Articles de revues sur le sujet « Educational accountability – South Africa – Johannesburg »

Purpose Despite indications of scholarly interest, there are still gaps in the research of the concept of felt accountability, especially the felt accountability of board members. This paper aims to clarify the sources of accountability experienced by board members. Especially those in a non-executive capacity. How these sources can be accessed to enhance felt accountability and thereby governance effectiveness is explored. Design/methodology/approach Qualitative, exploratory research methods were used. In total, 15 semi-structured, in-depth interviews were completed with non-executive board members of Johannesburg Stock Exchange listed companies in South Africa. Thematic content analysis was used to analyse data. Findings The findings clarified the formal and informal sources of accountability experienced by non-executive board members. This included relational and structural mechanisms that can be used within corporate governance to enhance both types of accountability. Accessing the identified sources of accountability through appropriate mechanisms could increase the levels of felt accountability experienced by the individual non-executive board member, thereby strengthening accountability inside the boardroom and improving overall board effectiveness. The study also revealed a layer of implicit and explicit accountability. Research limitations/implications The study was conducted solely in South Africa, with non-executive board members of Johannesburg Stock Exchange listed companies. Originality/value There is limited research that clarifies the sources of accountability experienced by non-executive board members. This study aims to address this gap in the literature by providing techniques on how to enable the clarified sources of accountability to improve governance effectiveness.

The paper features the data obtained from the analysis of a video strip with the help of ELAN 5.4, the free software developed by the experts from Max Planck Institute for Psycholinguistics, the Language Archive, Nijmegen, the Netherlands. The software enables to annotate video and audio strips, describing pauses, the duration of utterances, gestures, pronunciation and other linguistic and extralinguistic factors. The speaker in the video – South African President Cyril Ramaphosa – delivers his official address to the leaders of the 10th BRICS leadership summit in Sandton, Johannesburg on July 26, 2018. BRICS is a powerful link of a global financial architecture. Its main targets are to mobilize resources for sustainable development projects of BRICS and to facilitate the global growth of multilateral and regional financial, educational and industrial institutions. The material and the speaker for the analysis belong to the domain of BRICS top level politics. South Africa was the main host of the leadership summit in 2018. South African President Cyril Ramaphosa in his speech stressed the significance of the fourth industrial revolution highlighted by Professor Klaus Schawb at the World Economic Forum in Davos in 2016. The notion of the revolution appeared in the South African leader's address 7 times. Nevertheless, the authors of the paper see more messages hidden between the lines of the South African President's address. In the paper it is argued that BRICS architecture has a right to be interpreted as an attempt of keeping the world away from further plunging into environmental degradation, the development of critical thinking and innovation among BRICS citizens. The purpose of the paper is to demonstrate the method of pauses analysis to reveal a more complex mixture of speakers' visions. Long pauses are meaningful and extremely informative for discourse analysis. The data may be relevant for discourse analysis experts, political journalists, educators and copywriters.

Significant challenges remain in tackling the global HIV/AIDS epidemic. Effective action requires both appropriate policy at a global level and informed practice on the local level. Here, we report how workers in a project in Johannesburg, South Africa, make sense of HIV transmission. Discourse analysis of data from interviews with 63 participants shows that project workers routinely attribute transmission to men’s sexual relationships with multiple female partners. This explanation is so pervasive that it renders invisible other routes to transmission. Absence of consideration of other routes to infection potentially restricts front-line practice, so hindering local attempts to tackle HIV/AIDS.

Purpose The purpose of this study to investigate the relationships between South Africa (SA) universities and universities surrounding communities (USC) for preserving community histories and serve the universities’ mandate to support their local communities and support universities’ teaching and scholarship. Design/methodology/approach The study used a multiple case study approach through interviews. The population of the study comprised representatives from selected universities and their USC. Findings The findings revealed a lack of effective relationships between universities and USC to preserve communities’ histories. Hence, the communities’ archives are tools for teaching and scholarship. Relations between universities and USC are to be built on trust. Accountability and transparency are to be considered by both parties. Research limitations/implications The research is limited to selected SA universities, namely, University of Venda, Witwatersrand, Johannesburg, Pretoria and SA and USC. The findings are applicable to all SA universities and USC. Practical implications The relationship between universities and USC has a practical impact on the National archives of South Africa (NARSSA) to collect communities archives because it is in conflict with the mandate of NARSSA. The National Archives’ Act 43 of 1996 obliged NARSSA to collect and preserve communities’ archives on behalf of societies. Social implications Lack of universities and USC can lead to the loss of communities histories or archives. Originality/value This paper appears to be the first to research the relationship between SA universities and USC.

