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Artículos de revistas sobre el tema "Mentoring in education – KwaZulu-Natal"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 15 de febrero de 2022

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1

Jugmohan, Pete y Irene Muzvidziwa. "Mentoring and Principal Preparation: The Case of Kwazulu-Natal Women". International Journal of Educational Sciences 16, n.º 1-3 (4 de marzo de 2017): 150–55. http://dx.doi.org/10.1080/09751122.2017.1311646.

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Mkize, D. L., R. W. Green-Thompson, P. Ramdass, G. Mhlaluka, N. Dlamini y J. Walker. "Mental health services in KwaZulu-Natal". South African Journal of Psychiatry 10, n.º 1 (1 de abril de 2004): 6. http://dx.doi.org/10.4102/sajpsychiatry.v10i1.116.

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This article is a summary of a document prepared by a task team appointed by the Superintendent-General, Head: Department of Health, KwaZulu-Natal. The terms of reference of the task team were to scrutinise all available documents on mental health in the province and to come up with a new doc- ument entitled ‘Strategic and Implementation Plan for Delivery of Mental Health Services in KwaZulu-Natal’, with operational plans and time frames, and to make specific recommendations with regard to community mental health services and forensic psychiatry.The documents used to prepare the new document were: A Framework for the Delivery of Mental Health Services by Institutions in KwaZulu-Natal;Mental Health Services Planning Report; Strategic Policy Document for Mental Health Services in KwaZulu-Natal; Community Mental Health Services at Indlovu Region, KwaZulu-Natal; KwaZulu-Natal Health Care Act 2000; Mental Health Act 2002; World Health Report on Mental Health 2001; and Mental Health and Substance Abuse Report.The article is divided into nine sections, namely organisational structure; education, training and research; mental health ser- vice provision; highly specialised services; community mental health services; forensic mental health services; mental health and the private sector; pharmaceutical services; and summary of recommendations.

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Lamanauskas, Vincentas. "EDUCATION IN ZIMBABWE: AN INTERVIEW WITH CATHRINE KAZUNGA". ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, n.º 1 (25 de junio de 2016): 29–37. http://dx.doi.org/10.48127/spvk-epmq/16.8.29.

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Cathrine Kazunga is a full time student studying PhD in Mathematics Education with University of KwaZulu - Natal. University of KwaZulu-Natal is one of the most reputable institutions in South Africa, among the institutions with mathematics education as their main topics of research activity. She has twelve years of teaching experience in rural and urban secondary schools and ten years tertiary education of learning and teaching experience in Zimbabwe. She is an emerging researcher who has so many peer reviewed publication of three journal publications and four conference proceedings. It is possible to contact her via e-mail: kathytembo@gmail.com

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Guest, Bill. "The origins of university education in KwaZulu-Natal: The Natal University College 1909–19491". African Historical Review 48, n.º 1 (2 de enero de 2016): 36–55. http://dx.doi.org/10.1080/17532523.2016.1234012.

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Murcott, M. "A future for the doctrine of substantive legitimate expectation? The implications of Kwazulu-Natal joint liaison committee v MEC for education, Kwazulu Natal". Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 18, n.º 1 (15 de mayo de 2015): 3132. http://dx.doi.org/10.4314/pelj.v18i1.06.

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Dube, Misheck. "Poverty, Gender and Primary Education: Experiences of Learners in Elandskop, KwaZulu Natal". Global Journal of Health Science 11, n.º 5 (8 de abril de 2019): 67. http://dx.doi.org/10.5539/gjhs.v11n5p67.

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This article discusses the interconnectedness of poverty and gender and learning at primary school level in KwaZulu Natal Province of South Africa.  A qualitative study was conducted in two schools in the poverty stricken Elandskop area where data were collected using in-depth face-to-face interviews from purposely selected participants comprising of learners, educators and the headmasters. The aim was to analyse how male and female learners experience poverty, gender role socialisation and the effect on children’ bio-psychosocial health of both sexes.  While the findings of the study revealed that poverty and gender socialisation of boys and girls have bio-psychosocial negative influences on them, the gender dimension of poverty had the most negative influence on girls. It was found that primary school learners grapple with coping mechanisms when confronted with poverty coupled with limited family and professional support. Gendered family roles and oppressive religious beliefs have been found to have influence on early marriages and teenage pregnancies resulting in school dropouts. The findings of the study imply that school social work is vehemently lacking yet necessary in schools in the area to assist educators in addressing the psychosocial ill-health of learners which educators are less equipped to professionally handle. The study recommends appropriate bio-psychosocial interventions early in the lives of learners to curtail lifelong developmental predicaments.   

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Muthukrishna, Nithi, Wayne Hugo, Volker Wedekind y Farah Khan. "Emerging moral orientations amongst primary school children in the province of KwaZulu-Natal". Education as Change 10, n.º 1 (julio de 2006): 41–54. http://dx.doi.org/10.1080/16823200609487128.

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Ebrahim, Hasina Banu. "Conflicting Discourses of Private Nursery Entrepreneurs in KwaZulu-Natal, South Africa". Contemporary Issues in Early Childhood 11, n.º 1 (enero de 2010): 39–48. http://dx.doi.org/10.2304/ciec.2010.11.1.39.

