A process model recognising prior learning of informal sector motor mechanics

The informal sector serves as a reservoir of skilled unqualified individuals who learned and practice the motor mechanic trade outside the formal sector. This article reports on a process model for recognition of prior learning of informal sector motor mechanics and to integrate them into the formal sector training and ultimately employment. Formal sector motor mechanic training does not acknowledge non-formal learning of the informal sector.The process model identifies specific entry points into the formal sector training.The study was exploratory in nature with a qualitative research design applied. Semi-structured interviews through a purposive snowball sample technique were used. The data were analysed utilising the ATLAS.ti 7.0 program. The findings conceptualises a process model, backed by a process of gap training, to recognise the prior learning of the informal sector motor mechanic. This research could engage SETAs in the funding of training of informal practising motor mechanic

The contribution of a private higher education institution to the South African higher education landscape

Private Higher Education (PHE) in South Africa has been perceived to deliver programmes of questionable quality in search of profit maximisation (CHE 2016, 84). To curb this perception, the Council on Higher Education (CHE) has instituted strict regulations with regard to accrediting qualifications offered by Higher Education (HE) institutions. To determine the contributions of PHE to the South African higher education landscape, this article evaluates a registered management programme, on recommendation of the Higher Education Quality Committee (HEQC) of the CHE, with the South African Qualifications Authority (SAQA) (CHE, 2013). Using Kirkpatrick’s (1996) four-level model of training programme evaluation as the theoretical framework, the management programme was evaluated to determine its contribution to higher education in South Africa. The four levels included the perception of the learners, the knowledge gained by the learners, the learners’ performance in the workplace and the return on investment. Other stakeholders, such as the sponsor and students’ line managers, were interviewed to determine whether the programme has contributed to work outputs. Overall, the results show that the programme is contributing to the development of higher education in South Africa. 

Beyond the digital divide: Towards a situated approach to open data

This is the author accepted manuscript. The final version is available from OUP via the DOI in this record.Poor provision of information and communication technologies in low/middle-income countries represents a concern for promoting Open Data. This is often framed as a “digital divide” and addressed through initiatives that increase the availability of information and communication technologies to researchers based in low-resourced environments, as well as the amount of resources freely accessible online, including data themselves. Using empirical data from a qualitative study of lab-based research in Africa we highlight the limitations of such framing and emphasize the range of additional factors necessary to effectively utilize data available online. We adopt the ‘Capabilities Approach’ proposed by Sen to highlight the distinction between simply making resources available, and doing so while fostering researchers’ ability to use them. This provides an alternative orientation that highlights the persistence of deep inequalities within the seemingly egalitarian-inspired Open Data landscape. The extent and manner of future data sharing, we propose, will hinge on the ability to respond to the heterogeneity of research environments.The research informing this article was supported by a grant from the Leverhulme Trust title ‘Beyond the Digital Divide’ (RPG-2013-153). Sabina Leonelli was also funded by the European Research Council under the European Union's Seventh Framework Programme (FP7/2007-2013)/ ERC grant agreement n° 335925. Ann Kelly’s contribution was also supported by UK Economic Social Research Council Urgency Grants mechanism (ES/M009203/1)

Filament identification and dominance of Eikelboom Type 0092 in activated sludge from wastewater treatment facilities in Cape Town, South Africa

Routine characterisation of activated sludge and identification of the filamentous population by microscopic and/or other non-culture dependent techniques can assist in diagnosing the aetiology of poor performance of wastewater treatment works (WWTWs). In South Africa, most facilities rely solely on physicochemical indicators, treating reactors as ‘black-boxes’, with the result that process adjustments are often delayed, to the detriment of the environment. This study was performed in order to gain insight into the filamentous population found in activated sludge in Cape Town WWTWs, to compare these with other global and local literature findings, and to build capacity in this science. Physicochemical and plant performance parameters, in terms of nutrient removal and settling, were obtained from routine operational data and assessed in conjunction with the microscopic analyses of activated sludge samples taken over a 6-month period. Hypotheses on the links between filament types and/or plant  configurations and/or operational parameters were formulated using  existing literature. In order of prevalence, the five most common dominant filament species in 96 activated sludge samples were: Eikelboom Type  0092, Eikelboom Type 1851, nocardioforms, Microthrix parvicella and  Eikelboom Type 021N. In order to compile a statistically significant  database, it is recommended that an extensive nationwide study is  conducted to link filament types with plant configurations, operational parameters and geographical locations.Keywords: activated sludge, bulking, identification, filament, Type 009

Phytophthora taxa associated with cultivated Agathosma, with emphasis on the P. citricola complex and P. capensis sp. nov.

Agathosma species, which are indigenous to South Africa, are also cultivated for commercial use. Recently growers experienced severe plant loss, and symptoms shown by affected plants suggested that a soilborne disease could be the cause of death. A number of Phytophthora taxa were isolated from diseased plants, and this paper reports their identity, mating type, and pathogenicity to young Agathosma plants. Using morphological and sequence data seven Phytophthora taxa were identified: the A1 mating type of P. cinnamomi var. cinnamomi, P. cinnamomi var. parvispora and P. cryptogea, the A2 mating type of P. drechsleri and P. nicotianae, and two homothallic taxa from the P. citricola complex. The identity of isolates in the P. citricola complex was resolved using reference isolates of P. citricola CIT groups 1 to 5 sensu Oudemans et al. (1994) along with multi-locus phylogenies (three nuclear and two mitochondrial regions), isozyme analyses, morphological characteristics and temperature-growth studies. These analyses revealed the isolates from Agathosma to include P. multivora and a putative novel species, P. taxon emzansi. Furthermore, among the P. citricola reference isolates the presence of a new species was revealed, described here as P. capensis. Findings of our study, along with some recent other studies, have contributed to resolving some of the species complexity within the P. citricola complex, resulting in the identification of a number of phylogenetically distinct taxa. The pathogenicity of representative isolates of the taxa from Agathosma was tested on A. betulina seedlings. The putative novel species, P. taxon emzansi, and P. cinnamomi var. parvispora were non-pathogenic, whereas the other species were pathogenic to this host

Effect of curriculum changes to enhance generic skills proficiency of 1st-year medical students

Background. Curriculum review is a dynamic, iterative process, and the effect of change may not always be wholly predictable. At Stellenbosch University, Cape Town, South Africa, revision of the MB,ChB curriculum was undertaken to meet enhanced and changing educational and medical practice, and to provide opportunities to enhance optimal generic skills underpinning effective learning, implemented in 2008. Objective. To determine the extent to which the newly implemented revised curriculum had an effect on experience in necessary generic skills of students in their first year of study. Methods. Students provided annual formal end-of-module evaluation in addition to focus group interviews. Evaluation by teaching staff was conducted by individual in-depth interviews. A validated generic skills questionnaire completed at the end of each academic year monitored the effect on students’ generic learning skills experience. Results. Feedback from these different evaluation methods identified specific needs in the newly implemented revised curriculum, including contextualisation of interventions, unnecessary duplication of content and malalignment of assessment. This led to minor curriculum changes and an educational capacity-building programme. These responsive curriculum changes after evaluation had the intended positive effect on students’ selfreported acquisition of generic learning skills. Conclusion. The objective of the curriculum evaluation was to monitor content output and the acquisition of crucial generic learning skills. Implementation of a revised curriculum combined with ongoing responsive changes aligned with careful multimodality evaluation can ensure that, in addition to scientific knowledge and skills, generic learning skills development of students is facilitated