Faculty of Commerce, Law and Management (ETDs)

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A Digital Capability Framework for Academic Continuity amongst South African Higher Education Students
(University of the Witswatersrand, Johannesburg, 2023) Makgopela, Reitumetse Ogorogile; Mayayise, Thembekile
E-learning has been designated as a solution to academic continuity as a response to the COVID-19 pandemic, which has resulted in the closure of institutions such as Higher Education Institutions (HEIs). The use of e- learning by Higher Education (HE) students in developing countries have been extensively studied; however, studies on e-learning use, more specifically effective use for academic continuity in the context of unprecedented circumstances such as natural disasters and pandemics remain scarce. Understanding the effective use of e- learning during such times is a vital step in enabling South African HE students to attain their educational achievements. The definition of e-learning used in this paper was consistent with the one provided by Rosenberg (2001) who refers to e-learning as a learning platform accessed by students and instructors, specifically via the internet. The purpose of this study was to explore and describe the effective use of e-learning during unprecedented circumstances to conceptualise a digital capability framework for academic continuity amongst South African HE students. This was an interpretivist study which employed qualitative methods consisting of semi-structured interviews for data collection and thematic analysis for data analysis of the data extracted from 12 students, both undergraduate and postgraduate, registered in any South African HE who used e-learning as the primary method for education where traditional face-to-face classroom learning was not available. The conceptual research framework presented in this paper was an adaptation of Sen’s Capability Approach and expands on personal, social and environmental conversion factors by introducing a fourth category extracted from the results from the systematic literature review findings referred to as “technological conversion factors”; which brought a new and exciting contribution to the theory itself. Finally, the outcome of the study was a conceptualised digital capability framework for academic continuity amongst South African HE students in the context of similar circumstances, which can be used to describe how students can use e-learning effectively in terms of resources, e-learning systems, information delivered and location. It further detailed the enablers and hinderances to the effective use thereof. The framework can also be used in practice by HEIs, students, policy makers, e-learning vendors, and developers as a checklist of key elements which need to be considered in e- learning strategies, programmes and development.
Afterschool remedial education service to address low literacy and numeracy levels in the Tshwane South District
(University of the Witwatersrand, Johannesburg, 2023) Machipi, Noko; Venter, Robert
A majority of grade four and five learners in South Africa do not have basic reading skills and perform poorly in mathematics. This is a complex challenge as the source of poor performance can be attributed to a combination of several factors which resulted in increasing enrolments in private schools and private tutoring services. The purpose of this research was to determine through quantitative methods, the viability of a remedial centre that addresses poor levels of literacy and numeracy in the Tshwane South District. Application of prior knowledge included resource-based view and the lean start-up approach as applicable management theories; analysis of stakeholders impacting viability of the proposed business venture; exploring challenges in implementing remedial education; exploring options for remedial interventions; and assessing the impact of digital technology in remedial education. The study revealed there is an interest in an afterschool supplementary service in Centurion. This interest is for learners requiring remedial, catch-up, maintaining grades or going beyond grade levels. This requires high quality service at affordable price, with an online option and a method with proven track record. Notwithstanding, real progress may take time with sustainable improvement in leaner academic outcomes and confidence. Therefore, a Kumon franchise is proposed to offer this service as it best meets customer needs through proven methods and curriculum, online service and confidence building service. The break-even point is at approximately 70 learners however the business aims to acquire 110 learners in year one. The target market has eight schools within a 7km radius in a district absorbing 10% to 13% new learners migrating into Gauteng annually. This represents a high growth potential business that scalable to a private remedial school later. The start-up funding requirement is R1,36 million comprising of 37% shareholder’s contribution and 63% loans from banks payable within 5 years. Therefore, this is therefore a viable business venture.
An impact evaluation of the School of Specialisation program at Curtis Nkondo Secondary school for the period 2016-2020
(University of the Witwatersrand, Johannesburg, 2023) Zambara, Nicholas
This study investigates the impact of the School of Specialisation program at Curtis Nkondo Secondary School in Soweto. It explores the nature of STEM education, identifies the pillars underpinning a STEM curriculum then compares outcomes from a STEM school with those of an ordinary school. This mixed methods study collects data from both the experimental group and the control group. Quantitative data is in the form of test scores over the period 2016 to 2020. Qualitative data obtained from key informant in-depth interviews is used to gain contextual understanding of the study. This report presents result based on the learners at Curtis Nkondo and Freedom Park Secondary Schools. Mathematics and Science results of the 2016 Cohorts before and after the intervention were captured and documented. The intervention was mainly through the School of Specialisation program offered at Curtis Nkondo secondary school. This is based on content delivery focused on the eight pillars of a STEM school namely interactive content, design pedagogy, authentic experiences, student engagement, creative problem solving, innovation and communication and collaboration. Baseline assessment was conducted to show that both Curtis Nkondo and Freedom Park Secondary schools were similar and that the only significant difference being the intervention. Analysis of results obtained showed that there was a significant difference between educational outcomes in Mathematics and Science for learners who went to the School of Specialisation program at Curtis Nkondo. The Implication here being that using the STEM education framework for teaching mathematics and Science works to improve the outcomes in the subjects. Some investigations for further study were suggested.
