This study examines the causes and effects of early girl-child dropouts in secondary schools in the Zwelibomvu area in KwaZulu-Natal, South Africa. The area has a significantly high record of dropouts among girls compared to their boy counterparts, resulting in an unbalanced gender ratio at schools.
Many development scholars argue that universities can and should address societal problems of poverty, inequality and unemployment. There is international literature that argues, in particular, two things: firstly, that certain economies thrive because they are knowledge driven; and secondly, that universities play a central role in preparing workers for the labour market.
Problem Statement: The emergence of open educational resources (OER) has gained popularity and acceptance in higher education institutions and beyond the basic education sector. This has brought a persistent shift in tuition and research provision. Higher education institution management and curriculum instructors are praising the existence of the OER initiative. In such a situation, the social capital has a role in promoting the adoption, development, and dissemination of OER.
Achilles Tatius’ novel, Leucippe and Clitophon (2nd c. CE), is a product of the literary experimentation in prose fiction during the Greek intellectual renaissance under the Roman Empire known as the Second Sophistic. For all appearances, the story follows the usual narrative course of the ancient Greek ...
In this thesis, I present an intersectional analysis of the Black students’ experiences of different dynamics of violence during the Fees Must Fall (FMF) movement in 2015/16 academic years. The overarching aim is to explore the various outcomes of interactions between the social phenomenon of violence and the intersectionality of the social cleavages of the students during FMF.
In South Africa the changes in education, emerging from several government documents, resulted in the implementation of inclusive education through the Education White Paper 6. Since then, research into the role of stakeholders in the implementation of inclusion in South Africa has largely focused on teachers.
This thesis examines the meanings of a social grant in South Africa using a decolonial interpretive analysis. The main objective of the research is to decode possible meanings of the social grant programme in South Africa by examining its possible transformative role in poverty and inequality, using the lived experiences of the beneficiaries of this programme.
