Research Publications (Engineering and Built Environment)
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Browsing Research Publications (Engineering and Built Environment) by SDG "SDG04"
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Item Academic training evaluation of building technology programme(Department of Construction Economics and Management, University of Cape Town, 2022-08-01) Obaju, Biodun; Fagbenle, Olaposibo; Amusan, Lekan; Olaniran, TemitopeTraining evaluation is one method through which tertiary institutions examine the effectiveness of the training they deliver in order to establish their students' readiness for the workplace. However, several higher institutions' evaluation methods have been confined to assessment in tests and exams without considering the knowledge and competencies acquired by students via training in fulfilling workplace expectations. Hence, the study assessed the training received by Building technology graduates in construction management and construction technology courses. The study adopted the Kirkpatrick model's first two stages of training evaluation (Reaction and Learning levels) with a questionnaire distributed to purposively selected Building technology graduates from two polytechnics in Southwestern Nigeria using a snowball sampling technique. Data obtained were analysed using descriptive statistical tools. The study's findings show that respondents were satisfied with the training acquired and possess the basic competency from the training. However, the graduates lack sufficient knowledge of laws and regulations governing construction work, the use of computer programme for planning and scheduling projects and the ability to use tools and equipment for construction work. The study findings imply that building graduates would be unable to work adequately in the construction industry without additional training, putting enormous strain on construction firms to re-training them to meet their expectations. Tertiary institutions need to revamp their training strategies and methods for students to improve their competency to strive in the construction industry.Item Decolonising the engineering curriculum in a South African University of Technology(Research India Publications, 2017) Fomunyam, Kehdinga GeorgeThe coming to being of the ‘MustFall’ movements in South Africa heightened the call for decolonising the higher education sector. With engineering being at the heart of national development and transformation, there is greater need for engagements in the engineering curriculum to foster the debate on epistemological access and skills development. This paper therefore explores the challenges in the engineering sector in South Africa and highlights decolonising the curriculum as one way of addressing it. As such the research was designed as a qualitative case study and data was generated using open ended questionnaires. The data generated was coded and categorised and themes were developed from the categories which were used for analysis. The findings of the study reveal that four key areas required decolonisation; theory and practice, language, academics and pedagogy. It further revealed that teaching and learning within the institution failed to enhanced decolonisation. The findings further indicated that the decolonisation process can be enhanced by creating contextual relevance and curriculum change. The paper concludes by recommending that decolonising the engineering curriculum is long overdue and the powers that be need to take responsibility and engage the subject if the training of more engineers is the goal. Secondly, the language of instruction, pedagogy, teaching and learning process and or theory and practice requires further interrogation to enhance the training of young engineers for without this the engineering question or challenge will for ever be a mystery.Item An energy efficient resources allocation scheme for flexible translucent optical transport networks(Psychology and Education, 2021-03-02) Nleya, Bakhe; Molefe, Mlungisi; Chidzonga, RichardThe present study attempts to explore how academic streams and learning styles play role in the preferences of coping strategies among prospective teachers. A quantitative approach was selected to explore the relationship. A survey was conducted with 300 prospective teachers (150 of science stream and 150 of humanities stream). A multi-stage random sampling technique was used to collect relevant information. Research instrument to measure coping strategies was developed by the researcher himself and Learning Style Inventory (LSI) by Ritu Dangwal & Sugata Mitra, 1997 was used to measure learning styles of prospective teachers. Statistical techniques i.e. mean, S.D., multivariate ANOVA were applied. Results revealed an essential significant effect of academic streams and learning styles on preference of coping strategies among prospective teachers. It is recommended that teacher training institutions should establish guidance or counseling centers to provide counseling to prospective teachers regarding coping skills and learning stylesItem An evaluation of digital and artificial intelligent tools in an electronic and computer engineering curriculum at a university of technology in South Africa(2023-12-08) Maharaj, Shaveen; Pillay, NelendranDigital tools have become integral to higher education, offering a wide array of opportunities for improving the learning experience. This study explores the adoption and impact of digital tools in engineering