, the National Health Ministry started HPV vaccination to girls at ages 11 years in schools. The expectation was that providing vaccines to young girls will reduce cervical cancer and its associated mortality in the next two to three decades. However, commitment to reduce the burden of cervical cancer should continue. Furthermore, it is important to intensely introduce health-seeking behavior to the population at high risk through community engagement and education around cervical cancer. This will reinforce early detection and prevention initiative thus reducing premature deaths due to this cancer and improving quality life. Aim: In 2017 a partnership between Committee of Health Programs under rural development and scientists of the South African Medical Research Council was initiated. This committee's mandate is managed by the Provincial House of Traditional Leaders in the Eastern Cape. Specific objectives include forming partnership with traditional leaders as key role players in reducing cervical cancer morbidity and mortality. As well as, to reduce high incidence of cervical cancer in the rural high-risk population. Methods: Eight villages were identified for intervention. Primary health clinic nurses working in identified villages were included to work as part of the team that will deliver the interventions. Intervention activities will include providing education about cervical cancer which will be done through awareness campaigns twice a year for the next 5 years. Another component of the intervention will be voluntary cytology screening for cervical cancer for all enrolled participants. Voluntary participants will form a cohort for follow-up. After five years the intervention will be evaluated. Conclusion: It is envisaged that this intervention initiative will be expanded to other provinces in South Africa.
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Rossman, Andrea H., Hadley W. Reid, Michelle M. Pieters, et al. "Digital Health Strategies for Cervical Cancer Control in Low- and Middle-Income Countries: Systematic Review of Current Implementations and Gaps in Research." Journal of Medical Internet Research 23, no. 5 (2021): e23350. http://dx.doi.org/10.2196/23350.
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Background Nearly 90% of deaths due to cervical cancer occur in low- and middle-income countries (LMICs). In recent years, many digital health strategies have been implemented in LMICs to ameliorate patient-, provider-, and health system–level challenges in cervical cancer control. However, there are limited efforts to systematically review the effectiveness and current landscape of digital health strategies for cervical cancer control in LMICs. Objective We aim to conduct a systematic review of digital health strategies for cervical cancer control in LMICs to assess their effectiveness, describe the range of strategies used, and summarize challenges in their implementation. Methods A systematic search was conducted to identify publications describing digital health strategies for cervical cancer control in LMICs from 5 academic databases and Google Scholar. The review excluded digital strategies associated with improving vaccination coverage against human papillomavirus. Titles and abstracts were screened, and full texts were reviewed for eligibility. A structured data extraction template was used to summarize the information from the included studies. The risk of bias and data reporting guidelines for mobile health were assessed for each study. A meta-analysis of effectiveness was planned along with a narrative review of digital health strategies, implementation challenges, and opportunities for future research. Results In the 27 included studies, interventions for cervical cancer control focused on secondary prevention (ie, screening and treatment of precancerous lesions) and digital health strategies to facilitate patient education, digital cervicography, health worker training, and data quality. Most of the included studies were conducted in sub-Saharan Africa, with fewer studies in other LMIC settings in Asia or South America. A low risk of bias was found in 2 studies, and a moderate risk of bias was found in 4 studies, while the remaining 21 studies had a high risk of bias. A meta-analysis of effectiveness was not conducted because of insufficient studies with robust study designs and matched outcomes or interventions. Conclusions Current evidence on the effectiveness of digital health strategies for cervical cancer control is limited and, in most cases, is associated with a high risk of bias. Further studies are recommended to expand the investigation of digital health strategies for cervical cancer using robust study designs, explore other LMIC settings with a high burden of cervical cancer (eg, South America), and test a greater diversity of digital strategies.
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Гнатышина, Елена Александровна, Владимир Анатольевич Белевитин, and Елена Аркадьевна Гафарова. "ELECTRONIC SIMULATORS – AN IMPORTANT RESOURCE MODERNIZATION OF PROFESSIONAL PEDAGOGICAL EDUCATION." Tomsk state pedagogical university bulletin, no. 5(217) (September 3, 2021): 69–77. http://dx.doi.org/10.23951/1609-624x-2021-5-69-77.
