Effect of changes in state funding of higher education on higher education output in South Africa: 1986-2007

During the last two decades state funding of higher education in South Africa has decreased substantially (especially if public expenditure of HE as a percentage of GDP is used as a yardstick). HE institutions were forced to increase tuition fees and rely more on the third income stream to balance their books. In the process increases in instruction/research staff did not keep up with the increase in student numbers. During the period 1986-2003 qualifications awarded to students per full-time equivalent instruction/research staff member increased over time – indicating greater efficiency of the HE sector in delivering more teaching output. High-level research in the form of publication units in accredited journals, however, stagnated during this period. In recent years until 2007, however, publications in accredited journals increased substantially. This was mainly the result of broadening the number of accredited journals by the Department of Education. In this paper two indicators, linked to the current funding formula for higher education, to measure academic output of HEIs are defined and applied to the output of institutions for the period since 2002. It is concluded that there is large variability between HEIs as far as teaching and research output are concerned. A cause for concern is that the majority of the research is conducted by just a few HE institutions.Higher education, Financing, Subsidy formula, Education output

The changing face of public funding of higher education, with special reference to South Africa

Higher education displays characteristics of both private and public goods and there is a trend worldwide to expect individuals to pay more of the costs of their higher education. In South Africa public funding of higher education decreased from 0.86% of GDP in 1986 to only 0.66% in 2006. Due to the decrease in state appropriations, student tuition fees had to be increased to compensate for this loss of income. In the process staff numbers were kept relatively constant, while student numbers increased at a much faster rate. Two future scenarios, based on public higher education expenditure as a percentage of GDP and on real state allocation per WFTES, are included. Although the qualifications awarded per FTE academic staff member increased over time, the graduation rates of the higher education institutions in South Africa are worsening. High-level research, measured in publication units per FTE academic staff member, shows a disturbing decreasing trend since 1997.Higher education, education financing, qualifications

The Application of Computer Literacy Skills after Completion of the Course in the First Year

This paper investigates whether there is a difference or in fact a way in which one can ensure that the skills being taught through a computer literacy course during a student’s first year of studies are indeed retained and reused throughout their studies to ensure that the university deliver a high quality graduate who can enter the work environment without any technological disadvantages and thus breaching the gap of technologically disadvantaged and computer literate graduates. The research done for this paper does indicate that to some extent, students are retaining some of the skills they were taught during their computer literacy subjects

A review of school nutrition interventions globally as an evidence base for the development of the HealthKick programme in the Western Cape, South Africa

Aim: The aim of this study was to review all school interventions having a nutrition component, published in peer-reviewed literature between 1995 and 2006, and to document activities that were successful as well as those that were possible barriers in order to develop a best practice school intervention for the Western Cape Province, South Africa.Methodology: A systematic review of school studies revealed 85 interventions that complied with the predetermined search criteria. The following outcome measures were considered in the evaluation of the interventions: (i) changes in nutritional knowledge, attitudes and  selfefficacy and stage of change; (ii) changes in dietary behaviours; (iii) changes in clinical/physical markers such as body weight or body mass index, blood pressure or serum cholesterol concentrations; and (iv) process and/or policy outcomes.Results: Key success factors of school-based interventions appeared to be the following: A nutrition-based curriculum offered at school by trained teachers generally improved behavioural outcomes. A physical activity programme and parental component were associated with most of the best practice clinical and behavioural outcomes. Furthermore, all best practice studies were grounded on a firm theory of behaviour, such as social cognitive, social marketing or stages of change. Most of the interventions that included a food service component had best practice behavioural outcomes.Conclusions: Numerous school-based nutrition interventions have shown significant improvements in children’s nutritional behaviours. Consequently, it is necessary to plan programmes based on existing evidence of best practice. The lessons learnt from this review have beenapplied in the development of the HealthKick programme initiated in  schools in the Western Cape in 2007

