Faculty of Arts and Design

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An analysis of some problem areas facing first year typing technology students at technikons, with particular reference to Technikon Mangosuthu, and suggestions for their resolution
(1993) Botha, Martina Alfreda; Dobie, B. A.; Naude, V. J.
Secretaries form a very important component of the labour market in South Africa, therefore appropriate education and training in this field is essential. It is only in the last decade that young black people have entered this career path. ~ ';4~ ,':'l.!. To meet the needs of employers, Technikon Mangosuthu introduced National secretarial courses in 1982. Of the first twenty students ~ho enrolled, only six were successful in completing the course. They were eagerly snapped up by employers who expressed great satisfaction with their work. It became clear during the course of training the students, that they had numerous problems which hampered their progress. Their English ability was not up to the standard required for this level of study. Students had serious difficulties in adapting to the use of electronic office equipment. Socio-economic problems also contributed to the students' inability to succeed in their studies. The problems seemed insurmountable. It was clear that positive steps needed to be taken to improve the situation. This dissertation is concerned with the education of secretarial students at Technikon Mangosuthu and investigates the backgrounds of students at six technikons in an attempt to identify problems and their causes with the aim of alleviating these problems and providing the labour market with well trained, efficient secretaries. Typing Technology is a major subject in the three year National Secretarial Diploma. This subject, in keeping with the development of modern technology, comprises three components: Typing Techniques, Word Processing and Audio Typing. To pass this subject, a high level of proficiency is required. The students at Technikon Mangosuthu come from a non-technological and socially disadvantaged background and the initial introduction to office technology comes as a cultural shock to them. Lecturers need to assist students in making the transition as quickly and easily as possible by identifying problems and adapting methods of teaching to help students overcome the problems.
Challenges experienced by women fashion entrepreneurs of Botswana’s Youth Development Fund project
(2022-02) Paya, Kegomoditswe Matshediso; Moyo, Sibusiso; Mbanga, Tando Sisanda
Botswana’s Ministry of Youth Sports and Culture (MYSC) introduced the Youth Development Fund (YDF) with the aim of creating sustainable employment opportunities for young people through the development of sustainable projects. The aim of this study is to investigate challenges experienced by women fashion entrepreneurs of Botswana’s Youth Development Fund project to determine their experiences and the sustainability of their businesses. This study is significant because it attempts to identify the challenges faced by female entrepreneurs in Botswana who have been funded through the Youth Development Fund (YDF), by allowing the authentic voices of the female youth entrepreneurs to be heard. The study used a qualitative research method and a phenomenological approach. The target population was female fashion entrepreneurs who met specific selection criteria in Kgatleng, Kweneng and South East districts. The sample was eleven (11) participants (ten purposefully-selected fashion entrepreneurs who benefited from the YDF project and one YDF representative). Data collection was conducted using In-depth semi-structured interviews and observations. The in-depth interviews were the main source of data and consisted of a semi-structured interview schedule comprising questions and probes. The observations were supplementary, meant to enhance the interview data. The study used thematic analysis for analysing data, which was then interpreted using the interpretivist approach. The results show that female fashion entrepreneurs of the YDF project face a number of challenges while running their businesses. These challenges, include too many rigid requirements when applying for funding, insufficient funding, cash flow problems, lack of modern machinery, lack of raw materials, lack of retail space, inadequate fashion marketing events, lack of collateral or venture capital investment, tight competition from imports as well as a lack of mentorship and incubator programmes. The study has revealed that female fashion entrepreneurs face a lot of challenges. However, solutions are within reach. For instance, the government, stakeholders, researchers and the female entrepreneurs themselves should work together to try and solve these challenges. A fashion incubator programme, a fashion mentorship programme, a fashion council and an academic alumni network should be established as part of the measures to address these challenges. Additionally, COVID-19 relief strategies should be designed and implemented to help revive small medium enterprises.
