Learners’ perception on the effect of infrastructure development on academic performance in Port Elizabeth public secondary schools

South Africa is striving to attain quality equal education; however, this ideal is affected by various factors such as discrimination, learner-related challenges (e.g. dilapidated rural schools, poverty, and violence), educator-related challenges (e.g. low morale and motivation, and poor administration and management of schools), and governmental issues (e.g. a lack of will, lacklustre attitudes, and an inability to deliver resources and/or services). While the National Department of Basic Education is battling to eradicate the backlog of school infrastructure and maintenance, mud schools are still prevalent in rural areas. The present state of poverty-stricken areas is most affected by the mentioned challenges and, as a result, it is necessary to determine the nature and extent of the consequences in terms of academic performance. This study, therefore, investigated the reality of the current rural school situation by investigating the perceptions of learners on the effect of infrastructure development on their academic performance in public secondary schools. Three secondary schools in the Motherwell area in Port Elizabeth were chosen for the research setting. A quantitative research approach was deemed suitable for the study, and a questionnaire was utilised for data collection. A total of 151 questionnaires were completed. The key findings derived from the data indicated that inadequate infrastructure has a negative impact on academic performance. Some of the key issues pertaining to infrastructure included inadequate leisure areas, laboratories, libraries, and sport fields. Overcrowding in classrooms were also found to be prevalent, and posed a major barrier to learning. The findings of the study provided insights into the reality of rural education and were used as a basis for offering recommendations that may assist stakeholders to improve the current situation

A survey of trainee specialists experiences at the University of Cape Town (UCT): Impacts of race and gender

<p>Abstract</p> <p>Background</p> <p>Efforts to redress racial and gender inequalities in the training of medical specialists has been a central part of a dedicated programme in the Faculty of Health Sciences at the University of Cape Town (UCT). This study aimed to describe trends in race and gender profiles of postgraduate students in medical specialties (registrars) from 1999 to 2006 and to identify factors affecting recruitment and retention of black and female trainees.</p> <p>Method</p> <p>Review of faculty databases for race and gender data from 1999 to 2006. Distribution of an anonymous self-administered questionnaire to all registrars in 2005/2006.</p> <p>Results</p> <p>The percentage of African registrars doubled from 10% to 19% from 1999 to beyond 2002. The percentages of Africans, Coloureds and Indians rose steadily from 26% to 46% from 1999 to 2005, as did that of women from 27% to 44%. The institution's perceived good reputation, being an alumnus and originating from Cape Town were common reasons for choosing UCT for training. A quarter of respondents reported knowledge of a friend who decided against studying at UCT for reasons which included anticipated racial discrimination. Black respondents (23%), particularly African (50%), were more likely to describe registrarship at UCT as unwelcoming than white respondents (12%). Specific instances of personal experience of discrimination were uncommon and not associated with respondents' race or gender. Registrars who had had a child during registrarship and those reporting discrimination were more likely to rate the learning and research environment as poor (Odds Ratio, 4.01; 95% CI 0.98 – 16.47 and 1.99 95% CI 0.57 – 6.97, respectively).</p> <p>Conclusion</p> <p>The proportion of black and female registrars at the University of Cape Town has increased steadily from 1999 to 2006, most likely a result of systematic equity policies and procedures adopted in the faculty during this period. The data point to a need for policies to make the institution more welcoming to diversity and for strategies to address institutional culture and mentorship, with an aim to develop examples of best practices to share within and between institutions.</p

Indigenous leafy vegetables (imifino, morogo, muhuro) in South Africa: A rich and unexplored source of nutrients and antioxidants

South Africa is endowed with agro-biodiversity that consists of different types of indigenous leafy vegetables (ILVs) with health benefits and rich source of nutrients to cater for over three million people suffering from hunger and malnutrition in the country. Unfortunately, the use of these vegetables is declining at an alarming rate due to negligence and lack of appropriate cultivation practices to improve yield, quality and adaptability of valuable species. The nutritional value and antioxidant potential arising from their rich polyphenolic constituents are described in this review as useful inexpensive resources for reducing hidden hunger, prevention and control of cancer, hypertension, obesity, diabetes and heart disease. A total number of 22 plant species belonging to 12 genera and 10 families have been reviewed. Amaranthus species, Cucurbita pepo, Bidens pilosa, Chenopodium album and Solanum nigrum appear to be the most popular and most widely occurring leafy vegetables in the rural areas of South Africa. There is a need to create an atmosphere of awareness that would encourage consumption and industrial production of these vegetables in a bid to curb the high level of malnutrition and food insecurity in South Africa.Keywords: Indigenous leafy vegetables, antioxidants, nutritional value, food security, non communicable diseases, South Africa.African Journal of Biotechnology, Vol 13(19), 1933-194

Re-discovering indigenous knowledge – Ulwazi Lwemveli for strengthening sustainable livelihood opportunities within rural contexts In the Eastern Cape province

Indigenous Knowledge (IK) has for millennia been an integral part for maintaining and strengthening  sustainable livelihood opportunities within local communities, the world over. Application of this  knowledge in specific different areas continues to be part of practices in these communities, albeit with challenges imposed by systems of colonial education and religion, apartheid and the emerging global knowledge economy. Therefore, the imperative to re-discover and re-store IK cannot be underestimated since building on this knowledge is particularly effective in helping to reach those living in rural  communities. This knowledge is often the main asset they control, and certainly one with which they are more familiar. The case studies discussed in this article point to significant improvements in development projects when IK is utilized. These case studies also indicate that imposing the emerging global knowledge economy and Eurocentric knowledge systems on rural development will not only serve to destroy IK, but will also undermine conditions that allow this knowledge to contribute to sustainable livelihoods. In this article I examine the concept of indigenous knowledge and how it differs from western knowledge; ways to strengthen sustainable livelihood opportunities within rural communities; models and case studies that demonstrate the significance of IK; challenges in the protection and preservation of IK within rural communities in Africa, and ethical considerations. Finally, I present a discussion of limitations and possibilities of IK within rural communities of the Eastern Cape Province, and concluding remarks.Keywords: Indigenous and western knowledge, social construction, colonial/apartheid, global knowledge economy, sustainable livelihoods, ethical issues