Purpose This paper aims to discuss whether alignment between corporate real estate strategy and corporate strategy exists for non-property companies listed on the Johannesburg Securities Exchange and what effects alignment has on the firms’ financial performance. Design/methodology/approach The study was both qualitative and quantitative in nature, with a specific focus on non-property firms listed on the Johannesburg Securities Exchange. The qualitative part of the study involved the analysis of the firms’ annual reports to determine the presence and use of corporate real estate strategies and their alignment to corporate strategy and the extraction of financial indicator data. The quantitative portion of the study involved the use of multivariate analysis, to distinguish and quantify the relationship, if any, between corporate real estate strategy and the identified financial performance indicators. The independent variables were the CRE strategies employed and the dependent variable was the share price. The methods used in this study have been applied before in European and Asian studies; this assisted in ensuring that validity and reliability was achieved. Findings The study finds that the most used strategy by firms (47%) is that which facilitates production, operation and service delivery. The Consumer Goods, Healthcare and Telecommunications sectors appear to demonstrate the highest level of alignment. Return on Shareholder Funds has a strong significant positive correlation with share price. Flexibility as a corporate real estate strategy also has a significant positive coefficient, which indicates a positive relationship with share price. Research limitations/implications Although consistent with results of studies conducted in Europe and Asia, the results of this research may not be applicable to privately held non-listed firms, state-owned enterprises, non-profits and educational institutions. This study also ignores the dynamic external environment in which firms operate and the necessity of firms adjusting their corporate real estate strategy to their changing business strategy. Practical implications These results suggest that the incorporation of corporate real estate strategy in the firms’ corporate strategy formulation has the potential to enhance shareholder value for South African firms. Real estate developers, landlords and owner occupiers would benefit from better understanding the strategic requirements of corporations to ensure that the solutions they provide increase the likelihood of maximizing shareholder return. Originality/value The role of corporate real estate strategy in the firms’ corporate strategy formulation has the ability to enhance shareholder value. This research adds to the scant literature on corporate real estate management in South Africa.

Artbooks, which are a combined form of picture and story book created using mixed media, can be a simple yet powerful way of supporting children affected by war and displacement to tell their stories. They allow children to work through the creative arts, which protects them from being overwhelmed by difficult memories. They also allow, even very young children, to show us how they cope with past violence and present injustice by recalling and representing the small everyday overcomings of their lives – a garden they planted in DRC, a mother who walks them across a busy Johannesburg street, a curtain blowing in the door of their new home – just as it did in their old home. The books allow them to witness to the injustice of xenophobic violence by neighbours and the immoveable bureaucracy attached to accessing documents, through representing the small details of their lives in crayons and paint. Making artbooks also allows for some measure of meaning-making in the chaos of the everyday in a hostile city where their parents struggle to maintain a normal life for them. Books are also a powerful way for children to safely share their stories and advocate for changed attitudes, laws and policies in the increasingly migrant-hostile South African society. The article will tell the story of a book-making project run over a number of years at a community counselling centre that works with families on the move in Johannesburg South Africa. It will also describe how some of the children’s books have become a powerful advocacy tool through their inclusion in the digital library of the African Storybook project. The article will explore some of the practical details of the project and the theory around the power of the representation of the everyday which we are beginning to derive from the work.

Music education struggles to survive in countries such as England, United States and South Africa because of the lack of financial support, particularly during economic recessions. To counter this unfortunate situation, well-written books and articles have been appeared over the years, propounding the truth that the arts do have an essential place in the balanced education of children, but these well-founded and constructed arguments continually fall on deaf ears. During economic recessions government planners and educational authorities rationalise that they can afford to do away with the arts because these subjects make little or no difference to the economic welfare of the country.Information from the best-seller by Peters & Waterman, In Search of Excellence, reveals that the principle characteristics of the managers of excellent companies in the United States are characteristics that concern the creative process of thinking, creative aspects of personality, creative products and environmental conditions. These companies have a positive effect on the United States economy. As the aspect of education which is best equipped to nurture these characteristics is the arts, then it is reasonable to argue that we can not afford to ‘phase out’ music education.Because education in the United States, England and South Africa is closely linked to the economy, music educators in capitalist countries should begin to argue for the arts from an economic standpoint, as capitalistic societies are orientated primarily toward capital gain. Failing this, we shall have to argue for more fundamental changes in political and economic systems.

Dietary pattern analyses allow assessment of the diet as a whole. Limited studies include both a priori and a posteriori dietary pattern analyses. This study aimed to explore the diet of pregnant women in urban South Africa through both a priori and a posteriori dietary pattern analyses and associated maternal and household factors. Dietary data were collected during early pregnancy using a quantified food frequency questionnaire from 250 pregnant women enrolled in the Nutrition During Pregnancy and Early Development (NuPED) cohort. A priori dietary patterns were determined using the Diet Quality Index-International (DQI-I), and a posteriori nutrient patterns using exploratory factor analysis. Based on the DQI-I, the study population followed a borderline low-quality diet. Three a posteriori nutrient patterns were identified: Pattern 1 “plant protein, iron, thiamine, and folic acid”; pattern 2 “animal protein, copper, vitamin A, and vitamin B12”; pattern 3 “fatty acids and sodium”. Pattern 1 was associated with higher dietary quality (p < 0.001), lower maternal educational level (p = 0.03) and socioeconomic status (p < 0.001). Pattern 3 was significantly associated with lower dietary quality. The low dietary quality among pregnant women residing in urban South Africa should be addressed to ensure optimal maternal and offspring health outcomes.

