Electronic Theses and Dissertations (Masters)

Permanent URI for this collectionhttps://hdl.handle.net/10539/37945

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Subject: search.filters.subject.SDG-4: Quality education

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Now showing 1 - 10 of 23
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    Towards digital transformation of learning and development business processes and systems in the eThekwini municipality
    (University of the Witwatersrand, Johannesburg, 2024) Ngubane, Millicent Puleng; Chikane, Rekgotsofetse
    The study focuses on the digital transformation and remodelling of business processes and systems in the municipality’s employee learning and development unit, given the advancement and evolution of technologies that have contributed to redefining the functioning, style and manner of work. The learning and development unit of eThekwini Municipality was selected as the case study to assess how digital transformation can be carried out by the learning and development unit. Further, to assess how employees perceive and respond to a call to transition to digital platforms. The study was devoted to exploring how employees interpret digital transformation in the municipality’s workforce learning and development context. It extends to establishing employees' perceptions of the state of preparedness and factors influencing the operationalisation of digital transformation. Further to assess the framework and digital initiatives already implemented and resources and capabilities secured and needed to support the transformation of learning and development processes. The results of the study discovered that the municipality’s employees understood digital transformation and its impact on business process remodelling for learning and development. Employees were precise about what needed to change and provided the reasons for learning and development to contemplate transformation. The key strategic change is the necessity for a swift transition towards the use of digital technologies to help the municipality achieve its goal of being a smart and learning city. For instance, being a smart city requires the municipality to advance in technology use and increase value proposition resulting in customer satisfaction. The learning and development being mandated and entrusted with employee development it is critical that it leads transformation and ensures employee IT capabilities needed in the digital era. The study made the realisation that the L&D unit is still lagging attributed to a lack of leadership to provide direction, no blueprint to guide the transformation process, insufficient resources and capabilities, increased engagement required with employees, customers, and partners as well as assistance to management change.
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    Examining Knowledge Management Practices of Monitoring and Evaluation Professionals in the Public Secto
    (University of the Witwatersrand, Johannesburg, 2024) Moleleki , Limpho; Pophiwa, Nedson
    The intersection of Monitoring and Evaluation (M&E) and Knowledge Management (KM) has garnered significant attention in recent years, yet the nuanced understanding of how KM complements M&E, particularly within the public sector, remains limited. The study aims to investigate how public sector M&E professionals understand and employ KM practices, identifies challenges and benefits associated with KM in M&E, and assess the implementation of M&E policies and legislation, particularly concerning KM integration. Utilising a qualitative approach, semi-structured interviews with M&E professionals complemented by documentary analysis of relevant literature and policies were conducted. Thematic analysis was applied to analyse the data. Findings revealed there is some level of awareness and implementation of KM practices but a need for further development and integration of KM into M&E practices is needed. Overcoming organisational barriers and promoting a collaborative culture are essential for effective KM integration in M&E within the public sector, for improving decision- making and performance. This study contributes to a deeper understanding of the relationship between KM and M&E in the public sector context revealing the need for targeted interventions and policy reforms to enhance KM integration and utilisation in M&E practices for improved use.
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    Student agency in volunteer programmes at Rhodes university
    (University of the Witwatersrand, Johannesburg, 2024) Mdluli, Siphiwayinkosi
    Student volunteer work plays a vital role in addressing local community issues such as high poverty rates, high illiteracy and high unemployment rates. Through students, tertiary institutions are able to fulfil their social responsibility. The purpose of this study was to explore the role of agency on student participation in volunteer work at Rhodes University, in Makhanda. To effectively respond to this inquiry, the research focused on the Nine Tenths Mentoring programme. Following a qualitative approach comprising a mix of an interpretivist and case study paradigms, the findings revealed that the umbrella term ‘student agency’ comprised mainly of moral agency, identity agency, pragmatic agency, and existential agency. These forms of agency largely contributed to a positive volunteer experience that contributed significantly to healthy relationships among community members and student volunteers, as well as advancing the student volunteers as committed agents of social change. This research highlighted the importance of involving tertiary students in community volunteer work.
