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    Enhancing entrepreneurial education in South African primary and secondary schools : perspectives from teachers in the Limpopo province
    (The Pedagogical University of Cracow/Uniwersytet Pedagogiczny w Krakowie, 2024) Ntsanwisi, Samuel; Simelane-Mnisi, Sibongile
    This study has investigated teachers' perspectives on enhancing entrepreneurial education in South African primary and secondary schools in the Limpopo Province. It has been motivated by a gap in the literature that indicated further research was needed. A sample of 101 teachers from rural and township schools employed a quantitative method. Data were collected using a Teachers’ Attitudes Towards Entrepreneurship Education questionnaire focusing on the importance of entrepreneurship education within a school context. They were analysed using the Statistical Package for the Social Sciences version 25. The study demonstrated a solid Cronbach alpha reliability score of 0.90 with satisfactory face validity. The results showed that teachers expressed a need for time, training, financial resources, physical resources for classroom use, networking opportunities and sharing best practices to successfully implement entrepreneurship education in schools. It is recommended that entrepreneurship be taught as an individual subject in schools to yield entrepreneurial-minded learners from a young age who will be innovative thinkers, problem solvers, and business-minded.
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    Surveying KwaZulu-Natal universities’ language academics for the modelling of factors affecting their attitudes towards computer assisted language learning tools for African indigenous languages
    (2020-06-10) Adedokun, Theophilus Adedayo; Zulu, Sylvia Phiwani; Eyono Obono, Seraphin Desire; Zulu, Sylvia Phiwani; Eyono Obono, Seraphin Desire
    Computer Assisted Language Learning (CALL) has been proven by literature to be of immense benefit to the teaching and learning of language at all levels of education. However, it is interesting that university language academics seem to have a negative attitude towards CALL. The aim of this study, therefore, is to design a conceptually sound model of the factors that affect the attitudes of language academics towards Computer Assisted Language Learning Tool for African Indigenous Languages (CALLTAIL) and to examine the relationship between CALL and language attrition, especially for marginalised African languages. Supporting this study are these four theories, namely, the Theory of Reasoned Action, the Theory of Planned Behaviour, Hume’s Theory of Beliefs, and the Digital Divide Theory. The study uses content analysis review of suitable literature and a survey of fifty (50) language academics from three (3) public universities in the province of KwaZulu-Natal in South Africa. The factors identified to affect the attitudes of language academics are their computer experience, their subjective norms, and their perceived usefulness of CALLTAIL. The findings of this study indicate that subjective norms and perceived usefulness of CALLTAIL are the two factors that affect other variables in this study. The findings also indicate that all the variables in this study are interlinked and interrelated. The study recommends the optimization of language academics’ computer experience, subjective norms, and perceived usefulness of CALLTAIL. The chief contribution of this study is to have investigated the use and adoption of Computer Assisted Language Learning Tools in the context of African indigenous languages and this can be considered as a new research in comparison to the reviewed studies of this research. Keywords: instructors, teachers, academics, attitude, Computer Assisted Language Learning
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    Investigating health care providers’ attitudes towards victims of sexual violence and abuse in a university in south west Nigeria
    (Journal of Critical Reviews, 2020-07-21) Adedokun, Theophilus Adedayo
    Health care providers play a fundamental role in the society as the foremost members of the health care service team for the victims of sexual violence and abuse and their attitudes towards victims of sexual violence and abuse can play an essential role in the standard of health care services provided for sexual violence and abuse victims. Thus, this study investigates the attitude of care providers towards sexual and abuse victims in a university health center in Nigeria, Obafemi Awolowo University in South west Nigeria. A random sampling of 40 students of Obafemi Awolowo University and 15 health care providers from Obafemi Awolowo University health center was conducted. A survey and focused group discussion were used as the research instrument of this study. The result of the study shows that the females are mostly the victims of sexual violence and abuse and this is because of the attitude of culture towards female gender. The finding also reveals that sexual violence is a function of power relation between the abused and the abuser and this study concludes that sexual violence is an abuse of power. The study also showed that health care providers have insufficient knowledge in dealing with sexual violence and abuse victims. This study therefore recommends that health care providers should be more professional in dealing with victims of sexual violence and abuse. Health facilities should also provide posttraumatic intervention within the health facilities to complement the work of health care providers and to soothing the pains of the victims.