AmaXhosa beadwork (Iintsimbi) for identity affirmation and economic empowerment

AmaXhosa were, and still are, known for the splendor and assortment of aesthetics through beadwork. Traditionally, their garments and ornamentation reflected stages of amaXhosa life. A certain headdress was worn by a newly married girl; a different style was worn by one who had given birth to her first child, and so on. However, modernity and western-based education relegated amaXhosa customs and practices to marginal positions. This article discusses the erosion of African cultural values that included the dress code complimented with beadwork (iintsimbi) during colonialism. Given that schools are social systems for building children’s character, they can be conduits to transfer beadwork knowledge for the affirmation of African ethnic identity and for nurturing entrepreneurial skills. eZiko siPheka siSophula theoretical framework was used to underpin this work. This theoretical framework creates spaces for co-operative, collective and interdependent methods of sustaining livelihoods. It also provides a context for a paradigm shift that enhances the restoration of African ethnic identity and dignity through commercialization of amaXhosa beadwork. The study was conducted at Qunu village where abaThembu, a sub-ethnic group of amaXhosa are concentrated. Results showed a high percentage of participants who thought beadwork have a potential to restore African ethnic identity and would benefit amaXhosa through entrepreneurship.Keywords: Beadwork (iintsimbi), African ethnic identity, sustainable livelihoods, co-operatives, entrepreneurial benefits

Review Treatment of Diarrhoea in Rural African Communities: An Overview of Measures to Maximise the Medicinal Potentials of Indigenous Plants

Abstract: Diarrhoea is a major cause of morbidity and mortality in rural communities in Africa, particularly in children under the age of five. This calls for the development of cost effective alternative strategies such as the use of herbal drugs in the treatment of diarrhoea in these communities. Expenses associated with the use of orthodox medicines have generated renewed interest and reliance on indigenous medicinal plants in the treatment and management of diarrhoeal infections in rural communities. The properties of many phenolic constituents of medicinal plants such as their ability to inhibit enteropooling and delay gastrointestinal transit are very useful in the control of diarrhoea, but problems such as scarcity of valuable medicinal plants, lack of standardization of methods of preparation, poor storage conditions and incertitude in some traditional health practitioners are issues that affect the efficacy and the practice of traditional medicine in rural African communities. This review appraises the current strategies used in the treatment of diarrhoea according to the Western orthodox and indigenous African health-care systems and points out major areas that could be targeted by health-promotion efforts as a means to improve management and alleviate suffering associated with diarrhoea in rural areas of th

The life of Tolly Goduka and a chance for budding actors.

Clipping of an article about Tolly Goduka with a picture of Musa Mvundla.Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/) (NEVER CAHNGE THIS FIELD

Addressing the digital literacy gap in the use of information and communication technologies in the dissemination of indigenous knowledge: a rural community experience

Lack of digital literacy among custodians of indigenous knowledge (IK) is a major impediment to their fully harnessing technology and participating in the creation, dissemination and use of IK. IK emanates from local contexts, involving local actors who possess tacit and implicit knowledge, which thus constrains its generalization and diffusion into modern electronic platforms. Empowering IK custodians (who are mostly less skilled adults) demands learning strategies in which ancestral knowledge and the wisdom of elders is augmented by digital memories. This article reports on a study into adult participation in a rural e-Learning community project in the Eastern Cape province of South Africa. A collaborative theoretical perspective, drawn from the theories of andragogy, situated learning, and eZiko, underpinned the study. Transformational change occurs in communities that adopt modern tools which enable ordinary people to be agents of their own empowerment, provided that they perceive the value in technology to support and supplement their daily activities, rather than when they see technology denigrating their cultural values.Keywords: Dissemination, digital literacy, Indigenous Knowledge, indigenous food plants, e-Learnin

Artistry and Rhythm.

Clipping of Artistry and Rhythm band members.Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/) (NEVER CAHNGE THIS FIELD

Creating spaces for Eziko Sipheka Sisophula theoretical framework for teaching and researching in higher education: A philosophical exposition

Within the academy, science and theories have historically been constructed in ways that maintain and privilege the centrality, superiority, legitimacy and universality of western thinking as ‘regimes of truth’. The theoretical value of indigenous theories and science has often been denied because theorizing has been evaluated on the premise that western academic epistemologies and paradigms are the most relevant for teaching and for conducting researching in higher education. Indigenous scholars/researchers and students have been questioning these assumptions, and in the past fifteen years or so, opportunities for establishing the Kaupapa Maori Theory (KMT) in New Zealand and eZiko Sipheka Sisophula (eZiko for short) theoretical framework in South Africa have emerged. These are both rooted in indigenous worldviews, philosophical foundations, cultural values and languages, and have relevance for teaching and researching for the improvement of the quality of lives within indigenous contexts. The purpose of this philosophical exposition is to first provide an introduction and background information; a historical overview of the construction of western-based scientific knowledge as ‘regimes of truth;’ pioneers and pathfinders for cultural freedom of African minds; an exposition of eZiko Sipheka Sisophula theoretical framework; commonalities between (KMT and eZiko) and present seven pillars of eZiko and illustrate their methodological implications for teaching, researching and community engagement practices within indigenous contexts.Keywords: Kaupapa Maori, Eziko, indigenous worldviews, philosophical foundations, cultural values, languages and collective knowledge production