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Введение. Модернизация педагогического профессионального образования предполагает его адаптацию к изменившимся социально-экономическим и государственно-политическим условиям развития России и освоение опыта модернизации образовательной сферы, накопленного другими странами. В современной образовательной организации информационно-коммуникационная инфраструктура – один из главных компонентов образовательного процесса, обладающая широким диапазоном дидактических электронно-образовательных ресурсов (ЭОР) в качестве практико-ориентированной тактики оптимизации образовательного процесса. Цель – определение подходов повышения эффективности образовательного процесса на основе применения электронных тренажеров в подготовке будущих специалистов. Материал и методы. Основными источниками концептуальной разработки принципиально нового ЭОР-образовательного контента педагогического инструментария и инновационных форм его освоения являлись опыт профессиональной подготовки обучающихся СПО ГПБОУ «Южно-Уральский государственный технический колледж», бакалавров и магистрантов Профессионально-педагогического института ФГБОУ ВО «Южно-Уральский государственный гуманитарно-педагогический университет» по направлению подготовки 44.04.44 Профессиональное обучение в рамках профиля «Управление информационной безопасностью в профессиональной образовательной организации»; процесс интегративного задействования работодателей в разработках медиаконтента электронных тренажеров (ЭТ); практический опыт формирования практико-ориентированных профессиональных компетенций обучающихся. Основными методами исследования выступили теоретический анализ опубликованных в научной литературе материалов по проблеме интеграционной реализации ЭОР-обеспечения качественной реализации регламента Федерального государственного образовательного стандарта 3++ профессионального обучения бакалавров и магистрантов. Результаты и обсуждение. Проанализированы материалы публикаций по проблеме приведения к современным потребностям рынка труда профессионального образования, основные затруднения которого связаны с довольно сложной его внутренней семантикой, включающей несколько значимых уровней иерархии и связи между разными типами очень разобщенной информации. С позиций теории надежности без научно обоснованного подхода к разработкам в рамках квалиметрической цифровизации на основе использования ресурсов различных контент-платформ и кроссплатформенных шаблонов ЭОР надеяться на получение обнадеживающих результатов практически невозможно. Особая роль в свете нередко вынужденного применения дистанционного обучения принадлежит такому педагогическому инструментарию, как ЭТ, предназначенному для взаимосвязанного выполнения трех основных функций – диагностической, обучающей, воспитательной – при отработке практических умений и навыков обучающихся, формирования у них навыков действий моторно-рефлекторного и когнитивного типа в сложных ситуациях. Реализация на базе плагина CodeRunner (версия 3.3.0) для Moodle многопользовательского ЭТ для обеспечения качественного формирования универсальных и общепрофессиональных компетенций позволила выявить, что использование ЭТ способствует росту учебных достижений обучающихся на, по меньшей мере, 15 %. При этом, кроме повышения средних значений показателей учебных достижений обучающихся, зафиксировано увеличение на 18 % и их медианных характеристик, т. е. соответствующее уменьшение доли обучающихся с выбором неверных дескрипторов в ответах на вопросы контрольных тестов. Проанализированы тенденции применения ЭОР для повышения практико-ориентированной составляющей компоненты профессионального образования. Одним из направлений в свете нередко вынужденной дистанционной формы обучения является применение медиаконтента ЭТ, предназначенных для формирования навыков действий моторно-рефлекторного и когнитивного типа в сложных ситуациях, понимания сущности протекающих процессов на основе взаимосвязанного выполнения трех основных функций – диагностической, обучающей, воспитательной при отработке практических умений и навыков обучающихся. Заключение. Ресурсные возможности верификации вариантов архитектур контент-платформ и кроссплатформенных шаблонов такого педагогического инструментария ЭОР, как ЭТ, а также инновационных форм их освоения и внедрения позволяют надеяться на получение обнадеживающих результатов поиска путей повышения эффективности образовательного процесса профессиональных образовательных организаций (ПОО), своевременного нивелирования противоречий между требованиями работодателей современного постиндустриального общества и уровнем сформированности профессиональных компетенций выпускников ПОО. Introduction. The need to modernize the educational process in Russia is undeniable. Modernization of pedagogical professional education involves its adaptation to the changed socio-economic and state-political conditions of Russia’s development and the development of the experience of modernization of the educational sphere accumulated by other countries. In a modern educational organization, information and communication infrastructure is one of the main components of the educational process, which has a wide range of didactic electronic educational resources (ESR) as a practice-oriented tactic for optimizing the educational process. The aim is to identify approaches to improving the efficiency of the educational process based on the use of electronic simulators in the training of future specialists. Material and methods. The main sources of the conceptual design of fundamentally new e-learning resources-educational content, pedagogical tools and innovative forms of its development was the experience of professional training of students of “South Ural State Technical College”, bachelor and master degree students of Professional Pedagogical Institute of Russian State Vocational Pedagogical University in the direction of training 44.04.44 Vocational training in the framework of the specialty “Information Security Management in Professional Educational Institutions”; the process of integrative involvement of employers in the development of electronic media simulators; practical experience of forming practice-oriented professional competences of students. The main methods of research are theoretical analysis of the published material on the integration of the implementation of the ESM-ensure high-quality implementation of the regulations of the federal state educational standards 3 ++ for professional training of bachelors and undergraduates. Results and discussion. We have analyzed the materials of publications on the problem of bringing professional education to the modern needs of the labor market, the main difficulties of which are associated with its rather complex internal semantics, including several significant levels of hierarchy and connections between different types of very fragmented information that is not acceptable enough for making effective decisions, including in the conditions of forced use of distance learning. From the standpoint of reliability theory, it is almost impossible to hope for encouraging results without a scientifically-based approach to development within the framework of qualimetric digitalization based on the use of resources from various content platforms and cross-platform ERM templates. A special role in the light of the often forced use of distance learning belongs to such pedagogical tools as an electronic simulator (ES), designed for the interrelated performance of three main functions-diagnostic, training, and educational-when working out practical skills of students, forming their skills of motor-reflex and cognitive actions in difficult situations, understanding the essence of the processes and their mutual dependence. Implementation on the basis of CodeRunner plugin (V3.3.0) for Moodle multiplayer FLOOR in the provision of quality of formation of universal and professional competencies of vocational education students in these areas has allowed to reveal that the use of ES contributes to the growth of educational achievements of students, at least 15 %, which, in turn, affects the increase of the level (degree) of the formation of their competence, predetermining improving the efficiency of the educational process, improvement of its constituent elements. Thus in addition to increasing the average educational achievements of students still recorded an increase of 18 % and median characteristics, then there is a corresponding decrease in the proportion of students with high handles in replies to questions of control tests. Effective modernization of the educational process of pedagogical professional education, in our opinion, largely depends on the integrative implementation of the use of innovative platforms of various architectures and cross-platform templates of EOR-educational content of pedagogical tools, based within the framework of the modern teaching paradigm on the conceptual provisions and methods of pedagogy, measurements, mathematical modeling and scientific and analytical statistics of the qualimetric approach. The article analyzes the trends in the use of electronic educational resources (EER) to improve the practice-oriented component of the component of professional education. One of the directions in the light of often forced distance learning is the use of media content of electronic simulators (ES), designed to form the skills of motor-reflex and cognitive actions in complex situations, understanding the essence of the processes on the basis of the interrelated performance of three main functions-diagnostic, training, educational in the development of practical skills of students. Conclusion. The resource capabilities of verifying the variants of content platform architectures and cross-platform templates of such educational tools of EOR as ES, as well as innovative forms of their development and implementation, allow us to hope for encouraging results in finding ways to improve the efficiency of the educational process of professional educational organizations (VET), timely leveling of the contradiction between the requirements of employers of the modern post-industrial society and the level of formation of professional competencies of VET graduates.
