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Provision of quality education in selected disadvantaged schools in uMkhanyakude Education District: the application of participative leadership model in motivating educators
(University of Zululand, 2024) Ntuli, Bonginkosi Abraham; Kutame, A. P.; Mncube, D. W.; Kapueja, I. S.
Disadvantaged schools are historically marginalised regarding teaching and learning resources in South Africa; hence, quality education is not accessible to everyone. This study investigates the application of the participative leadership model in motivating educators to provide quality education in schools. The literature indicates that the participative leadership model needs to be considered in motivating educators to provide quality education. As a qualitative study, the qualitative design was used to investigate the application of the participative leadership model in motivating educators to provide quality education in schools. A population from Post Level 1 (PL1) educators to the School Management Teams (SMTs), especially in disadvantaged schools was used to collect data. Purposive sampling was adopted to select information-rich participants from a population to contribute meaningfully to the body of knowledge. An in-depth interview schedule was used to collect data from principals, deputy principals and departmental heads, while the focus group discussion schedule was used to collect data from PL1 educators. Trustworthiness was observed to ensure credibility and reliability of the research instruments and findings. As a qualitative study, thematic analysis was used to analyse and present the findings. The findings show that educators are motivated by engagement in school decisions and programmes to shape the school direction. On the grounds of the findings captured, this study concludes that school leaders who are still trapped in traditional leadership approaches discourage educators from striving for quality education. When school leaders isolate educators in running schools, educators do not take responsibility for providing quality education and achieving the school goals. As such, this study recommends that educators be involved in school decisions and programmes as the participative leadership model stresses democratisation of school processes, so that the school goals are achieved. It is also recommended that a study on the provision of quality education in selected disadvantaged schools in Umkhanyakude Education District: the application of participative leadership model in motivating educators should be extended across the KwaZulu-Natal (KZN) province.
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Impact of COVID-19 on academic performance of students at a historically disadvantaged University in Kwazulu-Natal
(University of Zululand, 2024) Rapudi, Pfarelo; Nkwanyana, B. P.; Govender, S.
The COVID-19 pandemic has significantly disrupted nearly every aspect of social life, with higher education being no exception. In response to the pandemic, many universities and colleges worldwide transitioned to online learning to adhere to lockdown regulations and social distancing measures. This method of teaching effectively minimizes both student-to-student and student-to-lecturer contact. While online learning offers convenience, many students—particularly those with limited technical and financial resources—struggle to cope due to existing economic and digital divides. This study aimed to explore the impact of the COVID-19 pandemic on students’ academic performance at a historically disadvantaged university in KwaZulu-Natal. The objectives that guided this research were: to examine the impact of the COVID-19 pandemic on students’ academic performance at the university; to identify the challenges students experienced during the pandemic; and to determine the kind of support that students require to enhance their academic performance during this period. A qualitative approach was employed, involving ten fourth-year students and five lecturers who were purposefully selected from the selected university. The data were analyzed using thematic analysis. The findings revealed significant challenges faced by both students and lecturers at the historically disadvantaged university in KwaZulu-Natal. Notably, a lack of resources was identified as a major obstacle for students in rural areas, complicating communication between lecturers and students. Many students lacked adequate skills to use computers and ICT-related resources due to their backgrounds, which hindered their ability to access online assessments and meet deadlines. The findings from the lecturers further corroborated the students’ claims regarding these challenges. Some lecturers acknowledged that inadequate ICT resources negatively affected their teaching and students’ academic performance. Addressing these issues could enhance the university's ability to foster improved academic achievement among students. With proper support for ICT integration and the provision of necessary resources, students could effectively create, administer, organize, and access instructional materials at their own pace.
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An analysis of the impasse reading disorder in the foundation phase in selected Nkandla Circuit Schools
(University of Zululand, 2024) Mazibuko, Beauty Gugu; Nkoane, M. M.; Nkwanyana, B. P.
