Showing items 101 - 120 of 17606

Teachers’ use of authentic tasks through mathematics trails in a mobile learning environment to facilitate conceptual teaching

  • Authors: Matengu, Given Kahale
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/466429 , vital:76727 , DOI https://doi.org/10.21504/10962/466429
  • Description: The teaching and learning of mathematics in Namibia is confronted by various forms of challenges that require continuous search for effective pedagogical strategies and approaches to enhance mathematical understanding. Some of the ways include using real and authentic outdoor activities and technological tools, such as smartphones, for teaching and learning purposes. The need to use authentic and realistic tasks in outdoor settings in the teaching of mathematics has strong support from the literature. Moreover, many recent reforms in education challenge teachers across all subjects to use modern and up-to-date technologies to complement and support existing approaches to teaching. Smartphones, in particular, offer new opportunities in the evolution of technology-enhanced learning by allowing teaching and learning to occur in authentic and realistic contexts that extend to real-life environments. This qualitative case study proposes a practical framework that can facilitate mathematical understanding in teaching through the implementation of authentic and realistic outdoor tasks by using the Math City Map (MCM) project on a smartphone. The study aims to analyse and understand how mathematics teachers can create and implement authentic and realistic tasks in an outdoor mathematics trail to facilitate the conceptual teaching of area, volume, ratio and proportion topics, within the context of the Realistic Mathematics Education theory (RME). The study is framed within the RME theory and the iPAC (personalisation, authenticity, collaboration) mobile pedagogical framework. The research process is underpinned by an interpretivist paradigm. Data was collected from eight selected teachers through observations and interviews and analysed using frameworks derived from the RME and iPAC mobile pedagogical theories and the emergence of common themes. The findings suggest that the integration of smartphones and mathematics trails have pedagogical benefits in mathematics teaching and can facilitate the use of outdoor tasks that are connected to learners’ realities. The study argues that while MCM mathematics trail tasks can be difficult to create, it was worthwhile for teachers using them to conceptually teach the selected topics. It is therefore hoped that the findings of this study contribute towards the use of outdoor mathematics trails and smartphones in the teaching of mathematics. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
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  • Date Issued: 2024-10-11

Teaching problem solving: the "Ten Commandments" approach

  • Authors: Matiwane, Noluvuyo
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/464897 , vital:76555
  • Description: The evident need for an intervention to help physics students, especially incoming university students, develop their problem-solving skills led to exploring possible curriculum structures to achieve the goal. A modified curriculum structure of the first-year physics course, including explicit teaching of physics problem solving, was developed and implemented at Rhodes University, South Africa, in 2017. First-year physics students learn to solve problems by implementing the "Ten Commandments" of physics problem solving in their solutions, following a three-stage problem-solving framework. Additionally, students attend whiteboard tutorial sessions where they actively practise using the problem-solving framework in their solutions to physics problems with peers in an environment where help is available. Students are explicitly prompted to use the \Ten Commandments" during the whiteboard tutorials and not prompted for other assessment tasks. Students' solutions to formative physics assessment tasks (problem sets and tests) in the first semester were examined, problem-solving scores were determined using a problem-solving rubric developed in the department, shifts in attitudes and beliefs about physics and solving problems in physics were measured, and relationships between their problem-solving scores and task performance were evaluated to investigate how students adopted the framework and its implications over one semester. The problems issued to students differed in context and difficulty level; as a result, not all of the "Ten Commandments" were applicable to solve all problems, and different combinations of the commandments were applied to different problems. The explicit use of the problem-solving rubric to mark student problem sets was an indirect prompt for students to use commandments when doing their problem sets. As a result, students attempted to implement more applicable "commandments" (mostly partially correct) in their solutions to problem sets than in tests. Moreover, students' solutions to problems show that they used more of the "commandments" they were familiar with from school and less of the new ones, such as drawing diagrams without being prompted, producing algebraic solutions before substituting numbers, and doing dimensional analysis. Problem sets are often assumed to help prepare students for tests; however, correlations between students' problem-solving scores and performance between the two assessments did not give clear indications of whether problem sets were helping to prepare students to solve problems. Lastly, students' attitudes and beliefs also show a negative shift in students' perceptions of problem-solving by the end of the first semester. Problem-solving is a skill that develops in stages and over time; therefore, a timeframe longer than one semester is needed to report on significant changes in students' problem-solving habits and perspectives about problem-solving in physics. The study results are also important in giving insights into the initial developments of problem-solving skills and teaching problem solving. , Thesis (MSc) -- Faculty of Science, Physics and Electronics, 2024
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  • Date Issued: 2024-10-11

Technological pedagogical content knowledge: an examination of rural secondary school life sciences teachers’ integration of technology in Eastern Cape province

  • Authors: Shambare, Brian
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/466458 , vital:76730 , DOI https://doi.org/10.21504/10962/466458
  • Description: Rural education, particularly in the Global South, faces distinct challenges flowing from low socio-economic conditions, limited resources, and inadequate funding. These issues notably affect rural teachers’ abilities to deliver quality education. Although technology integration offers potential benefits and rural teachers have increased access to various technologies, they frequently adopt these tools spontaneously without guidelines. While many teachers in rural schools choose specific technologies to address teaching challenges, technology has to be integrated with a clear pedagogical intent. The rural teachers’ frequent adoption of technologies hints at technological pedagogical content knowledge (TPACK) development, consciously or unconsciously. However, the process of developing this expertise remains largely unknown. Furthermore, the development of TPACK among teachers in rural Global South schools, particularly those who did not receive formal or informal technology training during their initial teacher education or professional development, remains unclear. Therefore, this research delved into the practices, factors, and experiences influencing the development of TPACK, all from the perspective of Life Sciences teachers in rural schools. The voices of teachers in rural regions have been notably absent in the broader discourse of TPACK research, making the current study’s insights particularly significant. This qualitative and investigative study, located within the interpretivist paradigm, is grounded in Vygotsky’s (1978) socio-cultural theory and Koehler and Mishra’s (2006) Technological Pedagogical Content Knowledge framework. Seven Life Sciences teachers participated in the study. The teacher participants were purposively sampled from schools in the Joe Gqabi district in the Eastern Cape province of South Africa. Multiple data-generation instruments were employed. These included a questionnaire, semi-structured interviews, lesson observations, and sharing circle discussions. A thematic analysis approach, guided by the study’s dual theoretical perspective, was applied to dissect and analyse the data. The study’s findings challenged the prevailing assumption that rural schools lack access to technological resources, unveiling that rural Life Sciences teachers in this research had access to diverse educational technologies. Nevertheless, despite improved technology accessibility, these teachers predominantly employed ‘simple skill-based’ technologies for content delivery, resulting in limited learner engagement. Notwithstanding the challenges posed by inadequate school infrastructure, limited electricity access, and poor Internet connectivity, this investigation found that Life Sciences teachers in rural settings who lack formal technology integration training demonstrated enthusiasm for incorporating technology into their teaching methods. Furthermore, these teachers exhibited strength in non-technological TPACK domains, such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), while demonstrating limited expertise in technology-related domains, such as technological knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). The study uncovered nuanced factors, practices, and experiences contributing to TPACK development among rural Life Sciences teachers. These include learning from their learners, collaborating with peers, and engaging in self-directed learning. The study also proposed a new theoretical perspective to the existing TPACK framework to cater for technology integration in rural school contexts. Overall, this research provided a unique perspective on TPACK development in rural schools, particularly in the Global South. The study recommended targeted investments in professional development, promoting peer collaboration, and fostering a culture of self-directed learning. Furthermore, the current research emphasised the importance of recognising the evolving educational landscape as a two-way knowledge exchange between teachers and learners to foster TPACK development in rural schools. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
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  • Date Issued: 2024-10-11

