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Faculty of Management Sciences

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Author: search.filters.author.Reddy, KarunanidhiHas files: Yes

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    The evolving role of business in contributing to social justice in South Africa in terms of legislative measures
    (Virtus Interpress, 2016) Reddy, Karunanidhi
    Apartheid in South Africa has burdened the nation with high levels of poverty, illiteracy and other forms of social and economic inequ ality. The resultan t challenges included discrimination on grounds of race and gender, which prevented much of the population from fair opportunities for business ownership and management, and securing senior j obs, as well as obtaining access to goods and services. Many businesses were closed to Black people and separate and inferior facilities were provided for them. Further, workplace discrimination was su pported by the law.This article uses a descriptive approach to reveal, particularly in terms of the legislative measures introduced, the social responsibility of business in a transforming society, more especially the transformation of the historically disadv antaged communities.
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    Social justice in South Africa: law and the role of business
    (Athens Institute for Education and Research, 2015) Reddy, Karunanidhi
    The far reaching and devastating effects of apartheid in South Africa, has burdened the nation with “unacceptably high levels of poverty, illiteracy and other forms of social and economic inequality” (Consumer Protection Act 68 of 2008: Preamble). In view of the ravages of discrimination, particularly on the basis of race and gender, equality and the prevention of discrimination have played a significant role in post-apartheid South Africa. Clearly, apartheid resulted in discrimination in almost every aspect of social, political and economic life. The impact extended from much of the population being prevented from fair opportunities for business ownership and management and securing senior jobs, as well as obtaining access to goods and services. Many businesses were closed to them and instead, separate and inferior facilities were provided. Further, workplace discrimination was supported by the law. Hence, with the adoption of the 1996 constitution, there has been much discussion and debate about correcting these discriminatory practices and improving the socio-economic situation of the disadvantaged. Since much of these inequalities were as a result of unjust legislation from the past, it is not surprising that the attainment of the ideals of equality and a fair and just society has been directed towards the state. Clearly, the state had to carry much of the responsibility in removing the unjust legislation and introducing measures to prevent inequalities in the future and to redress injustices of the past. However, the attainment of the ideals of a society free of discrimination and injustice is not attainable without the application of such ideals to the private sector, i.e. individuals and business. This paper investigates the role of business in post-apartheid South Africa and its role in economic and social transformation. It examines the initiatives in place in terms of which business has a role to play, particularly, the prevention of discrimination by the business sector, Broad-Based Black Economic Empowerment (BBBEE), corporate social investment, consumer protection, employment equity and the promotion of fair business practices. This paper uses a descriptive approach to reveal the social responsibility of business in a transforming society. It concludes that the impact of these initiatives for business in South Africa is far-reaching and that business has a significant role to play in the growth and success of the economy, and more particularly in the transformation of the historically disadvantaged communities. However, the initiatives in place have not had the expected result.
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    Reading literacy in primary schools in South Africa: Educator perspectives on factors affecting reading literacy and strategies for improvement
    (Kamla-Raj Enterprises, 2014) Naidoo, Usha; Reddy, Karunanidhi; Dorasamy, Nirmala
    As a developing country, South Africa is faced with challenges in the sphere of education which have a direct impact on the literacy level of learners. Learners are taught in a language (English) which is not their home language. The socio-economic challenges, particularly of having little or no parental support, as well as the challenges of educators who are not proficient in English as a medium of instruction, and large class sizes, also contribute to the low literacy levels. South Africa’s performance in terms of the international reading tests, as well as the national literacy tests, has confirmed the seriousness of the problem and the urgency of finding solutions. This paper seeks to investigate the factors that impact on reading literacy as a preliminary step to finding measures to improve the quality of reading. Through an empirical study using a survey, data has been gathered from the perspective of educators from 40 schools in KwaZulu-Natal (KZN). The study will be beneficial to educators in the inter-mediate phase of primary schools; curriculum development specialists and national policy makers.
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    Reading literacy in primary schools in South Africa : educator perspectives on factors affecting reading literacy and strategies for improvement
    (Kamla-Raj, 2014) Dorasamy, Nirmala; Reddy, Karunanidhi; Naidoo, Usha
    As a developing country, South Africa is faced with challenges in the sphere of education which have a direct impact on the literacy level of learners. Learners are taught in a language (English) which is not their home language. The socio-economic challenges, particularly of having little or no parental support, as well as the challenges of educators who are not proficient in English as a medium of instruction, and large class sizes, also contribute to the low literacy levels. South Africa’s performance in terms of the international reading tests, as well as the national literacy tests, has confirmed the seriousness of the problem and the urgency of finding solutions. This paper seeks to investigate the factors that impact on reading literacy as a preliminary step to finding measures to improve the quality of reading. Through an empirical study using a survey, data has been gathered from the perspective of educators from 40 schools in KwaZulu-Natal (KZN). The study will be beneficial to educators in the inter-mediate phase of primary schools; curriculum development specialists and national policy makers.
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    Perceptions of educators of reading literacy : a case study of the intermediate phase in South African primary schools
    (International Foundation for Research and Development, 2012-10) Naidoo, U.; Dorasamy, Nirmala; Reddy, Karunanidhi
    The achievement of worldwide participation in education is essentially determined by the quality of education available. How well learners are instructed and how much they learn determines how regularly learners attend schools. Sound education is further affected by the following factors: time spent learning by learners, assessment methods for monitoring learner progress, styles of teaching, education spending, the language of instruction, and classroom organisation strategies (EFA Global Monitoring Report, 2005). However, the development of learners’ literacy in South Africa as a developing country is accentuated by several challenges. Many learners in South Africa have difficulty understanding the language in which they are taught which is English, as they are not taught in their mother tongue. However, the language of instruction is not solely responsible for the poor performance in international reading tests and schooling in general. Learners are also faced with socio-economic issues, very little or hardly any parental supervision and educators are faced with the challenge of finding reading methods and strategies suitable to improving reading. Learners in the foundation phase are explicitly taught reading skills. In the intermediate phase, learners are expected to apply the skills acquired in the foundation phase to access the curriculum. In reality, this is difficult to achieve. The purpose of this article is to determine educator perceptions of reading literacy in the intermediate phase with the aim of enhancing reading literacy in the intermediate phase.