Switch from Mother Tongue to English: A Double Jeopardy

This paper interrogates the sorry state of switching from mother tongue instruction to English medium of instruction in South Africa. Adopting a critical approach to literature review, it critiques the resistance mounted on the utility of African languages as viable media of instruction. It argues that the status quo is perpetuated by the dominance of English as a medium of instruction both in South Africa and abroad, and that this state of affairs can be traced back to a colonial system which presently works itself out as globalisation and internationalisation. The paper ends by demonstrating how switching from mother tongue instruction to English medium of instruction robs learners and teachers of their intellectual capacity, where they appear incompetent due to a language barrier. The paper concludes that the situation could only be rescued by promoting mother tongue instruction for the majority of South Africans which at the moment is enjoyed by a minority

Teaching philosophy and the making of an intellectual: A personal reflection

No Abstract

An investigation into the capabilities of three simulation tools for small-disturbance stability analysis

Includes bibliographical references (leaves 90-93).This MSc thesis forms part of more comprehensive research being conducted at the University of Cape Town comparing power system simulation tools. Part of the ongoing research at the University of Cape Town, which looks at solution methodology, power system component models and software flexibility using simulation tools not discussed in this thesis can be found in [4] and [7]. The objectives of this research are to investigate the capabilities of three power system simulation tools for small-disturbance angle stability analysis, namely PST, MatNetEig and CPAT Computers today have become fast, efficient with high memory capacities and advanced in data processing capabilities. Many power system simulation tools are available on the market and making a decision about which simulation tool to purchase has become complicated, especially with existing high competition between vendors. Once a decision has been made and the tool has been purchased, most users do not want to change to a new tool for several reasons. Firstly, learning how to use power system simulation tools is time consuming and secondly, the tools are very expensive

Economic evaluation of local vaccine production vs. finished product distribution: the Biovac case study.

Masters Degree. University of KwaZulu-Natal, Westville.The African pharmaceutical industry lacks the capacity to adequately supply the continent with essential medicines to combat the heavy disease burden that is grappling the continent. As a result, Africa relies heavily on imported medicines and vaccines to meet the growing needs of the population. Local pharmaceutical production promises to provide a sustainable solution to public health, industrial development and socio-economic issues on the continent. However, local pharmaceutical production does not make economic sense if the industry is unable to competitively produce quality medicine at prices that are comparable to or better than those of imported medicine. The aim of this study was to evaluate whether locally filling a multivalent vaccine used in paediatric immunization is economically viable when compared to the same vaccine currently imported semi-finished for labelling, packaging and distribution. Can a South African vaccine manufacturer produce the same vaccine cheaper than it currently imports? The objectives were to determine the production costs for both semi-finished product and local vaccine filling operations and to assess which option makes economic sense to pursue. The sub-objectives were to establish the extent and impact of the market size and demand for this vaccine on the decision to pursue local production versus importation. A case study approach was adopted as a research method to gain an in-depth understanding of the economic and production factors within the context of vaccine manufacturing with The Biologicals and Vaccines Institute of Southern Africa (Biovac) as a unit of analysis. Multiple sources of data were used to collect data for analysis. The study found that local production of this vaccine is economically viable and more favourable over imported product at current annual demand of 4.5 million doses. Local vaccine filling operations break-even point was found to be at 1.3 million doses when compared to 2.6 million doses for imported semi-finished product Whilst economies of scale cannot be disregarded for long-term profitability, this study found that economic viability can be achieved with an annual demand of 4.5million doses. The aim of this study was accomplished. This study contributes to the body of knowledge on local pharmaceutical production and serves as a baseline for further research in this area

Development of a novel biochemical assay for the identification of promiscuous compounds.

Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.Promiscuous compounds, specifically aggregate-based inhibitors that result in false positives in biochemical activity assays present a serious and increasing interference to early-stage drug discovery processes. Although under-used, a number of purpose-specific assays have been developed to enable the identification of promiscuous inhibitors. To advance on these efforts, this study aimed to develop and optimise a novel thermal shift assay to concurrently identify both true and promiscuous inhibitors. In particular, stem bromelain selected as the model protein for this study was successfully isolated from the bromelain mixture through molecular exclusion chromatography and shown to be enzymatically active in the titrimetric assay (gelatin digestive unit/gm enzyme of 2024.36-2085.5). The radial diffusion assay predicted that the promiscuous compound Epigallocatechin gallate and the known aggregate based-promiscuous compound Congo Red activated the digestion of gelatin by stem bromelain. In the thermal shift assay, bromelain yielded a melting temperature of ~75-76 °C which then shifted by 9 °C in the presence of a true inhibitor E-64. A similar shift was surprisingly observed in the presence of Epigallocatechin gallate and both these compounds were similarly not affected by the presence of a detergent (0.004% sodium dodecyl sulfate). The protein was aggregated in the presence of Congo Red, however, the addition of the detergent effectively restored the protein to its original melting temperature. Both Epigallocatechin gallate and Congo Red demonstrated cytotoxicity. As a proof of concept, this study showed that in addition to identifying true inhibitors, the detergent based thermal shift assay can be successfully employed to identify promiscuous inhibitors and to determine different mechanisms

Health caregivers’ approach towards the rehabilitation of HIV and AIDS persons in uMhlathuze

This study examined health caregivers’ approach to the rehabilitation of HIV and AIDS persons in uMhlathuze from a social work perspective. The study was a bid to know the efficacy of approaches used in rehabilitating HIV and AIDS persons. In generating data for the study, both qualitative and quantitative research methods, largely through survey by interview and questionnaire and content analysis by review of extant literature was applied. A sample of 50 respondents was purposively drawn from three health centres in the province of KwaZulu-Natal, South Africa, namely Ngwelezana Hospital, Richards Bay Clinic and eNseleni Community Health Centre, by the use of a questionnaire. The interview schedule was administered on 15 respondents in a face-to-face interview. They were also among the 50 respondents that participated in answering the questionnaire: 3 respondents from Richards Bay, 6 from eNseleni CHC and 6 from Ngwelezana Hospital. The study recommends that efforts be made towards the overhauling of equipment, facilities and skilled man-power, in the rehabilitation process. Keywords: Health Caregivers, HIV, AIDS, uMhlathuze, South Afric

The dynamics of inclusive education in further education and training in South Africa: a case study of two technical and vocational education and training colleges in Pietermaritzburg.