The acceptability of Prolonged Exposure Therapy for Primary Care (PE-PC) for the treatment of PTSD in a low resourced community in the Eastern Cape

  • Authors: Leboho, Lerato
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/466191 , vital:76706
  • Description: Post-traumatic stress disorder (PTSD) is a global mental health concern, especially in low- resourced communities that are characterised by limited access to health professionals, limited healthcare infrastructure, and limited access to evidence-based mental healthcare at primary care level. Over the last decade, several psychological trauma-focused therapies (TFTs), such as prolonged exposure therapy (PE) have been developed to treat PTSD. In the context of the existing literature, studies done in HICs have explored the implementation and acceptability of prolonged exposure therapy at primary care level (PE-PC) as a first-line treatment for PTSD. Contrary to this, there is little to no implementation studies done to date that have examined the acceptability of empirically supported treatments (ESTs), such as PE in low-resourced countries, such as South Africa. Using the Implementation Science framework, ten participants were recruited to be interviewed, using semi-structured interviews, about their experiences and perceptions of PE-PC as a treatment for PTSD, and to also share their experiences of living with PTSD. The interview data was analysed using the reflexive thematic analysis (RTA) method to determine whether PE-PC is an acceptable treatment for PTSD that can be administered at community level and highlights the importance of integrating mental health within primary healthcare practice. Based on the analysis four superordinate themes were identified, namely, lack and absence of social support; factors preventing trauma survivors from accessing EBTs; lack of knowledge regarding mental health literacy, and adaptation of a brief trauma-focused therapy in a low-resource community. The evidence this study shows that some of the factors that hinder the acceptability of trauma-focused therapies (TFTs) at community level, include stigma and discrimination, the absence of social support, limited resources, and inadequate knowledge on mental health and illness. Therefore, it makes sense of the urgency to implement evidence-based treatments (EBTs) in LMICs. Findings of this thesis suggest that (a) PE-PC should be adopted at community level, and that (b) PE-PC is an acceptable treatment for PTSD in low-resourced communities. , Thesis (MSocSci) -- Faculty of Humanities, Psychology, 2024
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  • Date Issued: 2024-10-11

The Amadiba Crisis Committee: sustaining mobilisation in Xolobeni, South Africa

  • Authors: Nowicki, Lucas Joel
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/466027 , vital:76678
  • Description: This thesis seeks to understand how the Amadiba Crisis Committee (ACC), a rural movement from Xolobeni, has sustained mobilisation and worked with allies in civil society. The ACC was formed in 2007 in response to attempts by a mining company, Transworld Energy and Mineral Resources (TEM), to establish a sand mine off the coast of the Eastern Cape of South Africa. Since 2007, the ACC has achieved significant victories in their fight against imposed development projects they argue threaten existing livelihoods that rely on the land. This thesis theorises the ACC’s mobilisation by drawing on concepts such as political opportunity, resource mobilisation, repertoires of action, framing and resource frontiers’. The thesis responds to the research question(s) by undertaking a thematic analysis of textual data drawn from semi-structured in-depth interviews conducted with ACC members and their allies in civil society, most of which were collected during fieldwork in Xolobeni. The study finds that the ACC has sustained mobilisation through the combination of more public and institutional repertoires of action with more subtle everyday forms of resistance. These repertoires include dynamic uses of the law and rights discourses to further the movement’s goals. The ACC also used more confrontational tactics whereby activists use their bodies to physically disrupt extractive projects’ operations, actions which are coordinated through communication networks and local leadership structures. Furthermore, the ACC promotes alternative development strategies in a way which can be conceived as a type of prefigurative politics whereby activists actualise and embody the types of relations and development they want to see in the world. Many of these tactics were supported and made possible due to the presence of allies in civil society such as Sustaining the Wild Coast (SWC). Although there is a risk that such allies may end up co-opting and undermining mobilisation, this risk has been averted because both the SWC and the ACC are committed to maintaining separation between the movement and NGO in mobilisation. The SWC’s support has included facilitating access to media and civil society networks located in urban areas and using these networks and social capital to access information and other necessary resources. Overall, the movement has sustained resistance to imposed development projects by drawing on strong existing historical community ties, using diverse repertoires to achieve goals and build the movement’s base, and by consistently outlining alternative development strategies as a positive vision to their mobilisation. This has consolidated the ACC as a movement and established them as a powerful force with the ability to shape local development, policy and public discourse. , Thesis (MA) -- Faculty of Humanities, Political and International Studies, 2024
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  • Date Issued: 2024-10-11

The assessment of abandoned cultivated lands: a case study of Lower Tsitsana and Hlankomo villages in the Tsitsa River catchment, Eastern Cape, South Africa

