4. Electronic Theses and Dissertations (ETDs) - Faculties submissions
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Item The Utilisation of Genetic Counselling Services Amongst Prenatal Healthcare Providers in Gauteng, South Africa(University of the Witwatersrand, Johannesburg, 2024) Duvenhage, MeganCongenital anomalies and disorders, many being genetic, continue to have high prevalence and mortality rates globally. Prenatal healthcare providers possess the necessary skills to identify these cases before birth and refer patients for genetic counselling. This study aimed to establish the utilisation of genetic counselling services and insights into the perceptions of genetic counselling amongst prenatal healthcare providers in Gauteng, South Africa. By assessing the utilisation of genetic counselling, barriers and facilitators to referrals were highlighted, and recommendations to improve service provisions in the prenatal sector were made. An electronic survey adapted from Thom and Haw (2021) was sent to prenatal healthcare providers in both the public and private healthcare sectors. A total of 54 participants were included in this study. Results show that roughly 74% of participants are able to refer to genetic counselling services, but only 57% had made use of the service. None of the participants were able to identify all appropriate reasons for referral to genetic counselling correctly, and only 24% of participants understood the responsibilities of a genetic counsellor. Misconceptions regarding the scope of practice of genetic counsellors and uncertainties surrounding the referral process were the most significant barriers to referrals. The study revealed that although prenatal healthcare providers in Gauteng are using genetic counselling services, they are not fully utilising the service due to a lack of knowledge surrounding the profession's services. Therefore, there is a need for educational resources to bridge the knowledge gap and improve prenatal healthcare in Gauteng, South AfricaItem Evaluating the perceived existence of racial profiling and income inequalities in the South African banking sector(University of the Witwatersrand, Johannesburg, 2020-10) Diphoko, Tebogo Mogosi; Chakamera, ChengeteThe purpose of the study was to investigate inequality of outcomes and opportunities. Inequality of outcome in the context of the role that education played in narrowing the income inequality gap. Inequality of opportunities in the context of disparities in financial services access by way of racially profiling and subsequently the role that media played in perpetuating the notion of racial profiling in the South African banking sector. The research strategy utilised was quantitative with the research design being the cross-sectional research design. Moreover, the data collection instruments applied in this study was the fully structured questionnaire. Analytical methods include frequencies and correlations. The results indicate that education does not narrow income inequality in the South African banking sector. This finding was confirmed by the hypothesis testing where the null hypothesis was not rejected which concluded that education is not significantly recognised to influence income inequality in the South African banking sector. The results in relation to the second research questions indicated that disparities in financial services access by way of racial profiling does exist. Subsequently, this was confirmed by the hypothesis testing where the null hypothesis that suggested that the disparity does not exist was rejected. Meaning, that the banking sector do profile their clients. Results in relation to the third research questions indicate that the notion of racial profiling is a phenomenon that had been personally experienced by individuals rather than perpetuated by media coverage. The main recommendation of this study was that banks must have a transparent credit scoring system during the credit application process, so that it can demystify the notion of discrimination. Furthermore, the study recommends that the definition of the term racial profiling be added to literature to providing a platform for future study replication. In terms of value addition, this study is one of the first research papers to contribute to the pool of knowledge and to investigate the role of education in narrowing income inequality and the existence of racial profiling in the South African banking sector. Thus, providing a platform for future replication in other sectors and expansion on the topic.Item Children Moving Across Borders: Equitable Access to Education for Undocumented Migrants in South Africa(University of the Witwatersrand, Johannesburg, 2023-09) Blessed-Sayah, Sarah Enaan-Maseph; Griffiths, DominicSouth Africa is experiencing an increase in intra-regional migration, and the management of migration in the country is increasingly becoming highly securitised. Individuals who move intra-regionally across borders include children –accompanied by parents or caretakers, unaccompanied, and those seeking refuge because of untenable and oppressive circumstances in their home country. Also, individuals who move to South Africa without legal documentation often give birth to children within the State, who are then undocumented. Without documentation, these children cannot access education, which means that achieving