https://ir.unisa.ac.za/handle/10500/2734 2026-08-04T20:59:45Z 2026-08-04T20:59:45Z Nkosi, Suzan https://ir.unisa.ac.za/handle/10500/32801 2026-07-29T12:11:46Z 2026-01-20T00:00:00Z

Framework for apprenticeship training programs: a case study of manufacturing small and medium enterprises in South Africa Nkosi, Suzan This study assesses apprenticeship training programs in South Africa’s manufacturing industry through the viewpoints of key stakeholders, including SMEs, colleges and training centres. A purposive, criterion-based sampling strategy was used to select participants who were directly involved in apprenticeship delivery and management across these institutional contexts. A total of 12 participants were included, representing SMEs, TVET college and a training centre. The sample size was determined based on qualitative research principles of information-rich cases and depth of insight. Data collection continued until thematic saturation was reached, where no new codes or themes were emerging from the interviews. This approach is consistent with qualitative multi-case study designs where smaller samples are appropriate for achieving depth and contextual understanding rather and analytical richness rather than statistical generalisation. The study investigates how mentorship, the apprenticeship framework, and systemic factors influence skills development and workplace readiness. The findings identifies critical obstacles such as obsolete and antiquated curricula that fail to keep pace with continuous technological innovations such as automation and robotics, resulting in persistent skills mismatch. Access barriers, including digital divides and funding inequities, further restrict equitable involvement, particularly for learners from disadvantaged backgrounds. Centralised policy structures prohibit institutional independence, restricting curriculum innovation and responsiveness to industry needs. Notwithstanding these systemic limitations, the study underscores strengths such as the pivotal role of on-the-job training, structured mentorship, and personalised feedback in promoting practical skills and enthusiasm among apprentices. SMEs demonstrate efficacious mentorship practices that improve learner engagement, whereas training centres impart valuable formative evaluations. The study also highlights the significance of soft skills, communication, adaptability, and teamwork as essential for employability and career success. Continuous professional development for trainers is a crucial factor underpinning quality apprenticeship delivery in a developing industrial landscape. v The research improves theoretically by amplifying cognitive apprenticeship models within the South African context and methodologically through a multi-case qualitative approach that triangulates data across different stakeholders. Methodologically, data were analysed using thematic analysis following Braun and Clarke’s framework, employing an iterative process of coding, categorisation, and theme development. Analysis was supported using ATLAS.ti Version 25, which facilitated systematic organisation and refinement of qualitative data derived from semi-structured interviews. The study contributes theoretically by extending cognitive apprenticeship theory within a South African manufacturing context and methodologically through a multi-case qualitative design that enables cross-stakeholder comparison and triangulation. Practically, this study provides evidence-based awareness to enhance program design, instructional techniques, and collaborative participation between educational institutions and industry. Policy implications call for curriculum change