A PROBIT ANALYSIS OF WOMEN FARMERS’ ACCESS TO FARM LAND AND CREDIT IN THE NORTHERN PROVINCE

Northern Province is predominantly a rural region where agriculture is the dominant sector and plays an important role in the provincial economy. Women are the majority of the poor living in these rural areas and depend heavily on farming. But their agricultural productivity is below potential as they don’t have access to productive assets such as land and credit. This study based on a farm survey undertaken in the seven districts in the former Lebowa homeland in the Northern Province, attempts to identify factors which determine women farmers’s access to more farming land and credit facilities. The results show that most of the women are not satisfied with the size of the land which they own and they have never used farming credit. The probit analysis results show that productivity of the staple crop (maize), more off-farm income and access to credit are the strong determinants of the desire to increase, the size of the farming land. Access to credit is influenced by the first two variables above and farmers membership to agricultural development projects. Better access to and security for farm land, targeted credit and agricultural support services are crucial in improving the quality of women farmers in the province.Agricultural Finance, Land Economics/Use,

Exploring the impact of teenage pregnancy on disadvantaged adolescents in Mpumalanga

Text in EnglishTeenage pregnancy remains a major social, economic and health challenge in South Africa. The consequences of unplanned teenage pregnancies are devastating. The current study explored the impact of teenage pregnancy on disadvantaged adolescents in Mpumalanga. Fourteen adolescent girls were selected, using the purposive sampling technique. The objectives were to explore the experiences of adolescence, as well as their knowledge of various methods of preventing teenage pregnancy, and how they cope with the pregnancy. The study further explored programmes that are available to assist with teenage pregnancies in the community. Data was collected using in-depth one on one interviews to allow the researcher a platform to ask open-response questions. The data was thematically analysed by carefully categorising and expanding significant themes that emerged from the participant’s responses. The study revealed that lack of knowledge about sex and contraceptives, unhealthy coping strategies, lack of support from parents and peer pressure are all effects of teenage pregnancy and the reasons for participating in unprotected sexual activities. Recommendations for overcoming these challenges were provided to the community, schools and government organisations as guidelines in the establishment of youth programmes.PsychologyM.A. (Psychology

Exploring the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms

The Coronavirus (COVID-19) has disrupted the process of teaching and learning in unprecedented ways.  There has been a shift in the way lesson presentation takes place in many classrooms. In particular, the COVID-19 safety measures (social distancing and wearing of masks) threaten learner-centred teaching in rural English FAL classrooms.  As a result, there is a need to explore the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. To achieve this aim, the study raises these questions: how do COVID- 19 safety measures disrupt learner-centred teaching in rural English FAL classrooms? How do rural English FAL teachers implement learner-centred teaching while adhering to the COVID-19 safety measures? The study adopts a qualitative research design and uses Document Analysis and Online interviews to generate data from eleven participants. Following thematic analysis, data revealed that the COVID-19 safety measures negatively impact learner-centred teaching in rural English FAL classrooms. The challenges include: ineffective monitoring and scaffolding, difficulty engaging in concrete and cooperative learning, limited opportunities for creativity, and distorted communication. In response, the paper recommends various strategies to lessen the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. These include: strengthening the home-school connection, creating a  supportive classroom environment, incorporating fun activities in collaborative learning activities, and providing activities that encourage independent learning

Community-involved heritage management: the case of Matatiele

A dissertation submitted to the School of Geography, Archaeology and Environmental Studies, Faculty of Science, University of the Witwatersrand, In fulfillment of the requirements for the Degree of Master of Science. Johannesburg 2015What happens when a rural community expresses the need for a heritage centre? Located in the former Transkei homeland of the apartheid era, now in the Eastern Cape Province, Matatiele is one of many disadvantaged, though culturally rich, communities in South Africa. The region has received insufficient attention to its heritage concerns and has been neglected by government and by academics for decades. Motivated by the Mehloding Community Trust, a project run by the Matatiele community, this research addresses the local community’s perception of heritage. This includes, amongst other things, their views on heritage management strategies and in particular the significance of rock art. One hundred and forty individuals from fifteen selected villages were interviewed to ascertain their interest in a heritage centre by way of representing and managing their own heritage. This research, therefore, addresses the nature of community involvement in heritage management and archaeology in the south-eastern part South Africa

Naming and praises of Amasokana among the Southern amaNdebele during the initiation process