Background: Nutritional supplements refer to a product ingested to increase the nutritional content of a normal diet, to fill a dietary need and/or presumed deficiency. The usage and popularity of nutritional supplements, however, raises concerns from a health benefit and risk perspective. In South Africa, there is currently no adequate regulatory framework of enforcement for nutritional supplement products and undeclared constituents by the statutory body, the Medicines Control Council (MCC). Education awareness programmes by organisations that should take consumer protection and the general public health and wellness as a right, needs to be improved. Objectives: To investigate the attitudes toward nutritional supplements by adult gym users from commercial gymnasiums in the Johannesburg North region of South Africa. Methods: A cross-sectional quantitative design, using a selfadministered questionnaire was applied to 364 recruited study participants who attended commercial gymnasiums in Johannesburg North. Results: One hundred and fifty users (41%) claimed that they ‘always’ read the information about the nutritional values, benefits, and side effects of the supplements on the labels prior to use. Three hundred and three users (83%) indicated that the number of users of nutritional supplements in gymnasiums is on the increase. Two hundred and seventy-three (75%) of main information sources for nutritional supplements may be found on the internet, while 292 (80%) indicated the need for gymnasiums to provide educational programmes pertaining to nutritional supplement consumption. Conclusion: Gymnasium users are aware of the increase in nutritional supplement use in commercial gymnasiums. Many of the users were unaware of the potential mislabelling and health concerns regarding these supplements. Therefore there is a need for improved nutritional supplement education programmes and diligence at multiple levels.

Background: Nutritional supplements refer to a product ingested to increase the nutritional content of a normal diet, to fill a dietary need and/or presumed deficiency. The usage and popularity of nutritional supplements, however, raises concerns from a health benefit and risk perspective. In South Africa, there is currently no adequate regulatory framework of enforcement for nutritional supplement products and undeclared constituents by the statutory body, the Medicines Control Council (MCC). Education awareness programmes by organisations that should take consumer protection and the general public health and wellness as a right, needs to be improved. Objectives: To investigate the attitudes toward nutritional supplements by adult gym users from commercial gymnasiums in the Johannesburg North region of South Africa. Methods: A cross-sectional quantitative design, using a selfadministered questionnaire was applied to 364 recruited study participants who attended commercial gymnasiums in Johannesburg North. Results: One hundred and fifty users (41%) claimed that they ‘always’ read the information about the nutritional values, benefits, and side effects of the supplements on the labels prior to use. Three hundred and three users (83%) indicated that the number of users of nutritional supplements in gymnasiums is on the increase. Two hundred and seventy-three (75%) of main information sources for nutritional supplements may be found on the internet, while 292 (80%) indicated the need for gymnasiums to provide educational programmes pertaining to nutritional supplement consumption. Conclusion: Gymnasium users are aware of the increase in nutritional supplement use in commercial gymnasiums. Many of the users were unaware of the potential mislabelling and health concerns regarding these supplements. Therefore there is a need for improved nutritional supplement education programmes and diligence at multiple levels.

Abstract Educator morale has been a focus of educational leaders and managers throughout the world, because without educator motivation and morale the learning and teaching in our schools would be grossly compromised. It is against this background that this research was carried out to find out lecturers’ perceptions of leadership traits which promote motivation in a Technical and Vocational Education and Training (TVET) college in South Africa. The research questions which guided this research were as follows: What are lecturers′ perceptions of leadership traits which promote motivation in an educational and training institution in South Africa? How can educational leaders and management in South Africa integrate their experiences and practices with what educators believe are the main drivers of high lecturer morale? A qualitative study was used to generate data that would be useful in answering the research questions. The nature of this qualitative study required in-depth interviews with participants where qualitative data was generated and interpreted. The researcher saw it fit to use in-depth interviews because this method of data generation would enable the researcher to capture the perspectives, views and opinions of participants about leadership traits which facilitate motivation in the South African TVET College in particular and the South African education system in general. The views of the participants showed that leadership traits such as accountability, responsibility, empathy, decisiveness, assertiveness, charisma, pro-activeness, motivation and communication are the life-blood, foundation and bed-rock of effective leadership and management in the TVET College.

This study reviews the oversight roles played by municipal councillors in Alfred Nzo District Municipality, Eastern Cape Province, South Africa. The objective is to determine the appropriate strategies that can be recommended for improving effectiveness of leadership, i.e., council structures. This is against the backdrop of the Auditor-General’s audit report for three financial years (2008–2011), which revealed the weakness of the systems of the municipal councils, including internal controls and inadequate leadership. These audit findings had been highlighted as the basis for irregular, fruitless and wasteful expenditures that results to a series of adverse and disclaimer audit reports. Using a qualitative methodology approach with a descriptive design, the study attempts to assess the extent to which the political leadership of the municipality performs its roles in response to expectations of good governance and service delivery. The findings show apparent shortcomings in the administrative procedures. To achieve improvement in good governance, financial accountability and service delivery, the study recommends for improvement in educational and leadership capacity of elected councillors.

South African university students are on the frontline of a global world. Whether they are attending university in the rural Eastern Cape or urban Johannesburg, the social practice of using Information and Communication Technologies (ICTs) has enabled virtual global mobility. The internet has opened up an opportunity for them to easily cross beyond the borders of South Africa and become part of an experience in another part of the world while the cellphone has facilitated this mobility anytime any place. This paper focuses on the students who are migrants into this digital world through analysis of their technology discourses and the role this has in how they engage with and within this digital environment. Using Gee‘s notion of big ‘D’ and little ‘d’ D(d)iscourses (1996), I have examined the meanings held by students in relation to technology. This analysis of language provides insights into students’ educational and social identities and the position of globalisation and the information society in both facilitating and constraining their participation and future opportunities.