Antecedents of Social Networks and their Influence on the Propensity of Academic Entrepreneurs to Develop Successful Spin-Off Ventures
(University of the Witwatersrand, Johannesburg, 2023) Seely, Derek; Urban, Boris
There is an ongoing discussion about potentially commercialisable academic research not resulting in effective commercialisation in South Africa. This research adds to the body of knowledge by considering the role that an individual academic entrepreneur's social network plays in the spin-off process. The purpose of research is to improve our understanding of the social networks used by academic researchers that enable them to identify and commercialise their innovative research and commercialise it within the university context through the formation of an entrepreneurial spin-off. The study followed a quantitative methodological approach to establish the role of these networks in spin-off development and was actualised using a cross-sectional survey. Respondents were self-identified academic entrepreneurs, drawn from South African academic institutions. The research considered assumptions that research mobilisation, collaboration, unconventionality, university support, bureaucracy and the aspirations of the academic entrepreneur impact spin-off success. The study results provided a conceptual framework that integrates and enhances spin-off success using the academic entrepreneur's social network while enhancing entrepreneurial spin-off theory. The research showed that the existence of a triple helix is insufficient on its own to create a successful spin-off by providing insight on the networks needed for success. Further, the study clarified the importance of individual-level characteristics that are important for academic entrepreneurship to succeed. The outcomes highlighted that research mobilisation, collaboration, risk taking activities, bureaucracy and academic aspirations have significant implications for successful academic entrepreneurship. These findings are noteworthy as the research has been conducted across disciplines and universities with vastly different resource availabilities
Challenges faced by professional accountants in maintaining their professional competency requirements
(2021) Mashile, Relebogile
The purpose of this study was to investigate the challenges encountered by professional accountants in maintaining their professional competency requirements as provided by IES 7. The investigation was motivated by identified gaps in academic research on Continuing Professional Development of professional accountants and the implementation of IES 7 in a South African context. A survey study of 121 respondents was conducted which highlights the attitudes and perceptions of professional accountants on the effectiveness of CPD practices in South Africa and the extent to which CPD contributes towards maintaining the competence of professional accountants. The survey study further draws attention to major challenges encountered by professional accountants in their pursuit of fulfilling CPD requirements. This research finds that professional accountants in South Africa perceive CPD practices and the implementation of IES 7 provisions positively. The quality of CPD practices was perceived to influence the competency and development of professional accountants. Predominantly, existing CPD regulations were appropriate for meeting competency requirements of professional accountants in South Africa except for negative responses received towards CPD participation being a mandatory condition for membership in their respective professional bodies. Major challenges encountered in meeting CPD requirements were the cost, time and location constraints. The value of this research contributes to the body of knowledge on CPD for professional accountants, lifelong learning, the implementation of IES 7and in the establishment of challenges in the implementation of CPD in South Africa
Challenges faced by women in obtaining leadership roles in South African Higher Learning Institutions
(University of the Witwatersrand, Johannesburg, 2021) Qwelane, Nomsa; Koech, Roselyn
The role of women in leadership positions in the South African Higher Learning Institutions (HLI) is crucial. It is inclusive to women from different ethnic groups, ages, abilities, socioeconomic status, and various other women who face marginalization due to their different walks of life. South Africa is formed of diverse societies; hence, HLI should enrol women from diverse backgrounds; however, the policy is not inclusive of women’s leadership roles. This has a negative impact on their work performance. Therefore, this study is inquisitive to understand whether the barriers are identifiable in policies of HLI. This study aimed to identify and characterise opportunities for growth for women in higher education institutions. Eleven adult females in senior administrative positions between the ages of 25 and 65 participated in the study. A phenomenological approach, including The Glass Cliff Theory, was used to ground the study. Semi-structured interviews were used to collect data and further analysed thematically. Results showed that the executive management had played a pivotal role in implementing diversity policy, such as removing these barriers. However, the participants have noted the fundamental challenge of the policies was not its framework but rather the speed at which it was implemented.
