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Sexual harassment policy at a higher education institution in KwaZulu-Natal: knowledge and perceptions of undergraduate students in two departments
(University of Zululand, 2023) Mbatha, Smbatho
University of uThukela’ is a placebo name used to protect the identity of the University. Purpose - Sexual harassment in higher education institutions remains a persistent and distressing issue for students. This dissertation aimed to develop a comprehensive understanding of the knowledge and perceptions held by students at a rural higher education institution in South Africa regarding sexual harassment and related policies. Additionally, it explored the role of these policies in educating students about sexual harassment, with the goal of preventing and deterring such behavior within the ‘University of uThukela’. Recent credible sources indicate a lack of effective interventions to address the troubling prevalence of sexual harassment within South African higher education institutions. Design/methodology/approach - This study employed a qualitative exploratory design utilising a multimethod approach, grounded in the Interpretivist Paradigm, to investigate sexual harassment issues. Semi-structured interviews, focus group discussions, and a knowledge test served as the primary data collection tools. Research participants were identified through purposive, self-selection (volunteer), and snowball sampling techniques. Thematic analysis was applied to analyse the collected information. Findings - The study revealed the pervasive nature of sexual harassment within the ‘University of uThukela’. While student participants demonstrated a general awareness of sexual harassment, they exhibited limited familiarity with the institution's policy. Additionally, the institution has a deficiency in adequately trained personnel to handle reports of sexual harassment. Feedback from support specialists interviewed indicates that incidents of sexual harassment negatively impact students' academic performance, health, and social well-being. Based on these findings, recommendations include enhancing students' understanding of sexual harassment policies and revising the institution's reporting procedures. Practical and theoretical implications - The study confirmed the prevalence of sexual harassment in a rural higher education institution in the KwaZulu-Natal province of South Africa. While participants exhibited a basic awareness of sexual harassment, they lacked comprehensive knowledge of institutional policies. Moreover, sexual harassment significantly affects students' lives and academic pursuits. Despite the mandate for Higher education institutions to establish and enforce sexual harassment policies, the problem persists among students. Limited research has explored the importance of student involvement in the development of such policies. Originality/value - Despite recognition of sexual harassment within the ‘University of uThukela’, efforts to implement and enforce policies and reporting protocols among students in this rural institution appear inadequate. OKUHUNYUSHWE NGOLIMOKUFINQGIQWE ‘Inyuvesi yasoThukela’ yigama le-placebo