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Livingston, Mahala, Pavitra Pillay, Siphosenkosi Gift Zulu, Leiv Sandvik, Jane Dene Kvalsvig, Silindile Gagai, Hashini Nilushika Galappaththi-Arachchige et al. "Mapping Schistosoma haematobium for Novel Interventions against Female Genital Schistosomiasis and Associated HIV Risk in KwaZulu-Natal, South Africa". American Journal of Tropical Medicine and Hygiene 104, n.º 6 (2 de junio de 2021): 2055–64. http://dx.doi.org/10.4269/ajtmh.20-0679.
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Abstract.Women with female genital schistosomiasis (FGS) have been found to have genital symptoms and a three-fold higher risk of HIV infection. Despite WHO recommendations, regular antischistosomal mass drug administration (MDA) has not yet been implemented in South Africa possibly because of the lack of updated epidemiological data. To provide data for future prevention efforts against FGS and HIV, this study explored Schistosoma haematobium prevalence in girls and young women and the effects of antischistosomal MDA, respectively. Urinary schistosomiasis and genital symptoms were investigated in 70 randomly selected secondary schools in three districts within KwaZulu-Natal and 18 primary schools. All study participants were treated for schistosomiasis, and schools with the highest urinary prevalence were followed up after 1 and 4 years of MDA. At baseline, urine analysis data showed that most schools were within the moderate-risk prevalence category where biennial antischistosomal MDA is recommended, as per WHO guidelines. Young women had high prevalence of genital symptoms (36%) after correcting for sexually transmitted infections. These symptoms may be caused by infection with schistosomes. However, FGS cannot be diagnosed by urine analysis alone. In KwaZulu-Natal rural schools, this study suggests that antischistosomal MDA with praziquantel could prevent genital symptoms in more than 200,000 young women. Furthermore, it is feasible that more than 5,000 HIV infections could be prevented in adolescent girls and young women by treatment and prevention of FGS.
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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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Coetzee, Bronwyne, Ashraf Kagee y Ruth Bland. "Video observations of treatment administration to children on antiretroviral therapy in rural KwaZulu-Natal". AIDS Care 28, sup2 (26 de mayo de 2016): 34–41. http://dx.doi.org/10.1080/09540121.2016.1176674.
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Gamede, Vangeli Wiseman. "Cultural implications for learners’ effectiveness as governors of schools in rural South Africa". South African Journal of Education, n.º 40(3) (31 de agosto de 2020): 1–8. http://dx.doi.org/10.15700/saje.v40n3a1655.
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The South African Schools Act, 84 of 1996, articulates the establishment of School Governing Bodies, which authorises stakeholders such as parents, educators and learners to participate actively in decision-making processes pertaining to school governance. The Act further stipulates that learners, through the Representative Council of Learners, should be afforded full opportunity to participate in crucial decisions by the broader governing body. The reason for undertaking the study reported on here was triggered by the concern raised by various authors about the high level of ineffectiveness of learners as governors of schools in South Africa. This study explored and analysed the significance of culture in relation to learners’ effectiveness as governors of schools in rural South Africa. A qualitative research approach, based on a purposive sampling method and interviews, was espoused by engaging members of the Representative Council of Learners in certain selected high schools of the Harry Gwala district in KwaZulu-Natal. The findings of the empirical study investigation divulged that culture was one of the main impediments to learners’ effective school governance in the rural South African setting. The study recommends the intervention of the Department of Education, with the view of creating an environment conducive to active learner participation in school governance in rural areas.
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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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Steyn, Gertruida Maria y Gunam Dolan Singh. "Managing bullying in South African secondary schools: a case study". International Journal of Educational Management 32, n.º 6 (13 de agosto de 2018): 1029–40. http://dx.doi.org/10.1108/ijem-09-2017-0248.
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Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants’ views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people’s “lived experiences” and “inner-worlds” in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: “60–70 per cent of our learners come from broken homes”. An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: “the foremost problem here is peer pressure”. An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: “they come from that violent environment”. Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.
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Mncube, Dumisani W., Rachel Gugu Mkhasibe y Oluwatoyin Ayodele Ajani. "Teaching in English across the Curriculum: A Lived Experiences of the Novice Teachers in A Selected Rural Fet Schools in South Africa". International Journal of Higher Education 10, n.º 6 (11 de junio de 2021): 72. http://dx.doi.org/10.5430/ijhe.v10n6p72.