Creating an ICT skills enhancement environment for entrepreneurs

Entrepreneurship is seen as a primary tool in the fight against unemployment, poverty and social inequality. Although various entrepreneurial training models exist, many of these have not considered the influence of current information and communication technology (ICT), even though ICT is a contemporary tool that entrepreneurs can leverage to increase the likelihood of a successful and sustainable business. This study therefore considered one entrepreneurship model that has been successful in entrepreneurial training in South Africa, the “content model for entrepreneurship education” (E/P), and investigated how ICT could be incorporated into this. The findings of 33 participants, who had been trained using the E/P model, suggest that, while many are familiar with most of the proposed ICT software programs, they do not necessarily incorporate them in practice. Linking ICT to the business skills section of entrepreneurial training seems to be an appropriate way of making the training practically feasible for participants. However, most of the participants highlighted the need for further guidance through a mentorship programme, for example. Guidance can also take the form of graduate programmes or learnerships. The results of the study clearly show how ICT can be linked to entrepreneurial training interventions, as well as the practical aspects of such a course. They also show that entrepreneurial interventions with high-tech equipment should perhaps not be overlooked, and that the basics first should be mastered.Proceedings of the 13th IFIP TC 9 International Conference on Human Choice and Computers, HCC13 2018, Held at the 24th IFIP World Computer Congress, WCC 2018, Poznan, Poland, September 19–21, 2018.https://link.springer.com/bookseries/61022019-09-19hj2018Informatic

Safety factors associated with mathematics achievement in South African schools

This study analysed secondary TIMSS 2019 data for respondents from South Africa and proposed a model containing ten constructs; nine independent variables (socio-economic status and eight variables about safety aspects in schools) and one independent variable (mathematics achievement). Qualitative data was also collected using interviews and field notes. The HLM model identified the following significant predictors to learners’ mathematics achievement: learners whose family members were frequently insulted; who were victims of theft; who were forced to do things they didn’t want to do; who were physically hurt; living in impoverished areas; enrolled in schools with a shortage of or inadequate instructional space; enrolled in schools where physical injury amongst learners is a problem; disrespecting property. Findings from the thematic analysis indicated that participants believed that schools’ safety concerns are associated with learners’ mathematics achievement and that difficulties in developing and implementing school safety policies are due to a lack of training.The National Research Foundation (NRF).https://www.ejmste.comam2022Science, Mathematics and Technology Educatio

The association between nutrition and physical activity knowledge and weight status of primary school educators

The purpose of this study was to investigate primary school educators’ health status, knowledge, perceptions and behaviour regarding nutrition and physical activity.Thus, nutrition and physical activity knowledge, attitudes,  behaviour and risk factors for the development of non-communicable diseases of 155 educators were assessed in a  cross-sectional survey. Height, weight, waist circumference, blood pressure and random glucose levels were  measured. Twenty percent of the sample had normal weight (body mass index (BMI, kg/m²) &lt; 25), 27.7% were  overweight (BMI 25 to < 30) and 52.3% were obese (BMI < 30). Most of the participants were younger than 45  years (54.2%), females 78.1%, resided in urban areas (50.3%), with high blood pressure ( 140/90 mmHg:  50.3%), and were inactive (48.7%) with a high waist circumference (&gt; 82 cm: 57.4%). Educators’ nutrition and  physical activity knowledge was poor. Sixty-nine percent of educators incorrectly believed that eating starchy foods  causes weight gain and only 15% knew that one should eat five or more fruit and/or vegetables per day. Aspects of poor nutritional knowledge, misconceptions regarding actual body weight status, and challenges in changing health behaviours, emerged as issues which need to be addressed among educators. Educators’ high risk for developing chronic non-communicable diseases (NCDs) may impact on educator absenteeism and subsequently on school  functioning. The aspects of poor nutrition and physical activity knowledge along with educators’ high risk for NCD development may be particularly significant not merely in relation to their personal health but also the learners they teach.Keywords: body weight, educators, health, knowledge, non-communicable diseases, nutrition, perceptions, physical activity, primary schools, risk factor

Promoting and hindering factors in mathematics teaching in South African high schools

AVAILABILITY OF DATA AND MATERIALS : Transcriptions cannot be released due to the protection of the anonymity of the participants.This study explores what factors enable or prevent South African educators from carrying out effective mathematics teaching. The objectives are to explore the qualifications and experience of those involved, which skills, tools, and resources they use and what barriers they encounter. A qualitative approach using an interpretivist paradigm with multiple case studies was used. Eighteen participants were interviewed, and the data were analysed using qualitative content analysis. Findings showed that the barriers impeding effective mathematics teaching included lack of resources, teachers leaving the profession and many principals not attending workshops or professional development programmes. From the findings, we recommend the Department of Basic Education encourage more teachers to specialise in mathematics and that more funding is directed toward allocating the necessary resources to schools where resources are lacking. The department can provide incentives to encourage more student teachers to pursue mathematics teaching.https://adn.teaching.rohj2023Science, Mathematics and Technology Educatio