elisetshenziselwa ukuvikela ubunikazi beNyuvesi. Inhloso- Ukuhlukunyezwa ngokobulili ezikhungweni zemfundo ephakeme kubonakala kuwudaba oluqhubekayo oludabukisayo nolwesabekayo kubafundi. Inhloso yalolu cwaningo bekuwukuqondisisa kahle ulwazi nemibono abafundi abanayo mayelana nemigomo yokuhlukunyezwa ngokobulili abasesikhungweni zemfundo ephakeme yasezindaweni zasemakhaya eNingizimu Afrika, kanye neqhaza elibanjwe yinqubomgomo kulesi sikhungo ekufundiseni abafundi lobugebengu, ngenhloso yokuvimbela kanye nokunqanda ukuhlukunyezwa ngokobulili ngaphakathi 'eNyuvesi yasoThukela'. Ngokwemithombo yakamuva ethembekile, khona ukungenelela okuncane okusebenzayo ‘ukunqanda uhlobo oluyinkinga lokuhlukumezeka ngokobulili ezikhungweni zemfundo ephakeme lapha eNingizimu Afrika. Umklamo/indlela- Ukubhekana nalezi zinhloso, lolu cwaningo lusebenzise i-Qualitative exploratory design ngokusekelwa i-Multimethod approach, lwaphinda lwagxila ku-hermeneutics paradigm ekuqondeni izindaba zokuhlukumeza ngokobulili, ikakhulukazi, lolucwaningo lusebenzise izingxoxo ezingahlelekile, izingxoxo zamaqembu amancane, kanye nesivivinyo sokuhlolwa kolwazi. Kusetshenziswe amasampula okuhloswe ngawo nowokuzikhethela, kanye namavolontiya ukuze kutholakale futhi kukhiqizwe imibuzo yocwaningo. Kusetshenziswe i-Thematic analysis ukuhlaziya idatha eqoqwe ocwaningweni. Imiphumela- Lolu cwaningo luveze ukuthi ukuhlukunyezwa ngokobulili kudlangile ngaphakathi ‘eNyuvesi yasoThukela’. Abafundi ababambe iqhaza bakhombise ulwazi olujwayelekile lokuhlukumeza ngokobulili. Kodwa-ke, bakhombise ulwazi oluncane ngenqubomgomo yesikhungo. Okutholakele kuphinde kwaveza ukuthi isikhungo asinabo abantu abaqeqeshiwe ngokuthola amacala okunukubezwa ngokobulili. Ngokusho kwezikhungo zochwepheshe ezibe ingxenye kwi-interview, ezisiza abafundi mayelana nezigameko zabo zokuhlukunyezwa ngokobulilii, kuvele ukuthi lokhu kuhlukumezeka kwabafundi kunomthelela ekusebenzeni kwabo ezifundweni zabo, ezempilo kanye nenhlalakahle yabo. Ngokusekelwe emiphumeleni yocwaningo, kunconywa ukuthi abafundi bafundiswe ngezinqubomgomo zokuhlukunyezwa ngokobulili kanye noshintsho lwezikhungo zokubika ngokuhlukunyezwa kobulili. Okuwusizo-kanye-nethiyori-yemiphumela--Sekuqinisekisiwe-ukuthi ukuhlukunyezwa ngokobulili esikhungweni semfundo ephakeme yasemakhaya kuyaqhubeka futhi kuyenzeka. Abafundi babonise ulwazi olujwayelekile ngokwazi olunzulo kokuhlukumezeka ngokobulili, kodwa bakhombisa ukungayazi ngokwanele inqubomgomo yokuhlukunyezwa ngokocansi. Ngaphezu kwalokho, ukunukubezwa ngokobulili kubonakala kunomthelela omubi kakhulu empilweni yomfundi kanye nohambo-lokufunda.-Zimbalwa-kakhulu-izifundo-eziye-zathola-ukubaluleka kokubandakanya-kwabafundi-ekuthuthukisweni-kwezinqubomgomo zokuhlukunyezwa ngokobilili. Kugunyazwe ukuthi zonke izikhungo ezingaphansi kombuso zishaye futhi zisebenzise-imigomo-yokuhlukunyezwa-ngokobulili.-Nokho,-izigameko zokuhlukunyezwa ngokobulili zisadlangile phakathi kwabafundi. Okwangempela/inani--Izehlakalo-zokuhlukumezeka-ngokobulili-‘eNyuvesi yasoThukela’-seziphawuliwe,-kodwa-kubonakala-kunezinyathelo-ezincane zokusebenzisa-inqubomgomo-kanye-nenqubo-yokubika-yokuhlukunyezwa ngokocansi kwabafundi bakulesi sikhungo sasemakhaya.