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Istúriz, Raúl E., and Claude Carbon. "Antibiotic Use in Developing Countries." Infection Control & Hospital Epidemiology 21, no. 6 (2000): 394–97. http://dx.doi.org/10.1086/501780.
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Antimicrobials have been used successfully for over 6 decades, but genes expressing resistance to them have emerged in strains of bacteria and have disseminated through the global ecosystem to reach infecting microorganisms, produce disease, and seriously interfere with therapy, allowing infections to progress and kill despite antibiotic administration. The upsurge in prevalence of such resistance genes in the bacterial population that colonize and infect humans involves two processes, emergence and dissemination, in both of which there have been contributions from the developing world, where resistance is common and increasing. The emergence of pneumococcal isolates noted in Papua New Guinea and later in South Africa that 1 decade later spread to most of the world and the intercontinental spread between the United States and Venezuela of a new gentamicin resistance gene carried on an epidemic plasmid are examples of the ability of bacteria to travel freely, without regard to borders. Complex societal issues such as the misuse of antibiotics by physicians, pharmacists, and the public; the suboptimal quality of the drugs (emergence); and conditions such as crowding, lack of hygiene, poor or nonexistent hospital infection control practices, or insufficient surveillance (dissemination) play a largely unmeasured role that requires study and solutions. In the meantime, we may intervene to delay the emergence of resistance and to limit its spread by promoting the judicious use of antibiotics both at the local level as well as from multinational organized cooperative efforts. Education and improvement of surveillance and socioeconomic conditions are integral parts of any solution strategy.
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Rodriguez-Galindo, Carlos, Paola Friedrich, Patricia Alcasabas, et al. "Toward the Cure of All Children With Cancer Through Collaborative Efforts: Pediatric Oncology As a Global Challenge." Journal of Clinical Oncology 33, no. 27 (2015): 3065–73. http://dx.doi.org/10.1200/jco.2014.60.6376.
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Advances in the treatment of childhood cancers have resulted in part from the development of national and international collaborative initiatives that have defined biologic determinants and generated risk-adapted therapies that maximize cure while minimizing acute and long-term effects. Currently, more than 80% of children with cancer who are treated with modern multidisciplinary treatments in developed countries are cured; however, of the approximately 160,000 children and adolescents who are diagnosed with cancer every year worldwide, 80% live in low- and middle-income countries (LMICs), where access to quality care is limited and chances of cure are low. In addition, the disease burden is not fully known because of the lack of population-based cancer registries in low-resource countries. Regional and ethnic variations in the incidence of the different childhood cancers suggest unique interactions between genetic and environmental factors that could provide opportunities for etiologic research. Regional collaborative initiatives have been developed in Central and South America and the Caribbean, Africa, the Middle East, Asia, and Oceania. These initiatives integrate regional capacity building, education of health care providers, implementation of intensity-graduated treatments, and establishment of research programs that are adjusted to local capacity and local needs. Together, the existing consortia and regional networks operating in LMICs have the potential to reach out to almost 60% of all children with cancer worldwide. In summary, childhood cancer burden has been shifted toward LMICs and, for that reason, global initiatives directed at pediatric cancer care and control are needed. Regional networks aiming to build capacity while incorporating research on epidemiology, health services, and outcomes should be supported.
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Gravett, Willem Hendrik. "Pericles Should Learn to Fix a Leaky Pipe – Why Trial Advocacy Should Become Part of the LLB Curriculum (Part 1)." Potchefstroom Electronic Law Journal 21 (February 1, 2018): 1–30. http://dx.doi.org/10.17159/1727-3781/2018/v21i0a2637.