to promote flexibility and alignment with labour market standards, improved funding mechanisms to foster equity, and stronger government–industry partnerships to support mentorship and trainer development. Recommendations include decentralising curriculum evolution, institutionalising structured mentorship and feedback systems, enhancing professional development for trainers, and increasing SME involvement in curriculum design and workplace learning. Future studies should explore the scalability of mentorship models, policy execution at institutional levels, and collaboration with digital learning tools in vocational training.; Boithuto bona bo lekola mananeo a kwetliso ya boithuto indastering ya tlhahiso ya Afrika Borwa ka maikutlo a bankakarolo ba bohlokwa, ho kenyeletswa di-SME, dikholetjhe le ditsi tsa kwetliso. Ho ile ha sebediswa leano le nang le maikemisetso le ipapisitseng le ditekanyetso ho kgetha bankakarolo ba neng ba ameha ka kotloloho phano ya boithuto le tsamaiso maemong ana a ditsi. Nomoro e felletseng ya bankakarolo ba le 12 ba ne ba akaretswa ke ba emetseng di-SME, kholetjhe ya TVET le sebaka sa thupello. Boholo ba sampole bo ile ba kgethwa ho ipapisitswe le melao-motheo ya boleng ba dipatlisiso tsa dinyewe tse nang le tlhaiso-leseding le botebo ba temohisiso. Pokello ya dintlha e ile ya tswela pele ho fihlela ho fihlelwa ka botlalo, moo ho neng ho se na dikhoutu tse ntjha kapa dihlooho tse hlahang dipuisanong. Mokgwa ona o dumellana le meralo ya boleng ya boithuto ba maemo a mangata moo disampole tse nyane di loketseng ho fihlella botebo le kutlwisiso ya maemo ho ena le borui ba tekolo ho fapana le kakaretso ya dipalopalo. Phuputso e batlisisa ka moo boeletsi, moralo wa boithuto, le dintlha tsa tsamaiso di susumetsang ntshetsopele ya ditsebo le ho itokisetsa sebaka sa mosebetsi. Diphuputso di supa ditshitiso tse mahlonoko tse kang kharikhulamo ya kgale e hlolehang ho tsamaisana le dintlafatso tse tswelang pele tsa theknoloji tse kang automation le robotics, e leng se bakang ho se dumellane ho sa feleng. Ditshitiso tsa phihlello, ho kenyeletswa dikarohano tsa dijithale le ho se lekane ha ditjhelete, di boetse di thibela ho kenya letsoho ka tekatekano, haholo-holo ho baithuti ba tswang malapeng a hlokang menyetla. Mekgatlo ya maano a mahareng e thibela boikemelo ba setheo, e thibela boiqapelo ba kharikhulamo le ho arabela ditlhoko tsa indasteri. Ho sa tsotellehe dikgaello tsena tsa tsamaiso, thuto e totobatsa matla a kang karolo ya bohlokwa ya kwetliso ya mosebetsing, tlhabollo e hlophisitsweng, le maikutlo a motho ka mong bakeng sa ho kgothaletsa ditsebo tse sebetsang le tjheseho hara diithuti. Di-SME di bontsha ditlwaelo tse sebetsang tsa boeletsi tse ntlafatsang boitshebetso ba baithuti, athe ditsi tsa kwetliso di fana ka ditlhahlobo tsa bohlokwa. Boithuto bona bo boetse bo totobatsa bohlokwa ba ditsebo tse bonolo, puisano, ho ikamahanya le maemo, le tshebedisano-mmoho e le tsa bohlokwa bakeng sa ho hirwa vii le katleho ya mosebetsi. Ntlafatso e tswelang pele ya profeshenale bakeng sa bakwetlisi ke ntlha ya bohlokwa e tiisang phano ya boleng ba boithuto sebakeng sa indasteri e ntseng e tswela pele. Patlisiso e ntlafala ho latela mohopolo ka ho hodisa mekgwa ya boithuto ba kelello ka hara maemo a Afrika Borwa le ka mokgwa wa ho sebedisa maemo a mangata a kopanyang dintlha ho pholletsa le bankakarolo ba fapaneng. Ho latela mokgwa, dintlha di ile tsa hlahlojwa ho sebediswa tlhahlobo ya sehlooho ho latela moralo wa Braun le Clarke, ho sebediswa mokgwa o pheta-phetwang wa ho ngola dikhoutu, karohano le ntshetsopele ya sehlooho. Tlhahlobo e ile ya tshehetswa ho sebediswa ATLAS.ti Version 25, e nolofaditseng