Determinants of evaluation use within the South African education sector
(2020) Zuma, Thabisile Amanda
Central to the discipline of monitoring and evaluation (M&E) is the issue of evaluation use. This preoccupation with evaluation use is due to the fact that whether you are a commissioner of evaluation or an evaluator, there is an expectation that evaluations will lead to use. The purpose of this research was to understand what evaluation use is and what its determinants are, based on the perspectives of three organisations in the education sector. The findings revealed and the factors that influence evaluation use can be categorised into two groups, namely characteristics related to the evaluation, and characteristics that are related to the organisational setting where findings are expected to be used. While there may be multiple stakeholders in an evaluation, the responsibility to ensure use lies mostly with the commissioners and the evaluators. Each of these key stakeholders has specific responsibilities that create a conducive environment for evaluations to be used
Determining entrepreneurial intent among WBS MBA students post-Covid
(University of the Witwatersrand, Johannesburg, 2023) Nqoko, Vuyokazi S; Msimango-Galawe, Jabulile
The study explored entrepreneurial intentions within the MBA cohort at WITS with a focus on the students of 2020 to 2022. The goal of the study was to determine if MBA students at Wits have the desire to launch a company and to ascertain if there are any barriers in their entrepreneurial purpose and its antecedents. These students were given the opportunity to gain experience about entrepreneurship. The study's contribution is to determine which variables are most important in predicting entrepreneurial intent among this cohort. The core data in this research study was gathered from WBS MBA students using a quantitative survey study approach. The main sections of the questionnaire were grouped to form five main variables by taking the means, and also the main variable personality trait was computed from the variables attitude and locus of control. This grouping was necessary to carry out the Pearson Correlation and Linear Regression Analysis and these test the influence of the independent variables and dependant variable. The study focused on the 2020,2021 and 2022 WBS MBA cohort and the results cannot be generalized for the rest of the university or the country. Based on the findings, there is a weak positive influence between entrepreneurial intent and attitude towards entrepreneurship among WBS MBA students post-Covid in South Africa and this result is not statistically significant. Further, there is a strong positive influence between entrepreneurial intent and perceived environmental support among WBS MBA students post-Covid in South Africa and this result is not statistically significant. In addition, there is a strong positive influence between entrepreneurial intent and perceived behaviour control among WBS MBA students post-Covid in South Africa. This result is statistically significant at a 5% level. Based on the findings, there is a strong positive influence between entrepreneurial intent and subjective norms among WBS MBA students post-Covid in South Africa. And, this result is statistically significant at a 5% level. Finally, there is a strong positive influence between personality traits and entrepreneurial intent among WBS MBA students post-Covid in South Africa and this result is not statistically significant.
Dining Hall Facilities for Off-Campus Student Residents in Braamfontein, Johannesburg
(University of the Witwatersrand, Johannesburg, 2023) Mashele, Sinomncedi
In 2015 the world was shocked by the unbelievable scenes from the #FeesMustFall protests that rippled through South Africa. University students were demanding free higher education for all South Africans. Even though society had always viewed tertiary students as part of the privileged few, it gradually became apparent that these students were not as privileged as many people believed. One of the main struggles for students in higher education institutions is insufficient access to food, a phenomenon that has left them exposed to food insecurity. A global phenomenon, even amongst first world higher education students. Piaget’s theory of Cognitive Learning indicates that hunger, which may be caused by food insecurity, negatively affects academic performance. With the South African government having outlined in its National Development Plan the positive contribution high quality higher education outcomes can have on the country’s future success, equipping students with everything they need to increase their chances of excelling academically has never been more critical. In South Africa, there are various funders that financially support the needs of higher education students. Apart from paying for tuition and accommodation, they allocate funds for students to access food. Literature and the research conducted in this report have shown that students spend on more than just food and this contributes to them being left exposed to food insecurity. Literature and findings from the research done have shown that this negatively impacts the students’ wellbeing and academic performance. The research done showed that the funders are not fully aware of the