Electronic Theses and Dissertations (Masters/MBA)

Permanent URI for this collectionhttps://hdl.handle.net/10539/37942

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    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.
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    The transformation of primary and secondary education by the Fourth Industrial Revolution (4IR) technologies
    (University of the Witwatersrand, Johannesburg, 2023) Gama, Lindiwe Setsabile
    Digital technologies have taken over the education sector in the Fourth Industrial Revolution. Education 4.0 necessitates the upskilling of educational professionals and learners. It also requires the Department of Basic Education (DBE) to uniformly equip all schools with digital infrastructure to prepare learners for the technology-driven work environment. The DBE must make an effort to bridge the digital divide of learners in rural, urban and remote areas as part of the National Development Plan 2030. This is necessitated by the evolving job market. Literacy and numeracy levels have been declining in South Africa despite 4IR technologies that Generation Z learn to use quickly. The interventions by the DBE and the learning styles of Generation Z require educational professionals to adjust and adapt teaching methods. Unlimited access to digital information and applications promote a customised teaching and learning environment. This study aims to investigate how digital technologies are being used by educational professionals (educators) that teach official South African languages (except for sign language) and Mathematics were sampled to solicit their views on how digital technologies can be used to increase numeracy and literacy rates. Twenty- six educators (26) conveniently sampled participated in the study. According to the 2015 Trends in International Mathematics and Science Study (TIMSS) and the 2016 Progress in International Reading Literacy Study (PIRLS). The results indicate that there is a relationship between literacy, numeracy and the digital skills of education professionals and learners. Adequate funding for the Department of Basic Education is essential for uniform digital transformation in South Africa