Text has abstracts in English and isiNdebele languagesThis study focused on the naming and praises of amasokana (initiates) among the South African amaNdebele during and after the initiation process. An explanation is offered as to why amasokana of amaNdebele use Sepedi names instead of isiNdebele names during their transition from boyhood to manhood. Using critical language awareness, this study examined names and praises based on the cultural and traditional poetic forms recited by the amasokana during their homecoming ceremonies when they are introduced to their community by their post-initiation names. This is a case study that made use of interviews and observations as instruments to acquire data about the naming practices and praises of the amasokana of the amaNdebele. The research aims to make a meaningful contribution to the recording and preservation of the indigenous names of amasokana and their praises for posterity and to sustain cultural identity and the quintessential elements of humanity.Irhubhululo leli linqophe ekuthiyweni kwamabizo kanye neembongweni zamasokana wamaNdebele eSewula Afrika ngesikhathi nangemva kwengoma. Isendlalelo siqale khulu ekutheni kubayini amasokana wamaNdebele asebenzisa amabizo weSepedi esikhundleni samabizo wesiNdebele ngesikhathi lokha nakasuka ebusaneni aya ebudodeni. Kilelirhubhululo, kuhlolwe amabizo kanye neembongo ngokuqalisa eendleleni ezibukondlo zangokwesiko kanye nomkhuba wokubonga kwamasokana nakagodukako lokha nakazazisa ngamabizo wabo wobusokana. Ngalokho- ke amabizo wendabuko wamasokana kanye neembongo kufanele kurekhodwe, kubulungwe ukuze kubulungwe ubunjalo besiko kanye neengcenye eziqakathekileko zobuntu.African LanguagesM.A. (African Languages

Implementation of SGB fuctions (School finances and budgeting): AS case study in Bolobedu District

Student No :9712664T MEd School of Education Faculty of HumanitiesAfter the establishment of the first democratic government in South Africa, the Education Ministry committed itself to transforming the education system through developing new policies and legislation aimed at achieving equitable access to education and improving the quality of education. One of the school reform policies is the South African Schools Act (SASA), which is aimed at democratising and improving school education. It does so by devolving responsibilities and powers on schools, thereby promoting more democratic governance of schools by school governing bodies (SGBs), which are comprised of parents, educators, non-teaching staff and learners. The main thrust of this study was to investigate the factors that explain how different rural schools in Bolobedu district (Limpopo Province) interpret and implement the newly-granted SGB powers and responsibilities regarding school finances and budgeting. Four schools, two primary, one junior secondary and one senior secondary, were sampled. At some of them SGBs appeared to be doing well, while at others the SGBs appeared to be overwhelmed by the new task of managing school finances and budgeting. The research instruments used in carrying out this study were interview schedules, documentary data analysis and non-participant observation of SGB meetings. Interviews were conducted with educators, principals, parents and learners (members of SGBs and nonmembers). Triangulation of data is essential for the validity and reliability of a study. This study is regarded as valid and reliable, as there was strong correlation among the responses to most of the questions posed. The interviewees participated willingly in the study and showed complete understanding of the questions. The major deduction from this study is that not all SGBs in disadvantaged rural areas are unable to execute their duties and responsibilities regarding school finances and budgeting, despite being dominated by illiterate parents who have not had the administrative and financial experience to oversee school affairs. The findings indicated that some poorly resourced SGBs were able to execute their duties and responsibilities regarding school finances and budgeting, though there were some constraints. The following factors that assisted and undermined the capacity of schools to assume their financial powers effectively were identified: • School-Community relationship; • SGB capacity; • Internal social capital; and • Leadership strategies

The Impact of Private Capital Flows on South Africa's Developmental State Agenda in the Post-Apartheid Era

This dissertation explores the impact of private capital flows on South Africa's developmental state agenda in the post-apartheid era. South Africa is one country that has set, beforehand, the objective to become a developmental state. However, the role of private capital flows as a factor that can determine the success, or the failure of that objective is largely missing from the debate about constructing the developmental state in South Africa. By exploring the impact of private capital flows, the study seeks to inform the reader about the nature and composition of private capital flows in South Africa as well as investigate whether these flows hinder or accelerate South Africa's developmental state objective. The study has utilized qualitative methods. It also made use of quantitative data as a secondary supplement to ensure a greater understanding of the research problem. In addition, the study has used the theory of financialization from Marxist Political Economy which posits that private capital flows are unproductive and merely interested in surplus accumulation without producing anything substantive in the long term. The research findings indicate that financial liberalization as a step that was taken by the democratic government to attract private capital flows has not been beneficial for South Africa's long term development as it allows capital flight and illicit financial flows. While South Africa did manage to attract private capital flows after liberalizing its capital account, these flows have been made up mainly of portfolio investments that do not contribute significantly to the productive sectors. Instead, portfolio investments drive excessive household debt, consumption and financial speculation. Moreover, private capital flows reinforce a non-developmental agenda by exacerbating the problem of unemployment, inequality, and poverty which are key developmental goals that South Africa seek to overcome through the developmental state. More importantly, South Africa's reliance on private capital flows constrain its economic policy choices and this, in turn, hinders an emergence of a developmental state