tlhophiso e hlophisehileng le ntlafatso ya dintlha tsa boleng tse nkilweng dipuisanong tse hlophisitsweng hantle. Patlisiso e kenya letsoho ho ya ka mohopolo ka ho atolosa mohopolo wa boithupelo ba kutlwisiso e mabapi le maemo a tlhahiso a Afrika Borwa le ka mokgwa wa mohopolo wa maemo a mangata a maemo ao a bapisang batho ba nkang karolo ba fapaneng. Ha e le hantle, thuto ena e fana ka tlhokomediso e thehilweng ho bopaki ho matlafatsa moralo wa lenaneo, mekgwa ya ho ruta, le ho kenya letsoho tshebedisanong pakeng tsa ditsi tsa thuto le indasteri. Ditlamorao tsa leano di hloka phetoho ya kharikhulamo ho kgothaletsa ho tenyetseha le ho ikamahanya le maemo a mmaraka wa basebetsi, mekgwa e ntlafaditsweng ya ditjhelete ho kgothaletsa tekano, le dikamano tse matla tsa mmuso le indasteri ho tshehetsa boeletsi le ntshetsopele ya bakwetlisi. Ditlhahiso di kenyelletsa ho arola thuto ya ho iphetola ha dintho, ho theha boeletsi bo hlophisitsweng le ditsamaiso tsa maikutlo, ho matlafatsa ntshetsopele ya ditsebi bakeng sa barupelli, le ho eketsa seabo sa SME moralong wa kharikhulamo le ho ithuta mosebetsing. Dithuto tsa nako e tlang di lokela ho lekola bokgopo ba mehlala ya boeletsi, tshebetso ya maano maemong a ditsi, le tshebedisano mmoho le disebediswa tsa ho ithuta tsa dijithale kwetlisong ya mosebetsi wa matsoho.; Ngudo iyi i ṱola mbekanyamushumo dza vhugudisi ha u guda mushumo kha nḓowetshumo ya vhubveledzi ya Afrika Tshipembe nga kha mavhonele a vhakwamei vha ndeme, hu tshi katelwa na dziSME, khoḽedzhi na senthara dza vhugudisi. Tshiṱirathedzhi tsha tsumbonanguludzwa tshi re na ndivho, tsho tewaho kha maitele tsho shumiswa u nanga vha dzhenelaho vhe vha vha vha tshi shela mulenzhe thwii kha u ṋetshedzwa ha vhugudisi na vhulanguli kha nyimele idzi dza tshiimiswa. Vhadzheneleli vha linganaho 12 vho katelwa, vha tshi imela dziSME, khoḽedzhi ya TVET na senthara ya vhugudisi. Vhuhulu ha tsumbonanguludzwa ho tiwa ho sedzwa kha milayo ya ṱhoḓisiso ya vhuimo ha milandu yo pfumaho nga mafhungo na u dzika ha nḓivho. U kuvhanganya data zwo bvela phanḓa u swika hu tshi swikelelwa u ḓala ha thero, hune ha vha na khoudu ntswa kana thero dzine dza khou bvelela kha inthavhiyu. Nḓila iyi i tshimbilelana na nḓila dza ngudo dza kheisi nnzhi dza vhuimo hune tsumbonanguludzwa ṱhukhu dza vha dzo teaho u itela u swikelela vhudzivha na u pfesesa ha vhuimo nṱhani ha na u pfuma ha tsenguluso nṱhani ha u angaredza ha zwitatamennde. Ngudo i ṱoḓisisa nḓila ine vhueletshedzi, muhanga wa u guda mushumo, na zwithu zwa sisieme zwa ṱuṱuwedza ngayo mveledziso ya zwikili na u ḓilugisela mushumoni. Mawanwa a topola zwithithisi zwa ndeme zwi ngaho kharikhuḽamu dzo fhelelwaho nga tshifhinga na dza kale dzine dza kundelwa u tshimbila na vhubveledzi ha thekhinoḽodzhi vhu bvelaho phanḓa vhu ngaho u ḓiitela na robotho, zwine zwa bveledza u sa tendelana ha zwikili zwi sa fheli. Zwithivheli zwa tswikelelo, hu tshi katelwa na u fhandekana ha didzhithala na u sa eḓana ha masheleni, zwi isa phanḓa na u thivhela u dzhenelela ho linganelaho, nga maanḓa kha vhagudi vha bvaho kha vhubvo vhu si na zwishumiswa. Zwivhumbeo zwa mbekanyamaitele zwo ṱanganaho zwi thivhela u ḓiimisa ha zwiimiswa, zwi thivhela vhubveledzi ha kharikhuḽamu na u fhindula kha ṱhoḓea dza nḓowetshumo. Hu sa londwi mikano iyi ya sisṱeme, ngudo i ombedzela maanḓa a ngaho mushumo wa ndeme wa vhugudisi ha mushumoni, vhueletshedzi ho dzudzanywaho, na vhupfiwa ho khetheaho kha u ṱuṱuwedza zwikili zwi shumaho na u fhisea kha vhagudiswa. DziSME dzi sumbedza maitele a vhueletshedzi a shumaho ane a ix khwinisa u dzhenelela ha vhagudi, ngeno senthara dza vhugudisi dzi tshi ṋetshedza tsedzuluso dza ndeme dza u