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Novice teachers’ use of English as the medium of instruction in curriculum delivery across all subjects in rural South African schools is the focus of this study. The duration of their entry into the profession as Post Graduate Certificate in Education holders is short and does not capacitate them enough, thus, making them weak and inexperienced, with a high degree of professionalism, especially at the commencement of their careers. This study investigates the lived experiences of selected novice rural teachers on the tasks of teaching in English across all subjects in the rural schools. Fifteen participants from 15 high schools were purposively selected from 15 different rural high schools from King Cetshwayo District, KwaZulu-Natal province in South Africa. The participants were engaged in a focus group discussion as well as classroom observations of these teachers for data collection. Data analysis for this qualitative study was thematically analysed to generate themes for the presentation and discussion of findings. Theories of the Skills Acquisition Theory (SAT) and the Second Language (L2) Comprehensible Input through Teacher Talk Theory (CITTT) were adopted as theoretical frameworks to underpin the phenomenon. Various novice teachers find it difficult to teach across all subjects, using English as the medium of instruction in many rural schools in South Africa. Findings indicated that the educational backgrounds of learners hinder teachers’ use of English to teach them meaningfully. As observed during various classroom observations, teachers also found it convenient to use indigenous languages to deliver lesson content or communicate to these learners in the classrooms during lessons. Findings also revealed that some teachers struggled to express themselves in English due to their educational backgrounds as well. The study, therefore, recommends that teachers during their pre-service education should be well-groomed in English and this should be promoted during their teaching practice in both rural and urban. Various teacher education institutions should be encouraged to deliver curriculum contents/modules to the pre-service teachers in English across all modules.
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Ramrathan, Labby y Jabu Mzimela. "Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1". South African Journal of Childhood Education 6, n.º 2 (29 de julio de 2016): 8. http://dx.doi.org/10.4102/sajce.v6i2.448.
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<p>The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently exacerbated if teachers have to teach in multi-grade classes. This case study was conducted in two primary schools in the Ndwedwe Circuit in KwaZulu-Natal. It is framed within the interpretive epistemology <br />embedded in a qualitative research methodology. Empirical data were generated from two rural schools where multi-grade teaching was undertaken. To produce data, two teachers teaching multi-grade classes (incorporating both grade R and grade 1) were observed during an isiZulu Home Language reading period. Subsequently, semi-structured interviews were used to elicit more data for corroboration of findings. The findings show that teacher agency is crucial <br />in making adaptive decisions. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time.</p>
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Ngirishi, Harrison y Sarah Bansilal. "AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS". Problems of Education in the 21st Century 77, n.º 1 (14 de febrero de 2019): 82–96. http://dx.doi.org/10.33225/pec/19.77.82.
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There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners’ skills in proving aspects of mathematical relations. Keywords: geometry, high school, van Hiele theory, class inclusion, mathematical proof, necessary and sufficient conditions.
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Dube, Bekithemba y Xolisile P. Ndaba. "Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?" Research in Social Sciences and Technology 6, n.º 2 (9 de septiembre de 2021): 22–36. http://dx.doi.org/10.46303/ressat.2021.9.
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This paper discusses using bricolage to mitigate the struggles faced by progressed learners in rural KwaZulu-Natal, South Africa, in the context of the global COVID-19 pandemic. Most progressed learners perform poorly in many subjects, especially sciences. Their struggle has stimulated the need to find ways to enhance their performance. Reinvented artefacts and processes can be used for emancipation, and to transform agendas for improving the performance of progressed learners. To collect data, we used participatory action research, which uses a thematic approach to make meaning of data. We created a WhatsApp group to enable focus group discussions for collecting data, to circumvent COVID-19 restrictions. The group had 14 members, among whom teachers and learners from rural schools. The study found that the factors that contributed to poor performance were a lack of teaching and learning materials, too few teachers, less than optimal teaching methods and learners’ attitudes towards science subjects. The main argument of the article is that, in this time characterised by the COVID-19 pandemic, embracing bricolage has the impetus to mitigate challenges relating to the education of progressed learners. Thus, it is important to emancipate teachers, so that they can bricolise the environment for teaching and learning.
