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Induction and mentoring to middle management: perspectives of departmental heads in Umlazi District.
(2024) Gamede, Sithembiso Hevies Cedric.; Bhengu, Thamsanqa Thulani.
The study explored practices as well as experiences that Departmental Heads (DH) in middle management who received no prior induction and mentorship, acquired when executing managerial and leadership roles in curriculum, administrative, teaching and learning, and related activities. The qualitative case study was conducted in three primary schools and three secondary schools, located in the uMlazi District, KwaZulu-Natal, South Africa. Schools were chosen through convenient sampling while departmental Heads were selected through purposive sampling. Data was collected through semi-structured interviews that lasted for 35 to 103 minutes, within a qualitative research design. Participants’ responses were analysed
using categorisation and inductive coding, to establish themes. Themes were created when data from transcriptions was coded, analysed, and categorised. Findings revealed that the Departmental Heads (DHs) experienced many challenges and faced different experiences. DHs in two primary schools and a high school were inducted and mentored in their adaptation to middle management while that in two high schools and a primary school did not receive induction and mentoring. Recommendations of the study are, the Department of Basic Education can conduct induction of principals and School Management Teams (SMT’s) of neighbouring schools together. Furthermore, the Department of Basic Education should induct and train newly appointed DHs.
COVID-19’s impact on the JSE-listed industry prices.
(2024) Naidoo , Mayuri.; Obagbuwa , Oloyede.; Rajaram , Rajendra.
This study aimed to examine the impact of the COVID-19 pandemic on the stock prices of companies listed on the Johannesburg Stock Exchange (JSE). Additionally, the study aimed to evaluate the market efficiency within select industries listed on the JSE, employing the Efficient Market Hypothesis (EMH) theory. The examination study focused on the period immediately following the announcement of lockdown measures, spanning 30 days. The fixed effect model was used to evaluate the relationship between JSE industry returns and independent variables such as COVID-19 metrics, Adjusted Share Price, and Exchange Rate over time. Further, the event study methodology was used to measure the abnormal returns on
stock prices 30 days up to 30 days after the lockdown announcement and hence the efficiency of the stock market during this time. Notably, the regression analysis underscored that while the exchange rate may not wield significant influence over financial returns, the number of COVID-19 cases appears to have a statistically significant positive impact on stock prices, emphasising the pervasive influence of the pandemic on market dynamics. The event study revealed that 62.5% of the selected JSE industries exhibited support for the Efficient Market Hypothesis (EMH) theory. This suggests that a significant portion of the South African stock market demonstrates strong information efficiency. The findings suggest the importance of monitoring how the outbreak of pandemics has affected the general economy and the environment in which companies operate. Investors should be cautious during this time as there are additional risk factors such as national governments enforcing lockdown restrictions which
will limit company activities. Further, the study reveals that investors who are investing in the South African stock exchange should use investment strategies that are aligned with investing in weak-form efficient markets.
Teacher perceptions of inclusion in early childhood care and education in an informal settlement.
(2024) Zungu, Sethabile Rejoice Zamancwane.; Mahadew, Ashnie.
The purpose of this dissertation is to understand teacher perceptions of inclusion in early childhood care and education (ECCE) in an informal settlement using the case study design. ECCE is the period from birth to age four before formal schooling begins. This has been identified as a critical period to optimise learning and development, with ripple effects throughout the human lifespan. However, mere access to ECCE services is not enough, as low-quality programmes cannot achieve what high-quality programmes achieve in terms of early learning and development. Creating inclusive ECCE learning spaces is one way to ensure high-quality early learning experiences. Despite the need for quality in this sector, ECCE in South Africa remains marginalised with poor funding, low salaries, poor infrastructure, and unqualified personnel. This plight of ECCE is further exacerbated in poor communities such as informal settlements with makeshift homes, poverty, lack of municipal services, pollution, and inadequate health facilities for children. This study, therefore, attempts to investigate teacher perceptions of inclusion in ECCE in an informal settlement. The study was located within the interpretive paradigm, and a qualitative case study design was adopted. Data were generated from four ECCE teachers in an informal settlement in KwaZulu-Natal, through semi-structured questionnaires and interviews. Findings show that teachers have both myopic and broad understandings of inclusion. The findings also reveal that although research participants stated that they did not receive any training on inclusion, they did attempt to implement inclusion. The study also highlights that the implementation of inclusion in an informal settlement is a challenge for teachers, as they do not receive support to create an
inclusive programme for all children. Furthermore, the findings highlight limited learning resources to accommodate all children’s educational needs and the lack of necessary skills to
implement inclusion. The study highlights the plight of children attending an ECCE in an informal settlement and the urgent need for government intervention to improve the quality of education and care to the most vulnerable members of our society.