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Digital literacies in high schools within uMhlathuze Local Municipalities
(University of Zululand, 2023) Mbalo, Athini
The concept of digital competence is central to this study and can be broadly defined as skills, knowledge, creativity, and attitudes that everybody needs to use digital media for learning and functioning in the knowledge society. It is undeniable that we live in an information age in which everyone is dependent on electronic tools to access data. Digital incompetence affects people of all ages and that is why it is important for children, young adults, and adults to have digital skills. The foundation for the growth of digital competences should start in the foundation phases of early education to prepare learners for the digitised world they will experience in different stages of their lives. Most studies on similar topics did not cover grade level education and that is why this study focused on grade 11 learners. Educators are also imperative role players in the development of learners’ digital skills, as they are the ones responsible for facilitating the lessons to the learners. The study found that it was important that the educators’ digital competences also be investigated. The study primarily sought to establish the digital literacy programmes offered at high schools in the uMhlathuze Local Municipality, assess the digital literacy competences of learners and educators from high schools in the uMhlathuze Local Municipality and establish challenges faced by high schools in the uMhlathuze Local Municipality with regard to digital literacy education. Two frameworks were adopted in this study. Baharuddin’s digital literacy framework (2016), which was used to understand the learners’ digital competences and digital tools used by the selected high schools. The second framework was the TPACK (Technological pedagogical content knowledge) framework by Mishra and Koehler (2006). This framework was used to understand how educators apply the three constructs of the framework when they teach learners. The study adopted a post-positivism research paradigm in line for the type of data the study sought to collect. Both quantitative and qualitative research approaches were adopted in this study, as well as a survey and case study research designs. The target population for this study was grade 11 learners and grade 11 educators from three selected high schools located in different geographic areas in the uMhlathuze Local Municipality. Simple random sampling was used to administer 234 questionnaires to grade 11 high school learners and two educators were interviewed through the purposive sampling technique. Quantitative data from the questionnaires were analysed using descriptive analysis and the qualitative data from interviews were analysed with the use of the thematic analysis method. The findings of the study revealed that two of the three selected high schools offered digital literacy programmes at their schools, even though one of those two schools indicated a shortage of infrastructure. The findings of the study discovered that the majority (33%) of the learners had good digital literacy skills, 27% had average digital skills, a few (13%) had poor digital skills and a minority (11%) had excellent digital skills. The findings also revealed that the educators were highly qualified to teach digital-based subjects and had good and excellent digital skills. Furthermore, the study established different challenges faced by the high schools during digital literacy classes, such as power outages, which disturb examinations, no internet connection, slow computers and a shortage in resources. The study therefore concluded that a digital divide exists between schools located in different geographic areas. Learners that attend schools in rural areas are still digitally excluded compared to their counterparts who attend schools in urban and peri-urban areas. Furthermore, the study concluded that learners who attend schools in urban areas are more digitally competent than learners who attend peri-urban and rural schools. Additionally, the study concluded that the biggest challenge facing schools with regard to digital literacy is a shortage in infrastructure. The study recommended that the Department of Basic Education should bridge this digital divide by introducing compulsory digital-based subject in all high schools in South Africa. The study also recommended that the Department of Basic Education should provide funds for these schools to purchase all the necessary resources for the implementation of digital literacy education.
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Information literacy skills of secondary school students of Nairobi and Tharaka Nithi counties of Kenya
(University of Zululand, 2024) Mwaura, Ireri John
Information literacy (IL) is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate and use the needed information effectively. It is significant to scholars for making decisions with critical thinking skills, seeking answers to critical questions, finding information from particular sources, forming intelligent opinions and evaluating sources of information. Therefore, it is pertinent that governments incorporate information literacy knowledge into academic programmes to ensure that citizens are productive and equipped to function globally in the 21st century. Information literacy skills are essential to secondary school students in developing countries such as Kenya. However, many secondary schools’ students have very little or no basic knowledge about library use, computer literacy and information searching skills. This problem can be attributed to students being educated in environments with poor learning facilities, such as lack of well-equipped school libraries, lack of computers in schools and failure to recognize the school library (where in existence) as a learning resource. In this information technology age, Kenyan secondary school students need to be equipped to develop the skills to help them search, evaluate and utilize the information effectively. The general objective of this research was to investigate