  • Authors: Dakie, Regina Nokufa
  • Date: 2024-10-11
  • Subjects: Agricultural land , Grasslands South Africa Eastern Cape , Abandoned land , Social ecology , Aerial photography
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/464787 , vital:76545
  • Description: Globally, agriculture is an essential part of people’s livelihoods, contributing to rural economies and food security. However, cultivated land abandonment, the intentional or unintentional cessation of agricultural activities for takeover by other land uses, is becoming increasingly common. Although widely studied, the outcomes of cultivated land abandonment are highly context-dependent and varied. Understanding this phenomenon would thus benefit from placed-based social-ecological case study perspectives, particularly in more understudied contexts. This study represents such a perspective, taking a social-ecological approach to understand how land abandonment has emerged and what its consequences are for the desired future outcomes in the Hlankomo and Lower Tsitsana villages in the Tsitsa River catchment. Drawing on McGinnis & Ostrom’s (2009) framework, I framed cultivated land abandonment in my study area as a “focal action situation” informed by the interaction of natural resource systems, governance systems, actors, and resource units. To better understand the current state of the natural resource system and important ecological (resource) units (grass), I used two measures of ecological condition: a rapid assessment test that provided a broad, if superficial, understanding of degradation and land condition, and a veld condition assessment that provided an understanding of grassland composition and quality in abandoned fields. I also used aerial photographs to assess the extent of changes in abandoned cultivation in the catchment. To understand actors, governance systems, how they interacted with natural resource systems and units for land abandonment to emerge, and what implications these interactions may have for the future of these lands, I used semi-structured interviews. The Rapid Assessment Test tool showed that the abandoned cultivated fields were dominated by grasses (58.3%), while shrubs (11%) and succulents (11%) were the least prevalent. The veld assessment identified sixteen grass species in both villages, with Aristida junciformis (23%) and Eragrostis plana (22.2 %) being the most dominant. The grazing statuses of the grasses showed that there were more Increaser II species, followed by Increaser III, Exotic, Increaser I and Decreaser species, respectively. There were more grass species with low grazing and average grazing values than grass species with high grazing values. The Rapid Assessment tool and the Veld assessment showed that the fields were dominated by poor grass species that grow on degraded lands. The results thus showed that the abandoned cultivated lands are degraded and in poor condition, as they are covered mainly by poor grass species that are dominant in over-utilised and overgrazed areas. The aerial photographs showed a decline in cultivated lands from 1966 to 2015, with a significant decline between 1966 and 2003. The land under cultivation between 1966 and 2003 decreased by 95 %, resulting in an annual decline of 2.56 %. The land under cultivation from 2003 and 2015 decreased by 60 %, resulting in a decline of 4 % per year. Local people corroborated the increase in cultivated land abandonment in the interviews, and this is why I attempt to understand why abandoned cultivated land happened (how the resource system and governance systems/actors interacted to shape cultivated land abandonment). As in other South African rural contexts, reasons people gave for land cultivation abandonment revealed the strongly intertwined nature of ecological and social systems, including no fence, livestock eating crops, no cattle, lack of labour, migration, lack of resources (money and equipment), parents passing on, expensive fertilizers, rainfall variability, dependency on grants, lack of interest and laziness. People had different views about the future of the abandoned cultivated lands, suggesting building homes, recreational parks, poultry farms, and recultivating and livestock protection camps, while others indicated that they didn’t care what happens to the abandoned fields. Many people still value abandoned lands and would prefer for the land to be recultivated, but they are held back by factors beyond their control, such as no fencing and a lack of governmental support in the form of fertilisers and machinery for ploughing. Additionally, our ecological results suggest that, due to the degraded states of these lands, significant rehabilitation would be required to realize these desired outcomes. Overall, this study shows the social-ecological complexity that drives cultivated land abandonment in the Tsitsa River catchment, providing a context-specific understanding of the drivers and consequences of abandoned cultivated land, future options more specific to these villages, and the broader Tsitsa catchment. At the same time, my study also corroborates similar studies in rural African and other global South contexts, thus supporting generalizable knowledge that can be used in the development of agrarian, social and environmental policies in these regions. , Thesis (MSc) -- Faculty of Science, Environmental Science, 2024
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  • Date Issued: 2024-10-11

The effect of biological control on the population dynamics of Pontederia crassipes Mart. (Pontederiaceae) and Salvinia minima Baker (Salviniales: Salviniaceae)

  • Authors: Chikodza, Tressia
  • Date: 2024-10-11
  • Subjects: Pontederia crassipes , Salvinia minima , Pontederiaceae Biological control South Africa , Salviniaceae Biological control South Africa , Population dynamics , Secondary invasion
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/464462 , vital:76513
  • Description: Pontederia crassipes is widely regarded as the most damaging floating aquatic weed in terms of its invasive traits, and its impact on aquatic ecosystems. Biological control using host-specific natural enemies is widely used for its control, with the most recent agent released being a planthopper, Megamelus scutellaris, in South Africa and the USA. In South Africa, inundative releases of M. scutellaris have been shown to control the weed even at eutrophic, and high elevation cold sites, such as Hartbeespoort Dam, arguably Africa’s most hypertrophic impoundment. However, subsequent to the control of P. crassipes on Hartbeespoort Dam, in 2021, a secondary invader, Salvinia minima, dominated the water system. Salvinia minima is only known from a handful sites near Hartbeespoort Dam and there is currently no approved biocontrol agent for it. The population dynamics of P. crassipes and S. minima at the Dam were overall interchanging due to insect feeding on M. scutellaris reducing P. crassipes populations thus allowing S. minima to become dominant. Intense feeding from M. scutellaris resulted in the reduction of P. crassipes populations. During late autumn and winter, remaining P. crassipes plants experienced frost damage from cold temperatures. The decrease in P. crassipes allowed S. minima to successfully invade, potentially as the result of less competition from P. crassipes, and therefore available resources, such as space, nutrients, and light. However, as spring approached, P. crassipes regenerated from its seed bank, and S. minima populations diminished. The changes in dominance were observed in 2021 and 2022 but in 2023, this trend was not evident as S. minima did not dominate as in previous years. This thesis investigated the combination of competition and herbivory by M. scutellaris on the vigour of P. crassipes and S. minima to understand the dynamics of these two highly invasive species. Competitive abilities of P. crassipes and S. minima were determined using an inverse linear model with plant weight as the yield variable. In the absence of herbivory, P. crassipes, was 4 times more competitive than S. minima, but as competitive when exposed to M. scutellaris feeding. Salvinia minima was 1.2 times as aggressive as P. crassipes in the absence of herbivory, but 2.6 times as competitive when M. scutellaris was established on P. crassipes. In the presence of herbivory on P. crassipes, interspecific competition coefficients from P. crassipes on S. minima were no longer statistically significant. These results indicate that the competitive ability of P. crassipes was reduced through herbivory when grown with S. minima, explaining the temporal dominance between the two species at Hartbeespoort Dam. Some studies have reported that P. crassipes releases allelochemicals as a competitive strategy to algae and phytoplankton. Previously identified allelochemicals include N-phenyl-1-naphthylamine, N-phenyl-2-naphthylamine and linoleic acid. This thesis investigated the presence or absence of key chemical compounds released by P. crassipes during allelopathy with microbes and phytoplankton to determine its potential to inhibit S. minima growth. Methanol extracts from P. crassipes roots, leaves, and field samples underwent LC-ESI-MS/MS analysis, creating a molecular network to match chemical profiles. Of the investigated compounds, N-phenyl-1-naphthylamine and N-phenyl-2-naphthylamine were absent in P. crassipes and field samples, while linoleic acid was consistently found. Its presence suggests its potential defensive role against S. minima. Future research should explore allelochemical production in the presence of S. minima and algae to confirm if S. minima elicits an allelochemical response by P. crassipes, or whether the methods used here were insufficient to detect allelochemical production. Understanding whether P. crassipes employs allelochemicals, especially in the presence of S. minima, could shed light on its competitive advantage beyond its invasive nature at the Dam. , Thesis (MSc) -- Faculty of Science, Botany, 2024
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  • Date Issued: 2024-10-11