their educational right becomes impossible. This happens partly because of legal contradictions that exist in immigration and education policy frameworks. For instance, the Bill of Rights, as contained in Section 29(1)(a) of the Constitution of South Africa (The Constitution of the Republic of South Africa No. 108, 1996), states that everyone has the right to basic education, and further states in subsection 2 that the State (being South Africa) is obligated to respect this right. Additionally, the South African Schools Act 84 of 1996 (Republic of South Africa, 1996) states that public schools are obliged to admit children without any form of discrimination on any grounds. However, the Immigration Act No 13 of 2002 states that no ‘illegal foreigner’ should be allowed on the premises of any learning institution (Republic of South Africa The Presidency, 2002). Thus, the question remains whether undocumented migrant children are included in the ‘all’ or ‘every’ because of existing legal contradictions between the Constitution and the Immigration Policy. Furthermore, the need to consider how the educational right of undocumented migrant children is upheld comes from the evident nationalist view on migration in South Africa, which is projected through government, and in local communities. Although some studies have evaluated the extent to which this right is protected or ensured, and others have considered the barriers to exercising the right to education in South Africa, only a few specifically focus on the right of undocumented migrant children to equitable education, and strategies to ensure its fulfilment. Thus, an explanation of equitable access to education in South Africa entails developing an approach for understanding undocumented migrant children’s educational experience, because this approach would provide a platform to achieve workable ways to ensure the fulfilment of their right to basic education. This research explores the difficulties undocumented migrant children experience in relation to education. Given this, an explanation regarding access to education for undocumented migrant children, from an equity viewpoint in South Africa, is developed. Thus, this study had three major aims. Firstly, to develop an understanding of equity in relation to access to education. Secondly, to investigate the impact (problems) of migration on undocumented migrant children in relation to equitable access to education in South Africa. Thirdly, to develop strategies that can ensure that these undocumented migrant children have their right to basic education protected in South Africa. Using the capability approach combined with Unterhalter’s (2009) description of equity as a three-fold concept as the study’s conceptual framework, I argue that ensuring equitable access to education for undocumented migrant children in South Africa requires an integrated approach, which goes beyond top-down strategies and highlights the role of agency. Each finding under the study’s objectives serves as evidence that support my overall argument for an integrated approach. A qualitative research design, from an interpretivist phenomenological lens provided me with the opportunity to carefully interact and bring forward the contextualised lived experiences of undocumented migrant children. This brought about an in-depth description of equitable access to education for them. The study was conducted with an NGO working with undocumented migrant children in the eastern region of the Johannesburg area in the Gauteng province of South Africa. The criterion used for selecting participants was based on the fact that the Project staff members, children who attend the Project, and their parents understand the social environment in which the children reside. They were able to give detailed and in-depth explanations on the impact of migration on their access to education, in an equitable manner. Gauteng Department of Education (GDE) officials who deal with undocumented migrant children, and South African Human Rights Commission (SAHRC) staff who deal with education also understand the impact of migration on these children’s chance to equitably access education and were included in the study. A total of 45 participants who were conveniently selected, based on the inclusion criteria, made up the sample size. Nineteen undocumented migrant children (n=19), eleven parents of undocumented migrant children (n=11), and fifteen professionals participated in this study (n=15). I served as the primary tool for data collection while employing different qualitative methods, including individual semi-structured interviews and focus group discussions. The method of data analysis I used for this study included an inductive and deductive approach using the NVivo QSR 12 software. From this method of data analysis, I identified three key themes relating to the specific objectives of the study. Objective 1: I found that undocumented migrant children, their parents, and professionals who deal with this group of children perceive equity to mean ‘the opportunity to thrive’ and ‘fairness’. In addition, under the first objective, it was found that equitable access to education is closely linked to being able to attend schools. While the undocumented migrant children described this in terms of the right to attend school and learn educational skills, the parent and professional participants