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Matzopoulos, R., E. Jordaan Jordaan y G. Carolissen. "Safety issues relating to paraffin usage in Eshane, Kwazulu-Natal". Journal of Energy in Southern Africa 17, n.º 3 (1 de agosto de 2006): 4–9. http://dx.doi.org/10.17159/2413-3051/2006/v17i3a3242.

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This study describes results of a household survey conducted in Eshane in the rural Kwazulu-Natal Midlands in April 2002, including baseline sociodemographic, energy usage, paraffin-related injury and safety knowledge information. A total of 404 interviews were conducted in five villages that fell within a 10-kilometre radius of the proposed Eshane integrated Energy Centre. Paraffin usage was high (86.6%) and there were no significant differences between electrified and non-electrified villages. Paraffin ingestion by children and paraffin-related fires were reported in 3.6% and 6.3% of households respectively. The majority of respondents had heard safety messages, but message retention was only demonstrated for messages relating to fires, and not ingestion. It seems that safety education may have a role to play in the prevention and response to paraffin-related fires, but that child-resistant packaging may be the only viable intervention for the reduction of ingestion among children.

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Mutinta, Given, Kaymarlin Govender, Jeff Gow y Gavin George. "An Investigation on Students’ Risky Sexual Behavior at KwaZulu-Natal University, Durban, South Africa". American Journal of Sexuality Education 8, n.º 3 (julio de 2013): 121–39. http://dx.doi.org/10.1080/15546128.2013.828339.

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Chao, Li-Wei, Jeff Gow, Goke Akintola y Mark Pauly. "HIV/AIDS Stigma Attitudes Among Educators in KwaZulu-Natal, South Africa". Journal of School Health 80, n.º 11 (7 de octubre de 2010): 561–69. http://dx.doi.org/10.1111/j.1746-1561.2010.00542.x.

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Moralles, Sarahi, Abdukladir Egal y Wilna Oldewage-Theron. "Do Smallholder Farmers Need Nutrition Education? A Case Study from KwaZulu Natal, South Africa". Journal of International Agricultural and Extension Education 28, n.º 3 (15 de abril de 2021): 14–27. http://dx.doi.org/10.5191/jiaee.2021.28314.

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South Africa (SA) is considered as the second largest economies in Africa with well-developed agricultural food production system. But food security is still a challenge at household level. Currently, in Africa, smallholder agriculture is recognized to contribute food security at household level. This study investigates the prevalence of food insecurity and nutritional knowledge of 78 local smallholder farmers in KwaZulu Natal (KZN) province of South Africa. The results from this study indicated that nutrition knowledge was poor and food insecurity was prevalent at >40% at the household level. It is therefore recommended that future agricultural training should include nutrition education based on FBDG (Food Based Dietary Guidelines) in their respective programs so as to attain a balanced diet for healthy and productive smallholder farmer communities

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Hussain, S. B. "Crisis Communication at Higher Education Institutions in South Africa: A Public Relations Perspective". Journal of Economics and Behavioral Studies 6, n.º 2 (28 de febrero de 2014): 144–51. http://dx.doi.org/10.22610/jebs.v6i2.477.

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The higher education sector has undergone dramatic restructuring through incorporations and mergers. This restructuring has led to the breakdown of apartheid racial divides and provided a vision of a single coordinated higher education system. In addition to opportunities various challenges have also emerged from these mergers. One such challenge is that higher education institutions may find themselves in tensions with their partners which may result in disagreements that could lead to crisis situations. In crisis situations, the pace of the conflict accelerates dramatically. This means that the affected parties have to react very quickly or risk having their ability to protect their interests substantially reduced. Implicit in this is the importance of communication. Often in a crisis situation, communication gets distorted; as a result rumors often supplant real facts. Thus, clear communication needs to be pre planned and increased during a crisis. The aim of this research is to investigate the role of communication during the planning and management of a crisis at higher education institutions in KwaZulu-Natal. A qualitative methodology was employed in this study. It reports on the preliminary results of in-depth interviews that were conducted at the four public higher education institutions in KwaZulu-Natal. Themes emanating from the literature review were used to develop an interview schedule which comprised of open-ended and closed-ended questions.

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Van der Merwe, Alex. "The Potential Of Open Education Resources To Boost High School Education In South Africa's Kwazulu-Natal Province". International Business & Economics Research Journal (IBER) 14, n.º 1 (30 de diciembre de 2014): 179. http://dx.doi.org/10.19030/iber.v14i1.9043.

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Many South African high schools are under-performing with poor pass rates, particularly in mathematics and physical science. Although the countrys state of education would seem to be dire, pockets of excellence thrive in many local schools. Given this available expertise, a free and open education resource (OER) base adapted to local conditions and the necessary will, it may be possible to grow vibrant local open education communities and thus promote more equitable access to better quality education. This descriptive study sought to examine the attitudes of a sample of South African high school teachers towards OERs with the aim of gauging their willingness and capacity to use and/or develop these materials within an open economic model/framework. The study established that, in spite of respondents' recognition of the potential advantages of OERs, and even some significant reported use of these instructional tools, there appear to be serious doubts as to the level of institutional support for such open education initiatives. This is unfortunate since teachers appear to be sympathetic to the philosophy of open education and are prepared to donate regular time and effort to the business of developing these resources. The study concludes that policy, at both school and departmental levels, should be sharply realigned to embrace and actively promote the development and more widespread use of open resources. Only then is the economics of open education likely to be unleashed on a transformative scale.