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It is a sad fact that at most university law schools in South Africa, a student can graduate without ever having set foot in a courtroom, and without ever having spoken to, or on behalf of, a person in need of advice or counsel. The past several years have witnessed a swelling chorus of complaints that the current LLB curriculum produces law graduates who were "out of their depth" in practice. My purpose is to make a case for the inclusion in the LLB curriculum of a course in trial advocacy. This endeavour of necessity invokes the broader debate over the educational objectives of a university law school – a debate memorably framed by William Twining as the two polar images of "Pericles and the plumber". My thesis is that the education of practising lawyers should be the primary mission of the university law school. The first part of this contribution is a response to those legal academics who hold that the role of the law school is to educate law students in the theories and substance of the law; that it is not to function as a trade school or a nursery school for legal practice. With reference to the development of legal education in the United States, I argue that the "education/training" dichotomy has been exposed as a red herring. This so-called antithesis is false, because it assumes that a vocational approach is necessarily incompatible with such values as free inquiry, intellectual rigour, independence of thought, and breadth of perspective. The modern American law school has shown that such so-called incompatibility is the product of intellectual snobbery and devoid of any substance. It is also often said that the raison d'être of a university legal education is to develop in the law student the ability "to think like a lawyer". However, what legal academics usually mean by "thinking like a lawyer" is the development of a limited subset of the skills that are of crucial importance in practising law: one fundamental cognitive skill – analysis – and one fundamental applied skill – legal research. We are not preparing our students for other, equally crucial lawyering tasks – negotiating, client counselling, witness interviewing and trial advocacy. Thinking like a lawyer is a much richer and more intricate process than merely collecting and manipulating doctrine. We cannot say that we are fulfilling our goal to teach students to "think like lawyers", because the complete lawyer "thinks" about doctrine and about trial strategy and about negotiation and about counselling. We cannot teach students to "think like lawyers" without simultaneously teaching them what lawyers do. An LLB curriculum that only produces graduates who can "think like lawyers" in the narrow sense ill-serves them, the profession and the public. If the profession is to improve the quality of the services it provides to the public, it is necessary for the law schools to recognise that their students must receive the skills needed to put into practice the knowledge and analytical abilities they learn in the substantive courses. We have an obligation to balance the LLB curriculum with courses in professional competence, including trial advocacy – courses that expose our students to what actually occurs in lawyer-client relationships and in courtrooms. The skills our law students would acquire in these courses are essential to graduating minimally-competent lawyers whom we can hand over to practice to complete their training. The university law school must help students form the habits and skills that will carry over to a lifetime of practice. Nothing could be more absurd than to neglect in education those practical matters that are necessary for a person's future calling.
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Popoola, Oluwatoyin Muse Johnson. "Preface to the Second Issue of Indian Pacific Journal of Accounting and Finance." Indian-Pacific Journal of Accounting and Finance 1, no. 2 (2017): 1–3. http://dx.doi.org/10.52962/ipjaf.2017.1.2.10.
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I welcome you to the Vol. 1 Issue 2 of Indian-Pacific Journal of Accounting and Finance. You will recall in Issue 1, I made known our commitment to publish high-quality, impactful papers and to bring scholars who share our vision and mission into the Editorial Advisory Board. Dr Ishaya John Dabari (Modibbo Adamawa University of Technology, Adamawa, Nigeria) has consented to join the Editorial Advisory Board. I am pleased to welcome him on board.
 In Issue 2, all the presentations are international research with emphasis on corporate governance and risk management, internal auditing, accounting information system, education, telecommunications, and banking sectors. 
 In the first paper captioned “Effect of Risk Management Committee on Monitoring Mechanismsâ€, Dr Rachael Oluyemisi Arowolo (Chrisland University), Prof Dr Ayoib B. Che-Ahmad (Universiti Utara Malaysia), and Asst. Prof. Dr Oluwatoyin Muse Johnson Popoola (Universiti Utara Malaysia) examines the influence of risk management committee (RMC) on monitoring mechanisms (MM) in Sub-Saharan Africa. The paper provides empirical supports for RMC association with monitoring mechanisms to reduce agency problems, using the secondary data (2010-2012) of Nigerian non-financial listed companies. The article recommends to the board of Nigerian companies to explore the usefulness of RMC in monitoring the management and controlling shareholders to lessen agency problems and protect the interests of the minority shareholders.
 In the second paper entitled “Aligning Corporate Governance with Enterprise Risk Management Adoption in the Nigerian Deposit Money Banksâ€, Dr Ishaya John Dabari (Modibbo Adama University of Technology), Sini Fave Kwaji (Modibbo Adama University of Technology), and Ghazali Zulkurnai (Universiti Utara Malaysia) align corporate governance (CG) with Enterprise Risk Management (ERM) adoption in the Nigerian Deposit Money banks (DMBs). Their study used cross-sectional research design, survey method and questionnaire technique to collect data in 21 Nigerian DMBs. Out of 722 questionnaires distributed, 435 were found usable for further analysis through Structural Equation Modeling in Stata. The paper empirically reveals the significant positive relationship between CG and ERM adoption regarding internal audit effectiveness, human resource competency and top management commitment. The study provides insightful results for the banking industry, regulators, practitioners, academia and other stakeholders, perhaps to render assistance in the areas of policy formulation, implementation and evaluation.
 In the third paper titled “Independence and Management Support: The advocate for Internal Auditors’ Task Performance in Tertiary Institutionsâ€, Oyewumi Hassan Kehinde (Universiti Utara Malaysia), Prof Dr Ayoib B. Che-Ahmad (Universiti Utara Malaysia), and Asst. Prof. Dr Oluwatoyin Muse Johnson Popoola (Universiti Utara Malaysia) examine the influence of independence (IND) and management support (MS) on the task performance (TP) of internal auditors in the South-West tertiary institutions in Nigeria. The study formulates and tests two hypotheses on the relationship between IND and TP in one hand, and MS and TP on the other hand. This study employs a quantitative approach, cross-sectional design, and survey questionnaire in obtaining data from 350 internal auditors from the internal audit departments/units of the universities, polytechnics, and colleges of education. The results of the PLS-SEM algorithm and bootstrapping reveal positive significant relationships between IND and TP, and the MS and TP, and hence, support the two hypotheses. The paper has a policy implication on the government/private proprietors who are owners of tertiary institutions; management and Council who control the institutions, internal auditors who are operators of internal auditing; regulatory authorities who perform oversight function on the institutions, and professional accounting and auditing bodies. The article adds to the body of knowledge and extends internal audit research to tertiary institutions.