explained it as a fundamental human right which should not be constrained by one’s legal status in South Africa. Along this line, it was also revealed that equitable access to education is important for various reasons including access to other services; capabilities, functioning, and the platform to achieve other human rights; and the avoidance of social ills. In all, equitable access to education strongly supports the human dignity of undocumented migrant children. Objective 2: Under objective two, I found that the impact of migration to South Africa, as it concerns equitable access to education for undocumented migrant children, was negative. Various problems faced by these children were identified. Firstly, the overarching problem was the lack of documentation which affects the opportunity for undocumented migrant children to equitably access school. This lack of documentation includes the non-issuance of proper birth certificates and so, the non-registration of the births of these children; and the fear of going to renew or apply for permits at the South African Department of Home Affairs (DHA) because of fear of police arrest. Secondly, the problem of continued discrimination, and xenophobic attacks and attitudes was also experienced by undocumented migrant children and their parents. These attacks affected their chance to access education. Thirdly, the lack of access to basic services presented itself as a difficulty which affects the opportunity to access schools, in an equitable way. Fourth, policy gaps, including ambiguities and non-implementation of recent court judgments, also served as problems which affect access to education for these children. Lastly, Covid-19 and the effects of the pandemic further compounded already existing difficulties undocumented migrant children face concerning their equitable access to education. Objective 3: The study revealed that strategies to address the problems experienced by undocumented migrant children include government-level, community-level, and individual-level strategies, and a combined, planned approach (integrated approach). Under government-level strategies, it was found that undocumented migrant children need to be issued birth certificates with identification or registration numbers and so, be appropriately registered at birth. Existing policies about education and immigration also need to be revised, and recent court judgments like the Phakamisa Judgment must be implemented. Also, stakeholders must be trained to ensure the proper implementation, monitoring, and evaluation of policies and recent judgments on equitable access to education for undocumented migrant children. As part of community-level strategies more assistance from NGOs, who bridge educational gaps for undocumented migrant children, would be useful in ensuring undocumented migrant children get educated. Individually, promoting social cohesion between migrants and non-migrants was highlighted. Also, parents of the identified children were encouraged to acquire documentation for their children. However, these different levels, on their own, are not sufficient to ensure equitable access to education. Thus, this study advocates an integrated approach to addressing the problems experienced by undocumented migrant children and their parents, regarding their children’s equitable access to education. Supporting this, the professionals interviewed recommend that all levels of society need to work together, in an organised way, to achieve access to education for the identified group of children. Also, the role of the agency and a bottom-up approach to ensuring access to education in an equitable way were highlighted through the integrated approach. Based on the findings, I argue that the various strategies identified require an integrated approach (for thinking and doing), which includes recognising the agency (individually and collectively) of undocumented migrant children. This approach draws on both top-down and bottom-up approaches with the significant roles of policy implementation, monitoring, and evaluation as well as agency (in both individual and collective forms) highlighted. Important is that this integrated approach (for thinking and doing) will be based on a thorough knowledge of the context. The findings thus serve as supporting empirical evidence for the overall thesis which is that to ensure equitable access to education is achieved, equity must be explained in detail, as a multi-faceted notion, and combined with the capability approach, which allows us to identify and interrogate specific structural limitations.Item Establishing mathematics teaching and training institutes in South Africa(University of the Witwatersrand, Johannesburg, 2020) Mashile, Mahlogonolo; Oba, PiusThis 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 futureItem Solar electricity consumption, financial inclusion and welfare in sub-Saharan Africa(University of the Witwatersrand, Johannesburg, 2023) Dube, Andile Precious; Horvey, SylvesterSolar electricity has continuously contributed towards alleviating energy poverty in sub- Saharan Africa. Moreover, the development of off-grid solar electricity technologies and business models that integrate mobile money into solar electricity transactions has improved access to electricity in the region. As a result, the demand and adoption of mobile money have also