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Item A Digital Capability Framework for Academic Continuity amongst South African Higher Education Students(University of the Witswatersrand, Johannesburg, 2023) Makgopela, Reitumetse Ogorogile; Mayayise, ThembekileE-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.Item A social realist perspective of academic advising in a South African higher education context: a study of practices and practitioners(University of the Witwatersrand, Johannesburg, 2023) De Klerk, DanieThe South African higher education sector has numerous challenges to contend with. Students' prospects of success are often vulnerable to uneven secondary schooling, structural and material constraints, massification of the sector, and a range of other factors. In this thesis, I argue that academic advising has the potential to help find responsive and sustainable solutions to address these challenges. Academic advising is well established in the global north. In contrast, it remains an emerging field of practice in South Africa, with a dearth of literature about how advising is developed and practiced within the country’s unique higher education context. This thesis aims to contribute to the limited knowledge base about advising as a practice and the work of academic advisors as practitioners in South Africa. The study provides a social realist perspective of the emergence of advising within a South African higher education context. It draws on Margaret Archer’s work on structure, culture, and agency, the morphogenetic approach, and the notion of stratified layers of social reality to analyse data, make inferences, and draw conclusions. This is a qualitative study that adopts a mixed methods approach. The research paradigm is phenomenological, while phenomenographic principles are used selectively to advance the objectives of the study. The data that informs the study consists of a quantitative baseline dataset and qualitative data collected through semi structured interviews with 15 academic advisors working at the University of the Witwatersrand. As this is a PhD by publication, the thesis consists of four interconnected papers (i.e., chapters), bookended by introduction and conclusion chapters. The first paper provides insights about advising as gleaned from the baseline data, while the second draws on the same data to highlight the impact of students’ structural and material constraints on the work of academic advisors. Papers three and four use interview data to glean academic advisor insights about advising prior to and during the COVID-19 pandemic, respectively. The thesis concludes by highlighting the transformative potential of academic advising for South African higher education yet cautions that a major shift in the way advising is perceived and practiced is required for its potential to be realized.Item A survey of current practice in anaesthesia for caesarean delivery in a Department of Anaesthesiology(2024) Watermeyer, Benjamin DavidSouth Africa has an increasing caesarean delivery (CD) rate and as such anaesthesia for CD has become a fundamental skill for all levels of anaesthetists. The Essential Steps in the Management of Obstetric Emergencies (ESMOE) guidelines provide a framework for practitioners with specific focus on dosage in neuraxial anaesthesia, perioperative fluids and management of hypotension. Aims The aim of this study was to describe the current practices of anaesthesia for patients requiring CD, including the management practices of common complications, within the University of the Witwatersrand Department of Anaesthesiology. Methods: A prospective, contextual and descriptive study design was followed using an anonymous, self-administered online questionnaire. Descriptive statistics were used to assess adherence to guidelines and comparison made between senior and junior anaesthetist’s practices. Results: Junior anaesthetists performed significantly more CD anaesthetics per month and had more training in ESMOE guidelines compared to senior anaesthetists. Senior anaesthetists were more likely to use a higher dose of bupivacaine. Phenylephrine as a first line anti-hypotensive agent was used by 99.4% of participants. The considered safe minimum platelet count for spinal anaesthesia was 75 x 10^9/l by 61.3% of participants. A significant difference between junior and senior anaesthetists was found where senior anaesthetists were more likely to accept a lower platelet count. A sensory level post administration of spinal anaesthetic was assessed by all participants with 53.1% using an ice brick and 35.0% requesting the surgeon to pinch the patient. Conclusion: In the Witwatersrand Department of Anaesthesiology anaesthetists do follow the ESMOE guidelines of clinical practice for CD. While there are some differences in practice approaches, these were found to be within internationally accepted practice. There would be a benefit of improved awareness of the ESMOE guidelines within the department as well as further training on the different approaches to CD anaesthesia.Item Adequacy of availability of antidotes for common and critical drug poisonings and doctors’ perspectives thereof: a study in teaching hospitals in the Southern Gauteng City-Region(2024) Fitchett, Margaret PenelopeBackground: Drug poisoning is an important area of study in South Africa (SA) as a treatable cause of mortality. While research has been conducted on poisoning, there is a paucity of literature on the availability of antidotes in SA. Objectives: To assess the availability of antidotes in selected teaching hospitals in the Southern Gauteng City-Region and to explore doctors’ experiences of antidote supply. Methods: A data sheet assessing the availability of antidotes in the Emergency Departments (EDs) and pharmacies was completed in person at each of the teaching hospitals. A questionnaire exploring experiences of antidote supply was distributed to 126 doctors