education. The study employed a mixed-methods approach, utilizing quantitative data and qualitative data collection. Participants included both staff and students in a comprehensive analysis. The integration of technology in higher education has witnessed significant growth, encompassing educational software, learning management systems (LMS), and online platforms. In engineering education, tools like Moodle, MATLAB, Turnitin, Simulink, and MS Teams have gained prominence (Joksimović & Milosavljević, 2016). However, their effectiveness in achieving educational goals remains to be fully evaluated. One key advantage of digital tools is personalized learning. Advancements in technology, including artificial intelligence (AI), enable adaptive learning software like ChatGPT to tailor lesson plans based on individual needs. Furthermore, digital tools expand students' access to resources, such as online lectures, readings, and simulations, supplementing traditional teaching methods. They also facilitate collaborative learning and group projects through platforms like Moodle and Blackboard, enabling effective communication, document sharing, and teamwork. The findings of this study shed light on the current landscape of digital tools in engineering education. A SWOT analysis is applied to inform future strategies. The study emphasizes the need for a comprehensive evaluation of the effectiveness of these tools and their potential to transform engineering education. This research contributes to the ongoing dialogue on optimizing digital tools for personalized learning and collaborative education in engineering programs. It underscores the importance of evaluating their impact and tailoring their use to enhance the overall educational experience.Item Female graduation rate in STEM programs in tertiary education : the case of the Gulf Cooperation council Countries (GCCs)(2022-11-01) Fomunyam, Kehdinga GeorgeThere is increased demand for professionals with science, technology, engineering and mathematical (STEM) skills globally and with the advent of the fourth industrial revolution, it is expected that there will be new jobs which requires new skills. It is therefore imperative that there are increased demands in enrolment and graduation rate in STEM programs so as to curtail the disproportionality between current skills and the skills that are vital for the future. The study focused on the percentage of graduates from STEM programmes in tertiary education in the GCCs who are women. Data from World Bank provided insight into the graduation rate in STEM programs. Findings from the study revealed that the higher education landscape in the Gulf Cooperation Council (GCC) has had significant development over the past two decades and one of the things that made this possible is the revenues from oil and gas exports and the diversification into the knowledge driven economy. It was also found out that females are important in STEM programs, and this was considered from a human, scientific and development perspective. The study recommended that that there should be intensification of effort on females transiting from the universities into employment to encourage sustainability and contribute to the sustainable development goals (SDGs).Item Integrating the 4th Industrial Revolution in spatial planning curricula : the case of South African tertiary institutions(Deakin University, 2021-10-29) Pretorius, Ockert; Pillay, Nischolan; Letsoko, Vuyiswa; Huston, ZineaThe 4th Industrial Revolution (4IR) – the narrative of change associated with technologyrelated disruptions through the proliferation of cyber-physical systems – is set to have a profound impact on the built environment. Technological applications that include big data analytics, cloud computing, and machine learning will affect spatial conceptualisation and design, construction activities, building operations and management, and real estate activities. The statutory and strategic nature of spatial planning processes may be disrupted by future technological applications. Equipping current and future spatial planning practitioners with the necessary skills is essential in maintaining property sector productivity and catalysing renewed efforts toward spatial transformation in South African human settlements. The objective of this research is to evaluate current approaches in tertiary education institutions in effectively transferring knowledge regarding 4IR as it relates to the spatial planning discipline and equipping said students with the relevant skills to prolong sector competitiveness. A qualitative case study analysis is applied, which includes the assessment of the curricula of selected accredited spatial planning schools and their relevant integration of 4IR applications. Research findings highlight the limited inclusion of 4IR and related multidisciplinary, practical, and theoretical themes in spatial planning education. Recommendations include increased knowledge transfer on the theoretical synergies between 4IR and spatial planning; development of computer-based skills; and implementing existing competencies, including critical thinking and problem solving, to foster sectoral adaptability.Item An investigation of the condition of maintenance of facilities at public primary and high schools in Alfred Nzo East District, Eastern Cape Province South Africa : a literature review(2023-08-10) Nqakaza, Bavuyise G.; Chikafalimani, Samuel Herald PeterThis paper reviews literature on the condition of maintenance of