The expression and evaluation of CrpeNPV gp37 as a formulation additive for enhanced infectivity with CrleGV-SA and improved Thaumatotibia leucotreta control

  • Authors: Muleya, Naho
  • Date: 2024-10-11
  • Subjects: Cryptophlebia leucotreta Biological control , False Codling Moth , Cryptophlebia leucotreta granulovirus , Cryptophlebia peltastica nucleopolyhedrovirus , Citrus Diseases and pests South Africa , Baculoviruses
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463919 , vital:76457
  • Description: Thaumatotibia leucotreta (Meyrick) (Lepidoptera: Tortricidae) is a significant pest native to Africa, causing damage to citrus and posing a threat to the export of fresh citrus in South Africa. Classified as a phytosanitary risk by several South African export markets, this pest necessitates effective control measures. Baculoviruses emerge as promising biological control agents against T. leucotreta due to their inherent safety and eco-friendly characteristics. Among these, Cryptophlebia leucotreta Granulovirus (CrleGV-SA) and Cryptophlebia peltastica Nucleopolyhedrovirus (CrpeNPV) stand out, both causing larval mortality upon infecting T. leucotreta. CrleGV-SA has been formulated into the products Cryptogran™, CryptoMax™ and Cryptex®, while CrpeNPV has been formulated into the product Multimax™. Both viruses are used in integrated pest management programmes to reduce fruit damage in agricultural fields, with CrleGV-SA having been employed against T. leucotreta for nearly 20 years in South Africa. However, these control options are limited by factors such as virulence and the slow speed of kill. This limitation can be addressed by exploiting potential synergistic relationships between baculoviruses infecting the same host. Previous studies have demonstrated that the truncated CpGV gp37 can enhance the infectivity of NPVs on other lepidopteran pests, such as Spodoptera exigua (Hübner). Although the mechanism behind this phenomenon remains unclear, it presents an opportunity to enhance the effectiveness of baculovirus-based management strategies. Notably, the genome of CrpeNPV encodes gp37, while CrleGV-SA lacks this gene. The potential interaction between CrleGV-SA and CrpeNPV gp37 remains unexplored. Therefore, investigating whether they exhibit synergistic or antagonistic effects is essential for optimising baculovirus-based management of T. leucotreta. This study aims to express CrpeNPV gp37 in a bacterial system and then evaluate its effect on larval mortality when combined with CrleGV-SA in laboratory bioassays. The initial step involved extracting genomic DNA (gDNA) from occlusion bodies (OBs) of CrpeNPV. A modified Quick DNA Miniprep plus kit was utilised, which entailed pre-treatment with Na2CO3 followed by neutralisation with Tris-HCI before gDNA extraction using the kit. Subsequently, the concentration of the gDNA was estimated using a Nanodrop spectrophotometer. Oligonucleotides targeting the CrpeNPV gp37 gene were designed for PCR amplification, with the gDNA serving as a template. The gp37 amplicon was identified through agarose gel electrophoresis and then gel purified in preparation for cloning. Secondly, the purified PCR product was cloned into the intermediate vector pJET1.2/blunt and then subcloned into the bacterial expression vector pCA528 through DNA ligation. The construction of recombinant plasmids (pJET-gp37 and pCA-gp37) was conducted and verified using Colony PCR, plasmid extraction, restriction enzyme analysis, and Sanger sequencing. Thirdly, the recombinant protein (6×His-SUMO-gp37) was expressed and purified using Nickel affinity chromatography and analysed through SDS-PAGE and Western blot techniques. The expression of 6×His-SUMO-gp37 was carried out at both 25 °C and 18 °C. A time course induction study was conducted, inducing transformed cells for 0-, 3-, 5-, and 24-hours post induction (hpi). SDS-PAGE and Western blotting of samples collected at various time points revealed that 6×His-SUMO-gp37, approximately 42 kDa in size, was visible from 3 hpi, with maximal expression at 24 hpi. Solubility analysis of 6×His-SUMO-gp37 was performed at both temperatures, showing solubility at 18 °C but predominantly present in the insoluble fraction. The soluble protein was purified under native conditions, while the insoluble protein was purified under denaturing conditions. Despite being unable to elute 6×His-SUMO-gp37 under native conditions, successful elution was achieved under denaturing conditions, confirmed via Western blot analysis. No further experiments were conducted on the eluted 6×His-SUMO-gp37 under denaturing conditions. Lastly, a preliminary surface dose bioassay was conducted to evaluate the efficacy of pelleted bacteria expressing 6×His-SUMO-gp37 in combination with CrleGV-SA against T. leucotreta neonates. Two lethal concentration doses of CrleGV-SA were prepared: a low concentration (2.96×104 OBs/mL) capable of killing 40 % of the T. leucotreta population, and a high concentration (2.96×105 OBs/mL) capable of killing 90 % of the population. The target protein, 6×His-SUMO-gp37, and the control, pCA528, were obtained by lysing the cells, centrifuging the samples, and collecting the insoluble fractions in pellet form. These fractions were then resuspended in PBS and used as treatments in combination with the prepared CrleGV-SA concentration doses. The concentration of the pellets was estimated using a Nanodrop spectrophotometer by measuring the absorbance at 280 nm. The bioassay results revealed that the combination of 100 μg/mL of pelleted bacteria expressing 6×His-SUMO-gp37 with CrleGV-SA had no effect on T. leucotreta larval mortality compared to CrleGV-SA alone. A one-way ANOVA was performed to assess differences among the virus treatment groups, concluding that no statistically significant differences were observed among the groups. The experiments in this study provided valuable insights for future research, particularly in exploring the use of a protein-virus combination as a novel method for pest control. , Thesis (MSc) -- Faculty of Science, Biochemistry, Microbiology & Bioinformatics, 2024
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  • Date Issued: 2024-10-11