 In the fourth paper entitled “Examining Information Disclosure on Regulatory Compliance of Telecommunication Companies in Nigeriaâ€, Sini Fave Kwaji (Modibbo Adama University of Technology), Dr Ishaya John Dabari (Modibbo Adama University of Technology) examine the impact of information disclosure on regulatory compliance of telecommunication companies in Nigeria. The study adopted ex-post facto research design, which relies on secondary data collected from the financial statements of three (3) telecommunication companies out of the eight (8) telecommunication companies for the period of 2004 to 2015 and analysed through the multiple regression statistics. The results reveal that computed compliance index of telecommunication companies was above average (av. 75.6%) with the requirements of regulatory agencies. Also, the findings indicate that mandatory information disclosure (MID) recorded a significant impact at 10% (weak compliance), while voluntary information disclosure (VID) showed an effect at 5% (partial compliance). The article makes a clarion call for the enforcement of full compliance by all the telecommunication companies operating in Nigeria and therefore, recommends to the National Communication Commission (NCC) to monitor the compliance with the requirements of information disclosure and pursue its objective to achieve best corporate governance practices in Nigerian telecommunication companies.
 In the fifth paper titled “Examining CAATTs implementation by internal auditors in the public sector.†Dr Aidi Ahmi (Universiti Utara Malaysia), Associate Prof Dr Siti Zabedah Saidin (Universiti Utara Malaysia), and Dr Akilah Abdullah (Universiti Utara Malaysia) investigate the implementation of CAATTs by internal auditors in the Malaysian public sector. Their research reports the results from 12 interviews conducted with internal audit departments in both federal and state levels. The study revealed the implementation of CAATTs by internal auditors in public sector is still low because of lack of expertise, high implementation and maintenance cost, limited access of auditee’s data, and preference to conduct the audit manually. Furthermore, it is not mandatory for them to use CAATTs. The evidence is a contrast with the encouragement made by the government to improve the IT usage in public sector. The results implied that training for future auditors in CAATTs to ensure the successful implementation is crucial and strategic. For CAATTs to be a success, the head of internal audit must possess the awareness about the importance of CAATTs as well as enforcement of its implementation.
 As you read through this Vol. 1 Issue 2 of IPJAF, I would like to recap that the success of the journal depends on your active participation and those of your colleagues and friends through submission of high-quality articles for review and publication.
 I reiterate to our prospective authors to enjoy the benefits IPJAF provides about mentoring nature of the unique review process, which offers high quality, and helpful reviews tailored to assist authors in improving their manuscripts.
 I acknowledge your support as we endeavour to make IPJAF the most authoritative journal on accounting and finance for the community of academic, professional, industry, society and government.
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Jacobs, Lynette, and Corene De Wet. "Evaluation of the Vocational Education Orientation Programme (VEOP) at a university in South Africa." International Review of Research in Open and Distributed Learning 14, no. 4 (2013). http://dx.doi.org/10.19173/irrodl.v14i4.1568.
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<p>To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.</p>
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Richter, M. S. "Standards for perinatal education Part 1." Curationis 25, no. 1 (2002). http://dx.doi.org/10.4102/curationis.v25i1.693.
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Quality control in perinatal education is imperative, with the purpose to deliver a high quality and appropriate healthcare service to the family in the perinatal period. The purpose of this study was to develop valid standards for perinatal education in South Africa.
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Ngubane, Phiwokuhle. "Dynamics and Complexities of Work Based Education in the Context of Technical, Vocational and Training Colleges." JOURNAL OF HUMAN ECOLOGY 74, no. 1-3 (2021). http://dx.doi.org/10.31901/24566608.2021/74.1-3.3291.
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ABSTRACT Technical Vocational Education and Training (TVET) in South Africa has undergone major institutional, structural and curricular changes over the last twenty-seven years. At the centre of these changes lie skills mismatch and poor quality of graduates who have gone through Work Based Education (WBE) experience. This study was conducted on two campuses of one of the public TVET colleges in northern KwaZulu-Natal Province of South Africa. This mixed-method study used purposive sampling to identify the sample size of 21 participants, which comprised campus managers, senior lecturers and WBE champions. The findings revealed that the college management is failing to give necessary support to the implementers on the ground to carry out the WBE programme. Findings also revealed that the college management seems not to fully comprehend their role in enforcing compliance with the regulation guiding the WBE implementation. The need to strengthen ties with existing host employers and to recruit new host employers to address a serious shortage in graduate placement is evident. The study recommends that a clear vision for the implementation of WBE be prioritised and communicated to all stakeholders for effective implementation of the programme.
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Olaniran, Sunday Olawale. "Dynamics and Complexities of Work Based Education in the Context of Technical, Vocational and Training Colleges." JOURNAL OF HUMAN ECOLOGY 73, no. 1-3 (2021). http://dx.doi.org/10.31901/24566608.2021/73.1-3.3291.