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Banhela, Nkosinathi, Myra Taylor, Siphosenkosi G. Zulu, Linnea S. Strabo, Eyrun F. Kjetland y Svein Gunnar. "Environmental factors influencing the distribution and prevalence of Schistosoma haematobium in school attenders of ILembe and uThungulu Health Districts, KwaZulu-Natal Province, South Africa". Southern African Journal of Infectious Diseases 32, n.º 4 (31 de diciembre de 2017): 132–37. http://dx.doi.org/10.4102/sajid.v32i4.38.
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Schistosoma haematobium infection is reported to facilitate the development of urogenital diseases. Its symptoms include haematuria, dysuria and tiredness, and it may cause cognitive decline in children. The prevalence of S. haematobium infection needs to be known in endemic areas and a mass treatment programme against the disease implemented. The aim of this study was to investigate the prevalence and intensity of S. haematobium infection in ILembe and uThungulu health districts, using the major symptom, haematuria, as an indicator. A total of 6 265 urine samples, from 96 rural schools, was collected for analysis using dipsticks. The prevalence of haematuria in the ILembe health district was 37% (95% CI, 35–39%) for boys and 39% (95% CI, 37–41%) for girls. The prevalence of haematuria in the uThungulu health district was 56% (95% CI, 53– 59%) and 53% (95% CI, 50–56%) for girls and boys, respectively. Light-intensity infection was the most common infection level in both health districts. A negative relationship was observed between prevalence and altitude (r = −0.262, p = 0.009); whereas, we found a slight, though significant, positive association with mid-summer temperatures (r = 0.234, p = 0.021). Associations between prevalence and distance of school to the nearest river were non-significant.
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Turton, Mervyn y Sudeshni Naidoo. "Stigma and disclosure as barriers to regular dental care for people living with HIV/AIDS in Kwazulu-Natal and Western Cape, South Africa". Ethnicity and Inequalities in Health and Social Care 7, n.º 1 (12 de marzo de 2014): 49–59. http://dx.doi.org/10.1108/eihsc-05-2013-0006.
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Purpose – The purpose of this paper is to determine the oral health care experiences of people living with HIV in Kwazulu-Natal (KZN) and the Western Cape (WC) and also to identify the role of stigma and discrimination in the oral health care experiences for people living with HIV in KZN and the WC. Design/methodology/approach – This study was a survey among HIV-positive people attending selected Community Health Centres and regional hospitals, HIV clinics in KZN and WC provinces in South Africa. The sample consisted of people living with HIV that were 18 years or older and who had given written, informed consent. A cross-sectional study structure has been employed using a standardized format using a semi-structured interview and an administered questionnaire to collect data. The study classified participants as living in metropolitan or non-metropolitan areas. Findings – Apprehension of loss of confidentiality, stigma and discrimination were the barriers that deterred participants from seeking care. Respondents stated that they feared what the dentist and staff would think of them being HIV positive and feared being discriminated against by the dentist and staff. In some instances there appears to be a difference between policy and practice regarding the oral health care needs of and services rendered to people living with HIV in public health facilities as there are still patients who do not obtain care and for whom the attitudes of the health care provider constitutes the major barrier to accessing that care. Research limitations/implications – The results are specific to KZN and WC and have to be extrapolated with caution to the rest of South Africa. Additionally, this study did not have a control group of HIV-negative people which would have enabled one to determine whether certain barriers were unique to people living with HIV. Practical implications – To make recommendations with respect to addressing the issue of stigma and discrimination in the oral health care experiences for people living with HIV in KZN and the WC as there is a definite need for the government to address the resource needs of rural areas and less developed areas of South Africa. Health care is a much-needed resource in these high prevalence areas and governments must ensure that all their HIV/AIDS projects and policies should have a rural component built into them. Social implications – This study emphasizes the importance of embracing people that are being discriminated and marginalized by society such as people living with HIV to ensure that they feel a franchised member of society who can take the initiative to be in control of their own health and, with the necessary aid from public resources and societal support, join forces to reduce the public health burden and its impact on the socio-economic milieu. Originality/value – To the best of the author's knowledge, there is no other study that has compared differences in the use of oral health care services by people with HIV in South Africa and these results serve as an indication of some the important issues in this regard.
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Ncube, Lancelord Siphamandla y Luyanda Dube. "Cyberbullying a desecration of information ethics". Journal of Information, Communication and Ethics in Society 14, n.º 4 (14 de noviembre de 2016): 313–22. http://dx.doi.org/10.1108/jices-04-2016-0009.