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    Anti-Corruption and Anti-Fraud Policies in South African Universities
    (University of the Witwatersrand, Johannesburg, 2024) Madungandaba, Freda; Sarakinsky , Ivor; Hobden, Christine
    The escalation of corruption and fraud within South Africa, as accentuated by revelations from the Zondo commission, point out a pervasive governance deficit extending beyond the public sector into the private domain. Media reports have drawn attention to concerns regarding corruption and fraud within South African universities, prompting an inquiry into the mechanisms available within higher education for managing such malpractices. Thus, this study seeks to investigate the anti-corruption and anti-fraud policies and initiatives implemented by South African universities. Employing a qualitative research methodology, the study assessed policies from 10 South African public universities and conducted interviews with university practitioners. The findings revealed that Higher Education Institutions have well-established fraud prevention processes in place, albeit with certain instances exceeding customary norms. However, the role of the Department of Higher Education and Training (DHET) in supporting universities with policy frameworks for combating corruption remained ambiguous. Additionally, communication regarding the newly proposed National Anti-Corruption Strategy to universities was found to be lacking.
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    Investigation of the Adoption and Implementation of the e-Education Policy in the Gauteng Provincial Government
    (University of the Witwatersrand, Johannesburg, 2023) Mulaudzi, Rofhiwa; Karuri-Sebina, Geci
    Several studies have shown that school leadership plays an important role in the implementation and adoption of ICT policies in schools by creating and aligning the school vision with the policy objectives and leading change in the school. In South Africa, and Gauteng in particular, it has been found that ICT plays an important role in improving learner performance and enhancing changes in the methods of teaching and learning. It has also been evident that school leaders face different challenges during the implementation and adoption of ICT policies, such as lack of resources, bureaucracy, and resistance from the staff. The purpose of this study is therefore to investigate the adoption and implementation of the White Paper on e-Education policy in the context of teaching and learning. A qualitative approach, and in particular, the phenomenology qualitative research design, was used in this study in order to investigate the experiences of school leaders in relation to the adoption and implementation of the White Paper on e-Education within secondary schools in Gauteng province. Twenty-one school leaders were selected through convenience and purposeful non-probability sampling and requested to participate in the study. Data was collected using semi-structured interviews and analysed using the qualitative content analysis method. The following themes emerged from the study: a) participants' knowledge and understanding of the e-Education policy and application of the framework in achieving the policy goals; b) roles of participants in implementing and adopting the policy; c) school leaders’ attitude towards the policy; d) challenges faced by school leaders. The findings revealed that leaders are responsible for creating and aligning the vision of the school with policy objectives and also leading change in schools. The findings further suggested that school leaders have a common understanding of the policy and their roles in implementing and adopting it; however, they are poorly equipped for the task of implementing and adopting national policies. The study concluded by making recommendations including consideration being given to including school leadership in policy formulation processes and other stages of policy formulation and implementation in order to improve their knowledge and understanding
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    Evaluation of factors that hinder the implementation and effectiveness of e-education in Mpumalanga
    (University of the Witwatersrand, Johannesburg, 2023) Mnisi, Anita
    In South Africa, the concept of e-Education revolves around the use of information and communication technologies (ICTs) to accelerate the achievement of national education goals. The concept of e-Education is about connecting learners and teachers, as well as providing professional support services and learning platforms. It will connect learners and teachers to better information, ideas, and one another in support of educational reform by combining effective pedagogy and technology. It advocates for broader systemic, pedagogical, curricular, and assessment reforms to improve education and the use of educational resources like ICT, which aligns it to the communications definition, which defines e-Learning as "learning administered through the use of electronic devices and materials that includes collaboration, such as online interactions between the teacher and the learners or amongst learners. Incorporating technology into learning and teaching activities requires the use of information and communication technologies. Which allows for learning to take place either remotely or online with the assistance of