Doctoral Degree. University of KwaZulu-Natal, Pietermaritzburg.This research investigated the dynamics of inclusive education in higher education institutions and how inclusive education is understood and practiced in Technical and Vocational Education and Training College (TVET) (DoE, 2013:45). Two bodies were appointed to go and investigate then make recommendations on how support services of special needs learners can be transformed in South Africa. Based on the report given, the ministry declared in Education White Paper 6 designed in 2001 that “Through this White Paper, the government showed its determination to create special needs education as a non-racial and integrated component of our education system. Let us work together to nurture our people with disabilities so that they also experience the full excitement and the joy of learning, and to provide them, and our nation, with a solid foundation for lifelong learning and development”. During literature review in chapter two a gap was identified that in higher education institution there is still a lack of inclusion of learners with special education needs. Therefore, qualitative case study research was conducted to fully understand the dynamics of this challenges. Several reasons were highlighted when qualitative semi-structured interviews were conducted in chapter four. Purposive and convenience sample was selected from the population of five TVET colleges at Umgungundlovu district. This sample was selected from the two TVET colleges around Pietermaritburg. Interviews were conducted in the participants’ own natural settings using semistructured interviews which generated qualitative. In addition, focus group were held with members of the senior management team and individual interviews with lecturers and facilitators. The main reasons highlighted by the participants giving answers to the research questions were (i) unavailability of policy guiding higher education institutions on inclusive education (ii) Limited understanding of EWP 6 (iii) Inadequate teacher development (lack of support from district officials (lack of collaboration with other stakeholders and (the way how innovations were diffusion). Literature confirmed this that the implementation of inclusive is still at its infancy and still remains fragmented because there is a lack of designed national policy on disability that gives guidance to higher education on how to implement inclusive education. Currently the inclusion of learners with special education needs is discussed in many countries but in South Africa, a limited number of these learners is accommodated with many challenges. To date learners with special education needs suffer exclusionary practices from higher education institutions as they are perceived from the basis of the medical model whereby disability is the main focus rather than the social model which is the education system itself (Kochung, 2011:145; DoE, 2013 & Hornby, 2012). Two theoretical frameworks were adopted in relation to this study and are fully discussed in chapter three. The philosophy of inclusion by Danford and Rhodes (1997) was promoted to enable deconstruction of disability on learners with disabilities and allow them to access education that is not discriminating together with the learners without disabilitieswithout disabilities. The diffusion of innovation as contended by Rogers (2003) is when ideas in this case innovations (inclusive education) are diffused, communicated or disseminated through advocacy using certain channels. This advocacy happens over a period of time as all education institutions and members of the society needs to be trained and work shopped on inclusive education. Ecological systems theory as a framework by Bronfenbrenner (1979) promotes that for inclusive education to be well understood and effectively implemented by higher education institutions professional links or collaboration among different stakeholders is important. The way how these stakeholders are to collaborate in developing the child holistically is discussed in chapter two and three of this study. Using the ecological systems theory would increase participation of these learners in cultures, communities of colleges and curricular activities. This interdependence on systems theory in relation to this study involves community members where the child belongs, policymakers to influence education for all learners irrespective of their disabilities, principals as agents of change to influence implementation, parents as primary educators, learners as the main focus, teachers for implementation, administrative staff for admissions, district officials to render support and monitoring, funders and educational leader for assistances and support , all of whom are not only affected by change, but can play an active role in the process when working together as a team developing schools into inclusive organisations (Swart & Pettipher, 2007 & Donald, Lazarus & Lolwana, 2002). Before conducting the interviews, ethics were considered, and confidentiality was re-assured to all the participants. They were informed about all the processes. They voluntarily signed the consent form. Chapter four describes the process for data collection as defined above. Voluminous amounts of data were collected from the two groups. Data was reduced during analysis using coding to formulate themes highlighted in chapter five during data presentation. A true reflection on how TVET Colleges understand and practice inclusive education was given. Responses from the participants addressed the following three research questions: 1. What do TVET Colleges understand about inclusive education? 2. How is inclusive education practiced in TVET Colleges? 3. What can be done to make TVET Colleges inclusive? Chapter 7 presents recommendations based on the findings presented in chapter 6 that are highlighted above. These recommendations focused on what can be done to make TVET Colleges inclusive

Zulu Empire Decolonised: The Epic Story of the Zulu from Pre-Colonial Times to the 21st Century by Shalo Mbatha Johannesburg, South Africa: iZigi Publishing, 2021, p. 392. ISBN: 978-0-620-89782-2

The Zulu Empire is one of the well-known empires in Africa and the world. It is well-known for having resisted and militarily defeated the English army in the battle of Isandlwana. However, history writers who predominantly wrote from the outsider perspective distorted a lot of historical events. This article reviews a book written by Shalo Mbatha entitled “Zulu Empire Decolonised: The Epic Story of the Zulu from Pre-colonial Times to the 21st Century”. The article argues how the title remains true to the project of decolonisation. It further demonstrates how Shalo reverses the popular history created by colonisers by presenting events as known by those who lived through them. Her greatest success is in writing the history in the language of the colonised, thus restoring their dignity and having them rewrite their own history.