vhumba. Ngudo i dovha ya sumbedza ndeme ya zwikili zwa sofuthiwee, vhudavhidzani, u kona u ṱanganedza zwiimo, na u shuma sa tshigwada sa zwa ndeme kha u tholiwa na u bvelela kha mushumo. Mveledziso ya phurofeshinaḽa i bvelaho phanḓa ya vhagudisi ndi tshithu tsha ndeme tshine tsha tikedza ṋetshedzo ya vhugudisi ha vhuimo ha nṱha kha shango ḽa nḓowetshumo ḽine ḽa khou bvelela. Tsedzuluso i khwinisa nga theori nga u engedza modele dza u guda ha ṱhalukanyo nga ngomu ha nyimele ya Afrika Tshipembe na nga maitele nga kha nḓila ya khwaḽithethivi ya kheisi nnzhi ine ya ṱanganya data kha vhakwamei vho fhambanaho. Nga nḓila, data yo senguluswa hu tshi shumiswa tsenguluso ya thero hu tshi tevhelwa muhanga wa Braun na Clarke, hu tshi shumiswa maitele a dovhololaho a u khouda, u khethekanya, na mveledziso ya thero. Tsenguluso yo tikedzwa hu tshi shumiswa ATLAS.ti Vesheni 25, ye ya leludza ndangulo yo dzudzanyeaho na u khwinisa data ya vhuimo yo bviswaho kha inthavhiyu dzo dzudzanywaho nga tshipiḓa. Ngudo i shela mulenzhe nga theori nga u engedza theori ya u guda ha ṱhalukanyo nga ngomu ha nyimele ya vhubveledzi ha Afrika Tshipembe na nga maitele nga kha mveledziso ya khwaḽithethivi ya kheisi nnzhi ine ya konisa u vhambedza na u ita zwipiḓa zwiraru zwa vhakwamei vho fhambanaho. Nga nḓila ya u shuma, ngudo iyi i ṋetshedza nḓivho yo tewaho kha vhuṱanzi u itela u khwinisa nzudzanyo ya mbekanyamushumo, thekhiniki dza u gudisa, na u shela mulenzhe ha tshumisano vhukati ha zwiimiswa zwa pfunzo na nḓowetshumo. Zwine mbekanyamaitele ya amba zwone zwi vhidzelela tshanduko ya kharikhuḽamu u itela u ṱuṱuwedza u tendelana na zwilinganyo zwa makete wa vhashumi, maitele o khwiniswaho a u ṋetshedza masheleni u itela u ṱuṱuwedza u lingana, na vhufarisani ho khwaṱhaho ha muvhuso na nḓowetshumo u itela u tikedza vhueletshedzi na mveledziso ya vhagudisi. Themendelo dzi katela u fhandekanya mvelaphanḓa ya kharikhuḽamu, u ita uri sisiṱeme dza vhueletshedzi na vhupfiwa dzo dzudzanywaho dzi vhe dza tshiimiswa, u khwinisa mveledziso ya phurofeshinaḽa ya vhagudisi, na u engedza u dzhenelela ha SME kha u ḓivhadza kharikhuḽamu na u guda mushumoni. Ngudo dza tshifhinga tshi ḓaho dzi tea u sedzulusa u linganela ha modele dza vhueletshedzi, u shumiswa ha x mbekanyamaitele kha maimo a zwiimiswa, na u shumisana na zwishumiswa zwa u guda zwa didzhithala kha vhugudisi ha mishumo ya zwanḓa.

2026-01-20T00:00:00Z Mariba, Louisa Munyadziwa https://ir.unisa.ac.za/handle/10500/32798 2026-07-29T09:12:28Z 2020-06-01T00:00:00Z

The effectiveness of a graduate internship programme in enhancing employment and career development opportunities for South African youths Mariba, Louisa Munyadziwa The research was a qualitative study where it explored and evaluated the effectiveness of a graduate internship programme at a resident university under study. The aim of the study was to find out if the programme was useful to graduates attempting to gain work experience and skills and competencies required in the workplace. Face-to-face semi-structured interviews were conducted with mentors, line managers (of former interns already in employment) and former interns. Focus-group discussions took place with interns who were currently in the system. The findings show that the programme is achieving its intended outcomes as far as graduates gaining the necessary skills and work exposure. This was made possible because interns are allocated a mentor and workplan right at the start of the programme. They receive constant feedback for them to develop skills and to improve their performance. Achieving these was only possible when the interns themselves were ready to learn and committed to their work.