The design and development of an AI based digital forensic protocol for first responders.
(2024) Kumar, Deepak.; Subramaniam, Prabhakar Rontala.
In today's society, access to computers and the internet has become indispensable, offering a myriad of opportunities such as online shopping, trading, banking, communication, and social media interaction. However, along with the increasing usage of the internet, there is a corresponding rise in cybercrimes, posing constant threats to organizations. Recent years have witnessed a significant surge in cyber incidents and breaches, exacerbated by emerging technologies like the Fourth Industrial Revolution (4IR) and Artificial Intelligence (AI), as well as the availability of tools such as Crimeware-as-a-Service (CaaS), anonymous technologies like Tor, and the utilization of the Darknet. In response to these challenges, cyber forensic experts and digital investigators must possess the necessary skills and expertise to effectively investigate cybercrimes, analyse electronic evidence found on digital devices, and present findings in a legally acceptable manner. To stay ahead of cybercriminals, digital forensic investigators and first responders must leverage AI and cutting-edge technologies of the 4IR era. This study addresses the evolving cybersecurity landscape by designing an AI-based digital forensic protocol tailored for first responders. Employing a design science research (DSR) methodology, the study develops a novel investigation protocol utilising AI prediction modelling. Additionally, it explores various AI models to create an efficient framework for integrating Machine Learning (ML) and predictive modelling in cybercrime data analysis of a cloud-based dataset. The design and development of Intelligent Digital Evidence Extraction Protocol or I-DEEP, a novel protocol provides a framework to make the process of cybercrime investigation more agile using triaging and quick decision making by predictive analysis. This is accomplished by development and implementation of AI and Machine Learning algorithms.
From moving schools to sinking schools: narratives of stakeholders of schools in decline.
(2023) Khuzwayo , Ndumiso Quincy.; Blose , Sibonelo Brilliant.
There is a significant amount of research focusing on ways to improve schools; however, this research does not seem to make attempts to understand the causes of the decline in schools. This results in a scarcity of literature regarding the causes of school decline. Some of the reasons for
this scarcity could be the sensitivity of this phenomenon, and unwillingness of declining schools to expose themselves to scrutiny. The study reported in this thesis attempted to hold a bull by its horn through engaging with stakeholders of these schools. The study employed social realism and general systems theories to understand the structural, cultural, and agential mechanisms influencing school decline, and also to explore how stakeholders could imagine schools in decline as moving schools. The theoretical framework of the study was therefore made up of these two
theories (Archer’s social realism theory and general systems theory). Methodologically, the study employed narrative inquiry. The study targeted five secondary schools in the Umlazi District of KwaZulu-Natal. Two stakeholders per school were purposively selected to participate in the study.
Narrative interviews and artefact inquiry were used to generate field texts (data). Field text analysis occurred at two levels: narrative analysis and analysis of narratives. The study revealed multiple mechanisms (structural, cultural and agential) that influence decline in the sampled schools. These include, but are not limited to, stakeholder role confusion, toxic behaviours dominating the school culture, and the constrained agency of teachers and principals. The study concluded that schools in decline cannot turn themselves around or rescue themselves from decline but require external intervention that is multi-pronged to address different causes of decline. This intervention may come from stakeholders such as the SGB foundation, community stakeholders, well-performing schools, and subject advisors. The study then produced a model for intervention for schools in
decline. This model sets out forms of external intervention that are desired by stakeholders in declining schools and is termed the internally desired external intervention model (IDEI).