working in the EDs. Results: N-acetylcysteine, atropine, diazepam, clonazepam, sodium bicarbonate, vitamin K, calcium gluconate, naloxone, ethanol and pyridoxine were present in all EDs. Doctors reported organophosphate poisoning and paracetamol overdose as the most common drug poisonings (81.7% and 14.3% of 126 respondents respectively). Most doctors experienced no supply issues for N-acetylcysteine, calcium gluconate, sodium bicarbonate or pyridoxine (85.7%, 83.3%, 87.3% and 75.4% of 126 respondents respectively). Conclusion: The antidotes to the most common poisonings reported by doctors were present in all EDs. However, concerns were raised about consistency of supply which will be an important avenue for further research.Item Challenges faced by professional accountants in maintaining their professional competency requirements(2021) Mashile, RelebogileThe 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 AfricaItem Determinants of evaluation use within the South African education sector(2020) Zuma, Thabisile AmandaCentral 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 usedItem 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.Item E-learning as an innovative platform for medical doctors in South Africa(2020) Pillay, TerenceE-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 AfricaItem Educational programmes used in teaching nurses mechanical ventilation in adult intensive care units: a scoping review(2024) Davis, Daniele RuthIntroduction Mechanical ventilation is a common form of life support intervention and nurses are the key personnel in providing safe and specialized care to these patients. Their education determines whether patients receive optimal quality care and attain the best possible outcomes. Purpose: To identify the available evidence on invasive mechanical ventilation educational programmes developed for teaching all nurses working in adult intensive care units; regardless of their level of qualification or years of experience. It includes the content taught and the method of instruction used. Methods: Due to the breadth of the review topic, a scoping review methodology was considered appropriate and guided by The Joanna Briggs Institute (JBI) Scoping Review methodology. Eligibility criteria using the PCC framework, and relevant keywords and phrases originating from these criteria were used to search five databases in July and August 2022 (PubMed, EBSCO CINAHL, Wiley Online, Scopus and ProQuest). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines were used to report the results. Results: Nine studies fulfilled the inclusion criteria for full review. Four studies were relevant to invasive mechanical ventilation; two studies were specifically related to ventilator associated pneumonia and one each on weaning, endotracheal tube cuff pressure management and the development of a programme for nurses transitioning into the intensive care unit. Conclusion: There is limited evidence of comprehensive educational programmes on invasive mechanical ventilation for all nurses working in the intensive care unit.Item Empowered for Employment: A Collaborative Learning and Skills Development Centre in Primrose(University of the Witwatersrand, Johannesburg, 2024-02) Scremin, Michele; Felix, SandraSouth Africa currently experiences the highest unemployment rate in the world. Due to the inequitable educational policies of Apartheid, large sectors of the population missed out on basic education and remain ill-equipped for the demands of the labour force. A culture of poverty, crime and social instability prevails. The solution lies in building a bridge to cross this gap and improve opportunities for learning and skills development of the youth and older adults. This will empower them for employment and improve their overall socio-conomic prospects. This study investigates the architectural narratives that are relevant to the design of a successful, collaborative adult learning centre that will serve the Makause informal settlement in Primrose. The research is directed through an explorative lens of the sustainability triangle, discussing the social, economic and environmental implications. Literature reviews of the multi-disciplinary theoretical foundations of adult learning give insight into the unique social, intellectual and physical requirements of adult learners while existential needs are influenced by phenomenological approaches. Appropriate designs of learning spaces are subsequently guided by informed decisions. Economic sustainability is reinforced with financial support of corporate stakeholders and the large waterbody on the site provides environmental opportunities that will benefit both the facility and the community it serves.Item Engaging with Immigrant Adolescent Learners to Co-construct an Acculturation Strategy for Integration in South African Schools(University of the Witwatersrand, Johannesburg, 2023-03) Mabvira, Agrippa; Masinga, Poppy; Pillay, RoshiniImmigrant adolescent learners have a dual task of acculturating into new society whilst adjusting to normative age-related psychological, social and biological developments. Hence, a theory-driven, and evidence-based acculturation strategy for integration is imperative in aiding immigrant adolescents as they navigate through the simultaneous occurrence of developmental milestones with acculturation related tasks. In this study, I aimed to explore the affordances and challenges faced by immigrant adolescent learners during their process of acculturation and use the findings to co-construct an acculturation strategy for integration. The paradigm of this intervention study is critical realism. The two theoretical frameworks that I used to underpin this study are the human capabilities approach and acculturation theory. This qualitative study used participatory action research, to ensure active involvement of twelve (12) immigrant adolescent learners as co-researchers. I used purposive sampling