Full textAbstract:
Technical Vocational Education and Training (TVET) in South Africa has undergone major institutional, structural and curricular changes over the last twenty-seven years. At the centre of these changes lie skills mismatch and poor quality of graduates who have gone through Work Based Education (WBE) experience. This study was conducted on two campuses of one of the public TVET colleges in northern KwaZulu-Natal Province of South Africa. This mixed-method study used purposive sampling to identify the sample size of 21 participants, which comprised campus managers, senior lecturers and WBE champions. The findings revealed that the college management is failing to give necessary support to the implementers on the ground to carry out the WBE programme. Findings also revealed that the college management seems not to fully comprehend their role in enforcing compliance with the regulation guiding the WBE implementation. The need to strengthen ties with existing host employers and to recruit new host employers to address a serious shortage in graduate placement is evident. The study recommends that a clear vision for the implementation of WBE be prioritised and communicated to all stakeholders for effective implementation of the programme.
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Janse van Rensburg, Michelle N. S., and Tessa S. Marcus. "Evaluating community health worker education policy through a National Certificate (Vocational) Primary Health qualification lens." African Journal of Primary Health Care & Family Medicine 12, no. 1 (2020). http://dx.doi.org/10.4102/phcfm.v12i1.2104.
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Background: In 2018, the South African National Department of Health (NDoH) published a 5-year policy framework and strategy for Ward-Based Primary Healthcare Outreach teams to improve team management and leadership and support service delivery. In the same year, the World Health Organization (WHO) published guidelines on health policy and system support to optimise Community Health Worker (CHW) programmes.Aim: This article aims to assess the National Certificate (Vocational), or NC(V), Primary Health qualification in terms of the education and training guidelines and recommendations of the 2018 NDoH and WHO policy documents.Setting: The qualification was initiated in 2013 at 12 Technical and Vocational Education and Training (TVET) colleges across South Africa. The evaluation covered the period 2013–2017.Methods: Pragmatic qualitative enquiry was used to examine the context, design, implementation and outcomes of the qualification. Data collection involved document reviews, key informant in-depth interviews and focused group discussions, and individual reflections with respondents from one part-time and two full-time offerings at two colleges. Analyses of emergent themes were interpreted using appropriate models and theoretical frameworks.Results: The Department of Higher Education and Training (DHET) created and implemented a standardised, curriculated national programme for CHW education that structured theoretical and practical learning over time to ensure assimilation of content and its application in practice.Conclusion: NC(V) Primary Health, as a single, national, quality-assured qualification for CHWs, meets WHO 2018 guidelines and recommendations, NDoH training needs and CHWs learning expectations, especially when offered part-time. Despite the termination of the programme, it remains a relevant option for CHWs in South Africa and elsewhere.
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Gaffoor, Aasief, and André Van der Bijl. "Factors influencing the intention of students at a selected TVET college in the Western Cape to complete their National Certificate (Vocational) Business Studies programme." Journal of Vocational, Adult and Continuing Education and Training 2, no. 2 (2019). http://dx.doi.org/10.14426/jovacet.v2i2.70.
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Student dropout, also called ‘early departure’, is a significant problem in South Africa’s post-school education and training (PSET) landscape, specifically in the technical and vocational education and training (TVET) sector. The challenge of student retention and programme completion (the antithesis of dropping out) is equally significant and important to TVET institutions, the state department responsible (Department of Higher Education and Training) and the South African economy. Early departure negatively influences the success rates of educational institutions. It also influences the chances of personal employment and financial well-being of individual students, causing financial ripple effects on society and government. Students’ decisions to remain or leave college or a programme are influenced by a variety of individual and social factors, both internal and external, including people close to the students and the policies, systems and structures within which students interact. These factors also encompass the quality and friendliness of teachers, social interaction with teachers and peers, and the role played by friends in academic achievement. This article reports on a study of student perspectives on the internal and external factors that influence their retention in, and completion of, a TVET college Business Studies National Certificate (Vocational) (NC(V)) programme in the Western Cape, South Africa. An improved understanding of student experiences, intentions, and decision-making processes leading to persistence provides a foundation for improving student retention and programme completion in a TVET environment.
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Juan, Andrea, and Sylvia Hannan. "Expressing Organisational Autonomy: A Case Study of South African Further Education and Training Colleges." Politeia 38, no. 2 (2019). http://dx.doi.org/10.25159/2663-6689/5927.
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The organisational governance of further education and training colleges in South Africa has been cited as an obstacle to the institutions’ ability to contribute to the developmental needs of the country. In response, the government has instituted major policy reforms since 1996, including a move towards granting greater organisational autonomy to these colleges, with limited success. The purpose of the study was to gain an understanding of the causes of these governance issues by examining the effect of the organisational environment, with specific focus on the power dynamics that characterised that environment between 2010 and 2012. A qualitative research approach was adopted to answer two research questions: (i) How did the concentration of power in the external environment affect the expression of autonomy of further education and training colleges between 2010 and 2012? and (ii) How did the colleges respond to the power dynamics in the external environment? The analysis of data from case studies of two further education and training colleges revealed that the government had applied external control over the institutions, thereby constraining the overt expression of autonomy. However, the colleges were not without agency and were able to respond strategically to demands from the policy environment. Thus, this study offers a counter-narrative in South African literature on governance in vocational colleges, and the authors of this article assert that the failing governance in respect of the case studies was a result of external forces (power dynamics) rather than the internal characteristics of the colleges.
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Arendse, Lorette. "Falling through the cracks: The plight of "over-aged" children in the public education system." De Jure 54 (2021). http://dx.doi.org/10.17159/2225-7160/2021/v54a7.