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Purpose Cyberbullying occurs when a minor is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child. Given that cyberbullying entails defamation or spreading false information or portfolios about someone, it is regarded as a violation of the ethical code of information use. The purpose of the study was to explore the perceptions, experiences and challenges of post-high school youth with regards to cyberbullying. This is a quantitative study that used a survey approach to gather data using a self-administered questionnaire, which was distributed to 60 youth from the KwaZulu-Natal computer literacy community engagement project. The findings attest that youth recognise that cyberbullying might have detrimental effects on victims, such as alcohol and drugs abuse, low self-esteem, high level of absenteeism, poor grades and depression and suicidal thoughts. There is a low percentage of victims and perpetrators of cyberbullying in rural contexts in South Africa. It is hoped that findings may will a positive impact in the rural communities and enable the youth to interact with the modern technologies and handle them in an ethical manner. The study recommends that parents need to take cognisance of the probable possible dangers of the various technologies so that they could be instrumental in educating their children about children cyberbullying. Further, the schools and the Department of Education can play a fundamental role in educating children about cyberbullying and cyber ethics. Design/methodology/approach This survey was conducted to explore youth perceptions and experiences, as well as violations, of ethics through cyberbullying as experienced by the rural community at Mbazwana in the North Coast of KwaZulu-Natal. Convenience sampling was used, because although the questionnaire was distributed to all 60 participants in the project, not all of them completed the instrument, as participation was voluntary. Only 43 were completed, which is equal to 72 per cent response rate. The validity of the data collection instrument used was enhanced by the fact that questions were derived from the main objective of the study. Some themes of the instrument were self-designed and others were adapted from a similar study by Dehue et al. (2008), who looked at cyberbullying experiences of youth. The instrument was tried out in a pilot study in grade 12 classes in two high schools at Mbazwana in a bid to find out whether the learners would understand the questionnaire. Post-high school learners were considered to be at a similar level as the grade 12 learners polled. The pilot study proved its own importance: students who filled in the questionnaire indicated that they were not familiar with some terms and the researchers had to simplify the language to make it more understandable. Findings A large portion of the youth studied (45 per cent) indicated that they used their smartphones to access the internet, 25 per cent identified libraries as their source of access to the internet and 13 per cent reported accessing the internet from community laboratories (usually found in Department of Education centres). In total, 13 per cent of respondents reported accessing the internet from friends’ computers. Last, the smallest proportion at 4 per cent reported having internet access via their home desktop computers. The South African Mobile Report (2014) reveals that a great majority of South Africans access the internet via their own smartphones. These findings might indicate that many people nowadays do indeed have internet access in their regions. Research limitations/implications The results of this study indicate that not all households own a desktop computer, as some people rely on community laboratories and others rely on friends who own desktop or laptop computers. Practical implications The study results reveal that most students who did the computer literacy course consider themselves at an “intermediate” level. It was noted that cellphones/smartphones play a significant role in gaining access to the internet and to social networking applications in rural communities. The social media applications most visited by youth in this study were shown to be Facebook and WhatsApp. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. Social implications Social media give people ample opportunities to interact and socialise with other people in global context. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. It is hoped that insights gained from these findings may have a positive effect in the rural communities if awareness programmes are put in place to enable the youth to interact with the modern technologies and handle them in an ethical manner. Originality/value The contribution to the world of knowledge is that this study gives a clear indication of experiences and perceptions of cyberbullying in rural areas in South Africa. This will inform other scholars who want to engage in similar studies in different contexts that can be compared with the results of this study. It is notable that one cannot predict one’s own knowledge of a certain aspect of a community until one has fully engaged in research. Prior to this study, the researchers did not know whether the rural community youth participated in cyberbullying.
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Pillay, Pavitra, Lisette van Lieshout, Myra Taylor, Motshedisi Sebitloane, Siphosenkosi Gift Zulu, Elisabeth Kleppa, Borghild Roald y Eyrun Floerecke Kjetland. "Cervical cytology as a diagnostic tool for female genital schistosomiasis: Correlation to cervical atypia and Schistosoma polymerase chain reaction". CytoJournal 13 (20 de abril de 2016): 10. http://dx.doi.org/10.4103/1742-6413.180784.