Empirical Evidence of the Effects of Public Spending on Economic Growth from BRICS

The topic of the impact of government spending on economic growth has previously been extensively researched, however the evidence is inconclusive to make a ruling. The purpose of this study was to examine the empirical relationship between government spending and economic growth for the BRICS (Brazil, Russia, India, China and South Africa) over the period 1994-2014 by observing GDP as the dependent variable and Education, Health, Infrastructure and Defense as the independent variables. The study was based on panel data analysis of data obtained from secondary sources. The analysis process began with summarizing the data using descriptive statistics. Following this was the process of regression analysis in order to determine the relationships between GDP and Health, Education, Defense and Infrastructure. We checked for Multicollinearity using Variance Inflation Factors (VIF's) and used the Hausman Test to determine which statistical model to use. The study followed the fixed effects statistical model. The empirical results support the null hypotheses that health, education and defense have a long-tern relationship with GDP. The study however found that there was no long-term relationship between GDP and infrastructure

Outsourcing at Walter Sisulu University: students’ perceptions of an outsourced campus-based cafeteria.

Masters Degree. University of KwaZulu-Natal, Durban.Widened global access to higher education led to massification of the higher education system. However the funding allocated to institutions of higher education is not sufficient to cater for the high student numbers. Inadequate government subsidies have led to financial challenges for institutions of higher education. South African institutions have faced similar challenges, and universities such as Walter Sisulu University have sought strategies to operate and survive within the limited resources available. Outsourcing has been one of the strategies employed by universities to save costs. A study was undertaken to determine the students’ perceptions of outsourcing at the WSU Butterworth campus, particularly of the outsourced campus-based cafeteria. Other outsourced services included very briefly in the study are the outsourced campus security and cleaning services. The study used a quantitative research approach and a structured data collection process. Participation in the study was voluntary and involved a sample drawn from the Butterworth campus. Results indicate that students in the study were not satisfied with food pricing or food quality and hygiene and were concerned about their general well-being and safety. Services offered, particularly the outsourced catering services, did not meet the needs of students and thus students’ expectations and this may negatively affect students’ experience of the campus. Food also provides for students’ physical and cognitive developmental needs thus is important to students’ academic performance and progress. Safety and security services are vital to an environment conducive to effective teaching and learning. This study highlights an urgent need for the evaluation of the outsourced services. University management needs to put measures in place to redress the situation and ensure that students’ best interests are served. The university should further prioritise students’ experience of the university by ensuring that campus space promotes effective learning and development. This may be done by ensuring that outsourced companies adhere to the terms of the contract, failing which termination of the contract should result

Exploring the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms

The Coronavirus (COVID-19) has disrupted the process of teaching and learning in unprecedented ways. There has been a shift in the way lesson presentation takes place in many classrooms. In particular, the COVID-19 safety measures (social distancing and wearing of masks) threaten learner-centred teaching in rural English First Additional Language (FAL) classrooms. As a result, there is a need to explore the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. To achieve this aim, the study raises these questions: how do COVID- 19 safety measures disrupt learner-centred teaching in rural English FAL classrooms? How do rural English FAL teachers implement learner-centred teaching while adhering to the COVID-19 safety measures? The study adopts a qualitative research design and uses Document Analysis and Online interviews to generate data from eleven participants.Following thematic analysis, data revealed that the COVID-19 safety measures negatively impact learner-centred teaching in rural English FAL classrooms. The challenges include ineffective monitoring and scaffolding, difficulty engaging in concrete and cooperative learning, limited opportunities for creativity, and distorted communication.In response, the paper recommends various strategies to lessen the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. These include: strengthening the home-school connection, creating a supportive classroom environment, incorporating fun activities in collaborative learning activities, and providing activities that encourage independent learning