Effectiveness of digital technology in ideation : a case of Ghanaian graphic design students
(2024-08) Ametordzi, Sylvanus; Olalere, Folasayo Enoch; Essel, Harry Barton
This study explores how digital technology can be effectively utilized to enhance graphic design ideation among graphic design students in two selected Ghanaian universities. The study also seeks to create awareness about the need to integrate digital technologies into graphic design ideation and to develop a model for effective digital ideation. Areas explored by the research questions in the study include how graphic design ideas are generated by design students in Ghana; how digital technologies affect design output by examining the various technologies used by the design students in the design ideation process; and the perceptions of graphic design students about the use of digital technologies during ideation. The study assumes the constructivist and interpretivist paradigm on the premise that the use of digital technology in design ideation among students has to do with students with varying design experiences, backgrounds, and environments based on their interaction with design tools. Phenomenology and case study approaches were used to interrogate students to have an indepth understanding of the effectiveness of digital technology utilization in the ideation process. Twenty-eight (28) participants, made up of twenty- four students and four lecturers were selected from the Graphic Design Departments of two Ghanaian universities for the study. Purposive and random sampling were adopted for the selection of the participants. Findings indicated that students from the selected universities predominantly used a combination of the pencil and paper approach and digital technology in design ideation. During ideation, they conducted research on design briefs they received; embarked on mind mapping; engaged in brainstorming; created ideas with pencil and paper; selected some of the pencil ideas and illustrated them digitally in computer software; and evaluated the ideas for final selection. The design students relied heavily on the internet during the ideation process. The digital devices used by the design students included laptops, smartphones, tablets and digital cameras. Despite the divergent views expressed by the participants about the use of digital technology for ideation, the majority of them believed that the integration of pencil and digital technology is the ideal approach for design ideation. They considered technology very relevant, especially in increasing idea counts (quantity of ideas generated) that lead to creative ideation outputs. Overall, the students had a positive attitude about the use of digital devices; however, quite a few of them did not have the necessary skills in using vector software needed for design idea creation simply because they were not taught how to use the software or were not compelled to use the software in design ideation. Based on these findings of the study, the Digital Design Ideation Model, which outlines the steps to follow for effectiveness in digital idea development, was developed. The development of the model was typically influenced by the findings in the study and was based on design practices discovered in the review of the literature related to this study.
An exploration of the teaching and learning of mathematics word problems in English to second language grade 8 learners in the Mafukuzela-Gandhi Circuit
(2012-08-21) Pooran, Annaleah; Singh, Penny
The abolition of apartheid in South Africa in the late 1980s and the advent of democracy in 1994 resulted in dramatic changes in the education system. Of great significance to this study is the freedom African parents were allowed in choosing the medium of instruction to be used at schools. Surprisingly African parents encouraged their children to study through the medium of English mainly due to the education and employment opportunities English will provide them in the future (Mda, 1997). Now, seventeen years into democracy, English as a national language and the preferred medium of instruction has been blamed for poor results among ESL learners (Moreosole, 1998). Taylor, Muller and Vinjevold (2003: 54) point out that the difficulties associated with studying in a language other than one’s home language are more pronounced in mathematics, a subject which is strongly dependent on technical language proficiency. A section in the Grade 8 mathematics syllabus that is generally problematic for ESL learners is that of word problems (Wetzel, 2008). This is because ESL learners lack the language and reading skills needed to comprehend word problems, and the listening skills required to understand the educator’s explanation of the solution (Crandall, Dale, Rhodes and Spanos, 1985). To address the aims and objectives of this study, relevant literature was reviewed and various teaching strategies were examined to determine which strategies may be most effective in helping ESL learners solve word problems. Grounded within the Constructivist Learning Theory, this study was based on Vygotsky’s zone of proximal development and Bruner’s concept of scaffolding. Using a mixed methods approach, this study investigated problems that mathematics educators and ESL learners experience in the teaching and learning of word problems through the medium of English, and also identified strategies that mathematics educators use to teach word problems to ESL learners. iv Analysis of the educator questionnaire and the focus group interviews with learners revealed that ESL learners are experiencing difficulty solving word problems in English and educators are, to a large extent, adapting their teaching strategies when teaching them. The data also indicated that groupwork was considered by the majority of educators to be the most suitable method in the teaching of word problems to ESL learners, but sadly this method was used less frequently compared to whole class discussion and individual work due to discipline problems, the educators’ inability to handle group dynamics and the tendency for learners not to contribute to the group discussion. The findings also suggest that it is necessary for the educator to use a variety of teaching strategies to ensure that ESL learners enjoy success in mathematics. Based on the findings, this study makes recommendations regarding the teaching and learning of word problems and the use of adapted teaching strategies to foster active participation in lessons and group discussions, thereby increasing learner confidence and aiding in the understanding of English terminology used in mathematics word problems.