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Mayombe, Celestin y Zamo Hlela. "Analyzing Constructivist Teaching and Learning in Adult Non-Formal Education Centers in KwaZulu-Natal, South Africa". International Journal of Adult, Community and Professional Learning 27, n.º 2 (2020): 13–28. http://dx.doi.org/10.18848/2328-6318/cgp/v27i02/13-28.

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Ntombela, Sithabile. "The progress of inclusive education in South Africa: Teachers’ experiences in a selected district, KwaZulu-Natal". Improving Schools 14, n.º 1 (marzo de 2011): 5–14. http://dx.doi.org/10.1177/1365480210390082.

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Samuel, Michael Anthony y Hyleen Mariaye. "De-colonising international collaboration: The University of KwaZulu-Natal-Mauritius Institute of Education Cohort PhD programme". Compare: A Journal of Comparative and International Education 44, n.º 4 (22 de mayo de 2013): 501–21. http://dx.doi.org/10.1080/03057925.2013.795100.

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Mahadea, Darma, Shaun Ramroop y Temesgen Zewotir. "Assessing entrepreneurship perceptions of high school learners in Pietermaritzburg, KwaZulu-Natal". South African Journal of Economic and Management Sciences 14, n.º 1 (23 de marzo de 2011): 66–79. http://dx.doi.org/10.4102/sajems.v14i1.59.

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Although South Africa achieved positive economic growth rates since the advent of democracy in 1994, the formal sector has not been able to absorb the annual increasing number of job-seekers on the market and solve the unemployment problem. The exercise of entrepreneurship, through business formations and expansions, is regarded as a vehicle for job creation and output expansion. According the Global Entrepreneurship Monitor (GEM) reports, South Africa’s level of early stage total entrepreneurial activity (TEA) is rather low relative to other countries at a similar level of development. This is partly owing to skills and resource limitations. If more individuals could realistically be exposed to practical entrepreneurship education at the secondary school level, South Africa’s base for entrepreneurial capacity can be enhanced. This study uses quasi logistic regression to examine the probability of secondary school learners, in Pietermaritzburg, the capital of Kwazulu-Natal province in South Africa, to start their own business in the future. It also probes the association between the socio-economic attributes of these learners and entrepreneurship. On the basis of a survey of 275 senior school learners from 5 schools, the regression results indicate that gender, ethnic background and having a role model as well as acquiring personal skills to run one’s own business are significant factors influencing an individual’s propensity to venture into small firm self-employment in the future. Black learners are perceived to have a significantly greater disposition to enter into business than other groups, and male scholars are found to have a greater probability of starting their own business than female. As potential entrepreneurs do not necessarily come exclusively from a business family background, the supply of effective entrepreneurship can be augmented, if more young individuals with the relevant skills endowment can start opportunity firms and necessity ventures.

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Ndimande-Hlongwa, Nobuhle, Robert J. Balfour, Nhlanhla Mkhize y Charlotte Engelbrecht. "Progress and challenges for language policy implementation at the University of KwaZulu-Natal". Language Learning Journal 38, n.º 3 (noviembre de 2010): 347–57. http://dx.doi.org/10.1080/09571736.2010.511788.

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Ntshangase, Sicelo Ziphozonke y Sonja Bosch. "Dual language education: Improving the academic learning experiences of isiZulu-speaking learners in KwaZulu-Natal". South African Journal of African Languages 40, n.º 3 (1 de septiembre de 2020): 317–25. http://dx.doi.org/10.1080/02572117.2020.1855725.

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Jarvis, Janet. "Level playing fields? Addressing Physical Education delivery in three KwaZulu-Natal school contexts, South Africa". African Journal for Physical Activity and Health Sciences (AJPHES) 26, sup1_1 (31 de diciembre de 2020): 51–66. http://dx.doi.org/10.37597/ajphes.2020.s.4.

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CHAPMAN, GAVIN ASHLEY y SHALINI SINGH. "ASSESSING THE EXISTENCE OF AN ENTREPRENEURIAL PROCESS AT FURTHER EDUCATION AND TRAINING COLLEGES IN KWAZULU-NATAL". Journal of Enterprising Culture 19, n.º 02 (junio de 2011): 201–22. http://dx.doi.org/10.1142/s0218495811000714.

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FET colleges are integral centres of learning to provide students with vocational learning opportunities. This paper examined if FET colleges in Kwazulu-Natal were aware of an entrepreneurial culture that could assist them in supplementing their income to become less dependent upon the State for operational subsidies. A quantitative study with a sample size of 100 candidates was undertaken. The study revealed that although there is an awareness of entrepreneurial activities, there is a weakness in the application of an entrepreneurial process at FET colleges.

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Kallaway, Peter. "Bibliography of Materials Relevant to the Study of Education in the Colony of Natal, the Province of Natal and KwaZulu—Natal, 1839–1994: Selected with Special Attention to “Native Education”". Journal of Natal and Zulu History 30, n.º 1 (enero de 2012): 107–38. http://dx.doi.org/10.1080/02590123.2012.11964181.

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Ngwenya, Jabulisile. "Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal". Perspectives in Education 38, n.º 1 (12 de junio de 2020): 71–87. http://dx.doi.org/10.18820/2519593x/pie.v38i1.6.