Purpose The purpose of this paper is to investigate the levels of the job satisfaction of teachers at historically disadvantaged secondary schools and to determine the correlation effects among job satisfaction dimensions as they relate to these teachers. Design/methodology/approach A quantitative survey design using Spector’s Job Satisfaction Survey was used, with 1,035 teachers from 30 secondary schools in the Sedibeng and Johannesburg South districts of the Gauteng Department of Education in the Gauteng Province of South Africa. Overall, 738 usable questionnaires were returned. Findings Teachers at well-performing, historically disadvantaged schools experience ambivalent job satisfaction levels. For this reason, they indicate satisfaction with supervision, co-workers and the nature of work; ambivalence with promotion, contingent rewards and communication; and no satisfaction with pay and operating conditions. Correlations between job satisfaction dimensions are significant. Their correlations indicate relationships that range between moderate and strong. While mostly indicating relationships of no practical effect, most of Herzberg’s hygiene factors are projected as strong moderating factors of job dissatisfaction as seen in relationships between dimensions reflecting hygiene factors and total job satisfaction. Originality/value This study pioneers the discourse on teacher job satisfaction at historically disadvantaged secondary schools, which still experience apartheid legacies: poor socio-economic conditions of their communities in South Africa. Strikingly, they consistently perform well in the National Senior Certificate – the basic education exit point. Lessons for educational management and policy practice can be learnt from these secondary schools, including lessons for underperforming schools’ leadership.

Integrated corporate reporting (ICR), which entails the process of compiling, documenting and reporting on company’s resources, its ongoing relationships with key stakeholders; business models; products (services); and the impact of such products (or services) on stakeholders, society, as well as the environment to optimize company value, has generated considerable interest among top 100 Johannesburg Stock Exchange (JSE) listed companies in South Africa over the last decade. Despite the surging interest in ICR to leverage the social responsibility, transparency and public accountability of companies in the developing African countries, little is known about the combined influence of ICR and internal company resources and/ capabilities (e.g., age and experience of the Chief Executive Officer (CEO)) on the performance of South African listed companies. The main objective of this study, therefore, is to examine the impact of Integrated Reporting Ratings (IRR); the company CEO’s age; and his/her years as a CEO on the share price of the company within the South African context. The top-106 JSE listed companies for the period Year-end 2014 constitute the sample for this study. Multivariate non-parametric regression is used to model the relationship between the predictor (i.e., independent) variables and the response (i.e., dependent) variable using MATLAB. The model developed in this study is, then, used to evaluate the impact of IRR; the CEO’s age and years of experience as CEO on the share price of individual companies. The proposed methodology is illustrated step-by-step. The finding of the study reveal that the share price of a company tended to increase with an increase in IRR, age and years of experience of the CEO, demonstrating that a company’s established history in integrated reporting and corporate experience positively impact its performance (i.e., the share price). Keywords: integrated corporate reporting, corporate responsibility, JSE listed companies, MATLAB. JEL Classification: G17

<p>Given the high incidence of cervical cancer in South Africa and the distress it causes, we aimed to determine the extent of anxiety in patients undergoing colposcopy at Chris Hani Baragwanath (CHB) Hospital, Johannesburg. <strong></strong></p><p><strong>Method.</strong> A descriptive and cross-sectional study design was applied on a convenient sample of patients from the waiting area of the colposcopy clinic at CHB Hospital. Females attending a first colposcopy appointment were invited to participate by completing the State-Trait Anxiety Inventory (STAI) after written informed consent had been obtained.</p><p><strong> Results.</strong> Among a total of 31 women, the mean STAI score for state anxiety was 46.77 (SD=12.92) and the mean STAI score for trait anxiety was 46.81 (SD=9.50); 51.6% of the patients had a STAI state anxiety score of &gt;50, while 41.9% of the patients had a STAI trait anxiety score &gt;50. There was no significant association between either elevated STAI state or trait anxiety scores and age group ( χ 2 =1.77; p= 0.18 and χ 2 =0.001; p= 0.98, respectively); marital status ( χ 2 =0.301; p= 0.58 and χ 2 =0.834; p= 0.36); level of education ( χ 2 =0.444; p= 0.51 and χ 2 =2.40; p= 0.12); employment status ( χ 2 =1.78; p= 0.18 and χ 2 =0.001; p= 0.98); monthly income ( χ 2 =1.15; p= 0.28 and χ 2 =0.03; p= 0.86) or using stimulants ( χ 2 =0.416; p= 0.52 and χ 2 =0.394; p= 0.53). There was a significant negative correlation between age and STAI state anxiety scores ( r 2 =0.004; p= 0.017) and a positive correlation between age and STAI trait anxiety scores ( r 2 =0.004; p= 0.019).</p><p><strong>Conclusion.</strong> This study reported significantly elevated trait anxiety scores relating to colposcopy and emphasises the need to identify the anxiety and institute a plan to ameliorate it with information booklets, leaflets, video colposcopy and educational counselling.</p>

