ResearchSpace
ResearchSpace is the institutional repository of the University of KwaZulu-Natal, unlocking knowledge, empowering impact, and preserving UKZN's research legacy.
Recent Submissions
Cultural and heritage tourism as a tool for enhancing rural livelihood diversification in Sehlabathebe National Park, Lesotho.
(2022) Makwindi, Ngonidzashe.; Ndlovu, Joram.
In Southern Africa, heritage tourism has been identified as a tool for poverty reduction in rural areas because it has the potential to play a key role in enhancing livelihood diversification. Cultural and heritage tourism provides World Heritage communities with sustainable livelihoods, yet many African World Heritage Sites are surrounded by communities with visible high poverty and unemployment levels. Sehlabathebe National Park, a World Heritage Site in Lesotho, is not an exception in this regard. It is against this background that this study aims to explore the awareness, perceptions and role the World Heritage and tourism play in the livelihoods and everyday life of the local communities in Sehlabathebe National Park. The study sought to explore the participation of local communities in tourism and conservation at the World Heritage Site. Among other objectives, the study examined the impacts of heritage tourism on the rural livelihoods and evaluated the community’s perceptions and expectations of Sehlabathebe National Park as a World Heritage Site. It also assessed the benefits to the community resulting from Sehlabathebe National Park as a World Heritage site. To explore the complexity of rural livelihoods, the study adopted the philosophical underpinning of pragmatism complemented by Convergent Parallel mixed method design. The study was anchored by the Social Exchange Theory, Stakeholder Theory and Sustainable Livelihood Framework. The researcher administered questionnaires to a stratified random sample of 286 households in 12 villages and conducted in-depth interviews to a snowball sample of 11 experts. The quantitative and qualitative data analysis was done using SPSS and thematic analysis respectively. The key non-parametric tests conducted were Chi-square, Multiple regression analysis and Mann-Whitney. The study revealed that cultural and heritage tourism did not enhance livelihood diversification in most villages. It could not reduce household vulnerability and poverty. The local communities had not yet seen the benefits of Sehlabathebe National Park as a World Heritage Site seven years after getting the status. Local community participation in tourism and conservation was limited to consultation. Although the local communities still had high expectations of benefits from the Site, the study concludes that the establishment of Sehlabathebe National Park and the World Heritage status have not significantly improved the livelihoods of the local communities. The key recommendations were the adoption of Public Private Partnership (PPP) to bring in the much-needed investment and business expertise in the sustainable management of the park. The study also recommended giving back the custodianship and stewardship of the park to the local communities which entails empowering the village Chiefs to protect the park. This study contributes to new knowledge on tourism’s specific socio-economic impacts on rural livelihoods of the poor living around World Heritage Sites. The thesis makes a theoretical contribution to knowledge and academic rigor by testing complex sociological theories to examine a tourism phenomenon. Ultimately, this thesis has demonstrated that cultural and heritage tourism, though commonly perceived as the panacea for poverty alleviation, it should be supported by an appropriate tourism policy framework. The implication is that the park management should review its tourism policy and develop a comprehensive inclusive cultural heritage tourism product.
A critical exploration of the ethical implications of National health insurance (NHI) in South Africa bill.
(2025) Xasibe, Asanda.; Okyere-Manu, Beatrice Dedaa.
This study critically explores the ethical implications of implementing the National Health Insurance (NHI) Bill in South Africa. The NHI seeks to address long-standing inequalities in the country’s dual health system by creating a single-payer model that guarantees universal access to quality healthcare. Using the ethical theory of Ubuntu as the guiding framework, the study examines how the NHI aligns with principles of justice, equity, dignity, solidarity, and shared responsibility. The research also evaluates the potential risks associated with the Bill, including corruption, governance failures, financial sustainability challenges, and the possible weakening of private healthcare. A qualitative, exploratory, and desktop research design was used to analyse academic literature, policy documents, and official reports. The findings reveal that while the NHI presents strong ethical benefits and offers an opportunity to correct apartheid-era injustices, its success depends on transparent leadership, strong accountability systems, public participation, and the practical application of Ubuntu values in policy implementation. The study concludes that an ethically grounded NHI has the potential to build a more just and inclusive health system, provided that governance and institutional weaknesses are effectively addressed.
Investigating the impact of using an active pedagogic approach to teaching with technology on student learning.
(2023) Adeboye, Daniel Obatomisin.; Govender, Desmond Wesley.