The impact of corruption on stock market performance : evidence from BRICS

  • Authors: Kapase, Siphe
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/462724 , vital:76329
  • Description: This thesis examines the impact of corruption perception on stock market performance across BRICS nations from 2010 to 2022 using a primarily quantitative approach. Grounded in theoretical frameworks such as Corruption as Grease, Corruption as Sand, and New Institutional Economics, the study employs the Panel Autoregressive Distributed Lag (ARDL) model. It explores how corruption perceptions influence stock market capitalization (MCAP) over various time horizons. It utilizes empirical data and advanced techniques like unit root testing and cointegration tests to provide insights into short-term fluctuations and long-term trends in financial markets. The findings reveal significant long-term negative effects of the corruption perception index (CPI) on MCAP. Higher levels of perceived corruption correlate with lower stock market capitalization over extended periods, underscoring the persistent impact of institutional weaknesses on market stability. Short-term analyses show varying adjustment speeds towards equilibrium among BRICS nations, reflecting different economic contexts and policy responses to corruption. The findings suggest that investors should focus on markets with lower corruption perceptions for better stock market performance and advise policymakers to enhance transparency to build more resilient financial markets. Future research should continue to explore the impact of corruption on BRICS nations. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
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  • Date Issued: 2024-10-11

The impact of Fintech firms on bank performance: analysing the South African case (2009-2021)

  • Authors: Runyowa, Simon Simbarashe
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/462812 , vital:76337
  • Description: The growth of the Fintech Firm sector globally was inevitable, given the changes in consumer behaviour, expectations, and the ever-changing and evolving nature of technology. The sector saw a sharp increase during the 2008 Global Financial Crisis and was driven by digital payments, government policy, less stringent regulation, and technological innovation. Unsurprisingly, South Africa was home to a mature and developing Fintech sector primarily driven by money transfers and mobile payments putting Fintech firms in the same market segment as traditional banks but with a more extensive potential customer base through offering easily accessible and lower-cost services. The relationship between the growth of the Fintech firm sector and Bank performance was widely researched within the literature with varying results. The study aimed to add to the body of literature and determine the nature of this relationship in the South African context. The study primarily aimed to determine the relationship and impact of the growth of the Fintech firm payments segment on the performance of the South African Banking sector. Additionally, the study aimed to measure the sector's growth by creating a Fintech Growth Index. Using the Ordinary Least Squares, Fixed Effect and the Generalized Method of Moments estimation techniques, estimations between Bank performance variables and the Fintech growth Index were analysed between 2009 and 2021. Firstly, the study found the growth of the Fintech payments segment to be positive. Secondly, the study found that the growth of the payment segment had a negative relationship and impact on the financial performance of South African banks. The findings of this study have implications for the development and regulatory framework of the South African Fintech sector as well as its interaction with the South African banking sector. Furthermore, policymakers may find that the growth of the Fintech Firm sector has overall positive benefits for financial inclusion for South African consumers. The study recommended that future research be taken to address the gap in the literature regarding the growth of the South African Fintech sector. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
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  • Date Issued: 2024-10-11

The influence of access to financial services and effective financial management practices on SME success in South Africa

  • Authors: Sisusa, Ubenathi
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463527 , vital:76417
  • Description: The success rate of small and medium enterprises (SMEs) in South Africa is still low due to the majority failing in their early stages of initiation. The main reasons why SMEs fail can be ascribed to their lack of access to financial services and effective financial management practices. Access to financial services refers to the ability of SMEs to obtain financial products and services from formal financial institutions at affordable prices, while effective financial management practices refer to the adoption of cash and credit management practices to efficiently manage finances within the SMEs. This study investigated the influence of access to financial services and effective financial management practices on SME success in South Africa. Access to financial services was measured by SMEs’ access to transactional bank accounts, savings accounts, credit facilities, and insurance products. Effective financial management practices were measured according to their cash and credit management practices. Lastly, SME success was measured as SMEs operating for over five years, reporting growth according to the owner’s perception, and earning annual profits of R15 000 and above. This study applied the quantitative research design to investigate the influence of access to financial services and effective financial management practices on SME success in South Africa. The study used existing data collected by Ipsos for the FinMark Trust FinScope South Africa MSME 2020 with a sample of 4 897 respondents. The study used secondary data to investigate the independent variables, namely access to financial services and effective financial management practices, on the dependent variable, SME success. Pearson’s correlation coefficient and the multiple regression analysis were used to test the hypotheses of the study. The results showed that these SMEs were mostly from the Gauteng Province (40%), the majority had between 11 and 50 employees (76%), and the owner was the manager (73%). Pearson’s correlation coefficient results showed a significant positive correlation between access to financial services and SME success. It also showed a significant positive correlation between effective financial management practices and SME success. Furthermore, this study’s multiple regression analysis showed that access to financial services and effective financial management practices significantly influence SME success. Thus, SMEs with access to financial services (transactional bank accounts, savings accounts, credit facilities, and insurance products) and adopting effective financial management practices such as cash and credit management are likely to succeed. This study emphasises the importance of access to financial services and effective financial management practices on SMEs’ success. Therefore, it is recommended that to enhance SME success, SMEs need to open transactional bank accounts as soon as they start operating to ensure that they build favourable profiles with the financial institutions to gain access to other financial services such as credit facilities and insurance products. Furthermore, in terms of effective financial management practices, SMEs need to adopt the relevant cash and credit management practices, ensuring that they can meet the financial institutions’ requirements, subsequently enabling them to access financial services. Lastly, this study recommends that financial institutions offer relevant and affordable financial products and services to SMEs to ensure they can access more financial services. This study contributes to SMEs and formal financial institutions in South Africa by identifying the factors that influence SME success, the measures that SME owners can put in place for the SMEs to be successful, the role that formal financial institutions play in enabling SMEs’ success, and the changes they can implement to aid SMEs to access financial services at affordable costs. , Thesis (MCom) -- Faculty of Commerce, Management, 2024
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  • Date Issued: 2024-10-11

The making of masculinities: the hidden curriculum about Gender-Based Violence and Rape Culture at an elite private school in South Africa