the status of IL skills of secondary school students in the Nairobi and Tharaka Nithi Counties of Kenya. The specific objectives were to establish the standards of information literacy, available information literacy programmes, factors that can influence students' information literacy, information-seeking strategies of students, and challenges which students face in the use of school libraries of Nairobi and Tharaka Nithi Counties. Finally, the study was intended to develop a framework for IL in Nairobi and Tharaka Nithi Counties. The study used a mixed-methods approach which is an interpretivist research philosophy because of its ability to accommodate questionnaires and interviews, as well as the analysis of existing relevant texts in extant literature, and post-positivism since it uses various methods and techniques for collecting data to allow for effective triangulation; the pragmatism paradigm being practical in the choice of data collection techniques. Both qualitative and quantitative approaches were used, as interview schedules and questionnaires were used in data collection. This study used survey design because it examines and describes phenomena and explains the relationship between the variables as they occur in a natural environment. The population of this study was derived from Nairobi and Tharaka Nithi Counties of Kenya. The schools in these two counties represent the nature of urban and rural secondary schools in other counties in Kenya and thus the findings from the two counties can easily be generalized to the whole country. The target population was the principals, librarians and students in the sampled secondary schools. Sample size was determined where 382 students were sampled in 30 secondary schools: 20 in Nairobi County and 10 in Tharaka Nithi County. Both stratified and random sampling techniques were used to obtain 13 students per school while purposive sampling was used to select the principals and librarians who participated in the study. Semi-structured questionnaires and interview guides were physically distributed to the respondents and data analyzed using SPSS; descriptive statistics such as frequencies and percentages to describe data on the various variables were conducted. Inferential statistics such as Pearson correlation was carried out to show the relationship between the variables. Research findings revealed that most students in Nairobi County visited the library 2-3 times weekly, mostly to study, while in Tharaka Nithi County the students rarely visited the library. Nearly half of the students in both counties denoted, that the libraries were up to the required standard, Results on the library standards in the schools revealed that the students were not sure whether the library was up to the standard. Results of the analysis on the available library programmes in the schools revealed that students in Nairobi County and Tharaka Nithi County indicated that library orientation was the most easily available programme in the school. Results further indicated that library user education and information literacy were the most available library programmes, known by more students in Nairobi County than in Tharaka Nithi County. The principals and librarians pointed out that the available library programmes comprised reading skills, training on cataloguing, and library lessons by language teachers among others. The students indicated that the available resources in the libraries were easily accessible. Adding more books and having computers in the library topped the list of what needs to be done to encourage more students to use the library. Key among the approaches used to ensure that the library is well equipped and up to the required standards in both counties was requisitions by either the librarians or teachers to the principals, donations from government, parents and well-wishers and the purchase of revision books as revealed by the principals and the librarians. Results from the principals and librarians on the strategies used in information-seeking by the students in the libraries revealed that browsing the shelves and the use of library personnel were the most common information-seeking strategies used by the students. Moreover, results showed that restricted library hours and a lack of computers and Internet connectivity were the major challenges for the students. The common challenges highlighted by the principals and librarians in both counties were few books in the library, limited space, unprofessional librarians, the poor reading culture of the students, and the lack of Internet connectivity and theft of library materials, among others. The study recommends enhancing practical-oriented users’ education programmes on the effective use of catalogue for information retrieval by students. The Kenyan government through the parliament needs to increase budget allocation for secondary schools so that the libraries can be equipped with more books and more computers can be bought to increase computer literacy in the schools. Competent and effective staff should be employed in the school libraries so that they can serve the students in a more effective way and encourage the frequency of borrowing and using the library resources and, finally, stakeholders in school library development should improve on their contributions and assistance towards schools’ library development. The research was limited to secondary school students of Nairobi and Tharaka Nithi counties in Kenya. The focus was information literacy skills of secondary school students in the selected counties in Kenya. The study suffered from limitations that are inherent to the data collection methods that were used, since questionnaires and interview schedules were used. The results of this study inform the principals of secondary schools in Nairobi and Tharaka Nithi Counties, Kenya, regarding the significance of IL among their students, making them better placed to understand the significance of IL among their students. The study also provides the government and other stakeholders with knowledge of the significance of IL among secondary school students in their efforts in promoting IL in the schools.
