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A tracer study on the lived experiences of TVET college graduates in a democratic South Africa: a case of Vryheid, Kwazulu-Natal Province
(University of Zululand, 2025) Xulu, Hloniphani Martin; Monyela, Ntsofa Clasper
This research study comprehends TVET graduates’ experiences after graduating from TVET colleges. For instance, in Vryheid, South Africa, most youths enrol and graduate from TVET colleges almost every year. They acquire vocational skills that enable them to participate actively in the job market. It was observed that some of them remain inactive with limited access to job markets after graduating from TVET colleges. Such encounters deepened one's understanding of TVET colleges as social structures in human societies for the development of those societies and individuals. The study is, therefore, underpinned by two theories – rites of passage and structural functionalism to understand the phenomenon being studied. TVET colleges were viewed as a “rite of passage” from one stage of life into another. Becoming a TVET graduate means that one needs to separate from parental dependence first, traverse through a phase of transition, and then become incorporated into a new social state TVET graduate. In the transition process presented by rites of passage theory before the youth acquire their new identity of being TVET graduates, they first enter a “social structure” with its function in a society; namely TVET college. Hence, structural functionalism theory was used to explore the contribution of TVET colleges toward the lived experiences of TVET graduates. This research employed an interpretivism paradigm with a qualitative approach to listen to TVET graduates voicing their experiences after being incorporated into their communities. The study found that various reasons make the youth enrol in TVET colleges, among others, is the lack of funding and failure to meet university admission requirements. Graduates pointed out that teaching and learning in TVET colleges is satisfactory. However, a person needs in-service training before obtaining a national diploma. It became a challenge for some to get their certification in record time because of the delay in in-service training. After graduating, most graduates find difficulties in becoming active participants in the labour market. This puts them in a state of waithood; they cannot meet their needs and that of their families. The study revealed that their families are social grant dependents. This made family members have more expectations. They thought once a person graduates, it guarantees employment, which was not the case. Graduates stressed that it becomes a hassle to apply for jobs due to the lack of resources such as computers and printers. Financial support remains critical. When they return to their communities, peers inquire with expectations to study through TVET College. Some graduates decide to follow entrepreneurial paths as survival strategies. This research study recommends that local and national governments encourage industries to consider TVET graduates during recruitment.
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The nature of speaking skills among grade 12 learners of English first additional language in the uMhlathuze circuit
(University of Zululand, 2025) Mthethwa, Delisiwe Hlengiwe; Mncwango, E. M.; Nkabinde, W. S.
Challenges associated with learning in a second language are widespread in South Africa. Prior research has identified a correlation between the prevalence of English as the medium of instruction in basic education, and second-rate learner performance, particularly in rural areas where the home language (HL), isiZulu in this case, is predominantly spoken, especially outside the classroom. This study aimed to address two primary questions: 1) What challenges do grade 12 learners face in developing their speaking skills? 2) What measures can be implemented to enhance these skills among learners? The investigation concentrated on four key aspects of the speaking skill: fluency, vocabulary, grammar, and pronunciation. A qualitative approach was employed, utilising questionnaires to gather data from learners, teachers, and a subject advisor, as well as participant observation to collect data from learners. The results highlighted several issues, including insufficient time dedicated to speaking skill development, a restrictive curriculum, and a lack of effective monitoring.
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Reconciliation, peace and sustainable development: a case study of the African National Congress’ participatory democracy in Kwazulu Natal Province, 1994 -2009
(University of Zululand, 2025) Ndebele, Joel Sibusiso; Masoga, M.A.
The study explores the relationship between reconciliation, peace building and sustainable development regarding participatory democracy spearheaded by the African National Congress (ANC) in the KwaZulu-Natal province from 1994 to 2009. It starts with a historical context, explaining the genesis of the political violence that characterised this province in the 1980s and early 1990s. The study critically analyses some discussions, reflections, and findings on the research conducted into reconciliation and the consequences of conflict between the ANC and IFP in KwaZulu-Natal. It attempts to answer the questions on political conflict in parts of the KwaZulu-Natal province and how the ANC-led government worked with civil society organisations, community bodies, and NGOs to broker peace, foster reconciliation, and bring about sustainable peace and development in the post-apartheid era. This study attempts to answer the following questions: How and in what ways have the programs and policies of the government of the province of KwaZulu-Natal, after the 1994 democratic elections, contributed to reconciliation, peace, and development after the conflict? How has social and economic development within the democratic dispensation in the territory been addressed? And what national reconciliation policies were adopted by the democratic dispensation to build peace, avert conflict, and prevent state collapse? The study is an effort to apply a unique five-dimensional theory of change model that specifies agriculture, culture, governance, economic well-being, and social well-being as key characteristics of peaceful and sustainable communities. It explains reconciliation and peace as outcomes of interventions and examines the impacts of chosen development projects through evidence.