2020-06-01T00:00:00Z Bhayat, Fatima Suleman https://ir.unisa.ac.za/handle/10500/32654 2026-06-22T11:43:28Z 2025-12-12T00:00:00Z

Analysing the barriers to adult learning specifically for education, training, and development practitioners (ETDP) in a South African setting, using Knowles’ (1975) principles of adult learning Bhayat, Fatima Suleman This research explores the barriers of adult learners who engage in occupationally directed education programmes in South Africa based on Malcolm Knowles' principles of adult learning. The South African government has been aligning the support of a skilled workforce to various national policies and objectives, such as the National Development Plan (NDP). Unfortunately, adult learners experience overlapping barriers to accessing and completing new learning opportunities while trying to balance learning with work, education, and everyday life. This study used a qualitative research design to explore the lived experiences of fifteen adult learners who completed either the National Certificate or National Diploma in Occupationally Directed Education, Training and Development Practices (ODETDP) from a selected education and training consultancy. Five major themes emerged from the data that provided insight into participants’ experiences: learning experiences, barriers to learning, positive aspects of learning, learner motivation and real-time facilitation. Participants noted personal satisfaction and career development benefits were key outcomes of adult learning, but also expressed several environmental, intrapersonal and personal barriers for adult learners. These significant barriers included limited institutional support, mental fatigue and multiple life roles. A particularly noteworthy contribution of the study is its focus on workplace-oriented adult learning, an area that has been largely neglected in the literature. Adult education research tends to focus on formal educational settings and community-based learning. In contrast, this study emphasises how institutional inflexibility, a lack of workplace accommodation, and unstructured peer working conditions can create challenges for workplace-oriented learning. It also illustrates how both intrinsic and extrinsic motivation shift over time during the learning process and how intentional facilitation and peer interaction influence learner success. The results align with Knowles'(1975) principles but indicate that they must be nuanced to the learner's socio-economic context, work status, and learning context. The study argues that adult learning programmes ought to be expressly designed to account for the diverse modes of delivery, purposeful orientation, and positive learning environments that support collaborative and self-directed learning. These findings offer a far more situationally robust understanding of adult learning in South Africa and guide curriculum design, institution policy, and workplace approaches.

2025-12-12T00:00:00Z Golpet, Morgak Kassem https://ir.unisa.ac.za/handle/10500/32640 2026-06-17T10:11:35Z 2022-10-30T00:00:00Z

Institutional quality, financial inclusion and economic growth : evidence from selected Sub-Saharan African countries Golpet, Morgak Kassem This study's main goal was to examine the relationship between institutional quality, financial inclusion, and economic growth in selected Sub-Saharan African (SSA) countries from 2004 to 2020. The rationale was to empirically establish the role that institutional quality and financial inclusion play in driving Sub-Saharan African economic growth. This was necessary due to the unstable economic growth rates that the SSA countries have experienced and which have prevented the region from moving toward sustainable