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The legislative and policy framework regulating compulsory education in South Africa requires that learners beyond the age of fifteen enrol in an adult education centre to meet their educational needs. Adult education which has been called the "dysfunctional stepchild" of South African education, is poorly regulated in terms of access and quality control. Therefore, learners who are forced to leave the formal schooling sector are not necessarily guaranteed a placement in an adult education facility. This article focuses on a specific cohort of learners between the ages of fifteen and eighteen who are technically children in terms of South African law and therefore in need of special protection. In particular, the article assesses the extent to which the constitutional rights of these learners are violated by the current compulsory education legislative and policy structure. These rights include the rights to basic education, equality as well as the bests interests of the child.
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Dzvapatsva, Godwin P., Zoran Mitrovic, and Anthony D. Dietrich. "Use of social media platforms for improving academic performance at Further Education and Training colleges." SA Journal of Information Management 16, no. 1 (2014). http://dx.doi.org/10.4102/sajim.v16i1.604.
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Background: The National Certificate Vocational (NC[V]) curriculum offered by Further Education and Training (FET) colleges was introduced in 2007 to address the skills shortage in South Africa. Information Technology (IT) lecturers encountered a number of challenges in delivering lessons throughout the course, which affected the academic performance of learners. The biggest challenges identified were the lack of adequate contact hours for the course and inconsistency in the way in which final examination papers were set.Objectives: The aim of the project was to investigate the use of: (1) a knowledge portal for verifying the quality of assessments by lecturers and (2) social media to increase contact time with FET college students in an attempt to improve their academic performance.Method: The NC(V) level 3 student test scores for 2011 were compared to those of 2012. In addition to the test scores, students also received a questionnaire so as to determine their perceptions on social media usage. Lecturers also received a questionnaire on their perception of the knowledge portal.Results: The data collected from seven lecturers and 38 students indicated a 35% (from 30% – 65%) improvement in academic performance after the introduction of the interventions, that is social media and a knowledge portal; an indication of the importance of electronic media in enhancing learning.Conclusion: The research offered FET lecturers an additional method for learning and teaching in that they could use the knowledge portal to set up quality assessments for the students and social media to increase contact learning time.
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"Records Management Programs in Higher Learning Institution: Case Study of Nelson Mandela Drive Campus Walter Sisulu University, South Africa." International Journal of Community Development and Management Studies 4 (2020): 023–39. http://dx.doi.org/10.31355/72.
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NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose....................................................................................................................................................................................................... The main aim of this study was to investigate the status of records management program at Walter Sisulu University (WSU) using the Nelson Mandela Drive Site of Mthatha Campus as a case study. Background......................................................................................................................................................................................................... For an organization to function effectively, records (both in electronic and paper format) need to be captured, recorded and secured in order to ensure their authenticity, integrity, reliability and accessibility. The core functions of a university are learning, teaching, research and community engagement, and in order to carry out these functions records are created and received. Records therefore, constitute an essential instrument of administration of any institutions without which operational processes and functions cannot be executed (Kendall and Mizra, 2006). Thus, a proper and efficient managing of records is critical to functioning and administration of institutions. Council of Higher Education (2000) pointed out that record-keeping in the higher education institutions in South Africa was inadequate. Effective records management in universities in the Eastern Cape has not been adequately documented. Hence, this study investigates the records management program that exist in WSU. Although legislation regulating the management of records in South Africa exist, they might be ignorance on the part of certain officials entrusted with managing WSU records and that could have adverse effect on the performance of WSU and ultimately on service delivery. Methodology....................................................................................................................................................................................................... This study may have influence in policy formulation and compliance with the judicial directives on records management program of universities. It may also help improve service delivery, by enabling orderly, accountable and efficient management of universities records. Contribution........................................................................................................................................................................................................ This study may have influence in policy formulation and compliance with the judicial directives on records management program of universities. It may also help improve service delivery, by enabling orderly, accountable and efficient management of universities records. Findings .............................................................................................................................................................................................................. The major findings of the study revealed WSU fell below the requirements in terms of records management program on maintaining records that document its business activities. Inadequate infrastructure, inadequacy regarding the desirable control of WSU records at each stage as required by the records life cycle framework was also found to be inadequate and limited knowledge of legal requirements regarding records management. Recommendations for Practitioners................................................................................................................................................................. Based on the findings, the following recommendations were made. Effort should be made to implement a Centralized control of Decentralized Registry System (Integrated Registry System), provision of training of staff, as well as proper infrastructural facilities to manage WSU records that document its business activities. Recommendation for Researchers................................................................................................................................................................... There is a need for further studies of this kind in other Universities, Technical and Vocational Education (TVET) Colleges in the Eastern Cape Province in order to establish their practices in managing records that document their business activities. Impact on Society.............................................................................................................................................................................................. The research will assist to highlight to administrators, policy makers of universities that proper records management could help universities to manage their information efficiently, fulfill their mandate, protect them from litigation, preserve their corporate memory, and foster accountability and good governance. Future Research.................................................................................................................................................................................................. A study to check the readiness of institution of higher learning to manage electronic records that documents their business activities in the 21st Century digital era will be vital in this context.
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Barrera-Cancedda, Amy Elizabeth, Kathryn A. Riman, Julianna E. Shinnick, and Alison M. Buttenheim. "Implementation strategies for infection prevention and control promotion for nurses in Sub-Saharan Africa: a systematic review." Implementation Science 14, no. 1 (2019). http://dx.doi.org/10.1186/s13012-019-0958-3.