Further Education and Training (FET) mathematics teacher professional learning through teacher roles and its influence on pedagogical practices in one district in Eastern Cape province
(2022-09) Shoko, Needyarms; Mukeredzi, Tabitha; Preece, Julia
Mathematics, like science, technology and engineering, has been given a prominent position in the school curriculum to promote Science, Technology, Engineering and Mathematics (STEM) industries vital for economic growth and employment creation. However, in South Africa, mathematics education in secondary schools has been in a crisis regarding matric learner failure and this has been blamed on teacher content knowledge gaps. Learners across all education phases have performed poorly in international and national assessments. While research has been undertaken, questions around how mathematics teachers learn and develop in their roles have not been adequately answered. An understanding of these issues is critical. The purpose of this study was to explore FET Grade 12 mathematics teachers’ professional learning through their teaching roles, the kinds of professional knowledge that they gain and how the learning influences their pedagogical practices. Through a qualitative case study located in an interpretive paradigm, a purposive sample of 26 FET Grade 12 mathematics teachers in a CHE District in the South African Eastern Cape Province provided data through focus group discussions and individual face-to-face interviews, complemented by photo-elicitation. Manual data analysis employed a Six-Step coding process. Two theories – the triple lens and the mathematical knowledge for teaching – were used to unpack and understand data, and explain findings. Professional learning of FET Grade 12 mathematics teachers through teaching roles emerged in interaction and collaboration during formal, non-formal and informal spheres of action within the school and in wider professional sites. The learning was generally prompted by a combination of personal, occupational and social domains of influence and facilitated through the transmission, transitional and transformative strategies. Professional learning occurred through practice and in interaction with colleagues and resources. Findings indicated that the FET Grade 12 mathematics teachers gained professional knowledge of general pedagogy, content, pedagogical content knowledge, knowledge of learners and teaching attributes. This study discovered that professional learning influenced FET Grade 12 mathematics teacher confidence in lesson delivery, creativity, communication of facts and concepts, content mastery, general pedagogy, learner discipline and management of resources. The study also established that FET Grade 12 mathematics teachers were generally reluctant to attend workshops and seminars. Given that most professional learning occurs in interaction, instructional leaders need to increase opportunities for teacher interaction and make workshops and seminars more interactive to develop and inculcate teacher interest in these in-school and out-of-school professional learning gatherings. With regard to mathematical knowledge for teaching theory, findings revealed that albeit useful for analysing and explaining subject matter knowledge and pedagogical content knowledge, this theory was insufficient on its own as it excluded other knowledge domains, like general pedagogical knowledge and knowledge of learners, which emerged in my data. I, therefore, had to draw on conceptual frameworks. My thesis, therefore, argues for an additive model to mathematical knowledge for teaching theory, which includes all the common domains of professional knowledge to expand the framework and deepen its applicability specifically in trying to understand professional learning issues. The thesis, therefore, suggests the need for more studies, drawing on the framework and developing it to determine its applicability beyond this particular inquiry.
How do I use my living and lived experience to influence creative economic independence in others?
(2013) Kaplan, Bonnie; Kadwa, Farida; Conolly, Joan Lucy
Due to the high levels of unemployment in Durban South Africa, the New Venture Creation (NVC) groups I coached/mentored were seeking to become self-employed, to find social and economic independence. I have observed that many of the people in my NVC groups seemed to lack, self-confidence and self-esteem in the start-up process of their business. These lacunae pose a problem, as they are all necessary if one wants to create a viable, sustainable and profitable business. The reason that I coach these emerging entrepreneurs is to assist in building their self-confidence and self-esteem so that they have the courage to “go for it”. The problem I have sought to address in this research is: How do I influence emerging entrepreneurs to become sufficiently self-confident to be able to design, establish and sustain their own employment and employment for others? I work on the assumption that most people have the capacity to be self-employed. I have used autoethnography with action research to describe the interventions that I initiated, report on their implementation, as well as the evolution of new perceptions and understandings that developed as a result. By using my own and the participants visual data with still images and video with visual narrative I demonstrate the evidence of my living theory and self-study to influence creative economic independence in others and reflect critically on what has been done and achieved, and critically assess the way forward. I verbally explained the ethical issue of obtaining consent to use names and photographs in my study to the participants. My explanation was followed by obtaining written consent from the five key participants and others in the pictorial data.
Language attitudes towards the South African Sign Language : the case of the KwaZulu-Natal Deaf Association in Durban
(2023-03-01) Ngcobo, Nkululeko Perfect; Mheta, Gift; Sawula, N. L.
