https://ir.unisa.ac.za/handle/10500/6434 2026-05-13T00:54:30Z 2026-05-13T00:54:30Z Anderson, Fiona Brigette https://ir.unisa.ac.za/handle/10500/31736 2024-10-14T13:42:07Z 2019-01-01T00:00:00Z

Exploring the prevalence of developmental Dyscalculia amongst distance education students at the Namibian University of Science and Technology Anderson, Fiona Brigette This qualitative study sought to investigate the misconceptions related to the low Mathematics pass rate of the distance education learners at the Namibia University of Science and Technology (NUST). The researcher suspects that the low pass rate might be due to Dyscalculia, a Mathematics Learning Disability. Therefore, this study examines the symptoms of Dyscalculia in adults, identifies other learning difficulties that are associated with Mathematics and suggests appropriate learning support strategies. The population of this study was 131 distance education students, aged 25 years and above, enrolled for basic mathematics. The purposive sampling method was used, and the data collection methods were interviews and an openended online questionnaire. Data were analysed using thematic analysis technique. The findings revealed that some of the symptoms of Dyscalculia in adults include the lack of mastering basic mathematics skills, have difficulty in understanding mathematical vocabulary and have difficulty in the retrieval of arithmetic facts, amongst others. The findings illustrate that Dyscalculia may be an attributing factor towards the low pass rate in Mathematics and that a holistic learning support approach should be used; this entails early identification and screening for specific learning disabilities.

2019-01-01T00:00:00Z Bezuidenhout, Christo Wynand https://ir.unisa.ac.za/handle/10500/31479 2024-08-22T09:20:09Z 2023-10-01T00:00:00Z

Human resource development teaching and learning in South African higher education : a practitioner perspective Bezuidenhout, Christo Wynand This research study is devoted to exploring the critical alignment between Human Re-source Development (HRD) education in higher institutions and the practical require-ments of HRD professionals in the South African workforce. As the significance of HRD grows in higher education (HE), especially in today’s rapidly evolving “new-world” economy, there is a rising demand for specialised HRD academic programmes. This demand underscores the utmost importance of ensuring that HRD programmes effec-tively prepare students to thrive in the ever-changing world of work. The HRD field, while growing, faces several formidable challenges. Foremost among these challenges is the absence of a universally accepted HRD definition, com-pounded by its multidisciplinary nature and continually expanding boundaries. This lack of a clear definition presents a significant hurdle for educational institutions striv-ing to design pertinent and effective HRD curricula. Furthermore, HRD curriculum de-velopment is increasingly becoming a focal point within HRD education, yet research in this domain remains limited. Recent statistics underscore this gap, revealing a dearth of peer-reviewed articles focused on university-based HRD courses and pro-grammes. Prominent organisations like the University Forum for Human Resource De-velopment (UFHRD) have turned their attention to curriculum design and the teaching and learning of HRD qualifications, emphasising the need for curriculum content that adequately prepares HRD graduates for real-world HRD roles. In the South African context, the government’s prioritisation of skills development through initiatives such as the Human Resource Development Strategy for South Af-rica (HRDS-SA) and the National Skills Development Plan 2030 (NSDP 2030) under-scores the urgency for South African universities to equip HRD programme graduates with the knowledge, skills, and attributes required to effectively implement HRD strat-egies in workplaces. This aligns with global trends where undergraduate programmes increasingly focus on cultivating students’ career readiness and skill acquisition. This study is guided by three central objectives: To assess the alignment between HRD education and the needs of HRD professionals, to explore perceptions of HRD viii as a field of study within the South African workforce and its impact on the expectations placed on HRD practitioners, and to compare the content and methods of HRD edu-cation at undergraduate level with the practical application of HRD by professionals in South African workplaces. Through an extensive literature review to establish a theoretical foundation and em-pirical research methods to gather data, this study uncovers substantial insights into the potential disconnect between HRD education and practice. It reveals a paucity of research addressing the academic preparation of HRD professionals and the chal-lenges faced by HRD educators in ensuring curriculum relevance. The research employed a case-study approach, focusing on an empirical investigation of HRD phenomena within real-world contexts. Purposeful sampling was used to se-lect participants for focus group interviews, based on specific criteria reflecting their experience richness. Purposive sampling also extended to documents related to HRD curriculum, focusing on a registered qualification and articles addressing the under-graduate HRD curriculum. The study employed two methods for data analysis: docu-ment analysis and interpretation of focus group interviews. These methods allowed for a comprehensive examination of HRD teaching and learning documents alongside insights from HRD practitioners' experiences in the workplace, providing a nuanced understanding of the alignment between HRD education and practice. In light of these findings, several recommendations emerge. Foremost among them is the pressing need for extensive research on the academic preparation of HRD profes-sionals and the challenges faced by HRD educators. HRD curricula must be adapted to align more closely with rapidly changing workplace realities. Initiatives like the UFHRD can play a pivotal role in guiding curriculum content to meet industry needs. A more robust partnership between HRD academics and practitioners is essential to ensure that HRD curricula resonate with the voices of both scholars and practitioners. In conclusion, this research represents a significant step towards bridging the gap be-tween HRD education and practice in the South African context. The findings offer invaluable insights into the challenges and opportunities involved in aligning the HRD ix curriculum with workplace realities. By addressing these issues, South African univer-sities can better equip HRD graduates to navigate the demands of today’s ever-evolv-ing world of work, thereby contributing to the professionalisation and maturation of HRD as an academic discipline harmoniously integrated with its practical application.