  • Authors: Talbot, Alexandreo Zinhle
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/466038 , vital:76679
  • Description: This study examines the formation of ‘ruling class’ masculinities and their relationship to gender-based violence (GBV) and rape culture at an elite private school (called Blue School for the purposes of this study). Through interviews with alumni, the research explores the recollections and narratives of young men in terms of how they navigated and experienced masculine identity formation in the school context during their adolescence, and also deciphers their awareness regarding GBV and rape culture. The findings demonstrate that identity formation within the school studied is complex and often reflected as a Western-centric masculinity drenched in heteronormativity. This is captured through the shared experiences alumni of the school regarding their adherence to traditional values, submission to hierarchical structures, collective mockery of vulnerability and the instillation of competitive individualism. The alumni speak to the ways in which boyhood and gender are conceptualised through the taught curriculum, contrasted with the hidden scripts of masculinities in the boarding school environment. The complex interplay between institutional culture and the formation of gender identities shows a superficial adherence to progressive ideals, unveiling the entrenched hegemonic practices that reinforce restrictive norms. Most alumni expressed a sense of living in an isolated bubble, where wrongdoings are swept under the carpet. Through these practices, elite private schools depict institutional blindness as an entangled strategy to protect institutional reputation and capital. Insinuating irrelevance of GBV within elite private boys’ schools emphasises the racist and homophobic discourses that deem who is capable of performing and experiencing gendered and sexual violence. By drawing on African feminism and Foucault, the study provides insight into the pervasive disciplinary mechanisms and their lasting impact on the alumni’s personal and social embodiment of masculinity. This highlights the urgent need for a reimagined approach to masculinity that is inclusive and cognizant of historical and socio-political nuances. The thesis calls for a systemic examination of the elite private school system across South Africa and African-centred pro-feminist educational strategies to address the genealogical discourses embedded in these institutions. , Thesis (MA) -- Faculty of Humanities, Political and International Studies, 2024
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  • Date Issued: 2024-10-11

The ontological reality of spirit and its ways of knowing as a form of embodied intangible cultural heritage: a case of the oGobela teaching approaches and techniques within Ubungoma practice

  • Authors: Jacobs, Venetia Rose
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463570 , vital:76421
  • Description: This study uses an ethnographic lens to explore the lived experiences, learning processes and experiential knowledge of oGobela (spiritual teachers). The study explores oGobela teaching approaches, techniques, and ways of knowing in Ubungoma1 practice which is known as Ukuthwasa2, which is understood as a modality or expression of Isintu. Furthermore, Isintu is defined as Indigenous knowledge systems and ancestral wisdom traditions which include Indigenous expressions of African peoples’ interactions with the cosmos, nature, earth and knowledge systems. The study reveals how esoteric knowledge (knowledge from ancestors and divinities) is translated into attainable knowledge in the form of healing techniques. This study aims to dismantle a largely European pedagogy when it pertains to the understanding of religious practices. An ethnographic lens layered with a decolonial intent worked together as a counter-hegemonic practice in the recentralisation of marginal voices, in this case, the voices of Izangoma narrating their lived experiences. Izangoma refer to people who have graduated as healers from initiation school. The theoretical framework used to guide the study was the sociocultural theory and decolonial theory. The decolonial theory was useful in my study to re-examine imperial histories through the harmful lens of colonialism. Sociocultural theory is geared towards looking at how learners actually learn as opposed to the way learners are expected to learn. This Vygotskian school of thought believes that human development is not isolated from historical, cultural and social contexts. My methodology made use of the case study, narrative analysis and criticalethnographic approaches involving semi-structured interviews with approximately seven Izangoma. This included radical embodied participation and reflexive journalling. I also drew on emerging studies on Indigenous knowledge systems such as the “anthropology of dreaming” (Tedlock, 1987, p. 1) and the “institution of drumming and dreaming in Ngoma” (Janzen, 1991, p. 291) to reflect on my experience as an initiate (Gogo Ukukhanya KweMhlaba) and my observations of my Gobela and other oGobela learning processes. The study draws a sample pool of both Izangoma and oGobela, to provide a holistic view of the role of oGobela from a teacher and learner perspective. It is important to note that not everyone who is a Sangoma is a Gobela. Becoming a Gobela is an additional calling based on specific instructions from your ancestors. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
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  • Date Issued: 2024-10-11

The reading to learn pedagogy in South African inclusive English First Additional Language classrooms: successes and challenges

  • Authors: Moyo, Sheron
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463735 , vital:76436
  • Description: Reading to Learn (RtL) has been frequently suggested for students not meeting grade-appropriate reading standards. However, its achievements and shortcomings have not been examined in inclusive education. In light of this, the main goal of this study was to explore the successes and challenges of this methodology in grade 9 English First Additional Language (FAL) inclusive classrooms across four schools in the Northern Cape Province’s John Taolo Gaetsewe District. In light of the grave concerns about literacy development in South African schools, this methodology was created to fulfil the literacy needs of students from underprivileged groups in Australia. This qualitative study was grounded in social constructivist theory and an interpretative paradigm. The research used an exploratory case study comprising four participants who were purposively recruited and empowered with RtL between 2016 and 2022. The data-gathering methods used were semi-structured interviews, focus group discussions, and classroom observations to get insights into the achievements and shortcomings of the RtL pedagogy in inclusive classrooms. The qualitative data in this study was analysed using thematic analysis. The study’s findings revealed that the RtL pedagogy gave students who faced reading obstacles in inclusive classes the skills needed to read, read with meaning, and improve as readers and writers through its six-step scaffolding interactive cycle. There were challenges in employing the RtL pedagogy in inclusive classes, such as it is time-consuming and makes it difficult for teachers to adhere to the time frame stipulated by the annual teaching plan. Nevertheless, the study’s findings showed that the advantages of the RtL pedagogy outweigh the challenges. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
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  • Date Issued: 2024-10-11

The relationship between financial sector deepening and income inequality in South Africa

  • Authors: Mandleni, Siyanda
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/462790 , vital:76335
  • Description: This research analyzes the relationship between financial sector deepening and income inequality in South Africa from 1980 to 2019, using data from the World Bank Database and the Standardized World Income Inequality Database. An autoregressive distributed lag (ARDL) model is used to explore both the long- and short-run relationships that exist between these variables. Additionally, control variables like GDP, inflation, and structural changes that occurred, which include 1994 and 2005 are considered. According to the findings, the financial sector exacerbates income inequality in the long run. These findings highlight the need for policymakers to prioritize inclusive financial sector reforms. One recommendation is to enhance the access of Small, Medium, and Micro Enterprises (SMMEs) to formal financial services. For example, promoting more black industrialists and SMMEs in the supply of financial products and services. Possible reforms may include adjusting credit requirements for different income groups or offering lower interest rates on loans for businesses. Ensuring that more financial sector gains are retained within black communities can foster inclusive growth by generating jobs and ensuring a more equitable distribution of income. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
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  • Date Issued: 2024-10-11

The relationship between REITS and stock market prices during periods of volatility: a Bivariate GARCH analysis

