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A study of Poem 63 of Catullus, with regard to neoteric literary tenets and the poet's own approach and treatment of the myth of Cybele and Attis.
(1982) Somaroo, Harichand.; Cipolla, Gaetano.
Available in pdf.
Stakeholder engagement practices in environmental management projects at eThekwini Economic Development, Tourism and Environmental Affairs.
(2025) Khanyile, Vusumuzi.; Shava, Elvin.
Achieving quality public service delivery in communities has been characterised by increasing conflicts between the responsible local government departments and the recipient communities. To understand the root of these increasing conflicts, the stakeholder management theory examined how the stakeholders have been integrated and engaged in the environmental management projects directed by the eThekwini Department of Economic Development, Tourism and Environmental Affairs. To investigate the practices undertaken in stakeholder engagement at the Department, this study utilised a case study to evaluate the department's current involvement of stakeholders and management practices to record existing effectiveness, inefficiencies, and limitations to create a combined, proactive strategy for stakeholder engagement and management to aid in developing ways to mitigate the Department's current challenges. A purposive sampling technique was used to identify fourteen participants among various external stakeholders who responded to the interview questions to gain deeper insights into their perspectives on their engagement in seven selected environmental projects currently underway in the eThekwini Municipal area. Using thematic analysis, the study results indicated that there were power disparities and conflicts of interest among stakeholders and a lack of resources and capacity for efficient stakeholder engagement and management. It was also revealed that stakeholders felt marginalised and excluded in the environmental management project decision-making process. The conclusions drawn from the study have shown the shortcomings and the need for improvement of the eThekwini Department of Economic Development, Tourism and Environmental Affairs’ current stakeholder engagement practices. Ultimately, developing relationships with stakeholders and earning their trust and credibility are critical to successful stakeholder engagement and management. The study recommends implementing a more inclusive and participatory stakeholder engagement approach that enables all stakeholders involved in environmental management projects to leverage resources, proficiency, and knowledge to achieveenvironmental project objectives.
Leveraging insights from teachers who are indigenous knowledge holders to explore the inclusion of indigenous knowledge in Life Sciences.
(2025) Biyela, Nkanyiso Alfred.; Mudaly, Ronicka.
Recognizing the pivotal role of Indigenous Knowledge Systems (IKS) in science education, South African policy documents, including the Curriculum and Assessment Policy Statement (CAPS) for Natural Sciences and Life Sciences (Department of Education, 2011), highlight the need to include IKS. These policy papers mandate science teachers to include indigenous knowledge in their curriculum. This research sought to investigate the incorporation of indigenous knowledge into the lessons taught by high school Life Sciences teachers in the Northern KwaZulu-Natal Province. I sought to explore the IKS-related content that was utilized and the methods employed to teach in Life Sciences lessons. The research involved a single primary phase of sequential data collection, specifically focusing on qualitative data. This contemporary methodology was utilized to ensure reliable responses to the following specified research questions: 1. What are the views of teachers, who are also IK holders, about the inclusion of IK in the Life Sciences curriculum? 2. How can teachers who are IK holders include IK in the Life Sciences curriculum? 2.1 What content do they include? 2.2 What pedagogy do they use? To answer the questions guiding the research study, data were generated through document analysis and interviews with five purposively selected Life Sciences teachers. The study aimed to investigate the integration of indigenous knowledge (IK) in Life Sciences, utilizing the perspectives of teachers possessing IK. Specifically, this study sought to explore how IK is incorporated into the Life Sciences (LS) curriculum and how teachers with IK perceive their role as knowledge producers in the curriculum. The research revealed teachers' concerns about the LS curriculum's preference for knowledge, which often overlooks prominent non-Western scientists without global recognition. Participating teachers were aware of the Euro-Western nature of the Life Sciences curriculum. Ultimately, the research underscored the significance of incorporating IK into South Africa's Life Sciences curriculum.
Teaching coding and robotics in rural schools.