increased. However, existing literature has not exposed this positive development trend and other economic development opportunities inherent in solar electricity consumption. Most studies have focused on analysing the potential of solar electricity consumption in alleviating energy poverty. Although the analysis of solar electricity consumption and poverty alleviation is critical, studies have failed to extend the analysis to other economic development indicators such as financial inclusion, and money demand. This analysis is important because access to financial services and the development of financial systems in sub-Saharan Africa is low, yet economic theory postulates that renewable electricity demand induces the development of and access to financial services and increases capital stock. Therefore, it is critical to examine the broader economic opportunities inherent in solar electricity consumption to provide additional insight into development of prudent renewable energy and economic growth policies. Additionally, the extant literature fails to expose the influence of the macro-economic environment, particularly human development indicators, on the demand for solar electricity. This is important because solar electricity consumption in sub-Saharan Africa is not consistent; it is characterised by rapid fluctuations and declines in some countries. Consumer welfare (education, health, and standard of living) may influence energy consumption patterns. Therefore, this thesis provides empirical evidence of additional economic indicators that influence the demand for solar electricity to contribute to the development of effective renewable electricity policies. The thesis entails three essays that focus on the relationship between solar electricity consumption, financial inclusion, money demand and welfare. It employs a sample of 15 countries in sub-Saharan Africa for the period from 2010 to 2019 for all three essays. The first essay examines the linear and non-linear relationship between solar electricity consumption, and financial inclusion. A Financial Inclusion Index is constructed using the Principal Component Analysis. The effect of solar electricity consumption on financial inclusion is analysed using the Two-Step System Generalised Moments Method. The results show that solar electricity consumption positively influences financial inclusion, implying that solar electricity consumption is a determinant of financial inclusion in sub-Saharan Africa. Furthermore, a threshold point in the relationship between solar electricity consumption and financial inclusion is detected using the Dynamic Panel Threshold Model, and the positive effect of solar electricity consumption declines after the threshold point. The second essay examines the short-run and long-run relationship between solar electricity consumption, mobile money, and money demand in sub-Saharan Africa. It employs the dynamic panel Autoregressive Distributed Lag with Dynamic Fixed Effects and Pooled Mean Group estimators and the Dynamic Ordinary Least Squares method to check the results' robustness. The empirical results reveal that solar electricity consumption has an insignificant effect on money demand (broad money balances) in the short and long run. However, if mobile money is introduced into the money demand function, solar electricity consumption positively impacts money demand. Subsequently, the interaction of solar electricity consumption and mobile money induces an upward effect on money demand. Therefore, the findings reveal that mobile money does not moderate the effects of solar electricity consumption on money demand; instead, it increases money demand leading to adverse effects on monetary policy. It is therefore recommended that monetary authorities should monitor solar electricity expenditure to control price fluctuation and maintain financial stability, particularly in countries where the dominant payment service is mobile money. The third essay investigates the effects of welfare on solar electricity demand using the following proxies: the Human Development Index, inequality in income, government expenditure on education, infant mortality rate, and access to information and communication technology (mobile phone subscriptions and internet users). The study applied the panelquantile regression technique with nonadditive fixed effects, and the results confirmed that welfare has significant effects on solar electricity demand. It reveals that the Human Development Index, education, and infant mortality have an inverse effect on solar electricity demand. However, income inequality has a negative effect in countries with low solar electricity consumption and a positive effect in countries with median-to-high solar electricity consumption. Mobile phone subscriptions positively influence solar electricity demand in countries with low-to-median solar electricity consumption. In contrast, internet users positively affect solar electricity demand in countries with median-to-high solar electricity consumption. The findings from the first essay endorse the proposition that solar electricity consumption induces the development of and access to financial products and services (energy-finance nexus). Whereas the findings from the second essay reveal the non-moderating effect of mobile money on the relationship between solar electricity consumption and money