  • Authors: Makara, Ntsali Audrey
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/462768 , vital:76333
  • Description: The relationship between real estate and the stock market is essential because they are the two most highly invested assets. In addition, examining the volatility of any asset is important for risk management and investor portfolio returns. The general motivation for analysing the relationship is that it can provide insight to policymakers and investors about the behaviour of stocks and real estate assets. The purpose of this research is to examine the relationship between Real Estate Investment Trusts (REITS) and stock prices in South Africa using daily data from 2 January 2013 to 31 May 2023. The wealth and credit effects are the two mechanisms used to interpret the relationship. The wealth effect is a mechanism that states that the causal relationship between the two markets runs from increasing stock prices which tends to increase real estate. The credit effect claims that real estate prices influence stock prices. Most of the existing literature has examined the relationship between the two markets but less attention has been given to the volatility spillover effects. Therefore, the analysis presented in this thesis extends the existing research by examining the relationship and the spillover effects between the REITs and stock markets. The study employs quantitative research methodology using the following econometric methods i)Vector Autoregression model, ii) Granger Causality Tests and Bivariate GARCH models. The study found that there is no long-run relationship between REITS and stock prices. In addition, the Granger Causality results showed a unidirectional relationship between REITs and stock prices. The results indicate the presence of a wealth effect in South Africa, meaning that changes in stock prices influence the real estate market. Moreover, the GARCH analysis found volatility spillover effects from the stock to the REITs markets. These results are helpful for policymakers and investors interested in the portfolio and risk management of the two markets. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2024
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  • Date Issued: 2024-10-11

The reproductive biology of warty sea cucumber, Neostichopus grammatus Clark (Holothuroidea: Echinodermata) under natural and integrated multi-trophic aquaculture (IMTA) conditions in the Eastern Cape Province, South Africa

  • Authors: Senekal, Heleen Ester
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/464451 , vital:76512
  • Description: This study investigated the reproductive cycle of the warty sea cucumber, Neostichopus grammatus, in the wild and in a farming environment, to test its suitability for co-culture with abalone Haliotis midae in an IMTA system. The research formed part of a broader EU H2020 program, Aquavitae, and was conducted at Wild Coast Abalone in South Africa. The study investigated several environmental parameters, such as temperature, day length, and substrate, to determine if these have any effects on the gonadal development and reproductive cycle. The natural gametogenic cycle of wild warty sea cucumbers was determined by monitoring the Gonadosomatic Index (GI) values monthly for a period of 16 months. The GI index was validated by means of other maturity assessment techniques including measurement of the size and colour of the gonads, oocyte diameter measurements and gonad histology sections. Wild collected sea cucumbers were maintained in abalone farm rearing tanks on a diet of abalone feed and faecal waste for a period of 10 months, with GI values being determined monthly. The wild and farmed sea cucumber GI data was correlated with environmental parameters. Seasonal water temperature was strongly correlated with the GI values of wild warty sea cucumbers, suggesting that water temperature likely influences gonadal development. Sea cucumbers matured sexually during colder months (May to September) and spawned from September to February, during summer. The results of oocyte measurements, macroscopic and microscopic analyses, and histological analyses in combination with the GI values, provides a practical indicator of sexual maturity for captive breeding purposes. Farmed warty sea cucumbers followed the same annual reproductive cycle as wild sea cucumbers, however they came into spawning condition approximately one month later than wild conspecifics. As the farm water temperature was significantly higher than the ambient ocean water temperature, it was hypothesised that this may have affected the gonadal development of the farmed sea cucumbers. Furthermore, the farm-reared sea cucumbers lost weight and condition, indicating a nutritional deficiency. Previous studies indicated that the presence of a sand sediment facilitated the assimilation of organic detrital matter by sea cucumbers. An additional trial was thus set up to determine the effect of a sand sediment and cooler ambient temperature on the growth and gonadal development of the warty sea cucumbers. The growth and GI values of sea cucumbers in the cool water treatment did not differ significantly from the ambient temperature control groups. However, the addition of a sand substrate to the sea cucumber tanks had a significant positive growth effect on sea cucumber body mass and GI values. Sea cucumbers fed a diet of abalone waste material on the sand substrate exhibited final average GI values of 2.99 % (SE ±0.56). In contrast, sea cucumbers kept in bare tanks and only received abalone waste as food had significantly lower average GI values of 1.36 % (SE±0.2). This suggests that the provision of a sand sustrate in sea cucumber rearing containers is essential for the adequate nutrition and gonadal development. The results of this study indicate that the warty sea cucumber is a promising candidate for inlcusion in an IMTA system with South African perlemoen abalone. , Thesis (MSc) -- Faculty of Science, Ichthyology and Fisheries Science, 2024
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  • Date Issued: 2024-10-11

The role of academic literacy courses in students’ disciplinary knowledge-building: a case study of a Namibian university

  • Authors: Nekondo, Linus Vaakohambo
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/466383 , vital:76723 , DOI https://doi.org/10.21504/10962/466383
  • Description: This doctoral study investigated the role of academic literacy courses in shaping students’ disciplinary knowledge within the context of a Namibian university. Motivated by concerns surrounding persistently high attrition rates in higher education institutions globally, the research challenges the prevailing tendency to attribute poor student performance solely to individual factors, thus neglecting systemic issues whereby the higher education sector is absolved of responsibility. This absolution is often on the premise that the university has provided adequate support, such as through academic literacy courses, to equip students for success. However, despite the provision of such courses, high attrition rates persist. The study was guided by the following questions: 1. How is ‘academic literacy’ conceptualised in the UNAM English for Academic Purposes course curriculum? This question is further divided into two sub-questions: (a) How do the academics who teach the UNAM EAP course conceptualise ‘academic literacy’? and (b) How is knowledge structured in course documents and assessments? 2. How do academics who teach other courses conceptualise UNAM's EAP course and its relationship to the literacy practices expected in their courses? 3. How do students experience the EAP course at UNAM, and how do they understand the relationship between the content and activities of the EAP course and the academic literacy demands of their other courses? Data collection involved individual interviews with both English for Academic Purposes (EAP) lecturers and discipline-specific lecturers across three UNAM campuses, the Faculty of Education, Faculty of Engineering and Faculty of Health Sciences. Additionally, focus group interviews were conducted with students from these same campuses. To ensure robustness, triangulation of interview data was achieved by complementing it with document analysis of EAP course materials and mainstream course documents. The goal was to identify instances of code-matches (where academic literacy practices align with the expectations of the disciplines) or code-clashes (where discrepancies emerge). The findings illuminated prevailing perceptions of academic literacy as a set of skills encompassing reading, writing, and related competencies. Implicit in this understanding was that these presumed academic skills are universally applicable across academic contexts and can be taught with equal effectiveness to students regardless of their chosen discipline. An analysis using Legitimation Code Theory (LCT) revealed that such conceptualisation of academic literacy as practices that are neutral and generic across the academy indicates weaker epistemic relations (ER-), and weaker social relations (SR-). That is, the understanding of academic literacy that dominated in the data legitimated neither specialist knowledge nor any specific disposition in the knower. This results in what is known in LCT as a relativist code. Moreover, the study identified a distinct emphasis on generic, skill-based instruction in the EAP course documents. The relativist code identified in the analysis of the interviews with EAP lecturers, and echoing concerns raised in academic literacy literature about add-on courses, was starkly evident in the EAP course content. A code-clash emerged between the skills and genres taught in the EAP course and those required for success in mainstream courses. Three focus areas of the EAP course, essay writing, report writing, and referencing, were analysed in some depth to ascertain the nature of the code-clash. The thesis presents a comprehensive examination of a specific course and its reflection of prevalent generic common-sense approaches observed in various contexts. While the study centred on UNAM's EAP course, its aim was not to critique a particular course or colleagues. Rather, many findings resonate with issues identified in academic literacy research globally, underscoring persistent challenges associated with generic approaches that often fall short of enhancing epistemic access. The study concludes that there is an urgent need to assess the efficacy of academic literacy courses in fostering students’ disciplinary knowledge-building at grassroot level i.e. at the level of HEIs or disciplines. Such an assessment should consider not only the complexities of acquisition of academic literacy but also the broader global elements with transboundary influences, such as neoliberalism, massification, and the globalisation of higher education. This comprehensive examination contributes to ongoing discussions regarding the enabling of epistemic access and epistemic justice within higher education contexts. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2024
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  • Date Issued: 2024-10-11