situation, however, they are interested and highly motivated in ensuring their students’ well-being is taken care of. The proposed business venture, “The Digz Diner”, seeks to address this problem by offering off-campus dining hall facilities in Braamfontein, Johannesburg. Students that live in university on-campus accommodation have easy access to the on-campus dining halls that guarantee them access to food which off-campus students do not have. The business will use a subscription business model where funders can pay in advance for a pre-determined duration for their students to 6 access 3 meals a day, 7 days a week during academic calendar days. The dining hall facility will offer tasty and nutritionally valuable meals that can be eaten sitting at the well curated space at the facility with access to Wi-Fi or collected as a take- away option. This will give the funders an assurance that the funds they provide are indeed being used for what they are intended for. The students can also rest assured that no matter how busy their academic schedule is and even if they do not have money to spend, they will have food to eat to help them stay energised to perform at their best. In Braamfontein, the business will be competing with the Wits University dining halls that do offer meal packages for Wits’ students staying off-campus, fast-food take away chains, local spaza shops, and a Pick ‘n Pay supermarket that sells cooked meals and where students buy groceries to cook for themselves. The research conducted shows that the business has an opportunity to gain a sustainable competitive advantage over its competitors by offering quality food that will be prepared and served by highly competent staff using a subscription model as funders have shown a great interest in the offering. By securing endorsements and advertising platforms from the reputable universities, colleges, and trusted accommodation providers around Braamfontein, the business will be able to attract funders. Social media activity and involvement in youth TV and radio programmes will ensure current and potential students know about the offering. Using a best cost provider strategy and employing a combination of a cost- and value-driven cost structure, the business stands to do well. Five-year financial projections indicate that after the first year of running at a loss, the business will make profit for at least the next four years. With an indication that it will have enough working capital to meet its day-to-day obligations throughout the five years
Does international commercial arbitration provide an effective remedy? as approved by postgraduate studies committee
(University of the Witwatersrand, Johannesburg, 2022) Naidoo, Prenisha; Schlemmer, Engela C.
The following research report aims to establish whether international commercial arbitration provides an effective remedy to international contracting parties that have elected to have any dispute that arises between them resolved by means of arbitration. The report emphasizes the practicality of international commercial arbitration by accentuating the main advantages that the procedure has to offer to international contracting parties. It also brings to light the challenges that are associated with effectuating and enforcing an international arbitral award. These challenges have the potential to affect the efficacy of the arbitral award in its entirety. The report then focuses on the role and importance of international instruments, such as the New York convention, in international commercial arbitration proceedings, particularly when it comes to the enforcement of international arbitral awards. The report further examines the fruitfulness of such international instruments as well as the benefits that are associated with South Africa being a signatory to the New York convention. The report finds that international treaties and conventions instil credence to international commercial arbitration as it ensures that an effective enforcement mechanism is available for international contracting parties. For international contracting parties, this ensures that parties are able to attain the relief set out in the arbitral award. Thus, rendering the award effective. However, there are certain inadequacies inherent in the New York convention that have surfaced over the years. These inadequacies have the potential to affect the efficacy of international arbitral awards. For instance, the New York convention bestows upon the national courts of contracting states, the ability to set aside and refuse recognition and enforcement of an arbitral award on grounds that the award is non- arbitrable or that the recognition and enforcement of the award will go against the public policy standards of that specific region. The New York convention does not define what constitutes arbitrable matters and neither does it circumscribe the limits on the public policy exception. Therefore, national courts of contracting states are free to interpret the limits of these grounds themselves. This has implications for contracting parties to an arbitration agreement as apartfrom creating uncertainty, it also affords national courts a certain degree of leverage to set aside and refuse recognition or enforcement of foreign arbitral awards on grounds that may be unbeknown to the contracting parties.