The aim of the study was to explore the phenomenon of reading disorders regarding learners in the Foundation Phase in selected Nkandla Circuit schools, situated in KwaZulu Natal in the Republic of South Africa. There is a crisis in that learners in the Foundation Phase cannot read for meaning and proficiently. Reading disorders among Foundation Phase learners pose significant challenges to early education. The purpose of this study is also to explore what triggers these reading disorders and how to curb it. Identifying obstacles to reading in the Foundation Phase allows for early intervention. A qualitative research approach was adopted with the purpose of finding more details from participants, using a case study design. Purposive sampling was utilised to select suitable participants, which were 6 Foundation Phase educators in selected primary schools in the rural area of Nkandla Circuit. Semi-structured interviews and non-participant 6 class observations were employed to collect data. Thematic analysis was employed to analyse qualitative data. A sociocultural theoretical framework was the theory that guided this study. Vygotsky’s Sociocultural Theory emphasises the role of social interactions and cultural context in the development of cognitive processes, including learning and problem-solving (Rahmatirad, 2020). The transformative paradigm was utilised in this study, because the transformative paradigm is well-suited for influencing policy changes. All learners, regardless of their abilities or challenges, deserve equal opportunities to succeed. Supporting learners with reading disorders fosters inclusivity and academic excellence. Findings of this study revealed that a socioeconomic status has a negative impact in teaching and learning. Because of the shortage of reading materials, learners are not receiving enough support from their educators. The educators were also not well-equipped with reading skills, and they concurred during semi-structured interviews that they need extensive professional development and collaboration with educators that are from special needs’ schools. Based on the findings, this study recommend that the Department of Education should supply all schools with enough reading material and assistive technology devices, to accommodate learners with learning challenges. It further recommended that the Department of Education must provide extensive professional development to educators, especially giving them the skills to meet learners with learning challenges, such as reading disorders and dysgraphia.
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The effects of government funding agencies’ support on the success of SMMEs within the King Cetshwayo District: a study of uMhlathuze Municipality
(University of Zululand, 2023) Mabika, Lwandlekazi Nangamso; Ayandibu, Ayansola
This study investigated the effects of government funding agencies’ support on the success of small, micro, and medium enterprises (SMMEs) within the uMhlathuze Municipality in the King Cetshwayo District of KwaZulu-Natal, South Africa. Despite the critical role SMMEs play in economic growth and job creation, South Africa faces a high business failure rate, exacerbated by inadequate support from numerous government funding agencies. This study employed a mixed-methods approach to comprehensively assess the impact of government funding agencies’ support on the success of SMMEs in the uMhlathuze Municipality. The research combines quantitative and qualitative methods to gather a holistic understanding of the influences at play. The quantitative component was a structured survey administered to a representative sample of SMMEs in the region. The survey collected data on various metrics of success. Additionally, key local economic development indicators, such as employment creation and poverty alleviation, were measured. The data were analysed using the descriptive statistical analysis and independent tests on IBM SPSS version 30 to analyse and present data and to identify correlations and trends between government support and SMME success. The qualitative component comprised in-depth interviews and focus group discussions conducted with SMME owners, government officials, and representatives from funding agencies. The qualitative data provide insights into the experiences and perceptions of stakeholders regarding the effectiveness of government support programmes. Thematic analysis was employed to distil key themes and patterns from the qualitative data, allowing for a deeper exploration of the challenges and opportunities faced by SMMEs. ATLAS.ti version 23 software was used to conduct the analysis. The findings highlight a complex relationship between government support and SMME success, revealing significant barriers that hinder effective assistance, including limited market linkages and inadequate access to resources. The study emphasises the necessity for custom capacity-building initiatives and innovative financing mechanisms to enhance SMME growth. By providing empirical insights into the effectiveness of government support programmes, this research aimed to inform policy decisions and improve the entrepreneurial ecosystem in uMhlathuze, ultimately contributing to sustainable economic development in the region.
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Assessing the implementation of neoliberal policies in the city of Johannesburg Metropolitan Municipality: challenges of service delivery
(University of Zululand, 2023) Mkhwanazi, Sandile Blessing; Mthethwa, Richard M.
Johannesburg has been strategically critical in South Africa as it has been an economic powerhouse of the country. The economic importance of Johannesburg began during the colonial era, well into apartheid and the democratic era. At the demise of apartheid, South Africa adopted neoliberalism, which eventually amplified colonial and apartheid-era inequalities while thwarting social justice. This study investigates the implementation of neoliberal policies in local government, intending to establish the nexus between neoliberalism as an economical approach with service delivery protests; insecurities linked to protest violence and police brutality; and governance with a specific focus on the townships and informal settlements (urban peripheries), specifically focusing on the City of Johannesburg Metropolitan Municipality. The City of Johannesburg has faced the challenge of protest action against the local government proportionally more often compared to other municipalities. Using a qualitative approach, the primary data was collected via interviews and focus group discussions with officials responsible for implementing policies, residents in the urban peripheries, selected government departments and academic experts, while secondary data was collected through policy documents and a literature survey. The study finds that adopting neoliberalism in local government has increased economic inequality, and that the City of Johannesburg has the highest inequality compared to other municipalities. Although there was resistance in the form of protests against neoliberalism in the early years of democracy, protests changed and were directed towards local government service provision. Further, neoliberalism is associated with creating new peripheries, creating a distinction between the core and peripheries and is thus associated with insecurities from the peripheries. The study recommends improved governance, extensive stakeholder engagement, improved monitoring and evaluation, and a modification of neoliberalism for South Africa.