development. Despite having enormous amounts of physical, human, and natural resources, the region has had growth rates that have fluctuated between 4 and 6 percent annually for the past 20 years, making it less developed. According to figures from the World Bank and the OECD, Sub-Saharan Africa's combined GDP growth, which peaked at 6.37 percent in 2002, plunged to 1.24 percent in 2016 before making a little recovery to 2.28 percent in 2019 and then slipping into negative growth in 2020. Previous research has focused on the economic causes of growth, with little emphasis paid to institutional quality and financial inclusion as proximate causes, which could explain Sub-Saharan Africa's underwhelming growth. The Generalised Method of Moments (GMM) and panel Autoregressive Distributed Lag (ARDL) approaches, as well as panel Error Correction Models (ECM), were utilised to examine the deterministic relationships, long-run and short-run cointegration and causality linkages, respectively, between institutional quality, financial inclusion and economic growth in the sampled SSA countries. We constructed an institutional quality index and a financial inclusion index using Principal Components Analysis (PCA). The findings showed that the combined effects of financial inclusion, institutional quality, as well as the inflation rate, trade openness, unemployment rate, investment expenditure, literacy level, and total natural resource rent, affect economic growth in the selected SSA nations. The study also confirmed that there were great differences in the mean value of economic growth between the times of the COVID-19 pandemic and the global financial crisis relative to times when those significant disruptions had not occurred. The results of the two-step system Generalised Method of Moments (GMM) analysis revealed significant relationship between institutional quality, financial inclusion, and the control variables and economic growth in the selected countries, though the strength of this deterministic relationship (positive or negative) was largely dependent on the method used to measure economic growth. The findings of the panel ARDL cointegration test indicated that economic growth, financial inclusion, and institutional quality were positively correlated over the long term in the selected SSA nations. The outcomes of the panel causality tests demonstrated long-run bi-directional causality of the variables, as evidenced by the substantial causative relationship between economic growth and institutional quality in both the short-run and long-run timeframes, and the significant causal relationship between economic growth and financial inclusion over the long term. However, in the short-run, the study found an insignificant causal relationship between economic growth and financial inclusion. The results of the Error Correction Term (ECT) coefficients were negative and statistically significant, implying dynamic stability among the variables. The policy implications of these findings are that in order to foster economic growth and development in SSA nations, financial inclusion must be accelerated and institutional quality must be improved.; Eyona njongo iphambili yolu phando kukuphonononga ubudlelwane phakathi komgagangatho wamaziko, ubandakanyo lwemali nokukhula koqoqosho kumazwe akhethiweyo aseAfrika akwiSub-Sahara ukusukela kumnyaka wama2004 ukuya kowama2020. Esona sizathu yayikukufumanisa ngophando olusekelwe kumava nendima edlalwa ngumgangatho weziko nobandakanyo lwemali ekuqhubeni ukukhula koqoqosho lwaseAfrika kwiSub-Sahara. Oku kwakubalulekile ngenxa yokungazinzi kwezinga lokukhula koqoqosho oluchaphazele amazwe eSSA nokuthintele ingingqi ukuba ibe kuphuhliso oluzinzileyo. Nangona kukho