South African Sign Language is one of the previously marginalized indigenous languages. Therefore, it is difficult for Deaf people to improve their lives using SASL as a medium of instruction. However, the Constitution of the Republic of South Africa recognizes SASL as a language of teaching and learning in schools for the Deaf although it has not yet given the official status equivalent to other languages and Deaf people are still experiencing difficulties in spite of the fact that the Constitution recognizes their language. On the other hand, hearing people believe that Deaf people are disabled and cannot achieve their goals using SASL. As a result, the majority of Deaf people are unemployed, uneducated and largely excluded from mainstream society. The study aims to investigate language attitudes towards SASL by drawing on the lived experiences of the KwaZulu-Natal Deaf Association members. This study was conducted at the KwaZulu-Natal Deaf Association in Durban. The researcher interviewed 27 members of the society including three South African Sign Language Interpreters. Given that the study focuses on a small population, the results cannot be generalized to other Deaf organizations in South Africa. However, the insights that it generates are invaluable to future studies on SASL and the experiences of Deaf people. The study outcomes indicated that there are negative attitudes towards SASL, which emanate from stereotypical views on what constitutes a language. These negative attitudes have perpetuated language barriers and isolated the Deaf community. By conducting this study, the researcher hopes to assist language policy makers and the Deaf community to discover the importance of promoting the use of SASL.
Microfinance as a pathway for smallholder farming in Zimbabwe
(Business Perspectives, 2016) Mago, Stephen; Hofisi, Costa
Microfinance has been viewed as a pathway for smallholder farming. This paper aims to investigate the impact of microfinance on smallholder farming. It examines the role of microfinance in the development of smallholder farming. This paper employs the integrated view of microfinance study, as opposed to the ‘credit only’(minimalist) view. Using qualitative research methodology, the paper relies on literature review and primary data. Household level data (primary) were collected from a rural district (Masvingo Rural District) of Masvingo province in Zimbabwe. Data were collected from 250 microfinance participants (household heads) using questionnaires and face-to-face interviews. The findings show that microfinance had positive effects on accumulation of agricultural assets, income from agriculture, agricultural education, agricultural productivity, agri-business, consumption and health. However, the impact is limited due to lack of finance. Basic financial services are essential for the management of their smallholder farming activities. The practical implications are that the study results could be used by the government and development agencies for policy making. The paper recommends that microfinance should be harnessed as a useful intervention that can be employed to economically empower the smallholder rural agricultural sector.
A practise-based action research self-study : "how do I improve my practice as a bridal-gown designer in a highly-competitive market?"
(2016) Walters, Casey Jeannne; Scott, Lee; Roome, John William
In my practise-based action research self-study I have developed ways in which to improve my practice as a bridal-gown designer in a highly-competitive and import-driven bridal-gown market. My earnest intent was to improve my practice using action research methods whilst simultaneously developing a solution through critical reflection and practice-based approaches as an economically-sustainable designer of bespoke, cost-effective, competitively-priced bridal gowns. I realised the potential for professional influence and positive economic growth through entrepreneurial thinking, not only for me but for others; it was this which cemented a sense of values in me as an action researcher. I have displayed a healthy marriage between equally important views of practice as theory and the theory as practice. I explored relevant literature that would validate my practice and aid in answering my critical questions, which became evident as validation chapters in my study. Carrying out internships with three bridal gown designers opened my eyes to the real world of business, a sense of theory as practice, where I could see, first-hand, the effects the import industry had on local designers and what they were doing to survive. The conceptualisation of foundational bridal blocks was a solution to save time in my own creative process so that I could produce cost-effective bridal gowns at a competitive price, in a sustainable manner. Once I had explored and created my own interpretation of the foundation block concept that transformed into a small collection of bridal gowns, I used the foundation blocks as a starting point to design bridal gowns for ‘real’ bridal clients. My study is personal in nature; by way of using self-study methods and also the personal ‘one-on-one’ connection I have with my ‘real’ bridal clients. I extended this ‘personal factor’ by holding a public exhibition to which I invited my friends, family, the public and my peers to view and give critical feedback on my work as a bridal gown designer.