The use of technology in the classroom has been a topic of debate for many years. Several researchers have done much work on how best technology can be integrated successfully into the classroom. Some argue that technology can be a valuable tool for enhancing student learning, while others believe that it can be a distraction and lead to decreased engagement. Research has made it clear that using an active learning approach to teaching and learning might make the results a bit more positively predictable. This study investigated the impact of using an active pedagogic approach to teaching with technology on student learning at a primary school in Nigeria. This study is a case study that made use of action intervention research, passing selected participants through seven weeks of teaching using the Activated Classroom Teaching (ACT) model as the intervention. The ACT model is an active learning pedagogical approach that passes students through six layers of increased activities – consumption, curation, conversation, correction, creation and chaos, ensuring student engagement. This study used a mixed method approach and so data was collected from a sample of 91 students through a questionnaire and 4 teachers through a focus group discussion. Secondary data as well as scores from teachermade tests were also collected to add robustness to the data. Quantitative analysis was done using SPSS, with other statistical tests and t-tests carried out as well. Qualitative analysis was done as the FGD was transcribed, coded and major themes were derived and discussed. The findings of this study suggest that using an active pedagogic approach to teaching with technology, such as the ACT model, can be an effective way to increase student engagement and academic performance, thereby enhancing student learning. Specifically, results revealed that the ACT model has a positive impact on the affective engagement and academic performance of students. Although students have high behavioural and cognitive engagement, there is a slight decrease in these engagement parameters for the students. Furthermore, the ACT model provides a pedagogical framework for teachers to use technology in a way that engages students and promotes deep learning. Investigating the Impact of Using an Active Pedagogic Approach to Teaching with Technology on Student Learning - Adeboye Daniel O. (2023) This study contributes to the body of knowledge by providing evidence that using an active pedagogic approach to teaching with technology can be an effective way to increase student engagement and academic performance. Additionally, it provides valuable insights for teachers who are considering using technology in their classrooms and suggests that for teachers to teach effectively with technology and get the desired results, they must be trained to engage the affordances of technology and teach using an active pedagogical approach.
Artificial womb technology in Africa: evaluating the ethico-cultural implications from a Zulu indigenous perspective.
(2025) Mthwane, Samkelisiwe Luyanda.; Okyere-Manu, Beatrice Dedaa.
This study examines the ethical and cultural challenges posed by Artificial Womb Technology(AWT) through the lens of Zulu Indigenous thought, using the framework of Isintuism. The study outlines that AWT, by transferring gestation from the human body to an artificial environment, contributes to various challenges to core Zulu values. The technology disrupts the sacred role of the mother, interferes with ancestral rituals essential for establishing lineage and personhood, and commodifies the natural processes of life. The study concludes that the Artificial Womb Technology has potential biomedical advantages, however the technology poses challenges to the spiritual and communal foundations of Zulu identity, necessitating a cautious approach guided by African ethical principles.
Exploring teachers’ understanding of outcomes-based forms of pedagogy used in the foundation phase.
(2024) Ntshangase, Mpumelelo Carol.; Khoza, Simon Bhekumuzi.; Mthembu, Andreas Siphiwe Bheki.
The South African schooling system emphasizes the foundation phase, from grade R to grade 3, as it introduces learners to formal learning and develops writing, communication, and critical thinking skills. However, teachers in this phase often lack understanding of Outcomes-Based Forms of Pedagogy (OBFP), making it difficult for learners to acquire necessary skills. The introduction of new curriculums has negatively impacted teachers, as they are unsure how to implement them, influenced by their content knowledge, experience, and the lack of preparation and resources. Therefore, this dissertation presents the qualitative case study of nine foundation phase teachers from a single school in a semi- rural area of KwaNyuswa. This study was conducted with the main purpose of exploring teachers understanding of outcomes-based forms of pedagogy used in the foundation phase. The study utilised the qualitative case-study design and the interpretivist paradigm. Data were generated through the use of document anaylsis, classroom observation and one-on-one semistructured interviews. The three research methods were used in order to ensure the process of triangulation during the exploration of teachers’ understanding of OBFP. The purposive sampling was used to select the foundation phase teachers to be part of this study. The research questions played an important role in guiding the study to review the relevant literature on teachers’ understanding of OBFP. This study used Cultural Historical Activity Theory as a theoretical analysis. In order to ensure trustworthiness in the study dependability, confirmability, credibility, and transferability were implemented in this study. Further to this, ethical issues were also considered such as consent letters, anonymity and withdrawals The findings revealed that teachers’ pedagogical knowledge in terms of Outcome-Based Forms of Pedagogy however they lack practical knowledge or implementing OBFP in the classroom. There is a gap between teachers’ understanding of OBFP (theory) and implementing OBFP (practical) in the classroom. As a result, teachers are not aware of strategies of implementing and using Curriculum differentiation in order to accommodate learners’ differences. The findings revealed that teachers had a limited understanding of what Outcomes-Based Forms of Pedagogy meant however, teachers tried to properly implement it with some challenges with the purpose of accommodating all the learners needs and abilities in the foundation phase. The study further highlighted the influence of teachers’ experiences on teaching and learning and learner performance as a result thereof. In this study, I argue that there are various contributing factors that influence teachers’ understanding of OBFP namely; teaching, learning, and teaching practices as well as ever-changing educational policies. I am of the opinion that these should be addressed in order to improve teachers’ understanding of OBFP.