2023-10-01T00:00:00Z Maceke, Ronnie Risimati https://ir.unisa.ac.za/handle/10500/30581 2023-10-23T06:58:43Z 2022-06-30T00:00:00Z

Principals’ role in addressing unexcused teacher absenteeism in adult learning centres in the Johannesburg South district Maceke, Ronnie Risimati This study was carried out with the aim of exploring the principals’ role in managing unexcused teacher absenteeism in Adult Community Education and Training (ACET) centres. In order to achieve this, the study investigated the causes of unexcused teacher absenteeism as well as the impact it has on learners, teachers, and the functioning of the ACET Centres. A literature review was carried out in order to understand the position of policy and academic literature on this topic. The study employed an explorative research design and a qualitative research approach. Semi-structured interviews were used to obtain primary data from twenty-five teachers and five principals selected from five ACET centres. Observations and document reviews were also carried out at the centres. The data was analysed using qualitative content analysis in order to derive themes which formed the basis of a discussion on the objectives. The educators and principals highlighted sickness, family emergencies and bereavement as the main causes of unexcused absenteeism. The study also showed evidence of gaps in the principals’ and educators’ knowledge of the Leave Policy for Educators, leading to inadequate planning, communication and management. Further evidence suggested that some educators abuse the provisions of the Leave Policy in order to attend to personal business. The study recommends that in order to combat the challenge of unexcused teacher absenteeism, ACET centres be sufficiently resourced in order to ease the burden on the educators. Furthermore, the department should provide leadership training to equip principals to effectively manage their relationships with educators, create a supportive professional environment for educators, as well as to administer and monitor leave and absenteeism. In addition, the Department should equip educators to understand the Leave Policy for Educators. ACET principals should also take responsibility through providing workshops aimed at educating their staff on the Leave Policy.

2022-06-30T00:00:00Z Mosehla, Makgabele Alfred https://ir.unisa.ac.za/handle/10500/30497 2024-04-24T10:26:26Z 2023-08-18T00:00:00Z

The challenges in the professional development of TVET college lecturers in Limpopo Province of South Africa Mosehla, Makgabele Alfred TVET colleges are an important part of a quality education system that can offer much needed opportunities for school leavers. The main purpose of the study was to explore the professional development state in the Limpopo TVET colleges to establish plans that can be applied to improve the professional development of lecturers at TVET colleges in South Africa in general. A qualitative research approach and an exploratory research design was used in this study. The interviews analysis with both the college management presented by participants CM1 and CM3 and the teaching staff represented by participants L1, L2, L4, SL1, SL2 and SL3 were deliberated in this chapter. This chapter also addressed the views of college management and teaching staff as backed by literature. Out of ten (10) participants, two (2) participants (CM2 and L3) did not manage to take part in the study. Participant CM2 did not make it due to ill health and participant L3 did not participate due to personal reasons. To obtain primary data from participants to investigate the challenges in the professional development of TVET college lecturers in the Limpopo Province of South Africa, semi-structured interviews was used. Responses from both management and lecturers show that there is a lack of certain skills and knowledge in both management and teaching. Senior management must accept full responsibility in implementing professional development courses to improve standard teaching and learning and must arrange and implement professional development courses to empower their lecturing staff. Lectures need to be empowered on how best they can improve their teaching skills using latest technology. But they acknowledge that through professional development courses by management, teaching skills can improve. The findings reveal that a lot still needs to be done to improve the situation in TVET colleges. That is because even though the management and lecturers agree with professional development to address their challenges, the planning and implementation still need more attention. The study recommended that for college management to execute their leadership duties more effectively, there is a need to provide rigorous training programmes in terms of the significance and consequences of professional development in the college. The senior management should take up the significance of implementing professional development courses to improve standard teaching and learning. They must arrange and implement professional development courses to empower the lecturing staff. The study also advocated that individual lecturers be anticipated to have detailed understanding of the subjects they are involved in. The study decided that professional development in the Limpopo Province TVET colleges require careful planning and implementation for the advantage of the college, economy, the students, lecturers and the nearby communities.

2023-08-18T00:00:00Z