The sexual harassment of unemployed and temporary P1 educators by high school principals and chairmen of school governing bodies in the Lower Umfolozi District
(2004) Nxumalo, Thabani Israel; Prosser, Julia Judith
This study deals with sexual harassment in the Lower Umfolozi District. The researcher investigated speculation that there was sexual harassment in the Lower Umfolozi District. The researcher discovered that there was sexual harassment of Pi temporary and unemployed educators in the Lower Umfolozi District
Socially engaged creative practices : a transdisciplinary study of Woza Moya
(2021-04) Mchunu, Khaya Jean; Gaede, Rolf; du Plessis, Hester
Woza Moya is an arts and craft community organisation which was officially established in 2002. It is one of two economic empowerment projects of the Hillcrest AIDS Centre Trust in KwaZulu-Natal which were initiated to form part of the Trust’s context-specific holistic health care approach. While Woza Moya sells a diverse range of products, it is well known for the Woza beadwork style. The Director of the project coined that term as a tribute to the custom of naming beadwork styles in the KwaZulu-Natal province. The present study investigates the socially engaged creative beadwork practices at Woza Moya. The study is framed by transdisciplinarity and presents eight vignettes that analyse the design and creation processes. The study is positioned in the interpretivist paradigm and draws upon transdisciplinary discourse from scholars such as Nicolescu (2010), McGregor (2015) as well as Ross and Mitchell (2018) and others. The study focuses on integration and collaboration, which are considered core characteristics of the transdisciplinary methodology (Morin 1999; Nicolescu 2010). Vignettes are promoted as a clear and rich way of deepening our understanding of collaborative, heterogeneous and complex design processes. The use of transdisciplinarity as a framework contributes to tracing both open and hidden activities which form part of the design process, and which embrace the transdisciplinary logic of inclusion and transformation, where creative designs form part of a holistic community care model. These vignettes are analysed according to themes. The themes which straddle the vignettes are: (1) interplay of beading, time and bodily pain, (2) creativity as contagious and viral, (3) men’s active role in beadmaking with women as mentors to men, (4) increased community action, (5) transformed and deepened understanding of others, (6) the ikhaya metaphor for the agora, zone of non-resistance and space of the included middle, and (7) building a home as progress and improvement. These themes combine to form a rich and descriptive rendering of the design and creation process. The central thesis presented in this study is that arts and craft community organisations such as Woza Moya are sites of strong and transformative transdisciplinarity (Ross and Mitchell 2018), which fits with McGregor’s (2015) call for transdisciplinary entrepreneurship.
Technical and vocational education and training lecturer learning through work-integrated learning : a study of three colleges in KwaZulu-Natal
(2022-09) Mesuwini, Joseph; Thaba-Nkadimene, K.L.; Mzindle, D.
This study explored TVET lecturers learning through work-integrated learning (WIL), specifically to establish the nature of their learning and the kinds of knowledge they gain, and further determined how the lecturers understand their learning. WIL describes an approach to career-focused learning, which is often appropriate for attaining discipline-specific practical competence. My study contributes to the literature on how WIL enhances TVET practical knowledge and pedagogy. It also contributes to the perceptions of industry personnel towards lecturers on WIL. The study used a qualitative research approach located in an interpretive paradigm. A face-toface semi-structured interview was conducted with 18 TVET college lecturers from three different colleges and nine industry personnel at different companies. Non-participant observation complemented interviews and enabled capturing social action and interaction as it occurred and provided triangulation. The data were analysed using open coding. The study draws on Kolb’s Experiential Learning Theory (ELT), complemented by conceptual frameworks on domains of teacher knowledge. The research identified the following challenges: a lack of technical skills among lecturers in using civil, electrical and mechanical engineering machines and equipment in industry; industry induction processes promoted WIL and self-initiated learning in the TVET sector that was helped a limited number of lecturers; and a lack of lecturer WIL support. There were several findings that reflect on positive impact of the training programme, namely, TVET lecturers who participated in the training gained knowledge about industrial processes; improved knowledge and practice of safe working procedures; the lack of interpersonal skills in the TVET industry was addressed; there was creativity and cost-saving skills among civil engineering TVET lecturers; WIL offered problem-solving skills to TVET lecturers; evidence of the use of work schedules; and training helped in the formation of industry connections. The study recommends adequately capacitating TVET lecturers with technical and soft skills to ensure that they comprehend the use of advanced machinery. The lecturers on WIL need constant support to check the relevance of practical skills received during WIL. To ensure proper training, the study recommends a training model for TVET lecturers during WIL. The study further recommends TVET lecturers to engage in industry placement at regular intervals to maintain current developments in the industry. This study recommends that policymakers, industry and other TVET college stakeholders employ prudent participative and consultative strategies to ensure that TVET lecturers acquire the requisite skills needed as recommended by syllabi. Furthermore, this study recommends a large scale research on all TVET College lecturers in South Africa to understand what and how they learn during WIL; involving other disciplines besides civil, electrical and mechanical trades to check if the outcome will be similar; and explore how industry personnel profiles impact on TVET lecturers learning in the industry during WIL using the same instruments.