facilities at public primary and high schools (PPHS) at Alfred Nzo East District (ANED) in the Eastern Cape Province (ECP) in South Africa. Scoping review of accessible literature was the research approach used to collect data for the paper. Results of the study identified: overcrowding of facilities, poor design and planning of facilities, lack of facilities maintenance knowledge and skills of school governing bodies (SGBs), and lack of funding for facilities maintenance as main causes of the poor maintenance condition of facilities at PPHS in South Africa. It was revealed through the study also that poor maintenance of facilities at PPHS caused: poor learning and teaching environment; poor performance of learners and educators; scarcity of educators; and security, safety and health concerns at PPHS. Furthermore, the study identified: prioritization and provision of government funding for extension and construction of new school facilities, inclusion of well qualified facility managers and users at facility planning stage, and provision of facilities training to SGBs as main interventions that can be implemented to improve the condition of maintenance of facilities at PPHS in South Africa. Findings of this study will contribute towards the improvement of the condition of maintenance of facilities at PPHS, support high quality education delivery, reduce unemployment and poverty, and accelerate economic development at ANED and in other parts of South Africa in the futureItem Quantitative assessment of human health risks from chemical pollution in the uMsunduzi River, South Africa(Springer, 2023-10-24) Ngubane, Zesizwe; Dzwairo, Bloodless; Sokolova, Ekaterina; Moodley, Brenda; Stenstrom, Thor AxelA quantitative chemical risk assessment was performed using published data as well as data from the official monitoring programme for the uMsunduzi River in KwaZulu-Natal, South Africa. The chemicals assessed were organochlorinated pes- ticides (OCPs), pharmaceuticals and personal care products (PPCPs), heavy metals, and nitrates and phosphates. The water from uMsunduzi River is used locally without treatment. Consequently, the exposure routes investigated were via ingestion during domestic drinking and incidental ingestion during recreational activities, which were swimming and non-competitive canoeing, for both adults and children. For the individual chemicals, non-carcinogenic risks using the hazard quotient (HQ) and carcinogenic risks using the cancer risk (CR) were quantified. It was found that the exposed population is likely to experience non-carcinogenic effects from pesticides and phosphates, but not from PPCPs, heavy metals and nitrates. This study also found that the carcinogenic risks for OCPs were higher than the tolerable limit of 10-5, while for lead the risk was below the tolerable limit. Some of the activities that potentially contribute to chemicals onto the uMsunduzi River are sub- sistence farming, small plantations, illegal dumping, industries, and broken sewers. The findings of this study may act as the technical foundation for the introduction of pollution reduction measures within the catchment, including public educationItem Re-constructing the use of educational technology in the deprived engineering classroom(2018-11-01) Fomunyam, Kehdinga GeorgeThe use of educational technology in classrooms is gaining grounds in the world. Educational technologies such as Intercom, Internet use, Email, use of phones and tablets for research, video chats, YouTube video lesson, WhatsApp discussion groups and many others are used today to enhance learning. Despite this rapid embrace and use of technology, the bone of contention in this paper is that engineering classrooms in Cameroon are still being deprived of educational technology. The research sought out to examine the reason for this nonexistence of educational technologies in classrooms as well as state the advantages that accrues from using educational technology in deprived engineering classrooms in Cameroon. Data was collected through semi-structured interviews with final year engineering students and their lecturers, transcribed and analyzed using the qualitative analytical approach. The study reveals that ignorance of the significance of educational technology, fear of being replaced by the new technology, stiff administrative grip on funds for these technologies are some of the reasons why some engineering classrooms are deprived of educational technology. The advantages include: time serving, access to alternative educational materials, audio-visuals, knowledge sharing with distant and foreign students, an increase in on-line course availability and learning activities, the growth of interactive communications usage, a growing dependence on distant interactions and non-face-to-face learning, increasing numbers of international education and business relationships and partnerships. The article recommends that the reconstruction of educational technology in engineering education in Cameroon needs to be embraced by school authorities, and classroom teachers. It should begin with school administrators who should be intentional about introducing this alternative education technology in their institutions.Item The review of sub-Sahara Africa gravel roads maintenance management system’s monitoring and need assessment : Tanzania experience(WITPress, 2014) Mwaipungu, Richard Robert; Allopi, DhirenAlthough the urge to construct new gravel roads to reach areas, which are potential economically is still