E-learning as an innovative platform for medical doctors in South Africa
(2020) Pillay, Terence
E-learning could be an innovative continued medical education platform for medical doctors in South Africa, especially now with the COVID-19 pandemic and its effects on physical contact between pharmaceutical companies’ representatives and doctors. This study aimed to determine and develop a more effective way to reach and provide accurate, credible education for all doctors using an e-learning platform as an alternative to representative visits. This research involved a quantitative study, deploying a survey to a sample of 456 doctors in South Africa via an online platform. The results arising from the analyses to prove the three hypotheses were statistically significant, and all were accepted. In summary doctors in South Africa valued their relationships with medical representatives, but simultaneously questioned the credibility of the education received from the representatives. Many doctors accessed the internet for their own education as one of their channels of education. In view of the research findings, an innovative e-learning platform is proposed to deliver continued medical education to all doctors and to allow for best practices sharing across the medical fraternity in South Africa
Effects of Restructuring on Technical and Vocational Education and Training College Lecturers
(University of the Witwatersrand, Johannesburg, 2023) Molaudzi, Bellinah; Pillay, Pundy
The aim of this study was to describe the effects that the restructuring (function shift process) of Technical and Vocational Education and Training (TVET) colleges had on lecturers at the South-West Gauteng TVET College. The study sought to answer the main research question, namely, “What are the effects of the restructuring of TVET colleges on lecturers at the South- West Gauteng TVET College?”. A qualitative phenomenological study was conducted. Data was collected through semi-structured interviews with lecturers at the college as well as officials at the Department of Higher Education and Training (DHET). The data was analysed using thematic analysis. Four themes emerged from data analysis and these are trust in the process, communication of the process, participation and support, and effects/impact of the restructuring. This study showed that restructuring can have adverse effects on academic staff when their interests and well-being are not being recognised by those that are implementing the change process. The study also found that senior managers at the college that were the focus of this study were not actively involved in the implementation of the function shift process. The role of college senior management was blurred, hence their minimal involvement in the functionshift process. Therefore, the study recommended that there is a need to conduct in-depth research into the effects of lecturers’ work interests on the outcome of the change process. The study further recommends future research that should investigate the effects of TVET College senior management during restructuring. Lastly, it is important to research the role that College senior management can play in ensuring that DHET change initiatives are speedily implemented
Entrepreneurial traits among university students in South Africa
(University of the Witwatersrand, Johannesburg, 2021) Mhlanga, Sylvia Shingaidzo
At a time when South Africa critically needs businesses categorised as small and medium-scale enterprises (SMEs) to contribute meaningfully to the economy, there is a gap in research undertaken on the levels of personality trait among youths in South Africa, specifically focusing on their related impact on new venture formation and entrepreneurial success. Anchored on the Psychological Entrepreneurship Theory, the research was aimed at examining whether university students possess the personality traits that influence new venture formation, as well as one’s success as an entrepreneur. Through examining their entrepreneurial traits, the study evaluated whether entrepreneurship is a viable career option for undergraduate university students and identified if existing policy interventions are adequate in addressing any entrepreneurial personality gaps among university students. The literature review section was targeted at highlighting some of the existing key research work on the interrelatedness of personality traits and entrepreneurship, as well as how each of the personality traits in the Big Five Model influence entrepreneurship. Utilising a questionnaire design consistent with the Big Five Approach, data was collected from 62 undergraduate students at the University of Witwatersrand, to assess the levels of their entrepreneurial personality traits. The data was statistically analysed, using mean scores and frequency distributions, to assess the levels entrepreneurial traits among undergraduate students and the results presented, including all policy recommendations and conclusions. Results of the internal factor validity tests conducted on each of the entrepreneurial traits using the Cronbach’s alpha showed that although the factors used in the questionnaire were generally valid, the research instrument could be improved by replacing the factors that had lower scores. Results of the significance tests on the variables showed that there was strong evidence of relationships between the entrepreneurial traits and demographic variables among the undergraduate students. The results of the study also showed that although there is a high level of entrepreneurial traits among undergraduate university students, some personality traits were less developed and needed further strengthening
Establishing mathematics teaching and training institutes in South Africa
(University of the Witwatersrand, Johannesburg, 2020) Mashile, Mahlogonolo; Oba, Pius
This business venture proposal presents an idea that seeks to scale up an existing entrepreneurial idea that provides mathematics tutoring services and proposes the establishment of mathematics teaching and training institutes in South Africa. The business falls under the private tutor industry, which has a growing market size and an opportunity for the business to gain a significant share. The services offered will be mathematics teaching to high school students and training to both existing and new mathematics teachers (those who are entering the field of education). The project initially reviews literature to gain deep knowledge and understanding of the challenges experienced in the mathematics education of South Africa, and to acquire enabling data for managing a business of this nature. This enables us to design a business that will yield considerable profits and be sustained. South Africa produces poor mathematics results annually, which is very concerning for multiple stakeholders that depend on good performance in the subject. The government has used several strategies aimed at improving mathematics results in South Africa, but there has not been any improvement realised. This is very concerning for a country whose future depends on the success in technical subjects like mathematics. Studies conducted on mathematics performance indicated that South African students and teachers perform very poorly when compared to their peers in other countries (McCarthy & Oliphant, 