Health status of primary school educators in low socio-economic areas in South Africa

Background: Non-communicable Diseases (NCDs) are major health concerns in South Africa. According to the life cycle approach NCD prevention strategies should target children. Educators are important external factors influencing behaviour of learners. The objective of this study was to assess the prevalence of selective NCD risk factors in educators of primary school learners. Methods: A cross-sectional design was used to assess the body mass index (BMI) and waist circumference (WC), blood glucose (BG), cholesterol (BC), blood pressure (BP), perceived health and weight, and parental NCD history of 517 educators in the Western Cape of South Africa. Results: The sample included 40% males and 60% females; 64% urban and 36% rural, 87% were mixed ancestry, 11% white and 2% black. Mean age for the total group was 52 ± 10.1 years, BMI 30 ± 1.2 kg/m2 (31% overweight, 47% obese), diastolic BP 84 ± 10.0 mmHg, systolic BP 134 ± 18.7 mmHg (46% high BP), BG 4.6 ± 2.3 mmol/L (2% high BG), BC 4.4 ± 0.9 (30.4% high BC) and WC 98 ± 14.1 cm for males (38% high WC) and 95 ± 15.3 for females (67% high WC). BMI was higher (p = 0.001) and systolic (p = 0.001) and diastolic (p = 0.005) BP lower in females. Rural educators were more obese (p = 0.001). BMI (p = 0.001) and systolic BP (p = 0.001) were lower in younger educators. Correct awareness of personal health was 65% for BP, 79.2% for BC and 53.3% for BG. Thirty-eight percent overweight/obese females and 33% males perceived their weight as normal. Conclusion: The findings of this study demonstrated a number of characteristics of educators in the two study areas that may influence their risk for developing NCDs and their potential as role models for learners. These included high levels of obesity, high blood pressure, high waist circumference, high cholesterol levels, and high levels of blood glucose. Furthermore, many educators had a wrong perception of their actual body size and a lack of awareness about personal health

"HealthKick": Formative assessment of the health environment in low-resource primary schools in the Western Cape Province of South Africa

BACKGROUND: This study evaluated the primary school environment in terms of being conducive to good nutrition practices, sufficient physical activity and prevention of nicotine use, with the view of planning a school-based health intervention. METHODS: A sample of 100 urban and rural disadvantaged schools was randomly selected from two education districts of the Western Cape Education Department, South Africa. A situation analysis, which comprised an interview with the school principal and completion of an observation schedule of the school environment, was done at all schools. RESULTS: Schools, on average, had 560 learners and 16 educators. Principals perceived the top health priorities for learners to be an unhealthy diet (50%) and to far lesser degree, lack of physical activity (24%) and underweight (16%). They cited lack of physical activity (33%) and non-communicable diseases (NCDs; 24%) as the main health priorities for educators, while substance abuse (66%) and tobacco use (31%) were prioritised for parents. Main barriers to health promotion programmes included lack of financial resources and too little time in the time table. The most common items sold at the school tuck shops were crisps (100%), and then sweets (96%), while vendors mainly sold sweets (92%), crisps (89%), and ice lollies (38%). Very few schools (8%) had policies governing the type of food items sold at school. Twenty-six of the 100 schools that were visited had vegetable gardens. All schools reported having physical activity and physical education in their time tables, however, not all of them offered this activity outside the class room. Extramural sport offered at schools mainly included athletics, netball, and rugby, with cricket and soccer being offered less frequently. CONCLUSION: The formative findings of this study contribute to the knowledge of key environmental and policy determinants that may play a role in the health behaviour of learners, their parents and their educators. Evidently, these show that school environments are not always conducive to healthy lifestyles. To address the identified determinants relating to learners it is necessary to intervene on the various levels of influence, i.e. parents, educators, and the support systems for the school environment including the curriculum, food available at school, resources for physical activity as well as appropriate policies in this regard