ubuninzi bezibonelelo ezibonakalayo, zabantu nendalo, ingingqi yaba nokukhula kwemirhumo eguquguqukayo phakathi kweepesenti ezine ukuya kwezintandathu ngonyaka kule minyaka ingamashumi amabini (20)) idlulileyo, eyenza ukuba ingaphuhli ngokwaneleyo. Ngokwamanani avela kwiBhanki yeHlabathi nakuMbutho woQoqoshao lwamaShishini noPhuhliso (OECD), ukukhula kweGDP kwiAfrika ekwiSub-Sahara, ethe yenyuka yaya kwiipesenti ezi6.37 ngo2002, yehla ngamandla nge1.24 yepesenti phambi kokuba ivuseleleke kancinci ngeepesenti ezi2.8 ngo2019 yaze kananjalo yawela kuhlumo olungaluhlanga. Uphando oludlulileyo luqwalasele kwizizathu zokukhula koqoqosho, ngogxininiso olungephi olunikwe umgangatho weziko nobandakanyo lwemali njengezizathu eziphambili, ezazinokucacisa ukukhula okudanisayo kweSud-Saharan Afrika. Iindlela zeGeneralised Method of Moments (GMM) nephaneli Autoregressive Distributed Lag (ARDL), kwanegqiza leNdlela YeZilungiso zeZiphene (Error Correction Models) (ECM), zasetyenziselwa ukuphicotha ubudlelwane obubalulekileyo, ukuhlanganiswa kwexesha elide nelifutshane nokuthungelana kwezizathu, ngokwahluka, phakathi komgangatho weziko, ubandakanyo lwemali nokukhula koqoqosho kumazwe eSSA enziwe isampuli. Sayila isalathiso somgangatho weziko nesemali sisebenzisa uHlalutyo lwaMalungu aPhambili (Principal Components Analysis) (PCA). Iziphumo zabonisa ukuba imiphumela edibeneyo yobandakanyo lwemali, umgangatho weziko, kwanezinga lokuhla kunyuka kwamandla email, urhwebo oluvulelekileyo, izinga lentswelangqesho, inkcitho yotyalomali, umgangatho wesakhono sokufunda nokubhala, nentlawulo yezixhobo zemvelo, ziya kuchaphazela ukukhula koqoqosho kwizizwe ezikhethiweyo zeSSA. Uphando lukwaqinisekise ukuba kwakukho umahluko omkhulu kwixabiso lomyinge wokukhula koqoqosho phakathi kwamaxesha kabhubhane iCOVID-19 kunye nengxubakaxaka yemali kwihlabathi ngokuthelekiswa namaxesha apho ezo ziphazamiso zibalulekileyo zazingenzeki. Iziphumo zenkqubo enamanqanaba amabini yohlalutyo iGMM zidandalazise ubudlelwane obubalulekileyo phakathi komgangatho weziko, ubandakanyo lwemali nolawulo lwezinto ezitshintshayo kunye nokukhula koqoqosho kumazwe akhethiweyo, nangona amandla obu budlelwane bumiselweyo (olulungileyo okanye olungalunganga) babuxhomekeke kakhulu kwindlela yophando eyasetyenziswayo ukulinganisela ukukhula koqoqosho. Iziphumo zovavanyo zokuhlanganiswa kwegqiza iARDL zabonisa ukuba ukukhula koqoqosho, ubandakanyo lwemali nomgangatho weziko zahambelana kakuhle ixesha elide kwizizwe zeSSA ezikhethiweyo. Iziphumo zeemvavanyo zonobangela wegqiza zabonakalisa izizathu zexesha elide ezimbolombini zezinto ezitshintshayo, nanjengoko kungqinwe bubudlelwane obubalulekileyo bukanobangela phakathi kokukhula koqoqosho nomgangatho weziko kuwo omabini amaxesha angoku nawexesha elizayo, kwanobudlelwane obubalulekileyo bonobangela phakathi kokukhula koqoqosho nobandakanyo lwemali kwixesha elide. Nangona kunjalo, ngexesha elifutshane, uphando lwafumanisa ubudlelwane obungenamsebenzi phakathi kokukhula koqoqosho nobandakanyo lwemali. Iziphumo zemiba ephindaphindayo ye-ETC zazingentle kwaye zibalulekile ngokweenkcukachamanani, zithetha uzinzo olunamandla phakathi kwezinto eziguquguqukayo. Imiphumela yomgaqonkqubo wezi ziphumo zezokuba ukuze kukhuthazwe ukukhula koqoqosho nophuhliso kwizizwe zeSSA, ubandakanyo lwemali kufuneka lunyusiwe nomgangatho weziko kufuneka uphuculwe.; Sepheo se seholo sa thuto ena e ne e le ho hlahloba kamano pakeng tsa boleng ba mekgatlo, kenyeletso ya ditjhelete, le kgolo ya moruo dinaheng tse kgethilweng tsa Sub-Saharan African (SSA) ho tloha 2004 ho ya 2020. Sepheo se ne se le ho theha ka matla karolo eo boleng ba mekgatlo le ho kenyeletswa ha ditjhelete ho e phethang ho tsamaisa kgolo ya moruo wa Sub-Saharan