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Bhengu, Thamsanqa. "School-community integration for school change: A case study of a rural secondary school in KwaZulu-Natal". Education as Change 17, n.º 1 (mayo de 2013): 63–76. http://dx.doi.org/10.1080/16823206.2013.773926.

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Davis, Glen P., Andrew Tomita, Joy Noel Baumgartner, Sisanda Mtshemla, Siphumelele Nene, Howard King, Ezra Susser y Jonathan K. Burns. "Substance use and duration of untreated psychosis in KwaZulu-Natal, South Africa". South African Journal of Psychiatry 22, n.º 1 (20 de mayo de 2016): 7. http://dx.doi.org/10.4102/sajpsychiatry.v22i1.852.

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<p><strong>Background:</strong> Substance use and psychiatric disorders cause significant burden of disease in low- and middle-income countries. Co-morbid psychopathology and longer duration of untreated psychosis (DUP) can negatively affect treatment outcomes.</p><p><strong>Objectives:</strong> The study assessed substance use amongst adults with severe mental illness receiving services at a regional psychiatric hospital in KwaZulu-Natal (South Africa). We describe the prevalence and correlates of lifetime substance use and examine the association between substance use and DUP.</p><p><strong>Methods:</strong> A cross-sectional survey recruited adults diagnosed with severe mental illness and assessed lifetime and past 3-month substance use using the World Health Organization Alcohol, Smoking and Substance Involvement Screening Test. Regression analyses were conducted to determine associations between lifetime substance use (other than alcohol and tobacco) and DUP as measured by the World Health Organization Encounter Form.</p><p><strong>Results:</strong> Amongst 87 participants, alcohol (81.6%), tobacco (75.6%) and cannabis (49.4%) were the most common substances reported for lifetime use. Risk of health-related problems (health, social, financial, legal and relationship) of cannabis use was associated with younger age, single marital status and lower education. Adjusted regression analyses indicated that use of amphetamines and methaqualone is associated with longer DUP.</p><p><strong>Conclusions:</strong> Substance use is prevalent amongst psychiatric patients in KwaZulu-Natal and may contribute to longer DUP. Mental health services in this region should address co-morbid substance use and psychiatric disorders.</p><p><strong>Keywords: </strong>Substance Use; Psychosis; KwaZulu-Natal</p>

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Mkhongi, Felicity Aphiwe y Walter Musakwa. "Perspectives of GIS Education in High Schools: An Evaluation of uMgungundlovu District, KwaZulu-Natal, South Africa". Education Sciences 10, n.º 5 (7 de mayo de 2020): 131. http://dx.doi.org/10.3390/educsci10050131.

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Geographic Information Systems (GIS) education in South Africa and elsewhere has been envisioned to be a strategy that can contribute to new ways of teaching, learning and understanding. However, very few studies have assessed how GIS is taught in South African high schools. Consequently, this study aims to analyze GIS education dynamics and perspectives in uMgungundlovu District, KwaZulu-Natal Province, South Africa. A survey with both open and close-ended questions was conducted with geography educators and geography students. Questions focused on GIS content, how the content is taught, challenges in GIS education, educators’ GIS proficiency and GIS education perspectives. The sample was guided by purposive sampling that intentionally selected schools with the desired qualities. From the results, it was evident that GIS is progressively taught in secondary schools. However, the full potential of GIS education has been restricted by challenges such as inadequate resources and limited exposure of students to GIS’s practical uses. Subsequently, the study recommends that GIS education in South African schools should be accompanied by appropriate hardware, software and opportunities for exposing students and educators to practical methods of teaching and learning GIS. Furthermore, educators should also be trained to be able to adequately equip students with GIS skills and knowledge.

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Gumbi, Phephani. "IsiZulu as an indigenous African language, and technology in the basic education sector in KwaZulu-Natal". South African Journal of African Languages 39, n.º 2 (3 de julio de 2019): 204–10. http://dx.doi.org/10.1080/02572117.2019.1618026.

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Magnani, Robert, Kate MacIntyre, Ali Mehyrar Karim, Lisanne Brown, Paul Hutchinson, Carol Kaufman, Naomi Rutenburg, Kelly Hallman, Julian May y Anthea Dallimore. "The impact of life skills education on adolescent sexual risk behaviors in KwaZulu-Natal, South Africa". Journal of Adolescent Health 36, n.º 4 (abril de 2005): 289–304. http://dx.doi.org/10.1016/j.jadohealth.2004.02.025.

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Bojuwoye, Olaniyi. "Home‐school partnership – a study of opinions of selected parents and teachers in Kwazulu Natal Province, South Africa". Research Papers in Education 24, n.º 4 (diciembre de 2009): 461–75. http://dx.doi.org/10.1080/02671520802150004.

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Ntombela, Sithabile. "Are We There Yet? Towards the Development of Inclusive Education in One District in KwaZulu-Natal, South Africa". International Journal of Learning: Annual Review 16, n.º 7 (2009): 113–22. http://dx.doi.org/10.18848/1447-9494/cgp/v16i07/46406.

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Hoque, M. y M. E. Hoque. "Knowledge of Danger Signs for Major Obstetric Complications Among Pregnant KwaZulu-Natal Women". Asia Pacific Journal of Public Health 23, n.º 6 (noviembre de 2011): 946–56. http://dx.doi.org/10.1177/1010539511428698.