there, it is now becoming clear to the road agencies in sub-Saharan Africa that a large proportion of the gravel roads constructed or rehabilitated between 2005 and 2008 years are no longer economical. These roads have reached their terminal stage due to various reasons, ranging from improper monitoring and maintenance needs assessment to challenges of getting the required funds for gravel roads conservation. Based on the above challenges, the sub-Sahara African countries, including Tanzania, are unceasingly searching for ways to strengthen the management of existing gravel roads network as part of roads transport infrastructure. To accomplish the above demand, Tanzania has two organisations concerned with managing its gravel road networks, namely Tanzania Road Agency (TANROADS) and Local Government Authority (LGA)’s District Engineer’s office. Each one of these two organisations uses its own road management system. TANROADS uses Road Maintenance Management Systems, and LGA uses District Roads Management Systems. These two systems have been developed through foreign aid in terms of experts and financial assistance with minimal participation of local experts. This paper focuses on factors affecting the efficiency and effectiveness of these management systems in gravel roads monitoring and maintenance needs assessment in comparison with those in developed countries. The authors expect that by highlighting those elements affecting the provision of accurate gravel roads inventory and road condition data will improve further the diagnosis of distresses influencing the performance of gravel roads, and come up with proper remedy to suit the local condition.Item Use of DMAIC methodology to enhance online delivery and assessment during and beyond the COVID-19 pandemic(University of Johannesburg, 2022) Dewa, MendonCOVID-19 prompted a radical shift in many universities globally, from contact lectures to adoption of online learning and assessment. A university of technology in South Africa has similarly undergone this transition of adopting an online learning and assessment platform. However, there have been many challenges faced in ensuring integrity of online assessments and ensuring that learning outcomes are addressed. This study aims to investigate the factors that inhibit reliability and effectiveness of online assessment during and beyond the COVID-19 pandemic in a department of industrial engineering at a university of technology in South Africa. The study sample consisted of 80 third-year students enrolled in a Production Engineering course. A five-stage Define-Measure-Analyze-Improve-Control (DMAIC) methodology was used to identify the factors that influenced the reliability and effectiveness of online assessment and, thereafter, to improve the online assessment process. The results demonstrate that there was room for improvement in the online learning environment, which in turn led to more authentic assessment and better academic performance by the students. Recommendations are made regarding strategies that could enhance the integrity of online assessments and minimise cheating while ensuring that learning outcomes are addressed.Item What has been done and still needs to be done to skill South Africans to deliver infrastructure projects(2016) Chetty, Maggie; Bird, Adrienne; Lawless, AllysonThe National Infrastructure Plan is made up of eighteen Strategic Integrated Projects (SIPs) each of which consists of a large number of projects drawn from a wide range of economic sectors and stretching across all nine provinces of South Africa. The Department of Higher Education and Training, was given the task of ensuring that the skills demands of these projects were realised both in advance of (for), and on the sites of (through), the development of the Strategic Integrated Projects. This paper presents the approach adopted to determine the occupations required and the interventions necessary to address the demand. Although focused on infrastructure skills, the approach can be generalised for skills planning in any field such as health, education, etc. The concept of determining which occupations are required is fundamental to the process. The aim is to increase the pool of those with the requisite skills in the South African labour market – rather than seeking to map an individual to a job vacancy. Education and training providers have their own language, that of qualifications which does not speak to the language of occupation in a linear fashion. So the notion of a learning pathway was created to bridge the two. It commences with the underpinning knowledge or theory required, followed by simulated practice of some of the critical skills and procedures, followed by supervised practice in a real workplace and culminating in a formal assessment which might result in a professional designation, a trade certificate, a licence to practice or some other recognition that the practitioner is now competent to practice without supervision – with the qualification providers being equivalent to the first one or two steps of this pathway. A methodology was developed to determine the skills required for different types of projects. The methodology essentially consists of developing what are called skills prototypes for typical projects in each of the different sub-sectors. These prototypes are then used to estimate the skill requirements of similar projects by scaling the prototype up or down. In this way an estimation of the total skills required for all projects was developed.