2013). This project used the qualitative research method to gather data from the field to assist in understanding the market, its appetite and opportunities available. Data was collected from three provinces in South Africa: Limpopo, Mpumalanga and Gauteng. The results showed a low pass rate in mathematics, particularly in lower quintile schools, which constitute the highest number of schools and students in the country. Lower quintile areas are an untapped market because most mathematics tutoring services are based in big cities where the affordability is higher. The business will have partnerships with organisations that have corporate social responsibility to serve this market, while also serving the high- income market that pays tuition fees. The results from the survey conducted indicated an acknowledged gap in mathematics teaching. Most respondents noted that their students perform poorly in the subject, which they attributed to lack of student commitment and lack of workshops addressing challenging topics, among others. Over 92% of the respondents recommended consistent training for mathematics teachers. Several marketing strategies will be employed to introduce the mathematics services to our target market, grow the market share and increase the brand awareness. These include advertising on social media platforms, billboards and promotions. The business plans to establish institutions in Gauteng and Mpumalanga in the initial stages, and work towards increasing enrolments year on year. The business is expected to make a net profit of R2.6 million in year one, R5.8 million in year two and R7.5 million in year three. The business will be expanding into other provinces after the initial three years and work towards establishing mathematics, science and technology institutions in the future
Evaluating the impact of Fourth Industrial Revolution on Education in the rural areas in South Africa
(University of the Witwatersrand, Johannesburg, 2021) Chavalala, Miehleketo; Larbi, Lee
The purpose of this research study is to evaluate the impact of Fourth Industrial Revolution (4IR) on education in rural areas in South Africa. This research investigates the following objectives, which are: the impact of 4IR technologies on education and how these technologies can improve the education system in primary and secondary schools in South Africa; the quality of education system in South Africa and factors contributing to the poor education system; how to bridge the gap between the marginalised communities, rural public schools, and urban private schools. The study is focused on public schools in the rural areas in South Africa. Qualitative research strategy has been applied in this research study, interviews have been conducted to afford the researcher an opportunity to interact with stakeholders from the education sector and telecommunication industry. The sample and targeted population of the interviewees are educators from rural schools, former students from rural schools who are in the ICT sector, educators from higher education and 4IR committee member(s). The research strategy applied has been relevant and provided the researcher with a unique in-depth involvement and understanding of the issues contributing to poor education in South Africa. The literature conducted in this study research exhibit that the interview schedule was the most suitable instrument to use to collect data for this research study. One of the findings in this research study is that the powers of administering schools are invested in School Governing Bodies (SGBs) and School Management Teams (STMs). Many parents in rural schools who form part of these bodies are not well-educated and can hardly make an informed decision to benefit learners. Therefore, the adoption of 4IR will centralise the education system and provide equal benefits to learners across the country. The adoption of 4IR on education will have a positive impact and enhance learners’ development in rural areas through robotics concepts. The findings of this research study show that the Department of Basic Education and the South African government are not ready for Fourth Industrial Revolution. However, iv there are signs for opportunities. The findings show the obstacles that can delay the adoption of 4IR to facilitate teaching and learning in rural public schools to bridge the gap that exist between rural public schools and private schools in the cities. The findings show that 4IR can transform the South African education system to compete with the world by producing scholars that are innovative and creative. The findings indicate how communities can transform through digital infrastructure developments to accommodate 4IR in learning in rural schools. This research study’s findings indicate ways in which the South
An evaluation of teachers’ digital learning competencies to integrate technology-supported materials in the teachinglearning process
(2020) Naidoo, Tashlynne
There is a growing body of literature associated with teachers’ digital competency levels and their ability to integrate digital tools and resources to support the teaching and learning process in order to gain a comprehensive understanding of the benefit to teachers, learners, the education process, and system. An important component of research to add to this field is an in-depth evaluation of how digitally competent South African teachers are to successfully integrate technology-supported materials in the teaching and learning process, leading to positive educational outcomes. The aim of this research is to gain an understanding of South African teacher’s perceived or self-assessed competence on the curriculum focus competencies stipulated in the Department of Basic Educations Professional Development Framework. This thesis examines the digital learning competencies, specific to a curriculum focus, of inservice and pre-service teachers and their ability and readiness to explore the competencies gained through the curriculum delivery for learners. A quantitative approach was used to enable the collection of data for this study to be accomplished. A clearly structured survey was distributed through multiple approaches such as messaging and social media channels. Overall, the study found that most teachers feel comfortable with their acquired skills and competency levels to integrate digital methods in the classroom in order to facilitate learning. The data collected confirms that most teachers have a medium to high perceived competence level in relation to the digital learning competences stipulated under the curriculum focus in the Professional Development Framework. Teachers are somewhat comfortable and confident in integrating digital technology to enhance learning in classrooms whilst simultaneously using it to explore and experiment with all available teaching techniques. The findings of this study enable quicker transition and integration of digital resources in classrooms which will improve the teaching and learning experience. Hence, the initiatives to develop teachers in digital learning competencies are effective. Recommendations for future studies are also discussed in chapter 5. Future research that can be linked to this topic include studies that investigate if the integration of digital technologies in classroom learning impacts learning outcomes.