IntroductionHand hygiene (HH) related illnesses such as diarrhoea and respiratory diseases, contribute to the burden of disease and are included in the top five causes of mortality in children under 5 years in South Africa. Children attending preschools are more susceptible to these infections due to the higher number of children in preschools. HH interventions have shown to reduce HH-related diseases by improving HH practices. In South Africa, there are no documented HH interventions or studies in children under 5 years. The purpose of the study is to determine whether an HH intervention can reduce HH-related diseases among 4–5-year-old preschool children and to improve HH practices in these children, their caregivers and their parents.Methodology and analysisThis is a protocol for a controlled intervention study to be conducted at preschools in Kempton Park, City of Ekurhuleni, Gauteng, South Africa. Preschools will be randomly distributed into control and experimental groups (n=70). The intervention includes interactive simulation learning, educational emails and education and poster reminders obtained from the WHO and the Global Handwashing Day website. Data collection, including the intervention, will take place during the calendar year as this coincides with the school year. Data will be analysed both preintervention and postintervention in the experimental group as well as between the experimental and control group. Data collected by means of questionnaires, observations, disease registers, hygiene inspections, semi-structured interviews and hand swabs will be analysed to determine these outcomes.Ethics and disseminationPermission has been obtained from the University of Johannesburg Ethics Committee and Ministerial Consent for Non-Therapeutic Research on Minors from the Department of Health National Ethics Research Council. Permissions for use of copyright protected materials has been obtained. Results of the study will be disseminated through peer-reviewed publications, and feedback within relevant structures through conference proceedings.

Educational Adaptations in a Changing Society is the final report arising from two conferences that took place, in July 1934, in Johannesburg and Cape Town, under the auspices the New Education Fellowship. These conferences addressed three fundamental questions related to the role of education in leading social change: the aim of the educational effort, the methods involved, and the content of what should be taught and when. These general concerns sought to respond to the rapid social and economic changes taking place in South Africa (and in other European colonies) at that period: urbanization, school massification, racial conflict, etc. By urging educationalists, philosophers, teachers, administrators and churchmen alike to co-operatively discuss educational reforms and pedagogical technologies adapted to the African context (vocational training, adapted curricula, rural education, moral instruction, etc.) the conference sought to create a reformist environment were the ideals of progressive educational thought intertwined neatly with the social gospel of the protestant movement. It is in this context that I propose to address Dewey’s participation in the conference, not as an individual outstanding pragmatist voice, but as a conceptual persona, who makes it possible to understand theories, ideas and visions of educational modernization as discursive constructs envisaged for the colonial terrain. I will try to tackle the question of policy transfer not as an active borrowing strategy from one context to another, but as an indigenization of concepts and ideas that are passed on by threads of broader colonial discourses and modes of colonial governance.

Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called ‘ontological turn’ for early childhood education. With its emphasis on a moving away from the dominant role of human vision (knowing and seeing) in educational research we show how videoing and photographing works as an apparatus in an analysis of data from an inner-city school in Johannesburg, South Africa. We are struck by children’s seeing with the ‘eyes of their skin’ (Pallasmaa) and ‘seeing’ with/in the world (posthumanism), as their obvious distress is felt when a small tree sapling has been mowed down in a nearby park. We analyse the event with the help of a variation on Deleuze’s notion of ‘becoming-child’: ‘becoming-little’, and Anna Tsing’s ‘the arts of noticing’. ‘Becoming-little’ as a methodology disrupts the adult/child binary that positions ‘little’, younger humans as inferior to their ‘bigger’ fully human counterparts. We exemplify ‘becoming-little’ through 4 and 5 year-olds’ learning with the little tree and adopt Barad’s temporal diffraction to ‘see’ what is in/visible in the park: the extractive, exploitative, colonising mining practices of White settlers. These are still part of the land on which the park was created but are in/visible beneath the ‘skin’ of the earth.

