https://ir.unisa.ac.za/handle/10500/6417 Tue, 12 May 2026 23:56:25 GMT 2026-05-12T23:56:25Z https://ir.unisa.ac.za/handle/10500/31736 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. Tue, 01 Jan 2019 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/31736 2019-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/31479 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. Sun, 01 Oct 2023 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/31479 2023-10-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/31375 Knowledge management for effective and ethical management of public schools Romm, Norma; Nkambule, Bongani In this article, we consider the instituting of effective and ethical knowledge management in the arena of public schooling, with reference to a multiple case study involving three schools in Emalahleni Circuit 1,2 and 3 in South Africa. Teachers, HoDs, administrative clerks, and principals (20 participants altogether) were interviewed in depth concerning their understandings of knowledge management. We explicate Nonaka and colleagues’ model of knowledge management, which they developed to apply to business and public organizations and which is considered seminal in the literature on knowledge management. It is tied to (Japanese) principles of ba – where people recognize their occupation of a shared space with others. We relate this model to a discussion on the applicability of the African concept of Ubuntu to the knowledge management practices in the selected public schools. We use these cases to consider Ubuntu-directed knowledge management as a process of developing sharedness of purpose among the stakeholders within the schools (internal stakeholders) and outside thereof (in the wider community and society). We indicate to what extent and in what ways the participants experienced knowledge management in this way Tue, 31 May 2022 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/31375 2022-05-31T00:00:00Z https://ir.unisa.ac.za/handle/10500/31367 Systemic thinking for re-generative development Romm, Norma; McIntyre, Janet The chapter offers a way of systemic thinking linked to a systemic ethics in which thinkers and actors strive to re-generate life chances of people and the living systems on which they depend. The argument takes into account the United Nations Sustainable Development Goals of 2015, and extends these by propounding an ethic of inclusive wellbeing: this is based on appreciating (along with many authors advocating the relevance of Indigenous worldviews for sustainable ways of living) our connectivity to others, and nurturing compassion across all forms of life. The chapter spells out some possibilities for activating a non-anthropocentric ethic in (all) our relationships, while focusing on facilitating/strengthening our own and others’ capabilities for recognising that everything we think and do to living systems matters. Our thinking shapes the material world of which we are part. Put differently, our ways of observing/interpreting “systems” are not innocent in their consequences. The chapter offers two examples of taking co-responsibility with others for the understandings and values that affect the ongoing development of social and ecological life. Some implications for protecting the global commons as a matter of social and ecological justice are expected. Sat, 30 Sep 2023 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/31367 2023-09-30T00:00:00Z