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Impact of court-annexed mediation in South Africa: a developmental perspective
(University of Zululand, 2024) Mabilo, Ntate Josias; Masoga, M.A; M.O Ndlovu,
The aim of this study was to investigate the impact of court-annexed mediation on access to justice, the efficiency and effectiveness of the justice system, and maximisation of the benefits of court-annexed mediation in South Africa. Alternative dispute resolution has become a recognised approach to dispute resolution around the world, and its mechanisms, particularly, mediation, and arbitration, have evolved into powerful complementary dispute resolution processes for our courts. Therefore, this study was focused on the introduction of court-annexed mediation in the South African Justice system, a) to improve access to justice for the South African public, especially the poor, b) to improve the efficiency of the system and c) to reduce the ever-increasing case backlog in the civil courts amongst others. This desire to conduct the study was based on the premise that people continue to face barriers to justice despite the initiative to implement court-annexed mediation. The primary theories utilized for this research are mediation and social justice theories. Mediation is one of the consensus-building processes in alternative dispute resolution. According to social justice theory, everyone is entitled to equal economic, political, and social rights and opportunities. The methodology employed was phenomenology, a qualitative approach, with data collected through semi-structured interviews and focus group discussions. Sampling was purposive, targeting individuals who had experienced court-annexed mediation, including mediators, individuals familiar with our court processes, and potential users of the service. The focus was on the experiences and preferences of the people of South Africa regarding court-annexed mediation. The study found that challenges raised in the problem statement remain prevalent: Access to justice remains a challenge, and the Department of Justice and Constitutional Development initiative to implement court-annexed mediation was not successful. In addition, the court roll remains clogged with extensive backlogs. Furthermore, the study found that the South Africans, indeed, forfeited many benefits due to the failure to implement court-annexed mediation. In other countries, globally and on the African continent, court-annexed mediation has been implemented successfully, and the users have enjoyed its benefits, including the positive impact on their justice systems. The findings of the study enabled the development of a framework for implementing court-annexed mediation in South Africa to solve the pending national problem, to advance the constitutional requirement of access to justice for all and to advance Sustainable Development Goal number 16. All the research questions were answered, and all the study objectives were also achieved.
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Influence of teacher-principal conflict management strategies on teachers' self-efficacy in rural primary schools in the Dzindi Circuit
(University of Zululand, 2024) Mulaudzi, Fulufhuwani Grace; Kutame, A. P.; Kapueja, I. S.
English This study investigates the influence of teacher-principal conflict management strategies on teachers’ self-efficacy in rural primary schools within the Dzindi Circuit. Data in this constructivist study was collected through face-to-face interviews. The study utilized a homogeneous purposive sampling procedure to ensure the selection of participants with shared characteristics that are highly relevant to the research focus. Grounded in transformational leadership theory and the Thomas-Kilmann conflict management model, the study examines how principals’ approaches to resolving conflicts impact teachers’ confidence, motivation, and professional competence. The research identifies key themes, including the role of respectful communication, collaboration, and proactive conflict resolution strategies. Findings reveal that conflict management styles characterized by respect, empathy, and inclusivity significantly enhance teachers’ self-efficacy, while authoritarian or avoidant strategies contribute to emotional exhaustion, diminished morale, and a decline in teaching performance. The study also highlights the broader implications of unresolved conflicts on school climate and learner outcomes, emphasizing the need for emotionally aware and collaborative leadership practices. Based on the results, the Teacher-Principal Conflict Management and Teacher Self-Efficacy Enhancement Model (TPCM-TSEE Model) was developed. This model offers a structured framework for principals to address conflicts constructively, promoting a positive school environment and empowering teachers to achieve educational goals. The findings underscore the importance of professional development for principals in conflict resolution and emotional intelligence, as well as workshops for teachers to foster a collaborative school culture. These recommendations aim to enhance both teacher efficacy and the overall quality of education in rural schools.