Evaluation process use in the University Capacity Development Programme at Walter Sisulu University
(2021) Mantshongo, Mandla
The study investigated the effect of evaluation process use as a mechanism in the performance of the University Capacity Development Grant at Walter Sisulu University (WSU). The significance of the study was to enlighten the project leaders who participated in the evaluation process to acknowledge the changes that have arose, and the learning associated with that the process. Literature identified the lack of clearly defined measures of the process changes with regards to the performance of projects in the context of higher education and further understanding of the effectiveness of the involvement or engagement of stakeholders in the process of evaluation. This research adopted the qualitative approach as the method that was utilised in collecting the data. Both primary and secondary data collection methods were used to undertake this study in the form of semi-structured interviews through Microsoft Teams adopted due to the COVID-19 restrictions, focus groups, and document review in the form of progress reports and assessment reports. Fifteen participants participated in the data collection with seven individual semistructured interviews and two focus groups each made up of four participants. The findings of the study demonstrated that: (1) individual thinking or behavioural change cannot be solely attributable to process use as there are other factors that contribute to change, (2) the change and performance could be measured or viewed differently at different levels such as at individual, institutional, evaluators and funders/DHET level, (3) Learning is inevitable to the stakeholders involved in the process, however, the skill transfer to other members who did not participate in the process is lacking, (4) non-conceptualised and non-researched interventions and (6) no convergence in findings for implementation that influences the change of institutional culture. Overall, at individual and project level there are glaring changes in implementation of a project rather than on the performance of UCDG.
Examining the extent which the SAIVCET support institute for TVET colleges in South Africa has accomplished its primary roles one to six
(2023-02) Tutu, Bongiwe
The National Development Plan (NDP) envisions South Africa’s economic transformation by focusing on higher education and skills development. Since its adoption in 2012, it has emphasised the crucial role of Technical, Vocational Education and Training (TVET) colleges as the major institutions to improve education, skills development and to enhance economic growth. Despite this realization, there are shortfalls that remain within TVET colleges, whereupon the NDP states, “the FET (TVET) system is not effective, it is too small and the output quality is poor” (NDP, 2012: 40). The Department of Higher Education and Training (DEHET) established the South African Institute for Vocational and Continuing Education and Training (SAIVCET) to support the TVET colleges. The SAIVCET was established on six primary roles and three implementation objectives. Using the qualitative survey research approach, adopting questionnaires and semi-structured interviews to gather and assess data, this research examines the extent to which the institute has accomplished the six primary roles and fulfilled the purpose behind its establishment. Through the purposive sampling of the research participants used, this research has found that the rationale and importance for the SAIVCET to strengthen the TVET and CET sector is unquestionable. However, research findings and conceptual analysis indicates that there have been challenges to the formal implementation of the SAIVCET. The institute was projected for 2012, however has yet to be established due to funding and governance constraints. As a result, SAIVCET has no governance structure. In the interim, a “SAIVCET Project” which is an informal body was formed to fulfil some of the functions and primary roles of the main SAVICET body. In a recent 2020/21 DHET Annual Performance Plan, the SAIVCET is still presented as a planned initiative, which has been projected for implementation in the period 2020 – 2025 (DHET, 2020: 10). In examining the primary roles of the SAIVCET support institute for TVET colleges in South Africa, this research has found that, the extent to which the SAIVCET, even as acting through the SAIVCET Project, fulfilled its primary roles is poor. The findings indicate that the SAIVCET has attained average to poor results in effectively fulfilling of its primary roles. Each of the primary roles received consolidated scores that are below average (below 50 percent) from the participants’ primary data. The conceptual framework and analysis further indicates the lacking impact of the institute, particularly under assessments of the Good governance framework and the Education policy implementation framework. This research recommends DHET uphold publishing annual reports to the functions and progress of the SAIVCET and SAIVCET Project, in order to enable public awareness and engagement on developments within higher education. Further, this research recommends a two-year progress review of the SAIVCET once it has been established. Further, this research study recommendscoordinated efforts among various ministries, stakeholders, public and private sectors and higher education institutions, on the functions and resources for SAIVCET. Furthermore, this study recommends an institutional push for shifts in mind-sets, particularly among employers with bias when selecting candidates from higher education institutions and TVET colleges. Furthermore, this research recommends funding and resources, which are allocated without reservations, but for the sole purpose of advancing progress, transformation and human development. This requires rigid policy interventions within South Africa’s education system. This research can be used to build on new and existing studies of frameworks on TVETs and SAIVCET.