Purpose In this article, the author draws on Janks’ territory beyond reason as well as literature on (critically) reflective writing. The purpose of this paper is to explore how a space for personal, affective writing in the classroom might enable teachers, students and learners to 1) come to terms with gender as a social practice, 2) locate themselves in the relations of power, marginalisation and subversion being explored and 3) negotiate the internal contradictions that come with personal and social transformation. The author presents and unpacks how second-year undergraduate Bachelor of Education (B.Ed.) students at a prominent university in Johannesburg, South Africa, unpacked issues of gender and sexual diversity in a critical literacy course. This paper focuses on students’ completion of a reflective writing task but is situated in a broader study on critical literacy and gender and sexual diversity. The findings suggest the need for sustained critically reflective writing in the classroom and continued research on critical literacy as both a rationalist and affective project. Furthermore, the findings suggest ways in which critically reflective writing was used to create a space where students could place themselves into the content and relations of power being studied and identify and unpack the ways in which discourses of power have informed their own identities over time, with the intent to develop the capacity to position themselves in more socially conscious ways. This study, therefore, illustrates only a fraction of how students might use reflective writing to come to terms with controversial topics, place themselves in the systems of power, explore marginalisation or subversion and negotiate the internal contradictions of transformation. However, the data also suggest that there is potential for this practice to have a greater role in classroom practice, a deeper effect on learners’ understanding of self and society and further research on the impact of critical reflection in the classroom. Design/methodology/approach In this paper, the author presents and unpacks how second-year undergraduate B.Ed. students at a prominent university in Johannesburg, South Africa, unpacked issues of gender and sexual diversity through reflective writing in a critical literacy course. Findings The findings suggest the need for sustained critically reflective writing in the classroom and continued research in critical literacy as both a rationalist and affective project. The students who participated in this research revealed the ways in which critically reflective writing might be used to create a space where students place themselves into the content and relations of power being studied, identify and unpack the ways in which discourses of power have informed their own identities over time, and, perhaps, develop the capacity to position themselves in more socially conscious ways. Research limitations/implications While the findings reveal the need for continued practice and research in the territories beyond a rationalist critical literacy, they are based on a small data set in a single context. Practical implications Findings from the analysis of the data suggest that there is potential for critically reflective writing to have a greater role in classroom practice, a deeper effect on learners’ understanding of self and society and further research on the impact of critically reflective writing in the classroom. Perhaps a sustained practice of critically reflective writing is what is needed, as well as processes of self and peer evaluations that put that writing up for critical analysis. Social implications There is scope for further, long-term research in the role of critically reflective writing, critical literacy classrooms and the territory beyond reason across social issues and educational contexts. Existing resources on critically reflective writing are vital for imagining what this prolonged practice might look like in classrooms (Ryan and Ryan, 2013; Lui, 2015; Pennell, 2019). Originality/value The data presented here are limited and illustrate only a fraction of how students might use reflective writing to come to terms with controversial topics, place themselves in the systems of power/marginalisation/subordination/subversion being explored and negotiate the internal contradictions of transformation. However, these data also suggest that there is potential for this practice to have a greater role in classroom practice, a deeper effect on learners’ understanding of self and society and further research on the impact of critical reflexivity in the classroom.

AbstractIntroduction: Although this paper deals mostly with the positive effects of a posthumanist worldview on environmental sustainability, partnership, or moral accountability in science and scientific research, it also promotes a new understanding of our educational practice in higher education. The ideas espoused have the ability to inspire educators at all levels to show students, future researchers or other professions about the importance of a progressive, holistic approach to our environment. We claim that being sensitive and caring for our environment is not only part of our moral and ethical responsibility, it is an inseparable aspect of our environmental education, our environmental intelligence. This paper discusses posthumanist1 reciprocity ethics in the context of traditional knowledge (TK) and the protection of indigenous traditional knowledge from commercial exploitation.Methods: Instances of unethical bioprospecting and biopiracy were common throughout the turn of the 21st century and are discussed using cases in countries such as Cameroon, India, South Africa and Australia, where medicinal plant species were, are still a highly sought-after source of potent, pharmacologically active phytochemicals.Results and discussion: The observed increase in regulations against bioprospecting on indigenous land in these countries as a result of intellectual property monopoly by big pharmaceutical companies is discussed in this paper along the lines of a ‘humanist vs posthumanist’ ontology. Patent exclusivity laws have historically marginalized the proprietary owners of indigenous traditional knowledge, creating a moral and ethical rift between those that seek to exploit this knowledge commercially and those from whom the knowledge originally comes from. This disconnection from nature and natural resources due to a humanistic approach2 to growth and development, often leads to environmental exploitation, exploitation of indigenous people and unsustainable commercial practices. Existing research and bioprospecting ethics that are practiced on indigenous lands must be questioned in their ability to provide mutually beneficial outcomes for all stakeholders.Conclusions: The posthumanist approach to morality and research ethics is discussed in this paper as a possible and practical alternative to humanism along with the potential for posthumanist ethics to be a tool to shape legal frameworks and the policies that protect at-risk communities and their respective natural environments. Our current developmental trajectory as a collective species has us blurring the lines that separate the ‘human’ from the ‘non-human’ elements in our world as humanity grows towards a more technologically advanced but equally environmentally dependent people. Thus, the currently existing systems of ethics that govern the relationship between the ‘human’ and ‘non-human’ must be called into question. This paper aims to illustrate the positive effects of a posthumanist worldview on issues such as environmental sustainability, partnership, moral accountability and reciprocity ethics in the context of modern science and modern scientific research.