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Background: Female genital schistosomiasis (FGS) is a tissue reaction to lodged ova of Schistosoma haematobium in the genital mucosa. Lesions can make the mucosa friable and prone to bleeding and discharge. Women with FGS may have an increased risk of HIV acquisition, and FGS may act as a cofactor in the development of cervical cancer. Objectives: To explore cytology as a method for diagnosing FGS and to discuss the diagnostic challenges in low-resource rural areas. The correlation between FGS and squamous cell atypia (SCA) is also explored and discussed. Cytology results are compared to Schistosoma polymerase chain reaction (PCR) in vaginal lavage and urine and in urine microscopy. Materials and Methods: In a clinical study, 394 women aged between 16 and 23 years from rural high schools in KwaZulu-Natal, South Africa, underwent structured interviews and the following laboratory tests: Cytology Papanicolaou (Pap) smears for S. haematobium ova and cervical SCA, real-time PCR for Schistosoma-specific DNA in vaginal lavage and urine samples, and urine microscopy for the presence of S. haematobium ova. Results: In Pap smears, S. haematobium ova were detected in 8/394 (2.0%). SCA was found in 107/394 (27.1%), seven of these had high-grade squamous intraepithelial lesion (HSIL). Schistosoma specific DNA was detected in 38/394 (9.6%) of vaginal lavages and in 91/394 (23.0%) of urines. Ova were found microscopically in 78/394 (19.7%) of urines. Conclusion: Schistosoma PCR on lavage was a better way to diagnose FGS compared to cytology. There was a significant association between S. haematobium ova in Pap smears and the other diagnostic methods. In low-resource Schistosoma-endemic areas, it is important that cytology screeners are aware of diagnostic challenges in the identification of schistosomiasis in addition to the cytological diagnosis of SCA. Importantly, in this study, three of eight urines were negative but showed Schistosoma ova in their Pap smear, and one of them was also negative for Schistosoma DNA in urine. In this study, SCA was not significantly associated with schistosomiasis. HSIL detected in this young population might need future consideration.
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Dehaloo, Gunram y Salomé Schulze. "Influences on the work engagement of secondary school teachers in rural Kwazulu-Natal". Journal for Transdisciplinary Research in Southern Africa 9, n.º 2 (31 de diciembre de 2013). http://dx.doi.org/10.4102/td.v9i2.205.
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The aim of this research was to investigate the influence of job resources and job demands on the work engagement of secondary school teachers in the Illembe district of KwaZulu-Natal. A previously developed model for work engagement was used as conceptual framework. In the empirical investigation the authors used a mixed-method, explanatory research design. In the quantitative phase 100 teachers from five schools completed a self-constructed questionnaire which allowed for hypotheses testing. This was followed by 16 interviews with teachers from the same sample. The study revealed that the teachers exhibited low levels of work engagement. This was related to inadequate job resources and excessive job demands. The teachers were particularly displeased with their remuneration packages. However, teachers of different genders, cultures, levels of experience and educational qualifications differed in their perceptions. Through the interview data the authors gained a deeper understanding of how the above-mentioned impacted on work engagement. The study is significant for illuminating current factors that managers should consider to improve the work engagement of teachers.Keywords: Work engagement; job resources; job demands; motivation; job satisfaction; mixed-methods
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Mazani, Edmore, Myra Taylor, Eyrun F. Kjetland y Patricia D. Ndhlovu. "Knowledge and perceptions about schistosomiasis among primary school children and teachers in rural KwaZulu-Natal". Southern African Journal of Infectious Diseases 35, n.º 1 (6 de julio de 2020). http://dx.doi.org/10.4102/sajid.v35i1.126.
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Background: Schistosomiasis is a disease caused by parasitic trematode worms of the genus Schistosoma. In 2014, over 258 million people worldwide required treatment for the disease. Schistosomiasis is known to be prevalent in the northern region of KwaZulu-Natal province of South Africa, especially among school-going children but less is known about their knowledge of the disease and their attitude towards being treated for the disease at school.Methods: The study was a descriptive and analytical cross-sectional survey conducted through self-administered questionnaires among grades 5 and 7 learners from 10 randomly selected rural primary schools in iLembe and uThungulu, KwaZulu-Natal. Teachers from the same schools participated during the same period.Results: A total of 730 learners and 78 teachers took part in the study. Among the learners, 73.2% (95% confidence interval [CI]: 69.7% – 76.4%) correctly identified freshwater contact as a risk for schistosomiasis, but only 42.7% (95% CI: 38.8% – 46.8%) knew how to prevent it. Among the teachers, 96.8% (95% CI: 87.8% – 99.4%) knew the risk and 69.0% (95% CI: 55.3%– 80.1%) knew the prevention of schistosomiasis. Almost 70% (95% CI: 65.9% – 72.8%) of the learners and 67.6% (95% CI: 42.1% – 65.6%) of the teachers reported their willingness to receive treatment with praziquantel at school.Conclusion: This study showed that basic knowledge about the risk of schistosomiasis among the participants was high, but the cause and prevention of the disease were less well understood. There is need to include schistosomiasis in health education both at school and through community awareness programmes.
