ResearchSpace
ResearchSpace is the institutional repository of the University of KwaZulu-Natal, unlocking knowledge, empowering impact, and preserving UKZN's research legacy.
Recent Submissions
Isingeniso Esiyisisekelo Emkhakheni Womculo
(University of KwaZulu-Natal Press, 2024-06-01) Bethke, Andrew-John.
Le ncwadi inikeza isingeniso ohlelweni kuhlelo lohlakalokubhalela umculo. Ihlukaniswe yaba izingxenye ezimbili ezinkulu: indidiyelosigqi nenothi. Isigaba sendidiyelosigqi sibonisa ukuthi ubude beskhathi samanothi omculo bumelwe kanjani kuhlelo lohlakalokubhalela. Isebenzisa izingoma ezaziwayo zaseNingizimu Afrika ukukhombisa abafundi ukuthi lokho abakuzwayo kwindidiyelosigqi kungadluliselwa kanjani kokubhaliwe. Ifaka isingeniso sezimiso zamanje zokuhlanganisa isigqi ngokuya ngamametrical pulses. Isigaba senothi sethula izimiso zokuqamba iphimbo kanye nomqondo wokuthi ibanga phakathi kwamanothi lilinganiswa kanjani: amathoni, amathoni amancane nezikhawu. Iqukethe isigatshana sezimiso zokuhlanganisa iphimbo libe yizilinganiso. Kuzo zombili izigaba zesigqi kanye nephimbo, izibonelo eziningi ezisetshenzisiwe zinikezwe ukuze abafundi bakwazi ukuthuthukisa ukuzethemba. Amaworksheets anikeziwe enzelwe abafundi bakwazi ukuziqeqesha kulokho asebekufundile.
Ukuvamisa Imithetho Yokubhala Nobhalomagama LwesiZulu Lonyaka Wezi-2021
(University of KwaZulu-Natal Press, 2021-02-24) Maphumulo, Abednego Mandlenkosi.
Ushicilelo olusha Lwemithetho Yokubhala Nobhalomagama LwesiZulu lonyaka wezi-2021 luwukwenziwa kabusha kwalolo lonyaka wezi-2008. Luqukethe izahluko ezibaluleke kakhulu emsebenzini wolimi lwesiZulu. Kunesahluko esithi ‘ukuvamisa’ esichazayo ukuthi kuyini nokuthi kuhlobene kanjani nemithetho yokubhala nobhalomagama. Izahluko ezilandelayo zichaza umlando ukuthi kusukwa kuphi nomshikashika wemithetho yokubhala nobhalomagama lwesiZulu. Lezi zahluko zigqamisa iqhaza labomdabu nabasabalalisi bezenkolo emlandweni wokubhalwa kwesiZulu. Kubuye kuchazwe kabanzi ngemithetho yokubhalwa kwesiZulu, izimpawu zokuloba, ifonetiki, ukufelebisa, amagama ezindawo, ukuhlelwa okubhaliwe nokubhekisisa osekuhleliwe. Kuqhutshekwa kudingidwe ukuqanjwa kwamatemu, imithetho yokuhumusha nokutolika kanye nokubhalwa kwezichazamazwi. Kubhalwe kabanzi ngezinkinga zolimi emithonjeni yezokwazisa, ikakhulukazi amagama esiZulu adidwa namanye nokusetshenziswa kwamagama ayimifakela, ikakhulukazi imisindo emisha esitholakala esiZulwini. Kubhekwe nobhalomagama eBhayibhelini. Kuchazwe izikhathi, izinsuku nezinyanga ngesiZulu kwase kugcinwa ngobuchwepheshe ekuthuthukisweni kolimi lwesiZulu. Incwadi izoba wusizo kulabo abasebenzisa isiZulu emikhakheni eyahlukene. Zitholele eyakho uzifundele kugeqwa amagula ngezahluko esezibaliwe.
Implementing and Promoting Multilingualism: Speaking through Different Tongues in South African Higher Education Spaces
(University of KwaZulu-Natal Press, 2024-06-03) Ngubane, Nomalungelo.; Ntombela, Berrington.; Ndebele, Hloniphani.