A comparative study Biodiversity is not a static phenomenon and many variables have an effect on accelerated biodiversity loss. While most of the variables affecting biodiversity loss are caused by humankind, many species are affected by more than one variable simultaneously. Six fundamental causes for biodiversity loss have been identifi ed, namely unsustainable population growth and associated increased pressure on natural resources; a reduced spectrum of agricultural, forestry and fishery products; failure of economic systems to attach appropriate economic value to the environment and resources; inequality in ownership, flow and management of the benefits and utilisation of resources; insufficient knowledge in the application and use of resources; and legislation and institutional systems that promote unsustainable abuse of the environment (Middleton 2003:250). The worldwide loss of biodiversity makes the management of protected areas more important than ever. Protected areas are under increasing pressure to become economically viable and independent of state grants. Tourism creates the mechanism and opportunities for protected areas to increase their economic viability while advancing the appreciation of nature. The management of these protected areas therefore includes the management of visitors. South Africa is the third most bio diverse country in the world. Amongst a variety of nature conservation endeavours nine national botanical gardens are managed by the South African National Biodiversity Institute (SANBI). One of the nine national gardens is the Walter Sisulu National Botanical Garden situated in Roodekrans towards the west of Johannesburg. A study was launched to determine preferences of visitors to the Walter Sisulu National Botanical Garden by making use of semi-structured interviews. The purpose of the study was threefold. Firstly the study was launched to determine whether visitors to the garden had an increased awareness of the ideals of environmental conservation after their visit to the garden. Secondly, the study determined the spatial preferences of visitors to the garden which was thirdly correlated to the time that they spent at each area. A number of recommendations were made and a comparative study followed twelve years after the initial study in which the implementation of the resultant findings was determined through observation and a comparison of information pamphlets and garden layout maps. It was found that large-scale changes took place in line with the recommendations made after the initial study. These included the demolition of unsuccessful theme gardens and their replacement by topical theme gardens such as water-wise gardens and a garden that attracts butterflies and birds. The educational function of the Walter Sisulu National Botanical Garden was greatly improved by adding more information plaques throughout the garden, a new interpretative centre and many additional information pamphlets that had been absent during the initial study. Major structural changes were made, such as the building of an amphitheatre which reduced the negative impact of noise and disturbance surrounding the nests of the Verreaux’s eagles that breed successfully in the garden. The changes undertaken at the garden show innovative improvements in line with the con servation principles outlined by the South African National Biodiversity Institute (SANBI). The evidence of the implementation of research recommendations from the initial study could play a direct role in improving the visitor experience, which would facilitate the economic viability of the Walter Sisulu National Botanical Garden in its endeavours to reach its conservation goals. Further research is suggested to continuously determine the areas of preference of visitors in the evolving landscape of the garden to ensure renewed interest of visitors to the garden. If botanical gardens want to succeed in their goal to increase the environmental awareness and consciousness of visitors, continuous visitor and tourism research is required to improve the visitor experiences that will result in drawing visitors in future.

<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>

The rationale for local fiscal autonomy suggests that local expenditure and local revenue generation should remain in close proximity. This is achieved through fiscal decentralisation to local government, to ensure efficient provision of local services that align with local needs, and to improve accountability to residents. Fiscal decentralisation has found resonance in developing countries through local government reforms, but in Africa fiscal decentralisation has been focussed mainly on revenue sharing, except in a few cases where some local fiscal autonomy has been achieved. Urbanisation in Africa is likely to continue (UN-Habitat, 2008), necessitating an increase in municipal service delivery which African cities must finance − hence the need for local fiscal autonomy. Local fiscal autonomy is arguably contentious for African cities, partly because provision of municipal services must be tempered with considerations of equity and redistribution to the poorer urban populations, and because inadequate welfare nets from national government do not subsidise the gap in municipal revenue. In the recent past, Kenya and South Africa adopted local government reforms in different forms that has yielded different forms of local fiscal autonomy. The paper conducts a comparative of local fiscal autonomy in municipal services provision in Nairobi and Johannesburg.

Orientation: Research has been conducted regarding work readiness in a various contexts. However, there are deficiencies in studies that have focused on the precursors of work readiness in an African context.Research purpose: The primary objective of this study was to determine the impact of career self-efficacy (CSE), career exploration (CE) and self-perceived employability (SPE) on work readiness (WR) of students in the South African context, particularly in the Gauteng Province.Motivation for the study: There is an unequivocal gap between what educational institutions teach as well as what the South African labour market requires, highlighting a misalignment and one of many reasons graduates struggle to find work.Research approach/design and method: To close the research gap, the current study used a quantitative approach using the cross-sectional survey research design. A structured questionnaire was administered to 254 randomly selected students. The collected data were analysed using structural equation modelling.Main findings: The hypotheses testing results revealed that the WR was influenced significantly and positively by CSE, CE and SPE.Practical/managerial implications: The present research provides implications from which managers of institutions of higher learning can benefit. For instance, ensuring that experiential learning is involved in all the programmes. This will be more advantageous to students who would like to evaluate themselves to determine if they are work ready.Contribution/value-add: This study adds fresh understanding regarding the precursors that stimulate work readiness among students in a South African context.

Objective This study aimed to analyze the demographic and descriptive information of new patients presenting to an educational institution–based chiropractic student clinic in South Africa that could then be used to draw comparisons to other international chiropractic student clinics and local practices. Methods We conducted a retrospective descriptive study of all new patient files from January 1, 2016, to July 31, 2016. The variables extracted were age, health profiles, number of musculoskeletal complaints, treatment protocol, and number of treatments that patients received for the initial complaint. Data were analyzed using cross-tabulations and multidimensional χ2 tests. Results There were 865 files reviewed. Most patients were aged between 20 and 24 years. Lumbar and pelvic complaints were most common (42.2%), followed by the cervical spine (28%). Lumbar (18.8%) and cervical (16.8%) biomechanical conditions, followed by lumbar myofascial pain syndrome (7.6%), were the most common problems. Musculoskeletal conditions were reported in 99% of cases. The majority (80%) of patients received 9 or fewer treatments for their initial complaint. Manipulation was used in 93.9% of cases, followed by mobilization (8.8%), interferential current (23.5%), and dry needling (19.1%). Conclusions Data gathered suggest that there are some general similarities with international training institutions. There are also differences between the study sample and international institutions and South African private chiropractic practice. The dissimilarities were a younger patient population, a lower number of treatment visits, and low exposure to nonmusculoskeletal conditions. These differences may affect the breadth of student education and require further investigation.