demand. Finally, the findings from the last essay reveal that human development factors drive solar electricity consumption. It is therefore recommended that policy makers should integrate renewable electricity goals and targets into economic development policies to enhance the transition to clean electricity sources and alleviate energy poverty in sub-Saharan Africa.Item The Resource Curse and Tertiary Education Sector in Angola(University of the Witwatersrand, Johannesburg, 2022) Carrilho, VanessaResource Curse is a much-debated phenomenon that affects countries with natural resources wealth. Considering the contributions of past studies and accepting that Angola exhibits the malady, the present research seeks to understand how the problem had impacted the country’s higher education. The theoretical framework sought to understand the Resource Curse theory and its impacts on Education as well the background for the selection of study variables. Given the limitation of existing literature concerning tertiary education, a new conceptual framework was adopted to study the interconnection between variables. Similarly to most Resource Curse studies, a qualitative research method was embraced and data collection was done in two phases, sourcing primary data in the form of interviews and secondary data in form of documental analysis. The study concludes that the Resource Curse had a negative effect on tertiary education, in which the association between Resource Curse and education variables resulted in four main clusters: colonialism, civil war and institutions, weak governance and weak economy, attesting that these dimensions had impacted the higher education quality. Evidence from the results show that in the period under study (2002-2019) weak governance played a crucial role in perpetuating the deleterious effect of the previous periods by widening the gap between those with and without access to socioeconomic opportunities and welfare, including educational prospects. Strong institutions, political will and better investments are required to meet the needs of the underfunded and neglected education system and boost the quality of the education being provided if economic development is to be achievedItem 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, DikgangThe 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 progressItem Gamification as a tool for supporting Entrepreneurship Education in South Africa(University of the Witwatersrand, Johannesburg, 2022) Sephiti, Kelebogile; Urban, BorisThe significance of entrepreneurship as a vital economic factor has tremendously burgeoned in the past decades as it aided in curbing the impact of unemployment and the global economic downturn. With its scope proliferating in every field, educational institutions have started incorporating it into their learning system as Entrepreneurship Education (EE). To enhance the effectiveness of EE, educators are employing diverse strategies. Among these techniques, gamification is seen as a major one. Gamification as a tool uses game-based design in non-game settings, making it a captivating practice which helps improve students’ engagement in innovative learning. The purpose of this study is to assess the impact of game-based learning on entrepreneurship education in South Africa. The required data is collected from an Entrepreneurship Education Foundation based in South Africa, which aims to foster a community of responsible entrepreneurs and collaborates with beneficiaries who study in secondary as well as tertiary educational institutions. The collected data is interrogated using quantitative analysis for further interpretation and the results suggest that gaming, when used as a tool for entrepreneurship education, increases the chances of an individual becoming an entrepreneurItem Bottom-half Intergenerational Mobility Among the Coloured Population in South Africa(University of the Witwatersrand, Johannesburg, 2023) De Kock, Tryston; Roberts, GarethI examined the intergenerational mobility of education among the Coloured population in South Africa between 1975 and 1990. I used the National Income Dynamics Study to measure intergenerational mobility among Coloured children born to parents at the bottom of the education distribution-this includes parents with an educational attainment lower than grade 10. I found across the whole population; the median rank of education is grade 10 – making grade 10 my middle point. I compared several intergenerational mobility indices with bottom-half mobility and look at the IGE and IGC indices for sons, as well as the summary statistics for the coloured, African, and White populations. I suggested that Coloured daughters born to mothers in the bottom half of the education distribution have experienced a decrease in upward mobility meanwhile upward mobility has increased for Coloured sons. However, I suggested Coloured daughters born to parents with educational attainment lower than grade 10 have a higher chance of increasing their educational attainment compared to Coloured sons. I also compared mobility estimates between Coloured children born in the Western and Northern Cape with Coloured children born elsewhere. I found that Coloured children born in the former have lower upward mobility compared to Coloured children born elsewhereItem 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 used