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Faculty of Engineering and Built Environment

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Author: search.filters.author.Pillay, NischolanHas files: Yes

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    Exploring the challenges and opportunities of farm school infrastructure in Kwa-Zulu Natal, South Africa
    (RealCorp, 2022-11-16) Pillay, Nischolan
    South Africa is a country that has a rich history of segregation of races driven by a minority government. Through the ill system of apartheid, several aspects of human life became intolerable, one of which was the education system. The introduction of the Bantu Education Act of 1953 indoctrinated African learners by educating them to perform menial tasks and manual labour, becoming subservient to the white minority. This “knee on throat” system further oppressed Africans, making it difficult to progress and preserving the idea of education being a privilege and not a right. The act played out at various “black” schools in South Africa, especially farm schools, which created an economic benefit for the farmers. The farm school became a factory to create a new labour force, whose parents were smoke screened to believe paid education would benefit their children. In 1994, a new dawn for all the people of South Africa promised hope and freedom. The government promulgated laws that would benefit citizens’ human rights and allow those who needed them the most. The redress of education policies aimed at giving all South Africans a fair opportunity for education; however, this is seldom the case in most of the country’s impoverished rural and farm schools. The government, through legal frameworks, aims to convert schools on commercial farms to normal stateowned and managed institutions, removing the dependence on the farm owners. However, this process has been arduous, and the farmers’ kick has been great to the extent that children and teachers are restricted from entering the premises. Regular intervention by police and government officials assists; however, this is not long-term management of deep-seated problems. Although the government has taken many steps in the right direction, at the very core, farm schools still suffer from infrastructural issues that are so profoundly entrenched in the buildings that it is difficult to dismantle. Perhaps, like most of South Africa, the apartheid regime is built in brick and mortar. These farm schools, in most instances, do not comply with the basic regulations of the South African Schools Act of 1996. However, these schools continue to operate and educate students across the country. Using a phenomenological paradigm and a qualitative approach, this research uses semi-structured interviews conducted at two farm schools in Kwa-Zulu Natal, South Africa, to gather rich data from participants. This study is limited by cost and time. The researcher used a purposive sampling technique to identify four participants who were probed on different aspects of the farm school infrastructure and experiences working and using the facilities. This research aims to understand the challenges and opportunities that farm schools offer. Findings from the data reveal that although farm schools have several infrastructural challenges, the staff and community adapt the use of these buildings to suit the needs of the activities, albeit with challenges. The researcher proposes adaptive reuse of the infrastructure to suit a school’s programme and provide space for a community.
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    Synthesising lean construction and building information modelling to improve the South African architecture, construction and engineering industries
    (IEOM Society, 2020-12-10) Olaniran, Temitope; Pillay, Nischolan
    The South African Architecture, Engineering and the Construction (AEC) industry falls victim to fragmentation of processes and lack of coordination amongst professionals. Therefore an urgent need to explore and embrace techniques, technologies and innovations reduces building cost, materials and time, while collaboration amongst professionals is enhanced. Building Information Modelling has shown promise to solve some of the problems associated with building design’s ineffectiveness and facilitates a more collaborative approach to project delivery. While Lean Construction can reduce waste and non-value added activities in a process. However, it is unclear how the two concepts straddled together can further improve efficiency in construction. Therefore, it is critical to determine the barriers and opportunities of combined systems. Various sources of literature reveal that several barriers affect the synergy between lean construction and building information modelling. This research uses a comprehensive literature review to gather data for analysis. Furthermore, the authors use their autoethnographic experience to synthesise factors contributing to the systems’ successes and failures in South Africa. Finally, a framework of strategies to synthesise lean construction and building information is created. This research will be necessary for researchers, practitioners, and other professionals to add to the body of knowledge in construction and information technology.
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    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, Zinea
    The 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.