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Challenges faced by principals in promoting sustainable and equitable funding of schools at Umlalazi Circuit in King Cetshwayo District
(2023) Sikhakhana, Dumisani; Prof Mncube, Dumisani Wilfred
This study investigated the challenges faced by secondary school principals in promoting sustainable and equitable funding at UMlalazi Circuit in King Cetshwayo District. The parents and teachers are dissatisfied with the administration and management of funds at levels of the education departments starting from the province down to schools. The principals facing these challenges of funding daily have motivated the researcher to conduct this research. Most schools, in particular the no-fee schools, are struggling when it comes to, matters involving money because their income is from the Department of Basic Education. The study has alerted the stakeholders in education to do introspection on equity and justice in the funding of schools. It is believed that once these challenges are scrutinised, they will remedy the situation. An interpretive paradigm was used and the research design was qualitative. The data were generated using literature review and empirical research. Data gathering techniques used were the semi-structured interviews for all participants, (school principals’ focus groups and all SMTs including deputy principals). Observation and document analysis were used to analyse the data thematic. The tools used during the data collection process were an interview schedule, observation checklist and voice recorders. The research covers areas which include problems encountered by the principals resulting in poor funding, the role of the principals in promoting sustainable and equitable funding and the measures to be employed in solving the problems encountered. The findings indicated that some practices and policies of the Department, mismanagement, maladministration and misappropriation of funds affect the smooth running of the schools. The no-fee schools are all challenged but the complexity of problems encountered varies. Recommendations made include reviewing Departmental policies and practices, training the principals and finance committees on financial management and the need for stakeholders to join hands in improving the financial situation in schools.
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Exploring early childhood development teacher training through expanded public works programme in the rural Vhembe East District
(2023) Ramabulana, Lufuno
The Department of Education's training for Early Childhood Development (ECD) teachers at centre-based sites, such as creches and pre-schools, is crucial for enhancing educational outcomes for children nearing school age. This training is facilitated by the Expanded Public Works Programme (EPWP), a government initiative aimed at poverty alleviation through job creation and training, with ECD as a focus area. This study investigates the effectiveness of ECD teacher training provided by the Department of Education through EPWP in Vhembe East District, Limpopo Province, South Africa, underpinned by Vygotsky’s theory of the Zone of Proximal Development (ZPD). Employing a qualitative research design, this study captures the lived experiences of ECD teachers. Data were gathered through semi-structured face-to-face interviews with ten purposively sampled teachers who received EPWP-facilitated training. An Interpretive Phenomenological Analysis (IPA) method was utilized for data analysis, organizing findings into thematic categories. The training was generally valued by participants; however, several challenges were identified in the implementation of the ECD curriculum. These included disruptions in daily activities, insufficient support from supervisors, and inadequate infrastructure. Additionally, it was observed that many teachers lacked essential resources such as lesson plans and assessment documents, which are critical for the effective application of training and curriculum delivery. Despite the appreciation for the training, there is a significant gap in the practical implementation of the ECD curriculum among trained teachers. The study concludes that while EPWP's involvement in training is beneficial, there are critical areas of support and resource allocation that need addressing to enhance the effectiveness of these programs. It is recommended that ECD teachers obtain higher-level qualifications (NQF level 6 and above) before commencing work in ECD sites. Further suggestions include more focused training on the National Curriculum Framework, increased parental involvement, the development of supporting documentation, and the establishment of an effective remuneration structure for ECD teachers to improve curriculum implementation and overall teaching quality.
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The role of women in water governance: the case of Mtubabuba rural areas, Kwazulu Natal
(University of Zululand, 2022) Mpanza, Nondumiso Thabisile; Nojiyeza, I. S.
Globally, women in rural areas are active in water supply policymaking, preparation and implementation. However, women are often excluded from water management activities; this can cause failed water projects. African cultures assume that women are only concerned about water for domestic purposes and men are responsible for productive water use. This patriarchal approach has not only led to several unsustainable development interventions around water and lack of access to water but has also underestimated women’s role. Moreover, it is a historical fact that water is a vital resource not only for life survival but also for human development. However, several challenges have a larger influence on our lives and our natural environment including the governance of this precious resource. This therefore demands unlimited determined hard work, financial and knowledge resources to manage water resources for the benefit of all South African citizens. The importance of women in water has been recognized in the Integrated Water Resource Management (IWRM) approach. IWRM is a set of ideas to help manage water holistically. It is an integrated approach with more coordinated decision-making across women who face various challenges that hinder them from effectively performing their decision-making roles. Hence, the main aim of this study was to examine the nature of women’s roles in water governance, with a focus on Mtubatuba Municipality of the KwaZulu Nata Province, South Africa. In most rural areas, women are predominantly recognized as the ones primarily responsible for the management of domestic water supply and sanitation. In these societies, women also play the role of family caregivers in terms of the provision of food and nutrition. The study found that although women are active participants and managers of water use at the household level, their participation, leadership, and professional careers in the national and municipal continue to be minimal. Therefore, women's central role in the provision, management and safeguarding of water must be recognised, prioritised, and planned and enforced at the municipal level. Cultural constraints to women's participation such as exclusion from decision-making and excessive domestic responsibilities are also noted. The study found that policies and guidelines aiming to empower women in governance have been long established at the national level, the issue is at the local level where some societal norms and values prohibit some societal norms and values prohibits women from making decisions regarding water. Beyond that women often lack confidence in themselves to be led by other women, and some pay attention to their house duties and have limited time to contribute to decision-making even if opportunities prevail. The study examined the nature of women’s roles in water governance, with a focus on Mtubatuba rural areas, in South Africa. The study was based on the premise that the literature related to women’s role and their governance in the water sector has side-lined the Dublin principles to achieve productivity, decision-making, and equity in water governance. The design of the study was quantitative; the research was grounded in Ecological Economics and African Feminism theory. Close-ended questionnaires were used for data collection. The population size was (271=n) respondents from Mtubatuba rural communities, in South Africa. Furthermore, the study discovered that South Africa has policies and guidelines that speak to the involvement of women in decision-making, but the implementation of the guidelines is confronted with challenges. As a result of these challenges, there have been several negative impacts such as water scarcity for rural people, failure of water projects and drought and financial wastage. Rural women as a marginalised group do not develop in such a way that even today, they carry a great part of the burden of providing water for household domestic uses. Therefore, the voice of women in water supply should be seriously taken since they represent the most experienced persons with indigenous knowledge of water and household sanitation. Water is essential for agricultural productivity at the rural level. Since women are paramount stakeholders in agricultural production, their involvement in water resources management is key.