technological tools. ICTs include, but are not limited to, hardware and computer programs (software) for storing, accessing, organising, and retrieving information, computers, scanners, digital cameras and database programmes according to the e-Education policy. The goal of the e-Education policy was to increase access to high-quality education in order to advance society and the economy, while also addressing issues caused by the ICT revolution in education, which has an impact on curriculum development issues such as participation in the information society. It affects the integration of ICT into learning and teaching, as well as access, costs, and educational quality. It is just as important to ensure that learners can use ICTs creatively and actively participate in the information society as it is to bridge the digital divide by looking beyond connectivity and infrastructure. The difficulties in implementing e-Learning in South Africa and Africa are attributed to a lack of appropriate infrastructure, stable connectivity, and skills, which led to the closure of schools during the COVID-19 pandemic. In other nations, e-Learning succeeded as a substitute for conventional instruction, particularly during the COVID-19 pandemic, when education was carried out through online platforms. Governments v across the world have put policy plans in place with regards to the implementation of e- Learning and plans on how to successfully achieve the goals set out in the policies. The purpose of this study was to identify barriers to effective e-Education implementation at the district level. The study investigated the difficulties associated with integrating ICTs into teaching and learning activities at the district level, including whether there is access to technological devices, connectivity, infrastructure, skills, and the necessary district support to implement the e-Education Policy. The study also assessed why teachers do not use ICTs in the classroom despite the fact that the Professional Development Framework for Digital Learning and Guidelines for Teacher Training and Professional Development are in place to equip them and provide guidelines for their development, particularly in terms of ICT integration. Mixed methods were used to collect and analyse data in order to gain a better understanding of why ICTs have not been fully integrated, with the goal of gaining more knowledge and sharing that knowledge in order to improve understanding of the challenges associated with ICT integration in rural schools. The findings of the study confirmed that the lack of access to ICT tools, internet connectivity, skills and ICT infrastructure hinders the implementation of the e-Education policy. Provision of ICT systems and capable teachers enhances the integration of ICT systems into teaching and learning. As the results show that teachers are willing to use ICTs even though they generally prefer traditional methods, they would use ICTs together with traditional methods if they were available. This would ultimately result in a blended learning approach which is good for transitioning into e-Learning from the classroom. The findings confirmed that teachers require training in order to integrate ICTs into teaching and learning activities, and they also highlight the government support that is required to achieve this. This would allow the Department of Basic Education (DBE) to meet its goal of having ICT-capable learners who can use technology for personal development and eventually become participants in the information society, and thus use e-government systems. It would also enable the DBE to close the digital divide.
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    An analysis of Tuition Policy Discourses in Historically Black and White South African Tertiary Institutions
    (University of the Witwatersrand, Johannesburg, 2024) Maseko, Nokwazi Jacquiline; Chikane, Rekgotsofetse
    This paper analyses the discourses around tuition policies in Historically Black and Historically White Institutions. This was motivated by the move towards incorporating discourse analysis into policy studies, contributing to the literature regarding discourse in higher education tuition policies, and understanding how discourse affects policy decisions. All these are aimed at addressing the shortfalls in tuition policy which contribute to issues such as the ongoing student protests. Semi structured interviews were conducted with 11 participants and were analysed using the Critical Discourse Analysis tools provided by Machin and Mayr (2012). The analysis showed that the historical discourses and personal ideologies held by those in power influence policy decisions. The study concluded that a reflexive and discourse orientated approach in the policies of HBIs and HWIs would promote policy solutions that are tailored for each institutional type, and this may ultimately decrease the frequency of tuition related protests
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    Management of teaching and learning material in no-fee schools: The case of Ekangala Township in Tshwane Municipality
    (University of the Witwatersrand, Johannesburg, 2021) Maimela, Joyce Matome; Wotela, Kambidima