African.Sena se ne se hlokahala ka lebaka la ditekanyetso tse sa tsitsang tsa kgolo ya moruo tseo dinaha tsa SSA di bileng le tsona le tse thibetseng sebaka sena ho leba ntshetsopeleng ya moshwelella. Le hoja sebaka sena se e-na le matlotlo a mangata haholo a sebaka, a batho le a tlhaho, sekgahla sa kgolo se nnile sa theoha pakeng tsa diphesente tse nne ho ya ho tse tsheletseng selemo le selemo dilemong tse 20 tse fetileng, e leng se etsang hore se be le tshetsopele e tlase.Ho ya ka dipalo tse tswang Bankeng ya Lefatshe le Mokgatlo wa Tshebedisanommoho le Ntshetsopele ya Moruo (OECD), kgolo e kopaneng ya GDP ya Sub-Saharan Africa, e ileng ya fihla sehlohlolong sa diperesente tse 6.37 ka 2002, e theohetse ho diperesente tse 1.24 ka 2016 pele e thuseha hanyane ho fihla ho diperesente tse 2.28 ka selemo sa 2019 mme ya fokotseha ka 20.Diphuputso tse fetileng di tsepamisitse maikutlo ho disosa tsa moruo tsa kgolo, ha ho hatellwa ho fokolang ho lebisitswe ho boleng ba mekgatlo le ho kenyelletswa ha ditjhelete e le disosa tse haufi, tse ka hlalosang kgolo e fokolang ya Sub-Saharan Africa.Katamelo tsa The Generalized Method of Moments (GMM) le panel Autoregressive Distributed Lag (ARDL), hammoho le panel Error Correction Models (ECM), di ile tsa sebediswa ho hlahloba dikamano tsa ketsahalo ya dintho, kopano ya nako e telele le e kgutswanyane le dikamano tsa sesosa, ka ho latellana, pakeng tsa boleng ba mekgatlo, ho kenyeletsa dinaha tsa moruo le sampole ya SA.Re thehile sesupo sa boleng ba setheo le sesupo sa kenyelletso ya ditjhelete re sebedisa Principal Components Analysis (PCA). Diphuputso di bontshitse hore diphello tse kopantsweng tsa ho kenyelletswa ha ditjhelete, boleng ba mekgatlo, hammoho le sekgahla sa theko ya ditjhelete, ho buleha ha kgwebo, sekgahla sa ho hloka mosebetsi, ditshenyehelo tsa ditjhelete, boemo ba ho bala le ho ngola, le kakaretso ya rente ya disebediswa tsa tlhaho, di ama kgolo ya moruo dinaheng tse kgethilweng tsa SSA. Thuto ena e boetse e netefaditse hore ho na le diphapang tse kgolo ho boleng ba kgolo ya moruo dipakeng tsa nako ya sewa sa COVID-19 le koduwa ya ditjhelete tsa lefatshe ho latela dinako tseo ditshitiso tse kgolo di sa kang tsa etsahala.Diphetho tsa tlhahlobo ya mehato e mmedi ya GMM e ile ya senola dikamano tse kgolo pakeng tsa boleng ba mekgatlo, kenyeletso ya ditjhelete, le mefutafuta ya taolo le kgolo ya moruo dinaheng tse kgethilweng, le hoja matla a kamano ena ya boikemisetso (e ntle kapa e mpe) e ne e itshetlehile haholo ka mokgwa o sebediswang ho lekanya kgolo ya moruo.Diphumano tsa tlhahlobo ya kgokahanyo ya phanele ya ARDL di bontshitse hore kgolo ya moruo, kenyelletso ya ditjhelete, le boleng ba mekgatlo di ne di amana hantle ka nako e telele ditjhabeng tse kgethilweng tsa SSA. Diphetho tsa diteko tsa lebaka la phanele di bontshitse lebaka la nako e telele la mabaka a mabedi a mefutafuta, jwalo ka ha ho pakwa ke dikamano tse kgolo dipakeng tsa kgolo ya moruo le boleng ba mekgatlo ka nako e kgutshwane le ya nako e telele, le kamano e kgolo ya sesosa pakeng tsa kgolo ya moruo le kenyeletso ya ditjhelete ka nako e telele. Leha ho le jwalo, ka nako e kgutswanyane, thuto e fumane kamano e sa reng letho ya sesosa pakeng tsa kgolo ya moruo le kenyeletso ya ditjhelete. Diphetho tsa dinomoro tse atiswang tsa Error Correction Term (ECT) di ne di le mpe ebile di se bohlokwa ho latela dipalopalo, di fana ka maikutlo a botsitso bo matla hara mefutafuta. Ditlamorao tsa leano la diphetho tsena ke hore molemong wa ho matlafatsa kgolo ya moruo le ntshetsopele ya dinaha tsa SSA, kenyelletso ya ditjhelete e tlameha ho potlakiswa le boleng ba mekgatlo bo tlameha ho ntlafatswa. Abstracts and keywords in English, IsiXhosa and Southern Sotho

2022-10-30T00:00:00Z