Background: Substance use amongst high school learners is common in South Africa, with related risky behaviours and outcomes. Because of the social and geographical trends, studies in various parts of the country are essential to contribute to the understanding of the overall picture. The purpose of this study was to determine the prevalence of substance use, as well as the factors associated with substance use in a sample of high school learners in a suburb south of Johannesburg.Methods: A quantitative cross-sectional survey, by using a self-administered questionnaire, was conducted amongst 308 learners in four high schools. The parents of all the learners provided consent for their children to participate in the study.Results: The sample consisted of 308 learners who were in grades 8–12, with a mean age of 16.3. The majority (57%, n = 177) were females and 43% (n = 131) were males. The prevalence of substance use was 31% (n = 94), with 52% (n = 49) of those who use substances being male, compared with 48% (n = 45) females. Of those who used substances, 69% (n = 65) used alcohol, 10% (n = 9) smoked dagga, 5% (n = 5) smoked cigarettes, 7% (n = 7) used other substances and 46% (n = 43) were polyusers. Age, missing school because of illness, use of leisure time and friends using substances were significantly associated with the use of substances (p 0.05).Conclusion: The prevalence of substance use was high at 31%, which is of concern because the use of legal psychoactive substances remains illegal for minors. The risky factors associated with the use of substances highlight the threat that this behaviour has on the social well-being and educational outcomes of the learners.

The aim o f this study was to determine and describe the role and functions o f the community health nurse in the health services o f local authorities o f the larger cities within the framework o f legislation regarding health and the health service structure o f the Republic o f South Africa. A questionnaire was used to gather data in connection with the present role and functions o f the community health nurse who is responsible fo r direct client I patient care in the local authority areas o f Greater Cape Town, Port Elizabeth, Durban, Pretoria, Johannesburg and Bloemfontein. The information gained from the questionnaires was followed up by personal observations o f the services tendered in Greater Cape Town, Durban and Johannesburg, after it had been computed. The study indicates that the community health nurse in the urban, local authority health services o f the Republic makes a very important contribution to the delivery o f services within the provisions o f the Health Act, no. 63 of 1977. The analysis o f the computed data and personal observations showed that the community health nurse in the large cities must carry out a certain percentage o f the administrative, educational, preventive, promotive, curative and rehabilitative activities in the services.

The article begins with setting the South African educational context for a postgraduate early literacy research project in the foundation phase (ages 4–9). The research examines how philosophy with children (P4C) might be part of a solution to current problems in reading comprehension. The second author reports on her P4C action research with her own children as well as her observations of a Grade 2 classroom in a school near Johannesburg. The research shows how the picturebook Little Beauty by Anthony Browne opens up a philosophical space within which children are allowed to draw on their own life experiences and prior knowledge. The project reveals the depth of their thinking when making intra-textual connections between Little Beauty and the movie King Kong. The facilitated philosophical space also makes it possible for the children to make complex philosophical links between the emotion anger, destructive behaviour and the ethico-political dimensions of punishment. Central to this article are the second author’s critical reflections on how her literacy practices as a mother and foundation phase teacher have fundamentally changed as a result of this project. The article concludes with some implications for the teaching of early literacy in South Africa.

Sudan witnessed an increase in the number of colleges of medicine after the higher education revolution in the early 1990s. Many authors writing about medical education, both in Sudan and across the world, have described a negative correlation between the increased number of medical colleges and the quality of education provided by those colleges. Many educational leaders in Sudan are calling for action to deal with the issues arising from this great expansion of medical colleges, with opinions varying from collegectomies (closure of the colleges) to merging colleges. Several strategies have been implemented in Canada, Iran, the Philippines and South Africa to deal with similar situations. These have included college support such as funding or technical support, changing the colleges’ educational strategies, modifying the curriculum, integrating (rather than merging) colleges, and collegectomies. This paper outlines possible actions to be taken in response to the expansion of medical colleges in the Sudanese context. It explores the international experience with the situation in an attempt to augment the discussion with options that may help to improve medical education. Keywords: collegectomy, medical education, Sudan, social accountability

The information and communication technology revolution is broadly recognised for its fundamental role in the effective operation of higher education institutions. There is a need to understand the way in which wireless local area networks at universities are viewed by registered users, the people that develop, implement and maintain these networks, and those planning on adopting these networks. The study’s objective is to unravel the usefulness of these networks in a higher education environment to promote effective learning engagements at campuses of the University of Johannesburg in South Africa. Universities provide Wi-Fi network initiatives on campuses to create an effective learning environment, and wireless local area network connections at universities mean that Wi-Fi-enabled devices can be leveraged for educational purposes. The provision of Wi-Fi-enabled computers, mobile devices and electronic gadgets has revolutionised the realm and methods of communication, which is channelled towards improving and enhancing internet coverage on campuses and at student residences. This study explores the effectiveness of Wi-Fi networks and hotspots on campuses and at student residences to improve students’ learning engagement. The study used mixed-research methods, including a document analysis to gather information from information and communication systems and a survey to gather responses from the respondents. The findings suggest that Wi-Fi availability at universities is perceived as useful and effective since students benefit from a range of improved learning experiences, easy access to educational content, enhanced performance, and quality and education delivery.

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