Examining the extent which the SAIVCET support institute for TVET colleges in South Africa has accomplished its primary roles one to six
(University of the Witwatersrand, Johannesburg, 2023) Tutu, Bongiwe; Motsepe, Dikgang
The National Development Plan (NDP) envisions South Africa’s economic transformation by focusing on higher education and skills development. Since its adoption in 2012, it has emphasised the crucial role of Technical, Vocational Education and Training (TVET) colleges as the major institutions to improve education, skills development and to enhance economic growth. Despite this realization, there are shortfalls that remain within TVET colleges, whereupon the NDP states, “the FET (TVET) system is not effective, it is too small and the output quality is poor” (NDP, 2012: 40). The Department of Higher Education and Training (DEHET) established the South African Institute for Vocational and Continuing Education and Training (SAIVCET) to support the TVET colleges. The SAIVCET was established on six primary roles and three implementation objectives. Using the qualitative survey research approach, adopting questionnaires and semi-structured interviews to gather and assess data, this research examines the extent to which the institute has accomplished the six primary roles and fulfilled the purpose behind its establishment. Through the purposive sampling of the research participants used, this research has found that the rationale and importance for the SAIVCET to strengthen the TVET and CET sector is unquestionable. However, research findings and conceptual analysis indicates that there have been challenges to the formal implementation of the SAIVCET. The institute was projected for 2012, however has yet to be established due to funding and governance constraints. As a result, SAIVCET has no governance structure. In the interim, a “SAIVCET Project” which is an informal body was formed to fulfil some of the functions and primary roles of the main SAVICET body. In a recent 2020/21 DHET Annual Performance Plan, the SAIVCET is still presented as a planned initiative, which has been projected for implementation in the period 2020 – 2025 (DHET, 2020: 10). In examining the primary roles of the SAIVCET support institute for TVET colleges in South Africa, this research has found that, the extent to which the SAIVCET, even as acting through the SAIVCET Project, fulfilled its primary roles is poor. The findings indicate that the SAIVCET has attained average to poor results in effectively fulfilling of its primary roles. Each of the primary roles received consolidated scores that are below average (below 50 percent) from the participants’ primary data. The conceptual framework and analysis further indicates the lacking impact of the institute, particularly under assessments of the Good governance framework and the Education policy implementation framework. This research recommends DHET uphold publishing annual reports to the functions and progress of the SAIVCET and SAIVCET Project, in order to enable public awareness and engagement on developments within higher education. Further, this research recommends a two-year progress review of the SAIVCET once it has been established. Further, this research study recommends coordinated efforts among various ministries, stakeholders, public and private sectors and higher education institutions, on the functions and resources for SAIVCET. Furthermore, this study recommends an institutional push for shifts in mind-sets, particularly among employers with bias when selecting candidates from higher education institutions and TVET colleges. Furthermore, this research recommends funding and resources, which are allocated without reservations, but for the sole purpose of advancing progress
Exploring managers' experiences in complying with the infrastructure grant conditions at selected Gauteng TVET colleges
(University of the Witwatersrand, Johannesburg, 2023) Ngidi, Sindisiwe Thabile; Pillay, Pundy
This study explores the experiences of the management in Technical and Vocational Education and Training (TVET) colleges in compliance with conditions attached to infrastructure grants allocated by the Department of Higher Education and Training (DHET). The study discusses the participant’s experiences and explores suggestions on what the Department should do to enhance compliance with the grant conditions in TVET colleges. The literature review acknowledges that quality education in TVET colleges is hampered by dilapidated and inadequate infrastructure resulting from inadequate funding. Additionally, the causes of non- compliance and strategies for mitigation are discussed in the literature review. The study considers the importance of infrastructure in education in international, continental, and national contexts to understand how other countries worldwide regard the importance of infrastructure and how it is funded. The study used semi-structured interviews and questionnaires as instruments for data generation. The main instrument of data collection was semi-structured interviews. The case study approach was applied in the study to further examine the extent to which the infrastructure grant conditions impact the implementation of infrastructure projects at TVET colleges. It was found that the complexity of infrastructure grant conditions delays project implementation, which further interrupts teaching and learning. The study concludes by highlighting the strategies that DHET should implement to enhance compliance by TVET colleges with grant conditions. Such strategies include improving project approval turnaround time; continuous monitoring by DHET; adequate and continuous training of infrastructure grant personnel; establishing a stakeholder relations office; appointment of infrastructure personnel; and developing an infrastructure funding policy. Study participants believe that implementation of the highlighted strategies will improve compliance in TVET colleges.

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