(2025) Goqweni, Zimbini.; Govender, Reginald Gerald.
Coding and robotics are exciting fields that combine programming, engineering, and innovation. Studying coding and robotics can be a fantastic way to develop valuable skills and open up exciting career opportunities. However, for rural schools, it is often accompanied with inadequate teaching resources. South Africa has introduced coding and robotics into its school curriculum. This move is expected to modernise the education system, focusing on developing 21st century skills like problem-solving, critical thinking, and creativity. This study focuses on teaching coding and robotics in rural schools. Unlike the traditional subjects like history and geography, on foundation phase (Grades R-3) coding and robotics curriculum focuses on unplugged coding activities, pattern recognition, and basic robotics concepts. Intermediate phase (Grades 4-6) develops programming skills using block-based coding platforms and introduces more complex robotics concepts. Senior phase (Grades 7-9) builds on previous knowledge, emphasising advanced programming concepts, robotics, and application skills. This study adopted an integration of Cognitive Load Theory (CLT) and social constructivism. Qualitative methods were supported as it is in accordance with the interpretivism paradigm. All data collection took place through questionnaires, workshops and observations and semistructured interview. The sample size was 16 participants from all four schools (four teachers from each school). The results show that teachers are not teaching coding and robotics in their school due to limited technological resources and inadequate teacher training. Schools lack necessary infrastructure such as computer labs and internet connectivity. Teachers need professional development to effectively teach coding and robotics. Developing effective assessment methods for coding and robotics can be difficult. Effortlessly integrating coding and robotics into existing curricula can be complex. Furthermore, addressing these challenges requires collaboration between teachers, policymakers and stakeholders to provide support and resources. In addition, strategic alliances between organisations and government are important for providing resources and support. The researcher proposes that the rural schools should be introducing unplugged coding, since it is teaching coding without using digital devices. It is accessible without access to technology.
Integration of solar energy into science and technology education for sustainable development.
(2026) Buthelezi, Nokwethemba Sethabile.; Gachie, Wanjiru Emily.; Mbuyise, Xolani Goodboy.
The integration of solar energy into science and technology education is increasingly seen as essential to equip learners with the skills needed to address environmental and energy challenges, particularly in regions facing energy insecurity and load shedding. This study investigates how solar energy concepts are integrated into science and technology curricula in South African secondary schools. The primary aim is to assess the educational benefits, the impact on learners’ environmental awareness and critical thinking, and the challenges faced by educators. The research also examines how solar energy education contributes to the achievement of Sustainable Development Goals (SDGs), specifically SDG 4 (Quality Education) and SDG 7 (Affordable and Clean Energy). A mixed-methods approach was adopted, involving quantitative data collection through structured questionnaires with learners and qualitative data from semi-structured interviews with educators. The sample comprised two secondary schools selected for their contrasting contexts. Comparative analysis was conducted to evaluate differences in curriculum integration, learner familiarity, and educator practices. The Wilcoxon Signed-Rank test was used to analyse trends in perceptions and practices. Findings revealed significant disparities between schools in terms of learner exposure to solar energy topics, often linked to resource availability, teacher training, and contextual factors such as load shedding. Learners with greater curriculum integration demonstrated higher environmental awareness and engagement with renewable energy concepts. Educators identified both opportunities and barriers, including limited funding, lack of technical expertise, and infrastructural constraints. The study concludes that effective integration of solar energy education can enhance learning outcomes, foster sustainability, and support the achievement of key SDGs. To bridge the gap between awareness and practice, targeted curriculum development, ongoing teacher training, and increased investment in educational resources are recommended. These measures can empower schools to address energy challenges, promote environmental responsibility, and prepare learners for a sustainable future. Key Words: Solar Energy, Science and Technology Education, Curriculum Integration, Sustainable Development Goals, Learners, Educators, South Africa, Renewable Energy, Environmental Awareness, Loadshedding.