strategy to recruit participants from three public schools in the Mthatha Township, Eastern Cape Province, South Africa (SA). Data was collected through photovoice and focus group discussions. I then analysed the data using thematic data analysis which yielded a synthesis of affordances and challenges to acculturation. Findings of this study offered rich and thick descriptions of co-researchers’ perspectives on how to foster successful acculturation and integration. Main findings include that language proficiency is a key determinant factor of acculturation outcomes. Hence, co-researchers recommended language support and immersion programmes. Moreover, discrimination by peers, educators, and community members emerged as a major impediment to integration. To address the problem of discrimination, this study recommends a culturally responsive curriculum in schools, intercultural training for educators and awareness campaigns that should focus on attitudinal change for communities. Another significant output of this study are recommendations given to various stakeholders who are key to an acculturation strategy for the integration of immigrant adolescent learners in SA schools. Moreover, supported by critical realism, the study calls for broader multiculturalism and diversity education to facilitate the integration of immigrant adolescent learners.Item An evaluation of teachers’ digital learning competencies to integrate technology-supported materials in the teachinglearning process(2020) Naidoo, TashlynneThere 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.Item Evaluation process use in the University Capacity Development Programme at Walter Sisulu University(2021) Mantshongo, MandlaThe 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.Item 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, BongiweThe 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.Item Experiences of professional nurses in providing support to student nurses in the clinical practice environment of a private hospital in Gauteng(2021) Jones, JenniferQuality in nursing education is a global focus due to the many challenges facing healthcare the world over. Clinical learning is an important component in nursing training and nursing experiences during clinical placement are crucial to prepare the student to become safe, competent Professional Nurses. However recent studies have shown that the students’ clinical training is not always effective in preparing them for their future role. Support in the clinical environment by the Professional Nurse is crucial to assist the student to develop confidence and competence to transition into the Professional Nurse role. The objective of this study was to describe the experiences of Professional Nurses in providing support to student nurses in the clinical practice environment of a private hospital. An exploratory qualitative study using in depth interviews of fifteen Professional Nurses was done. The data collected was then analysed using thematic analysis. The identified themes and categories were discussed to offer meaning and insight. The study provided an understanding of how support of the student nurse is currently experienced and perceived by the Professional Nurse in the clinical practice environment with a view to identifying ways of improving support to the student nurse in the future. It was found that the clinical environment is unpredictable and whilst the Professional Nurses acknowledged they needed to support the student, it was often challenging to do this effectively leaving them feeling frustrated and disappointed. The study took place during the COVID -19 pandemic which caused major disruptions to the everyday functioning and operations of hospitals globally, and the study site was no exception. Recommendations to improve support to the student nurse were made in the areas of Clinical Practice, Nursing Education and Research.Item Exploration of calculation strategies in doubling and halving with grade 3 learners(University of the Witwatersrand, Johannesburg, 2023-03) Mtsweni, Thobile; Asvat, Zaheera JinaA crisis reported is that the majority of learners do not achieve development in number sense. Unit counting is the preferred method of counting, and consequently, fluency and conceptual understanding of numbers are lost. This study addresses the need for early intervention that focuses on the progression of learners towards the use of more efficient strategies. Specifically, the study aimed to explore doubling and halving strategies with Grade 3 learners through an intervention to develop learners’ calculation strategies using the adapted pre-test, intervention, and post-test from the Mental Starter Assessment Project (MSAP). The sample included 24 Grade 3 learners, which comprised a control group and an intervention group. The study employed Piaget’s theory of cognitive development, which focuses on how learners process new knowledge. Findings indicate that before the intervention, the learners in the control and intervention groups relied on counting strategies to solve doubling and halving problems, and the alternative strategies that were used were not clear. The intervention group was exposed to the various doubling and halving representations of the strategy. However, the findings show that the intervention group performed only slightly better in the strategic calculating and strategic thinking categories than the control group. These findings indicate that a shift in learning can happen, albeit slower than expected. Further research is needed across contexts and learners to indicate ways in which the intervention could be improved.Item Exploring the digital readiness of Gauteng public school educators during COVID-19(2023) Phorosi, ItumelengThe COVID-19 pandemic presented a new normal for the world in more ways than one. As many aspects of our lives were disrupted, so too was education and the way in which education was delivered. Schools