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Objectives. The explicit objectives of the present study were to assess the level of knowledge on pregnancy “danger signs” and HIV status, estimate the proportion of pregnant women uses health care facilities, and identify sociodemographic predictors. Methods. A cross-sectional community-based study was conducted by means of a questionnaire survey among 340 black pregnant women from the province of KwaZulu-Natal. Results. The mean age of the pregnant women was 26 years where teenage pregnancy rate was 13%. Most of the pregnant women were single (78%), less educated (60%), and unemployed (92%). Though most of the study population (92%) attended health care facilities, only half (52%) of them knew about some of the “danger signs” of pregnancy, and 39% of them knew about their HIV status. Known HIV status was related to the knowledge of pregnancy complication ( P = .018). Knowledge of “danger signs” of pregnancy was significantly ( P = .012) associated with the age of the expectant mother. Conclusion. Low level of knowledge on “danger signs” of pregnancy and their HIV status are observed among pregnant women. This warrants an urgent attempt to introduce health education strategies to rural population of South Africa.

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Ahmed Ezzat Othman, Ayman. "A study of the competency requirements of property development graduates to meet the qualifications of the South African construction industry". Journal of Engineering, Design and Technology 12, n.º 1 (25 de febrero de 2014): 2–28. http://dx.doi.org/10.1108/jedt-04-2012-0019.

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Purpose – This paper aims to investigate the competency requirements of property development (PD) graduates at the University of KwaZulu-Natal (UKZN) as an approach to fulfil the qualifications of the construction industry in South Africa (SA). Design/methodology/approach – To achieve the above-mentioned aim, a research methodology is designed to accomplish three objectives. First, literature review is used to investigate the structure of the (PD) programme at (UKZN), National Qualifications Framework (NQF) and construction management (CM) education. Second, survey questionnaires are used to investigate the relevancy of the (PD) programme at (UKZN) towards meeting the (NQF) unit standards and the South African construction industry (SACI) requirements. Finally, summarising the conclusions and recommendations useful for future improvement of (PD/CM) education in SA. Collected data are analysed using the measure of central tendency and dispersion as well as Relative Importance Index (RII). Findings – Although the research revealed that the (PD) programme succeeded in graduating students who are adequately equipped to meet the expectations of the (SACI), a number of key areas and issues have been highlighted to enhance the (PD/CM) education in (SA) generally and (UKZN) in particular. Addressing these issues will increase the competency of (PD) graduates to meet the expectations of an ever-changing construction industry. Originality/value – This paper identifies the competency requirements of (PD) graduates at the KwaZulu-Natal region, a topic that received scant attention in construction literature and has not been previously undertaken in UKZN.

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Peters, Ricardo Martin, Garth Van Gensen, Eslyn Bleighnaul Hugh Isaacs, Mark Jonathan Botha y Visvanathan Naicker. "Education And Small Business Growth: A Gender Perspective Of Two Divergent Provinces In South Africa". International Business & Economics Research Journal (IBER) 13, n.º 5 (23 de agosto de 2014): 1127. http://dx.doi.org/10.19030/iber.v13i5.8779.

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The article attempts to identify whether the level of education and gender has an impact on the business growth of SMMEs in a developing economy. The study furthermore looks at the contribution made by the SMME sector from a spatial perspective. The Western Cape is seen as a more affluent province and a bigger contributor to the countrys GDP as opposed to KwaZulu-Natal, which comprises of the former province of Natal and the Zululand homelands. Entrepreneurship can be considered as one of the means of creating an enabling environment conducive to reducing poverty, stimulating economic growth, and creating employment opportunities, particularly in a South African context. Hence, activities in the SMME sector are often considered to be the bedrock of an economy and a key driver of growth and development. This holds most true for women assuming the role of entrepreneur, especially in developing countries. This study aims to explore and test this delicate relationship between women entrepreneurs and SMME sustainability, and to conduct empirical investigations into high-density SMME operations in two South African provinces. Survey data were collected from SMME owners/managers in the Western Cape and KwaZulu-Natal provinces of South Africa. In building on previous academic literature on SMME sustainability and women in business, various measures are developed and tested for reliability and validity. The study is cross-sectional in design, making use of trained fieldworkers to administer face-to-face surveys to a diverse set of SMMEs. A structured questionnaire was used to collect data from 465 owners/managers in the two provinces. The findings show (i) a positive relationship between a business owners/managers level of education and business growth, (ii) no correlation between a business owners/managers education and employment, and (iii) no relationship between gender and business growth. The findings of the study can benefit the South African Government in directing policy, SMME owners, educators and women in business by increasing awareness of the nature of sustainable SMMEs, and the effect of operational skills, gender and education on the development thereof. This study focuses on the growing sector of women in business and the impact of education in SMMEs linked toward business sustainability. A contribution is made toward theory development through empirical research.

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Harinarain, Nishani y Theodore C. Haupt. "Mission: studio based learning in construction. The University of KwaZulu-Natal case study". Journal of Engineering, Design and Technology 14, n.º 1 (7 de marzo de 2016): 160–81. http://dx.doi.org/10.1108/jedt-05-2015-0031.