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Teachers’ continuous assessment practices in English first additional language: a case of grade 12 teachers in Johannesburg West District 12 of Gauteng
(University of Zululand, 2024) Monareng, Madikana Joseph; Khumalo, N. P.; Ntombela, B. X. S.
This study explored teachers’ continuous assessment practices in English First Additional Language, which was a case study of Grade 12 teachers in Johannesburg West District 12 of Gauteng. The study explored how the EFAL Departmental Head (DH) and EFAL teachers, with their Grade 12 learners, implemented assessment practices in the EFAL in the FET-phase school. The study adopted a qualitative research approach and Vygotsky’s socio-cultural theory, particularly the zone of proximal development. Data were obtained through a semi-structured questionnaire administered to learners of EFAL at Grade 12. Data were also obtained from the EFAL HoD through an interview. Content analysis was used to analyse data. This analysis followed the transcription of interview data which informed the themes and sub-themes that emerged from data. Data obtained from questionnaires were analysed according to the thematic content entailed in the qualitative responses. Findings revealed that teachers employed various strategies for continuous assessment such as formal and informal assessments. Nevertheless, there were a number of challenges including some learners’ inability to read and write, too much workload for the teachers and overcrowded classrooms. The study recommends different strategies to be employed in order to assist struggling learners with reading and writing. The Department of Basic Education needs to address the problem of overcrowding and too much workload as these would continue to contribute to the learners who are left behind.
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An intersectional analysis of the collective efficacy-drought adaptation nexus by small-scale farmers in uMkhanyakude District Municipality, South Africa
(2024-10-18) Mzimela, Jabulile H; Moyo, I
Exploring the collective efficacy-adaptation nexus is urgent given the unprecedented climate change – a phenomenon that has negatively impacted and continues to impact societies and economies. Although existing research has documented the positive association between collective efficacy and climate-related hazards, a considerable gap remains in understanding this relationship in the South African context. Yet collective efficacy and adaptation research in African countries is imperative considering their collectivistic culture, high vulnerability, and low adaptive capacity. Against this backdrop, this study aims to analyse the collective efficacy–agricultural drought adaptation nexus by small-scale farmers in uMkhanyakude District Municipality (UKDM), KwaZulu-Natal, South Africa. The specific objectives of the study are to (a) map and quantify agricultural droughts in UKDM; (b) analyse how small-scale farmers in UKDM explain, experience, and adapt (including drawing on indigenous knowledge system) to agricultural drought; (c) assess the influence of drought on small-scale farmers' perceptions of collective efficacy and adaptation to drought in UKDM; (d) analyse the role of local governance in small-scale agricultural drought adaptation in UKDM; and (e) propose a framework to guide an intersectional collective efficacy-agricultural drought adaptation response. To achieve these objectives, a mixed methods approach was employed, drawing theoretical insights from the Protection Motivation Theory, Actor-Network Theory, and an intersectional Feminist Political Ecology perspective. The quantitative component of the study utilised remote sensing, Geographic Information Systems and Python for mapping drought conditions, complemented by a household questionnaire survey that yielded 384 responses from small-scale farmers. These responses were analysed using Microsoft Excel and Python. For the qualitative aspect, data collection included a key informant interview, observation, and document review. This data was then subjected to reflexive thematic analysis. The research findings, first, elucidate the spatio-temporal variability of drought within the UKDM. The results reveal pronounced seasonal fluctuations in VHI and identifies significant historical drought episodes, notably during 2002-2004 and 2015-2016, which correlate with El Niño events. Second, while adversely impacted by agricultural drought, small-scale farmers in the district proactively employ Indigenous Knowledge Systems (IKS) in their adaptation measures. This active reliance on IKS challenges conventional Eurocentric paradigms and offers culturally nuanced and efficacious methods for adaptation. However, the potential of IKS have mainly been marginalised in contemporary climate policy discourse, underscoring the need for re-evaluation and inclusion in policy and programmes. Third, the study illuminates the crucial role of collective efficacy in enabling the broader acceptance and integration of IKS, as evidenced by the practices of small-scale farmers in the district. Fourth, the application of IKS provides a pathway for decolonising adaptation approaches, thereby subverting traditional power dynamics and facilitating the development of culturally appropriate and effective adaptation measures. Fifth, the crucial role of local governance in aiding small-scale farmers in adapting to agricultural drought in the district needs to be enhanced. Sixth, the study proposes a framework that could guide an intersectional approach to collective efficacy and agricultural drought adaptation. These findings have implications for policy and practice, offering actionable insights for various stakeholders involved in climate adaptation and governance. This study presents potential areas for further research. These include: the exploration of inter-organisational CE for efficacious adaptation and the analysis of customary land tenure reforms and their contribution to more inclusive and effective adaptation strategies while simultaneously safeguarding gender rights and indigenous knowledge.