were forced to implement a digital means of teaching and learning, to ensure that the curriculum for the year was not interrupted as far as possible. This required educators to use tools and platforms they might not have been familiar with, and this could present issues when trying to teach learners. This phenomenological research aimed to explore the digital readiness of educators by exploring the factors that promote or inhibit the use of technology in classrooms. Particularly in public schools located in the Gauteng Province of South Africa. The participants were high school educators, with 8 semistructured interviews being conducted online, using Microsoft Zoom and Google Meets. The findings suggest that several factors were present that acted as barriers to the successful integration of technology in their classrooms. These factors are lack of access to resources, proper infrastructure, training, and support. The digital competencies and skills possessed also emerged as a determinant of the readiness to use technology in the classroom. This tells us that educators were not entirely prepared, and their digital readiness was not at optimal level for them to continue efficiently and effectively teaching their learners during Covid19.Item Fields of study and graduates’ labour market outcomes in South Africa(University of the Witwatersrand, Johannesburg, 2023) Osunde, Sharon Wanbianoseh; Roberts, GarethThis study investigates job-education mismatch in South Africa based on graduates’ fields of study. Using data from the Quarterly Labour Force Survey for the period 2015 to 2019, we explore graduate endpoints in the labour market by determining how well-matched they are to their occupation and the association between being horizontally or vertically mismatched on earnings as well as job tenure. The results of the study found that Education and Health graduates are better matched to their occupations than Commerce and STEM graduates. Using a multinomial logistic regression to evaluate the likelihood of working in a match occupation, the study found that Commerce graduates are the most likely to transition into an occupation that they are overeducated for, while STEM graduates are more likely to transition into a horizontally mismatched occupation when compared to the other fields of study observed. Furthermore, using Mincerian OLS regressions, the study found a significant negative association between earnings and being overeducated among STEM and Commerce graduates. Lastly, this study also found a significant negative association between being horizontally mismatched and tenure among STEM and Commerce youth graduatesItem Graduate employment : does field of study matter?(University of the Witwatersrand, Johannesburg, 2023) Seilane, MpumeleloSkills shortage with graduate unemployment at face value appear as a contradiction in terms. However, this is emblematic of the South African economy. Albeit that the South African government invests a tremendous amount of resources towards the massification of higher education a significant proportion of graduates cannot find success in the labour market. Chief amongst the reasons why the South African government has taken this human capital investment path is to address the economic outcomes engendered by the historical policies of racial exclusion. Preferential access towards higher education institutions for previously disadvantaged individuals has been used as the weapon to combat poverty and inequality. However, having unemployed graduates in an economy severely lacking skills to grow is counter to the objective of reducing social inequality. The literature is at odds with regards to the relevance the field of study a graduate comes from in determining the prospects of success of a graduate in the labour market. So, with the use of the Quarterly Labour Force Survey (QLFS) dataset spanning from the first quarter of 2015 to the last quarter of 2019, this article employs a multinomial logistic regression model to investigate the correlates of employment amongst graduates in South Africa. The results indicate that graduate unemployment is fundamentally structural and therefore the field of study that a graduate comes from matters.Item HIV/AIDS and Educational Attainment Among South African Children and Adolescents(University of the Witwatersrand, Johannesburg, 2023-06) Havley, Simon; Booysen, FrikkieThis study examines the effects of HIV-infection, antiretroviral treatment exposure and viral load suppression on indicators of educational attainment among children and adolescents of school-going age in South Africa using data from a nationally representative survey and linked biomedical information. This study employs propensity score matching-based approaches to examine the effects of HIV-related indicators on educational attainment overall and within each gender. This study also uses decomposition analyses to examine the contribution of HIV- related indicators to gender gaps in educational attainment, and to identify factors contributing to differences in the impacts of HIV-related factors on educational attainment of females specifically. It is found that HIV-positive status has a significant impact on the likelihood of school attendance, absenteeism, and being old for one’s grade. This is the case for all children and adolescents of school-going age. These effects are statistically significant for girls but not for boys. The study also finds that HIV-related factors contribute to gender gaps in school attendance, and that these gaps are observed in all tiers of the HIV treatment cascade. These results indicate that HIV-related factors impact disproportionately and negatively on educational attainment for girls. Further research on the gendered nature of the impact of HIV on education in South Africa is encouraged, as is the design of health and education policies that specifically target improved education outcomes among HIV-positive girls.