Faculty of Commerce, Law and Management (ETDs)

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    Examining the Effect of Women’s Empowerment on Multidimensional Poverty: Case of South Africa
    (University of the Witwatersrand, Johannesburg, 2024) Ratshivhand, Thonifho; Benhura, Miracle
    This study examines the levels and correlations of individual women’s empowerment and household level multidimensional poverty in South Africa, overall and by rural/ urban location. The Alkire-Foster (2011) techniques is employed for the construction of the Women Empowerment Index (WEI) and Multidimensional Poverty Index (MPI), and a logistic regression analysis is employed to ascertain whether women’s empowerment is negatively correlated to multidimensional poverty. The study uses the 2016 South African Demographic and Health Survey (DHS) dataset and estimates that 3.2% of South African households are multidimensionally poor, with a higher prevalence in rural areas. In both rural and urban areas, the standard of living dimension contributed most to MPI. Regarding WEI, women residing in urban areas (67.3%) are more empowered compared to those residing in rural areas (53.9%), with attitude towards domestic violence dimension contributing most to women’s empowerment. Findings from logistic regressions show that women’s empowerment is negatively associated with multidimensional poverty in South Africa. Women in older age groups and better paid occupations are associated with lower multidimensional poverty, also non-Black/African women and those residing in urban areas have a lower chance of experiencing multidimensional poverty, than Black/African women and those residing in urban areas. Overall, this study highlights the importance of addressing women's empowerment as a key strategy for poverty reduction in South Africa. The results suggest a need for customised strategies to improve women’s empowerment and reduce multidimensional poverty in South Africa's rural and urban areas.
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    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
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    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