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Purpose – This paper aims to present the responses of students to various aspects of a cluster of discrete modules delivered using a studio-based learning pedagogy. Design/methodology/approach – A variation of a case study approach was used that included observations and a survey of student opinions on six constructs or themes after a period of eight weeks into the semester about their experience of studio-based learning in a three-module cluster. This paper only reports on the findings of the analysis of the self-administered survey of the views of students. Findings – The student responses were analysed using SPSS (version 22). It is evident that the distinguishing features of the studio-based learning form of instructional delivery were reflected in their views despite the instructional space being far from ideal. However, given that this was their first experience they were apprehensive about the benefits of the approach to them personally especially in terms of whether their acquired knowledge base was broad enough for them to be confident about their future careers. The mapping of the learning outcomes of the modules against the project phases demonstrated that only the mode of transmission had in fact changed. Students were reticent about taking responsibility for their own learning possibly because they perceived that as being too risky. Research limitations/implications – The research is limited because the findings are based on a single case and a sample of students who had experienced eight weeks of studio-based learning of a cluster of three discrete modules in a revitalised construction program. Originality/value – The findings of this study have implications for the way construction programs are delivered at institutions of higher education.

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Mahadea, Darma y Shaun Ramroop. "Influences on happiness and subjective well-being of entrepreneurs and labour: Kwazulu-Natal case study". South African Journal of Economic and Management Sciences 18, n.º 2 (28 de mayo de 2015): 245–59. http://dx.doi.org/10.4102/sajems.v18i2.890.

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Globally, individuals seek happiness, but not everybody is happy. Economic reasoning suggests that rising incomes with expansions in GDP enhance the quality of life and subjective well-being. This paper examines the influences on individual happiness, using ordinal logistic regression and chi-square analyses. Based on the findings of a small case study, the chi-square test indicated that a significant relationship exists between gender, education, ethnicity, children, marital status, employment relations, income and self-reported happiness. The study also found that, on average, happier people tended to be educated, married with children, and treated fairly at work. But having too many children produced a decrement in individual happiness. The ordinal regression results indicate that an individual’s education, gender, age distribution and work environment are influential in producing higher levels of happiness. Entrepreneurs were found to have a significantly higher mean level of happiness than employees. In the workplace, individuals who experienced personal growth and were able to contribute their ideas tended to be happier, relative to others who perceived themselves to be ‘restricted’.

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37

Muraraneza, C., F. Mtshali y S. Z. Mthembu. "Research supervision: Perceptions of postgraduate nursing students at a higher education institution in KwaZulu-Natal, South Africa". African Journal of Health Professions Education 8, n.º 2 (6 de septiembre de 2016): 135. http://dx.doi.org/10.7196/ajhpe.2016.v8i2.294.

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Moodley, I. y S. Singh. "Community-based education: Experiences of undergraduate dental therapy students at the University of KwaZulu-Natal, South Africa". International Journal of Dental Hygiene 16, n.º 3 (28 de febrero de 2018): 362–71. http://dx.doi.org/10.1111/idh.12333.

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39

Nkosi, Makho. "Ukuthwala “Bride abduction” and Education: Critical Challenges and Opportunities Faced by School Principals in Rural Kwazulu-Natal". Journal of Social Sciences 41, n.º 3 (diciembre de 2014): 441–54. http://dx.doi.org/10.1080/09718923.2014.11893379.

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40

Kidane, T. T. y S. H. Worth. "Student Perceptions of Agricultural Education Programme Processes at Selected High Schools in KwaZulu-Natal Province, South Africa". Journal of Agricultural Education and Extension 20, n.º 4 (10 de enero de 2014): 381–96. http://dx.doi.org/10.1080/1389224x.2013.872046.

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41

Anderson, Bronwynne. "Boys in “trouble”: Contestations, contradictions and conflicting notions of Coloured high school masculinities". South African Journal of Education 40, Supplement 2 (31 de diciembre de 2020): S1—S10. http://dx.doi.org/10.15700/saje.v40ns2a1758.

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This article focuses of 13 high school boys’ experiences of getting into “trouble” in a former Colouredi township high school in KwaZulu-Natal Province. This ethnographic study explored the reasons for boys being considered “troublesome”ii at school. Data collection included focus groups, semi-structured open-ended individual interviews and non-participant observation. Using the social constructionist perspective of masculinity as an analytical lens, the findings show that these boys’ schooling experiences are fraught with anti-schooling, anti-academic and anti-authoritarian attitudes and behaviours. They construct themselves as dominant, unafraid and unwilling to conform to school rules, which brings them into conflict with authorities. While some of the group expressed determination to ameliorate their lives, others dropped out of school prematurely. Teacher attitudes are central to either perpetuating “trouble” or being sensitive to these boys’ schooling woes.

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Sibisi, NT y JM Green. "A floating dome biogas digester: perceptions of energising a rural school in Maphephetheni, KwaZulu-Natal". Journal of Energy in Southern Africa 16, n.º 3 (1 de agosto de 2005): 45–52. http://dx.doi.org/10.17159/2413-3051/2005/v16i3a3115.

