University of Fort Hare Institutional Repository
Communities in DSpace
Select a community to browse its collections.
Recent Submissions
Merriam_3123BA
(University of Fort Hare, 1970) Republic of South Africa
Air photography 1960. Surveyed in 1969 and drawn in 1969 by the Trigonometrical Survey Office. Mean magnetic declination of sheet 22 degrees West of True North (1970.0). The mean annual change is 2 degrees westward (1961-1966). Printed and published in the Republic of South Africa by the Government Printer.
Assessing the Venturing of Rural and Peri-Urban Youth into Micro- and Small-Sized Agricultural Enterprises in the Eastern Cape Province, South Africa
(MDPI, 2023-10-31) Thibane, Zintle; Mdoda, Lelethu; Gidi, Lungile; Mayekiso, Anele
This study aimed to empirically assess the venturing by rural and peri-urban youth into micro- and small-sized agricultural enterprises in the Eastern Cape Province, South Africa. The aim of the study was achieved by focusing on the following specific objectives: analyzing youth involvement in agricultural enterprises; estimating the factors that influence youth participation in micro- and small-sized agricultural enterprises; and identifying constraints and opportunities for youth involvement in micro- and small-sized agricultural enterprises in the Eastern Cape Province. The study used multi-stage and snowballing sampling to select the respondents, and cross-sectional primary data were collected from 120 youths who ventured into micro- and small-sized agricultural enterprises. Only 70 youths from the sample participated in agricultural enterprises. The study was geared toward proposing a funding framework aligned with the characteristics of small- and micro-sized enterprises (SMEs) which can be used by both development finance institutions (DFIs) and commercial banks to assess applications for funding SMEs.
The Application of a Humanistic Pedagogy-Based Evaluation Tool to Capture Educators’ Perceptions of the Value of Digital Technologies to Enhance Teaching and Learning in Higher Education
(Atlantis Press, 2023-02-07) Vokwana, N.; Baleni, N.
The COVID-19 pandemic has accelerated the prevalence of 21st century digital learning technologies in numerous curriculum-related learning environments. Institutions of higher education progressively tuned to use learning technologies to resource and support teaching and learning environments in either face-to-face or blended or hybrid approaches. However, there is limited research on educators’ perceptions of the value and worth of digital technologies in their practice. In order to capture and portray the educator’s perceptions of the worth and value of digital technologies, an evaluation tool designed based on Humanistic Pedagogy (HP) was developed for this purpose. The HP theory was used as an underpinning theoretical and methodological framework to carry out the research. The selection of humanistic pedagogy was intentional since HP is considered a radical approach. The key research question for this study was “What are the edu cator’s perceptions of the worth and value of technology digital technologies to enhance teaching and learning? The evaluation tools were administered to the aca demic educators teaching across various faculties at the university. The data was analysed using qualitative data methods. The study argues that the capacitation of educators on instructional design and technology integration should be guided by a humanistic approach to create spaces for educators to voice their perceptions about the value and worth of digital technologies.
Language Education and Artificial Intelligence: An Exploration of
Challenges Confronting Academics in Global South Universities
(OpenED Network, 2023-11-05) Makeleni, Sive; Mutongoza, Bonginkosi Hardy; Linake, Manthekeleng Agnes
Studies have shown that self-efficacy is the belief in one's ability to complete a task or achieve a goal, and that this belief can have a significant impact on teaching methods and learning outcomes. Yet, in the context of South Africa, despite the promotion of indigenous languages in Foundation Phase (FP) classrooms, learners continue to struggle on account of low teacher self-efficacy. Underpinned by Bandura’s social cognitive theory, this study used a literature review methodology to explore the self-efficacy-related challenges
confronting FP teachers in assessing learners using their indigenous languages. The study also examined the strategies that can used to enhance teachers’ self-efficacy. The findings revealed that factors, such as inadequate teacher training, learner mobility, and resource constraints militate against teachers’ beliefs of their ability to equitably assess FP classrooms. The findings also revealed that possible strategies to enhance FP teachers’ self-efficacy could include making use of role-modelling, improving working conditions, and encouraging continuous professional development and training of in-service teachers, among other steps to be taken. Some of the study’s recommendations include rolling out targeted training and support programmes for FP teachers, aligning FP learner assessment instruments with the diverse linguistic and cultural backgrounds of the learners, and tailoring collaboration between schools and local communities for the benefit of the learners.
Utilisation of ICT Tools for School Governance amid COVID-19 Crisis in South Africa
(Society for Research and Knowledge Management, 2023-05) Duku, Ntombozuko; Badaru, Kazeem Ajasa ; Adu, Kemi O.; Mkhomi, Moses Sipho; Adu, Emmanuel O.; Mavuso, Mzuyanda Percival
Teaching and learning activities in South African schools are a focus of several research on the use of Information and Communications Technology (ICT) resources during the COVID-19 crisis. However, more studies are required to examine how the school principals and the parent members of the School Governing Bodies (SGBs) used the ICT tools to undertake communication on school governance activities during the COVID-19 lockdown. In the wake of the COVID-19 crisis in South African schools, this study examined the use of ICT technologies for decision making communications relating to issues of school governance between the principals and the SGBs. Utilizing a quantitative research methodology, information was gathered from 126 school principals who were chosen at random from the Buffalo City Municipality (BCM) in East London, South Africa. The data analysis method employed was descriptive statistics. The findings showed that the majority of SGB parent members had basic ICT skills, could read and write, used ICT tools like smartphones, voice calls, and SMS messaging, which enabled them to interact with school principals and take part in decision-making related to school governance activities during the COVID-19 crisis. The participants described some of the difficulties associated with their choice of ICT tools, including broken smart phones, a lack of expertise with WhatsApp and Telegram, and slow message answers. The study concludes that the SGBs need to align their school policies with the Fourth Industrial Revolution (4IR) and adopt more ICT platforms for effective communications, governance, teaching, and learning activities in the new normal. It also recommends that, school principals and other SGB members still need to be trained and retrained for the use of ICT tools for efficient virtual or online participation in meetings; and there is also a need to equip SGB members with digital devices such as tablets, laptops, smartphones, and internet data subscriptions to encourage their participation in meetings from homes, offices or any other locations outside of school premises.