The new South Africa inherited a history of linguistic marginalisation. The dawn of democracy ushered in a period of redressing and reclaiming African languages to their rightful place. The country has had to live its true multilingual nature – a project that continues to evade former colonial states. True to the commitment of a just linguistically equitable society, this collection of essays, written in isiZulu, Tshivenda, Sesotho sa Leboa, Sesotho and Setswana, argues for the centrality of multilingualism as a means of intellectualising, utilising and developing African languages.
Exploring social assistance administrative challenges at the South African Social Security Agency, KwaZulu-Natal.
(2024) Tshaba, Mabutho.; Madondo, Mfazo Cliford.
The social assistance benefits plan in South Africa is the largest portion of the government's desperation and commitment to ease the programme to provide social assistance to eligible citizens of the nation. This study’s main objective was to investigate the administrative challenges experienced by the social assistance systems at SASSA, KZN Region. The study employed qualitative research with explorative research design. The study was undertaken with ten SASSA Regional Managers in the KwaZulu-Natal Region. Face-to-face interviews were conducted with participants who were purposively sampled from the population. The data collected was analysed through thematic analysis. The key findings of the study indicated that there is a connection between the concept of social security and management, because it was used as an accounting tool for the services rendered under grants administration process.
Secondly, most key challenges identified included fraud and corruption. Key recommendations were made as follows: there is a need to strengthen the use of technology to improve the social security administrative systems and ease access by the services users. There is a need to align the national policies, government systems and improve stakeholder involvement in addressing these interconnected issues. It is hoped that these findings and recommendations could be used for influencing policies around social security administration processes and improve citizenry participation, so that service users have a voice on the programmes implemented by the government. Furthermore, this study is an important contribution towards efforts aimed at improving service delivery within the South African Social Security Agency.
Bullying in a multicultural secondary school in Chatsworth: an explorative-descriptive study of learners’ perceptions and experiences.
(2025) Pitswane, Bonolo Tuelo.; Mzinyane, Bongane Morris.
This dissertation explores bullying among teenage learners in a multicultural secondary school in Chatsworth, KwaZulu-Natal, South Africa. Against the backdrop of ongoing challenges in the education sector, including school violence, cultural divisions, and the psychosocial vulnerabilities of learners, understanding how young people perceive and experience bullying is vital for informing effective interventions. This qualitative study was framed within an interpretivist paradigm, allowing for an in-depth exploration of learners’ subjective realities and meanings. It further drew on the person-in-environment perspective and relational well-being theory to situate learners’ experiences within their broader ecological and relational lenses. The data were collected through two focus group discussions with 13 Grade 11 learners, aged between 15 and 18 years, providing insights into how they understand, perceive, and have experienced bullying. Thematic analysis was employed to interpret the data, enabling a nuanced exploration of the meanings associated with bullying. The findings revealed that learners perceive bullying as a multifaceted phenomenon, extending beyond physical aggression to encompass verbal abuse, psychological harm, social exclusion, stereotyping, and cyberbullying. Their accounts highlighted that bullying is not only an individual act of aggression but also a socially embedded behaviour influenced by peer dynamics, institutional practices, and historical legacies of inequality. The participants identified teachers being part of the bullying problem by partaking in it, inconsistent enforcement of rules, lack of discipline and possible behaviours learnt from home. These accounts underscore the urgent need for effective interventions that address both the emotional and educational consequences of bullying. The study has policy implications. The study showed the causes and effects of school bullying, which policymakers should aim to address to reduce the prevalence and address the issue of school bullying in South Africa. Participants recommended preventative, restorative, and participatory approaches rather than punitive discipline. Recommended strategies included whole-school anti-bullying education, restorative justice practices, peer-support systems, accessible reporting mechanisms, culturally responsive and trauma-informed teacher training, and inclusive extracurricular activities to build cohesion. Learners also emphasised the importance of stronger communication among parents, staff, and learners, as well as addressing broader community-level prejudices that impact school interactions. This study contributes practically and theoretically by generating context-specific evidence for educators, [school] social workers, and policymakers while demonstrating the value of centring learner perspectives in intervention design.