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The purpose of this study was to investigate whether biogas technology could provide a school with an acceptable, affordable, efficient and sustainable alternative energy resource, thereby providing opportunities for cost savings, income generation and greater opportunities for education. The school selected for this study was Myeka High School, situated in rural Maphephetheni village, KwaZuluNatal. The school was not connected to grid electricity and was using solar PV energy and LP gas to support its energy needs. A floating dome biogas system, which operated on human excreta and cow dung, was donated to the school to supplement the school’s energy needs. Data was collected using both qualitative and quantitative techniques. Results revealed that the biogas was an acceptable source of energy because the school used the biogas for cooking and refrigeration. However, it was not affordable as savings on energy expenditure of the school could not offset the original cost of the biogas system unless a capital subsidy is applied. The long-term benefits on the educational environment cannot be underestimated. Biogas energy was found to be both efficient and sustainable, provided proper management was in place. In spite of this, findings indicated a lack of appreciation of how the system functioned by teachers and students; the need for more thorough and ongoing education of users before and after installation; the need for robust toilets and washbasins; and on the difficulties in getting the system fully operational in the limited time span for evaluation. Although income generation opportunities through biogas were not utilised at the school, there was an opportunity for income generation through biogas generation, provided there was encouragement, support and markets available.

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Nadasan, Thayananthee y Verusia Chetty. "Preparedness for Practice: Physiotherapists View on an Undergraduate Programme in KwaZulu-Natal, South Africa". Global Journal of Health Science 12, n.º 1 (29 de diciembre de 2019): 88. http://dx.doi.org/10.5539/gjhs.v12n1p88.

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Background: Community service physiotherapists need to be fit for clinical practice while addressing the evolving socio-cultural and economic health care challenges that face South African health systems. The introduction of community service for health care professions over a decade ago influenced education at tertiary institutions. The rhetoric remains as to the preparedness of physiotherapists for service delivery in a demanding primary health care setting. Objectives: The study explored perceptions of preparedness of physiotherapists for clinical practice in their community service year. Method: A qualitative approach using semi-structured interviews were used to understand perceptions of preparedness for community service by professional physiotherapists. Results: Thirty nine physiotherapists who graduated at a University in Kwazulu-Natal, South Africa were recruited using snowball sampling. Data was analysed using conventional content analysis and yielded four dominant themes i.e. (1) facilitators of preparedness for community service, (2) inhibitors to perceived preparedness for community service, (3) curriculum review and (4) personal impact of community service. Conclusions: Although, physiotherapists believed that community service contributed to their confidence as professionals, graduates deemed that physiotherapy programmes need a curriculum that is geared toward specific South African needs such as primary health care. Physiotherapists also believed that the undergraduate curricula should address global health care needs to prepare the new generation of health care professionals for global significance.

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BALFOUR, ROBERT. "Between the Lines: Gender in the reception of texts by schoolchildren in rural KwaZulu-Natal, South Africa [1]". Gender and Education 15, n.º 2 (junio de 2003): 183–98. http://dx.doi.org/10.1080/09540250303858.

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Evans, Neil Davies. "TRAINING TEACHER-LIBRARIANS TO ESTABLISH AND MANAGE SCHOOL LIBRARIES IN KWAZULU-NATAL: AN EMPIRICAL STUDY". Mousaion: South African Journal of Information Studies 32, n.º 2 (3 de octubre de 2016): 106–23. http://dx.doi.org/10.25159/0027-2639/1692.

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The present study aimed to assess the establishing, managing and sustaining of public school libraries in KwaZulu-Natal (KZN) in order to recommend ways to improve the appropriateness of training and development of teacher-librarians currently offered at the University of Zululand. Both interpretive and critical research paradigms were embraced, while a case study method and inductive reasoning were followed. The findings indicate that most public school libraries surveyed are neither fully functional nor properly resourced. They lack full-time teacher-librarians who are trained to manage and integrate their collections into the curriculum. Furthermore, the quality of library services differs markedly between rural and urban schools. It is recommended that the provincial Department of Education (DoE) school library services selectively award teacher-librarian bursaries to suitable candidates and then combine these awards with the provision of core collections of books and technologies, thereby linking the establishment of their school libraries to the practical outcomes in the two-year university-based training programme.

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Spacey, G. B., C. Burnett y C. J. Roux. "Homeground Initiative : fulfilling the remit of the South African government for quality physical education in rural KwaZulu-Natal". African Journal for Physical Activity and Health Sciences (AJPHES) 26, sup1_1 (31 de diciembre de 2020): 159–76. http://dx.doi.org/10.37597/ajphes.2020.s.11.

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Čačala, Sharon R. y José Gilart. "Factors Relating to Late Presentation of Patients With Breast Cancer in Area 2 KwaZulu-Natal, South Africa". Journal of Global Oncology 3, n.º 5 (octubre de 2017): 497–501. http://dx.doi.org/10.1200/jgo.2016.008060.