The role of students in internal quality assurance: a case study of Namibian institutions of higher education

  • Authors: Nghikembua, Anneli Ndapanda
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/466395 , vital:76724 , DOI htps://doi.org/10.21504/10962/466395
  • Description: The interplay of the mechanisms such as globalisation, massification and internationalisation led to higher education systems across the world introducing quality assurance. As systems have massified, student bodies have diversified with the result that the quality of teaching and learning has become increasingly important and has drawn the attention of policy makers and researchers. The Namibian higher education system was no different in heeding the call to develop quality assurance systems. As this happened, calls to involve students in quality assurance because of their roles as “stakeholders” in higher education were also heeded, and in common with institutions in systems across the world, those in Namibia began to include students in governance and quality assurance. Research on student involvement in internal quality assurance with a focus on higher education institutions in Namibia is scarce. This study aims to fill this gap by examining the role of students as stakeholders in the quality of teaching and learning in higher education institutions in three Namibian institutions. Roy Bhaskar’s (1978; 1989) critical realism and Margaret Archer’s (1995; 1996; 2000) social realism were used to build a theoretical framework which allowed for the exploration of students’ involvement in the quality assurance of teaching and learning. Critical and social realism both draw on the idea of a “depth ontology” and acknowledge that what is available to researchers empirically is only part of reality. As a result, critical and social realist researchers aim to move from empirical data to explore a level of reality not directly accessible via the senses. In the study underpinning this thesis, this involved using inference to move from interview data and documents to explore a level of reality from which events and experiences of events (both accessible empirically) emerge. A case study approach was used involving a “cross case” analysis of the three institutions. Questions guiding the study aimed not only to explore ways in which students were, or were not involved, in assuring quality of their education, but also what constrained and enabled involvement. Ultimately the study focused on whether or not their engagement contributed to the enhancement of quality. As all the institutions in the study did allow students to be involved in quality assurance, the question was the extent to which this involvement was “meaningful” in the sense that it could lead to change. Insights derived from the study showed that although students were represented on various governance structures, their experiences were that their contributions to debates and the issues they raised were not heeded. Another significant way in which students were involved in quality assurance was through the provision of feedback on teaching and course design. The investigation showed that, although teaching and learning centres at the three institutions studied did use feedback from students to develop training programmes for academic teachers, feedback was mainly used for instrumental purposes such as personal promotion, an observation which raises questions about the extent to which its elicitation could lead to enhancement. The use of Archer’s social realism allowed for the identification of a number of constraints on the potential of student involvement to contribute to the enhancement of teaching and learning. One such constraint was the hierarchical nature of institutional organisations which led to student comments not always being treated seriously, sometimes because of perceptions of their “immaturity”. Another constraint was related to confused understandings of what constitutes “quality” in policy documents. The study recommends that policies and manuals on student involvement should be designed to provide guidance to staff and students on how they should be involved. There is also a need to train students on their involvement as well as interrogate the student involvement beliefs and practices. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2024
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  • Date Issued: 2024-10-11

The significance of neglected themes in the visual representation of Ulwaluko

  • Authors: Nqweniso, Sinazo
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/466060 , vital:76681
  • Description: This study investigates the significance of the neglected themes in visual representations of the Xhosa (also AmaXhosa) ritual of manhood called ulwaluko. The focus is on attire, cosmetics, language, food, games and music. These themes are part of the various components that constitute ulwaluko as a complex and significant practice amongst the Xhosa people, which comprises layered meanings, activities, and procedures involved in the ritual transformation of males from boyhood to manhood. The neglected themes are imperative in the education and socialisation of Xhosa men, and the formation of their identity and pride. Through ulwaluko, Xhosa men gain significant knowledge about maturity, cultured demeanour, marriage, family, human rights, and domestic and substance abuse. These teachings are essential in educating, shaping and moulding Xhosa men. Throughout the three decades from the 1990s to the 2020s, ulwaluko has suffered a crisis evidenced by injuries and deaths of initiates through careless procedures of circumcision, irresponsible nursing of the initiates and unfavourable conditions where the education of initiates takes place. This crisis has been a burning subject not only for journalists and scholars but also artists and filmmakers. The crisis dominates visual representations of ulwaluko in South African contemporary art. This study argues that even amid fatalities such as pain, injuries and the death of initiates, ulwaluko is still an essential institution that contributes to social practices and the moral fibre of society. Using Afrocentrism and the indigenous knowledge system as theoretical lenses, this study appreciates ulwaluko culture by interpreting researched data from an African-centred perspective. This approach produces African knowledge that recognises the African voice and affirms the centrality of cultural experience. The use of indigenous knowledge is to access the neglected themes in popular knowledge and culture by appreciating the Xhosa ways of knowing, being and understanding in contemporary African society. , Thesis (MA) -- Faculty of Humanities, Fine Art, 2024
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  • Date Issued: 2024-10-11
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