    The gist of this quantitative study was to empirically establish how no-fee schools manage their teaching and learning material (TLM), employing the case of Ekangala Township in Tshwane municipality. To accomplish this, the study seeks to empirically determine the functionality of financial resources, human resources, and procurement processes of TLM in no-fee schools. A cross-sectional design was adopted. A combination of purposive and stratified random sampling techniques was used to draw HODs, Deputy Principals, Principals, SGBs, educators and administrative officers, yielding a total sample of 101 respondents. Data was collected using a questionnaire and inferential statistics were used to establish validity. The study was framed on the general systems theory, and the programme theory, used for converting research results to research findings. The preliminary findings revealed a linear relationship between effective management and budget processes of TLM, although not strong. However, there was no statistically significant linear relationship between management and procurement processes. The results concluded that there is ineffective management of TLM in no-fee schools in Ekangala Township. The researcher recommends that periodic audits be conducted when required, to ensure appropriate application and compliance with the policy. A further recommendation is the use of a Resource Management System (RMS), a web-based system designed to facilitate planning, online procurement, inventory updates and budget tracking of all TLM at schools at both district and provincial levels
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    The role of the South African council for educators in regulating the teaching profession
    (University of the Witwatersrand, Johannesburg, 2021) Mokgalane, Mapula Ella; Mapitsa, Caitlin; Poltera, Jacqui
    As a professional self-regulatory body, the South African Council for Educators (SACE) has a responsibility to set, protect and maintain ethical standards in the teaching profession. In doing so, it ought to safeguard the interests, rights and welfare of the public and children alike. Nevertheless, numerous studies, the public, media and parliament’s Portfolio Committee on Basic Education criticised SACE for its dependency, as well as incoherent, overlapping and multiple systems and processes in its endeavour to regulate the teaching profession through the enforcement of the code of professional ethics in Gauteng. Equally, past and recent studies have failed to understand the dynamics and complexities in professional regulation discipline when enforcing the code of professional ethics in the teaching profession. To investigate SACE’s enforcement regulatory role in Gauteng, a qualitative approach has been followed to collect data through semi-structured interviews with 15 participants representing SACE and Gauteng stakeholders in the basic education sector, and the teaching profession. The study findings revealed complexities and a paradox in SACE’s regulation of the teaching profession in Gauteng, based on identified regulatory enforcement enablers, as well as internal and external barriers. Some of the enablers identified included SACE’s legal regulatory framework, its establishment as professional self-regulatory body, compliance monitoring processes, and existence of the legislated administrative and punitive sanctions. On the other hand, the identified internal barriers were: limited enforcement scope and jurisdiction; ineffective sanctioning; insufficient financial and human resources; and contraventions to principles of good governance, good regulation and enforcement. Additionally, external barriers identified were: weak institutional arrangements and network in enforcing the code; and multiple regulatory processes and overlaps
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    South Africa’s Basic Education Curriculum and Social Transformation of Learners in Underdeveloped Communities
    (University of the Witwatersrand, Johannesburg, 2022) Magcayi, Sincedise; Murambadoro, Ruth
    Several studies on curriculum and social transformation in the basic education sector indicate that there is inadequate research on how education, through curriculum policy, can be instrumental in fostering social change among learners from underdeveloped communities. This research explored education policy and its contribution to social transformation, looking into ways in which teachers teach civic values to children in underdeveloped settings. Making use of qualitative research methods the study engaged with Life Skills (LS) and Life Orientation (LO) teachers from Phumelela Primary School based in Sicelo community of Meyerton in Gauteng, as a case study to understand the effect of South Africa‟s education policy in fostering social transformation through the curriculum. A total of fourteen LS and LO teachers were sampled to participate in focus group discussion as means to obtain primary data around the subject. Research findings indicate that varying pedagogies are being used by teachers to transmit civic values such as respect, social cohesion and morality. However, these are not easy to coordinate because of the complexity of the learning environment and backgrounds that learners emanate from. Instead, pedagogic strategies can be used conditionally as learners are different. While teachers use pedagogies in their teachings, government and local communities remain key stakeholders that need to assist in the teaching of civic values, and in the social transformation process of learners.