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Purpose Patients with breast cancer (BC) in Area 2 KwaZulu-Natal, South Africa, often present with advanced disease. We performed a review of the patients’ sociodemographic characteristics and their reasons for late presentation to identify what changes could be made to improve time to presentation. Patients and Methods Fifty women with T1, T2, T3, or T4 BC were assessed for sociodemographic data. Patients in T3 and T4 groups were asked to provide reasons for late presentation. Results Of 172 patients, 50 had T2, T3, or T4 BC, and 22 had T1. Age ranged from 23 to 100 years (average, 56 years). There was no significant difference in age for different tumor sizes. The average size of a T1 tumor was 1.8 cm; T2, 3.6 cm; T3, 11.4 cm; and T4, 14.8 cm. Regarding education, 19% of patients had never attended school (T1, 5%; T2, 12%; T3, 22%; T4, 32%), and 19% had completed their education (finished 12th grade). The average education level was 6th grade. Patients with larger tumors had less education ( P < .05). Of the patients who lived in rural areas, 41% had T1, 52% had T2, 66% had T3, and 78% had T4 tumors ( P < .01). Patients with larger tumors were associated with having less electricity in their homes than patients with smaller tumors ( P < .05). Patients presented with a variety of symptoms. A breast lump was the presenting complaint in 96% of T1 and T2, 68% of T3 and 32% of T4; with a nipple or skin change, 2% of T3 and 8% of T4; because their families insisted, 6% of T3 and 8% of T4; because of pain, 24% of T3; and because of pain with malodorous smell, 50% of T4. Patients’ reasons for late presentation were fear (40%), not aware of disease severity (40%), fear of losing a breast (40%), referral problems (34%), financial problems (8%), and transportation problems (6%). Approximately 33% sought medical help from traditional healers, and 65% regularly attended clinics. Conclusion Patients who presented late often lived in rural areas with fewer amenities (such as having no electricity in their homes), less education, and poor understanding of BC. Pictorial information about BC needs to be introduced to people who live in rural communities, and opportunistic screening needs to be provided at local clinics.

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Chikafu, Herbert y Moses J. Chimbari. "Levels and Correlates of Physical Activity in Rural Ingwavuma Community, uMkhanyakude District, KwaZulu-Natal, South Africa". International Journal of Environmental Research and Public Health 17, n.º 18 (16 de septiembre de 2020): 6739. http://dx.doi.org/10.3390/ijerph17186739.

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Physical activity, among others, confers cardiovascular, mental, and skeletal health benefits to people of all age-groups and health states. It reduces the risks associated with cardiovascular disease and therefore, could be useful in rural South Africa where cardiovascular disease (CVD) burden is increasing. The objective of this study was to examine levels and correlates of physical activity among adults in the Ingwavuma community in KwaZulu-Natal (KZN). Self-reported data on physical activity from 392 consenting adults (female, n = 265; male, n = 127) was used. We used the one-sample t-test to assess the level of physical activity and a two-level multiple linear regression to investigate the relationship between total physical activity (TPA) and independent predictors. The weekly number of minutes spent on all physical activities by members of the Ingwavuma community was 912.2; standard deviation (SD) (870.5), with males having 37% higher physical activity (1210.6 min, SD = 994.2) than females (769.2, SD = 766.3). Livelihood activities constituted 65% of TPA, and sport and recreation contributed 10%. Participants without formal education (20%), those underweight (27%), and the obese (16%) had low physical activity. Notwithstanding this, in general, the Ingwavuma community significantly exceeded the recommended weekly time on physical activity with a mean difference of 762.1 (675.8–848.6) minutes, t (391) = 17.335, p < 0.001. Gender and age were significant predictors of TPA in level 1 of the multiple regression. Males were significantly more active than females by 455.4 min (β = −0.25, p < 0.001) and participants of at least 60 years were significantly less active than 18–29-year-olds by 276.2 min (β = −0.12, p < 0.05). Gender, marital status, and health awareness were significant predictors in the full model that included education level, employment status, body mass index (BMI), and physical activity related to health awareness as predictors. The high prevalence of insufficient physical activity in some vulnerable groups, notably the elderly and obese, and the general poor participation in sport and recreation activities are worrisome. Hence we recommend health education interventions to increase awareness of and reshape sociocultural constructs that hinder participation in leisure activities. It is important to promote physical activity as a preventive health intervention and complement the pharmacological treatment of CVDs in rural South Africa. Physical activity interventions for all sociodemographic groups have potential economic gains through a reduction in costs related to the treatment of chronic CVD.

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de Lange, Naydene y Claudia Mitchell. "Building a future without gender violence: rural teachers and youth in rural KwaZulu-Natal, South Africa, leading community dialogue". Gender and Education 26, n.º 5 (29 de julio de 2014): 584–99. http://dx.doi.org/10.1080/09540253.2014.942257.

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Dube, Bekithemba y Cias Tsotetsi. "The ambivalence of comradeship in the appointment of principals: A threat to the provision of quality education". South African Journal of Education 40, Supplement 2 (31 de diciembre de 2020): S1—S10. http://dx.doi.org/10.15700/saje.v40ns2a1733.

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In this article, we problematise the practice of appointing principals on the basis of comradeship instead of excellence, qualifications and competency. The appointment of principals in South Africa has, over the years, become politicised and unionised to the extent that it is contextualised within comradeship narratives, thereby negating the competency and qualifications that are required to champion quality education – education that is essential to empower people. To cement its arguments, the article is couched in decoloniality, a framework that evokes the need to challenge coloniality, which has displaced professionalism and competency as criteria for appointing principals. The data for the study were generated through questionnaires completed by, and interviews with, 19 participants in KwaZulu-Natal (KZN) province. The article reports that most schools with comrade principals face challenges related to competency, learner performance and indiscipline. The article recommends that the Department of Basic Education revisit its appointment policy for principals to ensure that competent principals are appointed, regardless of whether they are comrades or not.

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