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Contributions of community education to community development: a case study of a community education and training centre, Kwazulu-Natal, South Africa
(University of Zululand, 2024) Xulu, Thokozani Sifiso Mpilo
The aim of the study was to explore the role played by community education as a catalyst for community development through the lens of students and lecturers at a community education and training centre in eNkanjini Village, located in the Big Five Hlabisa Municipality of Northern KwaZulu-Natal. This qualitative study is embedded in an interpretive research paradigm as it allows for the collected data to be packaged and presented according to the participants’ world views and interpreted according to their own words. The research design assumed a case study format to secure in-depth knowledge on the study phenomenon. The study setting was a Community Education and Training Centre (CETC) in the eNkanjini Village where the target population were identified and recruited because they could relate to the phenomenon under study from where conclusions to be drawn from. The sample included the centre manager, lecturers and students, who were all above the age of 18 and attended and worked at the centre as they were best able to provide rich information on the role of community education as a catalyst for community development. The centre manager was purposively sampled because he is the only manager employed at the centre and has extensive knowledge on the community, community education and community development in the area. The data collection instrument was semi-structured interviews with an open-ended interview guide because they allowed for probing to secure thick and broad information on participants experiences, perspectives and thoughts on the topic. The data analysis method used was thematic analysis because it facilitates flexibility in sorting and categorises data into themes that highlights differences and similarities of a phenomenon. The trustworthiness of the qualitative data was assuring through the use of dual recordings, comprehensive notes, a reflexive journal, purposive sampling and participants information saved to the iCloud, debriefing and the two-month data collection period. The theoretical framework of the study was the empowerment theory which argues that community participation promotes and empowers community development. It was adopted to this study to explain evidence related to the concepts of community education and development. The literature review, and the theoretical framework informed the discussion of the results. The findings of the study revealed that getting a second educational opportunity and securing a certificate after successfully completing an exam was motivation for most participants as they perceived they could use their acquired skills to earn a living, improve their lives, pursue additional learning opportunities, and attend TVET colleges and universities. However, a lack of adequate classrooms and furniture, coupled with student absenteeism and limited books, were major challenges in the participants’ learning experiences at the CETC. Nevertheless, most of the participants were grateful for the second chance to improve their skills and qualifications and for the stipend they received. The sentiments of life improvement are aligned with the empowerment theory framework because it addresses social, political, policy, economic, educational and health issues and challenges. The views of participants regarding community education and community development was also supported by the framework in terms of procuring sustainable change and it explained why they are relevant. The study concluded that community education and training programmes are a valuable contribution to improving students’ skills and qualifications, their lives and communities. Community education and community development are complementary practices that act as catalysts for addressing community challenges and social ills and improve communities. The study recommended that that the government builds libraries and student accommodation and supplies all the recommended and prescribed books, that the media showcase success stories to promote community education. These recommendations also came from the participants. Additionally, multidisciplinary teams that include non-profit organisations, private and public companies, funders, and the government should raise funds to improve the community education and training centre’s to ensure that they are adequately resourced for effective learning to ensue. Further collaborative research with political activists, traditional and cultural leaders, civic societies, and community development practitioners is also recommended to generate more data.
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The level of community involvement and participation in tourism developments in Dokodweni Area, KwaZulu Natal
(2023) Mhlongo,Thandeka Nonkululeko
The South African government has identified rural tourism as a resolution to poverty, thus giving more attention to rural tourism. Intentions for this study were to find the level of tourism awareness in these rural areas. The study positively impacted on the local communities to find more information on tourism and to enhance their involvement and participation within the tourism developments of the study area. The study was conducted in a rural community of Dokodweni. Dokodweni area is located in the north coast of KwaZulu Natal under the Mandeni Local Municipality located within the iLembe District Municipality. Literature reviewed highlighted that there are plenty of rural communities like Dokodweni that possesses significant tourism resources however have not been identified as tourist attractions. The purpose of this study was therefore to assess the level of awareness amongst local community members on tourism knowledge, as well as their perceptions of tourism development in the area. This process helped to identify the gaps in the community’s understanding of tourism and lack of involvement and participation was identified as challenge. The participatory approach theory was used to generate questions and method of conducting research which was the mixed method. The key findings of the study where structured interviews were conducted to community authorities , izinduna and councillors was that programs and policies were to be developed to guide the community for better understanding of the tourism industry and the potential it has to be involved in tourism projects. Through the survey conducted from community members using questionnaires, it was evident that they did not fully participate in tourism developments. However, the community was aware of tourism developments that should occur. The community indicated that they are not informed of decision makings in the area of Dokodweni. The community indicated that they were not involved in tourism activities and not benefit from the local attractions because of lack of communication from local authorities. The researcher therefore has recommended that the municipality officials and traditional authorities should introduce tourism campaigns of development to the community and should visit schools to promote tourism to learners. Furthermore, for communication, izimbizo, i.e. community gatherings or meetings ought to be called to expose communities to tourism products. The municipality officials have to conduct training programmes or workshops on specific skills required for tourism development. The trainings were to assist towards providing knowledge and understanding of the tourism industry.