Appraisal of African languages’ children’s literature and its translation seems to be developing at a slow pace. This literary genre seems to be the last on the literary critics’ list. As a result, children’s literature translators seem to do as they please, with no fear that there is someone to critique the work.
Innovation in our educational system is driving our education towards new directions and new heights. Students of the 21st century generation owing to current advances, learn best with technology. This may be one of the reasons our educational system is shifting towards the use of educational technologies. One of the universities in South Africa introduced a policy stipulating Moodle as a mandatory teaching and learning platform from undergraduate to postgraduate.
Peace-building has reached a cross-roads. The high instance of conflict relapse in post-conflict societies has stimulated an examination of dominant peace-building thinking and practice. This research contributes to this thinking by examining nation-building in societies plagued by identity-related conflicts, specifically in South Sudan. It does so using the leadership process approach. The question driving this enquiry is to discover whether the leadership process approach can shed light on why South Sudan failed to build a nation that sustains peace. By using the leadership process approach, this study contributes to a better understanding of nation-building and how it contributes to both conflict and peace processes, allowing for a greater understanding of the relationship between nation-building and peace-building and why dominant state-building approaches to peace-building are incomplete.
Lolu cwaningo luhlole ukufunda nokufundisa amakhono ayizimvezo; elokukhuluma nelokubhala esiZulwini ulimi lwesiBili ezikoleni zekhethelo eziYingini esasePhayindane nesaseMlazi, esiFundazweni saKwaZulu-Natali, eNingizimu-Afrika. Izikole zekhethelo ezicwaningiwe zifundisa isiZulu ulimi lwesiBili kubafundi abaxube izinhlanga abaqhamuka ezindaweni ezahlukene ngaphakathi nangaphandle kwaseNingizimu-Afrika. Ucwaningo lugxile kothisha abafundisa isiZulu ulimi lwesiBili emaBangeni aphezulu; kusuka kweleshumi kuya kweleshumi nambili.
This thesis compares the conflict resolution in divorce discourse between traditional and government courts. It argues that since the Constitution of the Republic of South Africa Act no 108 of 1996 has given everyone the right to use the language of his or her choice, all official languages must be used equitably in conflict resolutions in divorce discourse in both traditional and government courts.
The land/agrarian question has always been at the center of South Africa’s struggle for liberation. Land itself has always been a source from which Africans and particularly the rural inhabitants have derived their livelihood.
While diversity and equity in public education systems have been widely acknowledged to bolster the quality of learning, initiatives for their implementation have often been more effective on paper than in practice. In South Africa, studies have revealed that despite a plethora of diversity and equity transformational legislation, regulations and policies, there is a persistence of practices, attitudes and behaviour that are in stark contrast to the initiatives for fostering diversity and equity in the workplace.
The purpose of this study was to explore and describe the impediments of the ECD programme with the intention to develop an integrated strategy. The study was qualitative. The study used applied research. Within the context of applied research, exploratory-descriptive a” multiple-case study research design was utilised to accomplish the goal of the study.” In this study, the researcher” utilised two sets of the population to participate in the study.
Previous studies on the problem of poor students throughput in higher education in South Africa had tended to work within the paradigm of understanding in which research and the outcome of research are portrayed as objective and predetermined. Unfortunately, such approaches produce models and theoretical frameworks that err in disregarding the historical and the contextual in people’s lives. On the other hand, deductive and unilateral (one size fit all) perspectives and methodologies that assume that people’s lived-experiences and realities are neutral and value-free similarly fail to account for university studentsâ€™ success or failure that emanate from the dynamic and unique nature of the culture and the context in which they live and work.
In this study I argue that the kalam cosmological argument (KCA) is an important theistic argument that can and should be revised to a more persuasive argument that permits the existence of the actual infinite. In order to reach this conclusion, firstly I evaluate the philosophical and historical significance of the doctrine of creation ex nihilo and show that, based on the fact that the KCA supports this doctrine, the KCA is an important theistic argument which merits being revised into a more persuasive argument. Furthermore I argue that the KCA is valuable because (1) it promotes interfaith dialogue, (2) it promotes interdisciplinary dialogue and, (3) it sheds light on the divine attributes. Secondly, after presenting a brief historical survey of the KCA, I argue that, historically, the most important argument is support of the KCA is the philosophical argument against the possibility of an actual infinite.