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Abstract Background Despite impressive reductions in infectious disease burden within Sub-Saharan Africa (SSA), half of the top ten causes of poor health or death in SSA are communicable illnesses. With emerging and re-emerging infections affecting the region, the possibility of healthcare-acquired infections (HAIs) being transmitted to patients and healthcare workers, especially nurses, is a critical concern. Despite infection prevention and control (IPC) evidence-based practices (EBP) to minimize the transmission of HAIs, many healthcare systems in SSA are challenged to implement them. The purpose of this review is to synthesize and critique what is known about implementation strategies to promote IPC for nurses in SSA. Methods The databases, PubMed, Ovid/Medline, Embase, Cochrane, and CINHAL, were searched for articles with the following criteria: English language, peer-reviewed, published between 1998 and 2018, implemented in SSA, targeted nurses, and promoted IPC EBPs. Further, 6241 search results were produced and screened for eligibility to identify implementation strategies used to promote IPC for nurses in SSA. A total of 61 articles met the inclusion criteria for the final review. The articles were evaluated using the Joanna Briggs Institute’s (JBI) quality appraisal tools. Results were reported using PRISMA guidelines. Results Most studies were conducted in South Africa (n = 18, 30%), within the last 18 years (n = 41, 67%), and utilized a quasi-experimental design (n = 22, 36%). Few studies (n = 14, 23%) had sample populations comprising nurses only. The majority of studies focused on administrative precautions (n = 36, 59%). The most frequent implementation strategies reported were education (n = 59, 97%), quality management (n = 39, 64%), planning (n = 33, 54%), and restructure (n = 32, 53%). Penetration and feasibility were the most common outcomes measured for both EBPs and implementation strategies used to implement the EBPs. The most common MAStARI and MMAT scores were 5 (n = 19, 31%) and 50% (n = 3, 4.9%) respectively. Conclusions As infectious diseases, especially emerging and re-emerging infectious diseases, continue to challenge healthcare systems in SSA, nurses, the keystones to IPC practice, need to have a better understanding of which, in what combination, and in what context implementation strategies should be best utilized to ensure their safety and that of their patients. Based on the results of this review, it is clear that implementation of IPC EBPs in SSA requires additional research from an implementation science-specific perspective to promote IPC protocols for nurses in SSA.
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Geyer, N. "Legal limitations for nurse prescribers in Primary Health Care." Curationis 21, no. 4 (1998). http://dx.doi.org/10.4102/curationis.v21i4.668.
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The nurse plays an important role in the delivery of primary health care services in South Africa. The primary purpose is to provide the public with access to safe competent basic health care and to achieve this, the nurse should be empowered to practice within legal and ethical boundaries. This paper explores and describes the limitations imposed by legislation on the nurse’s ability to prescribe treatment in the primary health care field. The focus is mainly on the Nursing Act, the Pharmacy Act and the Medicines and Related Substances Control Act which highlights a number of limitations. It is concluded that empowerment of the nurse should not only include addressing the legal boundaries for practice, but also education and training opportunities to equip them with the expert knowledge and skills that they need to render a quality health care service.
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Gerber, Markus, Serge A. Ayekoé, Johanna Beckmann, et al. "Effects of school-based physical activity and multi-micronutrient supplementation intervention on growth, health and well-being of schoolchildren in three African countries: the KaziAfya cluster randomised controlled trial protocol with a 2 × 2 factorial design." Trials 21, no. 1 (2020). http://dx.doi.org/10.1186/s13063-019-3883-5.
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Abstract Background In low- and middle-income countries, infectious diseases remain a key public health issue. Additionally, non-communicable diseases are a rapidly growing public health problem that impose a considerable burden on population health. One way to address this dual disease burden, is to incorporate (lifestyle) health promotion measures within the education sector. In the planned study, we will (i) assess and compare physical activity, physical fitness, micronutrient status, body composition, infections with soil-transmitted helminths, Schistosoma mansoni, malaria, inflammatory and cardiovascular health risk markers, cognitive function, health-related quality of life, and sleep in schoolchildren in Côte d’Ivoire, South Africa and Tanzania. We will (ii) determine the bi- and multivariate associations between these variables and (iii) examine the effects of a school-based health intervention that consists of physical activity, multi-micronutrient supplementation, or both. Methods Assuming that no interaction occurs between the two interventions (physical activity and multi-micronutrient supplementation), the study is designed as a cluster-randomised, placebo-controlled trial with a 2 × 2 factorial design. Data will be obtained at three time points: at baseline and at 9 months and 21 months after the baseline assessment. In each country, 1320 primary schoolchildren from grades 1–4 will be recruited. In each school, classes will be randomly assigned to one of four interventions: (i) physical activity; (ii) multi-micronutrient supplementation; (iii) physical activity plus multi-micronutrient supplementation; and (iv) no intervention, which will serve as the control. A placebo product will be given to all children who do not receive multi-micronutrient supplementation. After obtaining written informed consent from the parents/guardians, the children will be subjected to anthropometric, clinical, parasitological and physiological assessments. Additionally, fitness tests will be performed, and children will be invited to wear an accelerometer device for 7 days to objectively assess their physical activity. Children infected with S. mansoni and soil-transmitted helminths will receive deworming drugs according to national policies. Health and nutrition education will be provided to the whole study population independently of the study arm allocation. Discussion The study builds on the experience and lessons of a previous study conducted in South Africa. It involves three African countries with different social-ecological contexts to investigate whether results are generalisable across the continent. Trial registration The study was registered on August 9, 2018, with ISRCTN. 10.1186/ISRCTN29534081.