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Mashiya, Nontokoza. "IsiZulu and English in KwaZulu-Natal rural schools: how teachers fear failure and opt for English". South African Journal of Childhood Education 1, n.º 1 (31 de diciembre de 2011). http://dx.doi.org/10.4102/sajce.v1i1.71.
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In this article, factors inhibiting the use of mother tongue as the language of learning and teaching (LoLT) in rural foundation phase classes is investigated. I analysed qualitative data from focus group interviews with 20 foundation phase teachers that were selected through purposive sampling. Findings show that factors such as prior learner knowledge, better opportunities for children, time constraints, low self-concepts of African teachers, failure of the education system, teachers’ lack of proficiency in the language of teaching and learning, directly translated resources, lack of parental involvement in decision making, and ‘invisible’ school language policies inhibit the use of children’s primary language in the classroom. These nine factors are discussed and the article makes recommendations to suggest ways to alleviate these challenges.
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Bhengu, B. R. "An investigation into the level of empowerment of rural women in the Zululand district of KwaZulu-Natal province of South Africa". Curationis 33, n.º 2 (28 de septiembre de 2010). http://dx.doi.org/10.4102/curationis.v33i2.1023.
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The aim of the study was to evaluate the outcome of the empowerment of rural women in relation to gender issues, power, and communication within the Zululand District of KwaZulu-Natal in South Africa after implementation of a four-year Primary Health Care project in partnership with the Provincial Department of Health, and two Schools of Nursing at the University of KwaZulu-Natal and McMaster University in Canada. This project is based on substantial evidence which reveals that rural women are being neglected to the extent that these women have missed out on opportunities for development. The reasons for this disempowerment of women, particularly rural women, are thought to be due to the feminisation of poverty, as well as female submission, educational deprivation, privacy of domestic violence, exploitation, domination by men and cultural oppression (patriarchy).A qualitative research approach was used. Focus group discussion was utilised as the data collection technique, and this was also applied during the collection of baseline data. An interview guide covered issues of concern in the communities and households, including what the women would, or had done about these, how they engaged in decision-making in their families, how they handled situations when there was a difference of opinion, and their awareness of, and ability to claim their rights, including control of their lives. The data was collected from six clinics, from groups of six to ten women in the predominantly rural Zululand District of KwaZulu-Natal.The project has revealed improvement in the women’s realisation of their rights, albeit limited, in communication, self-confidence, and reliance, including partnerships between Primary Health Care Nurses and women’s groups. The formation of women’s groups facilitated community development and participation in their own health, socio-economic and emotional development.The project suggests that such groups be encouraged and allowed to network for support as they understand their own problems better, they merely require facilitation.
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Dube, Faith N. y Leana R. Uys. "Primary health care nurses’ management practices of common mental health conditions in KwaZulu-Natal, South Africa". Curationis 38, n.º 1 (27 de febrero de 2015). http://dx.doi.org/10.4102/curationis.v38i1.1168.
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Background: Psychiatric conditions contribute to 13%of the global burden of diseases and account for one third of years lost because of disability (YLD). Despite the high prevalence of mental health problems, primary health care (PHC) services remain ineffective in managing patients with mental health conditions.Objectives: The aim of the study was to determine the practices of PHC nurses in the management of psychiatric patients in primary health care clinics in one of the rural districts in South Africa.Method: A survey was conducted amongst nurses working in several PHC clinics in KwaZulu-Natal (KZN) in order to determine their practices in the management of psychiatric patients. Mixed methods were used to determine the PHC nurses practices in the management of psychiatric patients.Results: The findings revealed that in five sites (83.3%) treatments are not reviewed every six months, there were no local protocols on the administration of psychiatric emergency drugs, and none of the study sites provided psychiatric patients with education on their medication and its possible side effects.Conclusion: Based on the results of this study it is evident that psychiatric patients at PHC clinics in the district where the study was conducted do not receive quality treatment according to institutional mental health guidelines.
