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Purpose: Higher Education Institutions (HEIs) worldwide are facing increased pressure to meet the needs of non-traditional-age students (NTASs), defined here as 25 and older. However, there is not only a lack of supportive institutional cultures for NTASs who pursue a deinstitutionalised life course, but also scholarly knowledge pertaining to the trends in enrolments and perspectives of NTASs according to different socio-demographic variables.
This study sought to establish the impact of interventions employed by schools to support the teaching and learning of pregnant and parenting learners (PPLs) in the Mopani district of Limpopo province, South Africa. The study employed qualitative research methodology to gather narrative data from 68 key school-based education stakeholders who were purposively sampled and interviewed on what their schools were doing to support the teaching and learning of PPLs they enrolled.
Life Sciences and Natural Sciences teachers are expected to adapt and to implement curriculum changes that are designed by the Department of Basic Education. The new Curriculum and Assessment Policy Statement (CAPS) for Life Sciences and Natural Sciences stipulates that teachers are expected to integrate environment and sustainability content knowledge in their science teaching. In order for this to materialise, a specialised multipronged approach is necessary. It is argued that teachers work in diverse contexts and need to be innovative in order to teach science that is relevant to the lives of learners. I argue that effective professional development incorporating innovation can enable teachers to successfully teach environment and sustainability education.Life Sciences and Natural Sciences teachers are expected to adapt and to implement curriculum changes that are designed by the Department of Basic Education. The new Curriculum and Assessment Policy Statement (CAPS) for Life Sciences and Natural Sciences stipulates that teachers are expected to integrate environment and sustainability content knowledge in their science teaching. In order for this to materialise, a specialised multipronged approach is necessary. It is argued that teachers work in diverse contexts and need to be innovative in order to teach science that is relevant to the lives of learners. I argue that effective professional development incorporating innovation can enable teachers to successfully teach environment and sustainability education.
This study evaluates how the Eastern Cape local web newspapers frame food security in the Eastern Cape Province. A qualitative content analysis by means of textual analysis was used to evaluate the selected local web newspaper’s content on food security related stories within the period of July-December 2017. The sample was drawn from four Eastern Cape local web newspapers- Daily Dispatch Live, Herald Live, Go and Express and The Talk of the Town.
The growth of a distinctive German South African minority that began during the midnineteenth century, is closely related to the arrival of German mission societies in the region and the Hermannsburg Mission Society (HMS) in particular. Influenced by the tide of nineteenth century German emigration, along with sentiments of ethnic German nationalism, the HMS was far more than an agent of Christian evangelism in that it offered the means for a new life abroad without the need to forgo a connection to the “old country” or Heimat.
This thesis is an ethnography of a group of medical doctors in South Africa who produce clinical research based on their patient practice. These clinician-researchers are scarce around the globe but praised as contributing indispensable clinical insights to research in an aim to improve healthcare. In South Africa government and professional bodies recently took action to expand and racially transform this elite of knowledge producers with the aim of remedying the country’s healthcare, perceived as being in crisis. My ethnography centres on the University of the Witwatersrand (Wits), specifically its School of Clinical Medicine, its associated teaching hospitals, and its attempts to grow a so-called culture of research among doctors.
This study sought to investigate self-efficacy in vocational development of women in low socio-economic communities. The main aim of the study was to investigate the socio-contextual factors influencing self-efficacy of women. The objectives were fourfold: to examine the levels of self-efficacy of these women; to ascertain the extent to which self-efficacy influences vocational development of women and to propose a pragmatic women developmental model for acceleration of access to vocational development. The study utilised Self-Efficacy Theory (SET) as its theoretical frame-work which originated from Bandura’s (1986) Social Cognitive Theory (SCT).
Background: Adolescent hookah pipe use is a public health concern because it poses several health, environmental, and economic risks. Self-determination theory (SDT) posits that people are motivated to engage in certain behaviours in an attempt to satisfy their basic psychological needs (BPN). Aim: This study aimed to design an intervention to reduce adolescent hookah pipe use and satisfy their BPN.
This thesis focuses on the transformation of healthcare services for the blacks in the former Transvaal during the period from the 1930s to 1990s. The thesis argues that over this period the healthcare of rural blacks from Union to Republican governments had incipient features of primary health care – haphazardly driven by progressive-minded individuals within the state, by missionaries, as well as other stakeholders, motivated by concerns over the socio-economic conditions of the blacks.
This enquiry investigates the entanglement of the Natural History and Ethnographic museums in the construction of racist ideologies, the perpetuation of colonial reasoning and its continuities in South Africa today. It draws our attention to the fact that the museological institution was complicit and colluded in the perpetuation of colonial “crimes against humanity”, thereby rendering its own institutionality a colonial “crime scene” that requires rigorous “de-colonial” investigation in the “post-colonial” era.