The determinants of effective computer mediated communication between lecturers and students at a tertiary education institution.

Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.Computer Mediated Communication (CMC) is the transmission of data communication between individuals using two or more electronic devices. CMC provides digital platforms for one-on-one communication, conferencing and collaboration that is instantaneous. However, in the literature, there’s a lack of research that focuses on the interaction between lecturers and students through CMC in South Africa. Hence, there is a need for this study to understand the factors that influence an effective interaction between lecturers and students through CMC, and propose adequate strategies to foster such kind of interaction. In this study, an effective CMC interaction is defined as the behavioural intention to use CMC between a lecturer and a student that is perceived as prompt, professional and supportive by both the students and lecturers. The afore-mentioned constructs have been used to develop a conceptual model that guided the current study to investigate the determinants of the behavioural intention to use CMC between lecturers and students at a tertiary education institution, from the student’s perspective. The study made use of quantitative methods as its fundamental research approach. The study’s sample consisted of 276 students at the University of KwaZulu-Natal. These students were surveyed using a closed-ended online questionnaire. From a research nomenclature perspective, the study’s theoretical constructs were identified as immediacy, professionalism and support which constitute the independent variables while intention to adopt/adoption of CMC has been labelled as the study’s dependent variable. The study’s main outcome revealed that the majority of students acknowledge the importance of immediacy, support, and professionalism in the facilitation of an effective CMC-based relationship. Empirically, the study confirmed a moderate, positive correlation between the constructs and students’ intention to adopt CMC as a conduit to achieving excellence in their studies. Evaluation derived from a structured equation modelling derivative of the original conceptual model revealed that the construct of support had more of a mediating influence on students’ intention to adopt a CMC-based learning approach. A concomitant outcome from the study was that a majority of the students preferred using CMC with academic staff than face-to-face communication, with a preference for technological platforms that support CMC based learning rather than general social media networking platforms. At the time that the study was conducted, the institution from which empirical data was collected had transformed to a remote/online learning approach that was necessitated by the Covid-19 pandemic. As a consequence, many of the study’s respondents had a natural preference for the video conferencing tool that was currently employed at the institution

Learner conflict within school spaces and places : the case of one primary school in KwaZulu-Natal.

M. Ed. University of KwaZulu-Natal, Durban 2014.Schools are becoming an environment of conflict in South Africa and facing numerous challenges in that learners do not understand the importance of being a learner at school. Most learners have experienced conflict whether they are victims or perpetrators and the conflict investigated in this study highlighted the negative impact on learners i.e. where learners failed to perform and achieve in class and as a result, conflict has affected their progress. Conflict within the school context is a barrier to teaching and learning, students do not achieve their full potential either in school or in their community. The study was qualitative in nature, a narrative inquiry which included interviews and an innovative participatory research method called photo voice as data generation tools. The theoretical frameworks utilised was that of Children’s Geographies and New Childhood Studies. The study was conducted at a primary school in KwaZulu-Natal and the respondents were eight grade five learners – four boys and four girls. The findings of the study revealed that all respondents had been exposed to conflict or negative behaviours in the schooling environment. The study also revealed that respondents were found to be accepting of certain behaviours as they had no alternative... they were threatened if found to have complained against bullies. The study also showed that the development or expansion of conflict leads to learners being marginalised and excluded. The findings of this study suggest that developing effective non-violent strategies for conflict resolution facilitates the learning process and promotes a friendly school environment. There is a need for conflict resolution programmes to be developed and implemented in schools and it must be discussed in detail by all stakeholders involved. Such programmes will be an indication that the South African curriculum has the potential to change learner’s attitude and v make better behaviour. There must be multiple level interventions that should be organised. Such interventions will involve people like parents, community members and teachers even school governing bodies. It is said that such interventions will contribute in creating learner friendly environments and promoting inclusiveness in the system of education. There is a great need for conflict resolution skills training in schools in order to implement an effective conflict prevention strategy