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Rogers, Mampho Mochaoa, Gloria Mfeka-Nkabinde y Andrew Ross. "An evaluation of male learners’ knowledge, attitudes and practices regarding sexual and reproductive health in rural northern KwaZulu-Natal province". South African Family Practice 61, n.º 6 (9 de diciembre de 2019). http://dx.doi.org/10.4102/safp.v61i6.5075.
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Background: With a disparate HIV prevalence among young men and women, high rates of teenage pregnancies and a lack of responsible fatherhood, issues of reproductive health among young people need to be urgently addressed. The aim of this research was to assess the knowledge, attitudes and practices regarding sexual and reproductive health among young men in the Bethesda Hospital catchment area of northern KwaZulu-Natal province.Methods: This observational, descriptive cross-sectional study was conducted at six randomly selected high schools within the uMkhanyakude district. All grade 12 male learners ≥ 18 years completed a questionnaire regarding their reproductive health knowledge, attitudes and practices.Results: A total of 279 learners participated in the study with a median age of 20.2 years and a mean knowledge score of 63.8%. Only 28.3% of the learners showed good or excellent knowledge on basic sexual and reproductive health questions; 50.9% believed that girls say ‘no’ to sex when they mean ‘yes’, and 46.2% believed that girls were sexually aroused when dominated by a man. Some 156 (55.9%) of those who were sexually active did not know their current sexual partner’s HIV status. There were significant associations between being brought up in a female-headed family and early sexual debut but not between early sexual debut and paternalistic attitudes to women.Discussion and conclusions: Basic sexual and reproductive health knowledge among the majority of participants was adequate. Patriarchal attitudes of sexual domination were prominent, and these are probably influenced by sociocultural belief systems of traditional masculinity, which are defined and dominated by men. This perpetuates gender inequality and contributes to poor sexual and reproductive health outcomes. Poor health-seeking behaviour and attitude relating to sexually transmitted infections (STIs), and having concurrent multiple sexual partners, puts them and their sexual partners at risk of HIV/AIDS acquisition. Strategies need to be developed to enhance socially acceptable and comprehensive sexual and reproductive health education and services among young men in this area, foster positive attitudes towards women and encourage gender-equal relationships.
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Molvik, Mari, Elin Helland, Siphosenkosi G. Zulu, Elisabeth Kleppa, Kristine Lillebo, Svein G. Gundersen, Jane D. Kvalsvig, Myra Taylor, Eyrun F. Kjetland y Birgitte J. Vennervald. "Co-infection with Schistosoma haematobium and soil-transmitted helminths in rural South Africa". South African Journal of Science Volume 113, Number 3/4 (29 de marzo de 2017). http://dx.doi.org/10.17159/sajs.2017/20160251.
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Abstract Schistosomiasis and soil-transmitted helminthiasis are among the most prevalent neglected tropical diseases and may lead to severe consequences. We assessed the extent of co-infection between Schistosoma haematobium and the soil-transmitted helminths (STHs) Ascaris lumbricoides and Trichuris trichiura in schoolgirls in the rural areas of KwaZulu-Natal, South Africa. We also explored if S. haematobium can serve as a predictor for soil-transmitted helminths in this area. From 15 selected schools, 726 primary schoolgirls aged 10–12 years provided both urine and stool samples. The samples were examined for the presence of eggs using the urine sedimentation technique for S. haematobium and the Kato Katz technique for STHs. Pearson’s chi-square test was used to calculate the association and Spearman’s rank correlation was used for the correlation analysis. There was a highly significant correlation between S. haematobium and STHs at a school level (Spearman’s correlation coefficient =0.93; p bigger than 0.001). The prevalences were found to be 36.9% and 38.8% for S. haematobium and STHs, respectively. A significant association was found between S. haematobium and STHs (odds ratio =2.05; confidence interval =1.58–2.93; p bigger than 0.001). Indirect indicators of urogenital schistosomiasis (e.g. water contact and haematuria) were significantly associated with A. lumbricoides and T. trichiura infection. We have demonstrated a highly significant correlation and overall association between urogenital schistosomiasis and A. lumbricoides and T. trichiura. We cautiously suggest that all S. haematobium endemic areas should be treated for STH infections.