Impact of culture on construction education in South Africa

The purpose of this study is to assess the impact of culture on construction education in South Africa with a view to determining how cultural backgrounds influence students’ behaviour. The data used in this paper were derived from both primary and secondary sources. The secondary data were collected through a detailed assessment of related literature. The primary data were likewise collected via a structured questionnaire aimed at 130 respondents who were students registered for Construction Management (CM), Quantity Surveying (QS), Civil Engineering and Building Science at a South African higher education institution. Out of the collected 130 questionnaires, only 101 were usable, representing a response rate of 78 per cent that was deemed viable for statistical analysis for this study. Data received from the questionnaires were analysed using descriptive statistics procedures. The higher education institution used for the study has a variety of students and lecturers: through this study it is evident that the cultural background of the students shapes their attitudes and values, knowledge base as well as the skill set and these, in turn, influencing classroom behaviours, their study habits, their writing styles and faculty student interactions. The study concluded that culture is an important concept when it comes to education, especially construction education, which needs to be managed appropriately. The study, therefore, recommended that in order to manage cultural differences, students need to be aware of the cultural backgrounds of those with whom they work and interact since failure to manage cultural differences in a collaborative learning environment could possibly lead to student failure

Influence of experiential learning on education of construction students in South Africa

South Africa’s education sector comprises various individuals, all with different backgrounds, and this sometimes creates challenges when it comes to the teaching and learning processes, especially in construction education. This research assessed the impact of experiential training on construction education in South Africa. The study used a survey research design. Data were collected by the use of a structured questionnaire aimed at 130 respondents purposively selected among the students who were registered for Construction Management (CM), Quantity Surveying (QS), Civil Engineering and Building Science at a South African higher education institution. Out of the 130 copies of the questionnaire, only 101 were usable and therefore analysed for the study using descriptive statistics. The findings from the survey indicate that most of the respondents were of the view that collaborative learning is effective. Also, the findings of the study suggest that majority of the students are aware that they are working with people from different cultural backgrounds with experiential training running between a period of six months and 12 months. Regarding the influence of experiential training on education of students of construction programmes, the finding shows that experiential training has an influence “in encouraging students to find greater meaning in their studies”; “in providing students with exposure to the real world of work”; “encourages students to develop a greater sense of responsibility”; “encourages students to place more reliance on their judgement” ; “in creating students who are readily employable”; and “gives students access to possible funding sources in that order. The study concludes that experiential training influences education of construction students in South Africa

Adherence to HIV Care After Pregnancy Among Women in Sub-Saharan Africa: Falling Off the Cliff of the Treatment Cascade

Increased access to testing and treatment means HIV can be managed as a chronic illness, though successful management requires continued engagement with the healthcare system. Most of the global HIV burden is in sub-Saharan Africa where rates of new infections are consistently higher in women versus men. Pregnancy is often the point at which an HIV diagnosis is made. While PMTCT interventions significantly reduce the rate of vertical transmission of HIV, women must administer ARVs to their infants, adhere to breastfeeding recommendations, and test their infants for HIV after childbirth. Some women will be expected to remain on the ARVs initiated during the pregnancy period, while others are expected to engage in routine testing so treatment can be reinitiated when appropriate. The postpartum period presents many barriers to sustained treatment adherence and engagement in care. While some studies have examined adherence to postpartum PMTCT guidelines, few have focused on continued engagement in care by the mother, and very few examine adherence beyond the six week postpartum visit. Here, we attempt to identify gaps in the research literature and make recommendations on how to address barriers to ongoing postpartum HIV care